Master ASL: Unit 8 Packet Name: Per: Assignment Activity Date Due Date Stamp/Credit 1. Unit 8 Flash Cards (define & label) 2. Journal Activity #1 3. What Do They Look Like? Partner Activity 4. Unit 8 Describing Family (Live) 5. Personality Quiz Partner Activity 6. Handshape Hospital (Group Pres.) 7. Unit 8 Student Questionnaire 8. Journal Activity #2 9. Unit 8 Dialogue Gloss 10. Unit 8 Workbook Gloss 11. Unit 8 Notes Worksheet 12. FHPO Chapters 116 & 117 13. Unit 8 Study Guide 14. EC: Fingerseek #8 [+1pt.] 15. EC: Unit 8 Parameter Chart [+1pt.] 16. EC: Valentine Color by FS [+1pt.] 17. EC: Flash Cards (actual cards) [+3pts.] Online/Video Assignments (**shaded boxes indicate instructions are online via Google Classroom**) Assignment Activity Date Due Date Stamp/Grade 18. Classroom Exercise G Expressive Video 19. Online Exercise B & I 20. Online Comprehension (Exercise J) 21. Online Exercise M & Q 22. Online Exercise X 23. Unit 8 RT (receptive translation) 24. Wanted Project Poster & Expressive Video 25. Unit 8 Copy Sign (Live Presentation)
Name: Unit 8 Journal #1 Deafness is often called the invisible disability. What does this mean? Do you agree or disagree with this opinion? Why do you agree or disagree? Now think about the terms handicapped and disabled. In what ways do the definitions of handicapped and disabled apply to Deaf people? In what ways do the definitions not apply? Think about these labels and what they mean. Now, what is your perspective? Are Deaf people handicapped or disabled? Give a thorough explanation of your perspective and support your answer with examples. (1 page response)
Name: Unit 8 Journal #2 Are you surprised to know that there are deaf doctors in the United States? Why or why not? Would you feel comfortable having a deaf doctor tend to your medical needs? What reactions do you think hearing patients have upon meeting a deaf doctor for the first time? If you were a deaf doctor, what would you do to make a hearing patient feel comfortable? What would you want a deaf doctor to do to make you feel more comfortable? (1 page response)
Names: Date: Period: What Do They Look Like? Unit 8 Partner Exercise Purpose: To receptively and expressively practice the vocabulary and concepts from Unit 8 by describing 6 different people using the correct ASL sequencing and descriptors. Instructions: 1. Find a partner and then sit with that person, face-to-face. 2. Complete the following chart describing 6 different people using the ASL Descriptive Sequence order (If something doesn t apply to you, change it so that it does or for the case of significant other, describe your dream girl or boy ) 3. Pick ONE of your six people form the chart and sign their full description to your partner (in the correct sequence!) 4. While your partner signs, write the description of THEIR person in the additional chart below. 5. Once both of you have signed and written down what you saw in the additional chart below, draw AND color that person in the box provided. 6. Make sure your names are on it and come get a stamp when you are done. Your significant other A grandparent or other relative A friend or coworker An immediate family member A former significant other A teacher on campus Gender Age (use young or old if you don t know their exact age) Ethnicity Height (use tall or short if you don t know their exact height) Body Type Hair & Eye Color Other Features Clothing (put what they would normally wear) Accessories (put what they would normally wear)
Your Partner s Choice Description: Draw Your Partner s Choice Here: Who did they describe to you? Gender Age Ethnicity Height Body Type Hair & Eye Color Other Features Clothing Accessories
Unit 8 - Describing Family Name: Instructions: You and some Deaf friends are exchanging pictures to help describe each person's family. Choose ONE of the following family members and present in ASL the information learned to another friend who wasn't there (i.e., your teacher). Gloss the descriptive information of your chosen family member in the box below, memorize it, and be prepared to present it to your teacher. Presentation Date: Your Chosen Family Member: # Gloss:
