Unit 3

Getting to Know You

Unit Three Getting to Know You

Unit Three Objectives

• To expand ASL skills and topics of conversation

• To understand topic-comment structure

• To incorporate numbers into conversation

• To understand how ASL name signs are made

• To use possessive signs and deixis

appropriately

• To talk about favorites

Based on Master ASL Level One by Jason Zinza

Where are you from?

Vocabulary

Where are you from? A lot of

To be beautiful, pretty born house

To do, action, activity from trailer

During, on, in grow up mobile home

Family here apartment

Fun visit dorm

You and me, we Live

Vacation Oh-I-See Unit 3 Vocab #1

A lot of p. 73

to be Beautiful, pretty p. 73

to Do, action, activity p. 73

During, on, in p. 73

Family p. 73

Fun p. 73

You and me, we the two of us

p. 73

Vacation p. 73

to be Born in p. 75

to be From

There are numerous signs

for cities, states and

countries. For now, just

fingerspell these places.

p. 75

to Grow up p. 73

Here p. 75

to Visit

to Live in (place) p. 75

to Live in (housing type)

house

apartment

dorm

Oh-I-See p. 76

Practice Exercise

1. Where are you from? Ask a partner these questions about his or her

background using the example as a model. When done, switch roles and

repeat the exercise. Remember, WH-signs come last.

1. Where were you born? 4. Where did you grow up?

2. Where do you live? 5. Where are you from?

3. Do you live in a house or an apt.? 6. Are you from Arizona?

FYI Don’t worry about the

past tense. Just use the

vocabulary you know.

You’ll learn how the past

tense works in Unit 6

Practice Exercise

1. Interviews. Work in groups and find out back-ground information about

each member. Use oh-I-see to show you understand what is being

signed. You will share the information you learned with the rest of the

class. Use the cues provided or add your own questions to get to

know the other people. Remember, WH-signs come last.

1. Where were you born?

2. Where did you grow up?

3. Where did you go to school/college?

4. Do you live in a house or an apartment?

5. Where do you want to visit?

6. When did you move here?

Where Do you Live? p. 74

Where are you from?

Where Do you Live? p. 74

Where are you from?

Comprehension. After watching Where are you from?, answer the questions

below in complete ASL sentences. Discuss in sign with classmates to find

the correct answer if necessary.

1. Where is Kelly from? 4. Where was Kelly born?

2. Where did Sean grow up? 5. Does Kelly live in Utah?

3. Who is from Ohio? 6. Does Sean want to go to Maine?

Dialogue Practice:

Dialogue Translation

Where are you from?

Sean: Hi! Where are you from?

Kelly: I was born in Ohio. Now I live in Utah. What about you?

Sean: I was born and grew up in Maine.

Kelly: Oh, I see. I want to go there!

Numbers 31-100

Counting by 10’s

10 20 30 40 50 60 70 80 90 100

Double Numbers

11 22 33 44 55 66 77 88 99

For other numbers under 100, sign the first number and the second number

consecutively, except…

Number Exceptions

67 68 69 78 79 89

Numbers that include a specific movement towards the body.

Numbers that include a specific movement away from the body.

76 86 87 96 97 98

Numbers 31 – 100 Practice

Develop accuracy with each number.

1. 39 8. 60 15. 44 22. 55

2. 85 9. 99 16. 73 23. 81

3. 51 10. 36 17. 50 24. 34

4. 63 11. 100 18. 33 25. 64

5. 71 12. 90 19. 84 26. 91

6. 58 13. 94 20. 47 27. 48

7. 35 14. 23 21. 59 28. 63

Numbers Exceptions Practice

Develop accuracy with each number.

1. 66 8. 79 15. 98 22. 14

2. 67 9. 86 16. 99 23. 15

3. 68 10. 87 17. 22 24. 21

4. 63 11. 88 18. 33 25. 23

5. 69 12. 89 19. 44 26. 25

6. 77 13. 96 20. 55 27. 67

7. 78 14. 97 21. 13 28. 98

Bell Work #1

States, Cities

Country, State • America

• United States

• Washington

• Canada

• Oregon

• California

• Alaska

• Hawaii

• Arizona

• Mexico

• Montana

• Colorado

• Texas

• New York

p. 78-79

Link: 50 states video

Unit 3 Vocabulary #2

America

United States

Washington

Canada

Oregon

California

Alaska

Hawaii

Arizona

Mexico

Montana

Colorado

Texas

New York

US Map

4 4

4

4

4

3

4 4

3

- Spelling has motion

- Has a unique sign

4

3

3

3

3

4

City Signs • City, town Salt Lake City

• Atlanta San Francisco

• Boston Seattle

• Chicago Portland

• Houston Washington, DC

• Dallas Phoenix

• Los Angeles Tucson

• San Diego Albuquerque

• New Orleans Kansas City

• Philadelphia Denver

Las Vegas

New York City

p. 81-82

Unit 3 Vocab #3

City, Town

p. 81-82

Downtown, city, in

town

Town,

Community

Atlanta

Boston

Chicago

Houston

Dallas

Los Angeles

San Diego

The sign for "San Diego" as in "San Diego, California" is done by spelling an "S" and a "D."

