INFORMATION!

Expressive Presentation: Deaf Related Topic
May 4-6
Students will be assigned W or FPreparation
The content:
• Research your topic
• Prepare an outline of your presentation
o Write 3 or 4 main points which you want to develop
o Write 2 or 3 sub-headings for each main point
• Develop your information using these headings
• Transfer the headings to overhead transparencies (OHTs) or PowerPoint slides
• Mark on your notes when you intend to use an OHT or audio-visual aid, and write down any statistics or examples to support your points
• Prepare some open-ended questions to stimulate discussion after your presentation, if required
Audio-visual aids
• Prepare visual aids e.g., OHTs, PowerPoint slides, pictures, videos, models
• Prepare any material for handouts (e.g., a summary of your presentation)
• Remember that visual aids are AIDS and should not distract the audience from the spoken delivery
• Use the 7 x 7 rule: no more than seven lines of seven words per slide or OHT
• Use a plain font like Arial and a large font size (e.g., 22 point) on your visual aids
• Cue any tapes and videos so they are ready for immediate use
The room
• Check the equipment is functioning properly and you can use it confidently
• Leave enough time to rearrange the furniture, if necessary
Your delivery
• Practice using the equipment and your visual aids
• Practice making eye contact with people in different parts of the room
• Make a tape recording of your delivery to check how your voice sounds
• Time yourself to check your presentation is not too short or too long
• Practice in front of a mirror
Structure
An oral presentation is structured much the same way as an essay: Introduction, Body and Conclusion. You will be assessed on evidence of your preparation from academic sources, the relevance of your material to the topic, critical analysis of the topic and the logical structure of your presentation.
However, because your information/argument is spoken rather than written, there are some further considerations:
1. Introduction - tells your audience what you are going to tell them
o Provides some brief background information to show why your topic is important/relevant
o Outlines the structure of your presentation, the order in which you will present your information
o Attracts the audience's attention with, for example, a relevant quote, story, or question for the audience
10% of allotted time
2. Body - tells them
o Contains the main argument of the presentation
o Presents the issues relating to the main argument (thesis statement)
o Includes support/evidence for each of the main issues using:
- statistics
- diagrams
- reference to other research
- examples, reasons
o Is presented in a logical way, using explicit signalling phrases and connectives to signal a new point, an example, a contrast, etc.
70% of allotted time
3. Conclusion - tells them what you told them
o Summarizes the main points discussed in the body
o Evaluates the importance of the information
o Reviews any implications
o Brings the presentation to a smooth and natural close
o Leaves the audience with ideas to think about (e.g., a quote or question)
o If appropriate, gives the audience the chance to ask questions
20% of allotted time

Delivery
• Introduce yourself to the audience
• Clearly outline the structure and content of your presentation
• Engage the audience using eye contact
• Use your notes, but look up frequently: NEVER read your information
• Speak clearly and try to look relaxed and confident
• Signal your points showing how ideas relate to each other
My next point is
In contrast
• Don't speak while giving handouts to the audience
• Look at the audience while referring to points on OHTs or slides
• Make sure you keep to the allotted time for your presentation

Audience participation
If your lecturer expects this to be included in your presentation, you can encourage the audience to participate in discussion by:
• asking open questions or personalising the issues
• beginning the presentation with a brief handout displaying interesting questions, key concepts or a diagram
• setting a problem-solving task for small groups to discuss
• using the PAIR discussion strategy near the beginning and again at various times during your presentation:
P repare by taking a minute to jot the answer to an interesting general question
A sk other people about their jottings for a minute or so
I nteract for further discussion in the same pairs, or threes or fours
R eflect on or Revise the initial jotting (a brief sentence only)


Requirements:

Time
• 7-10 minutes of expressive presentation on topic ( no less then 7 minutes)
• After you can completed your presentation you must have Q and A for an additional 3 minutes

Need an outline
• Outline in English
• Outline translated into ASL (use guide from Learning ASL book)
Power point
• Must have 10 slides
• Must enhance presentation not hinder

Grammatical/Structure
*Must demonstrate fluency in Intermediate level

~Sign Fluency at Intermediate ASL II level
~Knowledge of Vocabulary and execution
~Grammar Knowledge and execution
~Body Language and Spacial location
~Classifiers
~Clarity and flow
~Fingerspelling and Numbers
~Facial grammar and expression


Expressive Session:
Tuesday, May 10
12:00pm-1:30 pm
Sign up on Door week 15

Students will need to sign up in pairs or individually for a final expressive session. This session will last 10 minutes and will cover our weekly topics. Please see syllabus to review. This session will take place during our final exam time. A sign up sheet will be posted on my door during the last week of classes.

