We've been counting down the days and here it is — the last week before our Christmas break and the last week of school for 2012!  This week we will continue recording our "Christmas Story" in front of the FLIP.  Monday will be a make up day for all of you who have missing assignments.  THIS IS THE VERY, VERY LAST DAY TO MAKE UP THOSE ASSIGNMENTS YOU MISSED as grades are due Wednesday mornng!!!!!!

Here is a re-cap of last week and things you need to know:

1 )  DPN stands for Deaf President Now and happened during the month of March in 1988.  The man chosen as the first deaf president of Gallaudet was I. King Jordan who lost his hearing in a motorcycle accident at the age of 21.  The five demands the students protested for (the protest lasted 7 days) were:  1.  A deaf president for the college; 2.  The immediate resignation of Dr. Zinser who was hearing and thought to not be qualified for the position;  3.  The immediate resignation of Jane Spillman from the Board of Trustees;  4.  the reconstruction of the Board of Trustees with a 51% majority of Deaf members; 5.  there would be no reprisals against any of the students/faculty involved in the protest.

2)  The Sign Language Continuum consists of: 

Listening/ORAL/Talking/Speech…… Fingerspelling, Rochester Method…… SEE: ('s, ed, ing,) English word order with Initializing….MCE or Manual Communication – less Initializing …… PSE (Pidgen Signed English)……    ASL

 

This week we will be working on:

Monday:  Make-up day for those needing to get work in

                 SIGNING THE CHRISTMAS STORY — FLIP —  see last week's post

                  Reviewing Lesson 13 from Lifeprint.com

                  Working on Signing the "Car Story" — see last week's post

Tuesday:  ALL FLIP WORK MUST BE COMPLETED BY TODAY!!  No exceptions!!

                   Quiz on Lesson 13 and part of the "Car Story"

                   Compound Signs

Wednesday:  Sign Language Continuum

                        Classifiers

                        Parameters

                        Review of noun/verb pairs

                        Lil Critter Story – receptive skills 

                        Deaf Chat – expressive skills

Thursday:      ASL History:  Timeline:  Dummy Hoy

                       Fingerspelling Practice

                       Deaf Chat/Review of Signs

                       Silent Reading — "Deaf Like Me"

Friday:   CHAPTER 3 OF 'DEAF LIKE ME' COMPREHENSION QUESTIONS DUE!!!!!

               

Thank you for an awesome year so far!!  I have enjoyed being with you and am excited for the New Year!  Wishing you all a VERY MERRY CHRISTMAS and Happy New Year!!!  Remember, it really is more fun and rewarding to give than receive.  Think of others first and be kind!  And remember:  CHOICES HAVE CONSEQUENCES SO ALWAYS CHOOSE WISELY!!!

Love you all A LOT!!!!!!!!!  See you in 2013!!  — Ms. C

                         

DEAF CHAT NIGHT IS THIS MONDAY, DECEMBER 3, AT NEW SEASON'S MARKET ON 164th ACROSS FROM FRED MEYER.

The learning target for this week is to sign the following two stories using contrastive structure, proper ASL listing skills, the ability to use CL 1 and CL 3 when describing situations, and the ability to sign with proper ASL non-manual markers and ASL gloss.  In addition to the vocabulary we will learn in these stories, we will also work on the vocabulary from lifeprint.com — Lesson 13.  

The Christmas Story will be signed in front of the flip camera in order to assess expressive signing skills (HFHS students will sign to me in class).  The story will be signed with minimal reading from the paper.

Here is "The Christmas Story" in ASL gloss:

"Most children    old      young       enjoy holiday s-e-a-s-o-n

Christmas for teenagers mean what?    No school        enjoy hanging with friends

Gift for teenager maybe 1)  c-e-l-l phone   2) Iphone  3) x b-o-x 3 6 0   4) i p-o-d   5)  gift card   6) clothes

Little children like  1)  L-e-g-o  2) computer game   3)  doll    4)  book    5) colored pencils

Mom Dad want simple g-i-f-t from their children

Grandma Grandpa enjoy socializing with family never want nothing

Your family traditon what?

For Christmas I hope receive what?  (Name one thing)"

———————————————————————————–

This is one of the stories we will be working on this week and will be included in our quiz on Thursday:

I wake up morning time 6.  Light on bedroom, dress, brush teeth, shower.  I eat breakfast.

I finish eat egg 2 coffee cup 4  why? me tired

I go CL 1 car CL3 start nothing, me mad.  I go house walk flashlight  wave explain

car won't start   noise bad

I must ride bike CL 3 I feel like idiot.  Rain cold.

Me late school   1 hour past, now time 8:30 morning.  My clothes wet dirty

I want go home, can't why? Math test.

I ask counselor help look for dry shirt   shoe  

Nice lady give me warm clothes

I worry now  why? money for lunch   where? home. 

