Unit 1

Welcome!

Based on Master ASL, J. Zinza

© 2010 Natasha Escalada-Westland

Unit 1

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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Welcome! - Unit 1Goals• Employ strategies for functioning in a visual

environment• Exhibit proper ASL fingerspelling technique• Use proper greetings and farewells in ASL• Give examples of basic ASL sentence structure• Interact appropriately with Deaf people• Identify correct facial expressions and non-

manual signals, and other sign parameters• List the parameters of sign and of SignWriting

Sources: Master ASL 1, Signing Naturally 1, Learning American Sign Language 1, ASL1 Handbook – PCC, SignWriting.org

Unit 1

Names and Fingerspelling

Welcome! Fold a piece of paper lengthwise and write your first name and last initial large enough to be seen across the room. On the back, draw a simple picture that describes something unique about you or shows something you enjoy (keep it appropriate, please!) Be prepared to act out or describe in mime the picture you draw.

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Fingerspelling Dos and Don’ts

• http://www.youtube.com/watch?v=pDfnf96qz_4

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To be called, named

The symbols used in these slides are SignWriting. The symbols are based on the parameters of sign and can help you read and remember how to form a sign.

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As in: last name or last in line

Last, finalMASL p. 10

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What’s your name?MASL p. 9

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to LikeMASL p. 29

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Who?p. 64

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Practice - Names

2. Ask someone else to tell you the names of at least 5 other people in class. Again, repeat the spelling of the names to make sure you have it right.

1. Ask as many students as you can in 2 minutes to tell you their names. After each person spells their name to you, repeat it back to make sure you understand it.

3. Show how would you sign the following in ASL.

a. She is…

b. My name is…

c. He’s…

d. I’m _______, he’s _______

e. His name is…

f. Her name is…

Unit 1

Greetings and Responses

Warm Up:

•Practice remembering and spelling each other’s names and describing their “like” drawing. Alone or with a partner, try to spell and act out as many different names and likes as you can for at least 3 - 5 min.

•I’ll be spelling your name to take attendance and handing out the name cards. Have someone practice spelling your name to you several times so you’ll know when to come get your card!

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Hello! MASL p. 4

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HiMASL p. 4

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What’s up?MASL p. 4

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How are you?

Jim Borgman

MASL p. 4

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I’m fine.MASL p. 4

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to be Good, wellMASL p. 5

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to be HappyMASL p. 5

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to be TiredMASL p. 5

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So-so

more positive

more negative

http://blog.nbc.com/ross_blog/Louise%20Ho%20Hum.jpg

MASL p. 5

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to be Mad, angryMASL p. 26

Grumpy

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to be BusyMASL p. 5

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to be ConfusedMASL p. 5

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SleepyMASL p. 5

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Nothing, not muchMASL p. 5

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Same old, the usualMASL p. 5

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Practice - Greetings1. Hello! Exchange greetings with a classmate and ask how he or she is doing.

2. How are you? Ask a partner to tell you how another classmate is doing.

How is he/she? He/she is happy.

3. Greetings. Look at the list of people in italics. Would you use What’s up? Or How are you? to greet them?

1. An acquaintance

2. Parents

3. A customer at work

4. Your ASL partner

5. Your ASL teacher

6. grandmother

7. Buddy

8. Little brother

9. School Administrator

Groups of 3 or 4

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Counting 1-10

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Numbers

1 2 3 4 5 6 7 8 9 10

FYI – Numbers 1-5 always face the signer unless signing:

Addresses

Telephone numbers

A series of numbers in a group

Unit 1 List 1

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How many? (How much)

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Deixis and Pronouns

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Deixis, conjugating the verb: “To Be”, p. 6

I am, me

In ASL, pointing is not considered rude or impolite, it is just a logical feature of a visual language. Using the index finger to point is called deixis. To refer to a person or thing that is not visible or present, point to a space in front of you and keep signing.

