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Short Written Doorbuster- please copy these notes: Receptive Skills require ---

Welcome! Remember be seated at the bell. Extra Credit to those I see signing HELLO to me as I walk in the door . Short Written Doorbuster- please copy these notes: Receptive Skills require --- Constant eye contact Focus-Try to look at the signer’s face, not follow the hands

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Short Written Doorbuster- please copy these notes: Receptive Skills require ---

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  1. Welcome! Remember be seated at the bell. Extra Credit to those I see signing HELLO to me as I walk in the door . • Short Written Doorbuster- please copy these notes: • Receptive Skills require --- • Constant eye contact • Focus-Try to look at the signer’s face, not follow the hands • Fingerspelling skills-When you look at fingerspelling, try to see the whole shape- and guess from letters you ‘catch’ • Finished with the Doorbuster? I should see you signing to someone or copying the new signs when the video appears to the right---

  2. Dialogue practice (5 min.)--when I pause video, begin!---ask 3, answer 3 (be sure I can see you sign) • 1. How are you? • HOW YOU • 2. What are you doing tonight? • TONIGHT WHAT-DO • 3. What are your plans for this weekend? • THIS WEEKEND YOU PLAN WHAT/WHAT-DO • 4. What are you going to do this summer? • THIS SUMMER YOU WHAT-DO • 5. What is your favorite color? • YOU COLOR FAVORITE WHAT • 6. What is your favorite TV show or movie? YOU TV MOVIE FAVORITE WATCH WHAT • 7. What is your favorite sport? • SPORT YOU FAVORITE WHAT

  3. Answers to The Gum Story • Watch the translation first, then I will show you the answers to check!

  4. Answers to The Gum Story- you do NOT have to copy all correct answers, but DO write down any signs you did not know… • “The Gum Story” • The boy said that 1. mom does not like gum, so, he put it 2._on the bench___________. • After the boy left, who came along? (who and describe if you can) 3. man, beady-eyes, bow tie. • What did he do when he sat down? 4. _read the newspaper/something, then folded it under his arm._______. • Why did he touch the gum? 5._it was stuck to his pants/bottom________________ • Where did he put it as he walked away? 6. he threw it down on the floor/ground. • Then, who walked by? (who and describe all you can) 7._A woman, bun in her hair, dangly earrings, several necklaces and bracelets, high heels__ • Why did this person touch the gum? 8._it was stuck to her heel______ • What happened to the gum next? 9._she threw it and it landed on a tree (trunk)_ • Finally, two people who were 10._sweethearts_ came along. • The girl 11._sat and looked lovingly at the boy___ while the boy 12._leaned his hand on the tree and talked to the girl__. • What happened when the boy tried to follow the girl? _13._his hand was stuck to the tree because of the gum___ • What did the boy do with the gum then? 14.He threw it down and it landed on the bench again_ • Finally, who came back, and what did he do? 15._the first boy returned, saw his gum was still there, and popped it into his mouth, chewing it and blowing bubbles as he happily left__(add all detail you can)

  5. Reflection--- Did you know that many hearing parents never learn sign language to communicate with their deaf child? This video is from a child with parents who did learn to sign… • http://www.youtube.com/watch?v=JuVdMMfCrSU • Now, please watch this video on Deafness- you will then write a brief reflection • (WSQ----Watch, summarize, and question/comment) • Watch the video • Summarize what you saw (2-3 sentences is fine) • Ask any questions you have, or at least write one comment/thought/feeling- or note something you learned

  6. You did it! A version of a flipped classroom- which also minimizes/removes the need to sign and talk at the same time- better for all students, and more ASL exposure. –Also, I’m available to answer questions during the lesson!Now -Ticket Out instruction video- you will have a min. to get packed, seated, then focus- part of the daily grade • Flashcards- review of all signs, now through May • You will take turns holding them up- daily grade- one each or two together = come up two times • Those with flashcards are the first to leave class

  7. ASL 3-- • Doorbuster: • Ask two people what movie, TV show, or book they saw/read recently, and why they liked/disliked it • (after the bell- I should see you signing this )

  8. Vocabulary list (10 min.)--- review/learn for test • Quiz each other- point to a word, and see if they know the sign- if not, sign it for them! • If no one in your group knows it, ask me- fingerspell it and I will sign it!  • Test Thursday…

  9. ASL 3 Reflections--- I know by now you realize many hearing parents never learn to sign with their deaf child. This video is from a child with parents who did learn to sign… • http://www.youtube.com/watch?v=JuVdMMfCrSU • Now, please watch this video on Deafness- you will then write a brief reflection • (WSQ----Watch, summarize, and question/comment) • Watch the video • Summarize what you saw (2-3 sentences is fine) • Ask any questions you have, or at least write one comment/thought/feeling- or note something you learned

  10. Reflection Conversation: • Now, in your group, share what you wrote. • Any signs you need? Add them to a new list!  • (see ASL 3 folder for this)

  11. Time left??? • Play a game—charades--- can you act out any signs from the current list???

  12. Ticket Out--- part of your daily grade • Flashcard practice--- old and new vocabulary (a way to practice old signs, and new signs). Volunteer to lead- a daily grade for leading it several times each six weeks • You will take turns, each person will lead Ticket Out approximately three times per six weeks. • Person leading it– they get to leave first  • You may lead it as a pair, or group- but if two of you come up together, then you must do two different days to count as one turn

  13. Reminders: Rows- turn yourself to sign with team, not the desks Desks cleared off- only ASL comp. book/paper out No technology needed Trying, focused and voice off = 100% daily grade Tutorials am/pm, appt, all make-ups due this Friday

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