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Dixie State University
St. George, UT
Beginning American Sign Language II-ASL1020-01 4 credits
CRN: 20293
4:00-5:40pm TR
Spring 2015
Instructor:
Phone:
Email:
Office:
Office Hours:
Classroom:
Dr. Allyson P. Hamilton
(435) 879-4684
[email protected]
Room 207 Browning Center
MTWR 1-3:45am
Browning Learning Resource Center 210
Course Description:
For students interested in American Sign Language who have completed ASL 1010 or
who have equivalent experience (approximately two years of high school ASL). Nativespeakers and students who have acquired proficiency in this language through
extended residence, military service, church missions, or other methods may not enroll
in this class. Emphasizes principles, methods, and techniques of communicating
manually with deaf individuals. Continues the development of basic conversational skills
with emphasis on the receptive skills, grammatical features, vocabulary development,
and cultural awareness. Varied methods are used to teach the class, including drills,
videos, and work in pairs. Students using 1020 as an entry level class may receive
vertical credits for ASL 1010 upon passing 1020 with a C grade or higher. This course
partially qualifies students to receive an Associate of Arts degree or Bachelor of Arts
degree for some majors. Successful completers are prepared to take ASL 2010.
Placement in foreign language classes is at the discretion of the Department Chair.
Prerequisite: ASL 1010 or instructor permission. SP.
Pre-Requisites: none
Required Text:
Spradley, T. S. & Spradley, J. P. (1985). Deaf like me. Washington, D.C.: Gallaudet
University. Press.
OR
Uhlberg, M. (2008). Hands of my father. New York, NY: Bantam Dell.
and
Lentz, E.M., Mikos, K., Smith, C.,(2014). Signing Naturally Student Workbook: Units
7-12. DawnSignPress, San Diego: CA ISBN: 978-1-58121-221-1
Login to http://goreact.com/join/7aa9705c-37d1-47ad-bc14-12cb8d33ffb
This website will be where you will submit your stories. The cost is $15.00/semester
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Recommended Text:
ASL Dictionary, online resources
Additional Information: Schedule is subject to change at instructor’s discretion.
I will not accept late work without a medical excuse.
Attendance is required and absences may result in class failure.
Grading:
You will have 5 grades consisting of the following:
Reactions to Deaf Like Me or Hands of my Father
100 points
Three (3) videotaped reproductions of stories
100 points
Midterm exam
100 points
Student Homework booklet/attendance
100 points
Final exam
100 points
Grade Breakdown:
Grade
Point Range
Grade
Point Range
Grade
Point Range
A
472-500 94.4 B-
397-411
79.4
D+
332-346 66.4
A-
447-471 89.4 C+
382-396
76.4
D
312-331 62.4
B+
432-446 86.4 C
362-381
72.4
D-
297-311 59.4
B
412-431 82.4 C-
347-361
69.4
F
296 below
Project Explanations:
A.
Reaction Paper Read Deaf Like Me or Hands of My Father and write a reaction to the book.
Please include your feelings and insights.
Please provide a cover sheet including my name, the course name, your name
and the Title: Deaf Like Me Reaction paper or Hands of My Father Reaction
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paper. Papers must be between 2-3 pages, typed and stapled. Please be aware
of English grammar and writing conventions.
Videotaped reproductions of stories
Your text Signing Naturally Units 7-12: Student Workbook, has 6 chapters. The
first 5 chapters contain curriculum information. The 6th chapter contains storytelling
examples. You will watch and re-create the stories, “The Tailor” and “One Fine Day”.
You will be assigned either “The Lion and the Mouse” or “The Fox and the Crow” to recreate.
These re-creations must be recorded and available for viewing in class. You will
use the GoReact website that you have purchased access to. On the due dates, I will
place you into groups. You will watch and evaluate each other’s stories. Rubrics are
included in this document. You will need to make copies of the rubrics to provide to the
other students that will be evaluating you. You will need three copies of each story
rubric. The evaluations will be recorded and combined for a single grade. You will also
evaluate yourself. Rubrics can be found in Canvas under “files”.
