Master ASL Unit 4 Packet Name: Class: Assignment Activity Date Due Date Stamp/Credit 1. Unit 4 Flash Cards (define & label) 2. Unit 4 Classroom Exercise E 3. Unit 4 Parameter Chart 4. Unit 4 Notes Worksheet #1 WS #2 5. Unit 4 Journal Activity #1 JA #2 6. Unit 4 Match Up Puzzle 7. Unit 4 Student Questionnaire 8. Unit 4 Best Friend Activity 9. Unit 4 Exercise Q Expressive (Live) 10. Unit 4 FHPO Chapters 9 & 22 11. Unit 4 Dialogue Gloss 12. Unit 4 Workbook Gloss 13. Unit 4 Study Guide 14. EC: Fingerseek #4 [+1pt.] 15. EC: Valentine Color by FS [+1pt.] 16. 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 17. Compare & Contrast Expressive Video 18. Online Exercise E & K 19. Unit 4 RT #1 (receptive translation) 20. Online Exercise P & Q 21. Online Exercise R & U 22. Unit 4 RT #2 (receptive translation) 23. Unit 4 Love Story Expressive Video 24. Unit 4 Copy Sign (Live Presentation) 25. Family Tree Project (PowerPoint Presentation)
26. Family Tree Project (Live Presentation) 27. Unit 4 Online EdPuzzle CODA Pride
Sign Parameters The Sign Handshape Palm Location Movement NMS Orientation
The Sign Handshape Palm Orientation Location Movement NMS
Name: Date: Period: Unit 4 Notes Worksheet (p. 130-134) Shoulder-Shifting: a feature to American Sign Language (ASL). Related to the concept of, in which the finger points to a or which may or may not be visible, - is a way to distinguish several pieces of in a sentence by slightly moving your head and shoulders in a different for each. There are main uses for Shoulder-Shifting in ASL. These three uses are 1., 2., and 3.. When, you are signing multiple or pieces of information in the same sentence. When, you are signing what more than one says or. When, you are signing more than one or in the same sentence. When you use Shoulder-Shifting to ask and answer questions that incorporate more than one or piece of information, this is known as. This generally takes the place of. Even though there is a separate sign for and, and Shoulder- Shifting are used more often. Don t your dominant and non-dominant hands when using the Shoulder-Shift. Simply orient your in a different and continue signing.
Compound Signs: Many words in ASL are signs, which are two signs to make an additional meaning. SUNSHINE/TO BE SUNNY For example, the signs for mother and father creates the sign for and the signs sun and shine create the sign. When signing compound signs, sign each portion and in one. PARENTS Deaf Family Dynamics: Historically, very few people learned American Sign Language aside from CODAs (Children of Deaf Adults) and those who closely with people, such as the clergy (e.g., priests, pastors, etc.). Unfortunately, very few others learned how to, including hearing family members and. Most Deaf people are from families who don t know but rely on a few and improvised gestures called. Even today, many Deaf have parents who do not sign, or live in a family where only a and sibling usually a - can sign. Because of this background where most people did not to learn ASL, a sincere is Why do you? Asking this is a way for people to get to know and your, to learn whether you have a Deaf or, and your to learn ASL. Is it for reasons, for reasons, for? Deaf people are genuinely to see more hearing people learning American Sign Language for many reasons, especially for mutual and. Rule of 9 (p. 241): The Rule of 9 is a that influences a concept s, or how long something lasts. It is used when signing about a period of time or. This period is included with the sign, so that the difference between week and nine weeks is the of the number nine into the hand. Only numbers up to may be incorporated into a sign. Use the Rule of 9 with: age, time of, hours, minutes, days, weeks, months, and amounts of.
