OM M U N ICATI N C I TI E S C ULU U N R E M . - Master ASL!
COCULTUESITIRESCOMMUNMUNICATIONMPIONSCOMMeetingthe NationalStandards withMaster ASL!ARIS O N SCONNECTKnowing how, when, and whyto say what to whom.Level OneContent GuideDeveloped by Jason E. Zinza
2006, Jason E. ZinzaAll rights reserved. No part of this book maybe reproduced or transmitted in any form or byany means electronic, or mechanical, includingphotocopying, recording, or by any informationstorage or retrieval system, without writtenpermission from Sign Media, Inc.How to order:Copies may be ordered from Sign Media,Inc., 4020 Blackburn Lane, Burtonsville, MD20866-1167. For credit card orders, place yourorder online at www.signmedia.com or phone1-800-475-4756.
Using This DocumentThe national standards for foreign language learning, commonly known as the 5 C’s, are equallyimportant in developing student proficiency. Teaching and learning that focuses on culture, connections, and comparisons allow students to meaningfully communicate in interpersonal, interpretive,and presentational modes, while fostering a life-long interest in ASL and Deaf culture.Planning a lesson that integrates the national standards is made easier when the teacher knowswhat to look for. This document organizes the content of Master ASL! Level One by standard, sothe teacher can see at a glance which standards are addressed and when. Ideally, students are consistently exposed to all 5 C’s throughout their learning experience. Planning lessons, tasks, or unitsaround the 5 C’s is known as integrated design, and the lesson plan called a “Learning Scenario.”Here is an example of a general Learning Scenario:Standards Integration ChecklistUnit:4Communicating About FamilyLesson Title:Lesson Sub-Topic:Contrastive Structure; Gender ication in languagesother than English(interpersonal) 1.1(interpretive) 1.2(presentational) 1.3Students interview each other about their familiesStudents view the What’s Your Family Like? narrativeStudents give a presentation about their family structureCulturesGain knowledge & understandingof other cultures(practices & perspectives) 2.1Students celebrate the birth of a Deaf baby(products & perspectives) 2.2Students view Susan Dupor’s artwork, “Family Dog”ConnectionsConnect with other disciplines &acquire information(knowledge of other disciplines)(distinctive viewpoints)3.13.2Students research statistics on Deaf demographics4.1Students compare contrastive structure with “and” in EnglishStudents role play a family meal to understand what often happenswhen a hearing family with a Deaf member eats togetherComparisonsDevelop insight into the natureof language & culture(comparisons of L1 & L2)(comparisons of C1 & C2) 4.2Students compare similarities and differences in behaviors betweenDeaf and hearing familiesCommunitiesParticipate in multiligual communitiesat home & around the world(use L2 inside & outside of class)(becoming a life-long learner)5.15.2 2006, Jason E. Zinza All rights reservedStudents plan a Silent Dinner and invite the Deaf communityStudents read the novel, “Train Go Sorry”1
Standards Integration ChecklistUnit:Lesson Title:Lesson cation in languagesother than English(interpersonal) 1.1(interpretive) 1.2(presentational) 1.3CulturesGain knowledge & understandingof other cultures(practices & perspectives) 2.1(products & perspectives) 2.2ConnectionsConnect with other disciplines &acquire information3.1(distinctive viewpoints) 3.2(knowledge of other disciplines)ComparisonsDevelop insight into the natureof language & culture4.1(comparisons of C1 & C2) 4.2(comparisons of L1 & L2)CommunitiesParticipate in multiligual communitiesat home & around the world5.1(becoming a life-long learner) 5.2(use L2 inside & outside of class)2 2006, Jason E. Zinza All rights reserved