You are You are (plural) He, she, it is

They are We are

MASL p. 6

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Deixis – Why point twice?

Pointing back to yourself or the person you’re talking about shows completion of a train of thought. This allows somebody else to begin signing without interrupting you. Using deixis (pointing) at the end of a sentence is called a closing signal. Closing signals are especially important when asking questions using aYes/No question face or a WH question face.

Remember to use a closing signal when:

– Making a statement or comment about yourself or somebody else.

– Asking a question.

MASL: Eyes on ASL #2, p. 8

Unit 1

Practice – Responses to greetings

How is everybody? Sign each sentence in ASL following the example. Use deixis as needed.

1. They are busy.

2. She is happy.

3. I am confused.

4. We are happy.

4. She’s good.

5. I’m sleepy.

6. It’s so-so.

7. He’s fine.

I’m not too bad. FYI – Don’t forget to point back to the person to end your sentence.

Unit 1

More Greetings

Warm Up:

1. Use the MASL text book to review the “Greetings and Responses” signs, p. 4-5, on your own. Be ready to respond to someone signing “How are you”.

2. When finished, read “Accent Steps” on p. 2 of the blue book, then do activity #3.

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MorningMASL p. 7

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AfternoonMASL p. 7

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Evening, night

MASL p. 7

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More Greetings

+

Good morning afternoon night+

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Greetings – Time of Day

1. Greetings. Greet your classmates using 2 or 3 different forms of greeting. Answer back with at least 5 different responses.

3. Dialogue. Work with a partner to sign a dialogue using vocabulary you’ve learned.

2. What time of day is it? Is it afternoon, evening or morning in each illustration?

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Maintaining Eye Contact

Eye contactHold on, just a minute, wait Look at me!

Pay attention, focus

Look away, lose eye contact

MASL: Eyes on ASL #1, p. 8

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What’s for homework?Internet resources

1. Receptive fingerspelling practice - http://asl.ms/

2. Online ASL dictionaries – • http://lifeprint.com• http://www.signingsavvy.com/• http://aslbrowser.commtechlab.msu.e du/browser.htm• http://www.signwriting.org/

3. Fingerspelling lesson -• http://www.youtube.com/watch?v=pDfnf96qz_4

4. Class website –• www.westlandasl.com

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What’s for homework?School Resources

1. Homework– Use your MASL DVD at home to study vocabulary

2. School Library – There are a few reference copies of the text book in the library

3. Fluent signers – We are lucky to live in the same town as the School for the Deaf (ASD). You may see many people around town signing. Make friends and maybe they’ll want to chat with you!

Quite a few Deaf students go to Tucson schools as well. If you have friends or relatives at Tucson High, Miles School or any other public school, ask them if they know any deaf people or if they have learned some ASL.

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More Introductions

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Deaf Culture - Introductions• Often Deaf people will use both their first and last names

during an introduction and tell where they went to school. This helps establish connections within the Deaf community, perhaps through mutual friends or relatives.

• Deaf people tend to introduce hearing people by stating that they are hearing, and adding if they know or are learning sign. This helps reduce cultural misunderstandings.

• It is culturally appropriate to shake hands when meeting new people. Like hearing people, Deaf friends often hug as greeting or when saying good-bye.

MASL p. 11

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DeafMASL p. 12

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Hard of Hearing(often called hearing impaired by the

hearing community)

MASL p. 12

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Hearing (person), p.12

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FriendMASL p. 12

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to IntroduceMASL p. 12

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to MeetMASL p. 12

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My, mine, p.12

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NiceMASL p. 12

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WantMASL p. 12

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Nice to meet you.MASL p. 12

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I want to introduce my friend

I want to introduce my friend.

