Intensive First Year American Sign Language ASL 134

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

Schedule: � Today: � � Answer key for Unit 6: 13 homework assignment Unit 6 Childhood Stories Unit 6 “Storytelling” – 6: 9 - 6: 12 “The Gallaudet and Clerc Story” – preparing for SPA #2 SN Unit 7 “Describing People and Things – if time permits � Wednesday, July 25 th � � � Unit 6 “Childhood Stories” Unit 7 “Describing People and Things” Signing Lunch 12: 45 – 1: 30 � Thursday, July 26 th � � Unit 7 “Describing People and Things” Childhood Story - group narratives (25 points) *Signing Production Assignment #2 – the due date for SPA #2 is postponed to Monday, July 30 th Movie: TBA

Starbucks �https: //www. cbsnews. com/news/starbucks-signingstore-washington-dc-set-to-open-in-fall-gallaudetuniversity/

Unit 5 “Talking about Activities”

Review ASL Signs from “A Sign of Respect” video 1. 2. 3. 4. 5. RESPECT CURIOUS AWKWARD ASSERTIVE ATTITUDE

Childhood Stories: “If Only I Could Fly” �Student Workbook, page 341

Childhood Stories: “If Only I Could Fly” �Student Workbook, page 341 �New Vocabulary: 1. to do repeatedly in order to become proficient 2. tasty, scrumptious, delicious 3. to remain in anticipation; to wait for 4. to express an apology 5. to feel or experience pain

Childhood Stories: “If Only I Could Fly” (p. 341) 1. What did Priscilla want to do? � She wanted to fly like a bird. 2. What did Priscilla’s mom want Priscilla to help her with? � 3. Making cookies. After Mom caught Priscilla eating the cookies, where did she put the cookies? � Inside the cupboard 4. How was Priscilla able to reach the cookies? � She pulled out the drawers and used them as stairs to climb to the counter.

Childhood Stories: “If Only I Could Fly” 5. When she heard her mother coming, what did she do? � She tried to fly. 6. What happened to Priscilla? � She broke her collarbone and was brought to the hospital. 7. This story takes place over how long a period of time? � One afternoon

Signs for Seeing (Homework 6: 13, p. 345) 1. I went to see a movie yesterday 2. Watch me dance. 3. I looked everywhere for my keys and I can’t find them. 4. Watch her make a flower. 5. Can you see me clearly? 6. I enjoy watching football on Sunday.

Signs for Seeing (homework 6: 13, p. 345) 1. _D_ I went to see a movie yesterday 2. _C_ Watch me dance. 3. _A_ I looked everywhere for my keys and I can’t find them. 4. _C_ Watch her make a flower. 5. _D_ Can you see me clearly? 6. _B_ I enjoy watching football on Sunday.

Homework 6: 17 (p. 360) �Guidelines: Telling Your Own Childhood Story �Your project is to tell a childhood story to your group on Thursday, July 26 th (25 points). � Narrative Structure (see next slide) � Rehearsing the Story � Telling the Story � Language Elements � Role Shift � Word Order � Modified Verbs � Transitions

Narrative Structure I. Background III. Conclusion • Opening phrase • Transition • Relevant background • Comment – who – when – where – what happened before II. Body • Transition • What happened – role shift – feelings and reactions – what was learned – what happened since

Guidelines: Telling Your Own Childhood Story (p. 360) �In choosing your story, consider the following: �The story should be about 3 -4 minutes long �the story should not center on a sound, a play on words (pun), or the meaning of a particular word. �There should be no more than three characters in the story �choose an incident that can be communicated using what we have learned in class. �the story must be told in the first person, i. e. , told from your point of view

Guidelines: Telling Your Own Childhood Story (p. 360) �Rehearsing your story until you are completely comfortable. �memorize the opening. It helps you get over the nervousness at the beginning. �memorize the conclusion. It gives you the needed confidence to wrap up your story effectively. �Tell your story in a sitting position

SN Unit 6: 13 B - Name Object, Describe Action 1. Name object 2. Describe action

Make up a short narrative using the object you are assigned with your partner. When you’re done, divide partners up into several small groups and sign your narrative to each other.

