Unit 9 Based on Unit 9 Master ASL, J. Zinza © 2011 Natasha Escalada-Westland My Home & Community: Lessons

Unit 9 My Home & Community Unit 9, Major Goals Describe your home and community Sign about money Describe objects using spacialization & classifiers Understand and give street directions Understand how social changes affect the Deaf World Learn and apply non-manual signals

Unit 9 Types of Housing Apartment (apt), cabin, condo, duplex, studio, & townhouse (th) are all fingerspelled

Unit 9 Home

Unit 9 What kind (of housing)…? house apartment trailer mobile home dorm mansion Mouth “cha” to show large or big.

Unit 9 Buildings Variation 2

Unit 9 Nursing Home

Unit 9 Also (same)

Unit 9 Curious, wondering

Unit 9 Many-different, various 3x

Unit 9 North, South, East, West

Unit 9 Lousy, low-quality

Unit 9 More than, greater than Less than

Unit 9 List 1

Unit 9 What kind of home do you have? In complete signed sentences, explain the following to a partner: 1.The type of home you live in now. 2.The type of home you lived in as a child. 3.The type of home you want in the future.

Unit 9 Pros and cons of housing types. Think of 2 reasons you would like to live in the following places and 2 more reasons why you wouldn’t. Use the listing and ordering technique. 1. Beach house5. Condo9. Duplex 2. Apartment6. Mobile home10. Nursing home 3. Dormitory7. Small house11. Studio apartment 4. Mansion8. Mountain cabin12. Living with parents

Unit 9 Describe the pictures in a complete sentence. What type of housing is in each picture? It’s a dorm at the university.

Unit 9 What’s your Hometown Like? Write a translation with your group/partner. Hand in your translation.

Unit 9 Places Around the House Fingerspell: porch, deck, pool, attic

Unit 920 To have Using Have – The sign to have can be used for possession (“I have a sister”) as well as to show that something exists (“Is there a bathroom?”). In English you say “Is there?”, and in ASL you sign have. Use a simple question-face NMS when using have to ask a question.

Unit 9 Room

Unit 9 Basement

Attic Unit 9

Bedroom

Unit 9 Dining Room

Unit 9 Elevator

Unit 9 Entrance

Unit 9 Floor

Unit 9 Levels, stories

Unit 9 Garage

Unit 9 Kitchen Version 2 Version 3

Unit 9 Living Room Version 2

Unit 9 Closet

Unit 9 Front Back

Unit 9 Use have to ask a partner the following questions about the houses pictured. 1.Is there a basement? (No, there isn’t.) 2.Is there a garage? (Yes, a 3-car garage.) 3.Is there an office? (No, there isn’t.) 4.Is there a bathroom? (It has 2 bathrooms.) 5.Is there a big kitchen? (Yes, there is.)

Unit 9 What rooms or features do the following places tend to have? Use the listing & ordering technique to sign complete sentences listing at least 3 features of each

Unit 9 Apartment Hunter. Half your classmates will role- play the rental agent. The other half ask questions using have or how many. Bedrooms Bathrooms Large or small kitchen Closets Dining room Swimming pool Stairs Washer & dryer Elevator Garage Porch Play area for kids Example: Are there stairs to the apartment? Yes, it has 3 floors.

Unit 9 3 Bedrooms 2 Bathrooms Large kitchen Many Closets Yes Dining room 2 Swimming pools No Stairs Yes Washer & dryer No Elevator 2 car Garage Large Porch Yes Play area for kids 1 Bedrooms 1 Bathrooms Small kitchen 2 Closets No Dining room, has a nook (spell) no Swimming pools 2 floors Washing machines in basement No Elevator no Garage no Porch no Play area for kids 2 Bedrooms 1 Bathrooms Small kitchen 4 Closets No Dining room, large living room small Swimming pool No stairs Can connect washing machine No Elevator 1 car Garage small Porch no Play area for kids Studio apartment 1 Bathrooms Tiny kitchen 1 Closets No Dining room no Swimming pool yes stairs, 3 floors no washing machine No Elevator no Garage small Porch no Play area for kids

Unit 9 Spatial Visualization: the signer’s perspective The goal of spatialization is to create a signed image of what the signer sees in his/her mind’s eye, from the signer’s own perspective. The signer will give details of what they see as if giving a virtual reality tour through a space. Spatial visualization, sometimes called spatialization, includes both the signer and the receiver or viewer of a description. The signer creates strong three- dimensional images that include where objects are located in relation to one another in a scene.