New Orleans

Philadelphia

Salt Lake City

San Francisco

Seattle

Portland

Washington, DC

Phoenix

The sign for "Phoenix" is an "X" hand shaken side to side a couple times.

Tucson

Albuquerque

Kansas City

Denver

The sign for "Denver" is done by holding a "D hand" in front of you and moving it

down, then up, and then back down again using a quick double movement. Some

people start further to their left and move the hand sideways toward their right as they

move the hand down, up, and back down again as if showing the skyline of a

mountain range.

Las Vegas

New York City

Practice Exercise

Conversation. Ask your partner the following questions in ASL. Your partner will

respond according to the information in bold. Switch roles and repeat.

1. Where do you live? (?)

2. Are you from Canada? (No, I’m from ____)

3. Where do you want to live? (?)

4. Is your city named San Diego? (No, I live in ____)

5. Did you move here? (Yes, I moved here from ____?)

6. Do you like living here? (?)

p. 83

Bell Work #2

Bell Work Quiz #1 & #2

Beach

Ocean

To Rollerblade

To Ski

To Visit

Interests

p. 77

Unit 3 Vocab #4

Beach

Ocean

to Rollerblade

to Ski

To Visit

Distance / location

• To be Close to, near

• To be Far

p. 83

to be Close to, near

p. 83

to be Far P. 83

Practice Exercise How far away is that? Sign your location, then explain whether the following

locations are near or far from you. Follow the example sentences.

1. Los Angeles, CA 6. Mexico 11. the bathroom

2. Phoenix, AZ 7. Downtown 12. the water fountain

3. the cafeteria 8. the beach

4. your home 9. where you were born

5. Canada 10. your family

Practice Exercise Using yes & no. Ask a partner if he or she lives near the location or activity

you’ve chosen. Your partner will respond using yes or no, following the

example.

Vocabulary suggestions:

(feel free to use others)

School

Restaurant

Work

Mexico

Ocean

Skiing

School

Family

Canada

L.A.

Phoenix

p. 85

That way, over there (“ … is in”)

That way is related to Deixis. It is used to provide the general direction of an

object or location. Emphasize distance by opening your eyes wide while pointing

or using the sign far.

p. 83

Practice Exercise Where is? Ask a partner where the following locations or people are. Your

partner will respond and use that way to point towards the location. Switch

roles and repeat the exercise when done. Follow the example sentences.

1. San Diego, CA 6. Mexico 11. the bathroom

2. Grand Canyon 7. Downtown 12. San Francisco, CA

3. the cafeteria 8. the beach

4. home 9. your family

5. Canada 10. the water fountain

Homework Exercise #2 p.85

You will sign this to your class!

(To help you prepare to sign to class is to write it in ASL Gloss)

Bell Work #3

Sentence Structures –

Topic Comment

Topic Comment Structure

ASL uses one of two different grammatical structures

depending on what is being signed. The first structure is

called topic-comment and is always followed when signing

with the WH-signs. In topic-comment languages the signer

presents information with raised eyebrows and then makes

the information either a statement or a question by adding a

comment. English does not use topic-comment structure

often so becoming used to ASL grammar can be a

challenge. Keep in mind that while using ASL signs in

English word order may be easy to do, it is no different than

speaking in Spanish but following English word order – you

won’t make complete sense in either language.

Topic Comment Structure

Topic, title

Example: “The Three Little Pigs”

p. 89

to Comment

The comment

portion of an ASL

sentence explains

or clarifies the

topic.

p. 89

Practice Exercise I

Topic-comment. Select vocabulary from Column A and Column B to make a

complete sentence following topic-comment structure.

Column A Column B

learn study school name tomorrow today who where

test busy test from weekend don’t know what why

ski party ASL beach yesterday don’t want when doing what

p. 89

Practice Exercise K What’s missing? Sign each sentence by filling in the blank with a WH-sign. Choose

from who, what, when, where, which, and why.

p. 90

Practice Exercise K Continue….

p. 90

Practice Exercise L

1. The topic is what? Review the previous practice exercise and indicate the

topic and comment of each sentence.

2. Word order translation. Change each of the following sentences into topic-

comment structure and/or use a closing signal. Remember, time or when

something happens comes first, WH-signs last.