Ask peer evaluators to add up the grades on their evaluations. Collect the
evaluations. Place your self-evaluation on top and attach a blank evaluation for me.
Write your name, my name and the names of your peer evaluators on your self
evaluation staple them all together and turn them in.
Student Homework Workbook
After each lesson, you will have a homework assignment. The first 5 minutes of
each class period will be used to grade your homework from the previous lesson. On
the date indicated, you will turn in your workbook for a test grade. Please record your
scores on the form provided.
3
Tues
Thur
1/13
Introductions/class procedures
Succeeding in College 101
Homework: Introduction
1/15
Unit 7
Lesson 7:1 Identifying a Person, Relaying a
Message
Lesson 7:2 Clothing Related Words
7:3 Guess My Number
1:4 Same or Different
*homework-7:1, 7:2, 7:3,
1/20
Unit 7
Lesson 7:4 Conversation 2: Describing
Personal Items
Lesson 7:5 Translating Sentences with “have”
Lesson 7:6 Translating Sentences with “To
Drive”, “To Take”, “To Pick Up”H
*homework-7:4, 7:5, 7:6, 7:7
1/22
Unit 7
Lesson 7:8 Conversation 3
Lesson 7:9 Telling the Year
Lesson 7:10 Translating Sentences with “Have”
*homework-7:8, 7:9, 7:10
1/27
Lesson 7:11 Greetings and Leave-takings
Lesson 7:12 Translating “To Drive”, “To Take”
and “To Pick Up”
Lesson 7:13 Story: A Memorable Costume
*homework-7:11, 7:12, 7:13
1/29
2/3
Lesson 8:1 Conversation 1
Lesson 8:2 Talking About Months
2/5
Lesson 8:3 Agreement Verbs
Lesson 8:4 Conversation 2
Lesson 8:5 Negation
Lesson 7 Review
*homework-8:1, 8:2
*homework-8:3, 8:4, 8:5
2/10
Lesson 8:6 Giving Phone Numbers
Lesson 8:7 Conversation 3
Lesson 8:8 Asking for a Sign
*homework-8:6, 8:7, 8:8
2/12
Lesson 8:9 Agreement Verbs 2
Lesson 8:10 Conversation 4
*homework-2:12, Unit 2 Review pages 88-90
2/17
Lesson 8:11 Negations 2
Lesson 8:12 Motel Story - Mathie Marbury
Lesson 8:13 Minimizing Interruptions
Lesson 8:14 Name Signs
Homework 8:11, 8:12, 8:13, 8:14
2/19
Lesson 8 Review
4
Tues
2/24
Lesson 9:1 Describing a Neighborhood
Lesson 9:2 Places in the Neighborhood
*homework-9:1, 9:2
Thur
2/26
Lesson 9:3 Giving the Time
Lesson 9:4 Describing a Neighborhood
Lesson 9:5 Giving Directions
Homework 9:3, 9:4, 9:5
Reaction due.
