Unit 51 Unit 5 Lessons Based on Master ASL, J. Zinza © 2011 Natasha Escalada-Westland

Unit 52 Unit 5 Objectives To improve conversational skills To sign about school and school life To identify and use the Agent Marker appropriately To understand contemporary Deaf education options To tell time and sign about time-related issues To use basic classifiers for simple stories Based on Master ASL Level One by Jason Zinza

Unit 53 School Locations MASL Unit 5

Unit 54 Football MASL p. 167

Unit 55 Vice-president p.167

Unit 56 President

Unit 57 Area (location) p.168 Adding the area sign forms a compound meaning, as in home + area = neighborhood. Rememer this by thinking “an area of/for ___”

Unit 58 Cafeteria p. 168

Unit 59 Gymnasium p. 168

Unit 510 Hallway p. 168

Unit 511 Library p. 168

Unit 512 Office p. 168

Unit 513 Stadium, auditorium p. 168

Unit 514 Student center p. 168

Unit 515 Technology center, Computer lab p. 168

Unit 516 Theater p. 168

Unit 517 “Places Around Campus” MASL DVD Pointing to people is a basic feature of American Sign Language. Just as a signer points to a person who may or may not be present, signers can point to a location whether it is seen or not. If the location is visible, simply point directly towards the area. Modify the point to reflect the actual path someone would take to arrive at the location. Depending on how the point is made, you can sign directions like over there, around the corner, or that way. Look at the way pointing is used in the “Places Around Campus” dialogue.

Show the meaning of the following using the pointing finger. 1.Straight ahead 2.Around the corner 3.Far away 4.Right over there 5.Towards the left 6.Very close Unit 518

Work with a partner to ask where each destination is located at your school. Your partner will point towards the location and describe what it is near. When done, switch roles and repeat the exercise. 1.Theater 2.Cafeteria 3.Gymnasium 4.Library 5.Office 6.North gym 7.Lab 8.Auditorium 9.Women’s restroom 10.Men’s restroom 11.Pool 12.Aero Building Unit 519

Unit 520 Conversation About School MASL Unit 5

Unit 521 Class p.170

Unit 522 Locker (often fingerspelled) p. 170

Unit 523 Room, box p. 170

Unit 524 Store p. 170

You need help finding a location in the school. Use complete sentences to ask and respond using the prompts below. Include “around there” when you answer. 1.Bathroom 2.Office 3.Computer lab 4.Art class 5.Women’s locker room 6.Water fountain 7.Little Theater 8.ASL class 9.Cafeteria 10.English class 11.Football stadium 12.Pool Unit 525

Unit 526 ““Where do you go to school?” ” MASL DVD 1.Watch. 2.Discuss with group what you understand. 3.Watch until you can give an accurate translation. 4.Write translation and hand in (individually).

Unit 527 Personnel MASL Unit 5

Unit 528 Coach, boss, dean p.171

Unit 529 Counselor p. 171

Unit 530 Interpreter p. 171

Unit 531 Librarian p. 171

Unit 532 Nurse p. 171

Unit 533 Principal p. 171

Unit 534 Psychologist p. 171

Unit 535 Secretary p. 171

Use the area sign in a complete sentence to explain where each location is found. Unit 536 The bathroom is around the corner near/around the pool. Locations

Use ____ + area to sign the following words. Create a complete sentence for each. 1.Food court 2.Neighborhood 3.Football field 4.Movie complex 5.Shopping center Unit 537

Unit 538 Activities (Agent Marker) MASL Unit 5

Unit 539 The Agent Marker What is the connection between the signs to learn and student? The Agent Marker indicates a person who works as, or does, the meaning of the sign. In this example, one who learns is a student. There are some exceptions to the Agent Marker you need to know, such as the signs for nurse, principal, and coach.

Unit 540 To cook p.175

Unit 541 To manage p. 175

Unit 542 To pick on, nag p. 175

Unit 543 To serve p. 175

Unit 544 To write p. 175

Being Polite - Titles Unit 545 There are no signs for Mr., Mrs., or Miss in ASL.* Within the Deaf community, and individual is known by his or her name sign and children are permitted to address their elders by name. Titles like Mr. and Mrs. Are used to show respect, so signing someone’s name with a respectful facial expression achieves the same purpose. p. 174 MASL *If it is important to communicate someone’s title, fingerspell the abbreviation

