(5 min.-shhh!) Written Doorbuster:Please create a “Notes” page in your “comp.” books, and copy #1 and #2:

1. ASL signers must choose a Dominant Hand (often the hand you write with). This hand is used for fingerspelling and carries the main handshape in signs. The other hand is Non-Dominant

2. The 5 Parameters of a sign (similar to letters of the alphabet in spoken languages):

Handshape (the shape of the hand)Palm Orientation (which way the palm is facing)Movement (how the sign moves)Location (where the sign begins)Non-Manual Signals (eyebrows up or down, etc.)

• 1. Written Doorbuster• 2. Survival Signs (first part)- watch and copy• 3. (Shhh-) Watch the alphabet online- please

double check you are forming each letter correctly- watch carefully

• http://www.youtube.com/watch?v=pDfnf96qz_4• 4. Links on my website-

http://schools.birdvilleschools.net/Page/23472• 5. (Shhh-) Ticket Out: emotion signs

• HAPPY• SAD• FINE• EXCITED• MOTIVATED, EAGER, ENTHUSIASTIC• LAZY• MAD• GRUMPY• FRUSTRATED• NERVOUS• TIRED• BORED• PRIVATE• CONFUSED

• (Shhh-5 min.) Written Doorbuster-Level 1 review. Please (on a “notes” page) #1-4:• 1. Copy:ASL Word Order: Time Object Subject Verb. Example:

“The student went to school yesterday.” Subj. Verb Obj. Time

YESTERDAY SCHOOL STUDENT GO Time Obj. Subj. Verb

2. What are the 5 parameters of a sign? (write them)

3. Please answer a-d: a)Why is it important to have voice off in ASL? b)What do you like/dislike about voice off? c) What is difficult for you about voice off? d)How can you be successful with voice off in class (what do you need to change)?

4. When finished--open your comp. books to the gloss from yesterday and sign each sentence to yourself- I will ask to watch you sign them in a minute.

• 1. “Hello, how are you?” HELLO, HOW YOU• 2. “My name is (your name).”

NAME ME ______• 3. “I like summer.”

SUMMER ME LIKE• 4. “The boy ate chocolate.”

PAST CHOCOLATE BOY EAT (or, instead of PAST, add FINISH to sentence end)• 5. “Where is your book?”

BOOK YOUR, WHERE• 6. “It is 2:38 right now.”• NOW, 2:38 or TIME NOW, 2:38• 7. “The girl is tall, with red hair, a striped shirt, and earrings.”

GIRL IX (or INDEX) TALL, HAIR RED, SHIRT STRIPE, EARRING• 8. “The student will study on Monday.”• MONDAY, STUDENT STUDY WILL

• What was missing from the glosses we just corrected?

• Non-Manual Signals—

• Lines above the signs to show what happens on the face.

• Example: • ___ _wh-q

HOW YOU

• One person is the writer (writes on the paper). The “star” student is the team leader, asks for a volunteer,

and if no one offers, the “star” student may pick a writer. • Select a team name (class appropriate, of course ). You will

turn in one sheet of paper per signing team. Please write all student names on this sheet, and your team name.

• Please write at least ten (10) English phrases that you need to review or learn in order to be successful in voice-off during ASL class. Example: “May I go to the restroom please?” (think- what would you try to whisper that you need to write/sign?)

• Can you sign each of the phrases listed? If not, which signs do you not know? Underline or highlight them.

• Phrases from your lists

Doorbuster (5 min.): What is the last movie you saw? What did you like/dislike about it? Ask 3 people these questions, and answer them too.

• http://schools.birdvilleschools.net/Page/23472• For ASL 1 & 2 vocabulary review, you will have:• Written lists• Access to videos

• Process: 1. self-assess- weakest lists?• 2. class comparison- weakest lists as a class? 3. class-wide review- from the class weakest lists• 4. individual/small group review of other vocabulary (individualized beyond the class needs)• Questions: -Computer lab or in class with iPads?• -Full class day focus, or half-day spread out• -list topics you hope to learn?

• Course content- not much written • Approach to grammar/culture review,

assessment in ASL 3