2006, Jason E. Zinza All rights reserved3Interpersonal CommunicationGreetings (1); Farewells(1); Asking for & givingnames (1); Agreement (1);Disagreement (1); Makingrequests (1); Feelings(1); Daily activities (2);Classroom needs (2);Calendar (2); Personalbackground (3); Likes &dislikes (3); Favorites (3);Numbers (3); Months &seasons of year (3); Holidays(3); weather (3); Family (4);Asking for & giving age(4); Life events (4); friends(4); Relationships & dating(4); Personality (4); School& education (5); Narratingevents using classifiers (5);Telling time (5); Sports (6);Activities & hobbies (6);Community events (6); Dailyroutine (7); Hygiene (7);Household responsibilities(7); Clothing (7); Describingpeople (8); Ethnicity (8);Personal characteristics (8);Health (8); Nature (8); Localcommunity (9); Home (9);Money (9); Transportation(9); Making plans (10);Occupations (10); Foods(10); Animals (10)Communication 1.1:Students engage inconversations in AmericanSign Language to provideand obtain information,express feelings andemotions, and exchangeopinions.Other: Idioms & expressions(1-10); Synonyms; antonyms(1-10)CommunicationCommunication StandardOther: Gambits (1-9)Making introductions (1);Using the Question-Maker(1); Making requests (1);Asking for help (2); Verifyingcomprehension (2); Usingthe WH-Face (2); asking forinformation (2); Requestingclarification (2); Askingbackground questions(3); Number incorporation(3); Exchanging personalinformation (3); Describepersonality (4); Giving basicdirections (5); Generalizing(5); Incorporating time intoconversation (5); Conceptualaccuracy of signs (5);Tenses (6); Narrating pastevents (6); Narrating futureactivities (6); Narratingevents along a timeline (7);Interrupting (7); Describingclothing (7); Usingclassifiers as prepositions(7); Describing physical &emotional characteristics (8);Giving detailed directions(9); Making plans (10)FunctionsOther: Sign variation (1-10);Mouthing (1-10); Eye gaze(1-10); Speed & rhythm(narratives 1-10)Role of facial expressions(1); Eye contact (1); Formalvs. informal language (1);Iconicity (2); Variation inASL (2); Backchannelling(3); Sentence rhythm (3);Effect of sign emphasis (3);Language change (4); Fixingmistakes (4); Semantics(busy – business) (5);Initialization (5); Multiplemeanings/conceptualaccuracy (5, 7); Rule of 9(6); Every (7); Turn-taking(7); Location affectsmeaning (8); Signer’sperspective (9)Pragmatics & ProsodyCommunicationRole of NMS (1); Languagecontinuum (great-good-soso-not very well-lousy)(1); Sentence lengthUtterances (1); Sightlines(1); Directionality (2);Signed question mark (2);Sentence structure (2);Yes/no questions (1,2,3);Topiccomment structure(3); WH-questions (3);Shoulder-shifting (4);Age-Spot (4); Listing &ordering (4); PronounNumber incorporation (4);Classifiers (5, 6, 7, 8, 9,10); ASL parameters (6);Tense markers (6); Spatialorganization (7); Nounverbpairs (7); Descriptiveexpansion (8); Spatialvisualization (9); Moneyspot (9)StructureMix of open & closeddialogues; Cartoons to elicitsentence-length utterances;Cloze exercises; Picturesequencing; Interviews;Story line up; Structuredrills; Topic-specificactivities; Circumlocutionexercises; Relay activities;Interaction with nativesignersStrategies
Interpretive / ReceptivePresentational / Expressive4 2006, Jason E. Zinza All rights reservedCommunicationLanguage play (puns, jokes);View recorded material, i.e.,movies, vlogs, etc; Guestspeakers; Watch learnerspresent in groups or solo;View teacher communicationin class, including teacherteacher and teacher-learnerinteractionRecord narratives, stories,ASL literature, andindividual presentations;Live presentations (in classor outside) of narratives,stories, ASL literature, andindividual presentationsCommunication StandardCommunication 1.2:Students understand andinterpret American SignLanguage