level 1 chapters 1 & 2. this class is full. i can’t add any more students. due to insurance...

LEVEL 1

CHAPTERS

1 & 2

THIS CLASS IS FULL.I CAN’T ADD ANY MORE STUDENTS.

DUE TO INSURANCE POLICIES, THE ONLY PEOPLE ALLOWED

IN THE CLASSROOM ARE:

1. PEOPLE WHO ARE REGISTERED FOR THIS CLASS

OR2. PEOPLE ON THE WAIT LIST FOR THIS CLASS

FOR EVERYONE ELSE, I'M VERY SORRY. PLEASE TRY ANOTHER SECTION

OR COME BACK NEXT SEMESTER.

SPECIAL NOTEYOU NEED MY ASL BOOK FOR PRACTICE

AT EVERY CLASS SESSION.

YOU MUST BRING THIS BOOK TO EVERY CLASS.

IF YOU DON’T BRING YOUR BOOK,YOU WILL BE ASKED TO LEAVE CLASS

AND GET THE BOOK, EVEN IF IT IS 20 MILES AWAY.

YOU’LL PROBABLY BE MARKED AS ABSENTIF YOU CAN’T MAKE IT BACK IN TIME,

LET’S CREATE AN ASL-FRIENDLY CLASSROOM

WHERE WE CAN ALL SEE EACH OTHER

LET’S HAVE SOME APPLAUSEFOR

YOUR NEW INSTRUCTOR!!

MY EARS MAY NOT WORK…

BUTWHAT REALLY COUNTS IS WHAT’S BETWEEN THEM!!!

WHY DO DEAF PEOPLE USE THAT SIGNTO REPRESENT HEARING PEOPLE?

WHEN DEAF PEOPLE LOOK AT HEARING PEOPLEHERE IS WHAT THEY SEE…

HOW MANY OF YOUHAVE EVER MET

A DEAF PERSON?

WHAT SHOULD YOU DO

IF YOU SEEA DEAF PERSON?

HERE’S PART OF A FIRST-TIME CONVERSATION

WITH A DEAF PERSON

1. GREETING THE PERSON

2. EXPRESSING FRIENDSHIP

CONGRATULATION!NOW YOU’VE MET A DEAF PERSON!

THIS IS HOWDEAF PEOPLE

APPLAUD!!

WHAT I DO….

WHAT I AM….

WHAT YOU DO…

WHAT YOU ARE…

HOW MANY SIGNSHAVE YOU LEARNED

SO FAR?

TELL ME ALL THE SIGNSTHAT YOU’VE LEARNED.

WHAT’S OUR GOALFOR THIS WEEK?

LEARNING HOW TO BECOME FRIENDS

WITH DEAF PEOPLE!!

WHEN DEAF AND HEARING PEOPLEMEET FOR THE FIRST TIME

HERE’S WHAT THEY SAY

1. GREETING

2. CLARIFYING CULTURAL BACKGROUNDS

3. EXCHANGING NAMES


WHAT DO YOU KNOW?

DO YOU KNOW HOW TO GREET DEAF PEOPLE?

DO YOU KNOW HOW TO CLARIFY BACKGROUNDS?

DO YOU KNOW HOW TO EXCHANGE NAMES?

DO YOU KNOW HOW TO EXPRESS FRIENDSHIP?

WHAT DO YOU KNOW?

DO YOU KNOW HOW TO GREET DEAF PEOPLE? YES!!

DO YOU KNOW HOW TO CLARIFY BACKGROUNDS? YES!!

DO YOU KNOW HOW TO EXCHANGE NAMES? NO.

DO YOU KNOW HOW TO EXPRESS FRIENDSHIP? YES!!

DO YOU WANT TO LEARN HOW TO EXCHANGE NAMES?

YOU NEED TO LEARN HOW TO FINGERSPELL , FIRST!