I need borrow money from who?  friend Joe

I eat chicken, french fires, salad, and drink milk

School finished I need walk home, refuse ride bike CL 3

Bad day I flunk math test

English history homework must finish  study.

I look forward 3 week Christmas vacation.

All make-up work must be completed by Thursday, December 6th!!!

= ]  Ms. Cooke

Chapters 1 and 2 are due Tuesday, December 4th!

All work that needs to be made up must be done NO LATER than THURSDAY, DECEMBER 6th!!

We are currently working on the vocabulary words from Lifeprint.com — Lesson 12

 

DEAF LIKE ME COMPREHENSION QUESTIONS 

Name, Date, Period  

Chapter 1

1.  What four congenital defects are possible if a pregnant woman contracts German Measles during the first trimester of pregnancy?

2.  What was Louise's greatest fear when she found out she was pregnant and possible exposed to German Measles?

3.  What was the first symptom Louise had that indicated she may have been infected with German Measles?

4.  What is another name for German Measles?

Chapter 2

1.  Lynn appeared "normal" until what holiday?

2.  Explain the circumstances of that day that led to the discovery of Lynn's deafness.

3.  How old was Lynn when her parents suspected she was deaf?

4.  Thomas Spradley recalls a church service he attended as a child where he was introduced to sign language.  He states, "Their facial expressions became silent gestures that kept time with their hands.  It was difficult to separate their hands from their faces; they changed together in a kind of hidden rhythm,"  Facial expressions and body movements are the grammatical part of sign language similiar to hearing people's _________________________ when speaking.

Chapter 3

1.  How was Lynn "unofficially" diagnosed as deaf by her parents?  Explain the experiment they used.

2.  What did the Spradley's notice about Lynn's use of her voice when they realized she was deaf?

3.  Tom realizes Lynn can't hear and makes the connection that without hearing it is difficult to ________________.

4.  Dr. Bales referred the Spradley's to an ____________________ (ear specialist), Dr. Williams, who then sent the Spradleys to Children's Memorial Hospital to see an ______________________(hearing specialist).

Chapter 4

1.  The Spradley's travel to Southern California to the world famous _________________________Clinic.

2.  Lynn is how old?

3.  Lynn uses "_________________________" as a means of understanding what is being said to her.

4. The John Tracy Clinic recommends that her parents do what as the best means of communicating in order to make her a "normal" child?

Chapter 5

1.  "Residual hearing loss" means what?

2.  Mrs. Spencer Tracy advocates that parents _____________ continually to their children and communicate by using ______________ and _______________ without "hand gestures." This method of communicating is called ______________.

3.  The author states "without knowing it we had begun to speak with our _____________and ____________________."  (p. 52)

4.  Depending on gestures would call attention to Lynn's ____________________ and __________________ her into the world of the other deaf people who could not speak.

5.  The Spradley's were determined that one day Lynn would ________________.

6.  Deaf children, because they can't hear, lose the ability to ____________________.

Chapter 6

1.  Lynn craved _________________________as if to make up for her lack of hearing.

2.  Lynn's world revolved around the ________________ of people. (p. 62 – 63).

3.  Why did the Spradley's not want to treat Lynn as a deaf child but were determined that she should talk? (p. 63)

4.  How does Lynn communicate what she wants and how she feels to her parents? (p. 68 – 69).

Chapter 7

1.  At the first Chicago Hearing Society meeting, how does the narrator of the movie characterize deaf people in society in contrast to other "disabled" individuals?  

2.  How is "deaf" defined by the movie narrator?

3.  The special education teacher at the Chicago Hearing Society meeting states that a deaf child who communicates orally will be more ___________________ in life than one who communicates with gestures and scribbling notes.

4.  The special education teacher states that "gestures" instead of oral communication causes children to develop a deaf personality."  How does she describe a "deaf personality?"

Chapter 8

1.  The Spradley's ask a poignant  question: How could the "matching game" prepare Lynn to speak and lip-read? What was the statement they read that answered their questions? (p. 90).

2.  Deafness, according to Thomas Spradley, was an ___________________ handicap.  What does that mean to you?

3.  Lynn's "training" was preparing her for an "association" that "normal" childre take for granted.  What was the association she would have to learn?  (p. 90-91))

4.  "And then she would learn to make those sounds even though she couldn't hear them."  Analyzing Lynn's progress thus far in the story and your own knowledge of speech and deafness, do you believe it is easy to learn to speak when you can't hear the words? Why or why not?  

5.  Although the Spradley's were told repeatedly to use speech only to communicate with Lynn, what gestures or "sign language" did Lynn innately use to communicate?  

6.  The author makes the correlation between learning language and knowing language how? (p. 91 – 92).

7.  After countless hours drilling the word "ball," Lynn is not able to distinguish by lip reading the word "ball" from "shoe" or "spoon."  Thomas Spradley begins to doubt she has ever learned to lip read but instead, has"__________  ______ __________" in which they had spoken by "giving off a hundred other clues that helped her understand what we had said."

