master asl: unit 8 packet name: per: · comfortable having a deaf doctor tend to your medical...

Assignment Activity Date Due Date Stamp/Credit

1. Unit 8 Flash Cards (define & label)

2. Journal Activity #1

3. “What Do They Look Like?” Partner Activity

4. Unit 8 Describing Family (Live)

5. Personality Quiz Partner Activity

6. Handshape Hospital (Group Pres.)

7. Unit 8 Student Questionnaire

8. Journal Activity #2

9. Unit 8 Dialogue Gloss

10. Unit 8 Workbook Gloss

11. Unit 8 Notes Worksheet

12. FHPO – Chapters 116 & 117

13. Unit 8 Study Guide

14. EC: Fingerseek #8 [+1pt.]

15. EC: Unit 8 Parameter Chart [+1pt.]

16. EC: Valentine Color by FS [+1pt.]

17. EC: Flash Cards (actual cards) [+3pts.]

Online/Video Assignments (**shaded boxes indicate instructions are online via Google Classroom**)

Assignment Activity Date Due Date Stamp/Grade

18. Classroom Exercise G Expressive Video

19. Online Exercise B & I

20. Online Comprehension (Exercise J)

21. Online Exercise M & Q

22. Online Exercise X

23. Unit 8 RT (receptive translation)

24. Wanted Project Poster & Expressive Video

25. Unit 8 Copy Sign (Live Presentation)

Master ASL: Unit 8 Packet Name: _____________________________ Per: _________

Name:______________________________

Unit 8 Journal #1

Deafness is often called the “invisible disability”. What does this mean? Do you agree or disagree with this opinion? Why do you agree or disagree? Now think about the terms “handicapped” and “disabled”. In what ways do the definitions of handicapped and disabled apply to Deaf people? In what ways do the definitions not apply? Think about these labels and what they mean. Now, what is your perspective? Are Deaf people handicapped or disabled? Give a thorough explanation of your perspective and support your answer with examples. (1 page response)

Name:______________________________

Unit 8 Journal #2

Are you surprised to know that there are deaf doctors in the United States? Why or why not? Would you feel comfortable having a deaf doctor tend to your medical needs? What reactions do you think hearing patients have upon meeting a deaf doctor for the first time? If you were a deaf doctor, what would you do to make a hearing patient feel comfortable? What would you want a deaf doctor to do to make you feel more comfortable? (1 page response)

Names:___________________________________________ Date:________________________ Period:_____________

“What Do They Look Like?” Unit 8 Partner Exercise

Purpose: To receptively and expressively practice the vocabulary and concepts from Unit 8 by describing 6 different

people using the correct ASL sequencing and descriptors.

Instructions: 1. Find a partner and then sit with that person, face-to-face.

2. Complete the following chart describing 6 different people using the ASL Descriptive Sequence order (If something

doesn’t apply to you, change it so that it does or for the case of “significant other”, describe your “dream girl or boy”)

3. Pick ONE of your six people form the chart and sign their full description to your partner (in the correct sequence!)

4. While your partner signs, write the description of THEIR person in the additional chart below.

5. Once both of you have signed and written down what you saw in the additional chart below, draw AND color that

person in the box provided.

6. Make sure your names are on it and come get a stamp when you are done.

Your significant

other

A grandparent or other relative

A friend or coworker

An immediate family

member

A former significant

other

A teacher on campus

Gender

Age (use ‘young’ or

‘old’ if you don’t know their exact

age)

Ethnicity

Height (use ‘tall’ or

‘short’ if you don’t know their exact

height)

Body Type

Hair & Eye Color

Other Features

Clothing (put what they would normally

wear)

Accessories (put what they would normally

wear)

Your Partner’s Choice Description: Draw Your Partner’s Choice Here:

Who did they describe to

you?