3/3
Lesson 9:6 Yes-No questions 1
Share your Neighborhood
3/5
Due: The TAILOR
Mid-term Exam
3/10
Spring Break
3/12
Spring Break
3/17
Lesson 9:7 Descriptive, Locative and Element
Classifiers
Lesson 9:8 Giving Directions: Where to Turn
Lesson 9:9 Giving the Time
*homework-9:7, 9:8, 9:9
3/19
Lesson 9:10 Suggesting a Place to Eat
Lesson 9:11 Giving Directions: Perspective Shift
Lesson 9:12 Yes-No Questions
Lesson 9:13 Keeping Others
Informed*homework-9:10, 9:11, 9:12, 9:13
3/24
Lesson 9:14 Story: The Hitchhiker, Eric
Malzkuhn
Lesson 9 Review
3/26
movie “Through Deaf Eyes”
*homework-9:13, 9:14
3/31
Lesson 10:1 Conversation 1
Lesson 10:2 Telling the Price
Lesson 10:3 WH-Word Questions
*homework-10:1, 10:2
4/2
Lesson 10:4 Conversation 2
Lesson 10:5 Numbers: Telling the Price
Lesson 10:6 Conversation 6
*homework-10:3, 10:4, 10:5, 10:6
4/7
One Fine Day Due
Lesson 10:7 Telling Where Items are Located
Lesson 10:8 Wh-Word Questions 2
Lesson 10:9 Interview
*homework-10:7, 10:8, 10:9
4/9
Lesson 10:10 Interrupting Others
Lesson 10:11 Story: A Lesson Learned
Alice Taylor Terry
Lesson 10:12 Looking For a Misplaced Item
*homework-10:10, 10:11, 10:12
5
Tues
Thur
4/14
Lesson 11:1 Discussing One’s Knowledge and
Ability
Lesson 11:2 Numbers Review
Lesson 11:3 Asking for Opinion About
Someone
*homework-11:1, 11:2, 11:3
4/16
Lesson 11:4 Reactions
Lesson 11:5 States and Provinces
Lesson 11:6 Conversation 2
4/21
Lesson 11:7 First and Last Time You Did
Something
Lesson 11:8 Numbers Review
Lesson 11:9 Discussing Personal
Goals*homework-11:7, 11:8, 11:9
4/23
Lesson 11:10 States and Provinces 2
Lesson 11:11 Story: Busted
Lesson 11:12 ASL Students in the Community
Lesson 11:13 Chuck Baird
*homework-11:10, 11:11, 11:12, 11:13
4/28
Review
4/30
Homework booklet due
Fables, due
5/5
5/7
Finals
*homework-11:4, 11:5, 11:6
Finals
Foreign Language Objectives:
Foreign Language Goals and Learning Objective at Dixie State University help fill the
mission of the college by providing instruction in second languages that help fill
requirements for associate of baccalaureate degrees here or elsewhere. The following
goals and learning outcomes are designed for all foreign language courses at the
beginning and intermediate levels (1010, 1020, 2010, 2020).
Students will:
1.
Demonstrate communication skills appropriate to the level of the courses
(beginning, intermediate.
2.
Be able to communicate on an appropriate level, beginning or intermediate.
3.
Gain an awareness of language in general and greater understanding of their
own language.
4.
Increase their global awareness, developing a better understanding of and
sensitivity towards people of other cultures and their human experience.
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Course Outcomes:
Upon completion of this course, students will be able to:
1.
Describe People and Things
2.
Make requests and ask for advice
3.
Describe places
4.
Give opinions about others
5.
Discuss plans and goals
6.
Narrate a story
Program Goals:
1.
Communication. The student communicates in ASL using expressive and
receptive communication skills. The student is expected to:
A. Engage in a variety of signed exchanges of learned material to
socialize and to provide and obtain information;
B) Demonstrate understanding of simple, clearly signed language such as simple stories, high-frequency commands, and brief instructions when
dealing with familiar topics;
C) Present information using familiar words, phrases, and sentences to
others; and
D) Demonstrate an awareness of ASL grammar, vocabulary, and
phonology
2.
Cultures. The student gains knowledge and understanding of other cultures. The
student is expected to:
A) Demonstrate an understanding of the practices (what people do) and
how they are related to the perspectives (how people perceive things) of
the cultures studied; and
B) Demonstrate an understanding of the products (what people create)
and how they are related to the perspectives (how people perceive things)
of the cultures studied.
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3.
Connections. The student uses the language to make connections with other
subject areas and to acquire information. The student is expected to:
A) Use resources (that may include technology) in the language and
cultures being studied to gain access to information; and
B) Use the language to obtain, reinforce, or expand knowledge of other
subject areas.
4.
Comparisons. The student develops insight into the nature of language and
culture by comparing the student’s own language and culture to another. The
student is expected to:
A) Demonstrate an understanding of the nature of language through
comparisons of the student’s own language and ASL;
B) Demonstrate an understanding of the concept of culture through
comparisons of the student’s own culture and the American Deaf culture;
and
C) Demonstrate an understanding of the influence of one language and
culture on another.
5.
