ASL - Dixie State University

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Dixie State University

St. George, UT

Beginning American Sign Language II-ASL1020-01 4 credits

CRN: 20293

4:00-5:40pm TR

Spring 2015

Dr. Allyson P. Hamilton

(435) 879-4684 hamilton@dixie.edu

Room 207 Browning Center

MTWR 1-3:45am

Browning Learning Resource Center 210

Course Description:

For students interested in American Sign Language who have completed ASL 1010 or who have equivalent experience (approximately two years of high school ASL). Nativespeakers and students who have acquired proficiency in this language through extended residence, military service, church missions, or other methods may not enroll in this class. Emphasizes principles, methods, and techniques of communicating manually with deaf individuals. Continues the development of basic conversational skills with emphasis on the receptive skills, grammatical features, vocabulary development, and cultural awareness. Varied methods are used to teach the class, including drills, videos, and work in pairs. Students using 1020 as an entry level class may receive vertical credits for ASL 1010 upon passing 1020 with a C grade or higher. This course partially qualifies students to receive an Associate of Arts degree or Bachelor of Arts degree for some majors. Successful completers are prepared to take ASL 2010.

Placement in foreign language classes is at the discretion of the Department Chair.

Prerequisite: ASL 1010 or instructor permission. SP.

Pre-Requisites: none

Required Text:

Spradley, T. S. & Spradley, J. P. (1985). Deaf like me.

Washington, D.C.: Gallaudet

University. Press.

OR

Uhlberg, M. (2008). Hands of my father. New York, NY: Bantam Dell.

and

Lentz, E.M., Mikos, K., Smith, C.,(2014). Signing Naturally Student Workbook: Units

7-12. DawnSignPress, San Diego: CA ISBN: 978-1-58121-221-1

Login to http://goreact.com/join/7aa9705c-37d1-47ad-bc14-12cb8d33ffb

This website will be where you will submit your stories. The cost is $15.00/semester

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Recommended Text:

ASL Dictionary, online resources

Additional Information:

Schedule is subject to change at instructor’s discretion.

I will not accept late work without a medical excuse.

Attendance is required and absences may result in class failure.

Grading:

You will have 5 grades consisting of the following:

Reactions to Deaf Like Me

Midterm exam or Hands of my Father

Three (3) videotaped reproductions of stories

100 points

100 points

Student Homework booklet/attendance

100 points

100 points

Final exam

Grade Breakdown:

100 points

Grade

A

A-

B+

Point Range

472-500 94.4 B-

447-471 89.4 C+

432-446 86.4 C

Grade

B 412-431 82.4 C-

Project Explanations:

Point Range

397-411 79.4

382-396 76.4

D

347-361 69.4

F

Grade Point Range

D+

362-381 72.4

D-

332-346 66.4

312-331 62.4

297-311 59.4

296 below

A.

Reaction Paper

Read Deaf Like Me or Hands of My Father and write a reaction to the book.

Please include your feelings and insights.

Please provide a cover sheet including my name, the course name, your name and the Title: Deaf Like Me Reaction paper or Hands of My Father Reaction

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paper. Papers must be between 2-3 pages, typed and stapled. Please be aware of English grammar and writing conventions.

Videotaped reproductions of stories

Your text Signing Naturally Units 7-12: Student Workbook , has 6 chapters. The first 5 chapters contain curriculum information. The 6th chapter contains storytelling examples. You will watch and re-create the stories, “The Tailor” and “One Fine Day”.

You will be assigned either “The Lion and the Mouse” or “The Fox and the Crow” to recreate.

These re-creations must be recorded and available for viewing in class. You will use the GoReact website that you have purchased access to. On the due dates, I will place you into groups. You will watch and evaluate each other’s stories. Rubrics are included in this document. You will need to make copies of the rubrics to provide to the other students that will be evaluating you. You will need three copies of each story rubric. The evaluations will be recorded and combined for a single grade. You will also evaluate yourself. Rubrics can be found in Canvas under “files”.

Ask peer evaluators to add up the grades on their evaluations. Collect the evaluations. Place your self-evaluation on top and attach a blank evaluation for me.

Write your name, my name and the names of your peer evaluators on your self evaluation staple them all together and turn them in.

Student Homework Workbook

After each lesson, you will have a homework assignment. The first 5 minutes of each class period will be used to grade your homework from the previous lesson. On the date indicated, you will turn in your workbook for a test grade. Please record your scores on the form provided.