Unit 8 Personality Quiz Partner Activity Your Name: Instructions: Find a partner and give him or her the following Personality Quiz in ASL (your teacher will hand you the quiz itself). The questions on the quiz are glossed for you (sign them exactly as you see them); however, you will need to mentally gloss the answer choices yourself (remember to use the Listing & Ordering technique when giving your partner their answer choices). Mark their answers as they give them to you and when you are done, score their quiz, and tell your partner their personality type, according to this quiz. Then, switch and have your partner give you the quiz. Have fun! Your Partner s Name: His/Her Personality Type: 1. 6. A. Go for a run A. Stress out B. Watch TV, study B. Run C. Sleep C. Take it easy 2. 7. A. Busy A. Nervous B. Kick back B. Smile C. Lazy C. Friendly 3. 8. A. Outgoing A. Sad B. Friendly B. Emotional C. Shy C. Laugh 4. 9. A. Angry, mad A. Work B. So-so B. School C. Happy C. Sleep 5. 10. A. Restaurant A. Money B. Play B. Happiness C. Movies C. Friends YOUR Personality Type:
Name: Date: Period: Handshape Hospital Directions: Your task is to discuss with some of your classmates (you will be in small groups) about the last time they were sick, injured/hurt, or in the hospital. Your goal is to engage in a natural conversation in ASL while focusing on which handshapes you are using and witnessing during your conversation. What type of questions should you ask? Here are some glossed examples to get you started: JUST/RECENT YOU SICK WHEN YOU HAPPEN WHAT SURGERY YOU HAVE FOR-FOR HOSPITAL YOU GO-TO FOR-FOR fs-s-t-i-t-c-h-e-s HOW-MANY MEDICINE TO-CALL WHAT y/n-face y/n-face PAST SURGERY HAVE YOU YOU SCARED YOU DOCTOR HE OFFICE WHERE DOCTOR HE NAME WHAT NOW YOU FEEL HOW YOU GET-BETTER HOW LONG YOU Patient #1 - Student Name: Brief description of what happened: Recognized/Used Handshapes (5+) & what signs they belonged to in your conversation: Patient #2 - Student Name: Brief description of what happened: Recognized/Used Handshapes (5+) & what signs they belonged to in your conversation: Patient #3 - Student Name: Brief description of what happened:
Recognized/Used Handshapes (5+) & what signs they belonged to in your conversation: Patient #4 - Student Name: Brief description of what happened: Recognized/Used Handshapes (5+) & what signs they belonged to in your conversation: Patient #5 - Student Name: Brief description of what happened: Recognized/Used Handshapes (5+) & what signs they belonged to in your conversation: Patient #6 - Student Name: Brief description of what happened: Recognized/Used Handshapes (5+) & what signs they belonged to in your conversation: Patient #7 - Student Name: Brief description of what happened: Recognized/Used Handshapes (5+) & what signs they belonged to in your conversation:
Your Name: Date: Period: Unit 8: Student Questionnaire Student Name Question Their Answer (if they use classifiers, write those down as well) poss 1. YOU HAIR LOOK-LIKE WHAT 2. 3. 4. 5. 6. 7. eyebrows up JUST/RECENT HAIRDRESSER YOU GO-TO WHEN poss SHIRT YOU FAVORITE LOOK-LIKE WHAT SHOES YOU HAVE HOW-MANY eyebrows up SUPPOSE ANY HAIRCUT YOU CAN HAVE (pause) YOU PICK WHAT PAST FRIDAY NIGHT YOU WEAR WHAT poss YOU MOTHER HAIR LOOK-LIKE WHAT 8. 9. 10. YOU WEAR MORE (pause) PANTS BLUE (shoulder shift) BLACK WHICH YOU poss YOU ETHNICITY WHAT y/n-face FRECKLES HAVE YOU 11. 12. HAIR CURLY (shoulder-shift) WAVY YOU PREFER WHICH poss YOU GRANDFATHER EYE COLOR WHAT
13. 14. 15. poss YOU PERSONALITY LIKE WHAT poss TODAY YOU CLOTHING HAVE BUTTONS HOW- MANY y/n-face SANDALS HAVE YOU 16. 17. 18. SOCKS YOU HAVE PLAIN (shoulder-shift) PATTERN WHICH FOOTBALL GAME YOU WEAR WHAT poss SWEATER COLOR YOU FAVORITE WHAT 19. 20. MOUNTAINS (shoulder-shift) OCEAN YOU PREFER WHICH eyebrows up poss EVERY-FRIDAY YOU SHIRT GOLD (shoulder-shift) BROWN (shoulder-shift) OTHER COLOR YOU WEAR WHAT
FHPO: If there is a hearing speaker, the Deaf audience clap their hands. If there is a Deaf speaker, the Deaf audience waves their hands. But if there is a Deaf speaker and a hearing audience who know little or nothing about Deaf culture, what should they do? (Chapter 116) Please answer in full sentence. 1. Why is applauding by waving your hands for a Deaf speaker more appreciative for a Deaf person than by clapping your hands? 2. What is the earliest recorded reference to visual applause? 3. Why did the act of waving hands as a form of applause become so popular and spread like wildfire? 4. How does Deaf applause suit a Deaf person s visual orientation?
