Unit 5 1

Unit 5 Lessons

Based on Master ASL, J. Zinza

© 2011 Natasha Escalada-Westland

Unit 5 2

Unit 5 Objectives• To improve conversational skills• To sign about school and school life• To identify and use the Agent Marker

appropriately• To understand contemporary Deaf

education options• To tell time and sign about time-related

issues• To use basic classifiers for simple stories

Based on Master ASL Level One by Jason Zinza

Unit 5 3

School Locations

MASL Unit 5

Unit 5 4

FootballMASL p. 167

Unit 5 5

Vice-presidentp.167

Unit 5 6

President

Unit 5 7

Area (location)p.168

Adding the area sign forms a compound meaning, as in home + area = neighborhood. Rememer this by thinking “an area of/for ___”

Unit 5 8

Cafeteriap. 168

Unit 5 9

Gymnasiump. 168

Unit 5 10

Hallwayp. 168

Unit 5 11

Libraryp. 168

Unit 5 12

Officep. 168

Unit 5 13

Stadium, auditorium

p. 168

Unit 5 14

Student centerp. 168

Unit 5 15

Technology center, Computer lab

p. 168

Unit 5 16

Theaterp. 168

Unit 5 17

“Places Around Campus” MASL DVD

Pointing to people is a basic feature of American Sign Language. Just as a signer points to a person who may or may not be present, signers can point to a location whether it is seen or not. If the location is visible, simply point directly towards the area. Modify the point to reflect the actual path someone would take to arrive at the location. Depending on how the point is made, you can sign directions like over there, around the corner, or that way. Look at the way pointing is used in the “Places Around Campus” dialogue.

Show the meaning of the following using the pointing finger.

1. Straight ahead

2. Around the corner

3. Far away

4. Right over there

5. Towards the left

6. Very close

Unit 5 18

Work with a partner to ask where each destination is located at your school. Your partner will point towards the location and

describe what it is near. When done, switch roles and repeat the exercise.

1. Theater

2. Cafeteria

3. Gymnasium

4. Library

5. Office

6. North gym

7. Lab

8. Auditorium

9. Women’s restroom

10.Men’s restroom

11.Pool

12.Aero Building

Unit 5 19

Unit 5 20

Conversation About School

MASL Unit 5

Unit 5 21

Classp.170

Unit 5 22

Locker(often fingerspelled)

p. 170

Unit 5 23

Room, boxp. 170

Unit 5 24

Storep. 170

You need help finding a location in the school. Use complete sentences to ask and respond using the prompts below. Include

“around there” when you answer.

1. Bathroom

2. Office

3. Computer lab

4. Art class

5. Women’s locker room

6. Water fountain

7. Little Theater

8. ASL class

9. Cafeteria

10. English class

11. Football stadium

12. Pool

Unit 5 25

Unit 5 26

““Where do you go to school?” ” MASL DVD

1. Watch. 2. Discuss with group what you understand.3. Watch until you can give an accurate

translation.4. Write translation and hand in (individually).

Unit 5 27

Personnel

MASL Unit 5

Unit 5 28

Coach, boss, dean

p.171

Unit 5 29

Counselorp. 171

Unit 5 30

Interpreterp. 171

Unit 5 31

Librarianp. 171

Unit 5 32

Nursep. 171

Unit 5 33

Principalp. 171

Unit 5 34

Psychologistp. 171

Unit 5 35

Secretaryp. 171

Use the area sign in a complete sentence to explain where each location is found.

Unit 5 36The bathroom is around the corner near/around the pool.

Locations

Use ____ + area to sign the following words. Create a complete sentence for each.

1. Food court

2. Neighborhood

3. Football field

4. Movie complex

5. Shopping center

Unit 5 37

Unit 5 38

Activities (Agent Marker)

MASL Unit 5

Unit 5 39

The Agent Marker

What is the connection between the signs to learn and student? The Agent Marker indicates a person who works as, or does, the meaning of the sign. In this example, one who learns is a student. There are some exceptions to the Agent Marker you need to know, such as the signs for nurse, principal, and coach.

Unit 5 40

To cookp.175

Unit 5 41

To managep. 175

Unit 5 42

To pick on, nagp. 175

Unit 5 43

To servep. 175

Unit 5 44

To writep. 175

Being Polite - Titles

Unit 5 45

There are no signs for Mr., Mrs., or Miss in ASL.* Within the Deaf community, and individual is known by his or her name sign and children are permitted to address their elders by name. Titles like Mr. and Mrs. Are used to show respect, so signing someone’s name with a respectful facial expression achieves the same purpose.

p. 174 MASL

*If it is important to communicate someone’s title, fingerspell the abbreviation

Pair Signs with the agent marker (person sign) to make the following words. Think carefully about vocabulary you have learned and their meanings

before deciding.

