Unit 7 Lessons
Based on Master ASL, J. Zinza
© 2011 Natasha Escalada-Westland
Unit 7
Unit 7 Objectives
• To sign about daily routines and activities
• To identify and understand noun-verb
pairs in ASL
• To describe clothing
• To learn and use spatial organization
• To apply turn-taking strategies in
conversation
• To understand the sign language
continuum
Based on Master ASL Level One by Jason Zinza
Unit 7
What’s your routine?, p. 255
1. Narrative. Watch Kelly explain her daily
routine.
2. Analysis. Identify the signs you already
know in the video.
3. Daily Routine. Ask a partner what he or
she does daily.
Unit 7
For example, p. 255
Unit 7
Schedule, p. 255
Unit 7
To vary, p. 255
Unit 7
What’s your routine?, p. 255
Hi, what’s up? What do you do every
day? My schedule varies each week. For
example, after school on Mondays and
Wednesdays, I work, but on Tuesdays
and Thursdays I have gymnastics from 3
until 5. When practice is over I take off
and go home. I eat dinner, study, then go
to bed at 11:00. I’m always running
around!
Unit 7
Every day
daily, p. 257
Unit 7
Every afternoon, p. 257
Unit 7
Every morning, p. 257
Unit 7
Every evening/night
nightly, p. 257
Unit 7
Every week
weekly, p. 257
Unit 7
Every year
yearly, p. 257
Unit 7
Every days
Sundays, Mondays, Tuesdays, Wednesdays, Thursdays, Fridays, Saturdays
Every signs are part of the when
group of signs, so they come first
in sentences. See Eyes on ASL
#5 to review when signs. Every
signs can be interpreted as
“every” or as “on”
interchangeably, but don’t use
the sign during with them. Every
signs are made using the
handshape for the day of the
week, moving it down as if
through each week on a
calendar.
Unit 7
Every weekend
Unit 7
p. 258
Exercise B, p. 257
1.
Schedules. What can you say about Kelly’s weekly
schedule?
a.
b.
When does Kelly study? When does she go to school?
What does she do on the weekends?
Unit 7
To take a bath
Unit 7
p. 259
To eat breakfast
Unit 7
p. 259
To brush one’s
hair
Unit 7
p. 259
To brush one’s
teeth
Unit 7
p. 259
To blow dry
one’s hair
Unit 7
p. 259
To comb one’s hair, p.259
Unit 7
To get dressed,
(put on) clothes
Unit 7
p. 259
To put on makeup, p. 259
Unit 7
To get ready,
prepare, or plan
(3 variations)
Unit 7
p. 259
To get up
Unit 7
p. 259
To oversleep,
sleep in
Unit 7
p. 259
To shave (2
variations)
Unit 7
p. 259
To shower
Unit 7
p. 259
To wake up
Unit 7
p. 259
Between (times), p. 260
Around (time)
Use a shoulder shift and the sign around to
show the concept of between this time and that
time.
Unit 7
Ranging from
this to that
(between)
Exercise B, p. 258
Ask a partner what time he/she does the following activities.
Answer the question. When done, switch roles and repeat.
1. What time do you wake up every day?
2. What time do you eat breakfast?
3. When do you go to ASL class?
4. When do you work?
5. What time do you get ready every morning?
6. What time do you want to get up every day?
“What time do you (do…) everyday?”
Unit 7
Remember: time/when signs should
be signed first, so concepts like
every day & every morning should be
moved to the beginning of the
sentence.
How is your morning routine alike
or different?
6:00 a.m.
6:15 a.m.
6:30 a.m.
Unit 7
6:45 a.m.
Sign complete sentences using the
prompts below:
1. I wake up…
2. I get up…
3. On Saturdays I get up…
4. My alarm rings…
5. On the weekends I get up…
6. Every day people should…
7. Every morning, I…
8. Every day I’m late because I…
9. I _____ in the mornings…
10. People _____ every morning…..
Unit 7
To change
(clothes)
Unit 7
p. 261
To do chores,
duties
Unit 7
p. 261
To eat
dinner/supper
Unit 7
p. 261
Early
Unit 7
p. 261
To fall asleep
Unit 7
p. 261
To go to bed
Unit 7
p. 261
To eat lunch
Unit 7
p. 261
To rest, relax
Unit 7
p. 261
To set a
clock/alarm
Unit 7
p. 261
Ask a partner what time he/she does the following
activities. Sign answers in complete sentences
using the prompts below. Switch roles and repeat.
1. Go to bed?
2. Fall asleep?
3. Go to bed on Saturdays?
4. Eat lunch?
5. During the week, set your alarm
clock?
6. Do you do chores every day?
What time?
7. Do you cook dinner? What time?
“What time do you (do…) everyday?”
Unit 7
Another daily routine
10pm
What time does he…?
1.…go to bed?
2.…eat lunch?
3.…wake up?
4.…eat dinner?
5.…fall asleep?
6.…use the
computer/internet?
11pm
6pm
6am
3pm
7am
12pm
8am
Unit 7
What does he do every morning? Use complete
sentences to describe his morning routine.
What does she do every day? Use complete
sentence to describe her daily routine.
Spatial Organization: Eyes on ASL #14,
p.262
Shoulder shift is
shown in
SignWriting by
writing the signs
in left, middle and
right columns.
The shoulder
represents the
ideas of then &
and in English.
Every morning I get up, then in the
afternoons, I work, and in the evening I relax.
