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ASL Learning Doorbuster - Receptive Skills and Dialogue Practice

In this ASL learning session, we will focus on receptive skills, constant eye contact, and fingerspelling. We will practice dialogue and review the Gum Story. Reflect on the importance of sign language for deaf children.

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ASL Learning Doorbuster - Receptive Skills and Dialogue Practice

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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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