Unit 8 Lessons

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Unit 8Unit 8Unit 8

Based on Master ASL, J. Zinza

Describing People: Lessons

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Describing People: Goals

• To describe people’s physical appearances

• To describe personality traits and characteristics

• To improve ASL narrative skills• To learn about Deaf-Blind communication• To discuss health issues• To describe the natural world and

environmentBased on Master ASL Level One by Jason Zinza

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Describing Physical Characteristics, p. 294

In general, Follow this sequence: 1. Gender

2. Ethnicity / background (optional)

3. Height

4. Body type

5. Eyes, hair and other details such as clothing

But remember; a strongly identifying trait will often be enough for a brief description.

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Describing Physical Characteristics, p. 294

There are cultural (and personal) differences in what Deaf people and hearing people view as polite.Hearing:

“He’s a big African-American guy.”

“He’s fluffy.”

This sentence is not considered rude unless you exaggerate or pair it with a negative or disgusted look on your face.

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To be chubby, fat, p. 295

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To be thin, p. 295

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To be in good shape (average,medium), p. 295

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Hair, p. 295

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To be well built, muscular, p. 295

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To be bald, p. 295

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Look likep. 295

strongly resemble

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Face, p. 295

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Freckles, acne (add red for acne), p. 295

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Gut, belly, p. 295

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To lose weight, slim down, p. 295

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Pregnant, p. 295

Showing pregnancy

Concieve, not showing pregnancy

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When describing people:

• Point toward these body parts – eyes, ears, nose

• Short and tall share the same signs as child and adult

• Fingerspell DA for disabled and HC for handicapped

• First sign hair, then add the color

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Signing about Ethnicity or Skin Color

Be respectful! Don’t exaggerate or

use unflattering facial expressions

Remember: One sign may carry several concepts –

Hispanic/Latino/MexicanBlack/African American

White/CaucasianIndian/Native American

Hearing (often feel):Detailed description of race or body type may be considered impolite.

Deaf (often feel):

Detailed description of race or body type is matter of fact; a description of what the eyes see.

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Skin, Ethnicity, p. 297

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Black, African, African-American, p. 297

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From India, East Indian, p.297

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American Indian, Native-American, p. 297

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Latino/a, Hispanic, Mexican, p. 297

LSM sign for “Mexico”

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Arab (Middle Eastern), p. 297

Saudi sign for “Arab”

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White, Caucasian, p. 297

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Half, p. 297

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To Mix, mixed race, p. 297

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Regions of the World

Touch Finish? Have you been?

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What areas of the world have you been to?

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Asking about backgroundI was

wondering (curious)

where you’re from?

What race or ethnicity are your parents (or family)?

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Unit 8List 1, pg. 1

Unit 8List 1, pg. 2

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Describe each person to a partner following correct the ASL sequence.

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Describe each illustration using the correct sequence.

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Match the English words or phrases to the best signed concept.

1. Drop a few pounds

2. Skinny

3. Pot belly

4. Muffin top

5. Acne

6. Obese

7. Balding

8. Get in shape

9. Plump

10.Buff

11.Spare tire

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Resemblances – Using the signs look like and look strong, describe each pair below. Use complete

sentences to describe similarities and differences.

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Each picture gives information about a person’s background and ethnicity. Explain using a

complete sentence.

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Describe the people below using a complete sentence

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Translate each sentence into an ASL sentence. Use alternative signs for ethnicity. Use the sign

bank on the right.

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1. I am African American.

2.They are from Asia.

3.We are Asian Americans.

4.She is Mexican American.

5. I am Native American and Black.

6.He is half White, half Middle

Eastern.

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Describing Ethnicity & PlacesDescribe the ethnicity of your family or friends.