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Famous Deaf People

First Deaf, Jamaican-American,

woman lawyer

Famous sculptor

Douglas Tilden

Dr. Claudia L. Gordon, ESQ

George Veditz

Dame Evelyn Glennie

Annie Jump Cannon Marlee Matlin

Laurent Clerc Curtis Pride

First astronomerto methodicallyclassify the stars

Unit 1

Comprehension Activity, p. 13

1. Introducing a Friend – DVD Dialogue. Watch the dialogue until you can answer the comprehension questions below.

2. Comprehension. Answer each question in ASL.1. Who is Deaf? Who is hearing?2. Is Lisa a friend of Kris or Sean?3. Who introduced Lisa?

3. Sign the dialogue with a partner.

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Practice Introductions1. Classroom introductions. Introduce two classmates to each

other.

2. Introductions. Sign the following dialogues in pairs or groups of three as needed. Use deixis to sign “this”.

Dialogue 1

Student A. Hi! How are you?

Student B. I’m fine. How are you?

Student A. I’m good. I’m _____ ____. I’m Deaf.

Student B. Hi, my name is _____ ____. I’m hearing.

Dialogue 2

Student A. What’s up? How are you?

Student B. I’m busy. How are you?

Student A. Same old. I want you to meet my friend _____.

Student B. Hi, _____. How are you?

Student C. I’m fine. Nice to meet you.

FYI – Use deixis instead of the sign my when signing “My name is…”

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Things to Know About ASL

Unit 1

The Five Parameters of ASL

• Handshape (home / Deaf)

• Orientation (name / chair)

• Location (summer / ugly / dry)

• Movement (chair / train)

• Expression - often called

Non Manual Signals or NMS (Yes I am. / No I’m not.)

fine mother father deer

eat

walk fall down

Eat it? Don’t eat.

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The Sign Space

• Most signs are made inside the sign space

• It is uncomfortable to sign outside the sign space

http://cs.gmu.edu/~jallbeck/research.html

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The Fingerspelling Space

• Try to communicate in other ways before using fingerspelling.

• Fingerspelling is for names and proper nouns.

• Left handed sign left, right handed sign right. Use your dominant hand.

www.westwoodasl.com

Unit 1

ASL Grammar and Syntax Differences – Where did all the words go?

• Subject, object and articles are often included in the movement of a signed sentence

Thank you. I am

named

Sam

I am

going (to a location)

He/she is

coming here

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ASL Facial Expressions = Spoken Tone of Voice

•Make tone, emotion and intent visible

•Have grammatical meaning – and can be called Non Manual Signals

•Are often as important or more important for understanding than the signs themselves

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Precision is Important

summer

ugly

dry

•Sloppy signing is like mumbling

•Imprecise handshapes, movements and placement can drastically affect meaning

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ASL is NOT English

• Learn to think in pictures• DON’T match signs to single English words• DO match signs to meanings or ideas• DON’T mouth English words when you sign,

your ASL word order will be incorrect• Other forms of signing (SEE, PSE) are not

ASL

Unit 1

Multiple English Meanings

1. Can you figure out which sign matches each sentence?

1. Please get the book…2. Please get him…3. I get it now…4. I get tired…5. I got home…6. I’ve got it right here…

To understand To have To arrive

To get something To become Shoulder tap

ASL Tip: Watch the signer’s face and hands simultaneously. Don’t just stare at the hands.

Unit 1

Practice – “Little Words”

1. Little words. Sign each phrase or sentence in ASL

1. She is happy.2. My name is _____.3. He wants to learn ASL.4. They are busy.5. _____ is named _____.6. We are _____.

2. More little words. Work with a partner to develop several signed sentences of your own similar to those in Part 1.

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Making Conversation&

Asking Simple Questions

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American Sign LanguageMASL p. 17

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to Sign, sign languageMASL p. 17

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Bathroom / ToiletMASL p. 17

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to Go toMASL p. 17

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to LearnMASL p. 17

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Again, repeatMASL p. 17

Unit 1 List 2

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Slow, slow down*local sign*

common

Tucson, Phoenix

MASL p. 17

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Thank youMASL p. 17

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NoMASL p. 17

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YesMASL p. 17

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PleaseMASL p. 17

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The Yes/No Question Face

The Question Maker

Raising your eyebrows forms a Yes/No Question face. This expression shows that you are asking a question that receives a yes or no answer. In the example, note that the signs stay exactly the same while only the facial expression differs.