1. Voter

2. Trainer

3. Driver

4. Troublemaker

5. Visitor

6. Skier

7. Employee

8. American

9. Canadian

10.Waiter

11.Actor

12.Manager

13.Chef

14.Writer

15.Bully Unit 5 46

Unit 5 47

More Locations

MASL Unit 5

Unit 5 48

To look for,search

p. 170

Unit 5 49

Activity centerp.176

Unit 5 50

Backp. 176

Unit 5 51

Field (grass + area)

p. 176

Unit 5 52

Flagp. 176

Unit 5 53

Frontp. 176

Unit 5 54

Snack machinep. 176

Unit 5 55

Soda machinep. 176

Unit 5 56

Dialogue about Places - Practice

• “More Places Around Campus”, MASL text p. 176 – Be able to sign in front of group and instructors correctly and fluently.

A. We’re hungry. Know where we can get something to eat?

B. Yeah, there’s a vending machine down the hall.

Create a new dialogue that includes the following:

1. Agent marker (person sign)

2. Two locations around school

3. Three school personnel

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Unit 5 58

Ask a partner to explain where items 1-6 are located. When done, switch roles and locate items 7-12. Ask and answer questions in complete ASL sentences. Use map illustration on previous slide.1. Where is the soda

machine?

2. Where is the ASL classroom?

3. Where is the nurse’s office?

4. Where is the flag?

5. Is there a counselor or psychologist?

6. Where are the locker rooms?

7. Does this school have an activity center?

8. Where is the cafeteria?

9. Where is the field?

10. Where is the men’s restroom?

11. Does the school have a pool?

12. Where’s the snack machine?

Unit 5 59

Unit 5 60

Interpreting

Federal law requires equal access to information and services for all people, regardless of disability. For both hearing and Deaf people, sign language interpreters are a popular way to obtain equal access to each other. Have you seen interpreters at public events, on television, or at your school or workplace? Interpreters are required to sign what is heard, and to voice what is signed so everybody has access to the information and services provided. While the majority of interpreters are hearing, don’t be surprised if you encounter a Deaf interpreter!

When using an interpreter, remember these tips:

•Talk directly to the Deaf person instead of saying “Ask him” or “Tell her.”

•Make eye contact with the Deaf person, not the interpreter.

To learn more about interpreters, visit http://www.rid.org MASL p. 177

Unit 5 61

What Year Are You?

MASL Unit 5

Unit 5 62

p.180

•Freshman

•Sophomore

•Junior

•Senior

Unit 5 63

What year are you?

p. 180

Use the list below and ask a partner a person’s name and their year in school. Partner should use a pronoun (pointing/diexis) and answer correctly.

1. Carolyn (freshman)

2. Kevin Miles (senior)

3. Shane (junior)

4. Tisha Leung (sophomore)

5. Jon (freshman)

6. Blanche (senior)

7. Abby Fiore (don’t know)

8. Darrel Jamison (junior)

9. Brigitte Cowley (sophomore)

10. Aaron (junior)

11. Van Nguyen (senior)

12. You (?)

Unit 5 64

Unit 5 65

What Year are You? - PracticeDVD: What are You Studying?

Write a translation of the dialogue and hand in. Discuss with classmates to

make sure you understand.

Unit 5 66

DVD: What are You Studying?

• MASL text p. 179 – Signwriting and translation. Did you understand the video?

A. What year are you?B. I’m a junior, taking ASL and economics.

A. Oh, I’m a senior. I’m taking English, math and government because I want to graduate.

Unit 5 67

Education

MASL Unit 5

Unit 5 68

Elementary school

p.181

Junior high school

Middle school

Unit 5 69

To forgetp. 181

Unit 5 70

To rememberp. 181

Unit 5 71

To thinkp. 181

Unit 5 72

To take (a class)p. 181

Unit 5 73

To major inp. 181

Unit 5 74

Universityp. 181

Tell the student’s year in school and at least two other details about them in a complete

sentence.1. Angela – age 20, junior,

majoring in Deaf studies

2. Brent – 17 years old, junior, works at a restaurant, wants to go to college

3. Claro – age 15, sophomore, plays baseball, has 2 brothers

4. Kelly – 22 years old, freshman, works as a manager, studying nursing

5. Sheri – age 23, senior, majoring in ASL, wants to teach ASL

6. Brian – sophomore, has twin brother, doesn’t have a major, enjoys acting

Unit 5 75

Exchange the following information with a partner

1. Name of your favorite teacher

2. Names of all schools attended (use Listing and Ordering Technique)

3. Two things you remember from elementary school

4. Why you’re taking ASL

5. Going to high school/college/university. Where?

Unit 5 76

What do people tend to do during each level of education? Include age range and likely

activities.