1. I’m happy. 7. I’m not confused

2. Please open the door. 8. What are you doing Saturday?

3. Who’s Deaf? 9. Where’s my paper?

4. Where’s the water fountain? 10. I sleep on the weekends.

5. Is the party on Saturday? 11. Is the restaurant over there?

6. Who walks home every day? 12. Do you mind handing out the

papers?

p. 91

Sentence Structures –

The ‘Why’ Bridge or

Rhetorical Question

The ‘Why’ as Bridge (Rhetorical Question)

The second basic structure of ASL is used when WH-

signs are not needed, and follows a subject-verb-object

(SVO) structure. This format is more familiar to English

speakers. However, why often acts as a “bridge” or

“connector” between two separate SVO phrases.

When using why this way, raise your eyebrows. Often this

is called the rhetorical or RH-question.

Subject-Verb-Object

(SVO) structure The second basic structure of ASL is used when WH-Signs are not needed,

and follows a subject-verb-Object (SVO). This format is more familiar to English

speakers. However, why often acts as a “bridge” or “connector” between two

separate SVO phrases. When using why this way, raise your eyebrows.

Practice Exercise I

Bridges or Rhetorical Questions. Use the why sign to connect

each sentence together.

1. She can’t go to the party / She works.

2. He doesn’t want a test / He didn’t study.

3. We are very scared / Signing is not easy.

4. Yesterday I was tired / I studied.

5. They are going to school / They are learning ASL.

6. Today I’m happy / Tomorrow I’m going to the

beach.

p. 89

Practice Exercise

Using “why” as “because”. Based on the group activity

done previously, tell what various classmates like or

dislike or where they live and explain why.

1. _____ likes Tucson because _____.

2. _____ wants to live in _____ because _____.

3. _____ doesn’t want to live in _____ because _____.

4. _____ lives with his/her family because _____.

5. _____ moved to _____ from _____ because _____.

Name signs, Communities,

Other Signed Languages

Deaf Culture – Name Signs Do you have a name sign or know someone who does? A frequent question is

“What’s the sign for my name?” Name signs are highly valued in Deaf culture.

Having one shows you are accepted by the Deaf community because you made

the effort to learn Deaf culture and ASL. You may be given a name sign after

you’ve made Deaf friends. There is no sign-for-name match, so two people with

the same spoken name will often have different name signs. This is because

ASL name signs are a combination of the person’s spoken name (usually the first

initial) and a location on the head, torso, or hands where the sign will be made.

This type of name sign is called arbitrary. Some people with short or easily

fingerspelled names will spell their name signs. Another type is a descriptive

name sign, which shows a physical or behavioral trait the individual is known for.

The sign for Mickey Mouse is seen below and is a descriptive name sign. It is

impolite for a hearing ASL student to create a name sign instead of having one

given by a Deaf person. You’ll need to socialize with Deaf people if you want a

name sign.

Examples of

name signs.

Which are

descriptive and

which are arbitrary? Mickey Mouse “Buck Teeth”

A name that

begins with “S” A name that

begins with “D”

p. 84

Deaf Culture - communities

Most Deaf adults live in larger cities across the United States. Jobs, social

opportunities, Deaf-interest agencies, schools for the Deaf, and interpreters are

more plentiful in metropolitan areas than in isolated areas. The metro region of

Rochester in New York state features the world’s highest per capita population

of Deaf people. There are many Deaf people in Tucson, AZ. Do you know

why?

This is a link to a site that has a great description of the differences between

Deaf people, the Deaf community, Deaf culture and Deaf Ethnicity.

p. 85

Other Signed Languages French Sign Language Alphabet

Japanese Sign Language Alphabet British Sign Language Alphabet

“Good morning”

“Good morning” “Man”

p. 86-87

Other Signed Languages p. 86-87

Practice Exercise J Facial Expression is Important! In any signed language, facial expression plays a

key role in grammar, differentiating questions, topics, pauses and tone. Practice

each facial expression, paying attention to the eyebrows and mouth.

p. 89

Bell Work #4

Bell Work Quiz #3 & #4

Possessive Signs

p. 92

•My, mine

•Your, yours

•His, hers, its

•Ours

•Yours (plural)

•Theirs

Use Possessive signs to ask and

answer questions, clarify

statements, and develop

conversations on a variety of

topics. Possessive signs follow

the same rules as deixis to point

towards people and things,

including eye gaze (see page 6)

Example:

Unit 3 Vocab #5

My, mine

Your, yours

His, hers, its

Ours

Yours (plural)

Theirs

Practice Exercise M

Whose is it? Practice the possessive signs by signing each sentence.

Sign the topic first with raised eyebrows.

1. It’s my book.

2. Our teacher is Deaf.

3. Her teacher is hearing.

4. No, it’s not his. It’s hers.

5. Your (plural) homework is due today.

6. My email isn’t working.

7. Is this your DVD?

8. Her friend is named Glen.

9. It’s not mine. It’s yours.

Don’t use possessive

signs with names.

