1. Making Conversation: In the Classroom
Based on Master ASL, J. Zinza
© 2010 Natasha Escalada-Westland
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2. Explanation of Slide Color Scheme
White – vocabulary
Light blue – grammar
Lavender – warm up activity
Yellow – practice activity or game
Salmon pink – cultural information
Lime green – internet resource
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3. Making Conversation Unit Two Goals:
To ask for help and clarification in ASL
To engage in basic conversation on a variety of topics
To understand the cultural view of deafness
To improve familiarity with ASL grammar and structure
To learn and apply WH-signs and facial expressions
To understand iconic and non-iconic signs
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Based on Master ASL Level One by Jason Zinza

4. Counting 11-20
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5. Numbers
Follow this link to see a 1-20 number lesson on YouTube (uses alternate numbering style for 16-19)
Vertical Drills. Develop speed and accuracy for each set of numbers. Develop speed and accuracy for each column of numbers. Start slightly higher than normal and move your hand down as you sign each number. 1 11 20 15 14 13 2 9 12 10 18 20 3 8 7 17 18 19 4 5 10 11 20 5 19 15 16 8 4 6 11 12 13 14 15 7 17 18 16 20 1 8 6 16 18 13
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6. None
Zero
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7. “A Little Advice”
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8. Book
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9. Desk, table
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10. Pen, pencil
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11. to Need, Have to
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12. Must, have to, imperative
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13. Sure, true, really
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14. Warning
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15. to Get better, improve
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16. to Get worse, worsen, decline
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17. to Grab, take an opportunity

18. Important, valuable
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19. Restaurant
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20. Enjoy, pleasure, please
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21. “My Advice” Watch the narrative titled My Advice on the student DVD
“My Advice” Watch the narrative titled My Advice on the student DVD. Respond to the questions below. Sign with others in the class to help answer the questions correctly.
What does the signer say about practice?
What happens if you don’t practice your ASL?
What suggestions does the signer give about practicing?
Give an example of three non-manual signals used.
What question does the signer ask?
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22. A Little Advice
My Advice – Unit 2
ASL students are often eager to practice ASL with Deaf people, who are generally willing to say hello to students. However, there is a time and place for ASL tutorials so be respectful and use common sense. A frequent experience is an ASL student approaching a couple dining in a restaurant and starting a conversation out of the blue!
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23. Unit 2
List 1

24. Helpful signs
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25. to Mean, meaning
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26. What does it mean?
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27. to Explain
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28. Explain it again.
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29. to be Clear
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30. Excuse me Tip – Don’t add the sign me to excuse me, it’s redundant.
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31. Not, don’t, doesn’t
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32. to be Unclear, vague
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33. Right, correct
Wrong, incorrect
What’s wrong?

34. Thank you
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35. You’re welcome
ASL Tip – Just nod to acknowledge being thanked. There is no separate sign for this concept.
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36. Asking for Help. Sign the phrases below with a partner
Asking for Help. Sign the phrases below with a partner. Your partner answers using the sentence in parentheses.
Excuse me. Do you mind helping me? (Sure! What’s wrong?)
What does _____ [pick a sign] mean? (_____ means _____ [explain])
I don’t understand. It’s unclear (vague). (Can I help you?)
Is that clear? (No, please explain it again.)
Am I right? (No, you’re wrong.)
Please give me the paper today. (No, not today. Tomorrow.)
Look at him/her. (Who?)
Thank you! (You’re welcome)
Example:

37. Directionality: Verbs that show who or where
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38. Directionality
MASL p. 40
The meanings of some signs in ASL change depending on the way the signs are moved. For example, the sign help can mean I help you or You help me if the movement is towards the signer or someone else. This feature of ASL is called directionality. You need to memorize which ASL signs are directional to use them correctly. Here’s a hint: If you want to sign something being done to, for, or with you, then the sign tends to be directional.
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39. to Give to – DV to you to me DV = directional verb to all of you
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40. to Help - DV
to you
to me
to all of you
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41. to Move (an object) - DV
right
left
towards me
away from me
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42. to Tell, announce - DV
to you
to me
to all of you
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43. to Ask, inquire - DV
ask you
ask me
ask everyone
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44. to Show, demonstrate - DV
to me
to you
to all of you
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45. to Bring, carry - DV
to me, here
To the right, over there
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46. to Look at, watch -DV Look at me Make eye contact
Look away, break eye contact
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47. Unit 2
List 2, p. 1

