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Upon completion of the course, students will be able to:
1. Synthesize basic receptive and expressive American Sign Language (ASL) skills and participate in a variety of grammatically correct dialogues .
2. Produce and comprehend a variety of basic commands in grammatically correct ASL.
3. Analyze a variety of spatial and geographic relationships involving sites and locations and produce a grammatically correct description in ASL.
4. Prepare a grammatically correct description in ASL of the relationship between the family members in the tree or model.
5. Produce a grammatically correct description in ASL of dates and activities from a calendar.
6. Analyze the use of number signs in a variety of situations including computational problems, time designations, and descriptions of multiple objects and produce an accurate ASL description of each situation.
7. Analyze the use of classifier signs to describe shapes and movements among objects and people and produce accurate descriptions in ASL of a variety of shapes and movements.
8. Examine the narrative elements and structures of basic short stories in ASL and reconstruct an accurate and grammatically correct version of a story that contains the essential narrative elements and structures of the stories.
9. Describe some basic Deaf culture rules of social interaction within the Deaf community and apply these rules to produce effective basic communication with Deaf people.
10. Outline the major points of several topics about Deaf culture and Deaf history.
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I. Introducing Oneself
A. Asking for and giving names
B. Confirming personal information
C. Correcting personal information
D. Grammatical concepts
1. Yes/No and "Wh" questions
2. Personal pronouns
3. Spatial referencing
E. Deaf culture topics
1. The central role of American Sign Language in Deaf culture
2. How Deaf people use fingerspelling to convey cultural information
II. Exchanging Personal Information
A. Asking if Deaf or hearing
B. Asking where learned signs
C. Providing basic description of people
D. Giving basic commands
E. Using facial expressions and non-manual markers
F. Grammatical concepts
1. Agent marker
2. Negation: "not"
G. Deaf culture topic: The role of the Deaf club in shaping Deaf culture and identity
III. Talking About Surroundings (includes description of shapes etc. also numbers)
A. Asking and telling where
B. Giving directions
C. Correcting information
D. Expressing wants and needs
E. Describing simple shapes, objects, and colors
F. Grammatical concepts
1. Real world orientation
2. Non-manual grammatical markers
3. Indicating distance through facial grammar
G. Deaf culture topic: A brief history of the origins of American Sign Language and Deaf culture
IV. Telling Where You Live
A. Asking/Telling where you live and what kind of dwelling
B. Asking/Telling how you come to class
C. Expressing numbers from 1-20
D. Grammatical concepts
1. "Where" and "How" questions
2. Noun-verb pairs
E. Deaf culture topic: The role of Gallaudet Unversity in shaping Deaf culture
V. Talking About Your Family
A. Identifying and explaining relationships in your extended family
B. Asking/Telling about marital status and children
C. Describing events in a family history
D. Using basic limb and body classifiers
E. Grammatical concepts
1. Possessive pronouns
2. Negation: No, not, none
3. Grammar of contrastive structure
F. Deaf culture topic: Gallaudet and Clerc, the fathers of American deaf education
1. Gallaudet's trip to England and France in search of a way to educate deaf children in America
2. Gallaudet's meeting with Clerc and his decision to come to America
3. Events leading up to the founding of the first school for the deaf
VI. Telling About Activities
A. Describing events in a calendar of activities
B. Making plans for activities together
C. Apologizing/Making excuses/Giving reasons
D. Expressing numbers from 21-50
E. Grammatical concepts
1. Time signs
2. Multiple pronouns
3. Phrasing and listing activities
F. Deaf culture topic: Technology and Deaf culture
1. Baby cry signaling systems and other similar devices
2. Visual alarm clocks and doorbells
3. Closed captioned television
4. Telecommunication devices for Deaf people
5. Text and video relay services to facilitate Deaf-hearing communication
VII. Deaf Culture Topic: Beginning Elements of Deaf Story-telling
A. Gallaudet and Clerc
B. ABC Gum or Haunted House
C. Childhood Story, Level 1
D. Grammatical concepts
1. Sentence types
2. Role shifting
3. Limb classifiers
VIII. Deaf Culture Topic: Rules for Social Interaction
A. Getting attention
B. Negotiating a signing environment
C. Asking for repetitions
D. Meeting Deaf people and getting background information
E. The role of name signs in Deaf culture
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Assignments:
1. Reading 15-20 pages per week of informational materials about Deaf culture.
2. Writing three to four 2-3-page compositions about Deaf culture topics.
3. Problem-solving assignments
a. Completing practice exercises from the workbook, video and teacher-prepared materials.
b. Group practice activities, games and other activities.
c. Reviewing lessons from the workbook and video and teacher-prepared materials.
d. Practicing conversational dialogues in ASL (as individuals and pairs).
4. Skill demonstrations
a. Performing conversational dialogues in ASL.
b. two-three Presentations in ASL about Deaf culture topics
c. Viewing and interpreting short passages in ASL.
d. Performing short stories and narratives in ASL.
5. Weekly or bi-weekly quizzes, chapter exams and final.
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Signing Naturally, Student Videotext and Workbook by Lentz, Mikos
and Smith. DawnSign Press, 1989. (Level one, Lessons 1-6 and review).
Handbook ASL 1A and 1B (Departmental Reader)
For Hearing People Only, Moore and Levitan, MSN Publications, 2005.
Instructor prepared materials