Using them instead of

deixis results in

ungrammatical

sentences like Mine

name Joe, or Their

name Ann and Tomas.

Remember that deixis

conveys the verb to be,

not possessive signs.

Bell Work #5

Colors

Color Purple

Black Red

Blue White

Brown Yellow

Gray

Green

Orange

Pink

p. 93

Unit 3 Vocab #5 (continue)

Colors

Dark

Light

p. 94

What color is it?

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.

Classroom Exercise N

1. Color Palette. Identify each color.

p. 93

Classroom Exercise N

• Ask a partner what is his or her favorite

color, then share that information with your

classmates. Other information to

determine:

1. What is the most popular color?

2. What is the least color?

p. 93

Favorites / preferences •Favorite

•Love-it

•To act, show

•Actor

•Car, to drive

•Dark

•Light

•Musician,

•Singer

•Television

•To watch

p. 94

Unit 3 Vocabulary #6

Favorite, preferred, suits

my taste

Love-it

Use love-it when

signing about a non-

romantic “love” for

things or people.

Love-it is often used

instead of “like a lot” or

similar phrases

p. 94

an Act, a Show,

a Performance

Actor

Car, to drive

Musician, singer

Television

to Watch

(passively)

Practice Exercise O 1. Getting to know you. Ask a partner the following questions. When done,

switch roles and repeat.

1. I don’t like the color bright blue. Do you?

2. Who is your favorite singer / musician?

3. Who is your favorite actor?

4. What color is your car?

5. What do you do on the weekends?

2. Love-it. Sign the following sentences and use love-it for the bolded terms.

1. I like going to the movies on the weekends

2. I love your car!

3. They really like going to Mexican restaurants.

4. She loved the movie but I didn’t like it.

5. What do you like?

p. 94

Practice Exercise P

1. True or false. Sign each statement to a partner who will

correct the information as shown.

1. His favorite color is light blue. (No, his favorite color is

bright green.)

2. Your last name is Smith. (No, my last name is

_____.)

3. They aren’t listening to music. (Yes, they are

listening to music.)

4. We’re going to the movies on Saturday. (No, we’re

going to a restaurant on Sunday.)

5. They aren’t actors. (Yes, they are actors.)

p. 95

Numbers: 100 - 900

Numbers 100 - 900

formal

informal

100 200 300 400 500 600 700 800 900

This is just an alternate way to

write the informal hundreds.

The hand motion is the same.

Numbers Between the Hundreds

813

936

244

772

628

567

425

154

386

501

Practice Exercise

• Sign a number from 100 – 999 with a partner.

• Your partner should write down the number and

sign it back to see if he/she is correct.

• Take turns signing numbers to each other 5 or 6

times each.

Bell Work #6

Bell Work Quiz #5 and #6

Compound Sentences –

Showing ‘And’ & ‘Or / Either’

p. 95

Compound Sentences,

Signing “or/either” & “and”

Does he want a blue or black pen?

The word or implies a choice, ASL uses which to show options. There is a slight

shoulder shift, head nod, and change of eye gaze to present each option.

I need this one and that one.

The word “and” is used differently in ASL than English. Generally, ASL does not use a

specific sign because “and” is implied by a slight shoulder shift, head nod, and change of eye

gaze.

OR

AND

p. 95

Practice Exercise

And & either/or. Sign each sentence to a partner using proper ASL grammar.

Switch roles and repeat.

1. Do you like to rollerblade or ski?

2. I want to go to the grocery store and the book store.

3. Which is your favorite, candy or ice cream?

4. She goes to work and school.

5. He needs either this one or that one. (Hint: use pointing)

6. Are we studying or reading?

Sentence Types with NMS Review

•Yes / No questions (question face)

•WH questions (WH question face)

•Negative / Negation (head shake)

•Affirmation (head nod)

•Topic (Time) / Comment

•Why bridge (because)

•Shoulder shift / Eye gaze shift (and

/ or, this / that)

………....

…………

…………………………….

………………………..

……………………

………

…………

Practice Exercise

Sentence Types. Watch the teacher translate the following sentences. Name the

sentence type in English.

1. I’m happy.

2. Please clean the desk.

3. What are you reading?

4. We need to study because

there’s a test tomorrow.

5. Is the party on Saturday?

6. I love soccer and teaching.

7. I’m not confused.

Something Different

Classroom Exercise Q p. 96

How Much Can You Say?

• Look at the following pictures for one

minute and think of as many things as you

can sign to describe each one.

• Signs = 1 point

• Sentences = 3 points

• Signs must be produced correctly for the

point to count

Handshapes

What Signs Start With…?

