Docstoc

ASL Unit

Document Sample
ASL Unit Powered By Docstoc
					ASL 2 UNIT 15
   Exchanging personal information:
   life events
How to tell Jose‟s life story by referring to age

                        Just follow your teacher signing each
                        picture to see how we can refer age to
                        tell a life story. We need to topicalize by
                        raising eyebrows and chin when
                        referring to age or date, it is called „when
                        clause‟. For example:
                         When clause topic (raised eyebrows)
                         Jose age + 5, enter deaf school point-
                         at-locative Arizona.
                         When clause topic (raised eyebrows)
                          Jose age+17, graduate then go to
                          college.
                         When clause topic (raised eyebrows)
                         Jose age+22, graduate college then
                         teach at Iowa School for the Deaf.
Now practice telling your life by referring to age.

Life events:                                  Example
                                               T
When first go to   1st   grade        Me age 5, enter 1st grade
                                               T
When you first got a bicycle          Me age 7, first bike
When you first summer camp            Me age 9, go summer camp

When you first kiss                   Me age 12, first kiss
When you finish middle school         Me age 14, graduate mid sch

When you start high school            Me age 15, start high school

When you first date                   Me age 16, first date
Sign „never‟, „not go‟ for event that did not happen to you.
 Practice more: Tell about your family
 member‟s life event by referring to age

Example:
My grandmother age 14 pregnant, 6 children
My mother age 18 pregnant, 3 children
My older sister age 31 pregnant, one child

My grandfather age 15 work, never college
My father age 21 enter college, drop out, need work
My brother age 24 graduate college, first job
Take out your worksheet you did
yesterday

Do a quick brush up on what you had wrote.
Have your partner watch you recite your life
events by your age. Then compare notes to see if
all is correct. Let‟s review sign vocabulary first
then do this. I want sheets with your name on it
by the end of the class. It will be graded for class
work and participation.
At what age I did or got something:

First got my own cellphone
First summer job
Driver learner permit license
Driver license
First host my own party (with parents, without
parents?)
Let’s add more to make your bio more interesting!!
Tell life events by referring to other events:

Now back to your work on your life events, put together an
event after an event. Use topicalization (gloss with „T” and
a line across the first event in the beginning of sentence.
For example:
                    T (raised brows topicalization for when clause)

Me start high school, got learner permit driver license.
                     T (raised brows topicalization for when clause)

Me get driver license, first summer job.
                 T (raised brows topicalization for when clause)

Me pierced, tattoo, host first party at my house.
When to start in life?
You can start at age 12 – 13 year old and write
highlights until now.
Some students wrote about their competetions like
motorcycle race how one got hurt and recovered and
won a trophy, some wrote about their travel oversea..
Make it interesting, show how you are having a life
Add „later on..”
                    T (topicaliaztion when clause)

Me enter high school, later on get driver license.

One week later, two, three,

One month later, two month later, three, four,

One year later, two, three, four.
Activity – planning a bio for personal
website
Suppose we are to have our personal website.

Let‟s see who is a good drawer, who can draw
individual portrait. Then let‟s see who can do
good writing on a bio of life events in English
and others who can do in ASL gloss. I will try to
see if we can get them on the website, it would
be fun to see everyone‟s bio with a portrait
drawing.
We work on our paces



Any one of you still need to work on web project,
go on and finish it. Those who completed web
project has the honor to do whatever you like. We
need to stay here.
My being away for three half days

Next week, my husband is having a big solo arts show at
the Rochester Institute of Technology in New York. His
paintings will be demonstrated on entire of two floors and
half of third floor in a museum on the campus. It is his
lifetime biggest show ever. Moreover, the National
Technology Institute for Deaf and Hoh is on side of the
campus.