Name: Date: Period: Unit 4 Notes Worksheet #2 (p. 140-141) The Deaf Experience and the Arts: Part of the of culture includes, which is the of human creativity in, painting, sculpture, poetry and literature, multimedia, film,, and other related forms. The arts are a and important aspect of Deaf culture, a culture that cherishes the and the mode of communication. Some Deaf artists focus on and others do not, each preferring to create works ranging from the to the, the concrete to the, aiming to present an of their unique perspective. is a well-known artist highly valued for his fanciful expressions of. Chuck Baird depicts the experience in Untitled, 1989. There are several theater groups, such as the and that stage performances featuring Deaf actors,, and visual. Deaf theatre is especially popular with both and audiences around the world. s (1860-1935) sculptures are renowned for their expressions of, seen here in the life-sized The Bear Hunt. Tilden is considered one of the finest of his age. Deaf Native American artist fuses traditional art forms with in many of his works. Deaf and produce and act in original works for the and film and also appear on and wide-release movies such as Love is Never Silent and.
Ameslan Prohibited, 1972: Dr. s artwork highlights the Deaf people have experienced, particularly the of American Sign Language, and the beauty of and ASL. The hands are a focus in art, a theme passed down between generations of Deaf people. Highlights from these pages (AKA: important information that might show up on a future quiz or unit test): Who are these Deaf artists and what are they known for?: Chuck Baird Douglas Tilden Tony Landon McGregor Dr. Betty Miller What are the names of the two most prominent Deaf theater groups? Quickwrite: Why do you think art, especially art that is very auditory like music and live plays, is such an important part of the Deaf community? Why do you think some Deaf artists create their artwork in ASL while others do not? Which style of Deaf art do you think would be the most interesting to see?
Name: Unit 4 Journal #1 What do you think it would be like to have Deaf parents? Imagine the life of a CODA and compare it with your own. In what ways would your life be different? How would it be the same? What do you think it would be like to be a Deaf parent with hearing children? Compare the benefits and drawbacks of being Deaf with hearing parents, and Deaf with Deaf parents. What benefits does each arrangement have? Any drawbacks? Is one easier than the other? Why or why not? Be specific give examples to support your response. (1 page response)
Name: Unit 4 Journal #2 A hearing couple you know has given birth to a Deaf baby and are unsure about the pros and cons about using ASL. Write a letter to this couple and explain both the pros and cons of the manual and oral perspectives on the issue in order to educate them. Think about these questions as you write your letter: Why do some parents choose not to learn ASL and others do? Should parents learn to sign, or should Deaf children be raised to speak? What are the pros and cons of each perspective? Thoroughly explain them to these hearing parents and give them a recommendation as to what they should do now in regard to raising their Deaf baby. (1 page response in the form of a letter)
Name: Date: Period: Unit 4: Student Questionnaire Student Name 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. Question poss wh-face YOU MOTHER NAME WHAT wh-face COUSIN YOU HAVE HOW-MANY y/n-face COLLEGE GO-TO YOU WANT wh-face wh-face [If yes, ask:] WHERE [If no, ask:] WHY poss cha ooo wh-face YOU FAMILY BIG (shoulder-shift) SMALL WHICH wh-face YOU AGE YOU poss YOU FATHER TALL (shoulder-shift) MEDIUM wh-face (shoulder-shift) SHORT WHICH poss wh-face YOU BEST-FRIEND NAME WHAT poss YOU fs-m-a-t-h TEACH+AM MAN (shoulder-shift) wh-face WOMAN WHICH y/n-face TO-CAMP WITH FAMILY YOU LIKE wh-face SIBLINGS YOU HAVE HOW-MANY YOU poss YOU PARENTS MARRY (shoulder-shift) DIVORCE wh-face WHICH y/n-face YOU GROW-UP CHILDREN YOU WANT YOU Answer
13. wh-face YOU GRADUATE WHEN YOU 14. 15. 16. 17. 18. YOU (shoulder-shift) BEST-FRIEND GET- wh-face TOGETHER DO++ y/n-face NOW FRIDAY NIGHT GO-OUT YOU y/n-face DOG fs-o-r CAT HAVE YOU poss y/n-face YOU FAMILY HAVE DEAF y/n-face YOU ONLY CHILD YOU
Your NAME: Who is your BEST friend? Student 1: /color BF Name Met When? A personality Trait An activity together Student 3: /color BF Name Met When? A personality Trait An activity together Student 3: /color BF Name Met When? A personality Trait An activity together Student 4: /color BF Name Met When? A personality Trait An activity together Mistakes Below, please list as many mistakes as possible that you saw. You do not need to list names, just the mistakes made (i.e. GOOD-FRIEND instead of BEST-FRIEND, BOY instead of GIRL, #10 instead of AGE-10.etc.)