Gender

Age

Ethnicity

Height

Body Type

Hair & Eye

Color

Other

Features

Clothing

Accessories

Name: _________________________

Unit 8 - Describing Family Instructions: You and some Deaf friends are exchanging pictures to help describe each person's family. Choose ONE of the following family members and present in ASL the information learned to another friend who wasn't there (i.e., your teacher). Gloss the descriptive information of your chosen family

member in the box below, memorize it, and be prepared to present it to your teacher.

Presentation Date:_______________________ Your Chosen Family Member: #________

Gloss:

Your Name: _________________________

Unit 8 – Personality Quiz Partner ActivityInstructions: Find a partner and give him or her the following Personality Quiz in ASL (your teacher will hand you the quiz itself). The questions on the quiz are glossed for you (sign them exactly as you see them); however, you will need to mentally gloss the answer choices yourself (remember to use the Listing & Ordering technique when giving your partner their answer choices). Mark their answers as they give them to you and when you are done, score their quiz, and tell your partner their personality type, according to this quiz. Then, switch and have your partner give you the quiz. Have fun!

Your Partner’s Name: _____________________

His/Her Personality Type: _____________________

1. 6.A. Go for a run A. Stress outB. Watch TV, study B. RunC. Sleep C. Take it easy

2. 7.A. Busy A. NervousB. Kick back B. SmileC. Lazy C. Friendly

3. 8.A. Outgoing A. SadB. Friendly B. EmotionalC. Shy C. Laugh

4. 9.A. Angry, mad A. WorkB. So-so B. SchoolC. Happy C. Sleep

5. 10.A. Restaurant A. MoneyB. Play B. HappinessC. Movies C. Friends

YOUR Personality Type: _____________________

Name:_________________________________________________ Date:__________________ Period:________

Directions: Your task is to discuss with some of your classmates (you will be in small groups) about the last time they were sick, injured/hurt, or in the hospital. Your goal is to engage in a natural conversation in ASL while focusing on which handshapes you are using and witnessing during your conversation.

What type of questions should you ask? Here are some glossed examples to get you started: JUST/RECENT YOU SICK WHEN YOU HAPPEN WHAT SURGERY YOU HAVE FOR-FOR HOSPITAL YOU GO-TO FOR-FOR fs-S-T-I-T-C-H-E-S HOW-MANY MEDICINE TO-CALL WHAT PAST SURGERY HAVE YOU YOU SCARED YOU DOCTOR HE OFFICE WHERE DOCTOR HE NAME WHAT NOW YOU FEEL HOW YOU GET-BETTER HOW LONG YOU

Patient #1 - Student Name:____________________________________________

Brief description of what happened:

____________________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________ _______

____________________________________________________________________________________________________________________________________

Recognized/Used Handshapes (5+) & what signs they belonged to in your conversation:

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________



_____________________________________________________________________________________________________________________________ _______

_____________________________________________________________________________________________________________ _______________________

____________________________________________________________________________________________________________________________________


____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________



_____________________________________________________________________________________________________________________________ _______

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

Handshape

Hospital

wh-face

wh-face

wh-face

wh-face wh-face

wh-face

wh-face

wh-face wh-face

wh-face

y/n-face y/n-face


_____________________________________________________________________________________________________________________________ _______

____________________________________________________________________________________________________________________________________



____________________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________ _______

____________________________________________________________________________________________________________________________________


______________________________________________________________________________________________________ ______________________________

_____________________________________________________________________________________________________________________________ _______



_____________________________________________________________________________________________________________________________ _______

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________


____________________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________ _______



_____________________________________________________________________________________________________________________________ _______

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________


_____________________________________________________________________________________________________________________________ _______

____________________________________________________________________________________________________________________________________



____________________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________ _______

____________________________________________________________________________________________________________________________________


____________________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________ _______

Your Name: ________________________________ Date:_____________ Period: _______

Unit 8: Student Questionnaire

Student Name Question

Their Answer (if they use classifiers, write

those down as well)

1. poss wh-face YOU HAIR LOOK-LIKE WHAT

2. eyebrows up wh-face JUST/RECENT HAIRDRESSER YOU GO-TO WHEN

3. poss wh-face SHIRT YOU FAVORITE LOOK-LIKE WHAT

4. wh-face SHOES YOU HAVE HOW-MANY

5.

eyebrows up SUPPOSE ANY HAIRCUT YOU CAN HAVE (pause) wh-face YOU PICK WHAT

6. wh-face PAST FRIDAY NIGHT YOU WEAR WHAT

7. poss wh-face YOU MOTHER HAIR LOOK-LIKE WHAT

8.

