concepts
Family
Vocab
Contrastive
structure
howmany?
Contrast bro and
sis #
Future children
you want
Talking about
siblings
Ranking
Age spot
HAVE, LIKE,
WANT, NEED
Living situation
Share bedroom
Get along
Close
Clash
See how often?
Daily – live with
Weekly – live near
Sometimes – lives
med away
Rarely – lives far
Never – dead
Don’t know where
Have, want
10 years later
Grown move out
You-2,we-2
No, not, none
Contrastive with
question and
answer
--------------------Asking about
grand and great
grand parents
Dead
Still living
Weak
Strong healthy
Live alone
With family takecare-of
Nursing home
Lab work
Conversations1
Conv. 2
VP family
presentation
Main Concepts
• Week 1: family signs; begin life events;
begin possessives; begin contrastive
structure (Friday)
• Week 2: contrastive structure; possessive
vs personal p.n.
• Week 3: life events (10 yr later); age spot;
• Week 4: ranking (listing); plural pronouns
• Week 5: how get along (relationships) neg
responses/ no, not, none,
A FEW REMINDERS
Thank you for spitting out your gum.
At this point in the school year it should be habit
to toss your gum when you enter the classroom.
NO FOOD OR DRINK IN THIS
CLASS
IT SPILLLS
IT GETS IN THE WAY
FOR SIGNING
IT IS DISTRACTING
THIS INCLUDES WATER BOTTLES
WHY? Too many students leave their trash behind
for me to pick up.
This is a Peanut Free classroom.
No one should be eating peanuts in this room at anytime.
This includes granola bars with peanuts and a candy with peanuts.
It is the peanut dust and oils in the air that
can trigger an allergy attack.
WEEK 3
Reminder
Binder Organization
• Focus for 1st semester was to get binder set up
and properly organized.
• The focus for 2nd semester will be to turn binder
into a Portfolio.
• This means the quality will be suitable for a sign
language job interview or an application into a
sign language program at the college.
Reminder
Binder Organization
• For those of you who met standard at the end of
the 1st semester – I have already carried your
grade over to 2nd semester.
• You do not have to turn your binder in again for
this check off.
• Everyone else will have to turn in their
binder to be checked.
If you took your binder home over break to fix it
all up – please turn it in to be checked.
Asl 1
Monday
Feb 24, 2014
FIRST WORK
Voice Off
Please
THANK YOU FOR TOSSING OUT YOUR GUM
1. Backpacks completely under tables.
(trip hazard)
2. Today you will need a pencil.
Classroom Exercise
Gender Distinction Sign each sentence in ASL.
•
•
•
•
•
•
•
•
•
My cousin Joseph lives in Florida.
Her niece was born yesterday.
My sister married a man who has two daughters.
Our daughter is named Carrie.
I have a cousin named Tara.
My aunt and uncle are divorced.
My nephew lives in Ohio with my sister.
My ASL teacher is a man
Our daughter’s name is Rebekah
p 128
Good Morning
Good Afternoon
Today Monday, Feb 24, 2014
Review
• Contrastive structure requires the use of
_______.
• When contrasting 2 people who are not here
with you, you need to place them
_______________________.
• These two people or items are called the
_________.
• You need to ______ your eyebrows when you
point the person.
• You also need to ________ your shoulders
slightly when you point to them.
• Do you need to resign the name each time?
Review
• Contrastive structure requires the use of
_______.
space
• When contrasting 2 people who are not here
with you, you need to place them
_______________________.
on your left and right side
• These two people or items are called the
referents
_________.
raise your eyebrows when you
• You need to ______
point the person.
shift your shoulders
• You also need to ________
slightly when you point to them.
• Do you need to resign the name each time?
No, do not resign the names.
Review
• Possessive pronouns (and adjectives)
indicates that something ______ to
someone.
• What handshape do you use for
possessives? (my, his, your)
• What handshape do you use for personal
pronouns? (he, she, it)
• How can you use Contrastive Structure to
tell or ask How-Many?
Review
• Possessive pronouns (and adjectives)
belongs
indicates that something ______
to
someone.
• What handshape do you use for
possessives? (my, his, your) B handshape
• What handshape do you use for personal
1 handshape
pronouns? (he, she, it)
• How can you use Contrastive Structure to
tell or ask How-Many?place on left and right side
Agenda
•
•
•
•
Sign warm up: practice sentences
10 yrs later – my family
Life events vocab
Family picture
– 10 yrs later – my turn
– 10 yrs later – your turn
• LAB 3:8 cont. from Friday
10 Years Later
Family photos
Vocabulary
•
•
•
•
•
Grow-up
Move out
Graduate
Get Driver’s License
Go-to college
•
•
•
•
•
Marry
Divorce
Has children
Retired
Still living
•
•
•
•
•
•
Works
Move far-away
Live close-by
Has room-mate
Lives alone
Engaged
•
•
•
•
•
•
Strong/healthy
Weak
Live With family
Live Nursing home
Died,
Passed away (gone)
Vocabulary
•
•
•
•
•
Grow-up
Move out
Graduate
Get Driver’s License
Go-to college
•
•
•
•
•
Marry
Divorce
Has children
Retired
Still living
•
•
•
•
•
•
Works
Move far-away
Live close-by
Has room-mate
Lives alone
Engaged
•
•
•
•
•
•
Strong/healthy
Weak
Live With family
Live Nursing home
Died,
Passed away (gone)
Have this paper ready to pass out.
Write down what I sign about each person.
(what they are doing 10 years later)
How did you do?????
Notice how I started by identifying the person first, then gave a fact.
This is Topic-Comment structure.
Start with: SEE or KNOW to identify person.
(this will establish your Topic)
Then make your comment about them.
10 years later
• Turn you paper over.
• Now look at the top picture, make up 2 facts
about each person of what their lives may be
like 10 years from now.
• Write it on your paper. (top picture)
• Choose from the new vocabulary we are using
today.
Vocabulary
Make up 2 facts about each person of
what their lives may be like 10 years from
now.
•
•
•
•
•
Grow-up
Move out
Graduate
Get Driver’s License
Go-to college
•
•
•
•
•
Marry
Divorce
Has children
Retired
Still living
•
•
•
•
•
•
Works
Move far-away
Live close-by
Has room-mate
Lives alone
Engaged
•
•
•
•
•
•
Strong/healthy
Weak
Live With family
Live Nursing home
Died,
Passed away (gone)
10 years later
• Now looking at this picture make up 2 facts
about each person of what their lives may be
like 10 years from now. Write it on your paper.
(top picture)
• Wagon wheel
• Sign with partner to exchange info
• Write what your partner signs to you on the
bottom picture.
Start with: SEE or KNOW to identify person.
(this will establish your Topic)
• Then make your comment about them
10 years later
START
Save this paper for tomorrow.
Write what your partner signs to you on the bottom picture.
Start with: SEE or KNOW to identify person.
(this will establish your Topic)
Then make your comment about them
From Friday
NSN 3:8
Cardinal Numbers 30 - 66
Cardinal Numbers 30 - 66
The numbers between 30 and 66 can be divided into three
groups in terms of how they are signed.
Multiples of 10
Iva demonstrates the numbers 30, 40, 50, and 60.
Practice signing the numbers.
As you sign these numbers, keep in mind the following:
• 30, 40, and 50 start with the 3, 4, or 5 facing out. Then
the extended fingers and thumb close repeatedly.
• With 60, the thumb and pinky finger remain in contact
while the extended fingers close repeatedly.
Note: if absent, you will need to come in and make this up in the lab. P 126
From Friday
NSN 3:8
Cardinal Numbers 30 - 66
Multiples of 11
Iva demonstrates the numbers 33, 44, 55, and 66.
Practice signing the numbers.
As you sign these numbers, keep in mind the
following:
• The palm faces down.
• Those numbers are made with a “stamping”
movement going sideways toward your
dominant side.
