ASL 102 -  SN Units 6 - 9  Expressive Final Assignment

Use the vocabulary from the ASL 101-103 Core Vocabulary videotape/List and from the Inflecting Verbs Signs list and Lexicalized Fingerspelling Signs (see below).

1. Create a "mental map" with at least 5 "chunks" that are related to each other.  Have mental map ready for class  on Wednesday or Thursday, March 12th or 13th.   Have a rough sign draft ready for the same date as well.

2. Print out a copy of the evaluation form. Click on this link for Peer/Instructor evaluation form. Fill out the left column of this form and have ready for lab on March 12th or 13th.
 

3.  Narrator: Using handout, describe two members from this multiracial family:

Describe each family member using this order:
a.  name
b.  race
c.  age
d.  height
e.  body build
f.   hair color and style and;
g.  what clothing/patterns that they are wearing. 

--Be sure to use contrastive structure/spatial referents when you set up each family member. 
--Pick one of the 4  family members who is faced with three pressing and unfinished tasks whether it be inside or outside the family home  or both; to make requests of the others.  That one family member has a relative (you explain who) coming for a visit  tomorrow  unexpectedly for the weekend.  
--Using role shifting, get this family member to make a complaint (elaborate!) about each unfinished task and to make a request from the three other family members (one request per family member) . Be sure to include responses from all 2 people.  Then close your story with a few sentences - you determine the ending.   

Plan your story well - reminder-- Expressive Final Assignment #3 VT story will be used for both homework credit and a grade (15% of course grade).  This assignment will take the place of the Spontaneous Dialogue Final. The more effort  you put into your story, the better your grade will be.  Story should be a minimum of at least 4 minutes or more (max. 8 mins)

4.  You must  include in your story the following structures:

a.  At least three new  and different vocabulary signs in each "chunk" from either Unit 6 - Unit 9 core vocabulary. 
b.  Emotive information in your hands and face and body (prosody).
c.  Classifiers in at least 2 sentences (reminder: facial/physical description and clothing patterns - these are classifier signs)
d.  At least 2 topicalized sentences
e.  At least 1 rhetorical question
f.   At least 2 inflecting verbs (see below)
g.  At least 2 lexicalized fingerspelled signs from the list below.
h.  At least 2 examples of role shifting

5.  On Monday or Tuesday, March 17th or 18th (during Final Exams week):
a)  Be ready to tape your final version of your narrative during lab time. 
b)  Print out a copy of the evaluation form. Click on this link for Peer/Instructor evaluation form. Fill out the left column of this form and have ready for lab.
c)   During recording, I will assign you a partner to give you feedback and who can interrupt at any time to ask for:

    1. clarification if a sentence is  not clear;  
    2. correct your FS or signing errors;
    3.  to demonstrate confirming behavior (head nod) to indicate s/he is understanding your story and;
    4. to show emotive prosody if that response is appropriate i.e.  WOW, SORRY, PITY, etc. 

Your responsibility  while recording is to fix whatever needs to be done at the moment before continuing on with your narrative.  


d) Turn in your VT along with 1)  mental map (use circles or squares to identify your chunks); 2) your 1st Peer/Instructor evaluation form and 3) your 2nd Peer/Instructor Evaluation form.

 

Lexicalized Fingerspelling

1. #ALL                            6. #NO

2. #BUSY                        7.  #TOO BAD

3. #YES                           8.  #FIX

4. #NG                             9.  #LB

5. #EASY                        10. #EARLY

 Inflecting Verbs - click on this link