Unit 4 Classroom Exercise Q Name: Instructions: Choose THREE of the following phrases to gloss, memorize, and sign in ASL to your teacher. Remember your glossing rules, especially ASL grammar and T-T-C. When presenting, do not forget your NMS! Whenever you are ready today, come and present your chosen phrases to your teacher. Your Three Chosen Phrases: #s Use the space below to gloss your three phrases:
FHPO: Can born-deaf people appreciate puns and jokes involving homonyms? (Chapter 9) Please answer in full sentence. 1. Can Deaf people appreciate jokes that rely on homonyms or puns? Why? 2. Why do so many Deaf children have a limited English vocabulary? 3. What does Deaf humor involve? 4. What are some examples of jokes used in ASL humor?
FHPO: Is it bad manners to interrupt signers to tell them you are taking a course in ASL? (Chapter 22) Please answer in full sentence. 1. If you choose to enter a conversation with Deaf people, what should you be prepared to do? 2. How can you make a learning game out of the interaction with Deaf people? 3. Who bestows a name sign? And based on what characteristic is a name sign given? 4. Who do Deaf people devise name signs for?
Your Name: Your Partner s Name: Unit 4 Dialogue Gloss Work with a partner and create a dialogue which includes the following: 1. Signs about a friend or family relationship 2. Each signer must use the Listing & Ordering technique 3. Each signer must use a general pronoun with a number up to 8 (p.153) 4. M UST use the following vocabulary: SOMETIMES, TOTAL, SINCE (for), HAVE, PEOPLE ***Highlight each of the above requirements in your gloss, so you know you have met them all. Use mainly vocabulary from Unit 4. No credit for one word lines- you must make complete sentences. *** ASL (gloss) LINES Student A: Student B: Student A: Student B: Student A: Student B: Student A: Student B: Student A: Student B: ENGLISH LINES Student A: Student B: Student A: Student B: Student A: Student B: Student A: Student B: Student A: Student B:
Unit 4 Workbook Gloss p. 141-144 Name: 1. 2. 3. 4. 1. 2. 3. 4. 5. 5. 1. 2. 3. 4. 5. 6. 1. 2. 3. 4. 5. 1. 2. 3. 4.
5. 6. 7. 8. 9. 10. 11. 12.