Pair Signs with the agent marker (person sign) to make the following words. Think carefully about vocabulary you have learned and their meanings before deciding. 1.Voter 2.Trainer 3.Driver 4.Troublemaker 5.Visitor 6.Skier 7.Employee 8.American 9.Canadian 10.Waiter 11.Actor 12.Manager 13.Chef 14.Writer 15.Bully Unit 546

Unit 547 More Locations MASL Unit 5

Unit 548 To look for, search p. 170

Unit 549 Activity center p.176

Unit 550 Back p. 176

Unit 551 Field (grass + area) p. 176

Unit 552 Flag p. 176

Unit 553 Front p. 176

Unit 554 Snack machine p. 176

Unit 555 Soda machine p. 176

Unit 556 Dialogue about Places - Practice “More Places Around Campus”, MASL text p. 176 – Be able to sign in front of group and instructors correctly and fluently. A. We’re hungry. Know where we can get something to eat? B. Yeah, there’s a vending machine down the hall.

Create a new dialogue that includes the following: 1.Agent marker (person sign) 2.Two locations around school 3.Three school personnel Unit 557

Unit 558

Ask a partner to explain where items 1-6 are located. When done, switch roles and locate items Ask and answer questions in complete ASL sentences. Use map illustration on previous slide. 1.Where is the soda machine? 2.Where is the ASL classroom? 3.Where is the nurse’s office? 4.Where is the flag? 5.Is there a counselor or psychologist? 6.Where are the locker rooms? 7.Does this school have an activity center? 8.Where is the cafeteria? 9.Where is the field? 10.Where is the men’s restroom? 11.Does the school have a pool? 12.Where’s the snack machine? Unit 559

Unit 560 Interpreting Federal law requires equal access to information and services for all people, regardless of disability. For both hearing and Deaf people, sign language interpreters are a popular way to obtain equal access to each other. Have you seen interpreters at public events, on television, or at your school or workplace? Interpreters are required to sign what is heard, and to voice what is signed so everybody has access to the information and services provided. While the majority of interpreters are hearing, don’t be surprised if you encounter a Deaf interpreter! When using an interpreter, remember these tips: Talk directly to the Deaf person instead of saying “Ask him” or “Tell her.” Make eye contact with the Deaf person, not the interpreter. To learn more about interpreters, visit p. 177

Unit 561 What Year Are You? MASL Unit 5

Unit 562 p.180 Freshman Sophomore Junior Senior

Unit 563 What year are you? p. 180

Use the list below and ask a partner a person’s name and their year in school. Partner should use a pronoun (pointing/diexis) and answer correctly. 1.Carolyn (freshman) 2.Kevin Miles (senior) 3.Shane (junior) 4.Tisha Leung (sophomore) 5.Jon (freshman) 6.Blanche (senior) 7.Abby Fiore (don’t know) 8.Darrel Jamison (junior) 9.Brigitte Cowley (sophomore) 10.Aaron (junior) 11.Van Nguyen (senior) 12.You (?) Unit 564

Unit 565 What Year are You? - Practice DVD: What are You Studying? Write a translation of the dialogue and hand in. Discuss with classmates to make sure you understand.

Unit 566 DVD: What are You Studying? MASL text p. 179 – Signwriting and translation. Did you understand the video? A. What year are you? B. I’m a junior, taking ASL and economics. A. Oh, I’m a senior. I’m taking English, math and government because I want to graduate.

Unit 567 Education MASL Unit 5

Unit 568 Elementary school p.181 Junior high school Middle school

Unit 569 To forget p. 181

Unit 570 To remember p. 181

Unit 571 To think p. 181

Unit 572 To take (a class) p. 181

Unit 573 To major in p. 181

Unit 574 University p. 181

Tell the student’s year in school and at least two other details about them in a complete sentence. 1.Angela – age 20, junior, majoring in Deaf studies 2.Brent – 17 years old, junior, works at a restaurant, wants to go to college 3.Claro – age 15, sophomore, plays baseball, has 2 brothers 4.Kelly – 22 years old, freshman, works as a manager, studying nursing 5.Sheri – age 23, senior, majoring in ASL, wants to teach ASL 6.Brian – sophomore, has twin brother, doesn’t have a major, enjoys acting Unit 575

Exchange the following information with a partner 1.Name of your favorite teacher 2.Names of all schools attended (use Listing and Ordering Technique) 3.Two things you remember from elementary school 4.Why you’re taking ASL 5.Going to high school/college/university. Where? Unit 576

