Unit 7 Based on Master ASL, J. Zinza © 2011 Natasha Escalada-Westland Unit 7 Lessons.

Unit 7

Based on Master ASL, J. Zinza

© 2011 Natasha Escalada-Westland

Unit 7 Lessons

Unit 7

Unit 7 Objectives

• To sign about daily routines and activities• To identify and understand noun-verb

pairs in ASL• To describe clothing• To learn and use spatial organization• To apply turn-taking strategies in

conversation• To understand the sign language

continuumBased on Master ASL Level One by Jason Zinza

Unit 7

What’s your routine?, p. 255

1. Narrative. Watch Kelly explain her daily routine.

2. Analysis. Identify the signs you already know in the video.

3. Daily Routine. Ask a partner what he or she does daily.

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For example, p. 255

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Schedule, p. 255

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To vary, p. 255

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What’s your routine?, p. 255

Hi, what’s up? What do you do every day? My schedule varies each week. For example, after school on Mondays and Wednesdays, I work, but on Tuesdays and Thursdays I have gymnastics from 3 until 5. When practice is over I take off and go home. I eat dinner, study, then go to bed at 11:00. I’m always running around!

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Every daydaily, p. 257

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Every afternoon, p. 257

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Every morning, p. 257

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Every evening/nightnightly, p. 257

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Every weekweekly, p. 257

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Every yearyearly, p. 257

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Every days

Every signs are part of the when group of signs, so they come first in sentences. See Eyes on ASL #5 to review when signs. Every signs can be interpreted as “every” or as “on” interchangeably, but don’t use the sign during with them. Every signs are made using the handshape for the day of the week, moving it down as if through each week on a calendar.

Sundays, Mondays, Tuesdays, Wednesdays, Thursdays, Fridays, Saturdays

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Every weekendp. 258

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Exercise B, p. 2571. Schedules. What can you say about Kelly’s weekly

schedule?a. When does Kelly study? When does she go to school?b. What does she do on the weekends?

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To take a bathp. 259

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To eat breakfastp. 259

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To brush one’s hair

p. 259

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To brush one’s teeth

p. 259

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To blow dry one’s hair

p. 259

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To comb one’s hair, p.259

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To get dressed, (put on) clothes

p. 259

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To put on makeup, p. 259

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To get ready, prepare, or plan

(3 variations)

p. 259

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To get upp. 259

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To oversleep, sleep in

p. 259

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To shave (2 variations)

p. 259

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To showerp. 259

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To wake upp. 259

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Between (times), p. 260

Use a shoulder shift and the sign around to show the concept of between this time and that time.

Around (time)

Ranging from this to that (between)

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Exercise B, p. 258

“What time do you (do…) everyday?”Remember: time/when signs should be signed first, so concepts like every day & every morning should be moved to the beginning of the sentence.

Ask a partner what time he/she does the following activities. Answer the question. When done, switch roles and repeat.

1. What time do you wake up every day?

2. What time do you eat breakfast?

3. When do you go to ASL class?

4. When do you work?

5. What time do you get ready every morning?

6. What time do you want to get up every day?

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How is your morning routine alike or different?

6:00 a.m. 6:15 a.m.

6:30 a.m. 6:45 a.m.

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Sign complete sentences using the prompts below:

1. I wake up…

2. I get up…

3. On Saturdays I get up…

4. My alarm rings…

5. On the weekends I get up…

6. Every day people should…

7. Every morning, I…

8. Every day I’m late because I…

9. I _____ in the mornings…

10.People _____ every morning…..

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To change (clothes)

p. 261

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To do chores, duties

p. 261

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To eat dinner/supper

p. 261

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Earlyp. 261

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To fall asleepp. 261

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To go to bedp. 261

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To eat lunchp. 261

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To rest, relaxp. 261

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To set a clock/alarm

p. 261

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Ask a partner what time he/she does the following activities. Sign answers in complete sentences

using the prompts below. Switch roles and repeat.

1. Go to bed?

2. Fall asleep?

3. Go to bed on Saturdays?

4. Eat lunch?

5. During the week, set your alarm clock?

6. Do you do chores every day? What time?

7. Do you cook dinner? What time?

“What time do you (do…) everyday?”

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Another daily routine

10pm 11pm

6am

7am

8am12pm

3pm

6pm

What time does he…?1.…go to bed?2.…eat lunch?3.…wake up?4.…eat dinner?5.…fall asleep?6.…use the computer/internet?

What does he do every morning? Use complete sentences to describe his morning routine.

What does she do every day? Use complete sentence to describe her daily routine.

Spatial Organization: Eyes on ASL #14, p.262

Every morning I get up, then in the afternoons, I work, and in the evening I relax.

Shoulder shift is shown in SignWriting by writing the signs in left, middle and right columns. The shoulder represents the ideas of then & and in English.

Use spatial organization to show morning, afternoon and evening activities. Sign one or two activities for each time of day. Sign at least four sentences using spatial organization

to discuss routines for all three times of day.