Education Level

• Elementary school• Middle school• High school• College / University

Suggested Topics• Take art• Learn ASL• Ride a bike to school• Play sports• Have a locker• Learning to read• Moving away from home• Have 1 teacher all day• Have a major• Learn to write

Unit 5 77

Unit 5 78

Signing Years

MASL Unit 4 blue book, p. 86

Unit 5 79

Signing the Number for a Year

This year is 2011.

Typically, sign the year the way you would say it in English. There is a variation on the 2000s. Generally, we do NOT use the sign for thousand.

This year is 2011.I was born in 1967.

Variation 1: Variation 2:Years 2000 – 2009:

Unit 5 80

Coursework

MASL Unit 5

Unit 5 81

Artp.183

Unit 5 82

Automotivep. 183

Unit 5 83

p. 183

•Science

•Biology

•Chemistry

(initialized signs)

Unit 5 84

Businessp. 183

Unit 5 85

Computers (3 sign variations)

p. 183 & 184

Laptop

Unit 5 86

Drama, actingp. 183

Unit 5 87

Economicsp. 183

Unit 5 88

Educationp. 183

Unit 5 89

Engineeringp. 183

Unit 5 90

Englishp. 183

Unit 5 91

Geographyp. 183

Unit 5 92

Governmentp. 183

Unit 5 93

Physical Educationp. 183

Unit 5 94

Healthp. 183

Unit 5 95

Historyp. 183

Unit 5 96

Journalism, newspaperp. 183

Unit 5 97

p. 183, 188

•Math

•Algebra

•Calculus

•Geometry

•Trigonometry

MathInitialized Signs

Unit 5 98

Initializationp. 188

Initialization refers to meanings related to a particular root sign, such as the sign for math. The signs for algebra, calculus, geometry and trigonometry are all related to the basic math sign, except for the initials added to each. An initialized sign is one that incorporates a fingerspelled letter as part of the sign. What other signs do you know? Consider science and compare that to the signs biology and chemistry. Are they related?

Unit 5 99

Photographyp. 183

Unit 5 100

Physicsp. 183

Unit 5 101

Physiologyp. 183

Unit 5 102

Sociologyp. 183

Unit 5 103

Speech/Debate(lecture)

p. 183

Unit 5 104

Teacher’s assistantp.184

Unit 5 105

Woodshopp.184

Unit 5 106

Yearbookp.184

Unit 5 107

In complete sentences, sign the following to a partner:

1. What classes are you taking right now? Use the Listing & Ordering Technique to list the courses. Include a comment about each course.

2. Compare your course load with a partner’s. Who is taking the more difficult classes? The easiest?

3. Ask your partner to list his or her top 3 favorite classes. Find out why they like these classes. Switch roles.

Based on the picture, explain what the class is, if it is a high school or college class, and

whether you would want to take it.

Unit 5 108

What do you do in each class? Explain in a full sentence.

Unit 5 109

Unit 5 110

Skilled/Unskilled & Grades

MASL Unit 5

Unit 5 111

p.189

To be good at/skilled

To be bad at/unskilled

Unit 5 112

Letter grades p.191

A

B

C

D

F

Skilled/Unskilled – Work with a partner to develop a list of English words and phrases that mean to

be good at… and to be bad at…

To be good at (something)To be bad at (something)

Unit 5 113

Take turns asking a partner if they are good or bad at the following things. Answer in a full sentence,

using a letter grade to explain.

• Math• Cooking• Writing papers• Facial expressions• Science

• Taking tests• Sign language• Algebra• Art• Singing or music

Unit 5 114

You and a friend have opposite opinions on several issues. Take turns signing and responding to each sentence with

your partner, using the information in provided.

• I think s/he’s a terrible actor. (No, s/he’s a very good actor)

• I think college is boring. (No, college is exciting and fun!)

• I think he’s a lousy teacher. (No, he’s a great teacher!)

• I’m not a good signer. (No, you’re a very good signer!)

• I’m no good at math. (No, you’re a math genius!)

• I think s/he’s a great musician. (No s/he’s a terrible musician!)

Unit 5 115

Unit 5 116

Deaf Education Controversies &

Gallaudet University

MASL Unit 5

Unit 5 117

Controversies in Deaf Education

School for the Deaf(institute)

MainstreamedOne in a crowd

OralismSpeech

Sign

MASL p. 186, 187

Unit 5 118

Gallaudet University

p.190

Unit 5 119

Read & Take Notes

1. MASL text p. 186-187, Focus, Deaf Education…

2. MASL text p. 190, Gallaudet University

Unit 5 120

The Time Spot

MASL Unit 5

Unit 5 121

Time, What time is it?(The time spot)

p. 199, 200

…o’clock

One… Two… Three… Four… Five… Six… Seven… Eight… Nine…

Eyes On ASL #12

Unit 5 122

Around (time)p.199

Around 10:00

Around 12:00

Around 1:00

Around 1:30

Around 10:30

Unit 5 123

Hourp. 199

Unit 5 124

Half Hourp. 203

Unit 5 125

Noonp. 199

Unit 5 126

Midnightp. 199

Unit 5 127

Dialogue: Signing Time – Practice Ex. Y

• MASL text p. 199 – Be able to sign in front of group and instructor correctly and fluently.

