Intensive First Year American Sign Language ASL 134

Intensive First Year American Sign Language (ASL 134) class Summer Quarter 20156 Instructor: Kristi Winter, MA University of Washington Dept. of Linguistics ASL Program

Agenda: • Today: • • • Wednesday, August 3 rd • • Unit 8 “Making Requests and Asking for Advice” Sign Production Assignment #3 Your Version of “The Tailor” Story Unit 8 Sign Phrases Part II “Signing Lunch (12: 15 pm – 12: 45 pm) Thursday, August 4 th • • • Unit 8 ASL Film: “The Legend of the Mountain Man” Journal #3 will be due on Thursday, August 4 th (hard copy)

Journal #3 • A. What is Deafhood? When did this term start? Who coined this term? Explain the process of Deafhood in Deaf individuals. • B. Compare Deafhood with deafness. Why are they different? Which one do you think should be a model for deaf education and why? • • *You can check the Internet, Google, and other resources for more information on Deafhood, especially the information from the book, “Understanding Deafhood, in Search of Deaf Culture” by Paddy Ladd. Also, check the website Deafhood Foundation for more information on Deafhood concepts at this link: • • http: //www. deafhoodfoundation. org/Deafhood. html • (Links to an external site. )

How do you sign mother & father • https: //www. facebook. com/dovastidning/videos/865143356868884/? fref=nf

Lesson 7: 12 – Homework 7: 12 Follow-Up • Translating Sentences with “Drive To, ” “Take” and “Pick Up” Part Two

Translate the following sentences: 1. My friend will take me home after school. 2. I drove four of my friends to see the show.

Translate the following sentences: 1. My friend will take me home after school. 2. I drove four of my friends to see the show. 3. I brought my mother home from the party.

Translate the following sentences: 1. My friend will take me home after school. 2. I drove four of my friends to see the show. 3. I brought my mother home from the party. 4. Yesterday I took my niece to soccer practice.

Translate the following sentences: 5. When will you drive your family to San Francisco?

Translate the following sentences: 5. When will you drive your family to San Francisco? 6. We need to take the baby to the hospital.

Translate the following sentences: 5. When will you drive your family to San Francisco? 6. We need to take the baby to the hospital. 7. My friend took me to the ballgame.

Translate the following sentences: 5. When will you drive your family to San Francisco? 6. We need to take the baby to the hospital. 7. My friend took me to the ballgame. 8. My daughter wanted to come home, so I went and got her.

Lesson 7: 13 – Homework 7: 13 Follow-Up

“A Memorable Costume” 1. How old were Amber and her brother?

“A Memorable Costume” 1. How old were Amber and her brother? Amber was 10 -11 years old and her brother 7 -8 years old

“A Memorable Costume” 1. How old were Amber and her brother? Amber was 10 -11 years old and her brother 7 -8 years old 2. What traditionally happens at school for Halloween?

“A Memorable Costume” 1. How old were Amber and her brother? Amber was 10 -11 years old and her brother 7 -8 years old 2. What traditionally happens at school for Halloween? The kids dress up and march in a Halloween parade. The ones with interesting, pretty costumes are given a blue ribbon.

“A Memorable Costume” 1. How old were Amber and her brother? Amber was 10 -11 years old and her brother 7 -8 years old 2. What traditionally happens at school for Halloween? The kids dress up and march in a Halloween parade. The ones with interesting, pretty costumes are given a blue ribbon. 3. One Halloween, what did Amber and her brother want to be?

“A Memorable Costume” 1. How old were Amber and her brother? Amber was 10 -11 years old and her brother 7 -8 years old 2. What traditionally happens at school for Halloween? The kids dress up and march in a Halloween parade. The ones with interesting, pretty costumes are given a blue ribbon. 3. One Halloween, what did Amber and her brother want to be? They wanted to be a mouse.

