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Upon completion of the course, and at the level appropriate to the course, students will be able to:
1. Synthesize receptive and expressive American Sign Language (ASL)
skills and participate in a variety of grammatically correct dialogues
in ASL involving basic, everyday topics.
2. Analyze a variety of spatial and geographic relationships involving
sites and locations and produce a set
of grammatically correct directions in ASL to various sites and
locations in that environment.
3. Analyze the predominant physical features of a person and produce a brief concise
identifying description in ASL, or, given a
description, identify the person that it refers to.
4. Create grammatically correct versions in ASL of a variety of requests
or offers to help solve problem situations and then analyze and describe the degree of
completion of the problem solution.
5. Create a clear, concise, grammatically correct descripton in ASL of a family
which includes specfic information about each individual.
6. Analyze the personal qualities and attributes of various individuals
and produce a grammatically correct description in ASL of these
individuals in terms of their qualities or, given a description of a
specific quality, affirm or refute whether or not an individual
exhibits this quality.
7. Analyze and produce a grammatically correct description
in ASL of a person's activities and a calendar-based timeline of the routines.
8. Examine the narrative elements and structures of advanced elementary 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. Apply appropriate Deaf culture rules of social interaction to more
advanced elementary communication situations within the Deaf
community or between Deaf and hearing people.
10. Outline the major points of and be able to answer questions about higher level topics about Deaf culture.
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I. Giving Directions in ASL
A. Generating descriptions of various campus locations
B. Describing near, middle and far locations through the use of
facial expressions
C. Expressing wants and needs and asking where
D. Giving directions in a multi-storied building
E. Expressing uncertainty
F. Phrase and vocabulary review
G. Grammatical Concepts
1. Ordinal numbers
2. Topic/comment structure
3. Spatial referencing
H. Deaf culture topic: some FAQ about American Sign Language
and Deaf culture
II. Describing Others in ASL
A. Giving descriptions and identifying people
B. Using contrastive structure to describe physical characteristics
C. Naming and describing common articles of clothing
D. Identifying a specific person and asking for or giving
information
E. Using facial expressions and non-manual markers
F. Phrase and vocabulary review
G. Grammatical concepts
1. "Who" questions
2. Descriptive classifiers for body parts and clothing
H. Deaf culture topic: Deaf people as a high context culture and
the role of information-sharing in maintaining this culture
III. Making Requests in ASL
A. Making commands involving objects and furniture in the classroom
B. Giving third-party commands
C. Working with numbers from 51-100
D. Identifying household problems and offering or requesting
solutions
E. Describing simple shapes, objects, and colors
F. Asking how much of a task has been completed
G. Phrase and vocabulary review
H. Grammatical concepts
1. Spatial verbs
2. Inflecting verbs
3. Money numbers
IV. Talking About Family and Occupations in ASL
A. Asking about the age of a person during various significant
events.
B. Using age rankings to give information about family members
C. Describing a variety of occupations
D. Explaining whether or not one gets along with family members
E. Phrase and vocabulary review
F. Grammatical concepts
1. "How-old" and "How-long" questions
2. Listing principle for ranking family members
3. Age numbers
G. Deaf culture topic: The role of the residential school in
shaping Deaf identity and culture
V. Attributing Qualities to Others in ASL
A. Describing personal qualities of friends and family members
B. Using contrastive structures to compare qualities of two people
C. Confirming or refuting an attribution of a personal quality
D. Phrase and vocabulary review
E. Grammatical concepts
1. One-character role shifting
2. Contrasting opinions
F. Deaf culture topic: A history of the Deaf President Now
movement and its impact on Deaf culture
VI. Talking About Routines in ASL
A. Describing morning and evening routines
B. Clarifying the frequency over time of activities
D. Describing sequences of routine tasks
D. Making plans for activities together and identifying the best
time
E. Phrase and vocabulary review
F. Grammatical concepts
1. Temporal sequencing
2. Non-spcific frequency descriptions
3. Specific frequency descriptions
G. A time-line of the evolution of Deaf culture in America
VII. Deaf Culture topic: Advanced Beginner Elements of Deaf
story-telling
A. Candy Bar
B. One Fine Day
C. Ten Commandments
VIII. Deaf Culture Topic: Rules of Social Interaction (Advanced Beginner)
A. Interrupting Conversations
B. Maintaining Continuity in Conversations
C. Checking for Comprehension and giving feedback
D. Telling Stories
E. Cumulative phrase and vocabulary review
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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 7-12 and review).
Handbook for ASL 1A and1B (Departmental Reader)
For Hearning People Only, Moore and Levitan, MSN Publications, 2005.