YOU WEAR MORE (pause) PANTS BLUE (shoulder wh-face shift) BLACK WHICH YOU

9. poss wh-face YOU ETHNICITY WHAT

10. y/n-face FRECKLES HAVE YOU

11.

HAIR CURLY (shoulder-shift) WAVY YOU PREFER wh-face WHICH

12. poss wh-face YOU GRANDFATHER EYE COLOR WHAT

13. poss wh-face YOU PERSONALITY LIKE WHAT

14.

poss wh-face TODAY YOU CLOTHING HAVE BUTTONS HOW-MANY

15. y/n-face SANDALS HAVE YOU

16.

SOCKS YOU HAVE PLAIN (shoulder-shift) wh-face PATTERN WHICH

17. wh-face FOOTBALL GAME YOU WEAR WHAT

18. poss wh-face SWEATER COLOR YOU FAVORITE WHAT

19.

MOUNTAINS (shoulder-shift) OCEAN YOU PREFER wh-face WHICH

20.

eyebrows up poss EVERY-FRIDAY YOU SHIRT GOLD (shoulder-shift) BROWN (shoulder-shift) OTHER COLOR YOU WEAR wh-face WHAT

FHPO: If there is a hearing speaker, the Deaf audience clap their hands. If there is a Deaf speaker, the Deaf audience waves their hands. But if there is a Deaf speaker and a hearing audience who know little or nothing about Deaf culture, what should they do?”

(Chapter 116) Please answer in full sentence.

1. Why is applauding by waving your hands for a Deaf speaker more appreciative for a Deaf person than by clapping your hands?

2. What is the earliest recorded reference to visual applause?

3. Why did the act of “waving hands” as a form of applause become so popular and spread like wildfire?

4. How does Deaf applause suit a Deaf person’s visual orientation?

Your name:_______________________ Your partner’s name:______________________

Unit 8 Dialogue Gloss

Work with a partner and create a dialogue which includes the following:

1. E xchange greetings and names; Ask if one person knows the other person’s friend (you choose who the friend is)

2. Respond with “No…” and then proceed to describe the friend

3. Include at least 3 physical characteristics and 3 personality traits

4. Use all of the following vocabulary and highlight them in your dialogue: PE RSONALITY, LOOK-LIKE , TE ND-TO,

E THNICITY, TO-HAVE , OH-I-SE E

5. Conclude with a farewell/ending statement that makes sense (don’t just end the dialogue with “bye”)

*No credit for one word lines- you must make complete sentences ( including the response in #3 listed above!

ENGLISH LINES

Student A:

Student B:

Student A:

Student B:

Student A:

Student B:

Student A:

Student B:

Student A:

Student B:

ASL (GLOSS) LINES

Student A:

Student B:

Student A:

Student B:

Student A:

Student B:

Student A:

Student B:

Student A:

Student B:

Name:______________________________________

Unit 8 Workbook Gloss p. 155 – 157

(“G” = Gloss | “E” = English)

1.

2.

3.

4.

5.

1G.

1E.

2G.

2E.

3G.

3E.

1.

2.

3.

4.

5.

1.

2.

3.

4.

5.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

#1 #2

#3

#4

#5

1.

2.

3.

4.

5.

6.

#6

4G.

4E.