Your name: Your partner s name: Unit 8 Dialogue Gloss Work with a partner and create a dialogue which includes the following: 1. E xchange greetings and names; Ask if one person knows the other person s friend (you choose who the friend is) 2. Respond with No and then proceed to describe the friend 3. Include at least 3 physical characteristics and 3 personality traits 4. Use all of the following vocabulary and highlight them in your dialogue: PE RSONALITY, LOOK-LIKE, TE ND-TO, E THNICITY, TO-HAVE, OH-I-SE E 5. Conclude with a farewell/ending statement that makes sense (don t just end the dialogue with bye ) *No credit for one word lines- you must make complete sentences ( including the response in #3 listed above! ENGLISH LINES ASL (GLOSS) LINES Student A: Student A: Student B: Student B: Student A: Student A: Student B: Student B: Student A: Student A: Student B: Student B: Student A: Student A: Student B: Student B: Student A: Student A: Student B: Student B:
Unit 8 Workbook Gloss p. 155 157 ( G = Gloss E = English) Name: #1 #2 1. 2. 3. 4. 5. #3 1G. 1E. 2G. 2E. 3G. 3E. 4G. 4E. 1. 2. 3. 4. 5. #4 1. 2. 3. 4. 5. #5 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. #6 1. 2. 3. 4. 5. 6.
Name: Date: Period: Unit 8 Notes Worksheet: Definitions and Labels (Master ASL! textbook p. 304-305) Think about labels like normal, disabled, and handicapped. What do you think Deaf people consider themselves? In Unit 2, you learned about two different perspectives on deafness: the pathological/medical model, where the focus of attention is on the broken ear that affects how much one does or does not hear, and the cultural model, which focuses on deafness as being part of one s identity rather than an overwhelming handicap or disability. Do the definitions of disabled or handicapped serve the perspectives of the medical or cultural model? Both and are applied to groups of people considered in some way from the, regardless of how the person described about the label. The connotations of and are clear: Disadvantaged Unable to function Helpless Physically or mentally Unable, unfit, or The medical model emphasizes? while the cultural model asks? If being normal means in a career or school, starting and raising a family, and actively in one s community, then what does it mean when a Deaf person those goals? Let s look at the definitions of a few labels: Disability A disadvantage or, especially a physical or mental that interferes with or normal achievement in a particular area. Handicapped People who have a physical or mental considered as a group. Often used with. Regardless of the disability, the term handicapped is and outdated when referring to a of people. The term reflects a perspective that someone can t lead a life while disabled, a point disproven by millions of individuals. A cultural view favors disabled over handicapped, but the is on the whole person, not simply the part considered or not. The perspective on deafness, in which it is a that must be to make deaf people like everyone else, strongly the Deaf community.