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Tues

1/13

Introductions/class procedures

Succeeding in College 101

Homework: Introduction

1/20

Unit 7

Lesson 7:4 Conversation 2: Describing

Personal Items

Lesson 7:5 Translating Sentences with “have”

Lesson 7:6 Translating Sentences with “To

Drive”, “To Take”, “To Pick Up”H

* homework-7:4, 7:5, 7:6, 7:7

1/27

Lesson 7:11 Greetings and Leave-takings

Lesson 7:12 Translating “To Drive”, “To Take” and “To Pick Up”

Lesson 7:13 Story: A Memorable Costume

* homework-7:11, 7:12, 7:13

1/29

Lesson 7 Review

Thur

1/15

Unit 7

Lesson 7:1 Identifying a Person, Relaying a

Message

Lesson 7:2 Clothing Related Words

7:3 Guess My Number

1:4 Same or Different

* homework-7:1, 7:2, 7:3,

1/22

Unit 7

Lesson 7:8 Conversation 3

Lesson 7:9 Telling the Year

Lesson 7:10 Translating Sentences with “Have”

* homework-7:8, 7:9, 7:10

2/3


Lesson 8:2 Talking About Months

* homework-8:1, 8:2

2/10

Lesson 8:6 Giving Phone Numbers


Lesson 8:8 Asking for a Sign

* homework-8:6, 8:7, 8:8

2/17

Lesson 8:11 Negations 2

Lesson 8:12 Motel Story - Mathie Marbury

Lesson 8:13 Minimizing Interruptions

Lesson 8:14 Name Signs

Homework 8:11, 8:12, 8:13, 8:14

2/5

Lesson 8:3 Agreement Verbs


Lesson 8:5 Negation

* homework-8:3, 8:4, 8:5

2/12

Lesson 8:9 Agreement Verbs 2


* homework-2:12, Unit 2 Review pages 88-90

2/19

Lesson 8 Review

4

Tues

2/24

Lesson 9:1 Describing a Neighborhood

Lesson 9:2 Places in the Neighborhood

* homework-9:1, 9:2

Thur

2/26

Lesson 9:3 Giving the Time

Lesson 9:4 Describing a Neighborhood

Lesson 9:5 Giving Directions

Homework 9:3, 9:4, 9:5

Reaction due.

3/5

Due: The TAILOR

3/3

Lesson 9:6 Yes-No questions 1

Share your Neighborhood

Mid-term Exam

3/10

Spring Break

3/12

Spring Break

3/17

Lesson 9:7 Descriptive, Locative and Element

Classifiers

Lesson 9:8 Giving Directions: Where to Turn

Lesson 9:9 Giving the Time

* homework-9:7, 9:8, 9:9

3/24

Lesson 9:14 Story: The Hitchhiker, Eric

Malzkuhn

Lesson 9 Review

* homework-9:13, 9:14

3/31


Lesson 10:2 Telling the Price

Lesson 10:3 WH-Word Questions

* homework-10:1, 10:2

4/7

One Fine Day Due

Lesson 10:7 Telling Where Items are Located

Lesson 10:8 Wh-Word Questions 2

Lesson 10:9 Interview

* homework-10:7, 10:8, 10:9

3/19

Lesson 9:10 Suggesting a Place to Eat

Lesson 9:11 Giving Directions: Perspective Shift

Lesson 9:12 Yes-No Questions

Lesson 9:13 Keeping Others

Informed* homework-9:10, 9:11, 9:12, 9:13

3/26 movie “Through Deaf Eyes”

4/2


Lesson 10:5 Numbers: Telling the Price


* homework-10:3, 10:4, 10:5, 10:6

4/9

Lesson 10:10 Interrupting Others

Lesson 10:11 Story: A Lesson Learned

Alice Taylor Terry

Lesson 10:12 Looking For a Misplaced Item

* homework-10:10, 10:11, 10:12

5

Tues Thur

4/14

Lesson 11:1 Discussing One’s Knowledge and

Ability

Lesson 11:2 Numbers Review

Lesson 11:3 Asking for Opinion About

Someone

* homework-11:1, 11:2, 11:3

4/21

Lesson 11:7 First and Last Time You Did

Something

Lesson 11:8 Numbers Review

Lesson 11:9 Discussing Personal

Goals* homework-11:7, 11:8, 11:9

4/16

Lesson 11:4 Reactions

Lesson 11:5 States and Provinces


* homework-11:4, 11:5, 11:6

4/23

Lesson 11:10 States and Provinces 2

Lesson 11:11 Story: Busted

Lesson 11:12 ASL Students in the Community

Lesson 11:13 Chuck Baird

* homework-11:10, 11:11, 11:12, 11:13

4/28

Review

5/5 Finals

4/30

Homework booklet due

Fables, due

5/7 Finals

Foreign Language Objectives:

Foreign Language Goals and Learning Objective at Dixie State University help fill the mission of the college by providing instruction in second languages that help fill requirements for associate of baccalaureate degrees here or elsewhere. The following goals and learning outcomes are designed for all foreign language courses at the beginning and intermediate levels (1010, 1020, 2010, 2020).