48. Unit 2
List 2, p. 2

49. Directionality. Use the correct form of help, tell and ask in each sentence.
Please help me That’s fine, ask me.
I can help you He/she asks her/him.
He/she can help you Ask each person.
Help us Ask them all.
Help them Ask us.
You help ____.
I tell you.
Please tell me.
I announced it.
Would you mind telling them?
FYI – You don’t need to add me when using directionality. It’s already included in the sign.
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50. Please give her the book. Can you give me a pencil?
Using directionality. The signs give to, help, move, tell, show, ask and bring are directional. First, watch the examples. Then figure out how the signs should be altered in each sentence?
Help me move the table.
Please give her the book.
Can you give me a pencil?
I need to give you my pen.
Move the desk over there.
Grammar Tip – Make a more understandable sentence by naming an object before telling how to act on or with it.
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51. The WH?-Face
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52. The WH-Face (complex questions)
p. 42 MASL
Knowing how to ask for help is important in any language. In ASL, two key phrases are mean what and explain again. Both phrases use a specific non-manual signal called the WH-Face that resembles the simple (Yes/No) Question Face Use the WH question face when you are uncertain, unclear, or asking a question using signs for who, what, where, when, why, etc.
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53. Question Faces
Practice the phrases with a partner. How is the WH-Face made?
What does it mean? 3. What’s your name?
Explain it again? 4. I don’t understand.
Faces. Decide whether the Yes/No Question Face or the WH-Face, or a neutral face best matches the sentence, and sign it to a partner. When done, switch roles and repeat the exercise.
Is his name Todd? 4. No, I don’t understand.
What’s your name? 5. Do you mind helping me?
Do you understand? 6. What does it mean? Can you explain it again?
Asking questions. Work with a partner and create four sentences using the WH-Face and Yes/No Question Face. What differences do the faces show?
Before you leave today, each partner in a pair must sign one and one sentence to the instructor with the correct facial expression.
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54. Asking
Asking questions. Ask a partner the following questions in ASL. When done, switch roles an repeat. Remember to answer questions in a complete sentence.
Are you learning ASL? 6. Do you want to meet tomorrow?
Do you understand me? 7. Are you sitting down?
Do you mind opening the door? 8. Are you going to school today?
I’m tired. Are you? What’s for homework?
Who is that? What does it mean?
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55. I Have a Question (What does it mean?)
Comprehension. Answer the comprehension questions.
What sign didn’t Kris understand?
How does Marc explain the sign?
What can’t Kris do?
Translate each person’s farewell.
MASL p. 40
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56. I Don’t Understand
p. 43 MASL
Watch Marc and Kris sign the dialogue. What did they say?
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57. Dialogue about sign meanings.
Dialogue. Create a dialogue with a partner in which an ASL student asks someone to explain what a sign means. Use complete ASL sentences and non-manual signals.
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58. Numbers
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59. Numbers 21-30
Vertical Drills. Develop speed and accuracy for each set of numbers. Develop speed and accuracy for each column of numbers. Start slightly higher than normal and move your hand down as you sign each number. 1 11 20 15 14 13 2 9 12 10 18 20 3 8 7 17 18 19 4 5 10 11 20 5 19 15 16 8 4 6 11 12 13 14 15 7 17 18 16 20 1 8 6 16 18 13
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60. Gestural and Iconic Signs
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61. Iconic and Gestural Signs
Because ASL uses some gestures, people often think ASL is a simple compilation of gestures. Using gestures does not make ASL any less of a language than English, which also uses gestures. Can you think of gestures or signs that ASL and English have in common?
Some signs resemble the meaning behind the sign (like book). These are called iconic signs, but most signs are not iconic.
English also uses a concept like iconicity called onomatopoeia when English words resemble the sound they represent. English speakers use words like oink-oink or cock-a-doodle-doo.
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62. Gestures

63. Don’t do that
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64. What other American cultural gestures can you think of
What other American cultural gestures can you think of? Do you know any gestures from other cultures?
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65. Iconic Signs

66. Tree
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67. Door
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68. to Open (door)
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69. Some hand gestures from around the world
Mexico:
Phillipines, Indonesia, Australia, and Brazil:
Italian

70. to Close (door)
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71. (Electric) light
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72. to Turn off lights
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73. to Turn on lights
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74. to Stand
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75. to Stand up, get up
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76. to Jump
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77. to Sit
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78. Abstract Signs

79. Mother
Father

80. Music
Computer

81. Explain in a complete ASL sentence what you see in the illustration.
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82. Activities
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83. Home
House
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84. to Walk to, walk
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85. Party
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86. to Read
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87. to Sleep
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88. Yes or no? Your partner will respond affirmatively or negatively to the question asked based on the illustration. When done, switch roles and repeat the exercise. Remember to respond in a full sentence.
Is he walking home?
Are they walking?
Is the light on?
Is the book open?
Is she reading?
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89. Unit 2
List 3