Unit 9 Spatial Visualization - Descriptions Descriptions start with the general or big picture and move to smaller and more precise detail: House, 2 story. Front door, enter. Dining room, table there-front. There-front (far), stairs. There-right (close), bathroom. There-left (medium), kitchen. Remember to use distance NMS’ when describing relative locations. oommcha nearmediumfar

Unit 9 Show how you would use NMS to describe the following using only your eyes, eyebrows, lips, and head. 1.Something on your right shoulder 2.Something an inch from your nose 3.Something on the floor to your left 4.Something barely visible in the distance 5.Something on a shelf up higher than you 6.Two things at your immediate left and right

Unit 9 Spatial Description Tips As the signer, describe things from your own perspective, like a movie As the watcher or receiver, use the signer’s perspective. Put yourself in their shoes. Start general and add details Use eye gaze Use NMS 1.Eyes On ASL #16 – Signer’s perspective

Unit 9 Describe the following based on the reference point marked X. X

Unit 9 Describe the following based on the reference point marked X. X

Unit 9 Describe the following based on the reference point marked X. X

Unit 9 Describe the following based on the reference point marked X. X

Unit 9 Sign each description to a partner. See if your partner can draw an accurate representation. 1. Open the door into the hallway. Right in front of you are stairs that lead up to the living room and down to the family room. 2. In the living room there is a door on the immediate right. That area is the kitchen. Across from the stairs is a hallway that has two bedrooms on the left and one on the right. 3. Walk down the stairs to the family room. On the left across the room is the bathroom. On the far side is a door to the outside.

Unit 9 Describe for more practice

Unit 9 Describe for more practice

Unit 9 Describe for more practice

Unit 9 Draw a floor plan for your dream home, then describe to a partner. Your partner should draw the layout described on a separate sheet of paper. When done, compare drawings, then switch roles.

Unit 8 Dream House Description Rubric Names: Explain the location of at least 6 rooms in the house 3 or more elements missing 2 elements missing 1 element missing All elements present Non Manual Signals 1.Eye-gaze (look where you point) 2.Near, medium, far Few or no NMSSome correct NMS Many correct NMS NMS present throughout with correct timing Sign Production (HOLM) 1.Deixis (don’t twist arm) 2.Stay in sign space 3 or more incorrect signs 2 incorrect signs1 incorrect signAll signs produced correctly Fluency / Smoothness of signingVery halting, many unnatural pauses Somewhat halting, several unnatural pauses Mostly smooth, little hesitancy No hesitancy, very smooth

Unit 9 “My House”, MASL DVD, Unit 9 Translate the conversation with your group/partner. Hand in your translation.

Unit 9 Classifiers for Furniture

Unit 9 Classifiers describe flat or boxy objects Flat or rectangular objects Boxier rectangular objects

Unit 9 Classifiers describe tube-shaped objects Cylinders or wide tubesThinner tubes

Unit 9 Classifiers placement of seating Seats - orientation

Unit 9 List 2 CL used for?

Unit 9 Describe the following based on the reference point marked X. X A classroom layout

Unit 9 Describe the furniture in each room from a reference point you choose.

Unit 9 Describe the furniture in each room from a reference point you choose.

Unit 9 Describe your own bedroom or another room in your home. Remember to establish a beginning reference point. Use 5 complete sentences.

