9/1/2024 5:38:11 AM |
| Changed Course |
CATALOG INFORMATION
|
Discipline and Nbr:
ASL 2 | Title:
ELEM AMER SIGN LAN PT II |
|
Full Title:
Elementary American Sign Language Part II |
Last Reviewed:1/25/2021 |
Units | Course Hours per Week | | Nbr of Weeks | Course Hours Total |
Maximum | 4.00 | Lecture Scheduled | 4.00 | 17.5 max. | Lecture Scheduled | 70.00 |
Minimum | 4.00 | Lab Scheduled | 0 | 6 min. | Lab Scheduled | 0 |
| Contact DHR | 0 | | Contact DHR | 0 |
| Contact Total | 4.00 | | Contact Total | 70.00 |
|
| Non-contact DHR | 0 | | Non-contact DHR Total | 0 |
| Total Out of Class Hours: 140.00 | Total Student Learning Hours: 210.00 | |
Title 5 Category:
AA Degree Applicable
Grading:
Grade or P/NP
Repeatability:
00 - Two Repeats if Grade was D, F, NC, or NP
Also Listed As:
Formerly:
ASL 1B
Catalog Description:
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Continuation of instruction in elementary American Sign Language using appropriate linguistic and cultural principles. Instruction will focus on several broad areas: giving directions; describing physical features and clothing; making requests; describing family relationships and occupations; attributing qualities to people; and describing daily routines.
Prerequisites/Corequisites:
Course Completion of ASL 1 ( or ASL 1A or ASL 51A or SE 214A)
Recommended Preparation:
Eligibility for ENGL 1A or equivalent
Limits on Enrollment:
Schedule of Classes Information
Description:
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Continuation of instruction in elementary American Sign Language using appropriate linguistic and cultural principles.
(Grade or P/NP)
Prerequisites:Course Completion of ASL 1 ( or ASL 1A or ASL 51A or SE 214A)
Recommended:Eligibility for ENGL 1A or equivalent
Limits on Enrollment:
Transfer Credit:CSU;UC.
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP
ARTICULATION, MAJOR, and CERTIFICATION INFORMATION
Associate Degree: | Effective: | Fall 1991
| Inactive: | |
Area: | E
| Humanities
|
|
CSU GE: | Transfer Area | | Effective: | Inactive: |
| C2 | Humanities | Fall 1991 | |
|
IGETC: | Transfer Area | | Effective: | Inactive: |
| 3B | Humanities | Spring 2007 | |
| 6A | Language Other Than English | | |
| 6A | Language Other Than English | Fall 1996 | Spring 2007 |
|
CSU Transfer: | Transferable | Effective: | Fall 1991 | Inactive: | |
|
UC Transfer: | Transferable | Effective: | Fall 1991 | Inactive: | |
|
C-ID: |
Certificate/Major Applicable:
Major Applicable Course
COURSE CONTENT
Outcomes and Objectives:
At the conclusion of this course, the student should be able to:
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Upon completion of 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 such topics as giving directions, making requests,
talking about family members and their occupations, discussing
personal qualities, and describing daily, weekly and monthly routines.
2. Analyze a variety of spatial and geographic relationships involving
sites and locations in the students' environment and produce a set
of grammatically correct directions in ASL to various sites and
locations in this environment.
3. Given a picture of a person or an actual person, analyze the
predominant features of the person and produce a brief concise
identifying description in ASL of the person or, given such a
description, analyze the description and 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 in the home or in other
settings such as a hospital and analyze and describe the degree of
completion of the problem solution.
5. Given a set of details in ASL about an extended family, analyze
and synthesize information about members of the family, their family
relationships, degrees of closeness, and occupations and create a
clear concise grammatically correct descripton in ASL of the family
which includes each of these aspects and elements.
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. Given a daily, weekly or monthly calendar of a person's activities
or routines, analyze and produce a grammatically correct description
in ASL of the person's activities and the time-line of the routines.
8. Examine the narrative elements and structures of several more
advanced elementary short stories in ASL and reconstruct an accurate
and grammatically correct version of the 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 several topics about Deaf culture,
including: common FAQ about ASL and Deaf culture; the role of
information-sharing in the high context world of Deaf culture; the
role of the residential school in shaping Deaf identity and culture;
the Deaf President Now movement and its impact on Deaf culture; a
time-line of deaf cultural history; and more advanced Deaf culture
rules of social interaction.
Topics and Scope
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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
Assignments:
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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.
Methods of Evaluation/Basis of Grade.
Writing: Assessment tools that demonstrate writing skill and/or require students to select, organize and explain ideas in writing. | Writing 10 - 20% |
Compositions | |
Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills. | Problem Solving 10 - 40% |
See Problem Solving Assignments | |
Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams. | Skill Demonstrations 20 - 35% |
See Skill demonstration assignments | |
Exams: All forms of formal testing, other than skill performance exams. | Exams 20 - 55% |
Multiple choice, True/false, Matching items, Completion | |
Other: Includes any assessment tools that do not logically fit into the above categories. | Other Category 0 - 0% |
None | |
Representative Textbooks and Materials:
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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 AND 1B (Departmental Reader)
FOR HEARING PEOPLE ONLY, Moore and Levitan, MSN Publications, 2005.
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