Name:___________________________________________ Date:___________________ Period:_________

Unit 8 Notes Worksheet: Definitions and Labels (Master ASL! textbook p. 304-305)

Think about labels like normal, disabled, and handicapped. What do you think Deaf people consider

themselves? In Unit 2, you learned about two different perspectives on deafness: the pathological/medical

model, where the focus of attention is on the “broken” ear that affects how much one does or does not hear, and

the cultural model, which focuses on deafness as being part of one’s identity rather than an overwhelming

handicap or disability. Do the definitions of disabled or handicapped serve the perspectives of the medical or

cultural model?

Both __________________ and __________________ are applied to groups of people considered

__________________ in some way from the __________________, regardless of how the person described

__________________ about the label. The __________________ connotations of __________________ and

__________________ are clear:

• Disadvantaged • Unable to function __________________ • __________________ • Helpless • Physically or mentally __________________ • Unable, unfit, or __________________

The medical model emphasizes “__________________?” while the cultural model asks “__________________

__________________?” If being “normal” means __________________ in a career or school, starting and

raising a family, and actively __________________ in one’s community, then what does it mean when a Deaf

person __________________ those goals? Let’s look at the definitions of a few labels:

Disability – A disadvantage or __________________, especially a physical or mental __________________

that interferes with or __________________ normal achievement in a particular area.

Handicapped – People who have a physical or mental __________________ considered as a group. Often used

with __________________.

Regardless of the disability, the term handicapped is __________________ and outdated when referring to a

__________________ of people. The term reflects a __________________ perspective that someone can’t lead

a __________________life while disabled, a point disproven by millions of __________________ individuals.

A cultural view favors disabled over handicapped, but the __________________ is on the whole person, not

simply the part considered “__________________” or not __________________. The __________________

perspective on deafness, in which it is a __________________ that must be __________________ to make deaf

people like everyone else, strongly __________________ the Deaf community.

From an early age, many Deaf people are fitted with __________________ to __________________ the level

of sound available through the ear. Some people use hearing aids __________________ and others don’t,

depending on _________________. In recent years, the number of people with __________________ has

__________________, especially among __________________ parents who have __________________

children. While similar in _________________ to a hearing aid, cochlear implants __________________ the

ear itself to deliver sound converted into ___________________________ through a noticeable

__________________ attached to the ______________. Either way, to the millions of members of the Deaf

community, deafness is simply a part of their identity – who they are as a people and a culture – and not

something that is wrong with them, abnormal or broken, or something that needs to be fixed.

The Deaf-Blind Community (p. 305) Within the Deaf community, there are people who have __________________ physical or mental

disabilities. One of the most well-known disabilities within the Deaf __________________ is Deaf-Blindness.

Modern-day people who are Deaf-Blind encounter the same __________________ in gaining access to

_________________ and __________________, especially in employment, that Helen Keller faced over

__________________ years ago.

Deaf-Blind individuals __________________ the world of communication via __________________ and / or

__________________ sign language. __________________ sign language involves the Deaf-Blind person

placing his or her hands __________________ another signer's hands to __________________ the ASL being

signed. Look at the illustration below to understand how tactile sign language works. Tactile sign language is

proof that any communication barrier can be __________________!

Tactile Sign Language

FHPO: If there is a hearing speaker, the Deaf audience clap their hands. If there is a Deaf speaker, the Deaf audience waves their hands. But if there is a Deaf speaker and a hearing audience who know little or nothing about Deaf culture, what should they do?”

(Chapter 116) Please answer in full sentence.

1. Why is applauding by waving your hands for a Deaf speaker more appreciative for a Deaf person than by clapping your hands?

2. What is the earliest recorded reference to visual applause?

3. Why did the act of “waving hands” as a form of applause become so popular and spread like wildfire?

4. How does Deaf applause suit a Deaf person’s visual orientation?

FHPO: Why do Deaf people always hang around after a play (or any other event) and start together and

talk? (Chapter 117)

Please answer in full sentence.

