SYLLABUS
EDS 154 AMERICAN SIGN LANGUAGE IV 3 units
MTWHF 1:00 PM -4:00 pm and 6:00 pm- 9:00 PM
Napa Hall, College of Continuing Education
Meeting Dates- 8/10/2008 - 8/14/2008
Instructor: Nichola Horrell, MA Email: see.see5@yahoo.com
Office: by appointment only
REQUIRED MATERIALS: Signing Naturally, Level 3 Workbooks and DVD by Ken Mikos, Cheri Smith, and Ella Mae Lentz. Dawn Sign Press.
RECOMMENDED SITES:
Manual alphabet: http://asl.gs
Fingerspelling recognition: http://asl.msNumber recognition: http://asl.bz
Deaf Video TV: www.deafvideo.tv
Visual Vlogs: www.visualvlogs.com
WELCOME! I look forward to working with you and to seeing you continue to become a better signer. I will do my best to give you constructive feedback and well-prepared lessons to provide you with knowledge and practice in both comprehension and production skills. Below are all the necessary information regarding this course.
COURSE DESCRIPTION
Everyday communication is the centerpiece of every lesson. Functions and grammar features, which are expanded from ASL 1, 2, and 3 are introduced in context with the usage of classifiers for narrating unforgettable moments, telling about accidents, talking about money, and making major decisions. To master ASL, it is essential that students learn appropriate behaviors, showing awareness of and respect for Deaf culture. They are taught throughout the course through DVD presentations; native to near-native ASL signers model appropriate language and cultural behaviors, values and norms in various situations; discussions, activities and readings reinforce what students learn from the DVD. Interactive activities allow you to rehearse what you have learned.
The course is designed to apply ASL grammar and to further develop language competency. Emphasis will be placed on students’ conceptual understanding of the grammatical structure of ASL and the application of these concepts in language skill development and use. This course also is aimed at refining and strengthening the skills acquired in previous levels. Receptive exposure is included in order to assist students to understand nuances of the language. A deeper understanding of the Deaf culture will be incorporated.
COURSE OBJECTIVES
Upon completion of this course, the student will be able to use the following language functions and the conversational behaviors appropriately in ASL.
- explaining rules
- telling about accidents
- talking about money
- making major decisions
CLASSROOM INSTRUCTIONS/TEACHING PHILOSOPHY
All activities for developing ASL skills will be ASL. I prefer that spoken English remain outside the classroom. Please do not speak with your voice in the classroom because it is important to your learning that you experience total immersion in ASL and this is also out of respect for the Deaf instructor. An ASL-learning environment should be totally visual and to use your hearing may distract you from visual learning. If you need to talk and/or discuss with your classmates about your assignments, quizzes, or any topic pertaining to the class, PLEASE use ASL during the hours from 1-4 p.m. and 6-9 p.m. Everything in this classroom is visual, not auditory as in the Deaf culture. You may want to take class notes; however, you might learn better by keeping your eyes on the classroom activities. We will have plenty of practice time in class; with groups, pairs and with the instructor.
APPROACH
The curriculum parallels what is known about language development and second language learning. The course reinforces concepts by engaging students in various interactive activities. A conversational curriculum requires you to be an active learner. You need to come prepared to sign with me and other classmates. Classes are conducted in ASL from the very first day.
LEARNING STRATEGIES
This is an immersion course which will include a combination of both lecture and “hands on” practice working with peers in small groups.
GRADING SYSTEM
1) Participation 10 pts.
2) 5 Assignments
a. Assignment 1 20 pts.
b. Assignment 2 20 pts.
c. Assignment 3 10 pts.
d. Assignment 4 20 pts.
e. Assignment 5 20 pts.
3) Final Presentation 200 pts.
Total Grade 300 pts.
1) Participation:
You will do more than learn new information and reflect on what you already know. This means you will come to class prepared. Prior to arriving at class, you should have had enough rest, taken care of your health and nutritional needs and prepared any assignments that are due. It is critical that you attend each and every class session. Students, who miss three consecutive hours, may be dropped from class. Students will sit in a different seat each class session. For example, you will need to sit in a different seat from where you were sitting in the previous 3 hours of class time. This way everyone will be given the opportunity to interact with a different classmate.
All instruction and discussion in the classroom will be conducted in ASL exclusively. ASL requires your physical presence, your alertness, your involvement and your total attention during class. Total class participation means not using your voice, but signing at all the times, engaging in class activities willingly and cooperatively with others, and respecting other students’ time and space at all times. For those not observing these guidelines, students’ participation grade will be affected. This means students’ will not be assigned one participation point for a total of 3 hour class period (ex.: 6 p.m.-9 p.m. = zero participation point).