Students will:

1.

Demonstrate communication skills appropriate to the level of the courses

(beginning, intermediate.

2.

Be able to communicate on an appropriate level, beginning or intermediate.

3.

Gain an awareness of language in general and greater understanding of their own language.

4.

Increase their global awareness, developing a better understanding of and sensitivity towards people of other cultures and their human experience.

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5.

6.

3.

4.

1.

2.

Course Outcomes:

Upon completion of this course, students will be able to:

Describe People and Things

Make requests and ask for advice

Describe places

Give opinions about others

Discuss plans and goals

Narrate a story

Program Goals:

1.

Communication. The student communicates in ASL using expressive and receptive communication skills. The student is expected to:

A. Engage in a variety of signed exchanges of learned material to socialize and to provide and obtain information;

B) Demonstrate understanding of simple, clearly signed language such as simple stories, high-frequency commands, and brief instructions when dealing with familiar topics;

C) Present information using familiar words, phrases, and sentences to others; and

D) Demonstrate an awareness of ASL grammar, vocabulary, and phonology

2.

Cultures. The student gains knowledge and understanding of other cultures. The student is expected to:

A) Demonstrate an understanding of the practices (what people do) and how they are related to the perspectives (how people perceive things) of the cultures studied; and

B) Demonstrate an understanding of the products (what people create) and how they are related to the perspectives (how people perceive things) of the cultures studied.

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3.

Connections. The student uses the language to make connections with other subject areas and to acquire information. The student is expected to:

A) Use resources (that may include technology) in the language and cultures being studied to gain access to information; and

B) Use the language to obtain, reinforce, or expand knowledge of other subject areas.

4. Comparisons. The student develops insight into the nature of language and culture by comparing the student’s own language and culture to another. The student is expected to:

A) Demonstrate an understanding of the nature of language through comparisons of the student’s own language and ASL;

B) Demonstrate an understanding of the concept of culture through comparisons of the student’s own culture and the American Deaf culture; and

C) Demonstrate an understanding of the influence of one language and culture on another.

5.

Communities. The student participates in communities at home and around the world by using languages other than English. The student is expected to:

A) Use the language both within and beyond the school setting through activities such as participation in cultural events and using technology to communicate; and

B) Show evidence of becoming a lifelong learner by using the language for personal enrichment and career development.

General Education Learning Goals

1 Broad Knowledge of the Liberal Arts & Sciences

Students will examine the world and its people from various points of view. They will learn about ideas and beliefs that have guided human beings and shaped civilization for thousands of years.

Students will: a Demonstrate comprehensive knowledge of the human past, including the historical development of human knowledge in global contexts.

b Compare and contrast differing philosophical and cultural perspectives.

c Describe and analyze core concepts and theories within the natural sciences and apply the methods of the natural sciences in order to formulate answers to important questions.

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d Describe and analyze core concepts and theories within the arts and humanities and apply the techniques of the arts and humanities in order to formulate answers to important questions.

e Describe and analyze core concepts and theories within the social and behavioral sciences and apply the methods of the social and behavioral sciences in order to formulate answers to important questions.

2 Critical Thinking

Students will gain the ability to use knowledge, claims of evidence, and content to reason ethically and reach conclusions, as well as to innovate in imaginative ways. These steps are equally applicable to different kinds of problems such as scientific theory development and testing, ethical problem solving, and innovation.

Students will: a Define, analyze, and formulate solutions to problems by synthesizing core concepts within and across disciplines.

b Assess the accuracy and validity of findings and conclusions.

c Comprehend and examine how one thinks, reasons, and makes value judgments.

d Demonstrate sustained intellectual curiosity through exploration of emerging issues.

3 Effective Communication

Students will learn to communicate effectively. Communication is a process by which we assign and convey meaning in an attempt to create shared understanding. Human communication facilitates insight, collaboration, the exchange of ideas, and the progress of culture.