“A Memorable Costume” 4. Explain what they did to make the costume. the head – consists of three balloons. One large one for the head, two small ones for the ears. Then they covered the balloon with paper mache. When the balloons are popped, the eyes are cut out, the mask is painted grey with white around the eyes, and black whiskers, and a smile. the body – grey exercise shirt (crew neck and long sleeve); pants (with drawstring); and tail is sewn onto the back of the pants

“A Memorable Costume” 4. Explain what they did to make the costume. the head – consists of three balloons. One large one for the head, two small ones for the ears. Then they covered the balloon with paper mache. When the balloons are popped, the eyes are cut out, the mask is painted grey with white around the eyes, and black whiskers, and a smile. the body – grey exercise shirt (crew neck and long sleeve); pants (with drawstring); and tail is sewn onto the back of the pants 5. What did they win?

“A Memorable Costume” 4. Explain what they did to make the costume. the head – consists of three balloons. One large one for the head, two small ones for the ears. Then they covered the balloon with paper mache. When the balloons are popped, the eyes are cut out, the mask is painted grey with white around the eyes, and black whiskers, and a smile. the body – grey exercise shirt (crew neck and long sleeve); pants (with drawstring); and tail is sewn onto the back of the pants 5. What did they win? Nothing, but they had fun!

Tell about a memorable clothing item or accessory. Include the following: • • • how you got the item description of item what the item is made of how often you use or wear it and where the item is now or what happened to it

Unit 8 Making Requests and Asking for Advice

Lesson 8: 1 Making Request

A: Explain situation, make request • Request 1

A: Explain situation, make request

A: Explain situation, make request • Request 2

A: Explain situation, make request

A: Explain situation, make request • Request 3

A: Explain situation, make request

A: Explain situation, make request Request 1 Request 2 • Request 3

A: Explain situation, make request B: Decline, give reason

A: Explain situation, make request B: Decline, give reason

A: Explain situation, make request B: Decline, give reason

Practice Request 1 Request 2 • A: Explain situation, make request B: Decline, give reason Request 3

A: Explain situation, make request • Request 4

A: Explain situation, make request

A: Explain situation, make request • Request 5

A: Explain situation, make request

A: Explain situation, make request • Request 6

A: Explain situation, make request

A: Explain situation, make request Request 4 Request 5 • Request 6

A: Explain situation, make request B: Decline, give reason

A: Explain situation, make request B: Decline, give reason

A: Explain situation, make request B: Decline, give reason

Practice Request 4 Request 5 • A: Explain situation, make request B: Decline, give reason Request 6

Lesson 8: 2 Talking About Months

January

February

March

April

May

June

July

August

September

October

November

December

Signer A: is B: Ask what month it Give month

Event: • annual family reunion (in July)

Event: • annual family reunion (in July) • annual physical check-up (in August)

Event: • annual family reunion (in July) • annual physical check-up (in August) • trade in cell phone for a new one every two years (in October)

Tell what you do every year or two during a certain month.

March, April, May September, October, November June, July, August December, January, February

Homework 12: 1 Storytelling SPA #3 “The Tailor”

• Draw how the clothing item changed throughout the story and explain why. BEFORE 1. AFTER REASONS FOR CHANGE the first change was caused by the hem dragging on the ground 2. the second change by the weight the tailor put on 3. finally, the third change was caused by the holes where the elbows were

I. Background • give relevant background—who, when, where • tell how you got the clothing item • describe the item (include the parts that change to in the story)

II. Body • first change 1. tell problem and reason for change 2. (transition) what change was made 3. tell how feel about the change

II. Body • second change 1. tell problem and reason for change 2. (transition) what change was made 3. tell how feel about the change

II. Body • third change 1. tell problem and reason for change 2. (transition) what change was made 3. tell how feel about the change

III. Conclusion

Homework for next class day • Do homework 12: 1, 8: 1 and 8: 2 (turn in a hard copy of 8: 1 tomorrow)