LEVEL 1
CHAPTERS
1&2
THIS CLASS IS FULL.
I CAN’T ADD ANY MORE STUDENTS.
DUE TO INSURANCE POLICIES,
THE ONLY PEOPLE ALLOWED
IN THE CLASSROOM ARE:
1. PEOPLE WHO ARE REGISTERED FOR THIS CLASS
OR
2. PEOPLE ON THE WAIT LIST FOR THIS CLASS
FOR EVERYONE ELSE, I'M VERY SORRY.
PLEASE TRY ANOTHER SECTION
OR COME BACK NEXT SEMESTER.
SPECIAL NOTE
YOU NEED MY ASL BOOK FOR PRACTICE
AT EVERY CLASS SESSION.
YOU MUST BRING THIS BOOK TO EVERY CLASS.
IF YOU DON’T BRING YOUR BOOK,
YOU WILL BE ASKED TO LEAVE CLASS
AND GET THE BOOK,
EVEN IF IT IS 20 MILES AWAY.
YOU’LL PROBABLY BE MARKED AS ABSENT
IF YOU CAN’T MAKE IT BACK IN TIME,
LET’S CREATE
AN ASL-FRIENDLY CLASSROOM
WHERE WE CAN ALL
SEE EACH OTHER
LET’S HAVE SOME APPLAUSE
FOR
YOUR NEW INSTRUCTOR!!
MY EARS MAY NOT WORK…
BUT
WHAT REALLY COUNTS IS
WHAT’S BETWEEN THEM!!!
WHY DO DEAF PEOPLE USE THAT SIGN
TO REPRESENT HEARING PEOPLE?
WHEN DEAF PEOPLE
LOOK AT HEARING PEOPLE
HERE IS WHAT THEY SEE…
HOW MANY OF YOU
HAVE EVER MET
A DEAF PERSON?
WHAT SHOULD YOU DO
IF YOU SEE
A DEAF PERSON?
HERE’S PART OF
A FIRST-TIME CONVERSATION
WITH A DEAF PERSON
1.
GREETING THE PERSON
2. EXPRESSING FRIENDSHIP
CONGRATULATION!
NOW YOU’VE MET
A DEAF PERSON!
THIS IS HOW
DEAF PEOPLE
APPLAUD!!
WHAT I DO….
WHAT I AM….
WHAT YOU DO…
WHAT YOU ARE…
HOW MANY SIGNS
HAVE YOU LEARNED
SO FAR?
TELL ME ALL THE SIGNS
THAT YOU’VE LEARNED.
WHAT’S OUR GOAL
FOR THIS WEEK?
LEARNING HOW TO BECOME FRIENDS
WITH DEAF PEOPLE!!
WHEN DEAF AND HEARING PEOPLE
MEET FOR THE FIRST TIME
HERE’S WHAT THEY SAY
1. GREETING
2. CLARIFYING CULTURAL BACKGROUNDS
3. EXCHANGING NAMES
4. EXPRESSING FRIENDSHIP
WHAT DO YOU KNOW?
DO YOU KNOW HOW TO GREET DEAF PEOPLE?
DO YOU KNOW HOW TO CLARIFY BACKGROUNDS?
DO YOU KNOW HOW TO EXCHANGE NAMES?
DO YOU KNOW HOW TO EXPRESS FRIENDSHIP?
WHAT DO YOU KNOW?
DO YOU KNOW HOW TO GREET DEAF PEOPLE? YES!!
DO YOU KNOW HOW TO CLARIFY BACKGROUNDS? YES!!
DO YOU KNOW HOW TO EXCHANGE NAMES? NO.
DO YOU KNOW HOW TO EXPRESS FRIENDSHIP? YES!!
DO YOU WANT TO LEARN HOW TO EXCHANGE NAMES?
YOU NEED TO LEARN HOW TO FINGERSPELL , FIRST!