Question – Are you Deaf? Statement – He’s Deaf.

MASL p. 15

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No One Word Answers -

1. Questions. Use a Yes/No Question face with the vocabulary below to make a complete sentence.

2. Responses. Use the signs yes or no in response to the same questions in Part 1.

Eyes on ASL #3 – no one word answers

meet hard of hearing hearing Deaf

FYI – Slowly shake your head at the beginning sentences starting with no.

MASL p. 10

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Conversation

1. Complete the sentence using appropriate vocabulary, and sign it to a classmate. Repeat when done.

1. Hello my name is _____. I’m learning _____.2. What is _____ name? Are you Deaf?3. Please _____ slowly.4. I want to meet _____. What is your name?5. I’m hearing. Are you?

Accent Tip - When you use deixis, look towards the area you’re pointing to. This is called eye gaze and helps “hold” that location for the person or thing you’re signing about.

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Conversation

1. Fill in the blanks with appropriate vocabulary and sign it to a classmate. Repeat when done.

1. Hi, what’s up? Nice _________ you.2. Are you _____?3. _____ hearing. _____ learning ASL.4. Please _____ again.5. I _____ learn sign language.

2. Dialogue. Create a dialogue with a partner using vocabulary you’ve learned.

Accent Tip - When you use deixis, look towards the area you’re pointing to. This is called eye gaze and helps “hold” that location for the person or thing you’re signing about.

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Introducing Yourself

1. Community. You are about to attend your first Deaf event. Practice how you would introduce yourself and explain you are learning ASL.

2. See next page for examples.

Accent Tip – Remember, don’t mouth English words as you sign. There are specific mouth movements in ASL called Non-manual Signals but these do not correlate to English or English grammar. The less English you mouth, the more ASL your sentences will become!

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CompareSign each sentence, then translate into English. What differences do you

see between ASL and English?

…Hi, my name is…

I’m hearing and learning sign.What’s your name?

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• Language Differences. Practice signing each sentence. When done, translate them into written English. What differences do you see between ASL and English?

CompareSign each sentence, then translate into English. What differences do you

see between ASL and English?

Hi, what’s up?S/he’s deaf and s/he’s hearing. Hi, I’m learning ASL. Please, again

slowly.

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Questions -

• Asking questions. Use the Yes/No Question face to ask a partner several questions. Be sure to respond in a complete sentence, including a closing signal. When done, switch roles and repeat the exercise.

1. Are you learning sign language?2. Are you hearing?3. Do you want to learn ASL?4. Do you want to meet my friend?5. Good morning. How are you?

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Questions -

• Correcting information. Work with a partner and ask him or her each question. Your partner will respond according to the information in bold. Switch roles and repeat.

1. Is he/she paying attention? (Yes, he/she is paying attention.)

2. Are you sick? (No, I’m fine.)3. Do they want to learn ASL? (Yes, they want to

learn sign langauge.)4. Are you sleepy? (Yes, I am sleepy.)5. Are you Deaf? (No, I am hearing.)

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Farewells

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Good-byeMASL p. 20

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LaterMASL p. 20

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TomorrowMASL p. 20

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Me too, same here

MASL p. 20

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to See, see youMASL p. 20

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See you laterMASL p. 20

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See you tomorrow

MASL p. 20

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Take careMASL p. 20

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Practice Farewells1. Farewells. Practice signing each goodbye with your classmates. When will you

see them again?

2. Dialogue. Create a dialogue with a partner that includes greetings, introductions, and farewells.

3. Conversation. Practice each sentence below with the signs from the vocabulary section: “Goodbye. Nice to meet you.”; “Same here. See you later.”; “Take care.”; “Thank you, see you tomorrow.”; “You want to meet us tomorrow?”