Childhood Stories: “A True Fish Story” �Do homework “A True Fish Story” and “Signs for Negating” (Student Workbook, pages 346 -349)

Childhood Stories: “A True Fish Story” (p. 346) 1. What did the family like to do? � Going camping and fishing. 2. What time did the father want to get up to go fishing? � 4 am 3. What time did the boys get up? � 10 am. 4. What did they eat for breakfast? � Boiled eggs.

Childhood Stories: “A True Fish Story” 5. What happened when the boys threw the egg shells in the water? � Fishes began to nibble on them. 6. how did the boys catch the fish? � Using only string and hook. 7. How many fishes did they catch? � Five 8. How long did they wait for their dad to return to camp? � An hour

Childhood Stories: “A True Fish Story” 9. How many fishes did the father catch? � 2 small fishes. 10. What happened when the father saw the fish the boys caught? � He was mad. 11. The story takes place over how many days? � Two days

Childhood Stories: “A True Fish Story” �Student Workbook, page 347 �New Vocabulary: 1. Enthusiastic; excited with anticipation 2. to put on one’s own clothes; to get dressed 3. to move or act with haste; to rush; to act quickly; to hurry 4. all being counted or included; in all; altogether 5. to be glad, pleased, content 6. to become mad or upset

Childhood Stories: “A True Fish Story” �Student Workbook, page 348 �Transitions using time signs: 1. “Last night…” 2. “Early in the morning, at 4 am” �Other transitions: 1. “Upon arriving at the campgrounds…”

Homework: Signs for Negating (p. 349) 1. 2. 3. 4. 5. 6. I don’t like waiting. I couldn’t open the lid to the jar. Don’t run through the house. Don’t stare. I couldn’t find the flashlight. There isn’t any coffee left. *Note: The ASL sign “CAN’T” cannot be used to describe one’s lack of skills. A: CAN’T, B: “wave-no, ” C: NOT, D: NONE

Homework: Signs for Negating (p. 345) 1. 2. 3. 4. 5. 6. _C I don’t like waiting. _A_ I couldn’t open the lid to the jar. _B_ Don’t run through the house. _B_ Don’t stare. _A_ I couldn’t find the flashlight. _D_ There isn’t any coffee left. *Note: The ASL sign “CAN’T” cannot be used to describe one’s lack of skills. A: CAN’T, B: “wave-no, ” C: NOT, D: NONE

Moving the Story Along �modified vs. unmodified verbs A way to move a story along is to modify the verb to show passage of time. �Examples: PLAY, WAIT, STIR, DRIVE

Moving the Story Along Practice using modified verbs • tell what person was doing (modify verb) • tell what happened next �Examples: PLAY, JUMP, RUN-AROUND

Make up a short narrative using the object you are assigned with your partner. When you’re done, divide partners up into several small groups and sign your narrative to each other.

Practice Telling Your Own Childhood Story �Sign Tips - “Later” (p. 367): 1. “past the expected due time/date; to be late” 2. “(will do) in a while” 3. “subsequently, after some time”

Practice Telling Your Own Childhood Story �Language Elements �Role Shift �Word Order �Modified Verbs �Transitions 1. “the following day” 2. “one day” 3. “a few days later” 4. “by now” 5. “to be ready for. . ” 6. “then, after that” 7. “all of a sudden” 8. “the idea/thought came to me…

Prepare your childhood story Narrative Structure I. Background III. Conclusion • Opening phrase • Transition • Relevant background • Comment – who – when – where – what happened before II. Body • Transition • What happened – role shift – feelings and reactions – what was learned – what happened since

Childhood Stories: “I WANNA BE DIFFERENT” �Do homework “I WANNA BE DIFFERENT” and “Signs for Talking” for tomorrow (Student Workbook, pages 350 -355)

Unit 6 “The Gallaudet and Clerc Story”

ASL 134 Guidelines for Sign Production Assignment (SPA) #2 �Sign Production Assignment #2 “The Gallaudet and Clerc Story” � �For your SPA #2, you will be telling a story, "The Gallaudet and Clerc Story, " which is a historical tale about how the founders of the first school for the Deaf met. You are to read and study, and practice this story, before video recording your story and uploading it onto Canvas. The guidelines for this story are on Unit 6 Storytelling Homework 6: 9 - 6: 12, pages 329 - 337. This SPA #2 will be due on Monday, July 30 th, not on Thursday the 26 th.