FINGERSPELLING CHART
a
f
K
p
u
b
G
L
q
v
c
H
m
R
w
d
i
n
s
x
e
j
o
t
y
z
A, B, C, D, E, and F
FINGERSPELL THESE WORDS
bed
cad
cab
fed
dab
ace
dad
deaf
deed
fade
café
bead
cede
face
G, H, I, J, K, and L
FINGERSPELL THESE WORDS
gig
keg
jab
big
had
jig
led
kick
laid
jade
high
lack
died
like
M, N, O, P, Q, R and S
FINGERSPELL THESE WORDS
nag
pig
sob
fan
men
ran
nod
none
rain
prop
mine
poem
spin
sass
T, U, V, W, X, Y and Z
FINGERSPELL THESE WORDS
vat
wig
zit
yum
tug
tax
woe
ugly
hiz
yell
toga
vain
sexy
zany
SOME FUN WORDS TO FINGERSPELL!!
MISSISSIPPI
MONSOON
WOOLLY MAMMOTH
MESOPOTAMIA
SASSAFRAS
SONOMA? NO MA!
E-I-E-I-O E-I-E-I-O
FEEDING FRENZY
LET’S PRACTICE FINGERSPELLING
THREE LETTER WORDS
ACE
BED
BIG
CAB
CAD
DAD
FAN
FED
GIG
HAD
JAB
JUG
KEG
LED
MEN
NAG
NOD
PIG
RAN
SOB
TAX
TUG
VAT
WIG
WOE
YUM
ZIT
LET’S PRACTICE FINGERSPELLING
FOUR LETTER WORDS
BEAD
DEAF
FACE
KICK
LIKE
POEM
SASS
UGLY
WHIZ
CAFE
DEED
HIGH
LACK
MINE
PROP
SPIN
VAIN
YELL
CEDE
DIED
JADE
LAID
NONE
RAIN
SEXY
WILT
ZANY
LET’S PRACTICE FINGERSPELLING
FUN WORDS
MISSISSIPPI
MONSOON
WOOLLY MAMMOTH
MESOPOTAMIA
SASSAFRAS
SONOMA? NO MA!
E-I-E-I-O E-I-E-I-O
FEEDING FRENZY
WE’RE GOING
TO PLAY A GAME CALLED
FINGERSPELLING OLYMPICS.
FINGERSPELLING OLYMPICS
OFFICIAL RULES
1. FOUR OR FIVE TEAMS IN ROWS
2. PLAYER AT HEAD OF EACH ROW
IS GIVEN A SYLLABLE OR WORD
3. THIS SYLLABLE OR WORD IS
TRANSMITTED FROM PLAYER TO PLAYER
DOWN THE ROW TO THE LAST PLAYER
4. THE TEAM THAT FINISHES FIRST
WINS THE GAME.
HOMEWORK
1. Write responses to My ASL Book, Chapter 1,
Pages 1 – 23: Getting Ready to Learn ASL.
Due by third Session.
2. Practice and prepare for Fingerspelling Olympics,
using the syllable chart in Chapter 2, Page 36.
3. Read and respond to My ASL Book, Chapter 2,
Pages 25-34: “Introduction”, “The Classroom” and
“Fingerspelling Finesse”
4. View and respond to My ASL Tube, Chapter 2,
videos 2-1 to 2-10
(end of session 1)
.
ARE YOU
ALL READY FOR
THE FINGERSPELLING
OLYMPICS??
YOU
ARE ALL
FINGERSPELLING
CHAMPS…
NOT!!
WE NEED TO
UNDERGO TRAINING
TO BECOME OLYMPIC
FINGERSPELLING CHAMPS!!
HOW TO TRAIN TO BECOME
OLYMPIC FINGERSPELLING CHAMPIONS:
1. TRAINING IN PAIRS:
1. Student A chooses a random syllable
and fingerspells it to Student B
2. Student B repeats the syllable
back to student A
3. Student A confirms that B is right or wrong
4. Then Students A and B switch roles
TRAINING TIPS FOR
FINGERSPELLING CHAMPS!!