TVHS ASL 1: Unit 4 Study Guide Unit Test: 1. Know and practice all vocabulary from Unit 4 (p. 120 163) of your red Master ASL! Textbook (use the old quiz study guides and other tools from the website to help you study and/or use your book ) 2. Know and practice fingerspelling A-Z, fingerspelled words, and numbers 1-999 (there are games and helpful links on the website to help you practice or use each other!) 3. Define/Describe (write them on page 4 of this study guide or on a separate piece of paper): Have Deaf? (p. 124) Gender locations (p. 128) CODA (p. 129) Contrastive Structure (p. 130) Shoulder-Shifting (p. 131) Compound Signs (p. 133) Home Signs (p. 134) Age-Spot (p. 135) Listing & Ordering (p. 138) 4. True or False? The expressions have deaf is a common way to ask someone if they are deaf or hearing. (p. 124) 5. Don t sign in sentences like I have a brother who is Deaf. (p. 124) 6. With gender distinction in ASL, males are located and females are located. (p. 128) 7. Approximately % of Deaf children have Deaf parents. (p. 129)
12. What are the 5 parameters of ASL used to make up a sign? (p. xix-xxi, 224) 13. List three examples of compound signs. (p. 133) 14. How many signs are required to sign the English phrase How old are you? in ASL and what are they? (p. 135) 15. True or False? Historically, very few hearing people learned ASL aside from CODAs and those who worked closely with Deaf people. (p. 134) 16. Using separate signs for 10, year, and old is sloppy and. (p. 134) 17. When using the Listing & Ordering Technique, your list goes on your hand. (p. 138) 18. Name two examples of Deaf theater groups. (p. 140)
25. To change the sign to-go (singular) into to-go (plural ), you need to change what parameter and how? (p. 147) 26. What is the conceptual difference between the signs love and love-it? (p. 148) 27. How do you know that the sign for verbalfight is an appropriate sign to show that it is in a signed confrontation as opposed to a spoken one? (p. 148) 28. Other than the sign to break up, you can also modify the sign relationship to mean the same thing. How could you do this? (p. 149) 29. When you make and need to correct a mistake in ASL, are still thinking of what to say, or cannot remember something, which four signs are used? (p. 150) 30. When using ASL numerical pronouns, the pronoun sign must the number of
individuals talked about. (p. 153) Write the definitions from page 1 below or on a separate piece of paper:
Fingerseek: The following words may be in any straight direction including diagonally and backwards: ANGRY, AUNT, UNCLE, daughter, box, BRUSH, CRY, forgive, FEEL, FRIEND, HAPPY, HELP, injury, SUPPOSE, LOVE, SAD, SORRY, STOP, WANT, WASH e b f i y b i ll w d x pe l r npd e a a e o m g r b ohlhyn vp o o n t o c s r a t op s hs n n x c u v plu i d a u ght er e ps j l f a ng r yh b r y i m r e v i g r o f c r k f r i e n d d a s k u s a r a hlhs a w bj b o b s u ppo s e jn k e l s e yg e r i a i www.lifeprint.com William Vicars, Ed.D. ASL University Fingerseek (004)
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 4: Compare & Contrast Expressive Purpose: To appropriately set-up and sign about three pairs of items (person, place, or thing/object) and compare and contrast each. Assignment: Choose three pairs of things to compare and contrast and give a comment or description about each. Gloss your sentences and practice signing them. You will then sign them to a partner of your choosing that will be peerreviewing your signing before you film and upload your three comparisons to Google Classroom. EXAMPLES ONLY: 1 ST pair: I HAVE (dir-1) #1 BROTHER OLDER, (dir-2) #1 SISTER YOUNGER. Compare & Contrast: (dir-1) IX-he NICE, FUN, (dir-2) IX-she NICE, BORING 2 nd pair: MY (dir-1) AUNT, (dir-2) UNCLE IX-they DIVORCE Compare & Contrast: (dir-1) IX-she LIVE WHERE? SD, (dir-2) IX-he LIVE WHERE? NEW YORK 3 RD pair: (dir-1) MY MOM fs-marie, (dir-2) MY DAD fs-mike IX-they WORK DIFFERENT Compare & Contast: (dir-1) IX-she EVERYDAY WORK HOME, (dir-2) IX-he TRAVEL WORK YOUR 1 st pair: Compare & Contrast: YOUR 2 nd pair: Compare & Contrast: YOUR 3 rd pair: Compare & Contrast: --------------------------------------------------------------------------------------------------- **Partner: Write your name below in the blank, then review your partner s signing. Give them feedback and fill in the rubric below. Keep in mind: Were their signs clear? Did they use shoulder shifting and provide clear details about the item or person they were comparing or contrasting? Please be honest to help your partner improve their signing so their submitted video is AMAZING! s evaluation of me: Shoulder Shifting Compare & Contrast Facial Expression Sign articulation Student shifts and refers to the correct location for each detail. Student gave clear details about each item/person. 4 3 2 1 Student used appropriate facial expressions that helped overall understanding Signs are clear with no errors. He/she and his/hers are signed correctly. Students shifts but is unclear and/or slow with transitions. Student gave details but they were hard to understand. Student used facial expressions, but only some of the time. Mostly clear with only a few errors. Student shifts but is not clear referring back to locations for details. Student gave details but they didn t compare or contrast each other. Student facial expressions did not match signs and/or was talking and signing. Many errors that changed the meaning of what they were trying to say. Student does not shift clearly. Student did not give details after introducing the items/people. Student did not use facial expressionsblank face. Could not really understand what they were saying- lots of errors.