• Look at the following handshape for one

minute and think of as many signs as you

can that start with that handshape

• One point for each sign

• Signs must be produced correctly for the

point to count

CL: 1

CL: 1

- Long, skinny objects: most commonly, a

singular person

- Small cylindrical objects: sticks, pencils

- Delineating 2 dimensional objects: poster

board, plot of land, circle, diamond (any

shape)

- Trajectory paths and or connections: one way

street, two way street, intersection, ball flying

midair, a snake moving across a surface, tears

- Animals that crawl: (modification CL:1>CL:X)

caterpillar, snail

CL: V

CL: V

- People (or rather legs of people): laying down, standing up, legs

together, kicking

-Two long thing things, parallel to one another: train tracks

-Two pronged device: fork, forklift

-Groups of 2: 2 people walking together or standing

- Scissoring object: scissors, claws of a crab or lobster

CL: 3

CL: 3

Motorized vehicles: car, tractor, helicopter, bus, motorcycle

Vehicle related events: parking a car, driving erratically,

parallel parking, garage, car accident

Groups of 3: 3 people crossing the road

Feet: duck feet, hiking, walking, position of feet as a person

walks

Liquid spray over large surfaces: spray painting a car or

house

(upright) sails on a boat

CL: 5

CL: 5 -Stiff and straight: hairs or fur that stand on end, Mohawk

-Objects that are extremely porous: filters, screen, wind, breeze

-Group of 5: 5 people standing or walking together

-Large flat object: a serving platter, flat lid

- Flowing porous objects (using a modified 5) CL:5 > CL:O or CL:O > CL: 5:

headlights, flashing lights, sunlight, shower

-Objects that have projectile movements: vomit, diarrhea, flash flood, copious

tears

-Delineate height or movement of water: ocean, flood, rising water, waterfall

- Traffic: (using a modified 4 or 5 handshape) traffic jam, multi-lane freeways

- Upright objects viewed while traveling very fast: commonly used to describe

blurred scenery while driving very fast.

CL: 4

CL: 4 - Parallel lines: stripes, bars, fence, upright boundaries

- Objects that leak: bleeding, drool, running water, draining

(ear, sink, pipes)

- Objects that flow: curtains, hair, streamers

- Group of 4: 4 people standing or walking together

- Traffic: (using a modified 4 or 5 handshape) traffic jam,

multi-lane freeways

CL: B

Shelf:

CL: B

flat" things like: paper, surfaces, tables, countertops, shelves, road or

runway, wall, hallway, ceiling, floor

- Flat mobile surfaces: surfboard, skateboard, snowboard, people mover

(moving sidewalk)

- Inanimate objects in specified locations:

pictures on a wall, books on a table, racecar on a road

- Inanimate objects in specified positions:

books lined upright on a shelf, papers facing down

- Height and width: a person's height, the width of a box, a stack of books

- Delineating 3 dimensional objects: house, box

- A non-motorized riding device: horse, bicycle

CL: A

CL: A

•Inanimate objects in specified locations:

•a house on a street,

•a statue or vase on a table,

•a lamp on a desk.

CL: C

CL: C

-Long cylindrical objects: pipe, canal,

tunnels

- Short cylindrical objects: cup, glass, bottle

- Thick cylindrical shapes: tree trunk, biceps

- Thickness or depth of an object: a book,

pizza, blanket, stack of papers, snow fall

CL: F

CL: F

- Small, thin, round objects: button, coin, polka dots,

pepperoni, pepper shaker

-Long, thin, cylindrical shaped objects: stick, dowel,

curtain rod, small roll of paper, water hose, faucet

-Eye gaze: a person looking up or down, eyes moving

back and forth, a person rolling his eyes

- Person moving along: hiking, walking, wandering around

CL: G

CL: G

-Short or shallow depths: thin layer of ice, shallow

water, a small stack of papers

-Flat and thin with squared edges: picture frame,

ruler, strip of paper

-Thin shapes (in general): mustache, sideburns,

collar

- Small Pinchers: beak of a small bird, tweezers

CL: Y

CL: Y

-Wide or long objects: hippopotamus' mouth, long

word, high heels (stilettos)

-Objects with handles: beer mug, pitcher, and in some

instances, suitcase, luggage, or briefcase

-Long curved object: cow horn, smoking pipe,

telephone

- Spanning the width or breadth of an object: ruler

Bell Work #7

Email and the Internet

p. 96-97

• At (@ symbol)

•Dot, period

•Email, email address

•Internet

•To Listen

•Music, to sing

•Page

•Web page Unit #3 Vocabulary #7

At

@ (at symbol)

Dot, period

www.tusd1.org

Email, email address

*local variants*

Internet

to Listen

Music, to sing

Page

Web page

To sign web page do not sign www

+ page, just sign www.

Classroom Exercise R Email and Internet addresses. How would you sign each internet address?

