Based on Master ASL, J. Zinza

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

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 5

School Locations MASL Unit 5 Unit 5

Football MASL p. 167 Unit 5

Vice-president p.167 Unit 5

President Unit 5

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 5

Cafeteria p. 168 Unit 5

Gymnasium p. 168 Unit 5

Hallway p. 168 Unit 5

Library p. 168 Unit 5

Office p. 168 Unit 5

Stadium, auditorium p. 168 Unit 5

Student center p. 168 Unit 5

Technology center, Computer lab
Unit 5

Theater p. 168 Unit 5

“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. Unit 5

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

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. Theater Cafeteria Gymnasium Library Office North gym Lab Auditorium Women’s restroom Men’s restroom Pool Aero Building Unit 5

Conversation About School
MASL Unit 5 Unit 5

Class p.170 Unit 5

Locker (often fingerspelled)
Unit 5

Room, box p. 170 Unit 5

Store p. 170 Unit 5

You need help finding a location in the school
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. Bathroom Office Computer lab Art class Women’s locker room Water fountain Little Theater ASL class Cafeteria English class Football stadium Pool Unit 5

““Where do you go to school?” ” MASL DVD
Watch. Discuss with group what you understand. Watch until you can give an accurate translation. Write translation and hand in (individually). Unit 5

Personnel MASL Unit 5 Unit 5

Coach, boss, dean p.171 Unit 5

Counselor p. 171 Unit 5

Interpreter p. 171 Unit 5

Librarian p. 171 Unit 5

Nurse p. 171 Unit 5

Principal p. 171 Unit 5

Psychologist p. 171 Unit 5

Secretary p. 171 Unit 5

Use the area sign in a complete sentence to explain where each location is found.
Locations The bathroom is around the corner near/around the pool. Unit 5

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

Activities (Agent Marker)
MASL Unit 5 Unit 5

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 5

To cook p.175 Unit 5

To manage p. 175 Unit 5

To pick on, nag p. 175 Unit 5

To serve p. 175 Unit 5

To write p. 175 Unit 5

Being Polite - Titles 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 Unit 5

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. Voter Trainer Driver Troublemaker Visitor Skier Employee American Canadian Waiter Actor Manager Chef Writer Bully Unit 5

More Locations MASL Unit 5 Unit 5

To look for, search p. 170 Unit 5

Activity center p.176 Unit 5

Back p. 176 Unit 5

Field (grass + area) p. 176 Unit 5

Flag p. 176 Unit 5

Front p. 176 Unit 5

Snack machine p. 176 Unit 5

Soda machine p. 176 Unit 5

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. Unit 5

Create a new dialogue that includes the following:
Agent marker (person sign) Two locations around school Three school personnel Unit 5

Unit 5

Ask a partner to explain where items 1-6 are located
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. Where is the soda machine? Where is the ASL classroom? Where is the nurse’s office? Where is the flag? Is there a counselor or psychologist? Where are the locker rooms? Does this school have an activity center? Where is the cafeteria? Where is the field? Where is the men’s restroom? Does the school have a pool? Where’s the snack machine? Unit 5

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 MASL p. 177 Unit 5

What Year Are You? MASL Unit 5 Unit 5

p.180 Freshman Sophomore Junior Senior Unit 5

What year are you? p. 180 Unit 5

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. Carolyn (freshman) Kevin Miles (senior) Shane (junior) Tisha Leung (sophomore) Jon (freshman) Blanche (senior) Abby Fiore (don’t know) Darrel Jamison (junior) Brigitte Cowley (sophomore) Aaron (junior) Van Nguyen (senior) You (?) Unit 5

What Year are You? - Practice
DVD: What are You Studying? What Year are You? - Practice Write a translation of the dialogue and hand in. Discuss with classmates to make sure you understand. Unit 5

DVD: What are You Studying?
MASL text p. 179 – Signwriting and translation. Did you understand the video? A. Oh, I’m a senior. I’m taking English, math and government because I want to graduate. B. I’m a junior, taking ASL and economics. A. What year are you? Unit 5

Education MASL Unit 5 Unit 5

p.181 Elementary school Junior high school Middle school Unit 5

To forget p. 181 Unit 5

To remember p. 181 Unit 5

To think p. 181 Unit 5

To take (a class) p. 181 Unit 5

To major in p. 181 Unit 5

University p. 181 Unit 5

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

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

What do people tend to do during each level of education
What do people tend to do during each level of education? Include age range and likely activities. Education Level Suggested Topics Elementary school Middle school High school College / University 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 5

Signing Years MASL Unit 4 blue book, p. 86 Unit 5

Signing the Number for a Year
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. Years 2000 – 2009: Variation 1: Variation 2: I was born in 1967. This year is 2011. This year is 2011. Unit 5