1. Why are outings to the theater or to a stadium seen as a cherished social opportunity to Deaf people?

2. Why do Deaf people typically save intimate chat for face-to-face encounter?

3. What is unique about “NTID” street?

4. If a staff members of an institution want to go home, what can they suggest to a group of Deaf folks who are still chatting?

5. How can expo organizers set up an exhibition hall so that Deaf people

can chat without decreasing the visibility of merchant booths?

Name:___________________________________________ Date:___________________ Period:_________

Unit 8 Notes Worksheet: Definitions and Labels (Master ASL! textbook p. 304-305)

Think about labels like normal, disabled, and handicapped. What do you think Deaf people consider

themselves? In Unit 2, you learned about two different perspectives on deafness: the pathological/medical

model, where the focus of attention is on the “broken” ear that affects how much one does or does not hear, and

the cultural model, which focuses on deafness as being part of one’s identity rather than an overwhelming

handicap or disability. Do the definitions of disabled or handicapped serve the perspectives of the medical or

cultural model?

Both __________________ and __________________ are applied to groups of people considered

__________________ in some way from the __________________, regardless of how the person described

__________________ about the label. The __________________ connotations of __________________ and

__________________ are clear:

• Disadvantaged • Unable to function __________________ • __________________ • Helpless • Physically or mentally __________________ • Unable, unfit, or __________________

The medical model emphasizes “__________________?” while the cultural model asks “__________________

__________________?” If being “normal” means __________________ in a career or school, starting and

raising a family, and actively __________________ in one’s community, then what does it mean when a Deaf

person __________________ those goals? Let’s look at the definitions of a few labels:

Disability – A disadvantage or __________________, especially a physical or mental __________________

that interferes with or __________________ normal achievement in a particular area.

Handicapped – People who have a physical or mental __________________ considered as a group. Often used

with __________________.

Regardless of the disability, the term handicapped is __________________ and outdated when referring to a

__________________ of people. The term reflects a __________________ perspective that someone can’t lead

a __________________life while disabled, a point disproven by millions of __________________ individuals.

A cultural view favors disabled over handicapped, but the __________________ is on the whole person, not

simply the part considered “__________________” or not __________________. The __________________

perspective on deafness, in which it is a __________________ that must be __________________ to make deaf

people like everyone else, strongly __________________ the Deaf community.

From an early age, many Deaf people are fitted with __________________ to __________________ the level

of sound available through the ear. Some people use hearing aids __________________ and others don’t,

depending on _________________. In recent years, the number of people with __________________ has

__________________, especially among __________________ parents who have __________________

children. While similar in _________________ to a hearing aid, cochlear implants __________________ the

ear itself to deliver sound converted into ___________________________ through a noticeable

__________________ attached to the ______________. Either way, to the millions of members of the Deaf

community, deafness is simply a part of their identity – who they are as a people and a culture – and not

something that is wrong with them, abnormal or broken, or something that needs to be fixed.

The Deaf-Blind Community (p. 305) Within the Deaf community, there are people who have __________________ physical or mental

disabilities. One of the most well-known disabilities within the Deaf __________________ is Deaf-Blindness.

Modern-day people who are Deaf-Blind encounter the same __________________ in gaining access to

_________________ and __________________, especially in employment, that Helen Keller faced over

__________________ years ago.

Deaf-Blind individuals __________________ the world of communication via __________________ and / or

__________________ sign language. __________________ sign language involves the Deaf-Blind person

placing his or her hands __________________ another signer's hands to __________________ the ASL being

signed. Look at the illustration below to understand how tactile sign language works. Tactile sign language is

proof that any communication barrier can be __________________!

Tactile Sign Language

TVHS ASL 2: Unit 8 Study Guide Unit Test: ______________________________________

1. Know and practice the vocabulary from Unit 8 (p. 292 – 327) of your red Master ASL!

Textbook (use the old quiz study guides and other tools from the website to help you study! ).

2. Know and practice fingerspelling and numbers 1-trillions, dates, addresses, phone numbers, ages, & time (there are games and helpful links on the website to help you practice).