FINGERSPELLING CHART

a f K p u

b G L q v

c H m R w

d i n s x

e j o t y

z

A, B, C, D, E, and FFINGERSPELL THESE WORDS

bed deafcad deedcab fadefed cafédab beadace cededad face

G, H, I, J, K, and LFINGERSPELL THESE WORDS

gig kickkeg laidjab jadebig highhad lackjig diedled like

M, N, O, P, Q, R and SFINGERSPELL THESE WORDS

nag nonepig rainsob propfan minemen poemran spinnod sass

T, U, V, W, X, Y and ZFINGERSPELL THESE WORDS

vat uglywig hiz

zit yellyum togatug vaintax sexywoe zany

SOME FUN WORDS TO FINGERSPELL!!

MISSISSIPPIMONSOON

WOOLLY MAMMOTHMESOPOTAMIA

SASSAFRASSONOMA? NO MA!E-I-E-I-O E-I-E-I-OFEEDING FRENZY

LET’S PRACTICE FINGERSPELLINGTHREE LETTER WORDS

ACE HAD RANBED JAB SOBBIG JUG TAXCAB KEG TUGCAD LED

VATDAD MEN WIGFAN NAG WOEFED NOD YUMGIG PIG ZIT

LET’S PRACTICE FINGERSPELLINGFOUR LETTER WORDS

BEAD CAFE CEDEDEAF DEED DIEDFACE HIGH JADEKICK LACK LAIDLIKE MINE NONEPOEM PROP RAINSASS SPIN SEXYUGLY VAIN WILTWHIZ YELL ZANY

LET’S PRACTICE FINGERSPELLINGFUN WORDS

MISSISSIPPIMONSOON

WOOLLY MAMMOTHMESOPOTAMIA

SASSAFRASSONOMA? NO MA!E-I-E-I-O E-I-E-I-OFEEDING FRENZY

WE’RE GOING TO PLAY A GAME CALLED

FINGERSPELLING OLYMPICS.

FINGERSPELLING OLYMPICS

OFFICIAL RULES

1. FOUR OR FIVE TEAMS IN ROWS

2. PLAYER AT HEAD OF EACH ROW IS GIVEN A SYLLABLE OR WORD

3. THIS SYLLABLE OR WORD IS TRANSMITTED FROM PLAYER TO PLAYER DOWN THE ROW TO THE LAST PLAYER

4. THE TEAM THAT FINISHES FIRST WINS THE GAME.

HOMEWORK1. Write responses to My ASL Book, Chapter 1,

Pages 1 – 23: Getting Ready to Learn ASL. Due by third Session.

2. Practice and prepare for Fingerspelling Olympics, using the syllable chart in Chapter 2, Page 36.

3. Read and respond to My ASL Book, Chapter 2, Pages 25-34: “Introduction”, “The Classroom” and “Fingerspelling Finesse”

4. View and respond to My ASL Tube, Chapter 2,videos 2-1 to 2-10

(end of session 1)

.

ARE YOU ALL READY FOR

THE FINGERSPELLING

OLYMPICS??

YOU ARE ALL

FINGERSPELLINGCHAMPS…

WE NEED TO UNDERGO TRAINING

TO BECOME OLYMPICFINGERSPELLING CHAMPS!!

HOW TO TRAIN TO BECOMEOLYMPIC FINGERSPELLING CHAMPIONS:

1. TRAINING IN PAIRS:

1. Student A chooses a random syllable and fingerspells it to Student B

2. Student B repeats the syllable back to student A

3. Student A confirms that B is right or wrong

4. Then Students A and B switch roles

TRAINING TIPS FORFINGERSPELLING CHAMPS!!

1. SPELL IN SYLLABLES, NOT LETTERS

2. WATCH OUT FOR LETTERS THAT CAN BE CONFUSED

“A” and “S”

“D” and “F”

“E” and “O”

“G” and “H”

“I” and “Y”

“P” and “Q”

HOW TO TRAIN TO BECOMEOLYMPIC FINGERSPELLING CHAMPIONS:

2.TRAINING AS A TEAM

1. All team members look away from Student A.

2. Student A picks a random syllable, and fingerspells it to Student B.

3. Student B fingerspells syllable to Student C, C to D, D to E, etc around the circle.

4. The last student fingerspells the syllable back to

Student A who confirms it is right or wrong.

5. Student B starts the next round

WARNING:

PRACTICE IS SERIOUS

BUSINESS!!

IF YOU DON'T PRACTICE AND

YOUR TEAM LOSES, THEY’LL BE MAD!