Unit 8 Room or House Description Dialogue Rubric Names: Greetings -Ask about type of housing or what someone’s room looks like -Explain at least 6 rooms in house or layout of 6 features including furniture in bedroom -Comment -Switch roles -Farewell 3 or more elements missing 2 elements missing 1 element missing All elements present Non Manual SignalsFew or no NMSSome correct NMS Many correct NMS NMS present throughout with correct timing Sign Production (HOLM)3 or more incorrect signs 2 incorrect signs1 incorrect signAll signs produced correctly Fluency / Smoothness of signingVery halting, many unnatural pauses Somewhat halting, several unnatural pauses Mostly smooth, little hesitancy No hesitancy, very smooth

Unit 9 Practice visualizing the “signer’s perspective”. Place an X in each box indicated.

Unit 9 Places Around Town Fingerspell: Bank, Café, Mall, Park, Post Office (PO), Zoo

Unit 9 Clinic

Unit Circle K Both can be used in general for “convenience store”, depending on the part of the country you are in.

Unit 9 Fire fighter, fire station Notice that there is not a separate sign for “station” in many of the following place descriptions. The meaning is implied in the sign!

Unit 9 Gas Gas Station, to Get gas, fill tank

Unit 9 Grocery store

Unit 9 Hospital

Unit 9 Hotel

Unit 9 To be Imprisoned (prisoner) Jail, prison, penetentiary

Unit 9 Museum

Unit 9 Pharmacy, drug store

Unit 9 Police station, Officer, cop Variation 2

Unit 9 Explain the location and the activity in each picture in a complete sentence.

Unit 9 Explain the location and the activity in each picture in a complete sentence.

Unit 9 Explain why people go to the following locations. People go to the cafeteria because they’re hungry.

Unit 9 What’s the address? Ask a partner where the business pictured is. Your partner will tell you the address. 323 Pinot Ave. 12 Vine St.Upstairs at the mall2 Broadway Blvd N. Main St. 105 Calle Norte

Unit 9 Make up a few sentences about each scene below.

Unit 9 Describing Relative Locations of Buildings (or other 3d objects)

Unit 9 A Classifier that shows location of buildings (or other 3d objects)- the “Claw” The laundry is between the bank and the salon. Hold or repeat a first classifier or locator as a point of reference when signing the second or subsequent locations.

Unit 9 Other signs that show relative location Next to Across from, opposite

Unit 9 A Classifier that shows many things together (buildings, people…)

Unit 9 Use the classifier to sign the following: 1.My house is across from the school. 2.The store is right next to the post office. 3.The museum is behind the hotel. 4.The café is on the other side of the book store. 5.My office is between a restaurant and a flower shop. 6.His house is right around the corner from mine.

Unit 9 Use: Describe the locations of various buildings on the map.

Unit 9 Use the sign finish to explain the different places you plan to go to today in complete sentences. Use your imagination to explain what you’ll do in each place. Dentist Clinic Optician Post Office

Using with spatialization. Watch and translate as the signer describes his neighborhood. Using CL: Claw with spatialization, MASL DVD

Unit 9 Money Signs Fingerspell: ATM, cash, check, sale, tax, tip

Unit 9 To be Broke

Unit 9 To Buy

Unit 9 To be Cheap

Unit 9 Cost, price

Unit 9 Credit/debit card Older sign for imprint machine Newer sign for card swipe machine Both signs can be used to mean credit card

Unit 9 Dollar

Unit 9 To Earn

Unit 9 Expensive

Unit 9 Free

Unit 9 To Leave (something) Leave it alone! Left clothes on floor Leave the dirty dishes

Unit 9 Money

Unit 9 Pay Pay you Pay me

To have nothing Blow air on the palm of your hand to express the following phrases: I have no money I have nothing Not a dime Zip Nada Zilch

Unit 9 Dollar Twist (bucks) Use the dollar twist for amounts $ $9.00. Larger amounts use the dollar sign. Eyes on ASL #17, MASL DVD $1.00 $2.00 $3.00 $4.00 $5.00 $6.00 $7.00 $8.00 $9.00 $10.00

Unit 9 Cents only Touch the money spot on the side of your forehead before or while making a number sign. Eyes on ASL #17, MASL DVD penny nickel dime quarter

Dollars and cents together: Sign the dollars and the cents consecutively. You don’t need to add the dollar or the cent signs as well. $4.83 $98.59 $16.27 $ $1.50 $ $6.05 $25.09 $32.16 $ Unit 9

CL used for? List 3, pt. 1

Unit 9 List 3, pt. 2

Unit 9 Sign the correct money sign for each of the following

Unit 9 Price tags. Sign the price.

