Signing Naturally Unit 5: Comprehensive Overview
Unit 5 focuses on character identification within skits, vocabulary building, schedule interpretation, and date recognition. Key assignments include homework relating to these concepts, alongside historical insights into signing villages.
Unit 5 of Signing Naturally builds upon previous lessons, introducing more complex narrative structures through engaging skits. Students will actively identify characters – Grady, Cheryl, Hannah, Sarah, Khan, Guy, and Sage – within these scenarios. This unit emphasizes practical application of learned vocabulary and grammatical concepts. Assignments involve interpreting schedules (Philip, Holly, Grace, Gayle, Doug, Henry, Hannah, Gloria) and pinpointing specific dates (14th Eve, 11th AM, 15th PM). The historical context explores the fascinating origins of signing villages in America, enriching understanding of ASL’s cultural roots.
Core Vocabulary of Unit 5
Unit 5 introduces a diverse range of signs crucial for everyday conversation. Key vocabulary includes signs for “TV,” “ham,” “ice,” “gas,” “again,” “fax,” and “van.” Further expansion encompasses “bag,” “dork,” “twin,” “honey,” “bus,” and “table.” Students will also master signs for descriptive terms like “dirty,” “cat,” and locations such as “park.” Consistent practice with these signs, alongside recognizing variations, is essential for fluent communication and comprehension within the ASL context.
Skit 1: Character Identification
Skit 1 requires careful observation to identify characters based on visual cues. Students must accurately name the individuals presented, demonstrating comprehension of descriptive signing. The characters featured are Grady, Cheryl, Hannah, Sarah, Khan, Guy, and Sage. Successful identification relies on noting details like hair color and accessories – for example, “tall, brown hair, big glasses.” This exercise builds receptive skills and prepares students for more complex narrative comprehension.
Grady
Grady is a key character in Skit 1, requiring precise identification by students. The provided information describes Grady as having “tall, brown hair and big glasses.” This detail is crucial for accurate recognition during the skit. Students must focus on these visual markers to correctly name Grady amongst the other characters presented. Mastering character identification is fundamental to understanding the narrative context of the skit.
Cheryl
Cheryl is another central figure in Skit 1, demanding careful observation for correct identification. The provided text lists Cheryl as one of the characters to be named, alongside Grady, Hannah, Sarah, Khan, Guy, and Sage. Successful completion of the assignment requires students to accurately recall and write Cheryl’s name when prompted. This exercise reinforces visual-linguistic connections essential for ASL comprehension.
Hannah
Hannah appears as a character within Skit 1, requiring students to identify her accurately. The answer key indicates Hannah’s name should be written as one of the seven characters listed – Grady, Cheryl, Sarah, Khan, Guy, and Sage being the others. Homework 5:7 also references Hannah’s schedule, involving laundry completed twice a month, further solidifying recognition of this character and associated details.
Sarah
Sarah is identified as a character featured in Skit 1, demanding accurate recognition by students. The provided answer key confirms Sarah’s name should be included amongst the seven characters: Grady, Cheryl, Hannah, Khan, Guy, and Sage. Successful completion of the character identification exercise relies on correctly associating the names with their respective appearances within the skit, demonstrating comprehension of visual cues.
Khan
Khan appears as a character within Skit 1, requiring students to accurately identify individuals presented. The answer key explicitly lists Khan alongside Grady, Cheryl, Hannah, Sarah, Guy, and Sage as characters to be named. Correctly identifying Khan demonstrates a student’s ability to visually process and recall character details from the provided video material, a core skill emphasized in Unit 5’s exercises.
Guy
Guy is identified as a character featured in Skit 1, demanding precise visual recognition from students. The answer key confirms Guy’s presence alongside other characters like Grady, Cheryl, Hannah, Sarah, Khan, and Sage. Successfully naming Guy showcases a student’s comprehension of the skit’s visual elements and their ability to accurately recall character appearances, a fundamental aspect of Unit 5’s learning objectives.
Sage
Sage appears as a character within Skit 1, requiring students to visually identify individuals presented in the signing scenarios. The provided answer key explicitly lists Sage alongside Grady, Cheryl, Hannah, Sarah, Khan, and Guy. Correctly identifying Sage demonstrates a student’s attentiveness to detail and their capacity to retain visual information presented during the skit, crucial skills emphasized throughout Unit 5’s curriculum.