90. In the Classroom
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91. to Correct, to grade
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92. to Erase (a board)
to Erase (on paper)
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93. Paper
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94. to Spot, notice, spy
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95. to Study
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96. Student
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97. Teacher
OMG… Where’s my SmartBoard?
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98. Test, exam
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99. to Write
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100. Gender-Related Signs
Man
Woman
Boy
Girl
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101. Write your name on the board, then erase it. Open or close the door
Giving requests. Ask a partner to do three specific tasks using vocabulary you’ve learned so far. Some ideas are provided below for you. When done, switch roles and have your partner ask three different tasks.
Write your name on the board, then erase it.
Open or close the door
Stand up or sit down.
Move your desk.
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102. What’s in your environment
What’s in your environment? Use the sign notice to tell a partner at least 5 things, colors, or activities you see in the classroom.

103. Practice each facial expression
Practice each facial expression. Have a partner guess which expression you are attempting. Use body posture and gestures to get the message across.
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104. Sign each sentence to a partner, who will respond with the information in bold. Switch roles and repeat when done.
Do you want a test today? (No, we want a test tomorrow.)
Do you know the ASL teacher’s name? (Yes, it’s _____.)
Are you an ASL student? (Yes, I’m learning ASL.)
I’m not an ASL student. (No, you are the ASL teacher.)
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105. Visual Devices and Communications
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106. Visual Signaling Devices
Vibrating and flashing clock alarms
Doorbell or phone strobes or lights
Flashing smoke and CO2 detectors
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107. Visual Communication Devices & Content
Mobile text devices (aka cell phones)
TTYs
TV & movie captioning - or
Videophones and video relay service
Web captioning -
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108. Fingerspelling Rules
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109. Fingerspelling, When should I use it?
Fingerspelling is generally used in specific instances:
1. first, last and middle names;
2. names of places (cities, states, stores);
3. titles of movies and books;
4. certain foods
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110. Deafness and Deaf Culture
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111. What is deafness? American Heritage Dictionary’s definition: deaf
adj. -Partially or completely lacking in a sense of hearing.
-Unwilling or refusing to listen; heedless: was deaf to our objections.
Deaf
– The community of deaf people who use American Sign Language as a primary means of communication. Used with the, as in the Deaf.
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112. The Cultural Model, or “Who is Deaf?”
Common unifying trait is deafness and the use of ASL.
The Deaf do not feel the need to be fixed or cured.
The Deaf World (culture) is visually based and often has a different perspective of “normal” than hearing people.
Celebrate deafness as a fulfilling way of life.
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113. The Pathological or Medical Model, or “Who is deaf?”
Emphasis is on a cure
Tries to make deaf people “normal”
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114. Draw separate circles around the structures of the outer, middle and innner ear and label them correctly. Indicate the form of energy sound takes in each part of the ear.
auricle or
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115. Days of the Week
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116. Days of the Week
Grammar Tip: Don’t sign or fingerspell the English word “on” in ASL sentences involving dates. Use the face instead.
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117. Time Comes First In a Sentence
Signs that show when something happened, such as a day of the week, come first in a sentence.
Eyes on ASL #5
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118. Making Conversation
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119. to Eat, food
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120. to be Hungry
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121. to be Ready
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122. Restaurant
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123. With
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124. More Activities
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125. To chat/sign, hang out
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126. What are you doing? What did you do? What do you do?
Accent Tip: Use the face each time you ask questions with this sign.
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127. to Do errands, chores
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128. To enjoy, have fun, pleasure
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129. To kick back, take it easy
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130. Church
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131. Mosque (fingerspell)
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132. Temple
p. 59
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133. Synagogue
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134. To play sports
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135. Using the picture cues, explain what someone did each day
Using the picture cues, explain what someone did each day. Use deixis (pointing) to indicate who is doing the activity.
Monday
Tuesday
Wednesday
I guess he’s not here…
Thursday
Friday
Saturday
Sunday
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136. Activities. Use the vocabulary below to ask a partner what he or she does on a particular day. Follow the example.
Signer A:
Signer B:
Monday Later
Tuesday Today
Wednesday Yesterday
Thursday
Friday
Saturday
Sunday
Morning
Afternoon
Evening
Tomorrow
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137. Practice the Signed Question Mark
Use to emphasize that a question has been asked and that the signer expects a response.
Does not replace the question face.
It is a type of closing signal.
Often used to ask general questions to more than one individual
Informal, used between friends
Practice the Signed Question Mark
Are you hungry? Are you all ready?
Do you want to go to a restaurant? 5. Can you all see me?
Do you want to go with me? 6. Do you want to go home?
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138. When?
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139. Day
Variation 2
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140. Every day
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141. Umm, uh, well… (gestural)
Use this gesture (hold your hands up) when you are thinking of what to sign next.
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142. Week
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143. Weekend
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144. to Work, job
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145. Water, water fountain
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146. What do you do? Time first!!!
Dialogue. Remember that when signs come first in a sentence. Practice signing the dialogue below with a partner.
Student A What do you do on the weekend?
Student B On Saturday, I kick back and study. I work on Sundays. What do you do?
Student A I don’t work on the weekend. I enjoy going to the movies with friends.
Student B I like going to the movies. Do you want to go on Friday?
Student A Sure!
Create complete sentences for each vocabulary word.
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147. Weekend activities. Find out three things a partner does on the weekend, using the ideas below to help you. Prepare to explain what you learn about each other to your classmates.
go to the movies work
go to a party eat in a restaurant
sleep hang out with friends
read play sports
chat with friends study
kick back practice ASL
Reminder: Don’t forget to raise your eyebrows on the “time indicator” sign.
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148. When do you…? Sign each sentence in ASL, then again, making the changes indicated.
I practice ASL on Monday. (every day)
We go to school on Saturday and Sunday. (don’t go)
He works Tuesday and Thursday morning. (afternoon)
She goes to the mosque on Wednesday. (Friday)
They study every day. (don’t study)
Grammar Tip – “And” is shown by starting your signing slightly to one side then shifting to the other side for showing “this and that”.
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149. This weekend, I… Select appropriate vocabulary from the Unit 2 PowerPoint to complete each sentence using SignWriting. 1 2 3 4 ? ? ? ? ?
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150. Comprehension: My Routine
Based on the video, what does Kris do? Complete the following sentences in ASL. Don’t forget, signs that show when something happened come first in a sentence.
On Thursday, Kris… 6. On Friday, she…
Kris does homework on… 7. Kris chats on…
She works on… On Sunday, Kris…
Every day, Kris… She doesn’t work on…
Kris hangs out with…
Comparison. What do you and Kris do differently? Shift your signing to explain in ASL how your routines are not the same.
On Sunday, Kris _________ but I__________
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151. Answer Key to “My Routine”
On Thursday, Kris… works
Kris does homework on… Sunday
She works on… Thursday, Friday
Every day, Kris… goes to school
Kris hangs out with… friends
On Friday, she… works
Kris chats on… Saturday
On Sunday, Kris… studies/does homework
She doesn’t work on… Sat, Sun, M, T, W