A. What time is basketball practice over?

B. It’s done at 11:30 A. Oh okay. What time is it now?

B. It’s 10:00

Ask a partner what time it is. Use the clocks to give the approximate or exact time.

Unit 5 128

Provide the correct sign for each item below in a complete sentence. Remember, sign time first in a

sentence.

1) 2:00

2) Midnight

3) 6:30

4) 1:00

5) Around 10:00

6) 3:15

7) 7:20

8) Noon

9) 11:45

10)2:21

11)4:00

12)5:00

13)6:45

14)9:15

15)15 minutes

16)Around 8:30

17)12:05

18)9:10

19)6:00

20)7:00

Unit 5 129

Unit 5 130

Beginnings & Endings

MASL Unit 5

Unit 5 131

Alarm, bellp.201

Unit 5 132

To arrive (person)

p. 201

Unit 5 133

To take off (person)

p. 201

Unit 5 134

To arrive (plane)p. 201

Unit 5 135

To depart, takeoff (plane)

p. 201

Unit 5 136

To finish, to be done

p. 201

Unit 5 137

To be latep. 201

The next time you’re running late to class or meeting a Deaf friend, be prepared to explain why you were running behind. In formal situations like school, a Deaf teacher will likely ask why you are late – and expect you to respond with a thorough explanation! Doing so is polite and a part of Deaf culture.

MASL p. 202

Unit 5 138

To start, beginp. 201

Unit 5 139

Trainp. 201

Ask a partner the following questions. Partners respond using the information in parenthesis.

When done, switch roles and repeat.

1. What time do you start work? (8:00 Monday)

2. What time is it now? (tell the actual time)

3. What time is class over? (tell the actual time)

4. What time do you go home? (2:30)

5. What time is your ASL class? (tell the actual time)

6. What time do you go to sleep? (tell an actual time)

Unit 5 140

ASL has many ways to show arrival and departure based on who or what is arriving or leaving.

Provide the correct sign for the phrases in bold. Sign the time first!

1. I need to take off.

2. The plane lands at 6:00.

3. We got there at 9:00.

4. She needs to get going.

5. The train leaves at 2:45.

6. They need to go.

7. The bell rings at 7:15.

8. The bus departs in 10 minutes.

9. They’ll be here at noon.

10.I’m going to hit the road.

Unit 5 141

Ask a partner why he or she is late, following the example. Respond with the information provided. Don’t worry about past tense, it is implied in the context of the conversation.

1. I walk slowly.

2. The bus was late.

3. I had to see the nurse.

4. I finished work late.

5. My _______ class finished late.

6. I had to go to the bathroom.

7. I was chatting with a friend.

8. I was looking for my book.

9. The train was late.

10. I wanted to finish eating.

11. I left home late.

12. There was a line in the cafeteria.

Unit 5 142

Why did you get here late?

Describe each picture in complete ASL sentences

Unit 5 143

Horror Movie starts at 7:30Train station or airport?

When do we land?

Unit 5 144

Multiple Meanings

MASL Unit 5

Unit 5 145

Multiple meanings or conceptually-accurate signing

p. 203

To take something (literal)

To take a class (abstract)

To take an opportunity (abstract)

To take off (abstract)

To take care of (abstract)

To take turns (abstract)

Unit 5 146

Multiple meanings or conceptually-accurate signing

p. 203

To break (literal)

To break up (abstract)

To take a break (abstract)

To break down, analyze (abstract)

To break down, cry (abstract)

Unit 5 147

Sign each sentence in conceptually accurate ASL.

1. I have breaks at 10:00 and 1:00.

2. Are you taking chemistry and drama?

3. Did you break your phone?

4. I work at a restaurant on the weekends. I get two half hour breaks.

5. My mother said I can take her car.

Work with a partner to make a list of 10 English words or phrases that have multiple meanings,

and show the sign that best matches the concept. Examples are given.

1. I’m running behind

2. Broken heart

3. _______________

4. _______________

5. _______________

6. _______________

7. _______________

8. _______________

9. _______________

10._______________

Unit 5 148

Unit 5 149

Sentence Creation - Practice

Sentence Creation. Create a complete ASL sentence based on the prompts below.

Example:1

2

3

4

5

Our flight leaves at 10:00.

8:15

11:00

2:00

12:00

11:30