Person 1 Person 2 Person 2Person 1

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Signing with Facial Expressions

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Facial Expressions are Non-Manual Signals (NMS)

Facial expressions can change the base meaning of a sign:

scarednot scared horrified

fear

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Non-Manual Signals (NMS)

Examples: •She likes ice cream.

•Does she like ice cream?

•I’m happy!

•I’m happy (sarcasm).

Non Manual Signals can convey your “tone of voice”:

You don’t need a separate sign for don’t or not. Just use the head shake while signing the sentence.

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Facial Expressions & Non-Manual Signals (NMS)

Examples:

•Large - cha

•Medium - mm

•Small - oo

NMS can function as adjectives and adverbs:

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Mad, Angry

Grumpy

MASL p. 26

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Blank face, no expression

MASL p. 26

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Bored, boringMASL p. 26

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to be ExcitedMASL p. 26

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Facial expressions

MASL p. 26

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to be SadMASL p. 26

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to be SickMASL p. 26

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to be Scared, afraid

MASL p. 26

Unit 1 List 3

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Practice Non-Manual Signals

1. Comparisons. Use the correct sign with various facial expressions to show the difference between each meaning.

1. I’m afraid….afraid….terrified. 2. I’m sad….sad….terribly sad.3. I’m busy….busy….overwhelmed. 4. I’m tired….tired….exhausted.5. I’m bored….bored….incredibly bored. 6. I’m not excited….excited….enthusiastic.7. I’m not sick….sick….deathly ill. 8. I’m not angry….angry….furious.9. I’m not stressed….stressed….stressed out. 10. I’m not happy….happy….joyous.

2. Facial Expressions. Using other signs you know, how many different meanings can you make by changing facial expressions?.

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Practice DescribingAccent Tip - It is normal to feel awkward or uncomfortable making facial expressions at first, but with practice you will become more confident and skilled. Without them you can’t sign questions show interest or carry on a satisfying conversation. Think of learning facial expressions as a fun challenge!

Using non-manuals. What can you sign about each illustration?

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Practice Facial ExpressionsMatching. Pair the vocabulary word with the NMS or facial expression that best

matches:

1. Sad 3. sick 5. angry 7. scared

2. confused 4. bored 6. doubtful 8. happy

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Practice Facial ExpressionsEyebrows and more! As you make each facial expression, think about the meaning behind the face. When would you use it?

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Using More NMS - Negation

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Head shake / Head nod

You already know to use the head shake and the head nod with the signs yes and no. You will also use these NMS when negating or affirming sentences.

Accent Tip – You don’t need to sign a separate sign for don’t or not. Just use the head shake while signing the sentence.

Eyes on ASL #4

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Can, possibleMASL p. 29

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Can’t, may notMASL p. 29

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KnowMASL p. 29

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Don’t knowMASL p. 29

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LikeMASL p. 29

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Don’t likeMASL p. 29

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to UnderstandMASL p. 29

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Don’t understandMASL p. 29

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WantMASL p. 12

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Don’t want

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I am, it’s me

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I’m not, not me

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Practice Non-Manual SignalsNMS. Use the correct NMS while signing each sentence.

1. I’m not Deaf. I’m hearing.

2. Yes, I’m learning how to sign.

3. I didn’t go to the bathroom.

4. They aren’t sick.

5. We’re not busy.

6. You are all tired.

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Practice Negative & Positive Answers

• Q & A. Sign each sentence to a partner who will respond using the information in bold. When done, switch roles and repeat the exercise.

1. Can I go to the bathroom? (No, you can’t)

2. Do you understand the homework? (Yes, I understand the homework.)

3. I’m not Marie. I’m Pat. (I didn’t understand. Please sign it again.)

4. I don’t understand. Do you? (No, I don’t understand.)

5. We don’t know his/her name. (I know his/her name. He/she is _____.)

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Practice Dialogue• Dialogue. SignWrite the NMS for each sentence, then work with a

partner to sign the dialogue in ASL

Alan Hi! My name is Alan. What’s your name?