Students will be graded on:

~Sign Fluency at Intermediate ASL II level
~Knowledge of Vocabulary and execution
~Grammar Knowledge and execution
~Body Language and Spacial location
~Classifiers
~Clarity and flow
~Fingerspelling and Numbers
~Facial grammar and expression

A Review of ASL Grammar and Structure

http://en.wikipedia.org/wiki/American_Sign_Language_grammar

Jazmine's Post!

Hello bloggers!!!
This week its me!!! Jazmine

First i would like you to watch this new mainstream music video by Jim Jones that i seen last week on BET

http://www.youtube.com/watch?v=JMmlTG6FUD0

The two rappers signs were way off but besides that, what do you think about this video, and how they put ASL in the video.

and answer the questions

Is this video making people more aware of the deaf community?

Is there a better way the director could have make this video more ASL friendly?

classifiers and hulk

Friday Assignment:

You must watch this video, select a part you wish to sign, and sign it in class for 1 minute. Be sure to incorporate at least 5 classifiers. Try to copy the video the best you can. Do this to the best of your abilities. Practice this several times before class on Friday.

http://www.youtube.com/watch?v=lZjAVRjxMHU

What are Classifiers?

Classifiers are handshapes that are used to represent general categories or "classes" of things. Another definition is: "A set of handshapes that represent classes of things that share similar characteristics."

• They can be used to describe the size and shape of an object (or person).

• They can be used to represent the object itself, or the way the object moves or relates to other objects (or people).



Some of the more popular classifiers:
CL:1 Things that are (relatively) long and skinny. A pencil, a stick, a person.
CL:A an object in a certain location. A house, a lamp.
CL:3- vehicles, [motorcycle, park a car, row of cars, accident, garage]
CL:4-[CURTAIN]
CL:5-[scads of]
CL:B- flat things[roof, flat, wall]
CL:C-[thick things, round pole-like things]
CL:C-(index and thumb) pepperoni, cookies, campaign buttons
CL:F
CL:G- thin things (or degree of thinness)
CL:L(bent)-[large, big-headed/egoistic/conceited, check, card, square]
CL:L-[check, card, square]
CL:V- legs, a person walking-(upside-down V), two people walking, [stand, walk-to, lay down, toss-and-turn, dive, jump, skate board, scooter, get up]
CL:V (bent fingers) = a small animal, or a larger animal sitting.
CL:Y Very wide things. A fat person walking. A hippopotamus's mouth.
________________________________________

________________________________________

Below are some examples of "types" of classifiers. I don't expect you to get a handle on these just because I list them. This list is from a study guide I hand out to my students while giving a two-hour seminar during semesters or times when I'm teaching from the Vista, Signing Naturally curriculum (Lentz, Mikos, & Smith, 1988) but I thought you would enjoy seeing a sample the diversity of classifiers out there (there are thousands more than I'm indicating here). Note: I've modified the list a bit and added some of my own information.

• Descriptive Classifiers (DCL), are also known as size and shape specifiers, (SASSes). They describe a person or object.

DCL:B (or bent B) "extremely tall" [Explanation: to represent the descriptive classifier "extremely tall" you hold the "bent 'B' hand" high in the air while using an appropriate facial expression."]
DCL:B (or bent B) "short"
DCL:4 "long hair"
DCL:1 "bulletin board"
DCL:1 "black board"
DCL:4 (claw) "freckles"
DCL:4 "striped"
DCL:G "thin"
DCL:4 (claw) "curley hair"

• Semantic Classifiers, represent categories of nouns. For example, people or vehicles.

SCL:1 (person) "walking fast"
SCL:1 (person) "person walks to...____"
SCL:3 (car) "drives to____"
SCL:Y (fat person) "waddling"
SCL:flattened-O (fast-car) "cruising"
SCL:bent-V (row of chairs)

• Locative Classifiers, show placement or spatial information about an object. Sometimes indicate movement.

LCL:C/LCL:B "place cup on napkin"
LCL:5 "leaf floating to the ground"
LCL:1 (sticks) "one here-one here"
LCL:B "shelf" (over to the right)
LCL:1 "goal-posts"
(2h)LCL:L "adjust a picture"

• Plural classifiers
Indicating a specific number or a non-specific number.
PCL:2 "two people walking"
PCL:4 "long line of people"
PCL:4 "people moving in line"
PCL: 5 "hordes of _____." Often called "scads of."
PCL:V "people seated in a circle"

• Instrument Classifiers, you use your hands (or an other part of your body) to manipulate an "object."