From an early age, many Deaf people are fitted with to the level of sound available through the ear. Some people use hearing aids and others don t, depending on. In recent years, the number of people with has, especially among parents who have children. While similar in to a hearing aid, cochlear implants the ear itself to deliver sound converted into through a noticeable attached to the. Either way, to the millions of members of the Deaf community, deafness is simply a part of their identity who they are as a people and a culture and not something that is wrong with them, abnormal or broken, or something that needs to be fixed. The Deaf-Blind Community (p. 305) Within the Deaf community, there are people who have physical or mental disabilities. One of the most well-known disabilities within the Deaf is Deaf-Blindness. Modern-day people who are Deaf-Blind encounter the same in gaining access to and, especially in employment, that Helen Keller faced over years ago. Deaf-Blind individuals the world of communication via and / or sign language. sign language involves the Deaf-Blind person placing his or her hands another signer's hands to the ASL being signed. Look at the illustration below to understand how tactile sign language works. Tactile sign language is proof that any communication barrier can be! Tactile Sign Language
FHPO: If there is a hearing speaker, the Deaf audience clap their hands. If there is a Deaf speaker, the Deaf audience waves their hands. But if there is a Deaf speaker and a hearing audience who know little or nothing about Deaf culture, what should they do? (Chapter 116) Please answer in full sentence. 1. Why is applauding by waving your hands for a Deaf speaker more appreciative for a Deaf person than by clapping your hands? 2. What is the earliest recorded reference to visual applause? 3. Why did the act of waving hands as a form of applause become so popular and spread like wildfire? 4. How does Deaf applause suit a Deaf person s visual orientation?
FHPO: Why do Deaf people always hang around after a play (or any other event) and start together and talk? (Chapter 117) Please answer in full sentence. 1. Why are outings to the theater or to a stadium seen as a cherished social opportunity to Deaf people? 2. Why do Deaf people typically save intimate chat for face-to-face encounter? 3. What is unique about NTID street? 4. If a staff members of an institution want to go home, what can they suggest to a group of Deaf folks who are still chatting?
5. How can expo organizers set up an exhibition hall so that Deaf people can chat without decreasing the visibility of merchant booths?
Name: Date: Period: Unit 8 Notes Worksheet: Definitions and Labels (Master ASL! textbook p. 304-305) Think about labels like normal, disabled, and handicapped. What do you think Deaf people consider themselves? In Unit 2, you learned about two different perspectives on deafness: the pathological/medical model, where the focus of attention is on the broken ear that affects how much one does or does not hear, and the cultural model, which focuses on deafness as being part of one s identity rather than an overwhelming handicap or disability. Do the definitions of disabled or handicapped serve the perspectives of the medical or cultural model? Both and are applied to groups of people considered in some way from the, regardless of how the person described about the label. The connotations of and are clear: Disadvantaged Unable to function Helpless Physically or mentally Unable, unfit, or The medical model emphasizes? while the cultural model asks? If being normal means in a career or school, starting and raising a family, and actively in one s community, then what does it mean when a Deaf person those goals? Let s look at the definitions of a few labels: Disability A disadvantage or, especially a physical or mental that interferes with or normal achievement in a particular area. Handicapped People who have a physical or mental considered as a group. Often used with. Regardless of the disability, the term handicapped is and outdated when referring to a of people. The term reflects a perspective that someone can t lead a life while disabled, a point disproven by millions of individuals. A cultural view favors disabled over handicapped, but the is on the whole person, not simply the part considered or not. The perspective on deafness, in which it is a that must be to make deaf people like everyone else, strongly the Deaf community.