Morning Afternoon Evening

Wake up

Get up

Eat breakfast

Go to ASL class

Brush teeth

Shower

Alarm rings

Wake up early

Exercise

Work

Go to school

Go to work

Relax

Exercise

Do chores

Do homework

Eat lunch

Watch TV

Shower

Change clothes

Go to class

Eat dinner

Brush teeth

Get in bed

Study

Set clock

Fall asleep

Read

Cook dinner

Go to bed early

Visit friends

Personal Hygiene & Care, p. 267

Shampoo

Hairspray

Perfume

ToothbrushNail clipper

Nail polish Deodorant

Soap

Lotion / sunscreen

Toothpaste

Mouthwash

Floss

Many signs for common hygiene products use classifiers to depict their action or purpose. Match the item to the SignWriting that shows how it would be used.

Shampoo

Hairspray

Perfume

Toothbrush

Nail clipper

Nail polish

Deodorant

Soap

Sunscreen

Personal Hygiene & Care, p. 267

MouthwashLotion

Frequencyp. 267

Always

For-for?What for?

NeverSometimes

To use

What’s wrong? Sign about how to correct the problem shown in the picture.

What for? Look at the picture and ask a partner why certain things are being done. Be imaginative

with your answers. Switch roles and repeat.

Captioning, p. 269

Closed captioning means that the captions are programmed into the original material and must be turned on to work. Open captions are always present on the screen and cannot be turned off.

The National Association of the Deaf (NAD) has lobbied Congress to have captioning offered on television, movie screens, and other locations accessible to the public (including on the internet). Since the Americans with Disabilities Act (ADA) passed in 1990, captioning is now common on most TV shows & commercials. This benefits Deaf, hard of hearing and hearing people.

Did you know it is relatively easy to caption your own video using widely available computer video editing programs?

To cleanp. 271

To do the dishesp. 271

To feedp. 271

To do laundry, wash clothes

p. 271

To make the bedp. 271

To mow (a lawn)p. 271

To rake leavesp. 271

To set the tablep. 271

To sweepp. 271

To take out the trash

p. 271

To wash the carp. 271

To do yard workp. 271

Ask a partner the following questions. When done, switch roles and repeat. Don’t forget, time/when

signs come first and WH questions come last.

1. Do you make the bed every day?

2. When do you clean your house?

3. Do you do the dishes after eating?

4. When do you take out the garbage?

5. Do you wash the car monthly?

6. Do you set the table in the evening?

7. Do you do laundry every week?

8. Do you clean the house every weekend?

Complete the following phrases using household activities vocabulary.

Write an English translation of your sentence:

Household Activity in SignWriting

Unit 7

Sign each sentence in ASL. Remember to place when signs in their correct location.

1. I don’t like raking leaves.

2. I wash the car every Saturday.

3. I never make my bed in the morning.

4. I don’t mind mowing the lawn.

5. Every night I help cook, and then I do the dishes.

6. I do laundry on Wednesdays.

7. I feed my cat and dog every night.

8. Once in a while I clean my room.

9. I take out the garbage after dinner.

10. I always set the table.

Noun-Verb Pairs, p. 273•Nouns typically have a double back and forth movement

•Verbs typically have on solid movement, or a wider back and forth movement than nouns

The movement parameter changes nouns to verbs.

Sign Language Continuum, p. 276, 277

MCE PSE ASL

Spanish English

Contact Languages or Pidgins

“Spanglish”

(Coded English)

Visual modality

Verbal modality

Topic / Comment Sentence Structure• Time• Topic

• Comment

• Question

• Close (not present unless signer is done)

Yes/No? Wh?

Turn-Taking & Exchanging Information, p. 281

Spoken language strategies:

• Wait for a pause• Opening mouth• Cough or “ahem”• Raising voice• “Talking over”

someone

Signed language strategies:

• Closing signals• Questions• Using the hold on

sign• Raising your hands

up a little• Signing go on if

signing at same time

Multiple ASL Meanings, p.282

Use concept and context to clarify meanings.

There is no single English word for the concept of male cousin.

Shares a concept: clothing, dress and to wear

Depends on context: can mean shirt or volunteer

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Clothes, To get dressed, p. 275

Clothingp. 279

ClothingSignWriting

p. 278

To use (wear non-clothing item), p. 275

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Sign use when signing about non-clothing items such as glasses and shoes.

To fit, p. 275

To match, p. 275

p. 283Describing fit

tight

baggy

Describing design

p. 283

Unit 7

What to wear & what to use…Match the items to the sign you would use with them.

1. Describe what at least 5 other people in the room are wearing.

2. Translate the following sentences:1. I’m wearing sandals.

2. He has a sweatshirt on.

3. She’s wearing boots with jeans.

4. I like wearing flip-flops

5. She’s wearing a blue blouse and jacket.

6. He’s wearing brown shoes.

7. People wear shoes every day.

8. I’m wearing tennis shoes / sneakers today.

Classifiers (vocabulary)

p. 286

Classifiers: cylindrical, hand

held objectsCL:C, CL: B

p. 286

Don’t forget NMS!