INSTRUCTOR: KRISTI WINTER, MA UNIVERSITY OF WASHINGTON DEPT. OF LINGUISTICS ASL PROGRAM Intensive First Year American Sign Language (ASL 134) class Summer 2016

Agenda: Today:  SN Units 4 & 5  Journal #2 due (Hard copy)

Journal #2 ASL 134 Journal Activity #2 - Deaf Education: Bring a hard copy to instructor (two pages typed). Due on Monday, July 18th. Compare and contrast two deaf education videos you watched in class, “For a Deaf Son” and “Mom & Dad, Your Deaf Child is Ok”. What do you think of both videos? Do you think they are balanced in their presentations? Why? What are the manual and oral perspectives? Why do some parents choose not to learn ASL and others do? Should parents learn ASL, or should Deaf children be raised to speak? What are the Pros and Cons of each perspective?

Unit 4 “Talking about family”

Homework 4:5 Minidialogue 1 1. How many brothers and sisters does Tyrone have? 1. One brother. 2. What are their ages? 1. Tyrone is 25 years old, and his brother is Explain their relationship. 1. They have a close relationship. Now his brother is away at college, and Tyrone doesn’t see much of him.

Homework 4:5 Minidialogue 2 1. How many brothers and sisters does Michelle have? 1. Two brothers and one sister. 2. Summarize the information given about each sibling (including Michelle’s information). 1. Oldest brother – married; 2 children nd sister – not married rd brother – engaged; will marry in November. 4. Michelle herself is not married. 3. Describe the two brothers’ signing skills. 1. Older brother is not a great signer; fingerspells a lot. Other brother is a good signer.

Homework 4:5 Minidialogue 3 1. What is Priscilla’s rank in the family? 1. The youngest. 2. What are the ages of the siblings? Which siblings are twins? 1. The second and third. 4. Describe how the twins are similar/different. 1. Similarities – brown hair, green eyes. 2. Differences – Brother has glasses; lies fishing. Sister likes playing games such as darts. Brother lives alone and has 2 cats. Sister lives with boyfriend and has no animals.

Review: Lesson 4:7 Ages Index finger contacts chin then hand moves forward 1–9 (palm out) 10 (palm to side) 11–15 (palm in) 16–19 (palm in) 20–66 (palm out, except for multiples of 11 palm down) For ages less than 1 year, use months 1–9 months 10–11 months

Homework 4:7 (p. 198) Age month Whose age? 1. cat 2. oldest son 3. goldfish 4. daughter 5. roommate’s son 6. son 7. dog 8. brother’s oldest son 9. daughter’s baby 10. brother 11. wife 12. bird

Homework 4:8 (p. 199) Minidialogue 1 1. Explain how the baby is related to Cinnie. 1. Grandson. 2. Which of Cinnie’s children is the baby’s parent? 1. Her oldest. 3. Who will be attending the baby’s one-year old birthday party? 1. Her children and her parents (the baby’s great grandparents). 4. What will Cinnie give the baby? 1. Handmade comforter.

Homework 4:8 (p. 199) Minidialogue 2 1. List who attended and did not attend the wedding. 1. His parents 2. Wife’s parents. 3. Brother didn’t come as he’s working in France 4. Sister and her children. 2. Where did the couple meet? 1. At a bowling tournament. 3. How long had they dated? 1. 2 years. 4. What does David say about his wife’s pregnancy? 1. She’s big and he thinks they are expecting twins. 5. What does David think of his in-laws? 1. Likes his mother-in-law but dislikes his father-in-law.

Homework 4:8 (p. 199) Minidialogue 3 1. Whose cousin are they talking about? That cousin was thought to be what. 1. Isias’s cousin: his girlfriend 2. How did the cousin learn to sign so well? 1. Cousin’s parents died; cousin moved into Isias’s house. They grew up together. 3. What is the cousin’s current living situation? 1. Living in an apartment; has a roommate. 4. What is unique about the cat? 1. Cat is 17 years old.

Homework 4:9 What’s the Relationship? 1. father-in-law 2. uncle 3. son-in-law 4. grandmother 5. cousin 6. son 7. sister 8. niece

Guess the Relationship

Use yes/no questions Directions:  Ask your instructor yes/no questions about the relationships between the people pictured below. Watch other students’ questions as well, and write the answers (and the relationships as you deduce them) in the blanks beside the faces.

Teacher’s Key

Give a negative statement followed by a related question. Negation II Signs NOT and NONE

Homework 4:10 (p. 204) You are to develop six negative statements followed by a question. Be prepared to sign them in class.

Lesson 4:11 Discussing Family Variations Review family vocabulary and relationship verbs from Scenes 1-5 Scene 6 Scene 7

Family Vocabulary 1. QUARREL 2. NOT GET-ALONG 3. SEPARATE 4. DIVORCE 5. STEP (or SECOND) FATHER 6. fs-STEP DAUGHTER (SON) 7. LOVE FADE-AWAY 8. GO-SEPARATE-WAYS 9. HALF BROTHER 10. HALF SISTER 11. ADOPT 12. TAKE-CARE-OF

Develop a family All must be related to each other Include some or all of the following in your family— stepmother or stepfather, half brother, aunt or uncle Activity: Asking How People Are Related

The groups will need to decide how they are related. For example: Person 1 and 2 …. are divorced and have one child Person 3… married Person 1 Person 4…is Persons 1 and 2’s child Person 5…is Persons 1 and 3’s adopted child When ready, the group needs stand in front of the class in random order. The rest of you must figure out their relationship. You can only ask yes/no questions to get the information.

Sexual Orientation Gay Lesbian Straight LGBTQ

Signer A: Ask for the… Next number Number before Number in between Signer B: Give the number Lesson 4:12 Numbers 1-100

Buzz Game Rules:  Students must take turns signing numbers in order from 1 to 100 with the following rules: a student whose turn is any number that includes a seven, or is a multiple of seven. must NOT sign the number, but should fingerspell the word “buzz” instead. Any student who makes a mistake – signing the wrong number, or signing a number that includes or is a multiple of seven will have to start the game again.

Signer A: Take B’s keys, and ask B what each key is used for Signer B: Explain by… using signs you know using descriptions acting out Don’t fingerspell. If you get stuck, see the teacher for ideas. Lesson 4:13 Getting the Meaning Across

Lesson 4:14 Commenting on Family Members

Occasions

Making Comments a.b.c1. c2.d.e. f.g.h.

Share your family pictures. For each person tell: how the person is related to you person’s ranking if appropriate the person’s marital status Others ask follow up questions such as: person’s age place of person’s residence and/or work where and when the picture was taken the occasion of the picture (ask yes/no question) Make comments about the person and/or the family.

Responsibility of Group Members The Signer: Position yourself so others can see you The Listeners: When sitting between a signer and another person, be aware of the other’s ability to see the signer and voluntarily move back When sitting at the end, inform others you can’t see the signer

Unit 4 Review – Putting It All Together Watch video clips of Autobiographies

Homework for next class day: Do homework 4:11-4:15 Bring some pictures of your family members

Sources: Smith, C., Lentz, E. & Mikos, K. (1988)Signing Naturally Student Workbook Level 1. DawnSignPress. San Diego, CA Smith, C., Lentz, E., Mikos, K. (2008) Signing Naturally Units 1-6. Dawn Sign Press. San Diego, CA. Zinza, Jason E. (2006) Master ASL! Sign Media, Inc. Burtonsville, MD. Eastman, G. (1989) From Mime to Sign. T.J. Publishers, Inc. Silver Spring, MD. Pictures from Microsoft Clip Arts