Note: if absent, you will need to come in and make this up in the lab. P 127
From Friday
NSN 3:8
Cardinal Numbers 30 - 66
Numbers 31 - 39
Iva demonstrates the numbers 31 - 39.
Each number is shown from two angles – the front and the
side. Practice signing the numbers.
As you sign these numbers, keep in mind the following:
• These numbers all go slightly forward.
• Sign the first digit of the number with the palm facing out.
• The hand then moves slightly forward while signing the
second digit.
• This is the same movement as you learned for numbers
23 – 29.
• For 31 when signing the 1 make sure the other fingers of
the hand are closed in a fist, and not in a circle as in the
letter D.
Note: if absent, you will need to come in and make this up in the lab. P 127
NSN 3:8- Signs we need to know
•
•
•
•
•
•
•
•
•
•
•
•
Paper
High school
College
Class
Room
Library
Class-room
Students
Ride-bus
Enter
Stairs
Play
•
•
•
•
•
•
•
•
•
•
•
•
Live
Apt.
Big/large
House
Go
Number
Book
Look (around
Fish
Copy
Machine
Baseball
Be
Awesome!
Asl 1
Tuesday
Feb 25, 2014
FIRST WORK
Voice Off
Please
THANK YOU FOR TOSSING OUT YOUR GUM
1. Backpacks completely under tables. (trip
hazard)
2. Today you will need your family picture from
yesterday and a pencil (for later).
Sign these words.
Fingerspell the ones you forgot the sign for.
•
•
•
•
•
Grow-up
Move out
Graduate
Get Driver’s License
Go-to college
•
•
•
•
•
Marry
Divorce
Has children
Retired
Still living
•
•
•
•
•
•
Works
Move far-away
Live close-by
Has room-mate
Lives alone
Engaged
•
•
•
•
•
•
Strong/healthy
Weak
Live With family
Live Nursing home
Died,
Passed away (gone)
Agenda
•
•
•
•
•
Vocab review
Age spot
10 yrs later
Partner practice
LAB 10 yrs later
Good Morning
Good Afternoon
Today Tuesday, Feb 25, 2014
Signing Ages:
• How did we learn to sign our age for the Self
Introduction project?
• First you make the sign OLD (AGE) then you add
the number.
• This is the formal way to sign your age.
Kelly Walsh-Brooklyn New York
Telling Age
Formal
• AGE + number
• AGE 15
• AGE 2
• AGE 7
• AGE 13
• AGE 20
• AGE 25
Signing Ages:
• How did we learn to sign our age for the Self
Introduction project?
• First you make the sign OLD (AGE) then you add
the number.
• This is the formal way to sign your age.
• Today we will be learning a more casual and
common way to sign ages.
• This way is referred to as the “Age Spot.”
Kelly Walsh-Brooklyn New York
Signing Ages:
using the Age Spot
• Signing someone’s age follows a pattern of touching a
number sign at area on the middle of the chin called the
“AGE SPOT”
• As you start to sign an age, you place a number on the
‘age spot” them move the handshape away from the
chin in one movement.
• The palm will face outwards for all ages.
(except for 11-15)
• The spot conveys the meaning of years old, so you do
not need to add the sign “age” afterwards.
Kelly Walsh-Brooklyn New York
p 135
Kelly Walsh-Brooklyn New York
Kelly Walsh-Brooklyn New York
Kelly Walsh-Brooklyn New York
Let’s practice
Formal
• AGE + number
• AGE 15
• AGE 2
• AGE 7
• AGE 13
• AGE 20
• AGE 25
Informal (casual)
• Age spot ~ number
• Age spot ~15
• Age spot ~ 2
• Age spot ~ 7
• Age spot ~ 13
• Age spot ~ 20
• Age spot ~ 25
Practice Questions
• Practice signing your age using the “Age Spot”
technique.
• Practice signing the age of each of your siblings
using the “Age Spot” way of signing age.
Partner:
• Now, tell your partner your age.
• Now, sign with your partner, telling the age of
your siblings.
• Turn to the person on your other side.
Kelly Walsh-Brooklyn New York
Take out this paper from yesterday
10 years later
1. On the top picture,
2. Pick an age that each person will be in 10
years.
What to do:
Wagon wheel • Sign with partner to exchange info.
• Write what your partner signs to you
on the bottom picture.
DON’T START YET
How to sign it:
Start with: SEE to identify person.
(this will establish your Topic)
Then make your comment about them.
(the age they will be in 10 years)
DON’T START YET
10 years later
Ready?
Begin!
Start with SEE to identify person.
(this will establish your Topic)
Then tell their age.
Transition
1. Turn in this paper.
2. Pick up lab paper from last week.
“Simple Contrastive Structure”
GRANDMAS #____
BROTHERS#____
UNCLES#____
NIECES#____
BOY-COUSINS#____
DOGS#____
GRANDPAS#____
SISTERS#_____
AUNTS#____
NEPHEWS#____
GIRL-COUSINS#____
CATS#____
We will be using the back side for today’s LAB
Vocabulary
•
•
•
•
•
Grow-up
Move out
Graduate
Get Driver’s License
Go-to college
•
•
•
•
•
Marry
Divorce
Has children
Retired
Still living
•
•
•
•
•
•
Works
Move far-away
Live close-by
Has room-mate
Lives alone
Engaged
•
•
•
•
•
•
Strong/healthy
Weak
Live With family
Live Nursing home
Died,
Passed away (gone)
(old)SN 5 LAB: Ten Years Later
Ten Years
Later…
The newscaster on
screen will give you the
latest update on what
has happened to the
members of this family in
the last 10 years.
Write the information see
gives on your paper.
http://www.youtube.com/watch?v=IWV7gaj
khI4 START AT 2:22
Ten Years
Later…
Had 10 Kittens
Got old & Died
Dead
Grown-up
In High School
Has Boyfriend
Had a Boy
Boy is Deaf
Boy is 9 yrs
Married,
Still living
Divorced,
Going to College
Studying French
Learning ASL
Bought a big
house
Transition
• Put complete heading on the family side of
the page and pass in please.
• Today is Feb. 25,
Review
• What is the formal way to sign your age?
• What is the informal way?
• Where is the age spot located?
• How do you sign ages 1-9?
• How do you sign ages 10 and higher?
Review
• What is the formal way to sign your age?
Sign OLD then the number.
• What is the informal way?
Touch the Age-Spot plus number.
• Where is the age spot located?
On the chin.
• How do you sign ages 1-9?
Touch Age-Spot with number handshape (palm out)
and move out then slight shake.
• How do you sign ages 10 and higher?
Touch Age-Spot with index finger (or index finger of number handshape)
then move out to the side.
Vocab Tape
• MASL UNIT 3
Be
Awesome!
Asl 1
Wednesday
Feb 26, 2014
Good Morning
Good Afternoon
Today Wed. Feb 26, 2014
Agenda
• Deaf Culture Note
• Homework assignment
Master ASL
Unit 4
Lesson Three
Lesson Three
MASL p 134
Deaf Culture Note: Deaf Family Dynamics
Outcomes:
Understands that many Deaf people grow up in families
with limited communication;
Appreciates the reasons why a Deaf person may ask of
a hearing individual, “Why are you learning ASL?’
Deaf Culture
Deaf Family Dynamics
When an ASL student begins to socialize with Deaf people, one
certain question is always asked:
Why are you interested in learning ASL?
It is a sincere question deeply rooted in the shared experience of
being Deaf in a hearing world.
Historically, very few hearing people learned American Sign
Language aside from codas and those who worked closely with
Deaf people, such as clergy.
Unfortunately, very few others learned how to sign, including
hearing family members and relatives.
Most Deaf people are from hearing families who don’t know ASL
but rely on a few signs and improvised gestures called home
signs.
Even today many Deaf children have parents who don’t sign, or
live in a family where a mother and sibling ---usually a sister--can sign.
MASL p134
1. What is one of the first things Deaf
people will ask hearing people when they
begin to socialize at Deaf events?