152. ‘WH’ (complex) Questions
who, what, where, when, which, why, how, how much, how many, etc…

153. The WH-Signs
Eyes on ASL #6
Unlike English sentences, most WH-signs don’t occur at the beginning of a sentence, but near or at the end.
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154. Who
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155. What
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156. When
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157. Where
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158. Why
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159. Which
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160. What or who is it? Ask a partner about the illustration in complete sentences. Remember that the “WH” sign comes last. 1 2 3 4 5 6 7 8
1. church 2. pencil 3. desk/chair 4. books 5. Cher 6. MLK 7. Elvis 8. Obama
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161. Using WH-signs Ask a partner to respond to the question you ask
Using WH-signs Ask a partner to respond to the question you ask. Make sure you use the WH-Face. Switch roles and repeat the exercise when done. 1 2 3 4
Who is that student?
Where are you sitting?
When is class over?
What are you studying?
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162. Responding to WH-questions. A partner will ask you each a question
Responding to WH-questions. A partner will ask you each a question. Respond in a complete sentence. When done, switch roles and repeat. 1 2 3 4
Whose sign language is improving?
Where are they learning ASL?
Do you want a test today or tomorrow?
What does a student need to do if their sign skills deteriorating?

163. Making conversation. Ask a partner the following questions in ASL
Making conversation. Ask a partner the following questions in ASL. Respond in a complete sentence using the information in parentheses.
Where are you going? (home)
What are their names? (?,?)
Do you want the door open or closed? (open)
Why is practice important? (I want to get better)
You play sports every day? (No, Tuesday, Thursday)
What’s on the test? (I don’t know)
Ask him what’s on the test. (He knows)
What’s your ASL teacher’s name? (?)
When do you work? (Monday)
What are you doing tomorrow? (Nothing)
Asking questions. Work with a partner to ask and answer five WH-Sign questions. When done, create a dialogue using the questions.
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164. Gloss the following sentences, then sign them.
Whose sign language is improving?
If a student’s sign skills are deteriorating what should they do?
Where are they learning ASL?
Do you want a test today or tomorrow?