3. Define/Describe (write them on page 4 of this study guide or on a separate piece of paper):

• Descriptive Order (p. 294 & Notes) • Disability (p. 304) • Handicapped (p. 304) • Medical Model (p. 304-305) • Cultural Model (p. 304-305) • Noun-Verb Pairs in ASL (p. 273)

4. Which sign would you use for the underlined word when signing the following English sentence? (p. 275, 279)

“I like wearing flip-flops.”

5. What is the basic ASL structure? (p. 280)

6. When the meaning of a single sign or word

changes depending on how it is used in a sentence, then that sign’s meaning depends on (p. 282):

7. True or False? You can modify the STRIPED sign to show horizontal, vertical, or wavy stripes. (p. 283)

• Cochlear Implant (p. 305) • Tactile Sign Language (p. 305) • Deaf Tend Theirs (p. 308) • The POW sign (p. 313) • Location Changes (p. 315) • Descriptive Order [of objects] (p. 317)

8. ASL uses classifiers as ____________________ (a part of speech that explains the relationship of one word to another) instead of separate signs for in, on, under, over, behind, next to, or in front of. (p. 286) 9. The concept of table or any flat surface is provided by which classifier? (p. 286) 10. When signing about a particular tribe or group, when do you fingerspell the name of it? (p. 293) 11. What sign is used to compare physical

similarities between people? (p.296)

12. What are the 5 parameters of ASL used to make up a sign? (p. 224)

a.

b.

c.

d.

e.

13. In ASL, how do you know the difference between the signs TRIBE, CLASS, and GROUP? (p. 282, 293) 14. Why are descriptions of people and places in ASL expected to be highly detailed and specific? (p. 294)

15. When describing a person’s physical characteristics in ASL, which do you sign about first, gender or ethnicity? (p. 294) 16. What is the physical difference between the sign GUT/BELLY and the sign TO BE PREGNANT? (p. 295) 17. How are the terms disabled and handicapped signed in ASL [be specific]? (p. 296)

18. Why is it not considered rude in Deaf culture to be so descriptive? (p. 296) 19. True or False? When signing about ethnicity in ASL, you need to be sensitive and politically correct, just like you are in English. (p. 297, 299)

20. For hundreds of years, Deaf _________________ ____________, particularly the __________________ _________________, have been using sign language to communicate. (p. 299) 21. How do you sign the terms blonde, redhead, and brunette? (p. 301)

22. Many ASL nouns and verbs share every parameter except (p. 273):

23. Why is there more than one sign for short hair? (p. 301) 24. What classifier would you use for pigtails? (p. 301, 302)

25. Are the signs BRAID and TO-BRAID a noun- verb pair? Why or why not? (p. 273, 303) 26. The cultural view of deafness favors the term disabled over handicapped, but the emphasis is on the ______________ ______________ and not(p. 305): 27. Many Deaf-Blind individuals use ________________ sign language, which involves the Deaf-Blind person placing his or her hands on top of another signer’s hands. (p. 305)

28. Proportionately, is the number of people with multiple disabilities the same within the Deaf and hearing communities? (p. 305)

29. When describing a person’s hairstyle, what classifiers could you use for a spiky hairstyle? (p. 301, 302) 30. True or False? When signing about personality traits and characteristics, you need to make sure to include the appropriate non-manual signals (NMS) for each one you sign. (p. 307)

31. What does the term Deaf tend theirs mean? (p. 308) 32. The sign BIG HEAD can be interpreted in English to mean what types of personality traits or characteristics? (p. 310) 33. True or False? In order to sign the concept I feel nauseous, you must combine the sign FEEL with the sign TO FEEL NAUSEOUS. (p. 312, 313) 34. The POW sign is used for what types of situations? (p. 313) 35. In order to change the meaning of the sign TO HURT to mean headache or stomachache, you must change what parameter? (p. 315) 36. What classifier is used for concepts like nosebleed and running water? (p. 315) 37. True or False? Describing natural objects follows a similar pattern to describing people. (p. 317)