2. Why does it seem odd that a hearing
person would be studying ASL?
3. What is the ‘sign’ situation at home for
most Deaf people?
4. Why is it more likely that a mom or a
sister would learn to sign?
Deaf Culture
Because of this background where most hearing
people did not want to learn ASL, a sincere question
is Why do you?
Asking this is a way for Deaf people to get to know you
and your background, to learn whether you have a
Deaf relative or friend, and your motivation to learn
ASL.
Is it for work reasons, socialization reasons, for fun?
Deaf people are genuinely pleased to see more hearing
people learning American Sign Language for many
reasons, especially for communication and
understanding.
Now that ASL is becoming widely respected and
studied, more parents are learning ASL for the sake
of their Deaf children, a welcome sight in the Deaf
community.
MASL p134
5. When a Deaf person asks you “Why are
you learning sign?” what is the deeper
interest that they are looking for?
6. How does the Deaf community generally
feel about hearing people learning to
sign?
7. Now that ASL is becoming more
accepted, what is happening for more
and more Deaf children?
Deaf Culture
Friendship Patterns in the Deaf Community
Having many lifelong friendships is a common experience
for people who belong to small, tight-knit communities.
Long-lasting friendships between deaf people often begin
at schools for the Deaf and continue through college,
marriage, and old age.
Email, videophones and class reunions are just a few ways
Deaf individuals stay in contact with each other.
Newcomers to an area are quickly welcomed and form
close friendships as well, especially if the individual
actively participates in Deaf community events.
MASL p146
8. What is a common experience for those
belonging to small tight-knit communities?
9. Where do most long term Deaf friendships
begin? Why do you think this is so?
10. What are some of the ways that Deaf people
keep in contact with each other over the
years?
11. How are newcomers treated?
Deaf Culture
MASL DVD
Friendship Patterns in the Deaf Community
Historically, these deep bonds were formed by the shared
experience of being deaf in a predominantly hearing
world.
Hearing people are welcome in the Deaf community as
long as the language and culture of the Deaf are
respected, and hearing individuals who sign fluently can
easily form friendships with Deaf individuals.
How does this differ from your own experience?
What benefits do you think the Deaf community gains from
being close-knit?
Any drawbacks?
MASL p146
12. What is the greatest shared experience
that bonds most deaf friendships?
13. Hearing people are welcomed into these
tight communities as long as they do
what?
14. What benefits do you think the Deaf
community gains from being close-knit?
15. What drawback could there be?
Culture Assignment
• Title “DCN-Family and Friends”
• Name date and period on upper right corner of
your paper.
• Questions and answers must be typed.
• Questions must be separate from answers.
• Questions 1-15 from the previous slides.
• Each student is expected to his/her own work.
This is an individual assignment.
Incomplete or substandard work will not be accepted.
Don’t forget sentences begin with capital letters. So do names.
Estimated time = 20 min
• Name
• Date
• Per.
“TITLE”
1 Question
Answer
2 Question
Answer
Reminder
Binder Organization
• Focus for 1st semester was to get binder set up
and properly organized.
• The focus for 2nd semester will be to turn binder
into a Portfolio.
• This means the quality will be suitable for a sign
language job interview or an application into a
sign language program at the college.
Reminder
Binder Organization
• For those of you who met standard at the end of
the 1st semester – I have already carried your
grade over to 2nd semester.
• You do not have to turn your binder in again for
this check off.
• Everyone else will have to turn in their
binder to be checked.
If you took your binder home over break to fix it
all up – please turn it in to be checked.
Be
Awesome!
Asl 1
Thursday
Feb 27, 2014
FIRST WORK
Voice Off
Please
If you took your binder home to fix it all up –
please turn it in to be checked.
THANK YOU FOR TOSSING OUT YOUR GUM
1. Backpacks completely under tables. (trip
hazard)
2. Today you will need a pencil and ½ sheet of
scratch paper.
Gally Read #3
A CHILD WITH DEAF PARENTS IS
CALLED A CODA
SOME PEOPLE SAY KODA
INSTEAD
.
.
Save this paper for the next Gally Read.
Good Morning
Good Afternoon
Today Thursday, Feb 27, 2014
Agenda
•
Gally Read #3
•
Review from Tuesday
•
•
LAB NSN 4:7a
– How Old?
Novel
–
finish chapter 5 Printing
Review
• What is the formal way to sign your age?
• What is the informal way?
• Where is the age spot located?
• How do you sign ages 1-9?
• How do you sign ages 10 and higher?
Review
• What is the formal way to sign your age?
Sign OLD then the number.
• What is the informal way?
Touch the Age-Spot plus number.
• Where is the age spot located?
On the chin.
• How do you sign ages 1-9?
Touch Age-Spot with number handshape (palm out)
and move out then slight shake.
• How do you sign ages 10 and higher?
Touch Age-Spot with index finger (or index finger of number handshape)
then move out to the side.
Review
Signing Ages:
• How did we learn to sign our age for the Self
Introduction project?
• First you make the sign OLD (AGE) then you add
the number.
• This is the formal way to sign your age.
• Monday we learned a more casual and common
way to sign ages.
• This way is referred to as the “Age Spot.”
Kelly Walsh-Brooklyn New York
Review
Signing Ages:
using the Age Spot
• Signing someone’s age follows a pattern of
touching a number sign at area on the middle of
the chin called the “AGE SPOT”
• As you start to sign an age, you place a number
on the ‘age spot” them move the handshape away
from the chin in one movement.
• The palm will face outwards for all ages.
(except for 11-15)
• The spot conveys the meaning of years old, so
you do not need to add the sign “age” afterwards.
Kelly Walsh-Brooklyn New York
Review
Kelly Walsh-Brooklyn New York
Review
Kelly Walsh-Brooklyn New York
Review
Kelly Walsh-Brooklyn New York
Age Spot
4.7
NSN 4.7 Telling Ages w/ Age Spot
Age Spot
• When giving the age of a person, it is
common to see the number blended with
the sign for ‘old.’
• It starts with the index finger contacting
the chin and moves outward.
NSN 4.7 Telling Ages w/ Age Spot
1-5 yrs old
• For these signs the palm faces outward
(instead of facing inward for telling how-many).
• Often times there is a slight shake of the
hand. (not required)
• Often the signs ends out and low from
the body to indicate the height of a small
child. (not required)
NSN 4.7 Telling Ages w/ Age Spot
Ages 6-9
• For the ages six – nine
• the palm faces outward for the number
• and the index finger makes contact with
the chin before moving outward.
NSN 4.7 Telling Ages w/ Age Spot
10 yrs old
• The first handshape is an ‘L’
• (blending the index to touch the age spot
and already having the 10 thumb up).
• The index of the ‘L’ touches the chin and
then the hand becomes a ’10’ as it moves
away from the chin.
NSN 4.7 Telling Ages w/ Age Spot
11-15 yrs old
• For these numbers the handshape of the
age is used.
• Often the index and the second finger both
contact the chin.
NSN 4.7 Telling Ages w/ Age Spot
16 – 19 yrs old
• The palm face in as the index touches the
chin
• and then the hand becomes the number
as it moves away from the chin.
NSN 4.7 Telling Ages w/ Age Spot
16 – 19 yrs old (variation)
• Some people begin with the ‘5’ handshape
as they touch the chin
• And end with the number
NSN 4.7 Telling Ages w/ Age Spot
20 yrs old and older
• The index finger of the first digit of the age
touches the chin
• and becomes the second digit as it moves
away.
Ex: Age 45
• The four hand touches the chin and ends
as a five.
NSN 4.7 Less than One Year Old
1-9 months
• The number is ‘incorporated’ into the sign
for ‘month’ then add the sign ‘old.’
10 – 12 months
• Sign the number and follow with the sign
‘month’ then add the sign ‘old.’
