American Sign Language 2
Department: World Language Department/ CTE/ College in the High School
Instructor: Natasha Reedy
Phone: 425.431.6151
Email: reedyn@edmonds.wednet.edu
Office: C100 teacher office
Office hours: before or after school, advisory travel days when given a pass
SWIFT (website):
http://teacher.edmonds.wednet.edu/edmondswoodway/nreedy/index.php
Enduring Understanding:
This course continues to build on grammatical features and fluency in using ASL. Instruction
will focus on the student’s ability to communicate in the language on a more fluent level,
expanding vocabulary usage and properly use ASL grammatical features. Learning will be
demonstrated through various activities including ASL receptive and expressive exercises,
dialogues, and attending Deaf events.
Essential Questions:
What makes up a culture?
What makes up a Deaf culture?
What is valuable about a community?
Is the Deaf community valuable?
Do you consider yourself part of the Deaf community and/or culture?
Do you feel all communities are the same?
What makes the Deaf community unique?
What does it mean to be part of the Deaf community?
In your opinion, what values of the Deaf culture could you inform other hearing people about to
better their interaction within the Deaf community?
Content Outline and Assessments:
The student will be able to:
1. Identify and accurately produce the ASL vocabulary learned in class.
2. Identify and apply grammatical features of ASL presented in the course.
3. Demonstrate his/her receptive skills by learning to comprehend ASL visually.
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4. Illustrate his/her expressive skills by being able to sign in ASL in a variety of
conversational situations.
5. Provide an explanation of the cultural aspects of ASL and Deaf Culture as presented in
the course and by interacting with the community.
Students will engage in ASL dialogue and will be evaluated in a variety of ways by both the
instructor and their classmates. There will be a combination of group work, independent work,
in-class assignments, presentations, homework, tests, and quizzes. The best way to better
students’ skills and understanding of a language is through emersion in the community. There
will be community activity requirements both as a class and as an individual. Two Deaf events
per semester are required.
The ASL curriculum is based on national, state, and district guidelines for World Language. To
earn credit at the end of the course, students must complete the district wide anchor task at the
second year level. These anchor tasks are formed from the Enduring Understanding guidelines
which will be discussed further throughout the year.
I hope that each student will commit to creating a classroom environment that will accommodate
persons of diverse backgrounds, experiences, and needs. If students are able to appreciate,
respect, and benefit from the varied personalities and behaviors of peers, then they will be
better prepared to do the same with a myriad of encounters students will have with members of
the Deaf community and our society as whole.
There is a high expectation in this class to always be respectful to others, observe “voices off”
and hands-up, and try one’s best at all times.
*Close to the end of the school year, students are required to give final presentation instead of
final receptive exam. I will give you more information on final presentation requirements during
end of semester.
Grading:
Grade Breakdown is as follows:
25%
25%
25%
25%
Presentations/Projects
Tests/Quizzes
Daily Work/Participation
Homework
A
AB+
B
BC+
93-100%
90-92%
87-89%
83-86%
80-82%
77-79%
C
CD+
D
F
73-76%
70-72%
67-69%
60-66%
59% and lower
*Grades will not be rounded up.
*Participation is essential to learning any language. This means showing up to class on time,
being prepared, engaging in the class activities, completing homework, and following the “voices
off rule.” The Daily Work/ Participation grade encompasses all areas addressed above.
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The Late Work Policy established by the world language department, states that late work
beyond one week will not be accepted. If a student is absent, it is the student’s responsibility to
obtain missed work from the teacher through email, phone call, or visit during tutorial time. If an
excused absence is planned, arrangements should be made prior to the absence, with the
teacher. If a test or quiz is missed, an agreed upon “make-up time” must be made with the in
teacher as soon as possible.
Required Textbook:
1. Master ASL! Level One By Jason Zinza
2. Extra supplemental materials will be provided.
This goal of this course is to develop competency in:
 Unit 1-5: Cumulative Review
 Unit 6: Sports & Activities
 Unit 7: My Daily Routine
 Unit 8: Describing People
 Unit 9: My Home & Community
 Unit 10: Making Plans
REQUIRED MATERIALS:
Classroom Guidelines:
1.
2.
3.
4.
5.
6.
A writing utensil
A dark shirt or coat without designs
Notebook paper
Poster paper (for projects) as needed
USB drive (as needed)
After school web/internet access
1. As mentioned earlier, Deaf Culture is a big part of the ASL curriculum so please use this
time and place to practice “deaf etiquette” and refrain from using your voice.
2. Always ask for clarification or to repeat instructions during class if you do not understand.
Chances are another student will need it too. If you are having trouble or need extra help,
my office door is always open.
3. If you arrive to class 10 minutes after the bell you are considered absent. Anytime before
the 10 minutes you will be marked tardy. Three tardies may constitute a detention, at the
teacher’s discretion.
4. Unless otherwise instructed by the teacher, electronic devices are not allowed during
class time. If the electronic device is out during class it may taken and given to the Dean.
(Refer to the student handbook for more clarification.)
5. Hats/hoods may be allowed but should not obstruct eye contact with the instructor.
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6. Cheating or allowing others to copy/cheat from you is unacceptable and will result in
loss of credit.
7. There may come times in class when activities may seem awkward or silly. ALWAYS be
respectful and supportive of others, there will come a time when you too are in front of
the class feeling awkward.
8. Lastly, the rules of this class have been constructed in order to allow students to get the
most out of the course. They reflect the expectations I have for the students and myself,
but the goal of the class is to be a positive learning environment. My number one rule is
to be respectful and make it a great year!
CONTENT NOTE: Visual tools/media are used in this course. At times the content may be
rated G, PG or PG13. By signing and returning this syllabus your parent/guardian agrees with
everything described in the syllabus. If you have any questions or concerns, please contact me.
Turning in the signature page completed and signed by you and your parents/guardians and
counts as part of your homework grade.
EXTRA HELP: I am always happy to give extra help. Contact me and we can set up a time if
you need extra help.
Student Contact Information:
Name:____________________________________
Email Address:______________________________
Please return this signature sheet to Natasha Reedy as soon as possible. Your signatures below
acknowledge receipt and understanding of the course outline.
We have read and understand this syllabus and will adhere by the guidelines set forth by
Edmonds-Woodway High. I (student) will abide by the rules/standards and consequences
established in these materials.
_______________________________
Student Signature
_____________________________
Parent/Guardian Signature
Primary Parent/Guardian Contact Information
Name: _____________________________________________
Best Day Phone: ________________ Best Night Phone: _____________________
Email Address: ____________________________________________
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