Students will: a Comprehend and manage basic communicative technologies, tools, and strategies in order to express ideas and facts in written, oral, quantitative, and visual formats.

b Comprehend, interpret, analyze, and synthesize the written, oral, quantitative, and visual communication of others.

4 Information Literacy Skills

Students will develop their information literacy skills, including an understanding of the nature, organization, and methods of access and evaluation of both electronic and traditional resources.

Students will: a Identify the nature, extent, and sources of information needed in order to access information effectively and efficiently.

b Critically evaluate information and information sources.

c Use information effectively to accomplish a specific purpose.

d Identify and analyze the economic, social, legal, and ethical issues surrounding the access and use of information.

e Identify and use the following as appropriate: content-specific tools, software, and simulations for research, information analysis, problemsolving, and decision-making in content learning.

5 Quantitative Reasoning

Students will analyze and communicate appropriately with mathematical and symbolic concepts. They will critically evaluate the quantitative and symbolic

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information used to represent and draw inference regarding problems.

Students will: a Gain the ability to visualize abstractions and apply them to a problem.

b Model physical and natural phenomena and asses the validity of a model, make predictions from the model, and draw conclusions based on that model.

c Understand numbers, analyze uncertainty, comprehend the properties of shapes, and investigate how things change over time.

d Identify and apply quantitative principles and methods in the solution of problems and draw and evaluate conclusions in order to check the logic and validity of statements and models.

6 Diversity and Globalization

Students will study groups, cultures, and societies as they interact and challenge each other. They will be encouraged to reflect critically and consciously in order to gain insight into how cultural identities and experiences shape individual perspectives of the world and influence interaction with people from different backgrounds.

Students will: a Identify cultural differences and examine how these difference influence cross-cultural understanding and conflict.

b Recognize and evaluate the implications of various social structures and the ways people are grouped by such characteristics as status, race, ethnicity, gender, and sexual orientation.

c Identify and analyze sources of cultural bias and prejudice and develop ways to reduce these and other forms of biases and prejudices.

d Describe and analyze the concepts of globalization and transnationalism in order to evaluate the interdependent nature of the world in which we live.

7 Responsibilities of Citizenship

Students will critically explore, evaluate, and reflect upon their own lives, careers, and interests in relation to the political process and the general welfare of society as a whole.

Students will: a Describe and analyze democratic political ideals and the various understandings of rights and obligations that citizens may be said to have in their own communities.

b Describe and analyze one’s own and others’ perceptions regarding responsibility for society’s moral / ethical well-being.

" Policy for Absences Related to College Functions "

Disruptive behavior policy / classroom expectations

Library - library.dixie.edu

Testing Center - dixie.edu/testing

Writing Center - dixie.edu/english/dsc_writing_center.php

Tutoring Center - dixie.edu/tutoring

Disability Resource Center - dixie.edu/drcenter

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Health and Wellness Center - dixie.edu/wellness

IT Student Help Desk - dixie.edu/helpdesk

If you suspect or are aware that you have a disability that may affect your success in the course you are strongly encouraged to contact the Disability Resource Center (DRC) located at the North Plaza Building. The disability will be evaluated and eligible students will receive assistance in obtaining reasonable accommodations. Phone #

435-652-7516 M.

Academic dishonesty / Academic integrity policy

You are required to frequently check your Dmail account. Important class and university information will be sent to your Dmail account, including DSU bills, financial aid/ scholarship notices, notices of cancelled classes, reminders of important dates and deadlines, and other information critical to your success at DSU and in your courses. To access your Dmail account, visit go.dixie.edu/dmail . If you do not know your Dmail username or you have forgotten your PIN, visit go.dixie.edu/mydixie and follow the respective instructions.

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Student Name ______________________________________Semester _________

ASL 1020 Grading Rubric Student Workbook

Unit 7

Homework 7.1 8 points _______











Homework 7.12 8 points________

Homework 7.13 5 points ________

Total possible 167 points_______

Unit 9







Homework 9.10 14 points ______



Homework 9.14 15points _______

Total possible 150 points______

Unit 8











Homework 8.14 7 points

Total possible 122 points _______

Unit 10











Unit 11











Homework 11.11 9 points ________


Unit 7 ___________

Unit 8 ___________

Unit 9 ___________

Unit 10 ___________

Unit 11 ___________

Total Points_______/752 = _____%

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ASL - Dixie State University

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