Holly My name is Holly. Nice to meet you!

Alan Are you Deaf?

Holly No, I’m hearing. I’m learning ASL. Do you know how to sign?

Alan Yes, I can sign.

Holly Are you Deaf?

Alan No, I’m not Deaf. I’m hearing. I sign okay. I want to sign well.

Holly Me too! I want to understand ASL.

Alan Do you want to meet me tomorrow morning?

Holly Yeah! I’ll see you tomorrow!

Alan Good-bye!FYI – Use so-so for okay, and good for well.

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ASL History

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ASL History• Only 10% of Deaf people have Deaf parents and grow up using

ASL. The families of most Deaf people do not sign much or at all• Historically, many Deaf people learned sign at schools for the deaf,

from other students in the dorm. Often they were not allowed to sign in class.

• Early 1800’s – First schools for the deaf set up in the U.S. ASL begins to develop as a language

• 1860’s – Sign language is banned in the classroom in Europe and North America

• 1960’s - ASL was recognized by linguists as a unique language .• 1970’s and 1980’s - schools for the deaf began using sign language,

and many hearing people began to take sign classes.• Late 1980’s and 1990’s - the Deaf community is recognized as a

cultural minority rather than a group of disabled persons. This is based in part on the Deaf President Now movement at Gallaudet University, the world’s only university for the Deaf. See link for a video on DPN:– http://current.com/items/89862711_deaf-president-now.htm– http://www.youtube.com/watch?v=3Ov3c9V1a-E

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Getting Someone’s Attention&

Understanding Deaf Norms

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Deaf Culture - Goodbyes

• You can sign goodbye using a small wave or by using the sign take care. In the Deaf community, because there are relatively few signing Deaf people compared to the speaking hearing community, time spent together signing is precious. Plans are often made to meet again before parting, and shaking hands and hugging are common. To the culturally Deaf, leaving without saying goodbye to each person is considered rude, so give yourself plenty of time to “make the rounds” before you leave a Deaf event.

Goodbye

Accent Tip – Don’t add the separate sign for you when signing see you later or see you tomorrow.

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Deaf CultureInteracting with Deaf People

MASL p. 14

As a student of American Sign Language, learn how to interact with the Deaf community by becoming familiar with Deaf cultural behaviors that differ from the way you are used to doing things as a hearing person. One cultural behavior you’ve already learned is that it is considered rude to break eye contact when signing with Deaf people, which for most hearing people is difficult. Think of how often you turn your head in the direction of a sound and you can realize it will be a challenge to break this habit!

Getting someone’s attention

Getting the attention of a Deaf person is different from the way you interact with hearing people. Many hearing people tend to work harder than necessary to gain a Deaf individual’s attention by wildly swinging their hands in the air, stomping on the floor, or flashing overhead lights in a strobe-like pattern. None of this is necessary! Gently tapping the Deaf person’s shoulder or slightly waving a hand in his or her directions until you are noticed is the most effective and considerate way to get attention.

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Deaf CultureInteracting with Deaf People

VoicesUsing your voice to talk to another hearing individual instead of signing when you know a Deaf person is near is considered rude. Develop the habit of always signing when you know a Deaf person is in the same room with you. This way, everybody has equal access to what is being communicated. If you must speak to a hearing person who doesn’t know ASL, then tell your Deaf friend or teacher that first, before speaking. You may be surprised to learn that most Deaf people know when a hearing person is talking, even if someone is whispering. How so? Remember, Deaf people rely on their vision far more than hearing people do! Your teacher may remind you to turn off voice if you’re being rude in class.

FYI – Only about 30% of the English language can be lip-read. Mouth movements called Non-Manual Signals are used in ASL, but they have other grammatical meaning and do not correlate to English words.