from recordedmaterial or signed in personon a variety of topics.Communication 1.3:Students presentinformation, concepts, andideas in American SignLanguage to an audiencein person or via recordedmaterial.Incorporating details forphysical descriptions;Multiple perspectives &characters; Manage multipletimeline points (if needed);Awareness of the negativeeffects of stammering andhesitation on ASL discourseFingerspelling decodingstrategies; Comprehensionstrategies; Cloze &circumlocution strategies;Recognition of contextualcues; Understand contentrather than focus on signrecognitionFunctionsAttention-getting strategies;Larger sign production; Useof formal variations whenneeded; Rhythm & patterns;Language “flow” rather thandysfluent productionAwareness of sight lines/visibility; Light conditions;Backchannelling; Eyecontact; Handlingdistractions or interruptions;Awareness of regionaldifferences in lexiconPragmatics & ProsodyAbility to sign paragraphlength utterances; ASLdiscourse diamond(introduction – details –conclusion); Vocabularyadequate to topicUnderstanding paragraphlength utterances,narratives, or stories;Awareness of sentenceboundaries & shifts;role-shifting; Topicalization;Signer’s perspectiveStructureSign narrative stories;Perform ASL literature; Givepresentations on assignedtopics; Presentations onlearner-selected topics;Individual storytelling; createvlogsView presentations (solo &group); Group storytelling;Circumlocution exercises;Memorize stories, jokes,narratives; Relay activitiesStrategies
PracticesProducts 2006, Jason E. Zinza All rights reserved5Traditional ProductsVisual alerts (2, 7); Name signs(3); Videophones (3); Pagers (3);TTY (3); Schools for the Deaf asnexus of Deaf community (5);Gallaudet University (5); Storytellingcompetitions (6); OrganizingDeaf-only sport tournaments (6);Deaflympics (6); Creation of footballhuddle (6); Tactile sign language (8)Cultures 2.2: Studentsdemonstrate anunderstanding of therelationship between theproducts and perspectives ofAmerican Deaf culture andthe Deaf World.PerspectivesPerspectivesStruggle to gain recognition of ASL(1); Struggle to gain recognition asminority group (1); Fight for closedcaptioning (7); Deaf World (4); Deafpeople can do anything but hear(1, 10)IntangibleHearing impaired coveys brokenness (2); Deafpeople are proud to be deaf (2); Prefer selflabeling rather than from hearing (2); Cultural andlinguistic minority (2); Common bond of beingDeaf forms community & culture (2); Culturalmodel of deafness preferred over pathological(2); Deaf community often replaces weak familialbonds (4); Visual language (e.g., pointing) isnot rude (1, 5); Visual information is conveyedvisually and is not considered rude, such asdescribing individuals in detail (8); Collectivismvs. individualism is prized (9)Artwork: Plays, paintings, sculpture,other (2, 4); Interpreters (5); ASLliterature (5, 6); Legends, e.g. logcabin America (5); TDI’s BlueBook (9); Guide dogs (10); DeaforganizationsTangibleIntroductions include the exchange of backgroundinformation to establish common ties and identity(1); Shake hands and hug (1); Tap gently toobtain attention (1); Make plans to see each otheragain before leaving (1); Individual farewells arepolite (1); Repeating thank you to say “You’rewelcome” (2); Common bond is use of ASL anddeafness (2); Backchannelling is expected (3);Visual applause (3); Respect is shown by signing& facial expressions, not titles like Mr. or Mrs.