Follow the example shown below

p. 97

FYI Don’t sign the http:// portion of an

address

1. baseballfan@domain.com

2. cloud3@ppc.com

3. help@vri.org

4. http://www.nad.org

5. http://www.gallaudet.edu

6. traskfamily12@tr.net

7. http://www.clerccenter.org

8. bluemoon@tuv.edu

9. 12fan@my2way.com

Ordinal Numbers

First Second Third Fourth Fifth Sixth Seventh Eighth Ninth

Numbers that describe order, ordinal numbers, are twisted forward up to ninth.

For tenth and up, sign the number then add a fingerspelled “th”. ASL does not

use “nd” or “rd” as an ending for the larger ordinal numbers. For example English

uses 22nd but ASL uses 22th.

Addresses, Phone Numbers,

• Address

• Numbers

• Street (general)

• Telephone

• New

• Old

• Pager

• Video phone

p. 99

Address

Number

Street, way

(general)

Always Fingerspell

• Avenue (ave)

• Boulevard (blvd)

• Court (court, ct)

• Drive (drive, dr)

• Road (road, rd)

• Street (street, st)

When signing

about an unnamed

street, route, path

or road, use the

general street sign.

If the word “street”

is part of the name,

such as “Street of

Dreams”, then

fingerspell street.

New

to be Old

Telephone

Pager

Video phone

Addresses and Telephone

Numbers

• Numbers 1-5 always face you except

when signing addresses and telephone

numbers. For any group of numbers

considered to be part of a unit or

combined entity, all the numbers should

face palm out.

Tip – don’t forget to pause briefly

between the first and last sets of a

telephone number. Pause rather than

making a dash.

Did you know? • While you use a telephone to reach friends and family, a Deaf

person uses a videophone! Videophones allow two Deaf people to

converse in ASL as naturally as having a conversation in person.

Just like there are different types of telephones to choose from, Deaf

people select the videophone that has the same features they want.

In addition to the videophone, users need a monitor and high-speed

internet connection to make calls. Deaf people can call hearing

friends by using the videophone to connect to an interpreter who

voices what the Deaf caller signs, and signing what the hearing

person speaks. Not all Deaf people have videophones. Some

prefer to use a TTY, a device similar to a keyboard. A caller types

messages into the TTY and the person on the other end reads the

message on a built-in screen. Which way of making calls would you

prefer?

Homework (Journal writing): In your journal, write which you would prefer to use to

call? Explain why you preferred that.

p. 101

Classroom Exercise S 1. Addresses. Sign a complete sentence using the addresses below.

1. 6255 Jarvis Avenue 7. 7422 Miles Blvd.

2. 34 Brookvale Circle 8. 3000 Evergreen

3. 576 Lewelling Blvd. 9. 3921 East Escalante

4. 901 Melpomene Way 10. 1120 Memory Lane

5. 3307 North Fourth Ave. 11. 465 Oak Park Blvd.

6. 4588 Sunrise 12. 100 Grant Road

2. Dialogue. Work with a partner to develop a dialogue using one or more of the

dialogue prompts. Each dialogue should incorporate addresses and telphone

numbers. Use fictitious numbers as needed.

1. where do you work? 4. plans to meet at a movie theater

2. favorite restaurants 5. going to a party

3. home address / telephone number 6. asking for help

p. 99

Classroom Exercise T

Updating addresses. A friend of yours is updating information and needs your

assistance. In complete sentences explain the information on each card.

Switch roles and repeat when done.

1. Jeff Michaels 2. 3877 Pierce Avenue 3. Marti Housen

29222 Sunrise Avenue New York City 44 Caswell Blvd.

San Diego, California (212) 555-8322 vp Louisville, Kentucky

(619) 555-2000 Pager: KellyT Pager: M400@ky.com

Email: SurfsUp@2sd.com (502) 555-3876 TTY

p. 100

Classroom Exercise U

Pam’s home

10 Calle Linda

School Movies Restaurant

Margot’s home

8 Park Place

Lela’s Home

Saul’s home

17 Pacific St

Using Addresses. Using the illustration below to help you answer the following

questions in complete ASL sentences.

Mission Blvd.

1. Where is the restaurant?

2. What is Saul’s address?

3. Who does Saul live near?

4. On what street is the

school?

5. Where’s the lake?

6. Does Lela live close to or

far from school?

7. Is Pam’s home close to

the restaurant?

8. What’s near the school?

9. Who does Margot live

near?

10. What is Margot’s

address?

p. 101

Classroom Exercise V p. 102

Bell Work #8

Bell Work Quiz #7 & #8

• Birthday (3 variations) Summer

• Month Winter

• Celebrate Year

• Depends

• Fall

• How many

• Season

• Spring

Signing Dates and Seasons

p. 103-105

Unit #3 Vocabulary #8

Birthday

*3 variations*

Remember to use the sign variation preferred by your local Deaf Community

p. 103

Month

Months of the Year

Using abbreviations • Jan

• Feb

• Aug

• Sept

• Oct

• Nov

• Dec

Fingerspelled • March

• April

• May

• June

• July

p. 104

Practice Exercise W 1. Birthdays. Do you share your birth date with anybody else in your class?