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The Deaf Reaper

FYI – A widespread pet peeve in the Deaf community is someone who says death instead of Deaf, especially when they ask “Are you death?”

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Shoulder tap, Hey

MASL p. 14

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HandwaveMASL p. 14

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Turn off voiceMASL p. 14

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Conversation – Classroom & Activities

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to be AbsentMASL p. 30

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I don’t mind

Accent Tip – If you use the Yes/No Question face with I don’t mind, then it becomes a question: Do you mind?

MASL p. 30

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Due, to oweMASL p. 30

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Favorite, preferred, taste

MASL p. 30

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MovieMASL p. 30

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SchoolMASL p. 30

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to PracticeMASL p. 30

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Today, nowMASL p. 30

Unit 1 List 4

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Practice Exercise1. Using NMS. Sign the phrase or sentence using the correct NMS.

1. I’m not absent. 4. I don’t mind.

2. Not today. 5. We don’t understand.

3. The homework isn’t due. 6. They don’t like the movie.

2. More Q & A. Sign each sentence to a partner, who will respond using the information in bold. When done, switch roles and repeat the exercise.

1. Do you want to go to a movie? (Yes, tomorrow night.)

2. Do you like scary movies? (So-so.)

3. My favorite movie is _____. Do you like it? (?)

4. My friend is absent today. Do you know what’s for homework? (Yes, practice ASL.)

5. Is the homework due tomorrow? (Yes, the homework is due tomorrow.)

6. Thank you! (You’re welcome.)

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Asking and Answering QuestionsYour partner will ask you a question written below. Respond in a

complete ASL sentence. Switch roles and repeat when done.

I’m bored. Are you tired?

Can I go to the bathroom?

Can’t we skip school today?

I’m busy. Would you mind if I see you later?

He’s angry. Are you afraid?

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Practice Responses1. Contrasts. A partner will sign the first sentence to you. Use the

information in parentheses to sign a complete sentence in response.

1. They don’t know my name. (Yes, they do know your name.)

2. He isn’t paying attention. (No, he isn’t. He doesn’t have eye contact.)

3. Are you sick? (No, I’m not sick.)4. I like learning ASL (Me too.)5. We’re very busy today! (Yes, a lot of practice!)

2. Dialogue. Work with a partner and create a dialogue using at least three of the following prompts.

1. Exchange greetings and names2. Ask if one is Deaf, hearing, or hard-of-hearing.3. Ask if one knows, or is learning, ASL4. Ask where one goes to school.5. Ask a signer to slow down and repeat something.6. Say good-bye and state when you will meet again.

Unit 1

Colors

Unit 1

BlackMASLp. 93

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BlueMASLp. 93

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BrownMASLp. 93

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GrayMASLp. 93

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GreenMASLp. 93

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OrangeMASLp. 93

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PurpleMASLp. 93

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YellowMASLp. 93

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PinkMASLp. 93

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RedMASLp. 93

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WhiteMASLp. 93

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Dark

This sign can also be used to describe and absence of light as well as a deep color.

MASLp. 94

Unit 1

Light

As in English, this sign is also used for “not heavy”.

MASLp. 94

Unit 1

Shades of ColorTo emphasize intensity or brightness of a color, if the color is normally “shaken” in neutral space, swing the hand forming the color away from you, and make the face. If the color occurs in another location, just make the face.

For light shades of color, use the light sign after (or before) the color.

For dark shades of color, use the dark sign after (or before) the color.

MASLp. 94

Unit 1 List 5

Unit 1

What color is it?

Unit 1

I Spy

Play “I Spy” with a partner. One person signs “I see the color ____” and the other person must identify its location in the room using signs and gesture. Switch roles and repeat for all the colors and shades.

Unit 1

Study Games and Unit 1 Review

Unit 8

Greetings Dialogue RubricNames: 2 3 4 5

1. Greetings2. Questions/answers

(other than “What’s up?” or “How are you?”

3. 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

Unit 1

Board Races1. Two teams form lines in front of the board, with the first person about 6 – 8

feet away.