I CAN'T GUARANTEE YOUR SAFETY!!!

ARE YOU READY TO PLAY

FINGERSPELLING OLYMPICS??

LET THE GAMES BEGIN!!

FINGERSPELLING OLYMPICS

OFFICIAL RULES

1. FOUR OR FIVE TEAMS IN ROWS

2. PLAYER AT HEAD OF EACH ROW IS GIVEN A SYLLABLE OR WORD

3. THIS SYLLABLE OR WORD IS TRANSMITTED FROM PLAYER TO PLAYER DOWN THE ROW TO THE LAST PLAYER

4. THE TEAM THAT FINISHES FIRST WINS THE GAME.

AND… THE

WINNER IS:

EVERYBODY!!

THINGS TO CONSIDER WHEN MEETING A DEAF PERSON FOR THE FIRST TIME

1. What is the right conversational distance?a. For speaking personsb. For signing persons

2. How do you show you’re asking a Yes/No question?

3. How do you show you're asking a "WH" question?

(WHO, WHAT, WHERE, etc.)

4. What if you don’t understand the other person?

5. What if you do understand the other person?

WHAT DO YOU DOWHEN YOU MEETA DEAF PERSON?

A DIALOGUE:

1. GREETING

2. CLARIFYING CULTURAL BACKGROUNDS

3. EXCHANGING NAMES


THE GAME OF “SOCIAL CLIMBER”

1. Students circulateand do the dialogue for a first meeting.

2. Students try to to remember as many names as possible

3. The student who remembers the most names wins the game

HOMEWORK

1. Finish responses to My ASL Book, Chapter 1, Pages 1-23, Getting Ready to Learn ASL, Bring your answers to class for your instructor to look at.

2. Read and respond to My ASL Book, Chapter 2, Pages 35-43: Fingerspelling Olympics” and “The ASL Club”

3. View and respond to My ASL Tube: Chapter 2, videos 2-11 to 2-19

(end of session 2)

HOW WOULD YOU LIKE TO MEET

1000 DEAF PEOPLE?

WE’RE GOING TO MEET THEM IN A VIDEO,

“THE L.A.C.D. STORY”

QUESTIONS ABOUT “L.A.C.D STORY “

1. What signs that you learned did you recognize?

2. What new signs did you learn?3. What points in the video surprised you?4. What points in the video didn’t surprise

you?5. What were the functions of a Deaf club?6. What social institutions have taken its

place?7. Deaf clubs were vital communication

centers for Deaf people. How do Deaf people

handle their communication needs in the present

?

QUESTIONS ABOUT YOUR ASL CLASS

1. How has the class worked for you?

2. What do you like about the class?

3. What would you like to change?

4. Any other ideas or comments?

SEVEN REASONS FOR TAKING ASL

1. Satisfying foreign language requirement

2. Deaf friends or family members3. Deaf children4. Hearing babies5. Serving Deaf clients/patients6. Performing and foreign travel7. Fun

TEN STRATEGIES FOR LEARNING ASL

1. Review motivating reasons often2. Attend all classes3. Support a Deaf/ASL-friendly

classroom4. Work with signing “buddies”5. Maximize exposure to ASL

TEN STRATEGIES FOR LEARNING ASL

6. Be an active learner7. Link signs to concepts, not English

words8. Learn to relax!9. Communicate with instructor about

problems10. Get tutoring help, if necessary

WHAT IS A DEAF-FRIENDLYOR AN ASL-FRIENDLY

ENVIRONMENT?

IN A DEAF-FRIENDLY OR ASL-FRIENDLY ENVIRONMENT:

1. STUDENTS PLACE THEMSELVES IN LOCATIONSTHAT SUPPORT VISUAL COMMUNICATION

2. STUDENTS KEEP DISTRACTIONS TO A MINIMUM

3. STUDENTS KEEP IMPROVING THEIR ASL SKILLS

4. STUDENTS USE VISUAL COMMUNICATION ANDAVOID USING SPOKEN COMMUNICATION

HOMEWORK

1. Practice signing the reasons for learning ASL from My ASL Book,Chapter 1: Getting Ready to Learn ASL

2. Write a 1 ½ page reaction paper to “The LACD Story”

3. View and respond to My ASL Tube, Chapter 2, videos 2-20 and 2-21

(end of session 3)

DID YOU HAVE ANY PROBLEMS WITH VIDEOS 2-20 AND 2-21?