Find out who:

1. Was born in January 4. Was born in April

2. Was born in August 5. Was born in June

3. Was born in November 6. Whose birthday is this month

2. Dates. Develop speed and accuracy switching between fingerspelling and

numbers. For additional practice, repeat the exercise by alternating each

date with a partner.

1. May 10 8. June 15 15. May 19

2. April 3 9. August 29 16. January 5

3. July 22 10. March 2 17. August 18

4. December 7 11. November 8 18. December 21

5. September 25 12. January 23 19. June 27

6. February 9 13. April 13 20. July 4

7. October 31 14. September 17 21. November 11

p. 104

to Celebrate

Depends

Fall, Autumn

How many?

Season commonly fingerspelled

Spring

Summer

Winter

Monsoon

Year

Practice Exercise X The seasons. Ask a partner to provide the correct season that corresponds

to each month, as seen in the example.

1. November 7. March

2. May 8. August

3. January 9. October

4. December 10. April

5. February 11. July

6. June 12. September

p. 105

Practice Exercise X Conversation. Ask a classmate each question. Use topic-comment

structure as needed. Switch roles and repeat.

1. How many months are there in a year?

2. Which season is your favorite?

3. Which months are in the spring season?

4. What are your three favorite months?

5. In which season and month is your birthday?

6. What season are we in now?

7. Which months are in the winter season?

8. Which months do you go to school?

p. 105

ASL Tips

Confused when watching ASL? Non-manual signals like facial

expressions and eye gaze can reveal a lot of information, even if you

don’t understand a sign or two. Best bet when you don’t understand

something: Ask the signer to repeat. Asking a signer to slow down or

repeat information is a wise move.

Rely on context to understand differences between the past and future.

If it’s Monday and someone is signing about weekend plans, it often

refers to the immediate past. Understand the context by looking for

WH-Signs and other details that help you understand the bigger

concept.

Use topic-comment structure to bring up a topic “out of the blue.” When

the topic is clear, you can switch to SVO structure.

Bell Work #9

Holidays

• Christmas St. Patrick’s Day

• Easter Thanksgiving

• Halloween Valentine’s Day

• Hanukkah

• Independence Day

• Kwanzaa

• Memorial Day

• New Year’s

• Passover

p. 106

Fingerspelled Holidays include:

• Labor + Day

• Martin Luther King, Jr. Day

(MLK + Day)

• Ramadan

• Veterans + Day

Unit #3 Vocabulary #9

Christmas

Easter

Halloween

Hanukkah

Independence Day

Kwanzaa

Memorial Day

New Year’s

Passover

St. Patrick’s Day

Thanksgiving

Valentine’s Day

Classroom Exercise Y • Holidays. When each holiday celebrated? Sign depends for those holidays

not occurring on fixed dates. Raise your eyebrows during the when sign.

An example is provided.

1. Kwanzaa (December) 6. Hanukkah (depends)

2. Easter (depends) 7. Independence Day (July)

3. Ramadan (depends) 8. St. Patrick’s Day (March)

4. Valentine’s Day (February) 9. Martin Luther King, Jr. (January)

5. New Year’s (January) 10. Christmas (December)

11. Passover (depends)

12. Memorial Day (May)

p. 107

Classroom Exercise Y • Dialogue. Work with a partner to develop a dialogue using one or more of

the prompts:

1. Favorite holiday

2. Least favorite holiday

3. Seasonal activities

4. Birthday plans / dates

5. Meaning of particular holidays

6. Who celebrates which holidays?

p. 107

Classroom Exercise Y • Holidays and activities. State when each activity takes place, based on

the illustration.

p. 107

Homework:

Journal Writing • Write a specific activity you do during each of

the four seasons. What do you enjoy doing in

winter, spring, summer, and fall? You will be

signing this to class

OR

• What’s one of your favorite holidays? What is its

name, when is it, and what do you do? If you

don’t celebrate holidays, write about an activity

your family does together. You will be signing to

your class in ASL.

Practice your ASL presentation

Bell Work #10

Weather

• Inside Snow

• Outside Sunny

• Weather (2) Warm

• Cloudy Waves

• Cold Windy

• Cool

• Hot

• Rain

p. 109-110

Unit #3 Vocabulary #10

Inside

The sign INSIDE is a literal sign that

means “to be inside of.” Avoid using

the sign “Inside for IN DECEMBER or

IN THE FUTURE.” You will learn more

about how such concepts are signed in

later units.