What do people tend to do during each level of education? Include age range and likely activities. Education Level Elementary school Middle school High school College / University Suggested Topics Take art Learn ASL Ride a bike to school Play sports Have a locker Learning to read Moving away from home Have 1 teacher all day Have a major Learn to write Unit 577

Unit 578 Signing Years MASL Unit 4 blue book, p. 86

Unit 579 Signing the Number for a Year This year is Typically, sign the year the way you would say it in English. There is a variation on the 2000s. Generally, we do NOT use the sign for thousand. This year is 2011.I was born in Variation 1:Variation 2:Years 2000 – 2009:

Unit 580 Coursework MASL Unit 5

Unit 581 Art p.183

Unit 582 Automotive p. 183

Unit 583 p. 183 Science Biology Chemistry (initialized signs)

Unit 584 Business p. 183

Unit 585 Computers (3 sign variations) p. 183 & 184 Laptop

Unit 586 Drama, acting p. 183

Unit 587 Economics p. 183

Unit 588 Education p. 183

Unit 589 Engineering p. 183

Unit 590 English p. 183

Unit 591 Geography p. 183

Unit 592 Government p. 183

Unit 593 Physical Education p. 183

Unit 594 Health p. 183

Unit 595 History p. 183

Unit 596 Journalism, newspaper p. 183

Unit 597 p. 183, 188 Math Algebra Calculus Geometry Trigonometry Math Initialized Signs

Unit 598 Initialization p. 188 Initialization refers to meanings related to a particular root sign, such as the sign for math. The signs for algebra, calculus, geometry and trigonometry are all related to the basic math sign, except for the initials added to each. An initialized sign is one that incorporates a fingerspelled letter as part of the sign. What other signs do you know? Consider science and compare that to the signs biology and chemistry. Are they related?

Unit 599 Photography p. 183

Unit 5100 Physics p. 183

Unit 5101 Physiology p. 183

Unit 5102 Sociology p. 183

Unit 5103 Speech/Debate (lecture) p. 183

Unit 5104 Teacher’s assistant p.184

Unit 5105 Woodshop p.184

Unit 5106 Yearbook p.184

Unit 5107 In complete sentences, sign the following to a partner: 1.What classes are you taking right now? Use the Listing & Ordering Technique to list the courses. Include a comment about each course. 2.Compare your course load with a partner’s. Who is taking the more difficult classes? The easiest? 3.Ask your partner to list his or her top 3 favorite classes. Find out why they like these classes. Switch roles.

Based on the picture, explain what the class is, if it is a high school or college class, and whether you would want to take it. Unit 5108

What do you do in each class? Explain in a full sentence. Unit 5109

Unit 5110 Skilled/Unskilled & Grades MASL Unit 5

Unit 5111 p.189 To be good at/skilled To be bad at/unskilled

Unit 5112 Letter grades p.191 ABCDFABCDF

Skilled/Unskilled – Work with a partner to develop a list of English words and phrases that mean to be good at… and to be bad at… To be good at (something)To be bad at (something) Unit 5113

Take turns asking a partner if they are good or bad at the following things. Answer in a full sentence, using a letter grade to explain. Math Cooking Writing papers Facial expressions Science Taking tests Sign language Algebra Art Singing or music Unit 5114

You and a friend have opposite opinions on several issues. Take turns signing and responding to each sentence with your partner, using the information in provided. I think s/he’s a terrible actor. (No, s/he’s a very good actor) I think college is boring. (No, college is exciting and fun!) I think he’s a lousy teacher. (No, he’s a great teacher!) I’m not a good signer. (No, you’re a very good signer!) I’m no good at math. (No, you’re a math genius!) I think s/he’s a great musician. (No s/he’s a terrible musician!) Unit 5115

Unit 5116 Deaf Education Controversies & Gallaudet University MASL Unit 5

Unit 5117 Controversies in Deaf Education School for the Deaf (institute) Mainstreamed One in a crowd Oralism Speech Sign MASL p. 186, 187

Unit 5118 Gallaudet University p.190

Unit 5119 Read & Take Notes 1.MASL text p , Focus, Deaf Education… 2.MASL text p. 190, Gallaudet University

Unit 5120 The Time Spot MASL Unit 5

Unit 5121 Time, What time is it? (The time spot) p. 199, 200 …o’clock One…Two…Three… Four…Five… Six…Seven…Eight…Nine… Eyes On ASL #12

Unit 5122 Around (time) p.199 Around 10:00 Around 12:00 Around 1:00 Around 1:30 Around 10:30