WITH ALL THE STRESSIN OUR LIVES,

WE NEED…

ART THERAPY!

ART THERAPY!1. Students work in pairs2.They collect 4-5 strips of each

color3. Student A tells Student B to pick

up a specific number of strips and place them in the “artwork”

4. Be sure to use the “H” handshapeto show where the strips go

5.When the artwork is finished, switch roles

THIS WEEK’S GOAL:

Learn how toask for the names

of Deaf people you want to meet

HOW DO YOUIDENTIFY A PERSON YOU WANT TO MEET?

1. Gender

2. Hair color

3. Special feature such as glasses, earrings, facial hair, etc

4. Articles of clothing


1.Gender


2. Hair color2. Hair color2. Hair color2. Hair color2. Hair color2. Hair color

IDENTIFYING A PERSON YOU WANT TO MEET

3. Special feature such as glasses, earrings…


3.…facial hair, etc. .


4. Articles of clothing

PUTTING IT ALL TOGETHER

Person A: You see man/woman/boy/girl (description)?? (Y/N

Question)

Person B: (Point) He/she?? (Y/N Ques.)

Person A: Yes. Who (Point)? (WH Ques.)

Person B: (Point) name. . .

HOMEWORK

1. Read and respond to My ASL Book, Chapter 2, Pages 44-52: “The Classroom”

2. View and respond to My ASL Tube,

videos 2-22 to 2-29(end of session 4)

IT’S TIME TO PLAY THE GAME OF “BIRTHDAY PARTY”.

1. Twenty pictures of people on the walls

2. Students mingle as if they’re at a party

3. They ask each other for the names of the people in the pictures

4. They write down the names on paper

5. The student with the longest list of names wins

Suppose you asked a friend for the name of a person

you wanted to meet.

The friend gave you the person’s name.

Now you are going to meet the person.

But, first, you need to make sure

that the name is spelled correctly.

CONFIRMING SOMEONE'S NAME

A: ask for confirmation of B’s name

B: Tell A if the name is spelled correctly.

If not, politely wave “No” andgive the correct spelling

A: Double-check the nameB: Tell A if is spelled correctlyA: Nice to meet you.B: Nice to meet you (too)

MY SECRETARY TYPED UP A LIST OF YOUR NAMES.

THE SECRETARY IS RATHER DITZY.

I HOPE YOUR NAMES WERE SPELLED CORRECTLY!

YOU NEED TO MEET YOUR CLASSMATES

AND GET THE CORRECT

SPELLING OFTHEIR NAMES

IT’S TIME FORYOUR VERY

FIRSTJOKE IN ASL

SOME QUESTIONS ABOUT THE JOKE

1. How did the first hearing man try to communicate with the Deaf woman?

2. How did they solve the communication breakdown?

3.What happened when the second hearing man joined the conversation?

4. At the end of the joke, why did the Deaf woman laugh at the two hearing men?

5. Do you think this could happen in real life?

DO YOU WANTTO LEARN HOW TO TELL A GOOD JOKE OR STORY

IN ASL?

WHEN SOMEONE TELLS AN ASL JOKE OR STORY, THAT PERSON PLAYS TWO ROLES:

1. THE NARRATOR OF THE STORY2. A CHARACTER IN THE STORY

I WILL SHOW THE JOKE AGAIN. PLEASE WATCH AND TELL ME

WHICH ROLE THE STORYTELLER IS PLAYING: THE NARRATOR OR THE CHARACTER

CAN YOU FIND THE “RULE”FOR NARRATORS AND CHARACTERS?

WHEN SOMEONE TELLS AN ASL JOKE OR STORY,

THAT PERSON PLAYS TWO ROLES:

1. THE NARRATOR OF THE STORY:

A. LOOKS AT THE AUDIENCE

B. ASSUMES A NEUTRAL EMOTION

2. A CHARACTER IN THE STORY:

A. LOOKS TO THE LEFT OR RIGHT AND TURNS BODY TO THE LEFT OR RIGHT

THIS IS CALLED A “ROLE-SHIFT”

B. ASSUMES PHYSICAL CHARACTERISTICS AND EMOTIONS OF THE CHARACTER

NOW, YOU TELL THE JOKE TO A PARTNER.

