Unit 19: Sharing
Interesting
Facts
Ms. C. ShoreGlendora
High SchoolSpring 2014
Vocab
 Handout
posted on
www.profcshore.weebly.com
Fractions
 Number

1-9
 Palm

range
orientation
Self
 Movement

Up -> down
 Denominator

10+
Palm orientation = OUT
Lesson 1: Distinguishing the
part from the whole
 Raise
brows to establish topic (the whole)
and then comment (the part)
 Use space from left -> right
 EX

There are 12 students in the class. 8 are
women. 4 are men.
Examples
 There
are 12 students in the class. 8 are
women. 4 are men.



Class 12 student
(lean to one side) 8 women
(lean to other side) 4 men
 12



students. 3 wear glasses. 9 do not.
Class 12 students
(lean to one side) 3 glasses
(lean to other side) 9 none
Using % or /
 Identify
the whole
 Identify the part
 Determine the % or /

Must stay consistent!
 Determine
the whole
what is implied for the rest of
8 out of every 10 books sold
are paperback
 Whole

Book all-over people buy++
 Part

%

(how many) paper DCL”cover”
or /
80% (or 4/5) paper
 Implied

of whole
Hard surface 20% (or 1/5)
1 out of 4 women is addicted
to chocolate
 Women
all over
 Hooked chocolate

25% (or ¼)
 [role
shift] 75% (or ¾) not
Identify:
(1) Whole (2) Part (3) the rest
1.
2.
3.
4.
5.
1 in 344 cows are deaf (R)
1 in 12 Deaf children had Deaf parents
1 in 9 teachers of the Deaf is Deaf
themselves
1 out of 4 American Roman Catholics is
Hispanic
1 out of every 10 restaurants in the US
serves pizza
Using Ratio
 Translation

often more literal
Used when signer doesn’t have
time/doesn’t know how to convert data
 Must
set up hypothetical group to
represent the whole then contrast the
part
 When setting up hypothetical group, use
conditional clause (if-then statement)
1 out of 4 women is addicted
to chocolate
 If
– (ND side)group – (ND)4 + (D) 1 (slide ->)
Let’s do your facts!
Lesson 2: Listing
3
1.
2.
3.
ways
Ranking
Naming top 5
Top, most, oldest
Ranking
 Establish
topic
 Ask rhetorical ? To focus topic
 List on weak hand (ND)
The US cities w/ the highest
divorce rates are 1st Dallas,
then Phoenix, then Houston

Topic


Rhetorical ?


AMERICA CITY ALL OVER
Which city high divorce which
[(wh3)/FIRST-PLACE, IX”thumb” #DALLAS,
SECOND-PLACE, IX”index finger”#PHOENIX,
THIRD-PLACE, IX”midfinger” #HOUSTON]
Naming Top 5
 Establish
topic
 Ask rhetorical ? To focus topic
 List 5 on ND
The 5 most common surnames
in the US are: Smith, Johnson,
Williams, Jones, and Brown

Topic


Rhet.?


Here America all-over, 5 most #common, last
name
“what”
[(wh)5/IX”thumb” #SMITH, IX”index
finger”#JOHNSON, IX”midfinger” #WILLIAMS,
IX”ring finger” #JONES, IX”pinkie” #BROWN]
Top, Most, Oldest
 Establish
topic
 List on ND
 Rhetorical ?
 Identify
Of the 3 flags – the British
Union Jack, the French tricolor, & the US Stars+Stripes –
the Stars+stripes is the oldest
3
flag
 Which oldest [(wh)3/IX”thumb”] England, DCL
“Union Jack,” [(wh)3/IX”index finger”] France, DCL
“French Tri-Color Flag”] , [(wh)3/IX”midfinger”]
America, DCL “stars+stripes”
 [(wh)3/IX”all three,” which oldest (wh)3/”all
three”]
 [(wh)3/IX”midfinger”] America oldest (nodding)
Student workbook p. 33-34
 #1-5
 Identify
if the statement is ranking, top 5,
OR top, most, oldest
 Then identify each part
Lesson 3: Comparisons
 (topic)
ND _______, (topic) D ________
 Topic
 Question
 Information
 Interpretation
Americans spend 4x as much
$ of pet food as on baby food
 ND

Pet food
D

Baby food
?

Which spend more $ which
 Info

Pet food
 Interpretation

More people have pets
Babies of Deaf parents learn
to use sign language about 3
months earlier than babies of
hearing parents learn to speak

Topic



?


Who learns to communicate first
Info


Babies of Deaf parents (DP)
Babies of hearing parents (HP)
Babies of DP learn first, 3 months before babies
of HP
Interpretation

Voice box takes longer to develop than mov’ts,
we should use sign language w/ all babies
Student workbook p. 35-37
 #1-5
 Follow
format of slide #22
Unit 20:
Explaining Rules
Lesson 1: Rules we live by
Session 1: Driving Rules

Driving rules: Signs & symbols



Driving rules: Speed limits





Describe situation
Pose rhetorical ?
Explain who
Driving rules: Personal Safety



Describe situation
Explain what the speed limit is
Driving Rules: Right-of-way


Identify sign or symbol on the road
Explain what it means
Describe situation
Explain what you should or should not do
Explaining everyday rules


Give situation
Explain rule
Lesson 1: Rules we live by
Session 2: Cultural Rules/Customs
 Explaining


Give situation
Explain rule
 Cultural



everyday rules
rules/customs
Describe situation
Explain rule or custom
Contrast with another more familiar culture
FINAL Agenda
 4/10

Start and finish unit 20 lecture
 4/24

Pick card game and ABC story
 4/28

(Jenkins)
and 5/2
Practice card game and ABC story
 5/6

ABC story presentations
 5/8

Card game presentations
FINAL EXAM
 In
addition to your ABC story (MAY 6), you
will need to form groups of 3-4 and
explain how to play a card game of your
choice to Ms. Shore (MAY 8)
 Be sure to include a GLOSSED script
Lesson 2: Card games
 Describe



card arrangement
Locative CL (LCL:B) to represent card
positions (ie face up or face down)
Instrumental CL to show how to handle
cards such as dealing, holding a hand,
putting a card down
Conditional Clauses to explain rule or play,
such as “if you see a black card, cover it
with a red card”
 Giving
directions
How the game is set up
1.

Make clear the position of players and card
arrangement using LCLs, ICLs, and spatial
agreement
How the game is played
2.

Use conditional clauses to help you explain
the rule(s)
How the game is won
3.

Use relative clauses to explain how someone
wins
Example
 In
the video, Byron will explain how to play
a card game
 Notice how




(deals cards + give instructions)
Players arrange cards + Byron explains goal
Gives directions
Explains challenges with hypothetical
situation
Practice
 Student
workbook p. 64-66