Unit 9 Describe an item and ask a partner how much it costs. Then tell your partner if it is expensive, cheap, medium, or free. $ $10.55 $.99 $5.40 $25.68 $ cents$15.35 $12.00 $5.00 free

Unit 9 For the number shown in SignWriting, practice signing the correct form for dollars and cents one cent one one dollar

Write the letter for the matching SignWriting next to the $ amount. 1.$4.83 ____ 2.$1.50 ____ 3.$6.05 ____ 4.$2.75 ____ 5.$9. 18 ____ 6.$100 ____ 7.$25.10 ____ 8.$58.42 ____ 9.$71.80 ____ 10.$99.15 ____ a)- b)- c)- d)- e)- Unit 9 f)- g)- h)- i)- j)-

Write the letter for the matching SignWriting next to the $ amount. 1.$4.83e 2.$1.50b 3.$6.05d 4.$2.75j 5.$9. 18f 6.$100a 7.$25.10g 8.$58.42i 9.$71.80c 10.$99.15h a)- b)- c)- d)- e)- Unit 9 f)- g)- h)- i)- j)-

Getting Around Town, travel Fingerspell: block, bus hybrid, mile, minivan, SUV, taxi, truck, van Unit 9

Corner Unit 9

To get in, on (transportation) Unit 9

To get out of (transportation) Unit 9

Highway, freeway Unit 9

Intersection Unit 9

Left (dir.) Unit 9

Right (dir.) Unit 9

To ride in, on Unit 9

Stop light Unit 9

Stop sign Unit 9

Subway Unit 9

Traffic Unit 9

To ride for awhile Unit 9 To drive for awhile, keep going

Unit 9 Focus on Classifiers Represents the person inside the vehicle Represents the vehicle itself

To switch, transfer Unit 9

Signs that show transitions and frame ideas create complex sentences Transitions : Frame ideas : Ride in Ride for awhile Transfer Get in vehicle Get out of vehicle Leave (a place) Arrive Plane takes off Plane arrives Walk along (CL)

Unit 9 List 4 CL used for?

Unit 9 Explain to a partner how each person arrives at work, school or home in complete sentences. Wealthy person

Unit 9 Use transitions and frame signs to tell about traveling or commuting. Translate the following sentences and sign to a partner. 1.Everyday, I take the subway and then walk. 2.Sometimes, I fly there, and then get in a taxi. 3.During the week, I walk to the bus stop and then get on the bus and ride for awhile. 4.Once in awhile, I walk to a friend’s house and ride in their van. 5.On Monday, Wednesday and Friday, I carpool with four other people to the train and ride that to work.

Unit 9 Explain to a partner how long it takes to get to each place from where you are now. Work is about a half-hour ride away.

Using the map below, explain in complete sentences what is at each intersection. Main St. State St. Office Gas Grocery Bus Station Highway Gates Ave. Wall St. Clothing X

Translate these sentences. Use the keep going sign and for the underlined terms below. 1.Drive down Blake St. and make a left onto King. 2.Keep going on Olivera Ave. At the intersection of Olivera and Park, make a right. 3.Get on the freeway. Go for about an hour, then exit at Laney Road. 4.Drive on San Carlos until you see Polk. Go right at the stoplight. 5.On weekends, I go for long drives near the ocean.

Now use the map below to explain in complete sentences how to get to various locations from the X. Give driving and walking directions. Main St. State St. Office Gas Grocery Bus Station Highway Gates Ave. Wall St. Clothing X

Tell a partner how you get from your home or the school to the following places.

How do you get here? MASL DVD

Unit 9 My Commute 1.How does Kris get to school? 2.Why doesn’t Kris take a taxi to school? 3.How long does Kris ride the subway? 4.How does she get home in the afternoons? 5.How long does Kris ride the bus? 6.When will Kris take a taxi?