Unit 5123 Hour p. 199

Unit 5124 Half Hour p. 203

Unit 5125 Noon p. 199

Unit 5126 Midnight p. 199

Unit 5127 Dialogue: Signing Time – Practice Ex. Y MASL text p. 199 – Be able to sign in front of group and instructor correctly and fluently. A. What time is basketball practice over? B. It’s done at 11:30 A. Oh okay. What time is it now? B. It’s 10:00

Ask a partner what time it is. Use the clocks to give the approximate or exact time. Unit 5128

Provide the correct sign for each item below in a complete sentence. Remember, sign time first in a sentence. 1)2:00 2)Midnight 3)6:30 4)1:00 5)Around 10:00 6)3:15 7)7:20 8)Noon 9)11:45 10)2:21 11)4:00 12)5:00 13)6:45 14)9:15 15)15 minutes 16)Around 8:30 17)12:05 18)9:10 19)6:00 20)7:00 Unit 5129

Unit 5130 Beginnings & Endings MASL Unit 5

Unit 5131 Alarm, bell p.201

Unit 5132 To arrive (person) p. 201

Unit 5133 To take off (person) p. 201

Unit 5134 To arrive (plane) p. 201

Unit 5135 To depart, takeoff (plane) p. 201

Unit 5136 To finish, to be done p. 201

Unit 5137 To be late p. 201 The next time you’re running late to class or meeting a Deaf friend, be prepared to explain why you were running behind. In formal situations like school, a Deaf teacher will likely ask why you are late – and expect you to respond with a thorough explanation! Doing so is polite and a part of Deaf culture. MASL p. 202

Unit 5138 To start, begin p. 201

Unit 5139 Train p. 201

Ask a partner the following questions. Partners respond using the information in parenthesis. When done, switch roles and repeat. 1.What time do you start work? (8:00 Monday) 2.What time is it now? (tell the actual time) 3.What time is class over? (tell the actual time) 4.What time do you go home? (2:30) 5.What time is your ASL class? (tell the actual time) 6.What time do you go to sleep? (tell an actual time) Unit 5140

ASL has many ways to show arrival and departure based on who or what is arriving or leaving. Provide the correct sign for the phrases in bold. Sign the time first! 1.I need to take off. 2.The plane lands at 6:00. 3.We got there at 9:00. 4.She needs to get going. 5.The train leaves at 2:45. 6.They need to go. 7.The bell rings at 7:15. 8.The bus departs in 10 minutes. 9.They’ll be here at noon. 10.I’m going to hit the road. Unit 5141

Ask a partner why he or she is late, following the example. Respond with the information provided. Don’t worry about past tense, it is implied in the context of the conversation. 1.I walk slowly. 2.The bus was late. 3.I had to see the nurse. 4.I finished work late. 5.My _______ class finished late. 6.I had to go to the bathroom. 7.I was chatting with a friend. 8.I was looking for my book. 9.The train was late. 10.I wanted to finish eating. 11.I left home late. 12.There was a line in the cafeteria. Unit 5142 Why did you get here late?

Describe each picture in complete ASL sentences Unit 5143 Horror Movie starts at 7:30 Train station or airport? When do we land?

Unit 5144 Multiple Meanings MASL Unit 5

Unit 5145 Multiple meanings or conceptually- accurate signing p. 203 To take something (literal) To take a class (abstract) To take an opportunity (abstract) To take off (abstract) To take care of (abstract) To take turns (abstract)

Unit 5146 Multiple meanings or conceptually- accurate signing p. 203 To break (literal) To break up (abstract) To take a break (abstract) To break down, analyze (abstract) To break down, cry (abstract)

Unit 5147 Sign each sentence in conceptually accurate ASL. 1.I have breaks at 10:00 and 1:00. 2.Are you taking chemistry and drama? 3.Did you break your phone? 4.I work at a restaurant on the weekends. I get two half hour breaks. 5.My mother said I can take her car.

Work with a partner to make a list of 10 English words or phrases that have multiple meanings, and show the sign that best matches the concept. Examples are given. 1.I’m running behind 2.Broken heart 3._______________ 4._______________ 5._______________ 6._______________ 7._______________ 8._______________ 9._______________ 10._______________ Unit 5148

Unit 5149 Sentence Creation - Practice Sentence Creation. Create a complete ASL sentence based on the prompts below. Example: Our flight leaves at 10:00. 8:15 11:00 2:00 12:00 11:30