NSN 4.7- Signs we need to know
•
•
•
•
•
•
•
•
Dog
Baby
Son
Room-mate
Mother
Cat
Fish
Daughter
•
•
•
•
•
•
•
•
Sister
Brother
Wife
Father
Bird
Rabbit
Both of us
Oldest
Name
date
period
on How Old? side of the page
NSN 4.7 How Old?
The signers sign statements with ages. Write down the age and circle
the person or pet the age refers to.
1. ______
2. ______
3. ______
4. ______
5. ______
6. ______
7. ______
8. ______
9. ______
10. ______
11. ______
12. ______
dog
oldest brother
baby
son
roommate’s son
sister
dog
brother’s
oldest son
son’s baby
brother
I/me
mother
cat
oldest son
goldfish
daughter
son’s roommate
son
cat
sister’s
oldest son
sister’s baby
brother-in-law
wife
father
bird
oldest daughter
rabbit
sister
son
daughter
bird
brother’s
oldest son
daughter’s baby
son
both of us
bird
Note: if you are absent then you will need to come in and make this up in the Lab.
How did you do?
NSN 4.7 How Old?
The signers sign statements with ages. Write down the age and circle
the person or pet the age refers to.
1. ______
2. ______
3. ______
4. ______
5. ______
6. ______
7. ______
8. ______
9. ______
10. ______
11. ______
12. ______
dog
oldest brother
baby
son
roommate’s son
sister
dog
brother’s
oldest son
son’s baby
brother
I/me
mother
cat
oldest son
goldfish
daughter
son’s roommate
son
cat
sister’s
oldest son
sister’s baby
brother-in-law
wife
father
bird
oldest daughter
rabbit
sister
son
daughter
bird
brother’s
oldest son
daughter’s baby
son
both of us
bird
Name
date
period
Check to see if your
is on the How Old? side of the page.
Reminder
Binder Organization
• Focus for 1st semester was to get binder set up
and properly organized.
• The focus for 2nd semester will be to turn binder
into a Portfolio.
• This means the quality will be suitable for a sign
language job interview or an application into a
sign language program at the college.
Reminder
Binder Organization
• For those of you who met standard at the end of
the 1st semester – I have already carried your
grade over to 2nd semester.
• You do not have to turn your binder in again for
this check off.
• Everyone else will have to turn in their
binder to be checked.
If you took your binder home over break to fix it
all up – please turn it in to be checked.
Pronouns and Printing
Chapter 5, start
at the Printing section
Review
• What is the formal way to sign your age?
• What is the informal way?
• Where is the age spot located?
• How do you sign ages 1-9?
• How do you sign ages 10 and higher?
• How do you sign baby ages? 1-9 months?
• How do you sign baby ages 10-12 months?
Review
• What is the formal way to sign your age?
• What is the informal way?
Sign OLD then the number.
Touch the Age-Spot plus number.
• Where is the age spot located?
• How do you sign ages 1-9?
On the chin.
Touch Age-Spot with number handshape (palm out)
and move out then slight shake.
• How do you sign ages 10 and higher?
Touch Age-Spot with index finger (or index finger of number handshape)
then move out to the side.
• How do you sign baby ages? 1-9 months?
The number handshape is ‘incorporated’
into the sign for month then add the sign old.
• How do you sign baby ages 10-12 months?
Sign the number and follow with the sign for month then add the sign old.
(only the formal way – 10 + MONTH + OLD)
Be
Awesome!
Asl 1
Friday
Feb 28, 2014
FIRST WORK
Voice Off
Please
THANK YOU FOR TOSSING OUT YOUR GUM
1. Backpacks completely under tables.
(trip hazard)
2. Today you will need a pencil.
Good Morning
Good Afternoon
Today Friday, Feb 28, 2014
Agenda
• Review
• MASL L 4
–
•
Ex. I Signing ages with Age-Spot
MASL L 5
–
–
Ex. J Signing ages(with Age-Spot) using Contrastive
Structure
Ex. L What is the best age….
• LAB NSN 4:7b
– Age or Cardinal number?
• Novel Chapter 6
Review
• What is the formal way to sign your age?
• What is the informal way?
• Where is the age spot located?
• How do you sign ages 1-9?
• How do you sign ages 10 and higher?
• How do you sign baby ages? 1-9 months?
• How do you sign baby ages 10-12 months?
Review
• What is the formal way to sign your age?
• What is the informal way?
Sign OLD then the number.
Touch the Age-Spot plus number.
• Where is the age spot located?
• How do you sign ages 1-9?
On the chin.
Touch Age-Spot with number handshape (palm out)
and move out then slight shake.
• How do you sign ages 10 and higher?
Touch Age-Spot with index finger (or index finger of number handshape)
then move out to the side.
• How do you sign baby ages? 1-9 months?
The number handshape is ‘incorporated’
into the sign for month then add the sign old.
• How do you sign baby ages 10-12 months?
Sign the number and follow with the sign for month then add the sign old.
(only the formal way – 10 + MONTH + OLD)
Vocabulary
Related Signs
To be dead, missing (passed away)
To divorce
To marry
Tall, adult (can also be used for older)
Short, child (can also be used for younger)
Older
Younger
MASL p 127
Master ASL
Unit 4
Lesson Four
Lesson Four
MASL pp 134-137
Signing Age; Eyes on ASL #9:The Age-Spot
Outcomes:
Communicates about age using the Age-Spot;
Integrates the Rule of 9 for the appropriate age
numbers;
Can identify age signs in both formats;
Can express age signs using at least one of the
dominant formats.
Eyes on ASL #9
MASL DVD
• All age signs originate at the AgeSpot and face outward.
• Using three separate signs 10, year, and
old for 10 yrs old is sloppy and incorrect.
Classroom Exercise
Signing age.
Use the age-spot for each age number.
–
–
–
–
–
3 years old
10 years old
35 years old
18 years old
20 years old
– 25 years old
– 8 years old
– 1 year old
– 55 years old
– 13 years old
Using three separate signs 10, year, and old for 10 yrs old is incorrect.
p 137
Classroom Exercise
Signing age. Use the correct sign for each age number.
–
–
–
–
–
–
–
40 years old
15 years old
17 years old
2 years old
29 years old
33 years old
16 years old
–
–
–
–
–
–
–
–
5 years old
60 years old
42 years old
23 years old
9 years old
69 years old
11 years old
17 years old
p 137
Vocabulary
•
•
•
•
•
•
•
•
Age Related Signs
Baby, infant
Young child (short)
Teenager
T-E-E-N
Young adult
Grown-up, adult
Old, elderly
Not-Yet (NMS tongue in teeth slightly)
MASL p 137
Classroom Exercise
How old is everybody?
Sign each sentence in ASL using the information provided,
adding whether the person is a baby, young child, a teenager,
grown-up, or old.
EX: J-O-N, HE 25, HE GROWN-UP HE
1.
2.
3.
4.
5.
Chad is 2 years old.
Tonya is 33 years old.
He is 48 years old.
DaShawn is 15 years old.
My mother is 42 years old.
p 137
Classroom Exercise
How old is everybody?
Sign each sentence in ASL using the information provided,
adding whether the person is a baby, young child, a teenager,
grown-up, or old.
EX: J-O-N, HE 25, HE GROWN-UP HE
6. Ahmed is 20 years old.
7. Kendra is 16 years old.
8. My grandfather is 80 years old.
9. She’s 13 years old.
10. Kiernan is 1 year old
p 137
Classroom Exercise
How old is everybody? Cont.
Sign each sentence in ASL using the information provided,
adding whether the person is a baby, young child, a teenager,
grown-up, or old.
EX: J-O-N, HE 25, HE GROWN-UP HE
11.Cecile is 30 years old.
12.He is not 1 year old yet.
13.Mike is 17 years old.
14.Tera is 29 years old.
NOT-YET
Goes at the end of the sentence.
15.I am___ years old.
p 137
Master ASL
Unit 4
Lesson Five
Lesson Five
MASL pp 138-143
Listing & Ordering Technique; Life Events; My Family Narrative
Outcomes:
Can communicate multiple details about one or more
individuals or events using the Listing & Ordering
Technique;
Discusses major life events and corresponding ages
when those events occur;
Comprehends the content of the My Family narrative.
