Locating Things Around the House

1. Locating Things Around the House Signing Naturally.13

2. Dialogue Format • A: give reason, make request • B: agree, ask where • A: give specific location • B: ask for confirmation • A: confirm or correct

3. Sample Dialogue __t__ ___y/n-q__ A: COMB ME LEAVE IX LIBRARY. NOT-MIND ____________ FOR+ME GET? nod __whq__ B: OK. WHERE? _____y/n-q_____ A: KNOW LIBRARY, ENTER, SHELF-LEFT “wave up” COMB THERE. ____y/n-q____ B: SHELF-LEFT “wave up” COMB THERE? A: THAT-ONE.

4. FRONT+ENTER GARAGE fs-YARD fs-ROOF fs-PORCH SWIMMING + fs-POOL FENCE STAIRS fs-ATTIC BASEMENT fs-AC LIVING-ROOM BED+ROOM EAT+ROOM KITCHEN FAMILY+ROOM CLOSET BATHROOM WASH-CLOTHES (laundry) Around the House

5. fs-FLOOR OLD NEW CLG: trim CLB: stairs WOOD STUCCO/CEMENT RED+CL (2h) L: brick GLASS STONE+CL Claw: stone wall More Vocabulary

6. Living Room FURNITURE COFFEE+TABLE FIREPLACE COUCH SHELF fs-RUG ROCKING-CHAIR fs-TV fs-STEREO Bedroom BED DRAWER MIRROR CLOSET BED+CLB: spread BLANKET PILLOW fs-DESK TELEPHONE TIME+CL Bent L: shape of clock More Vocabulary

7. Ask your partner… • What size is your bedroom, kitchen, living room, bathroom, etc. Respond MY _______ SMALL, MEDIUM or LARGE • Remember to use oo, mm, puff, or cha to show size using mouth morphemes!) • What color… • What furniture…

8. Kitchen fs-STOVE fs-REF (show sign) fs-SINK (show sign) OVEN ELECTRIC #GAS CABINET FREEZER MICROWAVE or fs-MWO DISHWASHER or fs-DW CEILING-FAN Bathroom TOILET+CHAIR MIRROR BATH SHOWER TOWEL SOAP TOILET PAPER HAVE-COLD PAPER (tissue) More Vocabulary

9. Asking questions about the house… • A: ask if B’s house has a certain thing, i.e., garage, family room, rug, curtains (use yes/no question non-manuals clearly) • B: respond in a complete sentence • A: respond—INTERESTING, NICE, etc.

10. Class Survey: • You are working in a group. On the back of your survey sheet gloss each question. Each group member should agree and have the same glossed questions on their paper. Look up signs you don’t know and ask if you can’t find them in the dictionary. • Once you have glossed the questions practice signing them. Each group member needs to know how to sign the questions.

11. Class Survey • Student 1 begins by asking the group all the questions on his/her survey form. After s/he has filled out the form, Student 2 begins. Continue until Students 3 and 4 have completed their forms. • DO NOT divide up and work separately. • Watch each person sign and practice your receptive skills!

12. #ALL ALL MOST MANY SOME SEVERAL NONE MOST STUDENTS LIVE HOUSE. MANY HAVE GARAGE. SEVERAL HAVE FIREPLACE ALL LIVING-ROOM HAVE fs-RUG. NONE BED+ROOM BLACK PAINT. SOME BED+ROOM 1 WINDOW. SEVERAL HAVE OVEN, fs-DW, #REF COLOR SAME-AS. #ALL HAVE ELECTRIC OVEN. How many? Gloss your results using the quantifiers above and sign for buddies.

13. How many bedrooms do you have?DVD practice • Watch the sign models and translate the questions asked on notebook paper. Skip 3 lines between question. Follow this example: 1. Translated sentence A. B. C. • Now, ask 3 buddies each question and write down their responses…

14. How many bedrooms do you have? Did I get it??? • Is the house she lives in is small or large? • How many bedrooms and bathrooms? • Does the living room have a fireplace? If so, is it made of wood, stone or brick? • Is the floor wood or carpeted? • Is the shower and tub separate or combined? • Are the refrigerator, stove, and dishwasher color coordinated? • Does the person have a garage? If so, does it have an automatic or manual door? • Does the house have a laundry room?

15. Numbers 101-109Notes • Sign in the following order, increasing fluency by reducing the C to bent finger only. Remember to include the 0 in the tens place: • 101: 1+C+0+1 • 102: 1+C+0+2 • Etc. to 109

16. Multiples of 100--DVD modelNotes • Number signs 200, 300, 400, 500 are formed with the number + C. For example, 2+C, 3+C, etc. When a number is an estimate you use the number handshape pulling back into a modified C that wiggles. To emphasize a number you pull back forcefully into the modified C. • 600-900 are always made with the open-C.