(5); Protocol for turn-taking and interrupting (7);Descriptions become rude when paired withunflattering facial expressions (8)BehaviorsVisual language & behavior is anatural means of communicating (1);Adapt hearing items for deaf use (2);Deaf congregate in metro areas (3);Hearing & Deaf worlds are mutuallyenriching (9); Must have enoughlight to see conversations (10)Sharing background information is polite (1);Protocol to obtain attention via shoulder-tap orwaving (1); Using voices in company of Deaf isrude (1); Socializing with Deaf is highly valued(1); Not saying farewell to everybody is rude (1);Respect for ASL fluency (1); Welcome hearingstudents learning ASL (2); Name signs arebestowed by the Deaf community (3); Value ofhaving Deaf parents or siblings (4); Codas arepart of the Deaf community (4); Friendships arevalued (4); Preferred education is at a schoolfor the Deaf (5); Polite to explain why late to anevent (5); Oralism is oppressive (5); Value ofcontributing to hearing culture, e.g. Dummy Hoy(6); Being descriptive is not rude (7); Deaf peopleare bicultural and retain their unique differences,such as Native American heritage (8); Deafpeople are not handicapped (8); Deaf people arenot limited by deafness, e.g. deaf doctors (8)Cultures 2.1: Studentsdemonstrate anunderstanding of therelationship between thepractices and perspectivesof American Deaf cultureand the Deaf World.Cultures StandardTraditional BeliefsCultures StandardCultures
6 2006, Jason E. Zinza All rights reservedInterdisciplinary Reinforcement: KnowledgeWorking with maps (Fingerspelling 3.8); USA States, Canadian Provinces,Mexico (3); Major cities in USA (3); State capitals (Fingerspelling 3.15);Strange place names (Fingerspelling 3.12); Famous Places; (Fingerspelling3.16); College towns (Fingerspelling 5.13); Olympic Cities (Fingerspelling6.7); Foreign Places (Fingerspelling 9.16); Bodies of water (Fingerspelling8.2); City parks (Fingerspelling 9.6); Famous lakes (Fingerspelling 8.5):Oceans & seas (Fingerspelling 8.7); Famous national parks (Fingerspelling8.13); Famous deserts (Fingerspelling 8.11); Notable Mountains(Fingerspelling 8.8); Presidential Birthplaces (Fingerspelling 9.10); FamousZoos (Fingerspelling. 10.15); Famous Monuments (Fingerspelling 9.2); CityPopulations (Numbers 4.4)Connections 3.1: Studentsreinforce and furthertheir knowledge of otherdisciplines through studyingAmerican Sign Language.TechnologyClosed captioning (7); Opencaptioning, subtitles, real timecaptioning (7); Hearing aids,cochlear implants (8); http://Search(1, 5, 6, 7, 8); Videophone (3); Visualalerts (2); www.icann.org (3); www.coda-international.org (4); www.rid.org (5); www.deaflympics.com (6);www.nad.org (7); www.ncicap.org(7); www.tdi-online.org (9); www.deafnative.com (8)Sportsinvention of football huddle, DummyHoy, Curtis Pride, Luther H. Taylor,Leroy Colombo (6); Famous Athletes(Fingerspelling 6.1); Olympic Cities(Fingerspelling 6.7); OlympicRecords (Numbers 6.3); Sports &athletes (Fingerspelling 6.4)Poetry written in English: Listen To Me (1) & A Recipe for ASL (10: Oralliterature (5); ASL literature genres (6); Literature written in English by deafauthors: Robert Panara, Lex Lowman, Laura Searing, Linwood smith, GilEastman, Bernard Bragg, Eugene Bergman, Douglas Bullard (6); Famousliterary & historical figures (Fingerspelling 3.14); Titles of famous literaryworks (Fingerspelling 4.5); Names of famous authors (Fingerspelling 4.14);Famous poems & poets (Fingerspelling 6.12); Deaf studies book titles(Fingerspelling 9.14); Literature signed in ASL: Deafula (5); Story Using “5”(5); Symphony/Music (5); Haunted House (6)Community-culture origins &definitions (2); Genealogical studies/family trees (4); Law: Americanswith Disabilities Act (7); Deaf nativeAmericans (8); Critical thinking:Debating Deaf Child Area signs (3);Multicultural Deaf organizations (8);Deaf-blindness (8);Deaf educationoptions & controversies (5); NativeAmerican nations (Fingerspelling8.14); Deaf population centers(Fingerspelling 9.4)SociologyScientists Konstantin Tsiolkovsky, Thomas Edison (1); Chemistry Nobelprize: Sir John Warcup Cornforth (1); Deafness (prelingual & postlingual)(5); Nutrition: Food Pyramid (10); Biology: hearing/ear process (2); NobelPrizewinners (Fingerspelling 5.17); Planets (Fingerspelling 8.1); Flowers(Fingerspelling 8.3); Anatomy: Brain Functions (Fingerspelling 8.9, 10);Skeletal system (Fingerspelling 8.12)ScienceCounting (Numbers 1.2); Patterndecoding (Numbers 1.5, 2.9);Addition (Numbers 1.6); Subtraction(Numbers 1.7); Greek & Latinnumerical prefixes (Numbers1.7); Astronomy 101 (Numbers8.10); Populations (Numbers 9.3);Neighborhood rents (Numbers9.6); At the Fruit Stand (Numbers10.7); The Local Restaurant(Numbers 10.9); Exchange Rates(Numbers 9.8)MathematicsLiteratureHistoric perspectives on ASL (1); Growth of ASL acceptance from 1960s tonow (1); Helen Keller (1); Gallaudet University (5); Cultural & Historic figures(Fingerspelling 2.14, 2.15); 1880 Milan Conference (5); Famous literary& historical figures (Fingerspelling 3.14); Olympic Cities (Fingerspelling6.7); Famous Naturalists & Explorers (Fingerspelling 8.16); PresidentialBirthplaces (Fingerspelling 9.10)HistoryGeographyConnections StandardConnections
Interdisciplinary Reinforcement (cont.)Distinctive Viewpoints 2006, Jason E. Zinza All rights reserved7Pointing is a logical feature of a signed language and is not rude (1); ASLmakes visual sense, not based on auditory input (1); ASL is cherished bythe Deaf community (9); Communication with hearing family membersis often limited to home signs (3); Using voice in company of Deaf isconsidered rude (1); Compliment from Deaf to hearing: You sign like a Deafperson! (intro); Facial expressions / NMS have a linguistic role (1); ASL isof great value to the Deaf, and can be of great benefit to hearing, too (1);Hands are cherished (4)Connections 3.2: Studentsacquire information andrecognize the distinctiveviewpoints that are onlyavailable through studyingAmerican Sign Languageand Deaf Culture.Different languages have differentstructures (1); Examples of foreignsign languages (3); Languageschange over time (4); ASLEnglishinterpretation (5)Language/LinguisticsLanguage ViewpointsMajor Level One artwork: RoadSigns (2); A Century of Difference(2); Untitled, 1989 (4); The BearHunt (4); Ameslan Prohibited (4); ATribute to ‘Fingershell’ (4); Clifff’sNotetakers: Deaf Culture (4); DeafPride (7); Milan, Italy, 1880 (9)Deaf arts (2, 4); Theatre (4)Sculpture (4); Famous artists(Fingerspelling 2.17); Deaf actors:Bill Ennis, Patrick Graybill, DebbieRennie (6); Deaf Playwright: DonBangs (6); Names of Famous Artists(Fingerspelling 5.9); Notable people(Fingerspelling 5.16)ArtsCultures Standard(Connections 3.1 cont.)Cultures StandardWritingReflections: What is deafness like?(1); Encounters with deafness (1);What can’t Deaf people do? (3); Lifeof a coda (4); Clifff’s Notetakers (4);Hidden Disability (5, 8); Deaflympics(6); Equal Through Sports (6); ASL& English (7); PSE (7); Captioning(7); Deaf Pride (7); PoliticalCorrectness (8); Deaf Doctors (8);Guide dogs (10); Recipe for ASL (10)Critical thinking: Poetry analysis(1); Deaf art as identity expression(2); Deaf Child Area signs (3);Benefits & Drawbacks of Dea/hearing parents with Deaf/Deafparents (4); Pros & Cons of ASL(4); Educational options (5); Valueof Literature (6); Definitions ofhandicapped (8); Peddlers (9); Deaf& Hearing Worlds (9); Milan, Italy(9); Occupations (10);Deaf form cultural minority (1); Eye contact is polite, with protocol to breakeye contact when needed (1); Attention-getting strategies are physical andvisual in nature (1); Importance of individual farewells (1); Facial expressionsare natural (1); Medical vs. cultural model of deafness (2); Deaf world (2);Visual alerts (2); Visual applause (3); Value of name signs (3); “deafnessisn’t the opposite of hearing. It’s a silence full of sound” (2); Value of havingDeaf children (4); Dual identities: Deaf &,other multi-cultural backgrounds(4); Close friendships sometimes more valuable than family (4); Value ofschools for the deaf (5); Sharing information (5); Turn-taking strategiesare polite (7); Blunt nature of visual descriptions are not rude (8); Deaf asneither disability or handicap (8); Hearing-Deaf exposure / interaction isbeneficial (9); Deaf people can do anything but hear (9); Peddling: Shameor means of survival (9); Interdependence is valued (9); Deaf community isclosely linked together (9); Collective value on group harmony, solidarity, &cooperation (9); Bragging about accomplishments, difference in income,education, employment, status symbols de-emphasized (9)Socio-Cultural ViewpointsCritical analysis: Working from adictionary (2); Critical thinking:Poetry analysis (1); Focus sections:
Communication 1.3: Students present information, concepts, and ideas in American Sign Language to an audience in person or via recorded material. Record narratives, stories, ASL literature, and individual presentations; Live presentations (in class or outside) of narratives, stories, ASL literature, and individual presentations
Sol uti ons to Mi dter m Exam There are 5 questions for a total of 110 p oin ts. Please write your answ ers in the exam b o oklet pro vided, and mak e sure that your answ ers stand out. DonÕt forget t
Auditing and Assurance Services, 14e (Arens) Chapter 10 Section 404 Audits of Internal Control and Control Risk Learning Objective 10-1 1) Which of the following is not one of the three primary objectives of effective internal control? A) reliability of financial reporting B) efficiency and effectiveness of operations C) compliance with laws and regulations D) assurance of elimination of .
The Machinery, Automotive EMC, and Medical Devices directives and their harmonised standards do make some attempt to cover these issues, but fail to address them correctly [4]. Refer to the IEE Guidelines on EMC and Functional Safety [5], and articles on it [4], [6], [7], IEC 61508-2 [8] and IEC/TS 61000-1-2 [9] for more on these increasingly vital issues. These issues should be covered to be .
The ISB Business Data Architecture decouples contextual use and validation ranges from the data model attributes for the reasons explained in sections 3.2. Therefore, the Business Data Standards only require the assignment of a primitive data type to each attribute. Object or user class data types would be assigned as required for the specific encoding, program language or solution as the .
CIVIL PROCEDURE CODE AN ORDINANCE TO CONSOLIDATE AND AMEND THE LAW RELATING TO THE PROCEDURE OF THE CIVIL COURTS. [1st August , 1890] CHAPTER I PRELIMINARY Short title. 1. This Ordinance may be cited as the Civil Procedure Code. [2,20 of 1977] [2,79 of 1988] [2,20 of 1977] [2,20 of 1977] [2,20 of 1977] [2,20 of 1977] [2,20 of 1977] [2,20 of 1977] Where no provision is made special directions .
clinical trial, evidence based study, etc. Study design types are available in the Study Design Schemes section of this guide. Please select a study design from the choices listed there. Worksheet #1 (modified CONSORT agreement) for randomized controlled trials has been required since 1996 and is available online. 3.
This cookbook supports the activities under Objective 1, and showcases the results of research on how to implement sustainable and institutionalised CBDRM activities. It presents a set of common ingredients found in successful examples across the globe, as well as
6. Black fungus is also known in Chinese as little ear, cloud ear, tree ears, and jelly mushroom. They are sold mainly in dried form and can keep for up to 1 year if stored in an airtight container. This dried black fungus has been featured in Chinese cooking since the sixth century, mainly in soups and stir-fries. 7.
