SALEM COMMUNITY COLLEGE COURSE SYLLABUS ELEMENTARY AMERICAN SIGN LANGUAGE II. Course Code : ASL 102 Lecture Hours: 3 Lab Hours: 0 Credits: 3
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1 SALEM COMMUNITY COLLEGE COURSE SYLLABUS ELEMENTARY AMERICAN SIGN LANGUAGE II Course Code : ASL 102 Lecture Hours: 3 Lab Hours: 0 Credits: 3 Course Description: Elementary American Sign Language II is a continuation of Elementary American Sign Language I. Students will improve their basic ASL grammar and receptive and expressive skills through a variety of classroom activities. Topics include giving directions, describing others, making requests, talking about family and occupations, attributing qualities to others, and talking about routines. Deaf culture topics include Deaf etiquette as well as current issues in deafness for which the students will take an active role in the selection of topics. Prerequisite: Co-requisite: Completion of ASL 101 with a C or better or written permission of instructor none Place in College Curriculum: ASL 102 can be used as a humanities or open elective.
2 2 Course Content Outline I. Giving Directions 1. asking/telling where 2. explaining need 3. interrupting conversations 4. confirming: RIGHT 5. expressing uncertainty 1. ordinal numbers 2. topic/comment structure 3. spatial referencing II. Describing Others 1. identifying present people: SEE 2. confirming: THAT-ONE 3. correcting: wave-no 1. wh-question: WHO 2. descriptive classifiers: body parts and clothing 3. contrastive structure III. Making Requests 1. giving locations 2. giving commands 3. offering assistance 4. accepting/declining offer 5. asking for clarification 1. spatial verbs 2. directional verbs 3. spatial referencing 4. role shifting IV. Talking About Family and Occupations 1. explaining relationships 2. asking/telling how long 3. asking/telling how old 1. possessive pronouns 2. wh-questions: HOW-OLD, HOW+LONG 3. listing principle: ranking family members 4. dual personal pronouns 5. age numbers
3 3 V. Attributing Qualities To Others 1. contradicting opinions: BUT 2. confirming/qualifying opinions 1. one-character role shifting 2. contrastive structure VI. Talking About Routines 1. solving conflicts 2. telling what time 1. temporal sequencing 2. time signs: frequency (EVERY- ) 3. wh-questions: WHEN VII. VIII. Fingerspelling and Numbers Understanding Cultural Behavior 1. using conversation regulators 2. negotiating environments 1. role shifting 2. limb classifiers C. Issues In Deaf Culture
4 4 Course Performance Objective #1: Student will demonstrate the ability to give directions. 1. Student will ask directions to a location and will give directions to a location. 2. Student will confirm information while incorporating the correct use of RIGHT, express uncertainty in the response, and explain a need appropriately. 3. Student will use spatial referencing to indicate location. 4. Student will use the topic/comment grammatical structure to indicate location. Course Performance Objective #2: Student will demonstrate the ability to describe people by personal characteristics and appearances. 1. Student will use SEE and THAT-ONE to identify people within view. 2. Student will sign and respond to the wh-question WHO. 3. Student will correct information using wave-no before giving additional descriptions. 4. Student will use descriptive classifiers representing body parts and clothing. 5. Student will use contrastive structure while describing two people. Course Performance Objective #3: Student will demonstrate the ability to make requests in a manner appropriate to Deaf Culture. 1. Student will give the location of an object and give the appropriate command. 2. Student will offer assistance or accept or decline assistance offered by others. 3. Student will use spatial and directional verbs to make requests. 4. Student will give reasons for making requests. 5. Student will learn the status of a request by using FINISH, NOT+FINISH, and NOT-YET. Course Performance Objective #4: Student will demonstrate the ability to talk about family members and occupations. 1. Student will explain relationships among family members. 2. Student will use HOW-OLD and HOW+LONG appropriately. 3. Student will use the listing principle to rank family members. 4. Student will use possessive and dual personal pronouns correctly. 5. Student will describe occupations using vocabulary for the workplace, the activity and the occupation. 6. Student will use the before-now sentence structure.
5 Course Performance Objective #5: Student will demonstrate the ability to attribute qualities to others. 1. Student will use descriptive adjectives for describing individuals and for contrasting personalities. 2. Student will use BUT appropriately for contradicting opinions. 3. Student will use role shifting when signing personality vocabulary. Course Performance Objective #6: Student will demonstrate the ability to talk about routines. 1. Student will use time signs (EVERY-) to designate the frequency with which routines are performed. 2. Student will ask and respond to the wh-question WHEN. 3. Student will use FINISH, its changes in facial expressions, space and pausing to indicate its use as a connector or as a completion. 4. Student will use time numbers properly. 5. Student will solve conflicts to negotiate times for activities. Course Performance Objective #7: Student will demonstrate the ability to use numbers and finger-spelling appropriately. 1. Student will continue to improve the speed of expressive and receptive finger-spelling through various classroom activities. 2. Student will use ordinal numbers correctly. 3. Student will use age numbers correctly. 4. Student will use time numbers correctly. Course Performance Objective #8: Student will demonstrate an understanding of Deaf Cultural behavior. 1. Student will describe and use conversation regulators when conversing in sign. 2. Student will describe and use etiquette to negotiate a signing environment. 3. Student will use limb classifiers as appropriate to the conversation. 4. Student will give personal information in a conversation to promote continuity of a relationship with members of the Deaf community. 5. Student will give opinions of recent issues/controversies in the Deaf community. 5
6 Course Activities: ASL 102 requires all students to have an active role in classroom activities. Whenever possible, the instructor will use all modes of communicating without voice to immerse the students in an environment without sound. Methods of instruction include lecture, interactive participation, closed-captioned/signed videos, and classroom discussions. 6 Course Requirements and Means of Evaluation: Students will be required to participate in all classroom activities. During language lessons and classroom activities a no-voice policy is in effect. Weekly homework assignments will be reviewed in class. Assignments must be completed on time. Students who do not complete assignments will find themselves unprepared for learning new comprehensive skills. Announced and pop quizzes will measure student progress. The mid-term and final exams will be interactive to measure both receptive and expressive skills as well as theory and culture. Students will read and react to a novel about Deaf awareness/culture. To provide topics for classroom discussions on sign language and Deaf culture, students will research on the web or via other media those topics for which they want more information through class discussion. Students are encouraged to attend at least one Deaf activity during the semester. The activity must be approved in advance, and the student will write a brief reaction paper on the experience. This experience will be considered as extra credit. Grading: quizzes, assignments, and class participation 25% mid-term exam 25% final exam 40% reaction paper 10% Grading is based on the college grading system as follows: A A B B B C C C D D F below 60 0 FA below 60 0 This grade is given for failing and missing 30% of the classes.
7 Attendance: Students are expected to attend all scheduled classes. Students who miss even one class will find themselves behind in their work. Academic Honesty Policy: Students found to have committed an act of academic dishonesty may be subject to failure in this course, academic probation, and/or suspension from the college. See the Student Handbook for additional details. 7 Required Text: Lentz, Mikos, and Smith. Signing Naturally, Level One: A Student Workbook, And Video. Dawn Sign Press. San Diego, California Greenburg, Joanne. In This Sign. Henry Holt & Company, Inc. New York reissue Suggested References: fingerspelling video and CD ROM located in the Learning Resource Center There are no additional costs, materials or supplies required.
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