17. Numbers-DVD • Watch the DVD sentences, each of which includes a number. Write down the number signed in each sentence and the topic to which it refers. Don’t share your answers! • Handout page 12—thisis agrade

18. Fingerspelling-Double LettersNotes • Double letters at the end of a word may slide. • Double letters in the middle of a word? • Contact letters open and close slightly (a, d, e, m, n, o, s, t) • Non-contact letters tap slightly (all others) • The preference is to never slide, but if you must make sure it is only at the end of a word! • Why not slide? More movement for the receiver to deal with. More chance of miscommunication or having to repeat yourself.

19. Bobby Billy Debbie Ellen Libby Holly Biff Jill Cliff Polly Jeff Sally Tiffany Shelly Peggy William Twiggy Sammy Nikki Tammy Bonnie Harry Connie Larry Danny Cassie Donna Jessie Jennifer Betty Jenny Jeanette Kenneth Lynette Lynn Patty Winnie Debbie Barry Suzzie Practice…

20. Kibble Wall Beef Ell Free Will Seed Willow Tweet Common Weed Commune Ball Immune Dull Channel Hill Inning Kill Cool Door Battle Noodle Cattle Hippie Cotton Puppy Litter Yuppie Savvy Burrito Pizza Class Million Classic Trillion Sassy Billion Batter Zillion More… random words

21. Fingerspelling Double-Letter Words: DVD—this is a GRADE! • The sign models on the DVD will sign sentences with at least one fingerspelled word. The fingerspelled word(s) have double letters. Remember to use the context of the sentence to help you understand the fingerspelled word(s). • Write the words they spell in the blanks on your paper. Do not shout the words out!

22. Then what happened? This is a GRADE! • Story time—use the vocabulary you know to put your story in the right order. DO NOT show your picture to anyone and DO NOT use your voice—no whispering either. If you have a question mark (?) On your card yours is last and you must come up with a good ending to the story yourself. • Once in order in your group prepare a story to tell in 1st or 3rd person. Don’t just sign your picture. ELABORATE! You may talk while you prepare this part. • Sign for the class. This is a grade!

23. Describing the arrangement of a room…from handout pages 2-3 • CLB: pictures on a wall, cabinet doors • CLC: refrigerator, dishwasher, dresser • CL 2h C◄▼►: kitchen island, counter top, couch, sink, cabinet • CL bent V: chair • CLB palm in: window, mirror • CLB palm down: table, bed • CLC ▼: Long thin widows, built-in oven, grandfather clock • CLA: vase, potted plant, table lamp

24. Describing where rooms are located… • Floor plan: Your paper has a floor plan on both sides. On one side, label each room and put 5 pieces of furniture in each room. Leave the second side blank! • Sign your floor plan and furnished rooms to your partner who will label their blank floor plan, then reverse roles and repeat. • Make corrections in RED! • Staple your papers together and turn in.

25. Classifiers Notes • ASL uses classifiers to help create a 3 dimensional space. Classifiers show the size shape and movement of a noun or placement. There are several types of classifiers in ASL: • DCL: Descriptive (describes an object or a person) • LCL: Locative (representing an object in a place) • SCL: Semantic (vehicle or person) • BCL: Body (classifier enacts the verb—like running) • ICL: Instrument (part of the body manipulates an object like turning a crank) • BPCL: Body part classifier (shows how a body part moves, like a foot tapping) • PCL: Plural classifier (represents more than one of something like a long line of people) • ECL: Element (represents an element of nature like water dripping)

26. Classifier type HW sentences… • Create one sentence for each of the classifiers. Use all correct glossing marks and be ready to sign it next class… 1. DCL: Describe a noun fs-SUE SHIRT WHITE BLACK DCL: (2h) F polka dots CUTE.

27. Handshape stories Number stories ABC stories Classifier stories Poetry Narratives Visual Literature of the Deaf…Notes There are several types of visual literature of the Deaf. Review Deafula, Story with 5 HS and The Symphony from Master ASL. In addition, lets look at some of Trixi Bruce’s classifier stories.

28. Room Descriptions… pp samples • Look at the room sample. Visually memorize it. • Now watch as the signer describes the room. Can you picture it? • Describe the room to your partner and correct and confirm to help each other develop clear signing. Your turn… Create a room of your own and sign with partners.

29. Locating Small Objects-DVD • The sign model will make a request and will receive information as to where the item is that they are looking for.