1. SPELL IN SYLLABLES, NOT LETTERS
2. WATCH OUT FOR LETTERS
THAT CAN BE CONFUSED
“A” and “S”
“D” and “F”
“E” and “O”
“G” and “H”
“I” and “Y”
“P” and “Q”
HOW TO TRAIN TO BECOME
OLYMPIC FINGERSPELLING CHAMPIONS:
2.TRAINING AS A TEAM
1. All team members look away from Student A.
2. Student A picks a random syllable, and
fingerspells it to Student B.
3. Student B fingerspells syllable to Student C,
C to D, D to E, etc around the circle.
4. The last student fingerspells the syllable back to
Student A who confirms it is right or wrong.
5. Student B starts the next round
WARNING:
PRACTICE IS
SERIOUS BUSINESS!!
IF YOU DON'T
PRACTICE AND
YOUR TEAM LOSES,
THEY’LL BE MAD!
I CAN'T GUARANTEE
YOUR SAFETY!!!
ARE YOU READY
TO PLAY
FINGERSPELLING
OLYMPICS??
LET THE GAMES BEGIN!!
FINGERSPELLING OLYMPICS
OFFICIAL RULES
1. FOUR OR FIVE TEAMS IN ROWS
2. PLAYER AT HEAD OF EACH ROW
IS GIVEN A SYLLABLE OR WORD
3. THIS SYLLABLE OR WORD IS
TRANSMITTED FROM PLAYER TO PLAYER
DOWN THE ROW TO THE LAST PLAYER
4. THE TEAM THAT FINISHES FIRST
WINS THE GAME.
AND…
THE
WINNER
IS:
EVERYBODY!!
THINGS TO CONSIDER WHEN MEETING A
DEAF PERSON FOR THE FIRST TIME
1. What is the right conversational distance?
a.
For speaking persons
b.
For signing persons
2. How do you show you’re asking a Yes/No question?
3. How do you show you're asking a "WH" question?
(WHO, WHAT, WHERE, etc.)
4. What if you don’t understand the other person?
5. What if you do understand the other person?
WHAT DO YOU DO
WHEN YOU MEET
A DEAF PERSON?
A DIALOGUE:
1. GREETING
2. CLARIFYING CULTURAL BACKGROUNDS
3. EXCHANGING NAMES
4. EXPRESSING FRIENDSHIP
THE GAME OF “SOCIAL CLIMBER”
1. Students circulate
and do the dialogue
for a first meeting.
2. Students try to
to remember
as many names
as possible
3. The student
who remembers
the most names
wins the game
HOMEWORK
1. Finish responses to My ASL Book, Chapter 1,
Pages 1-23, Getting Ready to Learn ASL,
Bring your answers to class for your
instructor to look at.
2. Read and respond to My ASL Book, Chapter 2,
Pages 35-43: Fingerspelling Olympics” and
“The ASL Club”
3. View and respond to My ASL Tube: Chapter 2,
videos 2-11 to 2-19
(end of session 2)
HOW WOULD YOU LIKE TO MEET
1000 DEAF PEOPLE?
WE’RE GOING TO MEET THEM IN A VIDEO,
“THE L.A.C.D. STORY”
QUESTIONS ABOUT “L.A.C.D STORY “
1.
2.
3.
4.
5.
6.
7.
What signs that you learned did you recognize?
What new signs did you learn?
What points in the video surprised you?
What points in the video didn’t surprise you?
What were the functions of a Deaf club?
What social institutions have taken its place?
Deaf clubs were vital communication centers
for Deaf people. How do Deaf people handle
their communication needs in the present ?
QUESTIONS ABOUT YOUR ASL CLASS
1. How has the class worked for you?
2. What do you like about the class?
3. What would you like to change?
4. Any other ideas or comments?
SEVEN REASONS FOR TAKING ASL
1.
2.
3.