I will be giving two professional presentations, one about
topicalization in ASL, how it needs to be taught, and
second about ASL evaluation tool.
Two sub teachers will be here
I will leave by Tuesday noon Oct 19th everything is
planned for that day. You will be busy working. On
Wednesday and Thursday during block time, it will be
entirely study time for everyone. It is an opportunity to get
books and prints out (of PowerPoints in the folders on the
web). Practice and read. Do help other classmates who
need to refresh signs and practice on fingerspelling and
numbers. A study guide is provided to everyone today, as
of Oct 13th.
DO print PowerPoints on your own

It is difficult to get the lab during block time, I personally do
not like using papers myself but at this time, we inevitably
have to print out everything on own, each of you need to
print out your own copy. You could print at home or at a
copier store. You can do this entirely on your part. That
way I won‟t find copies on floor or table later on. It would
be a sign of disrespect not only to the work we have done
lately, but also very disrespectful to the environment.
Doing it on your own will get you to appreciate the value
of work and keeping green.
You will definitely need a print out of all
units 13, 14, and 15


During the block time next week you will be
using your time to study everything in this room.
That is why you will need print copies of all units
from the web, it is not good to ask others to
share their prints. They need to study too.
You definitely need to have copies

During the block time next week you will be
using your time to study everything in this room.
That is why you will need print copies of all units
from the web, it is not fair to ask others to
share their prints. They need to study too.
Last week study and test ok?
I actually checked e-mail at about 6:00 p.m. EST in Rochester to see what
Janet, our sub teacher from last Friday at 4ish EST, said about the test and
how students were doing when viewing video clips. I was glad to know that it
all went fine according to her message. But..I want to hear from you how you
feel about the test?


Before talking about this, here is a quick answer to a question Janet brought
up in her message, we will have two exams, I explained that it makes more
sense to do two and half units in each of two exams and a cumulative final.
(already wrote that on the board in all classes two weeks ago)


The total score of exams (two exams and a final) will be 30% of total class
grade. 60% is class participation, work, and expressive skills of ASL.
Today Oct 28th
We are planning on telling horror tales for this Friday.
Preparation and telling a horror tale will come with
experimenting lighting effects. I have them here already
and it will be good to try explore them.

However you know, lightings cannot be just toyed with.
We need to handle them with care and even we need to
make decisions how they should be used in the telling tale.

We would not want to try to watch the signer with a strobe
light going on at every blink.
About test

I developed all tests here brand new so your input is important for further
modification if necessary. I did have another ASL teacher to review tests
I developed for ASL 1, 2, and advanced in high school) to see if the format is
good and questions being at appropriate level. As a test expert myself, I believe
the validity of test is built on overall ability with at least two teachers‟ view with
ongoing modification. That is what I do is to build test that is more consistent
with students‟ responses on the test.


If for any reason I see that a question or options causes confusion, that the error
shows more frequently, the score for error will be adjusted according to the
weight of best ability to the end of spectrum adequate to show one‟s
understanding and knowledge needed for next units and higher level class.
This week plan what?
We are going on unit 15 and we will start
practicing to tell a short scary stories with horror
sign and verb vocabulary. Then we will do a
group project to developing a brief Halloween
tale with sentence features we have been
studying lately especially use of topicalization to
incorporate a story.
Halloween in ASL!
Then this Friday each group will have someone
to feature, we can do in dark with spot light for
effect. Maybe with color and strobe lights if we
have small portable ones to integrate story for
more visual effects.

We can plan a small afterward party if you want!
Lighting effects in ASL story telling and
movie is a big deal.
Lighting effects enhance visual meaning in signed and
films in signed languages. That is what we will study
today, in preparation of using them for mini horror tales
and in the movie called “Wrong Game”. Before watching
the movie, you and your group need to get your English
and ASL versions done with a signer practiced and signing
clearly.

Due by the end of the class: a paper with English and ASL
gloss of horror tale with names who is in the group.
What to do now until before movie

The central to the tale: Use of when clause (by referring to
action to action, “error, wrong” transition) with slow/sudden
effects in horror action signs and even acting as well. We
will not see the movie until everyone is done with their
group horror tale first. They will be graded. Signed
version tomorrow will be also graded as a component of
the whole group work.
The written English and ASL gloss version is same as what
we did for our bio last week so you know what you need to
finish by today.
I will help with signing your story

List sign – action words you need me to
show.