8.  Lynn's deafness would not only make school difficult, but it could ______________ her from other children.

9.  Deafness had often been confused with ____________________  _________________________. (p. 100).

10.  An education for the deaf was often considered ___________________.

 Chapter 9

1.  _________________________'s wife was deaf and had been one of his pupils.

2.  The Spradley's fear for Lynn is that she will never _________________________.  (p. 112).

3.  True or False:  Sounds measured in db sound the same with conductive hearing loss as sensory -neural hearing loss.

4.  A conductive hearing loss magnifies the sound and the words are still ______________________. (p. 113).

5.  Sensory-neural hearing loss sound is ____________ rather than amplified and becomes unintelligible.

6.  Thomas Spradley equates not being able to speak with ___________________. (p. 116)

 

 

 

The FIRST Monday of every month is Deaf Chat night at New Season's Market on 164th from 5 PM – 7 PM.  Everyone is welcome to come chat with members of the Deaf community.

Words to know for Quiz #3 from Lesson 3, 4, and 5 of Lifeprint.com

come         

favorite

from

like

more

need

want

angry

excuse/forgive

feel

happy

help

hurt

sorry

want

stop

can

computer

give

home

put

stay

with

sad

idea

if/suppose

Vocabulary words to know (from Lifeprint.com; Lessons 2):

Girl, (woman)

Boy (man)

Brother/Sister

Child, Children

Dad, Grandfather, Mom, Grandmother

Divorce

Have

Hey

How 

How many

Live

Marriage (husband, wife)

Single/just/only/something

slow

spell

work 

his/hers/its

mine/ours/yours/theirs

BE SURE TO UNDERSTAND HOW TO TELL HOW MANY BROTHERS AND SISTERS YOU HAVE AS DEMONSTRATED IN STORY 2A AND 2B (Lifeprint.com)!

CONCEPTS to know:

1.  What is an agent marker?

2.  What is Deixis?

3.  How do you receive a name sign?

4. Name at least three strategies for getting a deaf person's attention.

5.  When meeting a deaf person, what are the first questions he/she will typically ask you and why?

If you have any questions or concerns, please let me know.  email:  conny.cooke@camas.wednet.edu

For those who have "SEE ME" on your last quiz, be sure to "see me" so we can get caught up.  

Fondly,

Ms. Cooke

Vocabulary Words you should know:

AGAIN / repeat / re- / over /

DEAF

HEARING (culturally) / speak / say / public

LEARN

LIKE (emotion)

MEANING

MEET

NAME

NICE / clean

NO

SIGN (as in "signing")

SLOW

STUDENT

TEACHER

THANK-you

UNDERSTAND

WHAT

WHERE

WHO

WHY

YES

Hi/Hello

How are you?

Fine/ok/so-so/good/not so good/awesome (great)

Male/female

Boy/girl

Father/grandfather

Mother/grandmother

Brother/sister

What’s up?

Happy

Excited

Sleepy

Tired

Please

Thank you/you’re welcome

Sorry

To be busy

Confused

Nothing/not much

Same old/usual

What is your name?

CONCEPTS TO KNOW:

  • What is ASL? (Visual, conceptual language:  does not translate word for word; non-manual markers such as facial expression, body movement, shoulder raises, head movement, eye glance, or any number of "inflections: adds to or changes the meaning of ASL
  • Eye Contact (The importance of maintaining eye contact; hold on to look away)
  • WH questions (eyebrows, head tilt, wh word at end of sentence)
  • YES/NO questions (eye brows)
  • Getting a deaf person's attention
  • Strategies for learning ASL 

    • Build a community – don't miss class and interact with your classmates
    • try to think in ASL gloss NOT English
    • Focus on the meaning — the concept, the idea –of what is being said, not the individual words
    • Focus on the signer's face not the hands (1.  A lot of grammer is in the facial expression – you must see it to understand the meaning; 2. it is considered rude to look away from the signer.)
    • Show you understand what is being said by using active listening skills (yes, uh-huh, oh-I-see, nodding…etc.)
  • What is deixis? (pointing to establish who you are talking about:  me, you, he/she/it, they, all of you, we)

You can review this information and practice fingerspelling at:

www.lifeprint.com  —>  the link is on this page under LINKS —> ASLU.

You are awesome!!

Ms. Cooke

 

 

Welcome to ASL with Ms. Cooke!

This is going to be a great year at CHS! I am looking forward to a fun year filled with academic and social growth.  I will use this site to post lesson plans, homework, and any other valuable information you need to succeed in ASL I.   For my class, all students need to have a folder in which to keep corrected assignments, quizzes, vocabulary words, and notes taken in class.  I have posted several websites that we will use frequently, so it is to your advantage to become familiar with them.  

Check back next week for homework assignments!