Classroom Exercise
Age and Shoulder-Shift.
Use contrastive structure to state each set of ages.
They are seven and three years old.
Left side HE AGE~7…..Right side HE AGE~3
p 138
Classroom Exercise
Age and Shoulder-Shift.
Use contrastive structure to state each set of ages.
Left side HE AGE~7…..Right side HE AGE~3
1.
2.
3.
4.
5.
6…10
21…12
7…9
14…16
30…15
6. 16…20
7. 8…32
8. 17…25
9. 1…1
10. 42…13
p 138
Vocabulary Life Events
•
•
•
•
•
•
•
But
College
To get (something)
To graduate
High school
License
To pass down,
descendants
• Should
• to vote
NOTE
The differences between
need and should is the
NMS.
Raise your eyebrows with
should.
MASL p 142
Classroom Exercise
What’s the best age?
At what age do people do the following things?
An example is provided. (See picture top of Pg. 142)
1.
2.
3.
4.
5.
6.
7.
8.
Vote
Go to college
Marry
Have email
Go to a party
Learn ASL
Graduate high school
Learn to ski
9.
10.
11.
12.
13.
14.
15.
Start school
Work
Have children
Get a driver’s license
Graduate college
Understand life
Learn to read and write
p 142
Classroom Exercise
People should… What should or shouldn’t people do?
1.
2.
3.
4.
5.
Visit grandparents
Be nice
Practice signing
Help old people
Be mean
6. Drive tired
7. Be absent
8. Marry young
9. Like their family
10. Have a cat or dog
p 142
transition
• Yesterday’s paper
• Put complete heading with today’s date
(Feb 28) on the back side Identify Number Type
Age Spot
4.7
NSN 4.7 Identify Number Type
Isias and Melinda sign either an age or a cardinal number.
Write down the number and circle the type of number – age or cardinal.
1. ______
2. ______
3. ______
4. ______
5. ______
6. ______
7. ______
8. ______
9. ______
10. ______
age
age
age
age
age
age
age
age
age
age
cardinal
cardinal
cardinal
cardinal
cardinal
cardinal
cardinal
cardinal
cardinal
cardinal
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
______
______
______
______
______
______
______
______
______
______
age
age
age
age
age
age
age
age
age
age
cardinal
cardinal
cardinal
cardinal
cardinal
cardinal
cardinal
cardinal
cardinal
cardinal
Note: if you are absent then you will need to come in and make this up in the Lab.
How did you do?
NSN 4.7 Identify Number Type
Isias and Melinda sign either an age or a cardinal number.
Write down the number and circle the type of number – age or cardinal.
1. ______
2. ______
3. ______
4. ______
5. ______
6. ______
7. ______
8. ______
9. ______
10. ______
age
age
age
age
age
age
age
age
age
age
cardinal
cardinal
cardinal
cardinal
cardinal
cardinal
cardinal
cardinal
cardinal
cardinal
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
______
______
______
______
______
______
______
______
______
______
age
age
age
age
age
age
age
age
age
age
cardinal
cardinal
cardinal
cardinal
cardinal
cardinal
cardinal
cardinal
cardinal
cardinal
transition
• Put complete heading with today’s date
(Feb 28) on the back side: Identify Number Type
• Pass in your paper please.
Review
• What is the formal way to sign your age?
• What is the informal way?
• Where is the age spot located?
• How do you sign ages 1-9?
• How do you sign ages 10 and higher?
• How do you sign baby ages? 1-9 months?
• How do you sign baby ages 10-12 months?
Review
• What is the formal way to sign your age?
• What is the informal way?
Sign OLD then the number.
Touch the Age-Spot plus number.
• Where is the age spot located?
• How do you sign ages 1-9?
On the chin.
Touch Age-Spot with number handshape (palm out)
and move out then slight shake.
• How do you sign ages 10 and higher?
Touch Age-Spot with index finger (or index finger of number handshape)
then move out to the side.
• How do you sign baby ages? 1-9 months?
The number handshape is ‘incorporated’
into the sign for month then add the sign old.
• How do you sign baby ages 10-12 months?
Sign the number and follow with the sign for month then add the sign old.
(only the formal way – 10 + MONTH + OLD)
The Shepherd Genius
• Chapter 6
Reminder
Binder Organization
• Focus for 1st semester was to get binder set up
and properly organized.
• The focus for 2nd semester will be to turn binder
into a Portfolio.
• This means the quality will be suitable for a sign
language job interview or an application into a
sign language program at the college.
Reminder
Binder Organization
• For those of you who met standard at the end of
the 1st semester – I have already carried your
grade over to 2nd semester.
• You do not have to turn your binder in again for
this check off.
• Everyone else will have to turn in their
binder to be checked.
If you took your binder home over break to fix it
all up – please turn it in to be checked.
Be
Awesome!
Vocabulary you will need today
•
•
•
•
•
•
•
•
•
•
People
Tend-to
Vote
College
Marry
Email
Party
Learn
Graduate
High school
•
•
•
•
•
•
•
•
•
Ride-bike
Start
Work
Birth-children
Get Driver’s License
Understand
Life (live)
Learn Read
Learn Write
WEEK 4
Asl 1
Monday
March. 3, 2014
FIRST WORK
Voice Off
Please
THANK YOU FOR TOSSING OUT YOUR GUM
1. Backpacks completely under tables. (trip hazard)
2. Today you will need a pencil and your Gally read
paper from last week.
Gally Read #4
you place a number on the
‘age spot’ then move the
number away from the chin.
We will be turning this in next time.
Agenda
•
•
•
•
Gally Read -Age spot
Plural Pronouns
How get along
LAB 4:3 Rocking Numbers
Plural Pronouns
Plural Pronouns
So far we have learned about basic personal and
possessive pronouns.
A personal pronoun uses the handshape…
1
This type of pronoun is used to talk about…
People or things.
A possessive uses the handshape…
B
This is used to talk about…
Possessions that belong to you or others.
Plural Pronouns
Now we will be learning about Plural Pronouns.
This is another form of a person pronoun, so it is used to
talk about people or things.
This feature of ASL uses the concept of Number
Incorporation.
Number Incorporation means that a sign is made but the
handshape is changed to be a number.
Number Incorporation is used for the Age Spot way of
signing ages.
Now I will show you how to use Number Incorporation to
create plural pronouns.
Plural Pronouns: 2-5
• We-two
• You-two
• They-two
• We-four
• You-four
• They-four
• We-three
• You-three
• They-three
• We-five
• You-five
• They-five
Plural Pronouns
The sign we-two can be translated as:
• We
• Us
• The two of us
• You and I
• Me and you
Pronoun Drill
What is the correct pronoun sign?
1.
2.
3.
4.
5.
6.
7.
Those four
You and me
You three
You and her
These five
The four of them
You, me and him
8. She and I
9. The five of you
10. Those two
11. Us five
12. Two of them
13. Us two
14. You two
15. Those two
Words we need to know…
•
•
•
•
•
•
•
•
•
Dating
Sick
Relationship
Study
Get-along
Work
Help
Need
Sunday
•
•
•
•
•
•
•
•
•
Dating
Sick
Relationship
Study
Get-along
Work
Help
Need
Sunday
Plural Pronoun Practice
Sign the following sentences to yourself.
Be sure to use the plural pronouns..
1.
2.
3.
4.
5.
6.
7.
Those-two are dating.
The four-of-us are sick.
Are you-and-she in a relationship?
You-three need to study.
Those-two and those-two don’t get along.
You and I need help.
Five of us work on Sunday.
How did you do?
Sign along with me…
•
•
•
•
•
•
•
THEY-TWO DATE++ (nod)
FOUR-OF-US ARE SICK (sick face)
YOU-TWO RELATIONSHIP? (yes/no ? face)
YOU-THREE NEED STUDY (firm face).