4.
5.
6.
7.
Satisfying foreign language requirement
Deaf friends or family members
Deaf children
Hearing babies
Serving Deaf clients/patients
Performing and foreign travel
Fun
TEN STRATEGIES FOR LEARNING ASL
1.
2.
3.
4.
5.
Review motivating reasons often
Attend all classes
Support a Deaf/ASL-friendly classroom
Work with signing “buddies”
Maximize exposure to ASL
TEN STRATEGIES FOR LEARNING ASL
6.
7.
8.
9.
Be an active learner
Link signs to concepts, not English words
Learn to relax!
Communicate with instructor about
problems
10. Get tutoring help, if necessary
WHAT IS A DEAF-FRIENDLY
OR AN ASL-FRIENDLY
ENVIRONMENT?
IN A DEAF-FRIENDLY OR
ASL-FRIENDLY ENVIRONMENT:
1. STUDENTS PLACE THEMSELVES IN LOCATIONS
THAT SUPPORT VISUAL COMMUNICATION
2. STUDENTS KEEP DISTRACTIONS TO A MINIMUM
3. STUDENTS KEEP IMPROVING THEIR ASL SKILLS
4. STUDENTS USE VISUAL COMMUNICATION AND
AVOID USING SPOKEN COMMUNICATION
HOMEWORK
1. Practice signing the reasons for
learning ASL from My ASL Book,
Chapter 1: Getting Ready to Learn ASL
2. Write a 1 ½ page reaction paper to
“The LACD Story”
3. View and respond to My ASL Tube,
Chapter 2, videos 2-20 and 2-21
(end of session 3)
DID YOU HAVE
ANY PROBLEMS WITH
VIDEOS 2-20 AND 2-21?
WITH ALL THE STRESS
IN OUR LIVES,
WE NEED…
ART THERAPY!
ART THERAPY!
1. Students work in pairs
2.They collect 4-5 strips of each color
3. Student A tells Student B to pick up
a specific number of strips and
place them in the “artwork”
4. Be sure to use the “H” handshape
to show where the strips go
5.When the artwork is finished,
switch roles
THIS WEEK’S GOAL:
Learn how to
ask for the names
of Deaf people
you want to meet
HOW DO YOU
IDENTIFY A PERSON
YOU WANT TO MEET?
1. Gender
2. Hair color
3. Special feature such as glasses,
earrings, facial hair, etc
4. Articles of clothing
HOW DO YOU
IDENTIFY A PERSON
YOU WANT TO MEET?
1. Gender
HOW DO YOU
IDENTIFY A PERSON
YOU WANT TO MEET?
2.
2.
2.
2.
2.
2.
Hair color
Hair color
Hair color
Hair color
Hair color
Hair color
IDENTIFYING A PERSON
YOU WANT TO MEET
3. Special feature such as glasses,
earrings…
IDENTIFYING A PERSON
YOU WANT TO MEET
3.…facial hair, etc. .
IDENTIFYING A PERSON
YOU WANT TO MEET
4. Articles of clothing
PUTTING IT ALL TOGETHER
Person A: You see man/woman/boy/girl
(description)?? (Y/N Question)
Person B: (Point) He/she?? (Y/N Ques.)
Person A: Yes. Who (Point)? (WH Ques.)
Person B: (Point) name. . .
HOMEWORK
1. Read and respond to My ASL Book,
Chapter 2, Pages 44-52: “The
Classroom”
2. View and respond to My ASL Tube,
videos 2-22 to 2-29
(end of session 4)
IT’S TIME TO PLAY
THE GAME OF “BIRTHDAY PARTY”.
1. Twenty pictures of people on the walls
2. Students mingle as if they’re at a party
3. They ask each other for the names of
the people in the pictures
4. They write down the names on paper
5. The student with the longest list
of names wins
Suppose you asked a friend
for the name of a person
you wanted to meet.
The friend gave you the person’s name.
Now you are going to meet the person.