30. SHOE POLISH SCISSORS PENNY STAMP fs-GLUE NEWSPAPER MAGAZINE BROOM NAIL ENVELOPE #-TV fs-GUIDE TELEPHONE+BOOK SCREWDRIVE NAIL-CLIPPERS NEEDLE+STRING CANDLE MATCH SAFETY-PIN HEADACHE+MEDICINE fs-ASPIRIN fs-BILLS KEY VACUUM TELEPHONE SLEEP + fs-BAG PICTURE BOOK CAMERA CALENDAR UMBRELLA Where’s the TV Guide?Vocabulary

31. Seek and Find: Gloss 4 dialogues Due next class… • Using the format below ask your partner if s/he has 2 things: ______________________y/n-q______________________ • A: YOU HAVE CAMERA shift PHOTO BOOK YOU?↑ • B: respond yes and tell where you keep it. YES, I HAVE CAMERA shift PHOTO BOOK THERE MY BED+ROOM. __________whq_________ • A: BED+ROOM WHERE?↓ • B: BED+ROOM ENTER walls DRESSER DRAWER THERE. (three steps) Don’t forget about EYEGAZE! All four dialogues will be graded for glossing. In 2 you must be signer A and in the other 2 signer B. Please have a second copy for me. USE A LOT OF VOCABULARY to MAKE ME HAPPY.

32. The Office • Lets review the right classifier handshapes to use for the furniture in the office picture… • Your handout has the same picture on the front and back, WHY? You will sign one side to your partner and your partner will sign one side to you. • Handout page 33

33. Seek and Find DUE! • Sign around the room. I will grade you at some point… :0)

34. Where do you keep it? • QUIZ—this is a grade, don’t share answers. • Pages 8-9

35. ROOMMATE WANTED Design your living room… • You are roommates and you all come with furniture. You have to decide what you will keep and what you will give to Goodwill. Then you need to decide how to design your living room. • No talking! • Color items and cut them out—but don’t pick up a color yourself. Using the target language ASK a group member to hand you the color you need or the scissors or the glue, etc. • You must ask another person to place each item. • USE THE TARGET LANGUAGE! • Learn how to sign it—each one of you will have to do it!

36. Now—show us… • One of each of the roommates will join a new group. Each member of the new group has a handout of blank living rooms. Each person will sign their living room and the group members will try to draw it out. • The person will show their room to the group. • Correct errors on your handout in red. • Turn in.

37. The Lost Shoe • Purpose: To practice giving locations using classifiers in a narrative. • Tell a story about the boy looking for his shoe. Begin by telling how he discovered the shoe was missing, in which rooms and what specific places he looked and how he found the shoe. • Use GONE to indicate the missing shoe • Use CL1 to show the boy moving from room to room • Use SEARCH-FOR to show where he looked • Use NONE to indicate the shoe was not there • Use role shifting when using dialogue with the parents • Use NMS—becomethe character!

38. Relay style… • You will sign with 4 people in your group. You will each sign and GLOSS three boxes in order. You will practice together and be accountable for helping each other GLOSS correctly. Signing portion will be graded individually.

39. GLOSSING: • Box 1: BOY IX NAME fs-JAKE. SATURDAY MORNING _rhq_ ____t___ _neg_ WAKE-UP, EXCITED WHY?↑ SCHOOL NONE. ________t_______ FRIEND’S HOUSE GO-TO WANT. SHOWER, BRUSH _neg_ TEETH, GET DRESSED, BUT CAN’T FIND SHOE. SHOE GONE.

40. GLOSSING: • Box 2: • Make sure to use a CL to place the bed and the boy laying on top of it.

41. GLOSSING: • Box 3: • Use a CL for the cabinets and to show the boy moving from room to room—don’t use GO.

42. GLOSSING: • Box 4: • Place the toy box with a CL and the lid. Use a CL handshape to show searching through the toys. Find something other than the shoe—elaborate where possible.

43. GLOSSING: • Box 5: • Place the desk and garbage can—show the boy searching around that area, moving things, etc.

44. GLOSSING: • Box 6: • Use a CL to show the laundry and the handshapes to search through it. Find something other than the shoe. Elaborate where ever possible.

45. GLOSSING: • Box 7: • In this box make sure you use classifiers to place the tub, toilet, and sink/counter. There are potentially 4 places for him to look for his shoe in this room. Use CL1 to show him going to the dining room from here…

46. GLOSSING: • Box 8: • Here you will need to set up the table and chairs. Use role shifting for the boy asking his parents for help and his parents responding. Use CL1 to show the father going to the garage to search for the shoe.

47. GLOSSING: • Box 9: • Remember to use a CL to place the car and a CL for the open car door. Then you can have the father search for the shoe… Make sure to use CL1 to show him returning to the dining room. Then use a CL2 to show the father and mother going to the kitchen.

48. GLOSSING: • Box 10: • Here use CL to set up the counter, sink and cabinet for the mom to search and to place the refrigerator for the father to search. Use CLC for the fridge, but CLB for the open doors… Now use CL2 to show the parents going to the living room.

49. GLOSSING: • Box 11: • Here use CL to set up the TV for mom to search around and a CL to set up the couch for the father to search behind, in and under. • Now create a transition that will lead the family outside. Use the CL3 to show the three of them walking outside…

50. GLOSSING: • Box 12: • Use a CL set up the dog house and one for the dog. Then explain what the dog is doing with the shoe. Make sure to have an ending… ___t___ “OH-WELL, NOW STORE GO BUY NEW SHOE MUST.”