2. One neutral person stands facing the lines with their back to the board is the “signer”, and picks signs or phrases from the book or other resources.

3. After the “signer” shows a sign, the first two people in line race forward compete to see who can write a translation of the sign provided more quickly on the board. Players must raise their hands to indicate completion.

4. The first accurate translation wins a point for their team, and the point is recorded on the board.

5. Teammates can help, but they may not speak or mouth, they must fingerspell possible translations. A team that speaks or mouths an answer loses a point.

6. The team with the most points after a set amount of time wins!

Unit 1

Around the World1. 4 or more people sit in a semi-circle. An additional player, the “traveller”

stands behind one of the other seated players.

2. One neutral player is the “speller” and fingerspells translations of signs from the book or another source.

3. The goal for the standing player is to advance all the way around the semi-circle by translating the fingerspelled word into sign first.

4. If the seated player completes the sign first, they become the traveller, and the standing player must sit in their seat.

5. If the traveller can make it all the way around the semi-circle back to where they started, they can then become the “speller”.

Unit 1

Chain Spelling1. A group of 5 or more players sit in a circle. Use small strips of paper or

poker chips to assign “strikes”. The group decides before play starts whether or not a repeat will be allowed. The most competitive form is with NO repeats.

2. One player begins by fingerspelling a word of agreed upon length (3 – 6 letters in length). The words must be of that length for the entire round of one game until a winner is determined.

3. The player to the left must then spell a word with the agreed upon number of letters, beginning with the last letter of the previous word.

4. If a player does not get the correct last letter, if they use too many or too few letters in their word, or if they spell a nonsense word or proper name, they get a strike.

5. The last player left without a strike wins that round.

6. This game can be played tournament style with several groups. The winners from each group can then have a playoff round to find an overall winner.

Unit 1

Team Telephone1. Players form 2 or more lines in teams of 5 or more players each. Each

team should line up one in front of the other, all facing in the same direction.

2. One neutral player is the “signer” and stands behind all the lined up teams.

3. The player at the back faces back toward the “signer”. After the signer gives the word or phrase, the last player in line turns and taps the player in front on the shoulder and signs a word or phrase.

4. Players in line continue to tap the player in front of them and sign the word or phrase until the player in front is reached.

5. While the teams are passing on the sign(s), the “signer” should move to the front and be ready to see which team completes the race first. That team signs the passed on message. If it is accurate, they win. If it is not accurate, the 2nd place team gets to try. If they fail, the 3rd place team gets a try and so on. A team must get the word or phrase exactly right to win.

Unit 1

Welcome! - Unit 1 Goals ReviewCan you:

• Function in a visual environment?

• Use proper ASL fingerspelling technique?

• Understand proper greetings and farewells in ASL?

• Recognize basic ASL sentence structure?

• Interact appropriately with Deaf people?

• Explain the role of facial expressions and non-manual signals?

• Identify the parameters of sign and of SignWriting?

Sources: Master ASL 1, Signing Naturally 1, Learning American Sign Language 1, ASL1 Handbook – PCC, SignWriting.org

Unit 1

Unit 1 Review

1. Explain how each function of ASL grammar is used in ASL, providing an example in a complete sentence

1. Eye contact 5. Closing signals2. No one-word replies 6. Non-manual signals3. Deixis 7. The “question maker” face 4. Negation 8. Affirmation

2. Introduce a hearing friend to a new Deaf friend of yours. Include the following:

1. Attention getting 4. Whether Deaf or hearing2. Greetings 5. Who’s learning ASL3. Exchanging names 6. Farewells

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Unit 1

Deaf Awareness Quiz: Answers

1. d, f

2. c

3. a, b

4. a

5. c

6. a

7. c

8. b, d

9. b, c, d

10.b

11.c

12.b, d

13.a

14.a, b, d

15.e

16.a, b, c, e

17.a, b, c

18.cUnit 1