ICL "driving"
ICL "hammer in a nail"
ICL "play checkers"
ICL "play chess"
ICL "light match"
ICL (broom) ICL "sweep"
ICL (water) ICL"pour in"
ICL (garbage) ICL "dump out"
ICL (wash-clothes) ICL "hang up"

• Body Classifiers/Mime
You use your body to "act out" or "role play." Sometimes this is like "mime." Other times you just show the action (or interaction) that is going on. Often this involves "role shifting."

"yawn"
"acting tough"
"give hug to child"
"running hard/pumping arms"
"wave to crowd"
"listen for strange noise"

• Bodypart classifiers
A specific part of your body is doing an action.

(2h)BPCL:F "look at"
BPCL "kick back" (relax)
BPCL "cross legs"
BPCL ""tap foot"
BPCL "use gesture looking up"
BPCL:flat-C "big grin"
BPCL:L "red face" shy
BPCL:B "mouth frowning"

________________________________________
Student: I don't get what it means in the outline where it says: SCL:1 (person) "walking fast"

DrVicars: Oh okay then... let me clarify that.

The SCL simply identifies the general category.
The ":" means what a normal colon means.
The "1" represents making a "one" handshape with you index finger.
The ( ) tells you what it is representing--you have to pre-identify this in your sentence or conversation.
The manner or how it was done is in the "quotes"
So if I wanted to show "Bob" walking fast, I would fingerspell his name, then hold up that finger and move it quickly across my signing space. That would be a classifier indicating how he is moving.
________________________________________
In a message dated 4/2/2006 12:52:00 A.M. Pacific Daylight Time, John L. writes:
I have a question for you, can you give me a definition for "Classifier Predicates"?
John,
Classifier Predicates:
A classifier (in ASL) is a sign that represents a general category of things, shapes, or sizes.
A predicate is the part of a sentence that modifies (says something about or describes) the topic of the sentence or some other noun or noun phrase in the sentence. (Valli & Lucas, 2000)
Example: JOHN HANDSOME
The topic is “John” the predicate is an “adjective predicate” describing John’s appearance.
Example: JOHN RUN
The topic is “John” the predicate is a “verb predicate” stating what John did or is doing.
Example: JOHN BED
The topic is “John” the predicate is a “noun predicate” stating John’s location.
Example: JOHN CL:FF “eyes quickly looked at right”
The topic is “John” the predicate is a “classifier predicate” indicating that John quickly looked to his right.
Whenever you use a classifier to describe the shape, size, movement, or location of a noun, you are using a “classifier predicate.”
Bill
________________________________________
Classifier: 1 or index finger CL:1
Classifier: 3 CL:3
Classifier: 5
Classifier: A
Classifier: B and Classifier; BB
Classifier: F
Classifier: H,R, and 4
Classifier: Inverted V and bent inverted V
Classifier: Quantifiers
Classifiers: Size, Location, Movement
________________________________________

Submitted by a reader:

Element classifiers: Describe things that do not have specific shapes or sizes, and are usually in constant motion.
ECL:4 "a running faucet"
ECL:5wg "a candle flame"
ECL:1 (zig zag) "a flash of lightning"
ECL:flat O----->spread C "twinkling lights"

________________________________________
References:
Lentz, E. M., Mikos, K., Smith, C., & Dawn Sign Press. (1988). Signing naturally teacher's curriculum guide. San Diego, CA: DawnSign Press.
Valli, C. & Lucas, C. (2000). Linguistics of American Sign Language. (3rd ed.). Washington, DC: Gallaudet University Press.

Expressive Presentation and Expressive Session (Final)

Expressive Presentation: Deaf Related Topic
May 2-6
Students will be assigned MW or F