BE SURE TO SHOW WHETHER YOU’RE THE NARRATOR OR A CHARACTER.

YOUR PARTNER CAN GIVE YOU FEEDBACK TO IMPROVE YOUR STORYTELLING.

WORK WITH YOUR PARTNER UNTIL YOUR STORYTELLING IS FANTASTIC AND FUNNY.

THEN YOU AND YOUR PARTNER SWITCH ROLES

HOMEWORK

1. Students will be required to participate in a storytelling competition.

2. Read and respond to My ASL Book, Chapter 2, Pages 52 – 57, Deaf Coffee Night and Whoops!

3. View and respond to My ASL Tube, videos 2-30 to 2-33

(end of session 5)

ASL classifiers are special signs that show spatial properties, activities and

movementsof people, animals, large and small objects,

etc

One kind of classifier is the HANDLE classifier.

Using this classifier, the signer’s handsmanipulate or depict an imaginary object

Watch the joke again. Try to identify the HANDLE classifiers.

Are they the same thing as mime? How are classifiers and mime different?

ASL STORYTELLING COMPETITION

1. Four groups

2. Each student in a group tells the coffee shop joke

3. Each group selects the best storyteller based on:

A. CLEAREST AND SMOOTHEST SIGNINGB. CLEAREST NARRATIONC. BEST ROLE SHIFTS FOR CHARACTERSD. BEST CHARACTER DEPICTION

4. A finalist from each group performs for the class

.

I WILL PRODUCE TWO SIGNS.

TELL ME IF THEY ARETHE SAME OR DIFFERENT

I WILL PRODUCE TWO SIGNS.

TELL ME HOW THEY ARE DIFFERENT

1. Handshape2. Orientation3. Location4. Movement

5. Non-Manual Markers (NMMs)(Facial Expressions or Head

Movements)

WORK WITH A PARTNER

A: Produce two signs or gestures that have only one different parameter

(You can create a nonsense sign if you like)

B: Tell A which parameter is different

1. Handshape2. Orientation3. Location4. Movement5. Non-Manual Marker (NMM)

THINKING PEOPLE’S SIGNS

1. REMEMBER FORGET

2. KNOWDON’T KNOW

3. UNDERSTAND DON’T UNDERSTAND

YOU CAN USEFACIAL EXPRESSIONS OR HEAD MOVEMENTS

TO CHANGE THE MEANINGOF SENTENCES IN ASL.

THESE EXPRESSIONS AND MOVEMENTS ARE CALLED NON-MANUAL MARKERS

(NMM’s)

I WILL USE A NMM IN A SENTENCE.

TELL ME WHICH SENTENCE I SIGNED

1. YOU’RE DEAF

2. YOU’RE NOT DEAF

3. ARE YOU DEAF?

4. YOU’RE DEAF, HUH? (I DOUBT IT)

5. YOU’RE DEAF! (WOW!)

YOU CAN USE NON-MANUAL MARKERS (NMM’S) TO:

1. MAKE A POSITIVE STATEMENT

2. MAKE A NEGATIVE STATEMENT

3. ASK A QUESTION (YES/NO)

4. EXPRESS DOUBT

5. EXPRESS SURPRISE

THE GAME OF“RUBBER FACE OLYMPICS”

1. The class breaks into teams of five players

2.Each player gets a NMM card and a sentence card

3.Each player must combine the NMM and the sentence

4. Other players must guess which NMM was used

5.To earn a point, ALL PLAYERS must guess the right NMM. If any player guesses wrong,no point is earned.