Communities. The student participates in communities at home and around the
world by using languages other than English. The student is expected to:
A) Use the language both within and beyond the school setting through
activities such as participation in cultural events and using technology
to communicate; and
B) Show evidence of becoming a lifelong learner by using the language for
personal enrichment and career development.
General Education Learning Goals
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Broad Knowledge of the Liberal Arts & Sciences
Students will examine the world and its people from various points of view. They
will learn about ideas and beliefs that have guided human beings and shaped
civilization for thousands of years. Students will:
a
Demonstrate comprehensive knowledge of the human past, including the
historical development of human knowledge in global contexts.
b
Compare and contrast differing philosophical and cultural perspectives.
c
Describe and analyze core concepts and theories within the natural
sciences and apply the methods of the natural sciences in order to
formulate answers to important questions.
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d
2
3
4
5
Describe and analyze core concepts and theories within the arts and
humanities and apply the techniques of the arts and humanities in order to
formulate answers to important questions.
e
Describe and analyze core concepts and theories within the social and
behavioral sciences and apply the methods of the social and behavioral
sciences in order to formulate answers to important questions.
Critical Thinking
Students will gain the ability to use knowledge, claims of evidence, and content
to reason ethically and reach conclusions, as well as to innovate in imaginative
ways. These steps are equally applicable to different kinds of problems such as
scientific theory development and testing, ethical problem solving, and
innovation. Students will:
a
Define, analyze, and formulate solutions to problems by synthesizing core
concepts within and across disciplines.
b
Assess the accuracy and validity of findings and conclusions.
c
Comprehend and examine how one thinks, reasons, and makes value
judgments.
d
Demonstrate sustained intellectual curiosity through exploration of
emerging issues.
Effective Communication
Students will learn to communicate effectively. Communication is a process by
which we assign and convey meaning in an attempt to create shared
understanding. Human communication facilitates insight, collaboration, the
exchange of ideas, and the progress of culture. Students will:
a
Comprehend and manage basic communicative technologies, tools, and
strategies in order to express ideas and facts in written, oral, quantitative,
and visual formats.
b
Comprehend, interpret, analyze, and synthesize the written, oral,
quantitative, and visual communication of others.
Information Literacy Skills
Students will develop their information literacy skills, including an understanding
of the nature, organization, and methods of access and evaluation of both
electronic and traditional resources. Students will:
a
Identify the nature, extent, and sources of information needed in order to
access information effectively and efficiently.
b
Critically evaluate information and information sources.
c
Use information effectively to accomplish a specific purpose.
d
Identify and analyze the economic, social, legal, and ethical issues
surrounding the access and use of information.
e
Identify and use the following as appropriate: content-specific tools,
software, and simulations for research, information analysis, problemsolving, and decision-making in content learning.
Quantitative Reasoning
Students will analyze and communicate appropriately with mathematical and
symbolic concepts. They will critically evaluate the quantitative and symbolic
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6
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information used to represent and draw inference regarding problems. Students
will:
a
Gain the ability to visualize abstractions and apply them to a problem.
b
Model physical and natural phenomena and asses the validity of a model,
make predictions from the model, and draw conclusions based on that
model.
c
Understand numbers, analyze uncertainty, comprehend the properties of
shapes, and investigate how things change over time.
d
Identify and apply quantitative principles and methods in the solution of
problems and draw and evaluate conclusions in order to check the logic
and validity of statements and models.
Diversity and Globalization
Students will study groups, cultures, and societies as they interact and challenge
each other. They will be encouraged to reflect critically and consciously in order
to gain insight into how cultural identities and experiences shape individual
perspectives of the world and influence interaction with people from different
backgrounds. Students will:
a
Identify cultural differences and examine how these difference influence
cross-cultural understanding and conflict.
b
Recognize and evaluate the implications of various social structures and
the ways people are grouped by such characteristics as status, race,
ethnicity, gender, and sexual orientation.
c
Identify and analyze sources of cultural bias and prejudice and develop
ways to reduce these and other forms of biases and prejudices.
d
Describe and analyze the concepts of globalization and transnationalism
in order to evaluate the interdependent nature of the world in which we
live.