Unit 9 Giving Street Directions Rubric Names: 1234 Give directions from one location to another: 1.Starting place 2.Describe route with at least one turn 3.Show transitions and frame ideas 3 or more elements missing 2 elements missing 1 element missing All elements present Non Manual Signals 1.Eye-gaze (look where you point) 2.Near, medium, far Few or no NMSSome correct NMS Many correct NMS NMS present throughout with correct timing Sign Production (HOLM) 1.Correct CL for type of transport 2.Stay in sign space 3 or more incorrect signs 2 incorrect signs1 incorrect signAll signs produced correctly Fluency / Smoothness of signingVery halting, many unnatural pauses Somewhat halting, several unnatural pauses Mostly smooth, little hesitancy No hesitancy, very smooth

Unit 9 Collective Values – MASL, p. 346 The dominant cultural value in the United States and Canada is called individualism. Individualism is a social pattern or expectation that the individual is loosely connected to his or her community. If personal goals conflict with the group beliefs, individualists prioritize their personal preferences. The dominant cultural value among the Deaf is called collectivism. Collectivists consider themselves interdependent and closely linked together, so a high value is placed on group harmony, solidarity, and cooperation. When an individual behaves in a way that conflicts with the Deaf culture’s group expectations or norms, then the individual may be seen as yielding to the more dominant values of hearing society. Behaviors considered rude in collectivist societies include the following: Bragging about one’s wealth or accomplishments, acting in a manner that causes the larger society to view the smaller group negatively, and avoiding social activities with other members of the community. Because the Deaf World is so small, differences in income, education, employment, and other status symbols are de-emphasized, which conflicts with the larger hearing society’s values, where these traits are prominent. Similar to the experience of other minority groups, the Deaf community encounters criticism of its cultural values by hearing people who insist the Deaf must “live in a hearing world.”

Unit 9 Collectivistic vs. Individualistic Values 1.Interdependence 2.Obligations to others 3.Rely on group 4.Adhere to traditional values 5.Maintain traditional practices 6.Fulfill roles within group 7.Group achievement 8.Competition between groups 9.Group or hierarchical decision-making 10.Shame/guilt due to failing group 11.Living with kin (relatives) 12.Take care of own 13.Property shared within group 14.Elders transmit knowledge (often oral) 15.Objects valued for social uses 1.Independence 2.Individual rights 3.Self-sufficiency 4.True to own values and beliefs 5.Continuously improve practices (progress) 6.Pursue individual goals/interests 7.Individual achievement 8.Competition between individuals 9.Self-determination and individual choice 10.Shame/guilt due to individual failure 11.Independent living 12.Seek help if needed 13.Strong individual property rights 14.Individuals seek knowledge (often textual) 15.Objects valued for technological uses

Unit 9 Interesting links on Collectivism vs. Individualism. Good, non-biased explanations of cultural variations - es3.html es3.html Skewed in favor of individualism, but has some really good quotes -

Collectivistic or Individualistic? Is your own culture of origin collectivist or individualistic in its outlook? Write down at least 3 concrete examples to support why you think this, and explain your reasoning in writing.

Unit 9 TDI: the Deaf telephone book Called the “Blue Book” because of its distinctive blue cover, TDI has long been an appreciated part of the Deaf culture. It features Deaf-owned businesses, ads for deafness-related agencies and organizations, TTY access for emergency police and fire services, and telephone / videophone numbers of thousands of Deaf people all over the world. Because the Blue Book provides access for Deaf people to Deaf products and services, it strengthens relationships in the close-knit Deaf community. Whether you need a videophone number, a text address, or a local Deaf repairman, the Blue Book is the Deaf World’s directory assistance. TDI (formally known as Telecommunications for the Deaf and Hard of Hearing, Inc.) was established in 1968 originally to promote further distribution of TTYs in the deaf community and to publish an annual national directory of TTY numbers. Today, it is an active national advocacy organization focusing its energies and resources to address equal access issues in telecommunications and media for four constituencies in deafness and hearing loss, specifically people who are deaf, hard- of-hearing, late-deafened, or deaf-blind. To learn more about TDI, visit: