M A S T E R A S L U N I T 4 P A C Ke T - Weebly

Master ASL Unit 4 PacketName:Assignment1.Unit 4 Flash Cards (define & label)2.Unit 4 Classroom Exercise E3.Class:Activity DateDue DateStamp/CreditUnit 4 Parameter Chart4.Unit 4 Notes Worksheet #1 WS #2 5.Unit 4 Journal Activity #1 JA #2 6.Unit 4 Match Up Puzzle7.Unit 4 Student Questionnaire8.Unit 4 Best Friend Activity9.Unit 4 Exercise Q Expressive (Live)10. Unit 4 FHPO – Chapters 9 & 2211.Unit 4 Dialogue Gloss12.Unit 4 Workbook Gloss13.Unit 4 Study Guide14.EC: Fingerseek #4 [ 1pt.]15.EC: Valentine Color by FS [ 1pt.]16.EC: Flash Cards (actual cards)[ 3pts.]Online/Video Assignments (**shaded boxes indicate instructions are online via Google Classroom** )Assignment17. “Compare & Contrast” Expressive Video18. Online Exercise E & K19. Unit 4 RT #1 (receptive translation)20. Online Exercise P & Q21. Online Exercise R & U22. Unit 4 RT #2 (receptive translation)23. Unit 4 “Love Story” Expressive Video24. Unit 4 Copy Sign (Live Presentation)25. Family Tree Project (PowerPoint Presentation)Activity DateDue DateStamp/Grade

26. Family Tree Project (Live Presentation)27. Unit 4 Online EdPuzzle “CODA Pride”

The SignHandshapeSign ParametersPalmLocationOrientationMovementNMS

The SignHandshapePalmOrientationLocationMovementNMS

Name: Date: Period:Unit 4 Notes Worksheet (p. 130-134)Shoulder-Shifting: a feature to American Sign Language (ASL).Related to the concept of , in which the finger points to aor which may or may not be visible,- is a way to distinguish several pieces ofin a sentence by slightly moving yourhead and shoulders in a different for each .There are main uses for Shoulder-Shifting in ASL. These three uses are 1. ,2. , and 3. . When , you are signingmultiple or pieces of information in the same sentence. When , you aresigning what more than one says or . When , you aresigning more than one or in the same sentence.When you use Shoulder-Shifting to ask and answer questions that incorporate more than one orpiece of information, this is known as . This generally takes the place of. Even though there is a separate sign for “and”, and ShoulderShifting are used more often.Don’t your dominant and non-dominant hands when using the Shoulder-Shift. Simply orient yourin a different and continue signing.

Compound Signs: Many words in ASL are signs, which are twosigns to make an additional meaning.For example, the signs for mother and father creates theSUNSHINE/TO BE SUNNYsign for and the signs sun and shine create the sign. When signing compound signs, sign each portionand in one .PARENTSDeaf Family Dynamics: Historically, very few people learnedAmerican Sign Language aside from CODAs (Children of Deaf Adults) and those whoclosely with people, such as the clergy(e.g., priests, pastors, etc.). Unfortunately, very few others learned how to, including hearing family members and .Most Deaf people are from families who don’t knowbut rely on a few and improvised gesturescalled . Even today, many Deaf have parents whodo not sign, or live in a family where only a and sibling – usually a - can sign.Because of this background where most people did not to learn ASL, a sincereis Why do you? Asking this is a way for people to get to knowand your , to learn whether you have a Deaf or ,and your to learn ASL. Is it for reasons, forreasons, for ? Deaf people are genuinely to see more hearing peoplelearning American Sign Language for many reasons, especially for mutual and.Rule of 9 (p. 241): The Rule of 9 is a that influencesa concept’s , or how long something lasts. It isused when signing about a period of timeor . This period is included with thesign, so that the difference between week and nine weeks is theof the number nine into thehand. Only numbers up to may be incorporated into a sign.Use the Rule of 9 with: age, time of , hours, minutes, days,weeks, months, and amounts of .

Name: Date: Period:Unit 4 Notes Worksheet #2 (p. 140-141)The Deaf Experience and the Arts: Part of the of culture includes , which isthe of human creativity in , painting, sculpture, poetry and literature,multimedia, film, , and other related forms. The arts are a and importantaspect of Deaf culture, a culture that cherishes the and the mode ofcommunication. Some Deaf artists focus on and others do not, each preferring to create worksranging from the to the , the concrete to the ,aiming to present an of their unique perspective.is a well-known artist highly valued for his fanciful expressions of. Chuck Baird depicts the experience in Untitled, 1989.There are several theater groups, such as theandthat stageperformances featuring Deaf actors, , and visual. Deaf theatre is especially popular with bothand audiences aroundthe world.’s (1860-1935) sculptures arerenowned for their expressions of ,seen here in the life-sized The Bear Hunt. Tilden is considered one of the finestof his age.Deaf Native American artistfuses traditional art forms within many of his works.Deaf and produce and act in original works for theand film and also appear on and wide-release movies such as Love is Never Silent and.

Ameslan Prohibited, 1972: Dr.’s artwork highlights theDeaf people have experienced,particularly the of American SignLanguage, and the beauty ofand ASL.The hands are a focus in art, a theme passed down between generationsof Deaf people.Highlights from these pages (AKA: important information that might show up on a future quiz or unit test):Who are these Deaf artists and what are they known for?: Chuck Baird – Douglas Tilden – Tony Landon McGregor – Dr. Betty Miller –What are the names of the two most prominent Deaf theater groups? Quickwrite: Why do you think art, especially art that is very auditory like music and live plays, is such an important partof the Deaf community? Why do you think some Deaf artists create their artwork in ASL while others do not? Whichstyle of Deaf art do you think would be the most interesting to see?

Name:Unit 4 Journal #1What do you think it would be like to have Deaf parents? Imagine the life of a CODA and compare it with your own. Inwhat ways would your life be different? How would it be the same? What do you think it would be like to be a Deafparent with hearing children? Compare the benefits and drawbacks of being Deaf with hearing parents, and Deaf withDeaf parents. What benefits does each arrangement have? Any drawbacks? Is one easier than the other? Why or whynot? Be specific – give examples to support your response. (1 page response)

Name:Unit 4 Journal #2A hearing couple you know has given birth to a Deaf baby and are unsure about the pros and cons about using ASL.Write a letter to this couple and explain both the pros and cons of the manual and oral perspectives on the issue in orderto educate them. Think about these questions as you write your letter: Why do some parents choose not to learn ASLand others do? Should parents learn to sign, or should Deaf children be raised to speak? What are the pros and cons ofeach perspective? Thoroughly explain them to these hearing parents and give them a recommendation as to what theyshould do now in regard to raising their Deaf baby. (1 page response in the form of a letter)

Name: Date: Period:Unit 4: Student QuestionnaireStudent NameQuestion1.poss wh-faceYOU MOTHER NAME WHAT2. wh-faceCOUSIN YOU HAVE HOW-MANY3. y/n-faceCOLLEGE GO-TO YOU WANT wh-face wh-face[If yes, ask:] WHERE[If no, ask:] WHY4.poss cha ooo wh-faceYOU FAMILY BIG (shoulder-shift) SMALL WHICH5. wh-faceYOU AGE YOU6.possYOU FATHER TALL (shoulder-shift) MEDIUM wh-face(shoulder-shift) SHORT WHICH7.poss wh-faceYOU BEST-FRIEND NAME WHAT8.p ossYOU fs-M-A-T-H TEACH AM MAN (shoulder-shift) wh-faceWOMAN WHICH9. y/n-faceTO-CAMP WITH FAMILY YOU LIKE10. h-facewSIBLINGS YOU HAVE HOW-MANY YOU11.p ossYOU PARENTS MARRY (shoulder-shift) DIVORCEwh-faceWHICH12. y/n-faceYOU GROW-UP CHILDREN YOU WANT YOUAnswer

13. wh-faceYOU GRADUATE WHEN YOU14.YOU (shoulder-shift) BEST-FRIEND GET wh-faceTOGETHER DO 15. y/n-faceNOW FRIDAY NIGHT GO-OUT YOU16.y /n-faceDOG fs-O-R CAT HAVE YOU17.poss y/n-faceYOU FAMILY HAVE DEAF18. y/n-faceYOU ONLY CHILD YOU

Your NAME:Who is your BEST friend?Student 1: /colorBF NameMet When?A personality TraitAn activity togetherStudent 3: /colorBF NameMet When?A personality TraitAn activity togetherStudent 3: /colorBF NameMet When?A personality TraitAn activity togetherStudent 4: /colorBF NameMet When?A personality TraitAn activity togetherMistakes – Below, please list as many mistakes as possible that you saw. You do not need to list names, just the mistakes made (i.e.GOOD-FRIEND instead of BEST-FRIEND, BOY instead of GIRL, #10 instead of AGE-10 .etc.)

Name:Unit 4 – Classroom Exercise QInstructions: Choose THREE of the following phrases to gloss, memorize, and sign in ASL to yourteacher. Remember your glossing rules, especially ASL grammar and T-T-C. When presenting, do notforget your NMS! Whenever you are ready today, come and present your chosen phrases to your teacher.Your Three Chosen Phrases: #sUse the space below to gloss your three phrases:

FHPO: Can born-deaf people appreciate puns andjokes involving homonyms?(Chapter 9)Please answer in full sentence.1. Can Deaf people appreciate jokes that rely on homonyms or puns?Why?2. Why do so many Deaf children have a limited English vocabulary?3. What does Deaf humor involve?4. What are some examples of jokes used in ASL humor?

FHPO: Is it bad manners to interrupt signers to tellthem you are taking a course in ASL?(Chapter 22)Please answer in full sentence.1. If you choose to enter a conversation with Deaf people, what shouldyou be prepared to do?2. How can you make a learning game out of the interaction with Deafpeople?3. Who bestows a name sign? And based on what characteristic is aname sign given?4. Who do Deaf people devise name signs for?

Your Name:Your Partner’s Name:Unit 4 Dialogue GlossW ork with a partner and create a dialogue which includes the following:1.2.3.4.Signs about a friend or family relationshipEach signer must use the Listing & Ordering techniqueEach signer must use a general pronoun with a number up to 8 (p.153)M UST use the following vocabulary: SOM ETIM ES, TOTAL, SINCE (for), HAVE, PEOPLE* * * Highlight each of the above requirements in your gloss, so you know you have met them all. Usemainly vocabulary from Unit 4. No credit for one word lines- you must make complete sentences. ***ASL (gloss) LINESENGLISH LINESStudent A:Student A:Student B:Student B:Student A:Student A:Student B:Student B:Student A:Student A:Student B:Student B:Student A:Student A:Student B:Student B:Student A:Student A:Student B:Student B:

Name:Unit 4 Workbook Gloss p. 141 - .5.

5.6.7.8.9.10.11.12.

TVHS ASL 1: Unit 4 Study Guide nit Test:U1. Know and practice all vocabulary from Unit 4 (p. 120 – 163) of your red Master ASL! Textbook(use the old quiz study guides and other tools from the website to help you study and/or useyour book )2. Know and practice fingerspelling A-Z, fingerspelled words, and numbers 1 -999 (there aregames and helpful links on the website to help you practice or use each other!)3. Define/Describe (write them on page 4 of this study guide or on a separate piece of paper): Have Deaf? (p. 124) Gender locations (p. 128) CODA (p. 129) Contrastive Structure (p. 130) Shoulder-Shifting (p. 131) Compound Signs (p. 133) Home Signs (p. 134) Age-Spot (p. 135) Listing & Ordering (p. 138)4. True or False? The expressions have deafis a common way to ask someone if theyare deaf or hearing. (p. 124)5. Don’t sign in sentences like“I have a brother who is Deaf.” (p. 124)6. With gender distinction in ASL, males arelocated and females are located. (p. 128)7. Approximately % of Deafchildren have Deaf parents . (p. 129)