Use spatial organization to show morning, afternoon and
evening activities. Sign one or two activities for each time
of day. Sign at least four sentences using spatial
organization to discuss routines for all three times of day.
Morning
Afternoon
Evening
Wake up
Go to school
Eat dinner
Get up
Go to work
Brush teeth
Eat breakfast
Relax
Get in bed
Go to ASL class
Exercise
Study
Brush teeth
Do chores
Set clock
Shower
Do homework
Fall asleep
Alarm rings
Eat lunch
Read
Wake up early
Watch TV
Cook dinner
Exercise
Shower
Go to bed early
Work
Change clothes
Visit friends
Go to class
Personal Hygiene & Care, p. 267
Toothpaste
Mouthwash
Shampoo
Hairspray
Lotion /
sunscreen
Floss
Nail clipper
Soap
Toothbrush
Perfume
Nail polish
Deodorant
Personal Hygiene & Care, p. 267
Many signs for common hygiene products use classifiers to
depict their action or purpose. Match the item to the SignWriting
that shows how it would be used.
Shampoo
Hairspray
Perfume
Toothbrush
Nail clipper
Nail polish
Deodorant
Soap
Sunscreen
Mouthwash
Lotion
Frequency
Always
Sometimes
For-for?
What for?
p. 267
Never
To use
What’s wrong? Sign about how to correct
the problem shown in the picture.
What for? Look at the picture and ask a partner
why certain things are being done. Be imaginative
with your answers. Switch roles and repeat.
Captioning, p. 269
Closed captioning means that the captions are programmed into the original
material and must be turned on to work. Open captions are always present on
the screen and cannot be turned off.
The National Association of the Deaf (NAD) has lobbied Congress to have
captioning offered on television, movie screens, and other locations accessible
to the public (including on the internet). Since the Americans with Disabilities
Act (ADA) passed in 1990, captioning is now common on most TV shows &
commercials. This benefits Deaf, hard of hearing and hearing people.
Did you know it is relatively easy to caption your own video using widely
available computer video editing programs?
To clean
p. 271
To do the dishes
p. 271
To feed
p. 271
To do laundry,
wash clothes
p. 271
To make the bed
p. 271
To mow (a lawn)
p. 271
To rake leaves
p. 271
To set the table
p. 271
To sweep
p. 271
To take out the
trash
p. 271
To wash the car
p. 271
To do yard work
p. 271
Ask a partner the following questions. When done,
switch roles and repeat. Don’t forget, time/when
signs come first and WH questions come last.
1. Do you make the bed every day?
2. When do you clean your house?
3. Do you do the dishes after eating?
4. When do you take out the
garbage?
5. Do you wash the car monthly?
6. Do you set the table in the
evening?
7. Do you do laundry every week?
8. Do you clean the house every
weekend?
Complete the following phrases using
household activities vocabulary.
Write an English translation of your sentence:
Household Activity in SignWriting
Unit 7
Sign each sentence in ASL. Remember to
place when signs in their correct location.
1. I don’t like raking leaves.
6. I do laundry on Wednesdays.
2. I wash the car every Saturday.
7. I feed my cat and dog every night.
3. I never make my bed in the
morning.
8. Once in a while I clean my room.
4. I don’t mind mowing the lawn.
5. Every night I help cook, and then
I do the dishes.
9. I take out the garbage after dinner.
10. I always set the table.
Noun-Verb Pairs, p. 273
•Nouns typically have a double back and forth movement
•Verbs typically have on solid movement, or a wider back and forth
movement than nouns
The movement parameter changes nouns to verbs.
Sign Language Continuum,
p. 276, 277
Visual modality
MCE
(Coded English)
PSE
ASL
Contact Languages or Pidgins
Verbal modality
Spanish
“Spanglish”
English
Topic / Comment Sentence
Structure
• Time
• Topic
• Comment
• Question
Yes/No?
Wh? •
Close (not present
unless signer is done)
Turn-Taking & Exchanging
Information, p. 281
Spoken language
strategies:
• Wait for a pause
• Opening mouth
• Cough or “ahem”
• Raising voice
• “Talking over”
someone
Signed language
strategies:
• Closing signals
• Questions
• Using the hold on
sign
• Raising your hands
up a little
• Signing go on if
signing at same time
Multiple ASL Meanings, p.282
Use concept and context to clarify meanings.
Shares a concept: clothing,
dress and to wear
There is no single English
word for the concept of
male cousin.
Depends on context: can
mean shirt or volunteer
Clothes, To get dressed, p. 275
Unit 7
Clothing
p. 279
Clothing
SignWriting
p. 278
To use (wear non-clothing item),
p. 275
Sign use when signing
about non-clothing items
such as glasses and
shoes.
Unit 7
To fit, p. 275
To match, p. 275
Describing fit
p. 283
tight
baggy
Describing
design
p. 283
What to wear & what to use…
Match the items to the sign you would use with them.
Unit 7
1. Describe what at least 5 other
people in the room are wearing.
2. Translate the following
sentences:
1. I’m wearing sandals.
2. He has a sweatshirt on.
3. She’s wearing boots with jeans.
4. I like wearing flip-flops
5. She’s wearing a blue blouse and
jacket.
6. He’s wearing brown shoes.
7. People wear shoes every day.
8. I’m wearing tennis shoes /
sneakers today.
Classifiers
(vocabulary)
p. 286
Classifiers:
cylindrical, hand
held objects
CL:C, CL: B
Don’t forget NMS!
p. 286