Skit 2: Character Identification
Skit 2, like Skit 1, tests a student’s ability to recognize characters presented in a signed performance. The answer key confirms the need to accurately identify individuals appearing within the skit. Successful completion relies on careful observation of visual cues. Students must correlate the signed interactions with the corresponding characters, reinforcing visual-spatial learning and comprehension skills vital for ASL fluency, as demonstrated in Unit 5.
Skit 3: Character Identification
Skit 3 continues the pattern of character recognition established in Skits 1 and 2, demanding focused attention to detail. The answer key provides verification for correct identification of individuals within the signed narrative. Students refine their observational skills, linking signed expressions and body language to specific characters. This exercise strengthens comprehension and builds a foundation for interpreting more complex ASL interactions, crucial for Unit 5 mastery.
Vocabulary Practice: Word Recognition
Vocabulary Practice in Unit 5 centers on recognizing and recalling specific signs. Key words include “TV,” “ham,” “ice,” “gas,” “again,” “fax,” and “van,” among others. The answer key confirms accurate sign identification, reinforcing visual memory and receptive skills. Mastering these signs is fundamental for constructing sentences and participating in conversations, building a solid lexical base for continued ASL development and fluency.
TV
The sign for “TV” involves a flat handshape, representing the screen, with a small circular motion. This mimics the rectangular shape and often the action of switching channels. Accurate recall of this sign is crucial for discussing media and leisure activities in ASL. Consistent practice, utilizing the answer key for verification, solidifies recognition and expressive abilities, enhancing overall communication proficiency.
Ham
The sign for “ham” cleverly utilizes the ‘B’ handshape, mimicking a slice of the meat. The hand moves from the corner of the mouth outwards, representing the act of eating. Mastering this sign requires attention to handshape and movement. Referencing the answer key ensures correct form and prevents miscommunication. Consistent practice builds fluency and confidence in food-related vocabulary within ASL conversations.
Ice
The ASL sign for “ice” vividly portrays coldness. It involves a clawed handshape, fingers curved and slightly trembling, brought down across the upper chest. This mimics the sensation of shivering from the cold. The answer key confirms proper handshape and movement execution. Accurate representation is crucial for clear communication, especially when discussing weather or refreshments. Practice ensures natural and expressive signing.
Gas
The sign for “gas” (fuel) in ASL is formed by making a ‘G’ handshape and moving it forward from the chin in a quick, pumping motion. This visually represents fueling a vehicle. The answer key emphasizes the correct handshape and the distinct forward movement. Mastering this sign is essential for discussing transportation or everyday expenses. Consistent practice will solidify proper execution and recognition.
Again
The ASL sign for “again” utilizes a curved ‘5’ handshape, rotating forward twice. The answer key highlights the importance of the complete rotation for clarity. It’s crucial to differentiate this sign from similar movements. Practice focusing on the smooth, repeated circular motion. This sign frequently appears in conversational contexts, indicating repetition or a desire to revisit a topic. Accurate execution ensures effective communication.
Fax
The sign for “fax” in Signing Naturally mimics the action of sending a document. It involves a flat handshape, palm down, moving forward from the non-dominant to the dominant side, as if sliding a paper. The answer key emphasizes a quick, decisive movement. Visualizing the document being transmitted aids recall. This sign is less common now, but remains relevant for historical context and understanding older communication methods.
Van
The sign for “van” in Signing Naturally utilizes a “V” handshape, representing the front of the vehicle. This “V” is moved forward, often with a slight rocking motion, simulating a van driving. The answer key stresses clarity in the “V” formation. Remembering the shape association – “V” for vehicle – aids retention. This sign is useful when discussing transportation or larger vehicles, differentiating it from a car.
Vocabulary Practice: Continued
This section of Signing Naturally Unit 5 expands vocabulary with signs like “bag,” “dork,” “twin,” “honey,” “bus,” and “table.” The answer key emphasizes correct handshapes and movements for each sign. Practice involves recognizing these signs in context and producing them accurately. Mastering these words builds a foundation for more complex sentence structures and conversational fluency. Consistent repetition is crucial for retention and recall.
Bag
The sign for “bag” in Signing Naturally Unit 5 utilizes a modified ‘B’ handshape. The hand moves from a resting position near the chin, curving forward and slightly outward, mimicking the shape of a bag opening. Accuracy lies in the handshape and the smooth, controlled movement. Practice recognizing and producing this sign to enhance receptive and expressive skills. Visual aids and repetition are key to mastering this vocabulary item.