But, first, you need to make sure
that the name is spelled correctly.
CONFIRMING SOMEONE'S NAME
A: ask for confirmation of B’s name
B: Tell A if the name is spelled
correctly.
If not, politely wave “No” and
give the correct spelling
A: Double-check the name
B: Tell A if is spelled correctly
A: Nice to meet you.
B: Nice to meet you (too)
MY SECRETARY TYPED UP
A LIST OF YOUR NAMES.
THE SECRETARY IS RATHER DITZY.
I HOPE YOUR NAMES WERE SPELLED CORRECTLY!
YOU NEED TO
MEET YOUR
CLASSMATES
AND
GET THE
CORRECT
SPELLING OF
THEIR NAMES
IT’S TIME FOR
YOUR VERY FIRST
JOKE IN ASL
SOME QUESTIONS ABOUT THE JOKE
1. How did the first hearing man try to communicate
with the Deaf woman?
2. How did they solve the communication breakdown?
3.What happened when the second hearing man
joined the conversation?
4. At the end of the joke, why did the Deaf woman
laugh at the two hearing men?
5. Do you think this could happen in real life?
DO YOU WANT
TO LEARN HOW TO TELL
A GOOD JOKE OR STORY
IN ASL?
WHEN SOMEONE TELLS AN ASL JOKE OR STORY,
THAT PERSON PLAYS TWO ROLES:
1. THE NARRATOR OF THE STORY
2. A CHARACTER IN THE STORY
I WILL SHOW THE JOKE AGAIN.
PLEASE WATCH AND TELL ME
WHICH ROLE THE STORYTELLER IS PLAYING:
THE NARRATOR OR THE CHARACTER
CAN YOU FIND THE “RULE”
FOR NARRATORS AND CHARACTERS?
WHEN SOMEONE TELLS AN ASL JOKE OR STORY,
THAT PERSON PLAYS TWO ROLES:
1. THE NARRATOR OF THE STORY:
A. LOOKS AT THE AUDIENCE
B. ASSUMES A NEUTRAL EMOTION
2. A CHARACTER IN THE STORY:
A. LOOKS TO THE LEFT OR RIGHT AND
TURNS BODY TO THE LEFT OR RIGHT
THIS IS CALLED A “ROLE-SHIFT”
B. ASSUMES PHYSICAL CHARACTERISTICS
AND EMOTIONS OF THE CHARACTER
NOW, YOU TELL THE JOKE TO A PARTNER.
BE SURE TO SHOW WHETHER
YOU’RE THE NARRATOR OR A CHARACTER.
YOUR PARTNER CAN GIVE YOU FEEDBACK
TO IMPROVE YOUR STORYTELLING.
WORK WITH YOUR PARTNER UNTIL YOUR
STORYTELLING IS FANTASTIC AND FUNNY.
THEN YOU AND YOUR PARTNER SWITCH ROLES
HOMEWORK
1. Students will be required to participate in
a storytelling competition.
2. Read and respond to My ASL Book,
Chapter 2, Pages 52 – 57, Deaf Coffee
Night and Whoops!
3. View and respond to My ASL Tube, videos
2-30 to 2-33
(end of session 5)
ASL classifiers are special signs that show
spatial properties, activities and movements
of people, animals, large and small objects, etc
One kind of classifier is the HANDLE classifier.
Using this classifier, the signer’s hands
manipulate or depict an imaginary object
Watch the joke again.
Try to identify the HANDLE classifiers.
Are they the same thing as mime?
How are classifiers and mime different?
ASL STORYTELLING COMPETITION
1. Four groups
2. Each student in a group tells the coffee shop joke
3. Each group selects the best storyteller based on:
A. CLEAREST AND SMOOTHEST SIGNING
B. CLEAREST NARRATION
C. BEST ROLE SHIFTS FOR CHARACTERS
D. BEST CHARACTER DEPICTION
4. A finalist from each group performs for the class
.