From an early age, many Deaf people are fitted with to the level of sound available through the ear. Some people use hearing aids and others don t, depending on. In recent years, the number of people with has, especially among parents who have children. While similar in to a hearing aid, cochlear implants the ear itself to deliver sound converted into through a noticeable attached to the. Either way, to the millions of members of the Deaf community, deafness is simply a part of their identity who they are as a people and a culture and not something that is wrong with them, abnormal or broken, or something that needs to be fixed. The Deaf-Blind Community (p. 305) Within the Deaf community, there are people who have physical or mental disabilities. One of the most well-known disabilities within the Deaf is Deaf-Blindness. Modern-day people who are Deaf-Blind encounter the same in gaining access to and, especially in employment, that Helen Keller faced over years ago. Deaf-Blind individuals the world of communication via and / or sign language. sign language involves the Deaf-Blind person placing his or her hands another signer's hands to the ASL being signed. Look at the illustration below to understand how tactile sign language works. Tactile sign language is proof that any communication barrier can be! Tactile Sign Language
TVHS ASL 2: Unit 8 Study Guide Unit Test: 1. Know and practice the vocabulary from Unit 8 (p. 292 327) of your red Master ASL! Textbook (use the old quiz study guides and other tools from the website to help you study! ). 2. Know and practice fingerspelling and numbers 1-trillions, dates, addresses, phone numbers, ages, & time (there are games and helpful links on the website to help you practice). 3. Define/Describe (write them on page 4 of this study guide or on a separate piece of paper): Descriptive Order (p. 294 & Notes) Cochlear Implant (p. 305) Disability (p. 304) Tactile Sign Language (p. 305) Handicapped (p. 304) Deaf Tend Theirs (p. 308) Medical Model (p. 304-305) The POW sign (p. 313) Cultural Model (p. 304-305) Location Changes (p. 315) Noun-Verb Pairs in ASL (p. 273) Descriptive Order [of objects] (p. 317) 4. Which sign would you use for the underlined word when signing the following English sentence? (p. 275, 279) I like wearing flip-flops. 8. ASL uses classifiers as (a part of speech that explains the relationship of one word to another) instead of separate signs for in, on, under, over, behind, next to, or in front of. (p. 286) 5. What is the basic ASL structure? (p. 280) 9. The concept of table or any flat surface is provided by which classifier? (p. 286) 6. When the meaning of a single sign or word changes depending on how it is used in a sentence, then that sign s meaning depends on (p. 282): 10. When signing about a particular tribe or group, when do you fingerspell the name of it? (p. 293) 7. True or False? You can modify the STRIPED sign to show horizontal, vertical, or wavy stripes. (p. 283) 11. What sign is used to compare physical similarities between people? (p.296)
12. What are the 5 parameters of ASL used to make up a sign? (p. 224) a. b. c. d. e. 13. In ASL, how do you know the difference between the signs TRIBE, CLASS, and GROUP? (p. 282, 293) 18. Why is it not considered rude in Deaf culture to be so descriptive? (p. 296) 19. True or False? When signing about ethnicity in ASL, you need to be sensitive and politically correct, just like you are in English. (p. 297, 299) 14. Why are descriptions of people and places in ASL expected to be highly detailed and specific? (p. 294) 20. For hundreds of years, Deaf, particularly the, have been using sign language to communicate. (p. 299) 21. How do you sign the terms blonde, redhead, and brunette? (p. 301) 15. When describing a person s physical characteristics in ASL, which do you sign about first, gender or ethnicity? (p. 294) 22. Many ASL nouns and verbs share every parameter except (p. 273): 16. What is the physical difference between the sign GUT/BELLY and the sign TO BE PREGNANT? (p. 295) 23. Why is there more than one sign for short hair? (p. 301) 17. How are the terms disabled and handicapped signed in ASL [be specific]? (p. 296) 24. What classifier would you use for pigtails? (p. 301, 302)