Preparation
The content:
• Research your topic
• Prepare an outline of your presentation
o Write 3 or 4 main points which you want to develop
o Write 2 or 3 sub-headings for each main point
• Develop your information using these headings
• Transfer the headings to overhead transparencies (OHTs) or PowerPoint slides
• Mark on your notes when you intend to use an OHT or audio-visual aid, and write down any statistics or examples to support your points
• Prepare some open-ended questions to stimulate discussion after your presentation, if required
Audio-visual aids
• Prepare visual aids e.g., OHTs, PowerPoint slides, pictures, videos, models
• Prepare any material for handouts (e.g., a summary of your presentation)
• Remember that visual aids are AIDS and should not distract the audience from the spoken delivery
• Use the 7 x 7 rule: no more than seven lines of seven words per slide or OHT
• Use a plain font like Arial and a large font size (e.g., 22 point) on your visual aids
• Cue any tapes and videos so they are ready for immediate use
The room
• Check the equipment is functioning properly and you can use it confidently
• Leave enough time to rearrange the furniture, if necessary
Your delivery
• Practice using the equipment and your visual aids
• Practice making eye contact with people in different parts of the room
• Make a tape recording of your delivery to check how your voice sounds
• Time yourself to check your presentation is not too short or too long
• Practice in front of a mirror
Structure
An oral presentation is structured much the same way as an essay: Introduction, Body and Conclusion. You will be assessed on evidence of your preparation from academic sources, the relevance of your material to the topic, critical analysis of the topic and the logical structure of your presentation.
However, because your information/argument is spoken rather than written, there are some further considerations:
1. Introduction - tells your audience what you are going to tell them
o Provides some brief background information to show why your topic is important/relevant
o Outlines the structure of your presentation, the order in which you will present your information
o Attracts the audience's attention with, for example, a relevant quote, story, or question for the audience
10% of allotted time
2. Body - tells them
o Contains the main argument of the presentation
o Presents the issues relating to the main argument (thesis statement)
o Includes support/evidence for each of the main issues using:
- statistics
- diagrams
- reference to other research
- examples, reasons
o Is presented in a logical way, using explicit signalling phrases and connectives to signal a new point, an example, a contrast, etc.
70% of allotted time
3. Conclusion - tells them what you told them
o Summarizes the main points discussed in the body
o Evaluates the importance of the information
o Reviews any implications
o Brings the presentation to a smooth and natural close
o Leaves the audience with ideas to think about (e.g., a quote or question)
o If appropriate, gives the audience the chance to ask questions
20% of allotted time

Delivery
• Introduce yourself to the audience
• Clearly outline the structure and content of your presentation
• Engage the audience using eye contact
• Use your notes, but look up frequently: NEVER read your information
• Speak clearly and try to look relaxed and confident
• Signal your points showing how ideas relate to each other
My next point is
In contrast
• Don't speak while giving handouts to the audience
• Look at the audience while referring to points on OHTs or slides
• Make sure you keep to the allotted time for your presentation

Audience participation
If your lecturer expects this to be included in your presentation, you can encourage the audience to participate in discussion by:
• asking open questions or personalising the issues
• beginning the presentation with a brief handout displaying interesting questions, key concepts or a diagram
• setting a problem-solving task for small groups to discuss
• using the PAIR discussion strategy near the beginning and again at various times during your presentation:
P repare by taking a minute to jot the answer to an interesting general question
A sk other people about their jottings for a minute or so
I nteract for further discussion in the same pairs, or threes or fours
R eflect on or Revise the initial jotting (a brief sentence only)


Requirements:

Time
• 7-10 minutes of expressive presentation on topic ( no less then 7 minutes)
• After you can completed your presentation you must have Q and A for an additional 3 minutes

Need an outline
• Outline in English
• Outline translated into ASL (use guide from Learning ASL book)
Power point
• Must have 10 slides
• Must enhance presentation not hinder

Grammatical/Structure
*Must demonstrate fluency in Intermediate level

~Sign Fluency at Intermediate ASL II level
~Knowledge of Vocabulary and execution
~Grammar Knowledge and execution
~Body Language and Spacial location
~Classifiers
~Clarity and flow
~Fingerspelling and Numbers
~Facial grammar and expression


Expressive Session:
Tuesday, May 10
12:00pm

Students will need to sign up in pairs or individually for a final expressive session. This session will last 10 minutes and will cover our weekly topics. Please see syllabus to review. This session will take place during our final exam time. A sign up sheet will be posted on my door during the last week of classes.

Students will be graded on:

~Sign Fluency at Intermediate ASL II level
~Knowledge of Vocabulary and execution
~Grammar Knowledge and execution
~Body Language and Spacial location
~Classifiers
~Clarity and flow
~Fingerspelling and Numbers
~Facial grammar and expression

ASSIGNMENT FOR WEDNESDAY!

Convince your classmates to do something out of the ordinary.
Pick something and provide us with reasons to do it. Have at least 5 reasons.

The first time:
• Use formal language with signs used as their exact citations
• Pretend your audience are professionals and you need to sell this to them

The second time:
• Use informal or conversational language usage. Modify signs to suit your needs for rapid discourse
• Pretend your audience is a group of your peers and you are pressuring them to do this


Your language usage should be appropriate for your audience and obvious for us to identify and see the difference. This skill is crucial in developing your fluency skills. This is the next level of learning ASL.

For Wednesday do the same thing but convince us to buy something!!!!! Research a product and provide us with factual information. This needs to be typed in ASL and brought to class for Wednesday’s participation points. You need to do this formally and informally/conversationally. Please provide a visual aid.

Please use class time productively. I NEED you to sign at all times. You are only hindering your development and also not being respectful of this classroom setting. This classroom setting is casual but that doesn't mean that is taken advantage of and you do not do what I ask of you. You can talk all day, please give 65 minutes three days a week. it is frustrating to say the least and it can be offensive to me and your classmates.