HERE ARE SOME SENTENCES WE WILL USE IN

“RUBBER FACE OLYMPICS”

I/you/he/she is Deaf I/you/he/she is hearing

I/you/he/she is a student I/you/he/she is a teacher

I/you/he/she is learning signs I/you/he/she is teaching signs

I/you/he/she is nice I/you/he/she understand signs

I/you/he/she forgot my name I/you/he/she remembered my name

I/you/he/she knows the man/woman

I/you/he/she knows me/you/him/her

HERE ARE SOME SENTENCES WE WILL USE IN

“RUBBER FACE OLYMPICS”

I/you/he/she is a boy I/you/he/she is a girl

I/you/he/she has purple glasses I/you/he/she has a white shirt

I/you/he/she has a yellow tie I/you/he/she has a red dress

I/you/he/she has black pants I/you/he/she has a blue hat

I/you/he/she has green shoes I/you/he/she stirs coffee

I/you/he/she drinks coffee I/you/he/she writes

WHEN DO YOU USE THE NMM?AT THE END OR

THROUGHOUT THE SENTENCE?

SENTENCE NMM AT END OR THROUGHOUT?

1. POSITIVE STATEMENT

2. NEGATIVE STATEMENT

3. QUESTION (YES/NO)

4. EXPRESS DOUBT

5. EXPRESS SURPRISE

VERY IMPORTANT!

THIS IS NOT A GAME TO SHOW WHO IS RIGHT OR WRONG

IT IS A GAME TO SHOW

WHICH TEAM COMMUNICATES

BESTUSING NMMs

HOMEWORK1.Students must practice their NMMs to

prepare for the Rubber-Face Olympics

2.Read and respond to My ASL Book, Chapter 2, Pages 57-70, Classifier Corner, Deaf Mythbusters, Linguistic Illuminations, Ask Miss ASLey, and Deaf Culture Corner

3. View and respond to My ASL Tube, videos 2-34 to 2-40, and 2-42 to 2-44

(end of session 6)

DEAF CULTURE CORNER

IT’S TIME TO LEARN

SOME DEAF

HISTORY

DEAF CULTURE CORNER

WHAT IS THE STORY

ALL ABOUT?

DEAF CULTURE CORNER

THE PEOPLE AND EVENTS THAT LED TO THE FOUNDING OF THE FIRST PERMANENT SCHOOL

FOR DEAF CHILDREN.

DEAF CULTURE CORNER

WHO ARETHE IMPORTANT PEOPLE

IN THE STORY?

DEAF CULTURE CORNER

ALICE COGSWELLMASON COGSWELL

THOMAS HOPKINS GALLAUDETTHE BRAIDWOODS

ABBE SICARDDLAURENT CLERCJEAN MASSIEU

DEAF CULTURE CORNER

WHAT ARE THE IMPORTANT

EVENTSIN THE STORY?

DEAF CULTURE CORNER

GALLAUDET MEETS ALICEGALLAUDET GOES TO ENGLAND

HE LEARNS FROM FRENCH TEACHERSCLERC AND GALLAUDET COME TO AMERICA

CLERC AND GALLAUDET TRAVEL AND LECTURE THE FIRST DEAF SCHOOL

ASL IS CREATED

DEAF CULTURE CORNER

WHEN ANDWHERE

DID THIS STORYHAPPEN?

DEAF CULTURE CORNER

WHEN?1814-1817

WHERE? HARTFORD, CONN

LONDON, ENGLANDPARIS, FRANCE

DIFFERENT PLACES IN THE U.S.

THE SECRET CONNECTIONBETWEEN TWO STATUES

GALLAUDET AND ALICE STATUEBy Samuel Chester French (1889)

THE SECRET CONNECTIONBETWEEN TWO STATUES

LINCOLN MEMORIAL STATUEBy Samuel Chester French (1920)

HOMEWORK

1.Review all of Chapter 1 and 2 of My ASL Book, in preparation for a Chapter Test

2. Review all of My ASL Tube, videos 1-1 to 2-44 in preparation for a Chapter Test

3. The Chapter Test will consist of forty skills questions and ten content questions

(end of session 7)

IT’S TIME TO REVIEW FOR YOUR FIRST CHAPTER TEST.

THE TEST WILL BE BASED ON CHAPTERS 1 AND 2

REVIEW OF CHAPTER 1SEVEN REASONS FOR TAKING ASL

WHAT ARE THEY?