Dork
In Signing Naturally Unit 5, the sign for “dork” is presented as a classifier depicting someone awkward or clumsy. It involves using a bent-V handshape to represent the person’s head and shoulders, then making a slightly jerky, uncoordinated movement. Focus on conveying the intended meaning through facial expression and body language alongside the handshape. Consistent practice will solidify comprehension and production.
Twin
The sign for “twin” in Signing Naturally Unit 5 utilizes both hands, representing two individuals. Fingers are interlocked, and the hands move slightly forward, symbolizing the close connection between twins. Remember to maintain a clear and concise movement, emphasizing the concept of duality. Practice differentiating this sign from others with similar handshapes to ensure accurate communication and comprehension.
Honey
The sign for “honey” in Signing Naturally Unit 5 is created by touching the chin with the fingertips of a “5” handshape, then moving the hand forward and slightly outward. This mimics the action of bees collecting honey. Focus on a smooth, fluid motion and a pleasant facial expression to convey the sweetness associated with honey. Consistent practice will solidify your recall.
Bus
The sign for “bus” in Signing Naturally Unit 5 utilizes both hands. Form two “5” handshapes, representing the front and back of a bus, and move them forward in unison. This simulates the motion of a bus traveling down the road. Maintain a consistent speed and direction for clarity. Remember to practice this sign repeatedly for accurate recall and fluent signing.
Table
To sign “table” in Signing Naturally Unit 5, begin with both hands in a flat “B” handshape. Place one hand palm-down, representing the tabletop, and then place the other hand, also palm-down, on top, simulating an object resting on the table. This visually depicts the surface and function of a table. Practice maintaining a stable hand position for clear communication.
Vocabulary Practice: Final Words
The final set of vocabulary in Signing Naturally Unit 5 includes “dirty,” “cat,” and “park.” To sign “dirty,” brush the fingertips of a flat hand down the chest. “Cat” is signed by pinching the thumb and index finger near the cheek, mimicking whiskers. For “park,” form a “P” handshape and move it forward, representing a walking path within a park setting.
Dirty
To accurately sign “dirty” in ASL, utilize a flat handshape. Begin with the fingertips brushing downwards across your chest in a small, repetitive motion. This visually represents the act of wiping away dirt or grime. Ensure the movement is concise and focused on the chest area for clear communication. Practice this sign to enhance fluency.
Cat
The ASL sign for “cat” is delightfully expressive! Form a “C” handshape, then stroke downwards along your cheek, mimicking a cat’s whiskers. Repeat this motion a couple of times for clarity. Remember to maintain a relaxed hand and facial expression. This sign is widely recognized and easily understood within the Deaf community, representing a common animal.
Park
To sign “park,” imagine you’re holding onto a steering wheel and make a circular motion with both hands. This represents driving or walking within a park’s pathways. Maintain a smooth, flowing movement. Context is key; you might add facial expressions indicating enjoyment or activity. This sign is frequently used when discussing recreational outdoor spaces and leisure activities.
Homework 5:7 ⏤ Schedule Interpretation
This homework section centers on deciphering schedules for various individuals – Philip, Holly, Grace, Gayle, Doug, Henry, Hannah, and Gloria. Students must analyze each person’s commitments, noting frequency (every day, once a week, etc.). The answers are indicated by letters (A-H) corresponding to specific schedule types. Careful observation and understanding of time concepts are crucial for successful completion of this assignment.
Philip’s Schedule
Philip’s schedule, as detailed in Homework 5:7, involves a consistent daily activity: a house check. This task is performed “every day,” indicating a regular and unwavering commitment. The corresponding answer for Philip’s schedule is designated with the letter “G.” Understanding the frequency of activities is key to correctly interpreting and identifying each individual’s schedule within the assignment.
Holly’s Schedule
Holly dedicates her time to studying at the library, but not on a daily basis. Her schedule indicates she studies “3 times a week,” demonstrating a focused yet flexible commitment to her education. The correct answer associated with Holly’s schedule in Homework 5:7 is represented by the letter “F.” Recognizing these recurring patterns is crucial for accurate schedule interpretation.
Grace’s Schedule
Grace prioritizes financial responsibilities, specifically “pay bills,” but does so infrequently. Her schedule reveals she attends to this task only “once a month,” indicating a manageable, though essential, recurring obligation. Within Homework 5:7, Grace’s schedule is correctly identified and associated with the letter “A.” Understanding the frequency of tasks is key to interpreting schedules accurately.