THEY-TWO (left) THEY-TWO (right) NOT
GET-ALONG
WE-TWO NEED HELP (please help us face)
SUNDAY, WE-FIVE WORK (nod)
Rocking Numbers 67 - 98
4.3
NSN 4.3
Rocking Numbers 67-98
Several numbers between 67–98 require a
twisting movement of the wrist.
We call them “rocking numbers.”
Watch all of the examples on the DVD NSN
4.3 and then complete the worksheet.
Note: if absent, you will need to come in and make this up in the lab.
NSN 4.3
Rocking Numbers 67-98
Numbers 67-89
As you watch Iva demonstrate these numbers,
observe the starting position and the twist
movement associated. Iva demonstrates ‘67’
again for left-handed signers.
Numbers 76-98
As you watch Iva demonstrate these numbers,
observe the starting position and the twist
movement associated. Iva demonstrates ‘76’
again for left-handed signers.
Note: if absent, you will need to come in and make this up in the lab.
NSN 4.3
Rocking Numbers 67-98
Identify the Number 1, 2, and 3
Joey signs one of the four numbers around him on the screen. Identify
the number, then wait for the correct number to flash on the screen to
see if you are correct.
Circle the number
1.
2.
3.
4.
5.
68
69
76
86
67
78
89
86
87
78
6. 87
7. 79
8. 98
9. 69
10. 68
97
89
87
97
86
NSN 4.3
Rocking Numbers 67-98
Write the Number
Each number is shown twice.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Note: if you are absent then you will need to come in and make this up in the Lab.
Review
• Another form of a person pronoun is
called______ ________
• This feature of ASL uses the concept of
________ ________
• Number Incorporation means that a sign is
made but the __________ is changed to be a
number.
• What are Rocking Numbers?
Be
Awesome!
Asl 1
Tuesday
March 3, 2014
FIRST WORK
Voice Off
Please
THANK YOU FOR TOSSING OUT YOUR GUM
1. Backpacks completely under tables.
(trip hazard)
2. Today you will need a pencil.
Agenda
• Turn in homework
• Relationships
• No, Not, None
– Notes
– Practice with partner
Some signs for later today….
•
•
•
•
•
•
•
•
•
Turtle
Gold Fish
Snake
Detention
Candy
Soda-pop
Eat
Seattle
Washington D.C.
Some signs for later today….
•
•
•
•
•
•
•
•
•
Turtle
Gold Fish
Snake
Detention
Candy
Soda-pop
Eat
Seattle
Washington D.C.
Relationships
What is your connection?
How do you get along?
Adding Facial Expressions and Body
Language to expand the meaning
Relationships
Beginnings and Endings
•
•
•
•
•
•
•
•
Get-along
Flirt
Go-out
Date
Sweetheart
Fall in love
Couple
Love
• Don’t-get-along
• Argue
• Verbal-fight (big blow
up)
• Don’t-like
• Conflict
• Break up
• Single
Relationships
Beginnings and Endings
•
•
•
•
•
•
•
•
Get-along
Flirt
Go-out
Date
Sweetheart
Fall in love
Couple
Love
•
•
•
•
•
•
•
Don’t-get-along
Argue
Verbal-fight (big blow up)
Don’t-like
Conflict
Break up
Single
Relationships – Non Manual Signals
Practice
Add facial expressions and body language to
the appropriate sign to convey the following
concepts.
•
•
•
•
•
To argue (a lot)
To fall in love (repeatedly)
To break up (pleased)
To be together (for a long time)
To flirt (strongly)
MASL Unit 4 Ex: Q p 148
Relationships – Non Manual Signals
More practice
Add facial expressions and body language to
the appropriate sign to convey the following
concepts.
•
•
•
•
•
To go out (often)
To be single (happily)
To be single (unhappily)
To argue (big argument)
To get along with (not by choice)
MASL Unit 4 Ex: Q p 148
Relationships – practice sentences
Partners:
Work together to sign each of the following
sentences in ASL.
1. Tim fell in love with Angela, but they are
not dating.
2. I have a date on Saturday. Do you?
3. No, I think they broke up.
4. My brother loves to flirt.
5. I get along with my parents.
MASL Unit 4 Ex: Q p 148
Relationships – practice sentences
Partners:
6. She argued with her best friend.
Now, they don’t get along.
7. Should I date her?
8. I love my sweetheart!
9. Do you want to go out with us?
10.They’ve been together for 3 years.
MASL Unit 4 Ex: Q p 148
No, Not and None
• Noll/Underhill PPT
• The following pages were created by
Kathy Underhill and Mitch Noll, ASL
teachers in Puyallup S.D.
NO, NOT, NONE
Underhill/Noll Emerald Ridge HS
No, Not, None
We have learned how to use a
negative NMS and the sign NOT.
What are the negative NMS?
What is the sign for NOT?
Now we will discuss the
difference between the use of
NO, NOT, and NONE.
Underhill/Noll Emerald Ridge HS
No, Not, None
Answering “YES/NO” Questions ~
Handout
FILL IN THE ANSWERS ON YOUR
HANDOUT FROM THE NEXT TWO
SLIDES.
Underhill/Noll Emerald Ridge HS
No, Not, None
Answering “YES/NO” Questions ~
SIGNS _______
AND ______
#NO
NOT ARE BOTH
USED TO SAY SOMETHING THAT IS
NOT TRUE OR TO ________
___________,
DENY SOMETHING.
#NO
_________
SHOULD BE FOLLOWED WITH A
______STATEMENT.
NOT
WHY?
There are no one word answers in ASL.
Underhill/Noll Emerald Ridge HS
No, Not, None
Answering “How Many” Questions ~
NONE
HAVE TO
_________
NEGATES THE SIGN _______
NOT HAVE” OR IS USED TO
MEAN “DO
______________
SHOW _________________
ZERO QUANTITY TO MEAN THERE
ISN’T ANY OR THERE WERE NONE.
USUALLY USED IN RESPONSE TO THE
QUESTION “___________”.
HOW MANY
Underhill/Noll Emerald Ridge HS
• Set your papers down for a minute.
Examples:
Yes/No Questions:
Respond with - #NO, NOT
• Are you two married?
• Do you have 2 brothers and 3 sisters?
• Do you live in Tacoma?
‘How Many’ Questions:
Respond with – NONE
• How many children do you have?
• How many snakes do you have?
Underhill/Noll Emerald Ridge HS
How would you sign…
•
•
•
•
•
•
•
•
I have no brothers and sisters.
I HAVE BROTHERS, SISTERS, NONE
BROTHERS, SISTERS, (I HAVE) NONE
I have no time.
(I HAVE) TIME NONE
No thank-you, I don’t want candy.
#NO THANK-YOU, CANDY, I DON’T-WANT
#NO THANK-YOU, CANDY, I WANT NOT.
Underhill/Noll Emerald Ridge HS
How would you sign…
•
•
•
•
•
•
•
I have no brothers and sisters.
I have no time.
No thank-you, I don’t want candy.
I don’t want any soda now.
No, I don’t have any cats.
I have no uncles.
I don’t have any homework tonight.
Underhill/Noll Emerald Ridge HS
Some signs you need to know…
•
•
•
•
•
•
•
•
•
Turtle
Gold Fish
Snake
Detention
Candy
Soda-pop
Eat
Seattle
Washington D.C.
Some signs you need to know…
•
•
•
•
•
•
•
•
•
Turtle
Gold Fish
Snake
Detention
Candy
Soda-pop
Eat
Seattle
Washington D.C.
Practice with Partner
•
•
•
•
Partners
Who is A?
Who is B?
Let’s read all the directions BEFORE
we begin to sign.
• Change the last question from Tuesday
School to Detention.
Practice with partner
On the back of your handout you will find some practice questions.
We will be working with the questions in both sections.
Partner ‘A’ will ask ALL the questions and partner ‘B’ will
answer. (4 Questions each section)
Do not switch until I tell you to.