Save few min before watching movie to
discuss about who can bring candies, chips,
cookies tomorrow.
Use of temporal transition in telling a
bio or a story
Remember we did a bio last week. There is one
more feature we will learn today and it will be part
of developing horror scary stories.

We learned several use of when clauses by
referring to ages, event, and date. Example, me
age 15 start high school, later on me got driver
license. Few months later me join softball team.
The feature to learn now: a sudden turn in a
bio or story

We sign like “accidence”, “error, wrong”,

For example,

This fall me enter high school, learn drive, pass get learner
. Me drive wrong accidence my car crash in my dad‟s new
truck.
 First, do this with your own simple situation story with a
sudden accidence or turn.

We need to be able to recite this way for horror, story.
Relevancy of the film:

We have been studying how to express horror tale using
slow and sudden effects in signing. In the film, we
are to observe and watch closely how ASL actors sign
especially how their bodies move. You will see how their
bodies gracefully slither at every length of movement,
from everywhere in their body; head to fingers and
feet, especially when you watch them turn around, watch
how their heads slowly turn around. Just think as how you
like these people are trapped in a house until they finish
their game first before they can get out of the house.
Today: Nov 2st: both Advanced and
ASL 2
We are at the end of unit 15, still with some more
good stuff to learn:

  Use of classifier signs – work with wooden
  blocks with barrier

  Group activity: Who is telling the truth?
Advanced ASL still need to keep on
practicing classifiers

It is one of the most difficult grammar to learn in ASL.
Many ASL interpreters still have hard time with this. It
requires a good learning plan for acquisition.

We all will do together today. Only one thing advanced
ASL will be doing this with an addition, topicalization. I will
show you when everyone begins practicing. Then you will
be practicing classifiers with topicalization. You will play
a game, that is to take away three mm candies from your
partner for not using topicalization when s/he needs to.
Everyone will have some mm at the end of class.
End of unit 15 and most of unit 16 is all
about classifier signs
What is so classic about ASL as a visual language?

Use of iconic handshapes to describe objects, characters,
manipulation, and apparatus (a group or combination of
instruments, machinery, tools, materials for a specific use).


This grammar usage provides a 3-d visual mode to express a meaning
unlike any spoken language. It is regarded “godlike” in signed
languages and is very important for usage in technology to
medical when talking about models and parts of system i.e., computer
to bodily aspects.
Let me give you examples
For a car engine: (axle, tier arms, suspension)

For medical: a description of ailment and where
it is located (Dislocated collar)

For biology: DNA (a strand of genes)
Wood blocks: with my 3 year old‟s permit

We are going to experiment with blocks today with a barrier.

We will start with only two different sizes, same shape and same color.
This time we are practicing on two grammar features we already
learned in level 1: use of mouth movement to indicate the size from
“cha” for large, “mm” for medium, and “oo” for small. (person‟s height,
size of patterns/prints this feature is also used for size of objects as
well).

2nd grammar feature is location, whether it is in the front or behind or
on the right/left side of…we already learned in unit 14 with furniture on
a floor plan.
Watch and refresh on use mouth movements for
size and handshapes for shapes

 Fact about ASL acquisition: Children using ASL acquire
 classifier signs as early as around 2 years old starting with
 selection of iconic handshape. Later they start showing
 more descriptive grammar feature with mouth movement
 “cha”, “oo”. Noam (now 3;11) started using them when he
 was at age around 2;10 (from my notes).

 Handshape is used to represent shapes: square,
 rectangular, cylinder. Watch your teacher.
 This is my older son Yoel showing
 mouth movement for size
Which mouth movement to use to describe size and shapes?

            Large, chunk, tall



      Medium, regular, mid length




      Small mass, thin, short length
We also need to refresh on location
Locative - from which perspective?
 Rule of thumb: The signer‟s classifier directed or located at his/her
  right is always to the right, as if one is giving a map direction. Or
  you would miss a party.

Viewer‟s
perspective


                                                            
Signer‟s
perspective
What to do exactly
I just bought extra wood blocks so everyone can have enough. Make
sure that you have only two with two same properties (color, size,
shape), and at least one different property. Follow the list on the next
slide. There are five sets to work with.