Create a dialogue with a partner comparing and contrasting backgrounds and ethnicities of yourself or your friends. How do you identify yourself? Where is your family from? Where have you been in the world? Your dialogue should include the following:

1. Greetings2. Discussion of ethnicity/background & places

described above. (3 sentences each)3. A farewell

Rubric for Ethnicity Dialogue: rate your dialogue: 4=great, 1=poor

1. Length –

2. Target Vocabulary –

3. NMS

4. Fluency

1. 4 sentences each

2. “curious” or “ethnicity”

3. Questions, negation, other

4. Signed smoothly or with hesitancy/mistakes

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Handicapped or Disabled?Consider the following:

• Disability = not-able• Handicap = anything that makes success more difficult• If being “normal” means succeeding in a career or school,

starting and raising a family, and actively participating in one’s community, then what does it mean when a Deaf person achieves those goals? What about somone who does not have a disability and doesn’t achieve certain life goals?

• The word “handicapped” describes a person who is unable to function owing to some property of the environment. Therefore, someone requiring a wheelchair may or may not be handicapped, depending on whether ramps are available. Using this criteria, who else could be considered handicapped?

• Do you find the labels Handicapped and Disabled accurate or useful when describing Deaf people? Why or why not?

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Deaf Native Americans, p. 299For hundreds of years Native Americans, particularly the Plains

Indians, have used sign language to communicate. It is certain that American Sign Language borrowed signs from this sign language, similar to the way English speakers borrow words from other languages. The Deaf native American community is proud of their rich legacy of sign languages. The Intertribal Deaf council works hard on behalf of Deaf Native Americans to preserve their unique heritage and promote awareness of their valuable contributions to the Deaf World. To learn more visit –

http://www.deafnative.com/home.htmhttp://www.youtube.com/profile_videos?user=tommyfoley&p=rhttp://www.lifeprint.com/asl101/topics/native_american_sign_language.htm

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Hairstyles p. 301

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Hairstylesp. 301

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To brush one’s hair

p. 259

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To comb one’s hair, p.259

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To blow dry one’s hair

p. 259

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To Braid

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To shave (2 variations)

p. 259

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Hairstyles Practice Page

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Using Classifiers to DescribeWhat CL handshape would you use to sign the concepts below?

• A Line of people• Rope• A crew/buzz cut• Cornrows• Pigtails• A little bit of water• A stray hair • A soul patch

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Classifier Handshapes

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A Good Hair Day, MASL p. 303Watch the DVD and answer the following questions.

1. What do you think these 3 signs mean? Why?

2. Why does Kelly think working there could be fun?

3. What does Kelly think she can do while working?

4. What are some reasons you think would change Kelly’s mind?

5. What do you think about Kelly’s idea?Unit 8

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What I Look Like, MASL p. 303Watch the DVD and answer the following questions.

1. What is Kelly’s ethnicity?2. Is Kelly tall or short?3. Is she wearing sandals?4. How does Kelly wear her hair?5. What 3 words does Kelly fingerspell?

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Personality & Character

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Afraid

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Broken-hearted, grieving (grief)

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Embarrassed

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Emotional

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Frustrated

Once: “I’m frustrated!”

Ongoing:

“I have been frustrated for awhile (over and over)!”

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Motormouth, talkative

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Nervous, anxious, jumpy

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Nosy, In other people’s business

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Personality

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Polite, formal

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Rude, disrespectful

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Strong, (confident, courageous,)

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Weak, puny

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to Tend to (do something)

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“Deaf tend their…”Culturally Deaf people tend to do these things…

Something Deaf people do…

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Signing TraitsComplete the following sentences using the suggested

vocabulary. Don’t forget to close your sentence.Suggested Vocabulary

I don’t mind… I always… Sometimes I…

I never…In the past, I…

I don’t like…

afraid nervous frustrated

talkative heartbroken polite

nosy embarrassed rude

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S/he tends to…Complete the above sentence with each concept below. Include the

correct facial expression. Close your sentence.

1. Shy2. Emotional3. Nosy4. Worry5. Embarrassed6. Frustrated7. Nervous8. Broken-hearted9. Motor-mouth

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Which community exhibits the following traits and beliefs?

Deaf people tend to… Hearing people tend to…

1. Breaking eye contact is rude

2. It takes a long time to say good-bye

3. Don’t like facial expressions

4. Love to get together and chat

5. Love music

6. Stop to chat when someone says “How are you?”

7. Often hug and shake hands when saying hello or good-bye

8. Believe nosiness is bad

9. Believe nosiness is good

10. Always stop to say “Hello” and “How are you?”

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Personality Quiz – MASL red book, p. 309

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Good & Bad TraitsMake a list with a partner outlining personality

traits you like and dislike in a friend. Then describe your ideal friend in complete ASL

sentences.