I WILL PRODUCE TWO SIGNS.
TELL ME IF THEY ARE
THE SAME OR DIFFERENT
I WILL PRODUCE TWO SIGNS.
TELL ME HOW THEY ARE DIFFERENT
1. Handshape
2. Orientation
3. Location
4. Movement
5. Non-Manual Markers (NMMs)
(Facial Expressions or Head Movements)
WORK WITH A PARTNER
A: Produce two signs or gestures that
have only one different parameter
(You can create a nonsense sign
if you like)
B: Tell A which parameter is different
1.
2.
3.
4.
5.
Handshape
Orientation
Location
Movement
Non-Manual Marker (NMM)
THINKING PEOPLE’S SIGNS
1.
REMEMBER
FORGET
2.
KNOW
DON’T KNOW
3.
UNDERSTAND
DON’T UNDERSTAND
YOU CAN USE
FACIAL EXPRESSIONS
OR HEAD MOVEMENTS
TO CHANGE THE MEANING
OF SENTENCES IN ASL.
THESE EXPRESSIONS AND MOVEMENTS
ARE CALLED NON-MANUAL MARKERS
(NMM’s)
I WILL USE A NMM IN A SENTENCE.
TELL ME WHICH SENTENCE I SIGNED
1. YOU’RE DEAF
2. YOU’RE NOT DEAF
3. ARE YOU DEAF?
4. YOU’RE DEAF, HUH? (I DOUBT IT)
5. YOU’RE DEAF! (WOW!)
YOU CAN USE NON-MANUAL MARKERS
(NMM’S) TO:
1. MAKE A POSITIVE STATEMENT
2. MAKE A NEGATIVE STATEMENT
3. ASK A QUESTION (YES/NO)
4. EXPRESS DOUBT
5. EXPRESS SURPRISE
THE GAME OF
“RUBBER FACE OLYMPICS”
1. The class breaks into teams of five players
2.Each player gets a NMM card and a sentence card
3.Each player must combine the NMM and the sentence
4. Other players must guess which NMM was used
5.To earn a point, ALL PLAYERS must guess
the right NMM. If any player guesses wrong,
no point is earned.
HERE ARE SOME SENTENCES
WE WILL USE IN
“RUBBER FACE OLYMPICS”
I/you/he/she is Deaf
I/you/he/she is hearing
I/you/he/she is a student
I/you/he/she is a teacher
I/you/he/she is learning signs
I/you/he/she is teaching signs
I/you/he/she is nice
I/you/he/she understand signs
I/you/he/she forgot my name
I/you/he/she remembered my name
I/you/he/she knows the man/woman
I/you/he/she knows me/you/him/her
HERE ARE SOME SENTENCES
WE WILL USE IN
“RUBBER FACE OLYMPICS”
I/you/he/she is a boy
I/you/he/she is a girl
I/you/he/she has purple glasses
I/you/he/she has a white shirt
I/you/he/she has a yellow tie
I/you/he/she has a red dress
I/you/he/she has black pants
I/you/he/she has a blue hat
I/you/he/she has green shoes
I/you/he/she stirs coffee
I/you/he/she drinks coffee
I/you/he/she writes
WHEN DO YOU USE THE NMM?
AT THE END OR
THROUGHOUT THE SENTENCE?
SENTENCE
NMM AT END OR THROUGHOUT?
1. POSITIVE STATEMENT
2. NEGATIVE STATEMENT
3. QUESTION (YES/NO)
4. EXPRESS DOUBT
5. EXPRESS SURPRISE
VERY IMPORTANT!