No toying or you will be asked to sit back and watch. It will lower your
class work grade for sure.


Please have a sheet to write down why the first attempt did not come
out correctly. This way the teacher will know why error occurs. So that
she can modify her instruction as needed.
Follow exactly:

•   Each partner uses only a set of wooden blocks a time because we
    have a limited supply. One who has the turn draws the block
    arrangement then sign-describe them to his/her partner.


•   To help you, I just added on each page which blocks you need to
    use, so come to the front and take what you can find, if not, go on to
    other set you can work with then come back to do all sets (five of
    them)


•   Because we already learned some, I am making the last three sets
    more challenging. I actually revised them so let‟s try and see how
    you manage. So doing the first two sets (easy ones) are like
    practice for the last three sets (harder ones).
    Start with only two

•    Two same shapes, different size

•    Two different shapes, same size


Then we can add a color, only one color


•    Two different colors , same sizes, same shapes

•    Two different sizes, same shapes, same colors

•    Two different shapes, same colors, same size
Taylor: How a Deaf signer can drive
while signing? Stop driving?
We do sign at the same time we drive. With care..

I always keep on looking back to the road, every sec. I sign
with one hand and another hand on the wheel. I do not
sign when driving is more difficult for example, bad
weather, bad road conditions, windy road. No way.

I use a panoramic rear mirror to be able to view full angle
in the rear. It is hard to find a small one like I have. I think
everyone should have it anyway.
We did better yesterday with blocks

Now let‟s do block figuring contest for fun.

Split into two groups

I will set up blocks with a barrier, one for each team.
The person from each team who has turn will have to
sign out the arrangement to his/her team while one of
them draws the picture. When done, we will compare
for accuracy. The team who gets it all correct gets a
point. Participation and behavior are constantly monitored
For class work grade. Excessive talking and being
disruptive will miss seeing the film. Please submit all
with names of team members signed on the 1st sheet of all
drawings by the end of class.
Game: Watch with a sharp eye..who is
lying?
How do you know if one is lying in ASL? There are several
ways to judge a signer whether s/he is telling the truth.

1)   Judgment of information (If it shows contradiction, how
     information matches, if it makes sense, )
2)   Probability (impossible to seemingly possible)
3)   Bit slower signing (seems more cautious than normal)
     or the signer flinches (Tends to happen when being asked on
     the spot.)
4)   Blinking eye, holding breath, slight smirk

How does the ASL signer signs “I think I caught her/him”?
Three people in a group

Each one comes up with one or two signed sentences about
something horrible that did happen, two statements has to be true, and
the third one has to be false.
Example of three statements, one by each signer

Before my brother car accident, no one was hurt. (true)

Last summer my uncle fell down from ladder and broke his
arm. (false)

Last month I saw two people had a physical brawl at a food store.
(true)
How to choose a fact
Pick a fact that is believable enough though it can be
false and more dubious for true facts. That way a
group who observe will try to observe more closely
and try discuss / weight on the truthness. Discuss why
you think one is lying?
How a team wins:

Points to earn: Identification of a liar. The group loses the
point if anyone ever voices. Anyone can object if s/he
hears anyone voicing.

More clear you sign, more fun the game would be and
more I will see your effort in the class performance grade
is 30% of total 60%.


The other 30% as explained is submittal of class work
on sheet, we will do more later this week.
We did work well last Wednesday

We are finishing up unit 15 and will start next Monday unit 16 with
more classifier signs and activities.

Today, let‟s relax and enjoy watching an ASL film called “The Legend
of Mountain Man”, directed by Mark Wood. It has subtitle. However, do
watch signs as you can, you will recognize some signs, they are
signed at normal pace which is pretty quick for ASL second language
learners.

If you just let yourself immerse watching signing, your brain keeps on
wiring making you more receptive of signing later on. It is ok if you do
not understand everything, you will with time and more input later on.
Enjoy…but no talking or paging, or I will ask you to sit out in the
hallway.

				
DOCUMENT INFO
Shared By:
Categories:
Stats:
views:405
posted:5/1/2011
language:English
pages:46