Homework 5:7 ⏤ Continued
Continuing with schedule analysis, Gayle consistently avoids making coffee – her schedule indicates she “never” undertakes this task. Doug manages food expenses, “once a week,” while Henry enjoys movies “twice a week.” Hannah dedicates time to laundry “twice a month,” and Gloria fuels her vehicle “three times a month.” These varied routines demonstrate diverse weekly commitments.
Gayle’s Schedule
Gayle’s weekly routine, as detailed in Homework 5:7, presents a consistent pattern of avoidance regarding a specific chore. The schedule clearly indicates that Gayle “never” makes coffee. This absence of coffee preparation distinguishes her schedule from others, highlighting a unique personal preference or circumstance within her daily life.
Doug’s Schedule
According to Homework 5:7, Doug’s schedule revolves around a fundamental necessity: procuring sustenance. He dedicates time each week to “pay for food,” specifically once a week. This recurring financial obligation underscores the importance of regular grocery shopping or dining out in maintaining his lifestyle, demonstrating a practical approach to daily living.
Henry’s Schedule
Homework 5:7 reveals Henry enjoys entertainment, specifically “rent movies.” He allocates time for this leisure activity twice a week, indicating a consistent pattern of relaxation and enjoyment. This suggests a preference for in-home viewing over other forms of entertainment, showcasing a comfortable and routine-based approach to unwinding after work or during free time.
Continuing with schedule analysis, Gayle consistently avoids making coffee, indicated by “never.” Doug manages finances, paying for food weekly. Henry rents movies twice weekly, while Hannah tackles laundry bi-monthly. Gloria maintains her vehicle, filling it with gas three times monthly. These diverse schedules demonstrate varied routines and priorities among individuals, highlighting personal time management strategies.
Hannah’s Schedule
Hannah dedicates time to household chores, specifically focusing on laundry. Her schedule indicates she completes this task twice each month, suggesting a consistent, yet not overly frequent, commitment to maintaining her clothing. This bi-monthly routine allows for a balance between personal responsibilities and other activities, demonstrating a practical approach to time management and domestic duties.
Gloria’s Schedule
Gloria prioritizes vehicle maintenance, specifically ensuring her car remains fueled. Her schedule reveals she fills her car with gas three times each month, indicating regular driving habits and a proactive approach to transportation needs. This frequency suggests she likely commutes or undertakes frequent trips, requiring consistent refueling to maintain mobility and avoid unexpected disruptions to her routine.
Homework 5:8 ー Date Circle Identification
This homework segment centers on accurately identifying dates presented in various formats. Students are tasked with circling specific dates – 14th Eve, 11th AM, 15th PM, 23rd all day, 5th Eve, 22nd PM, 6th PM, 21st AM, and 13th Eve – demonstrating comprehension of temporal references. Precise date recognition is crucial for effective communication and scheduling within the Deaf community.
14th Eve
The task requires students to carefully examine visual representations of dates and accurately circle “14th Eve” when encountered. This exercise reinforces the understanding of date formats commonly used in ASL contexts. Recognizing “Eve” as indicating evening is essential. Successful completion demonstrates a grasp of temporal sign language nuances, vital for scheduling and event coordination within the Deaf community.
11th AM
Students are tasked with identifying and circling “11th AM” within a series of date options. This assessment focuses on recognizing time indicators in ASL, specifically differentiating between “AM” (morning) and other time designations. Accurate identification showcases comprehension of temporal signs and their application in daily scheduling and communication. Mastering this skill is crucial for practical ASL usage.
15th PM
The assignment requires students to pinpoint and circle “15th PM” amongst various date and time choices. This exercise tests their ability to discern specific dates combined with the “PM” (afternoon/evening) time marker in ASL. Successfully completing this task demonstrates a solid grasp of date-time sign combinations, essential for conveying scheduled events and appointments effectively within the Deaf community.
Historical Context: Signing Villages
Historically, signing villages played a crucial role in the preservation and evolution of sign languages within America. These communities, often geographically isolated, fostered environments where sign language thrived as the primary mode of communication. This unique linguistic landscape demonstrates the natural emergence of sign languages independent of spoken language influence, highlighting the Deaf community’s inherent linguistic capacity.