THIS IS NOT A GAME
TO SHOW WHO IS
RIGHT OR WRONG
IT IS A GAME
TO SHOW
WHICH TEAM
COMMUNICATES BEST
USING NMMs
HOMEWORK
1. Students must practice their NMMs to
prepare for the Rubber-Face Olympics
2. Read and respond to My ASL Book, Chapter 2,
Pages 57-70, Classifier Corner, Deaf
Mythbusters, Linguistic Illuminations, Ask
Miss ASLey, and Deaf Culture Corner
3. View and respond to My ASL Tube, videos
2-34 to 2-40, and 2-42 to 2-44
(end of session 6)
DEAF CULTURE CORNER
IT’S TIME
TO LEARN
SOME
DEAF HISTORY
DEAF CULTURE CORNER
WHAT IS
THE STORY
ALL ABOUT?
DEAF CULTURE CORNER
THE PEOPLE AND EVENTS
THAT LED TO THE FOUNDING OF
THE FIRST PERMANENT SCHOOL
FOR DEAF CHILDREN.
DEAF CULTURE CORNER
WHO ARE
THE IMPORTANT PEOPLE
IN THE STORY?
DEAF CULTURE CORNER
ALICE COGSWELL
MASON COGSWELL
THOMAS HOPKINS GALLAUDET
THE BRAIDWOODS
ABBE SICARDD
LAURENT CLERC
JEAN MASSIEU
DEAF CULTURE CORNER
WHAT ARE
THE IMPORTANT EVENTS
IN THE STORY?
DEAF CULTURE CORNER
GALLAUDET MEETS ALICE
GALLAUDET GOES TO ENGLAND
HE LEARNS FROM FRENCH TEACHERS
CLERC AND GALLAUDET COME TO AMERICA
CLERC AND GALLAUDET TRAVEL AND LECTURE
THE FIRST DEAF SCHOOL
ASL IS CREATED
DEAF CULTURE CORNER
WHEN AND
WHERE
DID THIS STORY
HAPPEN?
DEAF CULTURE CORNER
WHEN?
1814-1817
WHERE?
HARTFORD, CONN
LONDON, ENGLAND
PARIS, FRANCE
DIFFERENT PLACES IN THE U.S.
THE SECRET CONNECTION
BETWEEN TWO STATUES
GALLAUDET AND ALICE STATUE
By Samuel Chester French (1889)
THE SECRET CONNECTION
BETWEEN TWO STATUES
LINCOLN MEMORIAL STATUE
By Samuel Chester French (1920)
HOMEWORK
1. Review all of Chapter 1 and 2 of My ASL Book,
in preparation for a Chapter Test
2. Review all of My ASL Tube, videos
1-1 to 2-44 in preparation for a Chapter Test
3. The Chapter Test will consist of forty
skills questions and ten content questions
(end of session 7)
IT’S TIME TO REVIEW FOR
YOUR FIRST CHAPTER TEST.
THE TEST WILL BE BASED ON
CHAPTERS 1 AND 2
REVIEW OF CHAPTER 1
SEVEN REASONS FOR TAKING ASL
WHAT ARE THEY?
REVIEW OF CHAPTER 1
SEVEN REASONS FOR TAKING ASL
1.
2.
3.
4.
5.
6.
7.
Satisfying foreign language requirement
Deaf friends or family members
Deaf children
Hearing babies
Serving Deaf clients/patients
Performing and foreign travel
Fun
REVIEW OF CHAPTER 1
TEN STRATEGIES FOR LEARNING ASL
WHAT ARE THEY?
REVIEW OF CHAPTER 1
TEN STRATEGIES FOR LEARNING ASL
1.
2.
3.
4.
5.
Review motivating reasons often
Attend all classes
Support a Deaf/ASL-friendly classroom
Work with signing “buddies”
Maximize exposure to ASL
REVIEW OF CHAPTER 1
TEN STRATEGIES FOR LEARNING ASL
6.
7.
8.
9.
Be an active learner
Link signs to concepts, not English words
Learn to relax!
Communicate with instructor about
problems
10. Get tutoring help, if necessary
REVIEW OF CHAPTER 2
WHAT SKILLS
DID YOU DEVELOP
IN THIS CHAPTER?