�The video assignment will be viewed and critiqued by the instructor. �Grading Criteria �You will be graded based on how well you: �followed the “Two-Person Role Shift in Narratives” (pp. 332 - 333) and “Maintaining Spatial Agreement” (pp. 334 -335) �incorporated essential language elements (ASL word order, Story Cohesion – see pp. 336 -337, Fingerspelling, Non. Manual Signals, etc. ) �formed your signs correctly and used a good range of vocabulary �were able to get the meaning across

Lesson 6: 10 Two-Person Role Shift �“ball throwing” and “saying hello and bye” exercises

Lesson 6: 10 Two-Person Role Shift �Two-Person Role Shift in Narratives Gallaudet and the Girl 1. 1. 2. 3. establish Gallaudet to the right of and slightly behind the girl use shift and eye gaze correctly gesture “not understand” by shrugging shoulders Gallaudet and Clerc 2. 1. 2. establish Gallaudet to the left of Clerc use shift and eye gaze correctly �Each partner pick one of the scenes above to rehearse and have the other partner give feedback.

Lesson 6: 11 Maintaining Spatial Agreement �Scene 1: Gallaudet Sails for England �locate England in your signing space �sign SAIL-TO moving in the direction of England �sign ARRIVE-TO agreeing with the location of England

Lesson 6: 11 Maintaining Spatial Agreement �Practice maintaining spatial agreement when referring to established locations. �Scene 1: Gallaudet Sails for England 1. locate England in your signing space 2. sign SAIL-TO moving in the direction of England 3. sign ARRIVE-TO agreeing with the location of England

Lesson 6: 11 Maintaining Spatial Agreement �Scene 2: Gallaudet Sails for France 1. locate France south of England on your signing space 2. sign ARRIVE-TO agreeing with the location of France �Scene 3: Gallaudet and Clerc Sail for America �ASL sign TEACH

Lesson 6: 12 “The Gallaudet and Clerc Story” Story Cohesion �Elements to help you tell the story well • transitions: raised brows • engaging the audience • use of signing space

Laurent Clerc �https: //www. youtube. com/watch? v=OBq. Ag. OUw. JMw

National Institution for the Deaf Youth in Paris, France �http: //www. youtube. com/watch? v=u. Sfpk. AOp 7 GY

�Spell your name, then tell something about yourself that most of us don’t know.

Homework for next class day: �Study and practice “The Gallaudet and Clerc Story” (pages 329 -337) for your SPA #2. It will be due on Monday, July 30 th, not on Thursday the 26 th. Post your video file onto Canvas. �Do homework “I WANNA BE DIFFERENT” and “Signs for Talking” for tomorrow (Student Workbook, pages 350 -355) �Do Homework 7: 1 – 7: 3 for tomorrow �*Bring a printed copy of your homework 7: 1 to instructor tomorrow.

Sources: �Smith, C. , Lentz, E. & Mikos, K. (1988)Signing Naturally Student Workbook Level 1. Dawn. Sign. Press. San Diego, CA �Smith, C. , Lentz, E. , Mikos, K. (2008) Signing Naturally Units 1 -6. Dawn Sign Press. San Diego, CA. �Zinza, Jason E. (2006) Master ASL! Sign Media, Inc. Burtonsville, MD. �Eastman, G. (1989) From Mime to Sign. T. J. Publishers, Inc. Silver Spring, MD. �Pictures from Microsoft Clip Arts