165. Weekend Plans Dialogue Rubric
Names: 2 3 4 5
Greetings
Ask what someone is doing on the weekend
Tell at least 4 things you will do over the weekend
Switch roles
Farewells
3 or more elements missing
2 elements missing
1 element missing
All elements present
Non Manual Signals
Few or no NMS
Some correct NMS
Many correct NMS
NMS present throughout with correct timing
Sign Production (HOLM)
3 or more incorrect signs
2 incorrect signs
1 incorrect sign
All signs produced correctly
Fluency / Smoothness of signing
Very halting, many unnatural pauses
Somewhat halting, several unnatural pauses
Mostly smooth, little hesitancy
No hesitancy, very smooth
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166. Deaf History (A Series of Helpful References)
- a brief overview of some highlights of the history of deafness
- in depth links to many aspects of deafness throughout history
– detailed timeline of the history of deafness, with many good details of deaf history in North America
Movie - “Through Deaf Eyes”
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167. Higher Order Thinking
The questions you ask yourself after learning or experiencing something new are important
Most of the time, what you are asked to focus on in school are lower level thinking questions
In the world outside of school, most real situations are improved or solved due to higher-order thinking.
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168. Thinking Questions Lower Order Higher Order Application: Knowledge:
· "What is...?"
· "How would I describe...?"
· "Why did...?
· "How would I show...?"
Comprehension: 
· "What facts or ideas show...?"
· "How would I compare...?"
· "How would I classify...?
· "Can I explain what is happening...?"
Application:
· "What would result if...?"
· "What facts would I select to show...?"
· "What approach would I use to...?"
· "How would I use...?"
Analysis:
· "What inference can I make...?"
· "What is the relationship between...?"
· "What evidence can I find...?"
· "What things justify...?"
Synthesis: 
· "What could be changed to improve...?"
· "How would I test...?"
· "What way would I design...?"
· "What outcome would I predict for...?"
Evaluation:
· "How could I select...?"
· "How could I prove...?"
· "How would I prioritize...?"
· "What information would I use to support...?"
Adapted from -
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169. Unit 2 Review – part 1
Explain how the rules for time related signs and WH-signs affect sentence structure in ASL. With that in mind, how does ASL differ from English sentence structure? In your own words, write an explanation of the sentence structure rules and use them to explain the concept to another ASL student.
Give three examples of signs that are iconic. Give three examples of signs that are not iconic.
You are going to meet several Deaf people at a party Friday night. What questions can you ask to learn more about the people you talk with? Make a list of questions and answers and practice signing them with a partner. Keep the following topics in mind:
Exchange names.
Explaining where you are learning ASL and if your teacher is Deaf or hearing.
Favorite TV shows and movies.
Favorite activities.
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170. Unit 2 Review – part 2 Can you:
What is the difference between these non-manual signals? Create five sentences using these non-manual signals correctly.
Can you:
Ask for help and clarification?
Use closing signals correctly?
Understand and use directional signs (ask, help…)?
Recognize and understand non-manual signals?
Use the WH-Face and Yes/No question face correctly?
Use time related signs in the correct order?
Use WH-signs in a conversation?
Sign a short conversation clearly?
Understand a short conversation?
Tell a brief story using a classifier?
Use and understand number signs 1-30 correctly?
Use possessive signs and deixis correctly?
Ask someone about this or that in ASL?
Ask or tell someone about this and that in ASL?
Use eye gaze, pauses, and sign order for time signs and WH-signs correctly?
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171. Unit 2 Review – part 3
Identify and correct any errors in the signed sentences on p in part C of the Unit 2 review pages. Explain to a partner or a friend why the errors are wrong and how to fix them.
Be able to define, describe and / or compare:
Deaf culture and the deaf community
A cultural vs. a pathological view of deafness (big D, little d)
Devices and services that provide access for the D/deaf
Parts of the ear
How hearing works
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172. Spell it / Sign it Lines
Using your red books, students line up in lines of about 5 each, facing each other. One line is the spelling line, spelling vocabulary from the Units you have studied in the book. You can use the book. Have it out on the desk you are standing by. The other line is the reading line. Reading line people get 2 chances to read the spelling line’s fingerspelling and then sign a correct ASL translation of the spelled word. If the reader can’t sign a correct translation for any reason then he/she must move to the end of the line (towards the back of the room). Players move up a space as other players are sent to the back of the line. After about 3 min., the reading line becomes the spelling line and vice versa.
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