ANSWER ALL QUESTIONS WITH A NEGATIVE RESPONSE
Be sure to use the correct non-manual for a negative AND
answer in complete sentences!
FINISHED EARLY? If you finish before others please create more
questions by filling in the blanks. Use these for additional practice.
Practice with Partner
Ready?
Begin!
Practice with partner
Partner ‘A’ will ask ALL the questions and partner
‘B’ will answer. (4 Questions each section)
Do not switch until I tell you to.
Be sure to use the correct non-manual for a
negative AND answer in complete sentences!
FINISHED EARLY? If you finish before others please
create more questions by filling in the blanks. Use these
for additional practice.
SWITCH
A
B
Practice with partner
Now it is time for partner ‘B’ to ask ALL the
questions and partner ‘A’ to answer.
Again:
1st Sign all the questions that are there. (4 each section)
FINISHED EARLY?
2nd Create your own questions.
Be sure to use the correct non-manual for a
negative AND answer in complete sentences!
Vocabulary Practice
• The video links for the current vocabulary
have been uploaded to the ASL website
so that you can practice the vocabulary at
home.
• Links to look for:
• MASL 4 a, b and c
• NSN 4 a and b
Unit 4 or Unit 5?
• When the updated Signing Naturally was released the
first two units were combined.
• This means that the following Units are all re-numbered.
• The ‘Family’ Unit we are learning in class can be found
at:
• MASL Unit 4
• NSN Unit 4
• SN Unit 5 (old book)
• So we are working on Unit 4-Family, but some for the
older lab materials will be labeled as Unit 5.
Be
Awesome!
Rocking Numbers
67-98
NSN 4:3
Rocking Numbers 67-98
Several numbers between 67 – 98 require a
twisting movement of the wrist.
These are often referred to as “Rocking
Numbers.”
Watch all of the examples on the DVD NSN
4.3 and then complete the worksheet.
Note: if absent, you will need to come in and make this up in the lab.
NSN 4:3
Rocking Numbers 67-98
Creating our own worksheet
Scratch paper
Write the following down on your
paper.
Part 1
1.
2.
3.
4.
5.
68
69
76
86
67
78
89
86
87
78
6. 87
7. 79
8. 98
9. 69
10. 68
97
89
87
97
86
Asl 1
Wednesday
March 5, 2014
Agenda
•
•
•
•
Signed song
Focus: The Deaf Experience and the Arts
Homework assignment
Homework standards and expectations
Master ASL
Unit 4
Lesson Six
Lesson Six
MASL pp 140-141
Focus: the Deaf Experience and the Arts
Outcomes:
Gains exposure to a variety of art produced by Deaf
artists, including painting, theatre, and sculpture;
Understands the recurring motif of the hands in Deaf
art.
Focus:
The Deaf Experience and the Arts
“They are the first, last and all the time, the people of the eye.” –George
Veditz, 1913
Part of the definition of culture includes art, which is the
expression of human creativity in theater, painting,
sculpture, poetry and literature, multimedia, film, drama,
and other related forms.
The arts are a vibrant and important aspect of Deaf culture,
a culture that cherishes the hands and the visual mode
of communication.
Some Deaf artists focus on deafness and others do not,
each preferring to create works ranging from the abstract
to the fanciful, the concrete to the utilitarian, aiming to
present an interpretation of their unique perspective.
MASL p 140, 141
http://www.deafart.org/Biographies/Chuck_Baird/chuck_baird.html
Chuck Baird
Chuck Baird is a well-know artist highly valued for his
fanciful expressions of American Sign Language.
Chuck Baird depicts the Deaf experience in Untitled,1989.
“Focus: The Deaf Experience and the Arts”
1. What did George Veditz say?
2. What is the definition of art?
3. Deaf culture cherishes the _____ and the
_____ mode of communication.
4. Who is Chuck Baird? (give details)
http://deafnation.com/joelbarish/people/chuc
k-baird-deaf-artist/
• Vlog about C.B.
National Theatre of the Deaf
http://www.ntd.org/
Focus:
The Deaf Experience and the Arts
There are several Deaf theater groups such as
the National Theatre of the Deaf and Deaf
West Theatre that stage performances
featuring Deaf actors, writers, and visual
themes.
Deaf theatre is especially popular with both
Deaf and hearing audiences around the
world.
MASL p 140, 141
“Focus: The Deaf Experience and the Arts”
5. What are two well-known Deaf theater
groups?
6. What do these groups feature?
7. With whom are the Deaf theater groups
popular?
Douglas Tilden’s
The Bear Hunt
at the California School for the Deaf
http://www.deaflion.com/people/douglas-tilden/
Focus:
The Deaf Experience and the Arts
Douglas Tilden’s (1860-1935) sculptures are
renowned for their evocative expression of
purpose, seen here in the life-sized The
Bear Hunt.
Tilden is considered one of the finest
sculptors of his age.
MASL p 140, 141
“Focus: The Deaf Experience and the
Arts”
8. What type of artwork did Douglas Tilden
create?
9. What is his work renowned for?
10. Where is The Bear Hunt located?
Focus:
The Deaf Experience and the Arts
Deaf Native American artist Tony Landon
McGregor fuses traditional art forms with
ASL in many of his works.
MASL p 140, 141
“Focus: The Deaf Experience and the Arts”
11. Tell me about Tony Landon McGregor.
Focus:
The Deaf Experience and the Arts
Deaf actors and writers produce and act in
original works for the stage and film, and
also appear on television and widerelease movies such as Love is Never
Silent and Children of a Lesser God.
MASL p 140, 141
“Focus: The Deaf Experience and the Arts”
12. What are some famous plays and
movies about the Deaf?
13. Who are some famous Deaf actors we
have seen or learned about in this class?
Focus:
The Deaf Experience and the Arts
Dr. Betty Miller’s artwork highlights the
oppression Deaf people have
experienced, particularly the suppression
of American Sign Language, and
celebrates the beauty of Deaf culture and
ASL.
The hands are a cherished focus in Deaf art,
a theme passed down between
generations of Deaf people.
MASL p 140, 141
Dr. Betty Miller’s
Ameslan Prohibited, 1972
“Focus: The Deaf Experience and the Arts”
14. What does the artwork of Dr. Betty Miller
highlight?
15. What is the value of the hands in Deaf
art?
Culture Assignment
• Title “The Deaf Experience and the Arts”
• Name date and period on upper right corner of
your paper.
• Questions and answers must be typed.
• Questions must be separate from answers.
• Questions 1-15 from the previous slides.
• Each student is expected to his/her own work.
This is an individual assignment.
Incomplete or substandard work will not be accepted.
Estimated time = 20 min
• Name
• Date
• Per.
“TITLE”
1 Question
Answer
2 Question
Answer
Be
Awesome!
Asl 1
Thursday
March 6, 2014
FIRST WORK
Voice Off
Please
THANK YOU FOR TOSSING OUT YOUR GUM
1. Backpacks completely under tables. (trip
hazard)
2. Today you will need a pencil.
Agenda
•
•
•
•
•
Read 4:15 handout
4:15 watch DVD examples
Numbers 1-100
LAB 4:12
Novel ch 7 Speech Class
What Number is it?
4.12
NSN 4.12 What Number is it?
1. Sign along with the video for the
numbers
2. Worksheet – fill in the missing number.
3. Hint:
1. The numbers get larger as they move
outward from the signer. (to the signer’s right if
he is right handed)
2. The number is smaller if it moves inward or
to the signer’s left – if he is right handed)
NSN 4.12 What Number is it?
Review Numbers 1-100
Joey signs the blocks of numbers below. Sign the numbers
along with Joey.
1-19
20-29
30-39
40-59
60-79
80-100
To sign the number”100,” keep your palm out and move
your hand forward slightly when changing from “1” to “C”
handshape.
NSN 4.12 What Number is it?
What number is it?