38. When using Shoulder-Shifting to describe two perspectives, you do not need to sign “_____________” or “______________” each time you change. (p. 323) 39. What sign do you use to describe someone who is arrogant or self-absorbed? (p. 310) 40. What are the parameter differences between the signs BEARD and GOATEE? (p. 301)

Write the definitions from page 1 below (or on a separate sheet of paper):

41. True or False? When using the Shoulder- Shifting technique, make sure to move your feet so you can “hop” from one side to another. (p. 323) 42. In recent years, the number of people with cochlear implants has grown among which types of people? (p. 305) 43. The sign TREE uses what classifier and why? (p. 317)

Fingerseek: The following words may be in any straight line including diagonally and backwards: AID, BACKPACK, BASKET, BATTERY, BELT, CHANGE, CLOTHES, COAT, DIRTY, ELECTRIC, GLASSES, LAUNDRY, OFF, PANTS, PICK, SHIRT, SHOES, SOCKS, UNDERWEAR, WHICH

M K T R T B J OY W L ES O T A HO A T F A T GA HO E LC R T U F L NI C I W K I I N T K E AD D J R D S D HC E B HG S M E T R A A W V R CL HV D Y B PB L G QYA O G N S K C O S G T WS E U U C S E HT O LCS S X A E L E C T R I CE R B PA N T S S Q B Lw

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Sign Parameters

The Sign Handshape Palm Orientation

Location Movement NMS

The Sign Handshape Palm Orientation

Location Movement NMS

Color By Fingerspelling

“Valentine”

Name:_____________________________ Date:___________________ Period:_____

Color Key (if no number, leave WHITE)

1 = RED 3 = GRAY 5 = BROWN 7 = LT. BLUE 9 = PINK

2 = YELLOW 4 = GREEN 6 = ORANGE 8 = PURPLE 10 = TAN/BEIGE

Name: _________________________

Unit 8 – Classroom Exercise G

Instructions: Choose ONE of the people above to describe in ASL to your teacher. You must include

their name and all NINE descriptive categories in the correct ASL sequence. Remember when giving

descriptions in ASL, you go from general to specific details. When you are ready, film your description

and upload it to the appropriate assignment in Google Classroom.

Your Chosen Person: ____________________

**When making your presentation, begin with “I am going to describe (his/her name) .

He/She is….” etc.

Descriptive Sequence:

1. Gender

2. Age (for this exercise, choose “young” or “old”)

3. Ethnicity

4. Height (for this exercise, choose “tall” or “short”)

5. Body Type

6. Hair & Eye Color (for this exercise, you may make up the eye color)

7. Other features (facial hair, freckles, tattoos, etc .)

8. Clothing (shirt, pants, dress, etc.)

9. Accessories (shoes, hats, sunglasses, etc.)

OPTIONAL: Use the space below to gloss your description if it helps you to do so.

NAME:_______________________ DATE:_______________PERIOD:____

GOAL: To develop fluency describing a person’s physical characteristics and personality, in detail and in the correct sequence, using descriptive signs and appropriate classifiers.

ASSIGNMENT: You (or you and a partner) will create a “Wanted” poster and a related video where you will warn the class of your outlaw in your best ASL.

PROJECT CHECKLIST (what you must include on your poster AND in your signed video):

____ Brief introduction of your outlaw____ Name____ Hometown____ Why they are wanted____ Where they were last seen____ What the reward is, if found

____ Photograph of your outlaw (printed or cut out of a magazine)____ Description of your outlaw

____ Gender____ Age____ Ethnicity____ Height____ Body Type____ Hair & Eye Color____ Other features (facial hair, freckles, tattoos, etc.)____ Clothing____ Accessories

POSTER DUE DATE:_________________ VIDEO DUE DATE:_______________

GRADE: / 5 (100%) GRADE: / 5 (100%)

*If working with a partner, both the work on the poster and the signing in the video must be divided equally.