• Positive Traits • Negative Traits

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Match the signs to their opposites1

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Answers: 1c, 2d, 3b, 4j, 5i, 6f, 7h, 8g, 9e, 10aUnit 8

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My Friend Tara - MASL p. 310Respond to the following in complete sentences:

1. List 3 of Tara’s personality traits:a. _____________b. _____________c. _____________

2. What is one of Tara’s pet peeves?3. What does Tara enjoy doing?4. Which sports does Tara play?5. Sean & Tara are good friends despite

Big-head, know-it-all, arrogant

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Health

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Alright, okay

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Allergies, to be Allergic

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to be Better

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Chicken pox

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have a Cold, Sniffles

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to Cough

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Doctor

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Variation 2

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Heal, Get better

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Medicine

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Nauseated, sick to one’s stomach

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Sneeze

Variation 2

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Sore throat

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to Sprain

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Remove tonsils

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to Vomit

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To catch or have (an illness), get (sick)

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Version 1

Version 2

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Response to a sneeze

Variation 2

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to Hurt, pain:this sign moves location depending on where the pain is

headache

Variation 2

Stomach ache

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Blood, to Bleed this sign moves location depending on where the blood is

Bloody nose

Bloody arm

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Unit 8 List 3

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“POW!”Use the “POW!” sign to sign each phrase in ASL.

1. I got sick.2. Out of the blue I didn’t feel so good.3. My allergies started acting up

yesterday.4. He has the chicken pox.5. I just started coughing.

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How do they feel? Tell a partner using a full sentence in ASL.

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What should they do?Use the pictures and tell a partner what’s wrong, and if the person(?) needs to see a doctor, stay home and rest, or

take medicine.1 2 3 4 5

6 7 8 9 10

11 12 13 14 15

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Description Dialogue RubricNames: 2 3 4 5

-3Physical descriptions & ethnicity

-Correct order of descriptions

-3 Regions of the world

3 or more elements missing

2 elements missing 1 element missing All elements present

Non Manual Signals Few or no NMS Some correct NMS Many correct NMS NMS present throughout with correct timing

Sign Production (HOLM)

3 or more incorrect signs

2 incorrect signs 1 incorrect sign All signs produced correctly

Fluency / Smoothness of signing

Very halting, many unnatural pauses

Somewhat halting, several unnatural pauses

Mostly smooth, little hesitancy

No hesitancy, very smooth

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The Natural World

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Earth, geography

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Dirt, sand, soil

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Desert

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Flower

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Island

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Mountain

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Variation 2

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CactusClassifier for saguaro:

When describing a tall, many-branched saguaro cactus, use the handshape below, after signing cactus.

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Describe the scene below in as much detail as you can.

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Jason Zinza, 2007

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Respond to the following questions based on the sentence below

Recently, when hiking in the mountains, I saw a beautiful valley with a lake and forest of red and gold leaves.

1. What is the relationship between hill and valley? What kind of a sign is this?

2. How does an additional movement change tree into forest or many trees?

3. Why do gold and California share the same sign?

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Unit 8, Describing People - Goals Review

• Can you:– Describe people’s physical appearances?

– Describe personality traits and characteristics?

– Use descriptions in 5-sentence long narratives?

– Explain how the Deaf-Blind communicate?

– Discuss health issues?

– Describe the natural world and environment?

Based on Master ASL Level One by Jason Zinza

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Unit 8, Describing People - Review

• Watch MASL DVD U8: “My Grandfather” and answer these questions1. What tribe does Sean’s grandfather belong to?

2. What is Sean’s ethnic background?

3. What does Sean’s grandfather look like?

4. How did he lose weight?

5. What are three characteristics of Sean’s grandfather’s personality?

6. What is his grandfather always doing?

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Unit 8, Describing People - Review

• Using the MASL red book, do the Unit 8 review activities: – p. 320-321, B-F– p. 322-323, A & B

Unit 8 Lessons

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