25. Are the signs BRAID and TO-BRAID a nounverb pair? Why or why not? (p. 273, 303) 31. What does the term Deaf tend theirs mean? (p. 308) 26. The cultural view of deafness favors the term disabled over handicapped, but the emphasis is on the and not(p. 305): 32. The sign BIG HEAD can be interpreted in English to mean what types of personality traits or characteristics? (p. 310) 27. Many Deaf-Blind individuals use sign language, which involves the Deaf-Blind person placing his or her hands on top of another signer s hands. (p. 305) 33. True or False? In order to sign the concept I feel nauseous, you must combine the sign FEEL with the sign TO FEEL NAUSEOUS. (p. 312, 313) 28. Proportionately, is the number of people with multiple disabilities the same within the Deaf and hearing communities? (p. 305) 34. The POW sign is used for what types of situations? (p. 313) 29. When describing a person s hairstyle, what classifiers could you use for a spiky hairstyle? (p. 301, 302) 35. In order to change the meaning of the sign TO HURT to mean headache or stomachache, you must change what parameter? (p. 315) 36. What classifier is used for concepts like nosebleed and running water? (p. 315) 30. True or False? When signing about personality traits and characteristics, you need to make sure to include the appropriate non-manual signals (NMS) for each one you sign. (p. 307) 37. True or False? Describing natural objects follows a similar pattern to describing people. (p. 317)
38. When using Shoulder-Shifting to describe two perspectives, you do not need to sign or each time you change. (p. 323) 41. True or False? When using the Shoulder- Shifting technique, make sure to move your feet so you can hop from one side to another. (p. 323) 39. What sign do you use to describe someone who is arrogant or self-absorbed? (p. 310) 42. In recent years, the number of people with cochlear implants has grown among which types of people? (p. 305) 40. What are the parameter differences between the signs BEARD and GOATEE? (p. 301) 43. The sign TREE uses what classifier and why? (p. 317) Write the definitions from page 1 below (or on a separate sheet of paper):
Fingerseek: The following words may be in any straight line including diagonally and backwards: AID, BACKPACK, BASKET, BATTERY, BELT, CHANGE, CLOTHES, COAT, DIRTY, ELECTRIC, GLASSES, LAUNDRY, OFF, PANTS, PICK, SHIRT, SHOES, SOCKS, UNDERWEAR, WHICH M K T R T B J OY W L E S O T A HO ATF A TG A HO E LC R T U F L N I C I W K I I N T K E A D D J R D S D HC E B H G S M E T R A A W V R C L HV D Y B PBL G QY A O G N S K C O S G T W S E U U C S E HT O LC S S X A E L E C T R I C E R B PANTSS Q BL S Y PI C K N S G K G M www.lifeprint.com William Vicars, Ed.D. ASL University Fingerseek (008)
Sign Parameters The Sign Handshape Palm Location Movement NMS Orientation
The Sign Handshape Palm Orientation Location Movement NMS
Name: Date: Period: Color By Fingerspelling Valentine Color Key (if no number, leave WHITE) 1 = RED 3 = GRAY 5 = BROWN 7 = LT. BLUE 9 = PINK 2 = YELLOW 4 = GREEN 6 = ORANGE 8 = PURPLE 10 = TAN/BEIGE
Unit 8 Classroom Exercise G Name: Instructions: Choose ONE of the people above to describe in ASL to your teacher. You must include their name and all NINE descriptive categories in the correct ASL sequence. Remember when giving descriptions in ASL, you go from general to specific details. When you are ready, film your description and upload it to the appropriate assignment in Google Classroom. Your Chosen Person: **When making your presentation, begin with I am going to describe (his/her name). He/She is. etc. Descriptive Sequence: 1. Gender 2. Age (for this exercise, choose young or old ) 3. Ethnicity 4. Height (for this exercise, choose tall or short ) 5. Body Type 6. Hair & Eye Color (for this exercise, you may make up the eye color) 7. Other features (facial hair, freckles, tattoos, etc.) 8. Clothing (shirt, pants, dress, etc.) 9. Accessories (shoes, hats, sunglasses, etc.) OPTIONAL: Use the space below to gloss your description if it helps you to do so.