Isias, Priscilla, and David ask what number comes before,
after, or between given numbers. For example:
Example 1: Isias asks what number comes before 4
Example 2: Priscilla asks what number comes after 4
Example 3: David asks what number is between 3 and 5
NSN 4.12 What Number is it?
Write the number.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
Speech Class
• Chapter 7
Be
Awesome!
Asl 1
Friday
March 7, 2014
The Shepherd Genius
• Chapter 6
Be
Awesome!
FIRST WORK
Voice Off
Please
THANK YOU FOR TOSSING OUT YOUR GUM
1. Backpacks completely under tables. (trip hazard)
2. Today you will need a pencil, and your paper
with Gally read #3 and #4.
Gally Read #5
Number Incorporation means
that a sign is made but the
handshape is changed to be a
number.
We will turn this in today.
Agenda
•
•
•
•
•
Gally Read #5
Plural Pronoun drills
Yes/No Questions – warm up
Negative Responses – review & practice
LAB -Negative Responses
– DVD, NSN 4.2
Words we need to know today
•
•
•
•
•
•
•
•
•
•
•
Dating
Sick
Relationship
Need
Study
Get-along
Help
Work
Sunday
Live (2)
Alone
•
•
•
•
•
•
•
•
•
•
•
Engaged
Going- steady
Year
Family
Boy-friend
Twin
Motorcycle
Propose
Marry
Room-mate
#ALL
Words we need to know today
•
•
•
•
•
•
•
•
•
•
Dating
Sick
Relationship
Need
Study
Get-along
Help
Work
Sunday
Live (2) alone
•
•
•
•
•
•
•
•
•
•
•
Engaged
Going-steady
Year
Family
Boy-friend
Twin
Motorcycle
Propose
Marry
Room-mate
#ALL
Plural Pronouns
So far we have learned about basic personal and
possessive pronouns.
A personal pronoun uses the handshape…
1
This type of pronoun is used to talk about…
People or things.
A possessive uses the handshape…
B
This is used to talk about…
Possessions that belong to you or others.
Plural Pronouns
Now we will be learning about Plural Pronouns.
This is another form of a person pronoun, so it is used to
talk about people or things.
This feature of ASL uses the concept of Number
Incorporation.
Number Incorporation means that a sign is made but the
handshape is changed to be a number.
Number Incorporation is used for the Age Spot way of
signing ages.
Now I will show you how to use Number Incorporation to
create plural pronouns.
Pronoun Drill
What is the correct pronoun sign?
1.
2.
3.
4.
5.
6.
7.
Those four
You and me
You three
You and her
These five
The four of them
You, me and him
8. She and I
9. The five of you
10. Those two
11. Us five
12. Two of them
13. Us two
14. You two
15. Those two
Plural Pronouns use Number Incorporation.
Plural Pronoun Practice
Sign the following sentences to yourself.
Be sure to use the plural pronouns we learned Tuesday.
1.
2.
3.
4.
5.
6.
7.
Those-two are dating.
The four-of-us are sick.
Are you-and-she in a relationship?
You-three need to study.
Those-two and those-two don’t get along.
You and I need help.
Five of us work on Sunday.
Yes/No Question
NMS for a Yes/No Question (the Question Maker Face)
1. Eyebrows up
2. Head tilt forward
3. Direct eye contact and hold last sign
SIGN ALONG
Are you showing your NMS?
1. YOUR DAUGHTER ENGAGE SHE?
2. THOSE-TWO GOING STEADY 3
YEARS THOSE–TWO?
3. Z-O-R-R-O HAVE FAMILY HE?
4. R-O-B-I-N BORN (gave birth to) GIRL
SHE?
5. YOU HAVE BOYFRIEND YOU?
SIGN ALONG
Are you showing your NMS?
6. YOUR SISTER, SHE HAVE DEAF
CHILDREN SHE?
7. YOU HAVE TWIN, BRO/SIS YOU?
8. HE YOUR SON HE?
9. P-A-U-L, HE HAVE MOTORCYCLE
HE?
10. HE (right side) PROPOSE (left side)
MARRY HE?
GRAMMAR REVIEW
NOT or NONE
Most of the time you use NOT to negate a verb.
• YOU LIVE WITH MOM/DAD YOU?
• NO, I NOT LIVE WITH MOM/DAD
• NO, I LIVE WITH MOM/DAD NOT
If you are talking about how-many or possession
(HAVE), use the sign NONE to negate.
• YOU HAVE DEAF BRO/SIS YOU?
• NO, I NONE DEAF BRO/SIS.
(the sign for the concept not-have is NONE)
Negative Responses
No, Not, None -practice
Are you married?
No, I’m not married.
No, I’m divorced.
Is your uncle deaf?
No, my uncle isn’t deaf.
No, my uncle is hearing.
Does your mother live in an
apt?
No, my mother doesn’t
live in an apt.
No, my mother lives in a
house.
Review and practice
Sign both the questions
and the answers.
Does your friend have a
room-mate?
No, no (none) room-mate.
No, (he) lives alone.
Do you have children?
No, no (none) children.
None, husband has two.
Students, Deaf how-many?
None students deaf.
None, #ALL hearing.
Signing Naturally Video (old S.N.5)
Review and practice
Negative Responses
• We will watch a few examples of
questions.
• After each Question, I will pause the video
• and wait for you to sign your response.
• I should see everyone signing for every
question.
http://www.youtube.com/watch?v=IWV7gajkhI4
start at 1 min mark
Note: if you are absent then you will need to come in and make this up in the Lab.
NSN 4:2
Forming Negative Responses
DVD & worksheet
FRONT
Read the information
.
Note: if you are absent then you will need to come in and make this up in the Lab.
NSN 4:2
Forming Negative Responses
DVD & worksheet
BACK
Look at all the directions so you will know
what’s going on….
First part – just watch the examples of whether to
use NOT or NONE in the answer.
For the second part, you will need to check if the
answer should use NOT or NONE.
Let’s review one more time when to use NOT and
when to use NONE.
Note: if you are absent then you will need to come in and make this up in the Lab.
GRAMMAR REVIEW
NOT or NONE
Most of the time you use NOT to negate a verb.
• YOU LIVE WITH MOM/DAD YOU?
• NO, I NOT LIVE WITH MOM/DAD
If you are talking about how-many or possession
(HAVE), use the sign NONE to negate.
• YOU HAVE DEAF BRO/SIS YOU?
• NO, I NONE DEAF BRO/SIS.
(the sign for the concept not-have is NONE)
Now, let’s practice signing the
questions one more time,
so we will better understand what
they are signing to us.
SIGN ALONG
1. YOUR DAUGHTER ENGAGE SHE?
2. THOSE-TWO GOING STEADY 3
YEARS THOSE –TWO?
3. Z-O-R-R-O HAVE FAMILY HE?
4. R-O-B-I-N BORN (gave birth to) GIRL
SHE?
5. YOU HAVE BOYFRIEND YOU?
SIGN ALONG
6. YOUR SISTER, SHE HAVE DEAF
CHILDREN SHE?
7. YOU HAVE TWIN, BRO/SIS YOU?
8. HE YOUR SON HE?
9. P-A-U-L, HE HAVE MOTORCYCLE
HE?
10. HE (right side) PROPOSE (left side)
MARRY HE?
NSN 4:2
Forming Negative Responses
DVD & worksheet
Remember:
First part – just watch the examples of whether to
use NOT or NONE in the answer.
For the second part, you will need to make a check
mark if the answer should use NOT or NONE.
HINT: if the question has the sign HAVE, then the
answer is NONE.
Note: if you are absent then you will need to come in and make this up in the Lab.
Ready?
NSN 4.2
Forming Negative Responses
NSN 4:2
Forming Negative Responses
How did you do?
Project answers w/ ELMO
When do you use NONE for the answer?
-If the question uses the sign HAVE.
Stamp
Place paper in binder -Video Labs
Note: if you are absent then you will need to come in and make this up in the Lab.
Be
Awesome!