Outside

Weather (2)

Cloudy

Cold

Cool

Hot

Rain

Snow

Sunny

Warm

Waves

Windy

Translation

Today’s weather is cool with a bit of rain,

with tomorrow’s weather being warm and

sunny.

p. 109

Classroom Exercise BB Coming back from a walk. Kelly takes a walk rain or shine every day.

Based on the illustrations, explain in complete ASL sentences what she

encountered on her walk. Describe as much as you can.

p. 111

Classroom Exercise BB Travel Forecast. You and a friend (partner) are making travel plans. What

kind of weather can you expect in each location? Select vocabulary from

each column to make a complete sentence.

(You will be called up front to sign to your classmates)

Destination

1. Alaska

2. Chicago

3. Texas

4. Seattle

5. Montreal

6. Hawaii

7. Colorado

8. New York City

9. California

10.Mexico

11.Arizona (Phoenix)

p. 111

Season/ time of year

Today

Tomorrow

March

Fall

August

Summer

Winter

December

Spring

November

Weather

Cold

Rainy

Windy

Snow

Cloudy

Hot

Cool

Sunny

Snowy

Homework

On a piece of paper: (pick one)

• Describe your ideal weather and season. What

makes them your favorites? Prepare to explain in

ASL to your classmates why you enjoy them.

OR

• Use a newspaper, the television, or the Internet to

obtain your local forecast for the week. In ASL,

explain the types of weather to expect.

Homework:

Journal Writing

• When people are often surprised to learn

that Deaf individuals enjoy the same

conveniences as hearing people do,

especially with telephones, pagers, and

entertainment options. What, if anything,

do you think Deaf people cannot do?

Bell Work Quiz #9 and #10

Unit 3 Review

A

B

Unit 3 Review

C

1.

Unit 3 Review

C

2.

Unit 3 Review

C

3.

Unit 3 Review

C

4.

5.

Unit 3 Review

D. Sign an example of each skill. Can you:

1. Ask for and provide address?

2. Use number signs correctly?

3. Use possessive signs and deixis correctly?

4. Use WH-Signs when needed?

5. Show the difference between topic-comment

structure and SVO-Structure?

6. Conduct a conversation in ASL?

7. Use eye gaze, pauses, and sign order correctly?

Units 1-3 Review 1. Sentence Creation. Complete each sentence in Column

A using vocabulary from Column B and/or other signs

you already know.

Column A Column B 1. Yesterday, we . . Ski don’t like Want

2. Today, you.. Want Enjoy Due

3. On the weekend, they… Don’t want School Need

4. Thursday, I… Love-it Sick Help me

5. Monday, s/he.. School Like Ask me

6. Tomorrow, they.. Work Absent Mexico

7. Sunday, you (plural).. Rollerblade Snow

8. Today, I… Vacation Weather

9. Tomorrow, their… Cold Study Hot

10. Yesterday, my… Party Homework Visit

Friend Not, don’t Read

Continue… 2. Sign each of the following sentences in ASL

1. Do you mind opening the door?

2. What’s your telephone number and email address?

3. Do you enjoy listening to music? Can you sing?

4. What’s our ASL homework? Is it due Thursday or

Friday?

5. They moved here from Washington, D.C.

6. What’s the weather today? Is it cool or cold outside?

7. My favorite holiday is Thanksgiving. What’s yours?

8. Don’t ask him! He doesn’t know.

9. Did you see the test yesterday?

10. What are you doing this weekend? I want to have fun.

Continue… 3. Sign an example of each concept in a complete

sentence.

1. WH-Face

2. Question-Maker

3. Head nod

4. Head shake

5. Directionality

6. Eye gaze

7. Topic-comment structure

8. Subject-verb-object structure

Continue… (Unit 1-3 Review)

What’s happening? Describe as many details as you can based on each

illustration. Use your imagination to help you explain the scenes in

Complete ASL sentences

Continue… (Unit 1-3 Review)

What’s happening? Describe as many details as you can based on each

illustration. Use your imagination to help you explain the scenes in

Complete ASL sentences

Continue… (Unit 1-3 Review)

What’s happening? Describe as many details as you can based on each

illustration. Use your imagination to help you explain the scenes in complete ASL

sentences.

Continue… (Unit 1-3 Review) Numbers Review. Practice signing each number and number sequence

correctly. Refer to Eye on ASL #7 on page 99 if necessary

1. 3, 5, 7, 9

2. 2, 4, 6, 8, 10

3. 555-0762

4. 15, 13, 11, 9, 7

5. 17 Ridge Road

6. 1221 Mowry Ave

7. 322-9866

8. 1, 2, 3, 4, 5, 6

9. 15, 16, 17, 18, 19

10.9, 3, 0, 6, 10, 14

11.4988 Rose Blvd.

12.1818 View Lane