Responsibilities of Citizenship
Students will critically explore, evaluate, and reflect upon their own lives, careers,
and interests in relation to the political process and the general welfare of society
as a whole. Students will:
a
Describe and analyze democratic political ideals and the various
understandings of rights and obligations that citizens may be said to have
in their own communities.
b
Describe and analyze one’s own and others’ perceptions regarding
responsibility for society’s moral / ethical well-being.
"Policy for Absences Related to College Functions"
Disruptive behavior policy / classroom expectations
Library - library.dixie.edu
Testing Center - dixie.edu/testing
Writing Center - dixie.edu/english/dsc_writing_center.php
Tutoring Center - dixie.edu/tutoring
Disability Resource Center - dixie.edu/drcenter
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Health and Wellness Center - dixie.edu/wellness
IT Student Help Desk - dixie.edu/helpdesk
If you suspect or are aware that you have a disability that may affect your success in the
course you are strongly encouraged to contact the Disability Resource Center (DRC)
located at the North Plaza Building. The disability will be evaluated and eligible students
will receive assistance in obtaining reasonable accommodations. Phone #
435-652-7516 M.
Academic dishonesty / Academic integrity policy
You are required to frequently check your Dmail account. Important class and university
information will be sent to your Dmail account, including DSU bills, financial aid/
scholarship notices, notices of cancelled classes, reminders of important dates and
deadlines, and other information critical to your success at DSU and in your courses. To
access your Dmail account, visit go.dixie.edu/dmail. If you do not know your Dmail
username or you have forgotten your PIN, visit go.dixie.edu/mydixie and follow the
respective instructions.
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Student Name ______________________________________Semester _________
ASL 1020 Grading Rubric Student Workbook
Unit 7
Homework 7.1
Homework 7.2
Homework 7.3
Homework 7.4
Homework 7.5
Homework 7.6
Homework 7.7
Homework 7.8
Homework 7.9
Homework 7.10
Homework 7.11
Homework 7.12
Homework 7.13
Total possible
Unit 9
Homework 9.1
Homework 9.3
Homework 9.5
Homework 9.7
Homework 9.8
Homework 9.9
Homework 9.10
Homework 9.11
Homework 9.12
Homework 9.14
Total possible 150
8 points _______
22 points _______
17 points _______
19 points _______
12 points _______
5 points _______
15 points _______
18 points _______
10 points _______
8 points _______
20 points _______
8 points________
5 points ________
167 points_______
5 points _______
26 points _______
8 points _______
15 points _______
8 points _______
30 points _______
14 points ______
10 points _______
9 points ______
15points _______
Unit 8
Homework 8.1
Homework 8.2
Homework 8.3
Homework 8.4
Homework 8.6
Homework 8.7
Homework 8.8
Homework 8.9
Homework 8.10
Homework 8.12
Homework 8.14
Total possible 122
21 points _______
16 points _______
10 points _______
6 points _______
9 points _______
9 points _______
20 points _______
5 points _______
9 points _______
10 points _______
7 points
points _______
Unit 10
Homework 10.1
Homework 10.2
Homework 10.4
Homework 10.5
Homework 10.6
Homework 10.7
Homework 10.8
Homework 10.9
Homework 10.11
6 points _______
36 points _______
8 points ______
24 points _______
8 points _______
12 points _______
9 points _______
20 points _______
5 points _______
Total possible 128
points _______
points______
Unit 11
Homework 11.1
11 points _______
Homework 11.2 100 points _______
Homework 11.3
15 points _______
Homework 11.4
21 points _______
Homework 11.5
30 points _______
Homework 11.6
19 points _______
Homework 11.7
5 points _______
Homework 11.8
30 points _______
Homework 11.9
15 points _______
Homework 11.10 30 points _______
Homework 11.11
9 points ________
Total possible 185 points _______
Unit 7
___________
Unit 8
___________
Unit 9
___________
Unit 10
___________
Unit 11
___________
Total Points_______/752 = _____%
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