Score Description Task Completion Topic Development Language Use

5Demonstrates

Excellence

HIGH

A signed sample that

demonstrates excellence

in Presentational ASL accomplishes the following:

Fully addresses and completes the assignment following all instructions

Treatment of the topic is relevant and thorough

Response is very well organized and cohesive

Entire presentation is correctly set-up with rich and creative details;

Use and control of complex ASL structures; very few errors

Rich vocabulary signed with precision and conceptually appropriate

High level of fluency

Excellent clarity and use of space

Use of NMS is highly appropriate

4Demonstrates

Command

MID–HIGH

A signed sample thatdemonstrates commandin Presentational ASL accomplishes the following:

Appropriately addresses and completes the assignment

Treatment of the topic is relevant and well developed

Response is well organized and generally cohesive

Presentation is correctly set-up with lots of descriptive detail and information

Use of complex ASL structures, but maycontain more than a few errors

Very good vocabulary; mostly conceptuallycorrect

Very good fluency

Very good accuracy use of space

Use of NMS is appropriate

3Demonstrates Competence

MID

A signed sample thatdemonstrates competencein Presentational ASL accomplishes the following:

Addresses and completes the assignment

Treatment of the topic is relevant

Response is organized, with adequate cohesiveness

Presentation is set-up, contains simple detail

Control of simple ASL structures, with few errors; may use complex structures with little or no control (English order)

Good range of vocabulary that conveys concepts, but may have occasional errors

Good fluency with occasional hesitance; some successful self- correction

Good accuracy and use of space

Use of NMS is inconsistent, but generally appropriate

2Suggests Lack of

Competence

MID–LOW

A signed sample thatsuggests lack of competence in Presentational ASL can be described as the following:

Partially addresses and/or partially completes the all parts of the assignment

Treatment of the topic may be somewhat irrelevant

Response may have inadequate organization/ cohesiveness

Presentation contains very little detail and set-up

Limited control of simple ASL structures, with errors (English order)

Narrow range of vocabulary; frequent errors occur

Labored expression; minimal fluency

Fair accuracy and fair use of space, which may affect comprehension

NMS is inconsistent and/or may be inappropriate

1Demonstrates

Lack of Competence

LOW

A signed sample thatdemonstrates lack of competence in Presentational ASL can be described as the following:

Does not follow instructions

Treatment of the topic is somewhat irrelevant

Response may not be cohesive or may be disorganized

Information is very limited and lacking cohesiveness

Frequent errors in use of ASL structures; presentation follows English order

Narrow range of vocabulary, heavily relies on fingerspelling; frequent errors occur

Little to no fluency

Poor sign production impedes comprehension

Minimal to no NMS used

Unit 8 Copy Sign

Your job is to copy the _________________________ video clip posted in Google Classroom.

We watched and interpreted it in class earlier; so now your job is to do the following:

1. COPY it exactly as you see it

2. Practice signing it EXACTLY as you see it and memorize it

3. Present live to your teacher (not to the class) on ____________________

You have unlimited access to the video, so watch it as many times as you need to until you have it memorized and you can also copy facial expressions and all other NMS.

You will be graded on sign accuracy, sign pace/fluency, and NMS (FACIAL EXPRESSIONS)!

*Presentation tips:

• Make sure your head and hands are completely visible (no hats or sunglasses and don’t stand too close!) - it’s hard to grade your signing if I can’t see you clearly!

• Try to wear solid colors and don’t have any distracting features or accessories (large bracelets, gloves, long fingernails, etc.)

• NO GUM!!! You will lose a letter grade if it’s there, so spit it out before you present!

• Don’t be afraid to ask for help BEFORE PRESENTATION DAY, I would be happy to help you - that’s what I’m here for!

master asl: unit 8 packet name: per: · comfortable having a deaf doctor tend to your medical...

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