Coursework MASL Unit 5 Unit 5

Art p.183 Unit 5

Automotive p. 183 Unit 5

p. 183 Science Biology Chemistry (initialized signs) Unit 5

Business p. 183 Unit 5

Computers (3 sign variations)
Laptop Unit 5

Drama, acting p. 183 Unit 5

Economics p. 183 Unit 5

Education p. 183 Unit 5

Engineering p. 183 Unit 5

English p. 183 Unit 5

Geography p. 183 Unit 5

Government p. 183 Unit 5

Physical Education p. 183 Unit 5

Health p. 183 Unit 5

History p. 183 Unit 5

Journalism, newspaper p. 183 Unit 5

Math Initialized Signs
p. 183, 188 Math Algebra Calculus Geometry Trigonometry Unit 5

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 5

Photography p. 183 Unit 5

Physics p. 183 Unit 5

Physiology p. 183 Unit 5

Sociology p. 183 Unit 5

Speech/Debate (lecture)
Unit 5

Teacher’s assistant p.184 Unit 5

Woodshop p.184 Unit 5

Yearbook p.184 Unit 5

In complete sentences, sign the following to a partner:
What classes are you taking right now? Use the Listing & Ordering Technique to list the courses. Include a comment about each course. Compare your course load with a partner’s. Who is taking the more difficult classes? The easiest? Ask your partner to list his or her top 3 favorite classes. Find out why they like these classes. Switch roles. Unit 5

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 5

What do you do in each class? Explain in a full sentence.
Unit 5

Skilled/Unskilled & Grades
MASL Unit 5 Unit 5

p.189 To be good at/skilled To be bad at/unskilled Unit 5

Letter grades p.191 A B C D F Unit 5

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 5

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 5

I think s/he’s a terrible actor. (No, s/he’s a very good actor)
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 5

Deaf Education Controversies & Gallaudet University
MASL Unit 5 Unit 5

Controversies in Deaf Education
MASL p. 186, 187 Speech School for the Deaf (institute) Oralism Sign One in a crowd Mainstreamed Unit 5

Gallaudet University p.190 Unit 5

Read & Take Notes MASL text p. 186-187, Focus, Deaf Education…
MASL text p. 190, Gallaudet University Unit 5

The Time Spot MASL Unit 5 Unit 5

Time, What time is it? (The time spot)
Eyes On ASL #12 One… Two… Three… Four… Five… Six… Seven… Eight… Nine… …o’clock Unit 5

Around (time) p.199 Around 10:00 Around 10:30 Around 12:00 Around 1:30
Unit 5

Hour p. 199 Unit 5

Half Hour p. 203 Unit 5

Noon p. 199 Unit 5

Midnight p. 199 Unit 5

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 Unit 5

Ask a partner what time it is
Ask a partner what time it is. Use the clocks to give the approximate or exact time. Unit 5

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

Beginnings & Endings MASL Unit 5 Unit 5

Alarm, bell p.201 Unit 5

To arrive (person) p. 201 Unit 5

To take off (person) p. 201 Unit 5

To arrive (plane) p. 201 Unit 5

To depart, takeoff (plane)
Unit 5

To finish, to be done p. 201 Unit 5

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 5

To start, begin p. 201 Unit 5

Train p. 201 Unit 5

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

The bus departs in 10 minutes. They’ll be here at noon.
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! I need to take off. The plane lands at 6:00. We got there at 9:00. She needs to get going. The train leaves at 2:45. They need to go. The bell rings at 7:15. The bus departs in 10 minutes. They’ll be here at noon. I’m going to hit the road. Unit 5

Ask a partner why he or she is late, following the example
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. I walk slowly. The bus was late. I had to see the nurse. I finished work late. My _______ class finished late. I had to go to the bathroom. I was chatting with a friend. I was looking for my book. The train was late. I wanted to finish eating. I left home late. There was a line in the cafeteria. Why did you get here late? Unit 5

Describe each picture in complete ASL sentences
Horror Movie starts at 7:30 Train station or airport? When do we land? Unit 5

Multiple Meanings MASL Unit 5 Unit 5

Multiple meanings or conceptually-accurate signing
To take something (literal) To take an opportunity (abstract) To take off (abstract) To take care of (abstract) To take a class (abstract) To take turns (abstract) Unit 5

Multiple meanings or conceptually-accurate signing
To break (literal) To break down, cry (abstract) To break up (abstract) To break down, analyze (abstract) To take a break (abstract) Unit 5

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

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. I’m running behind Broken heart _______________ _______________ Unit 5

Sentence Creation - Practice
Sentence Creation. Create a complete ASL sentence based on the prompts below. Example: 1 4 8:15 2:00 2 5 11:00 12:00 3 11:30 Our flight leaves at 10:00. Unit 5

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