REVIEW OF CHAPTER 2
1. Meet and introduce yourself to a new Deaf friend
2. Produce and read fingerspelled words and names
of people
3. Solve conversational issues when chatting with a
Deaf friend
4. Describe the role of Deaf clubs and how they
supported Deaf communities
5.Describe people you want to meet to a Deaf friend
and ask for their names
REVIEW OF CHAPTER 2
6. Ask new Deaf friends to confirm how to spell
their names
7. Use storytelling techniques to tell a popular joke
about two hearing men who interact with a Deaf
woman in a coffee shop
8. Identify and produce some examples of HANDLE
classifiers
9. Debunk the myths and clarify the truths about
Deaf people’s attitudes toward music.
10. Identify parameters of individual signs
REVIEW OF CHAPTER 2
11. Use or identify index fingers as pronouns or as
sentence enders
12. Use “thinking peoples” signs to communicate ideas
and concepts
13. Use Non-Manual Markers (NMMs - facial
expressions and head movementss) to convey
meaning
14.Tell the story of the “Father of American Sign
Language”
REVIEW OF CHAPTER 2
DEAF MYTHBUSTERS
WHAT WAS
THE TOPIC OF
DEAF MYTHBUSTERS
IN CHAPTER 2?
REVIEW OF CHAPTER 2
DEAF MYTHBUSTERS
CAN DEAF PEOPLE REALLY APPRECIATE
MUSICAL ACTIVITIES SUCH AS
DANCING, SIGNING SONGS, AND
LISTENING TO OR PLAYING
MUSICAL INSTRUMENTS?
REVIEW OF CHAPTER 2
ASK MS. ASLEY
WHAT WAS
THE TOPIC OF
MISS ASLEY’S COLUMN
IN CHAPTER 2?
REVIEW OF CHAPTER 2
ASK MS. ASLEY
IF YOU’RE AT A
DEAF COFFEE NIGHT AND
YOU DON’T KNOW MUCH ASL,
WHAT SHOULD YOU DO?
REVIEW OF CHAPTER 2
DEAF CULTURE CORNER
WHAT IS
THE HISTORY
ALL ABOUT?
REVIEW OF CHAPTER 2
DEAF CULTURE CORNER
THE PEOPLE AND EVENTS
THAT LED TO THE FOUNDING OF
THE FIRST PERMANENT SCHOOL
FOR DEAF CHILDREN.
REVIEW OF CHAPTER 2
DEAF CULTURE CORNER
WHO ARE
THE IMPORTANT PEOPLE
IN THE STORY?
REVIEW OF CHAPTER 2
DEAF CULTURE CORNER
ALICE COGSWELL
MASON COGSWELL
THOMAS HOPKINS GALLAUDET
THE BRAIDWOODS
ABBE SICARDD
LAURENT CLERC
JEAN MASSIEU
REVIEW OF CHAPTER 2
DEAF CULTURE CORNER
WHAT ARE
THE IMPORTANT EVENTS
IN THE STORY?
REVIEW OF CHAPTER 2
DEAF CULTURE CORNER
GALLAUDET MEETS ALICE
GALLAUDET GOES TO ENGLAND
HE LEARNS FROM FRENCH TEACHERS
CLERC AND GALLAUDET COME TO AMERICA
CLERC AND GALLAUDET TRAVEL AND LECTURE
THE FIRST DEAF SCHOOL
ASL IS CREATED
REVIEW OF CHAPTER 2
DEAF CULTURE CORNER
WHEN AND
WHERE
DID THIS STORY
HAPPEN?
REVIEW OF CHAPTER 2
DEAF CULTURE CORNER
WHEN?
1814-1817
WHERE?
HARTFORD, CONN
LONDON, ENGLAND
PARIS, FRANCE
DIFFERENT PLACES IN THE U.S.
HOMEWORK
Students should review My ASL Book,
Chapters 1 and 2, and My ASL Tube,
videos 1-1 to 2-44 to determine
how well they did on the test
(end of session 8)