Name: Date: Period: Unit 4 - Love Story Expressive Instructions: Below are two images from the textbook. With a partner (or independently, if you so choose), pick ONE of the two images and develop an interesting, logical story from the information learned in the illustration. Your story must have a MINIMUM of 10 sentences and have a clear and understandable beginning, middle, and end. You will be graded on completion, creativity, sign accuracy, and preparation. First, write your story in English and then gloss it in ASL, paying close attention to TTC structure and NMS. Prepare to sign your story in ASL on video to be uploaded to Google Classroom. Write the English version of your story here (attach additional paper, if necessary):
Write the ASL Gloss version of your story here (DON T FORGET TO DOUBLE SPACE!):
Unit 4 Copy Sign Your job is to copy ONE of the Unit 4 RT video clips posted in Google Classroom (your choice). We watched and interpreted them in class earlier; so now your job is to do the following: 1. COPY it exactly as you see it, including any and all NMS 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: EYE CONTACT is a MUST! Try to wear solid colors and don t have any distracting features or accessories (large bracelets, loose/baggy sleeves, long brightly colored 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!
Name: Date: Period: MY FAMILY TREE GOAL: To describe your family tree in ASL in order to practice appropriate ASL structure and strengthen your expressive skills and general signing knowledge. You are going to pick 5 family members to describe, including three generations of grandparents, parents, and siblings, if possible. If your family structure does not allow for this, you can include aunts, uncles, cousins, and even non-blood relatives or family friends, if need be. You will also pick ONE of these five family members to describe in detail, telling something interesting about them. You will create a digital poster in PowerPoint as well as a signed presentation describing your family tree using the vocabulary you have learned so far, as well as generic and numerical pronouns, shoulder shifting, and the Listing & Ordering technique. ASSIGNMENT: DIGITAL POSTER PRESENTATION Create a diagram online using the provided template in Google Slides of your family tree, including your 5 family members, their brief descriptions, and your chosen one. The quality of your diagram will be graded, so feel free to edit it and get creative! Use clean lines, your best spelling and grammar, images, photos, and anything else you feel necessary to create an A+ visual presentation. (This will be submitted via Google Classroom BEFORE your presentation date so it can be displayed during.) Each family member s description must include: His or her name His or her relation to you His or her age (make an educated guess or ask the person if you do not know) A photo of him or her Your chosen one must have a detailed description of why they are the most interesting person in your family as well as additional photos to support your signed description of WHY they are. SIGNED PRESENTATION Your signed presentation should be set up in relation to your diagram. You will need to GLOSS your presentation BEFORE you present it. Remember your signer s perspective and where you establish your pronouns (using deixis, shoulder-shifting, etc.). You will first introduce yourself and then the 5 family members you chose by listing them (in order of age), telling us their relationship to you, their name, and their age. Then, you will move onto your most interesting person and describe them. Utilize spatial referencing when describing each family member (use pronouns and possessives correctly!). During your signed presentation you will need to make eye contact with your audience, so you will NOT be able to read from your glossing paper OR your slides. You must memorize how to sign their names, ages, relationships, etc. - this means you NEED TO PRACTICE so you look good! POSTER DUE DATE: LIVE PRESENTATION DATE:
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
Sign Parameters The Sign Handshape Palm Location Movement NMS Orientation
The Sign Handshape Palm Orientation Location Movement NMS