NAME: DATE: PERIOD: GOAL: To develop fluency describing a person s physical characteristics and personality, in detail and in the correct sequence, using descriptive signs and appropriate classifiers. ASSIGNMENT: You (or you and a partner) will create a Wanted poster and a related video where you will warn the class of your outlaw in your best ASL. PROJECT CHECKLIST (what you must include on your poster AND in your signed video): Brief introduction of your outlaw Name *If working with a partner, Hometown both the work on the poster Why they are wanted and the signing in the video Where they were last seen must be divided equally. What the reward is, if found Photograph of your outlaw (printed or cut out of a magazine) Description of your outlaw Gender Age Ethnicity Height Body Type Hair & Eye Color Other features (facial hair, freckles, tattoos, etc.) Clothing Accessories POSTER DUE DATE: VIDEO DUE DATE: GRADE: / 5 (100%) GRADE: / 5 (100%)
Score Description Task Completion Topic Development Language Use 5 Demonstrates Excellence 4 Demonstrates Command HIGH A signed sample that demonstrates excellence in Presentational ASL accomplishes the following: MID HIGH A signed sample that demonstrates command in Presentational ASL accomplishes the following: Fully addresses and completes the assignment following all instructions Appropriately addresses and completes the assignment Treatment of the topic is relevant and thorough Response is very well organized and cohesive Entire presentation is correctly set-up with rich and creative details; Treatment of the topic is relevant and well developed Response is well organized and generally cohesive Presentation is correctly set-up with lots of descriptive detail and information Use and control of complex ASL structures; very few errors Rich vocabulary signed with precision and conceptually appropriate High level of fluency Excellent clarity and use of space Use of NMS is highly appropriate Use of complex ASL structures, but may contain more than a few errors Very good vocabulary; mostly conceptually correct Very good fluency Very good accuracy use of space Use of NMS is appropriate 3 Demonstrates Competence MID A signed sample that demonstrates competence in Presentational ASL accomplishes the following: Addresses and completes the assignment Treatment of the topic is relevant Response is organized, with adequate cohesiveness Presentation is set-up, contains simple detail Control of simple ASL structures, with few errors; may use complex structures with little or no control (English order) Good range of vocabulary that conveys concepts, but may have occasional errors Good fluency with occasional hesitance; some successful self- correction Good accuracy and use of space 2 Suggests Lack of Competence MID LOW A signed sample that suggests lack of competence in Presentational ASL can be described as the following: Partially addresses and/or partially completes the all parts of the assignment Treatment of the topic may be somewhat irrelevant Response may have inadequate organization/ cohesiveness Presentation contains very little detail and set-up Use of NMS is inconsistent, but generally appropriate Limited control of simple ASL structures, with errors (English order) Narrow range of vocabulary; frequent errors occur Labored expression; minimal fluency Fair accuracy and fair use of space, which may affect comprehension NMS is inconsistent and/or may be inappropriate 1 Demonstrates Lack of Competence LOW A signed sample that demonstrates lack of competence in Presentational ASL can be described as the following: Does not follow instructions Treatment of the topic is somewhat irrelevant Response may not be cohesive or may be disorganized Information is very limited and lacking cohesiveness Frequent errors in use of ASL structures; presentation follows English order Narrow range of vocabulary, heavily relies on fingerspelling; frequent errors occur Little to no fluency Poor sign production impedes comprehension Minimal to no NMS used
Unit 8 Copy Sign Your job is to copy the video clip posted in Google Classroom. We watched and interpreted it in class earlier; so now your job is to do the following: 1. COPY it exactly as you see it 2. Practice signing it EXACTLY as you see it and memorize it 3. Present live to your teacher (not to the class) on You have unlimited access to the video, so watch it as many times as you need to until you have it memorized and you can also copy facial expressions and all other NMS. You will be graded on sign accuracy, sign pace/fluency, and NMS (FACIAL EXPRESSIONS)! *Presentation tips: Make sure your head and hands are completely visible (no hats or sunglasses and don t stand too close!) - it s hard to grade your signing if I can t see you clearly! Try to wear solid colors and don t have any distracting features or accessories (large bracelets, gloves, long fingernails, etc.) NO GUM!!! You will lose a letter grade if it s there, so spit it out before you present! Don t be afraid to ask for help BEFORE PRESENTATION DAY, I would be happy to help you - that s what I m here for!