REVIEW OF CHAPTER 1SEVEN REASONS FOR TAKING ASL

1. Satisfying foreign language requirement

2. Deaf friends or family members3. Deaf children4. Hearing babies5. Serving Deaf clients/patients6. Performing and foreign travel7. Fun

REVIEW OF CHAPTER 1 TEN STRATEGIES FOR LEARNING ASL

WHAT ARE THEY?


1. Review motivating reasons often2. Attend all classes3. Support a Deaf/ASL-friendly

classroom4. Work with signing “buddies”5. Maximize exposure to ASL


6. Be an active learner7. Link signs to concepts, not English

words8. Learn to relax!9. Communicate with instructor about

problems10. Get tutoring help, if necessary

REVIEW OF CHAPTER 2

WHAT SKILLSDID YOU DEVELOP IN THIS CHAPTER?

REVIEW OF CHAPTER 21. Meet and introduce yourself to a new Deaf

friend

2. Produce and read fingerspelled words and names of people

3. Solve conversational issues when chatting with a Deaf friend

4. Describe the role of Deaf clubs and how they supported Deaf communities

5.Describe people you want to meet to a Deaf friend and ask for their names

REVIEW OF CHAPTER 26. Ask new Deaf friends to confirm how to

spell their names

7. Use storytelling techniques to tell a popular joke about two hearing men who interact with a Deaf woman in a coffee shop

8. Identify and produce some examples of HANDLE classifiers

9. Debunk the myths and clarify the truths about Deaf people’s attitudes toward music.

10. Identify parameters of individual signs

REVIEW OF CHAPTER 211. Use or identify index fingers as pronouns

or as sentence enders

12. Use “thinking peoples” signs to communicate ideas and concepts

13. Use Non-Manual Markers (NMMs - facial expressions and head movementss) to convey meaning

14.Tell the story of the “Father of American Sign Language”

REVIEW OF CHAPTER 2DEAF MYTHBUSTERS

WHAT WAS THE TOPIC OF

DEAF MYTHBUSTERSIN CHAPTER 2?

REVIEW OF CHAPTER 2DEAF MYTHBUSTERS

CAN DEAF PEOPLE REALLY APPRECIATE MUSICAL ACTIVITIES SUCH AS

DANCING, SIGNING SONGS, AND LISTENING TO OR PLAYING MUSICAL

INSTRUMENTS?

REVIEW OF CHAPTER 2ASK MS. ASLEY

WHAT WAS THE TOPIC OF

MISS ASLEY’S COLUMNIN CHAPTER 2?

REVIEW OF CHAPTER 2ASK MS. ASLEY

IF YOU’RE AT A DEAF COFFEE NIGHT AND

YOU DON’T KNOW MUCH ASL, WHAT SHOULD YOU DO?

REVIEW OF CHAPTER 2 DEAF CULTURE CORNER

WHAT IS THE HISTORYALL ABOUT?


THE PEOPLE AND EVENTS THAT LED TO THE FOUNDING OF THE FIRST PERMANENT SCHOOL

FOR DEAF CHILDREN.


WHO ARETHE IMPORTANT

PEOPLEIN THE STORY?


ALICE COGSWELLMASON COGSWELL

THOMAS HOPKINS GALLAUDETTHE BRAIDWOODS

ABBE SICARDDLAURENT CLERCJEAN MASSIEU


WHAT ARE THE IMPORTANT

EVENTSIN THE STORY?


GALLAUDET MEETS ALICEGALLAUDET GOES TO ENGLAND

HE LEARNS FROM FRENCH TEACHERSCLERC AND GALLAUDET COME TO AMERICA

CLERC AND GALLAUDET TRAVEL AND LECTURE THE FIRST DEAF SCHOOL

ASL IS CREATED


WHEN ANDWHERE

DID THIS STORYHAPPEN?


WHEN?1814-1817

WHERE? HARTFORD, CONN

LONDON, ENGLANDPARIS, FRANCE

DIFFERENT PLACES IN THE U.S.

HOMEWORK

Students should review My ASL Book,

Chapters 1 and 2, and My ASL Tube, videos 1-1 to 2-44 to determine how well they did on the test

(end of session 8)

level 1 chapters 1 & 2. this class is full. i can’t add any more students. due to insurance...

Documents