Make-ups:
No make-ups on any quiz, workbook assignment or presentation without a valid reason and proof of reason for your absence. You are expected to attend class if you want to get credit for your workbook assignments.
Such reasons fall in category of calamities such serious illnesses, unavoidable accidents, or death in the family. Traffic delays (or tickets), sickness not requiring a doctor's visit, hangovers, family responsibilities, trips to Hawaii, and so forth, do not count.
However, if you are required to miss a quiz in order to participate in pre-approved college or work program non-optional events such as being on an athletic team or having to attend a special training session--show me the letter from your coach or boss and then email me for instructions on how to make up the test and/or presentation. In making accommodations for the missed quiz or exam, I reserve the right to give you a different but equivalent test to the one given in class.
For other class sessions, if you are absent please arrange for a classmate to collect handouts and take notes for you. Have a back-up plan!
2) Assignments
You will complete four assignments on time. The assignments can be found in the last few pages of your workbook.
Assignment 1 (p. 234) is to answer questions in “Never above the Waist” by Cinnie MacDougall.
Assignment 2 (p. 95-101
and p. 102-104) consists of 2 workbook activities.
Assignment 3 (p. 118-122) Buying a Car—New or Used
Assignment 4 (p. 236) is to translate* a story titled A Lesson about Sound by Mary Telford.
Assignment 5 (p. 239) is to translate* a story titled Ordering at McDonald’s by John Maucere.
* To help you enhance your receptive skills and your understanding of the nuances of ASL I would like to have you translate Assignment 3 and 6 narratives into proper written English. No English glosses will be accepted. Please be forewarned that these assignments will take up a lot of time. Just to make sure you set aside at least two hours for each translation.
3) Final Presentation
Your 8-10 minute final presentation will consist of four units (20,21,22,and 23) weaved into one long narrative. You will present about an adventure or experience you had that includes some rules, telling of an accident or accidents, dealing of money, and a major decision you had to make.
You will record your final presentation in several ways: upload on YouTube via webcam, burn on DVD or flash drive and give it to the instructor, or present in front of the class.
Your final presentation evaluation will be based on the quality of your conversational skills, grammar, structure, and vocabulary learned from your ASL 1-4 classes. You will receive a study guide in class on how to prepare and present your narrative.
Plagiarism & Cheating
Students are always expected to work independently on graded quizzes and/or assignments unless specifically directed otherwise by the instructor. Penalties for cheating and plagiarism may include receiving an F for a particular assignment or an F for the course.
Students with Disabilities
Students with disabilities will receive reasonable accommodation for learning and evaluation. For more information, contact the office of Services to Students with Disabilities.
ASL 4 COURSE OUTLINE
Tentative Syllabus Schedule (subject to change) #1= 1-3 p.m. #2= 6-9 p.m.
Date:
Unit:
Activities/Assignments
Mon. #1
n/a
Introduction to ASL 4
Mon. #1
20
Explaining Rules: Driving Rules, p. 54-60
BREAK
Prepare for Exercise 1 : Driving Rules, p. 54
Mon. #2
20
Translate Exercise 1 #1-11
Mon. #2
20
Cultural Rules/Customs, p. 60-63 (skip 64-66)
Assignment 1: Never Above the Waist p. 234—due Tuesday 1 p.m., preview workbook: Horse Incidents (72-82), Bicycle Incidents (83-94), Telling About Car Accidents (105-116).
Tues. #1
21
Lesson 1: Incidents with a Horse (p. 72-82)
Tues. #1
21
Lesson 2: Incidents with a Bicycle (p. 83-94)
BREAK
DVD “a Horse Incident” by John p. 74. DVD “A Bicycle Incident” by Stefanie p. 87. Do Exercise 1: Horse Incidents p. 72, and Exercise 2: Bicycle Incidents, p. 83 with a classmate or two.
Tues. #2
21
Lesson 3: Automobiles: Tell About a Near Miss (p. 105-16)
Tues. #2
21
Lesson 3: Automobiles: Tell about Getting a Ticket (p. 101)
Tues. #2
21
Lesson 3: Automobiles: Tell about a Two-Car Accident (p. 105)
Assignment 2: “Terrylene’s Moving Violation”, pages 95-101 and “Missy’s Car Accident,” pages 102-104--Due Wednesday 1 p.m. Preview: p. 117-136 for money vocabulary signs and phrases.
Wed. #1
22
Lesson 1: Basic Money Vocabulary: Purchases and Income (vocabulary 123-124)
Wed. #1
22
Lesson 2: Discussing Banking: Banking Terms (vocabulary p. 125-127)
BREAK
Start on Assignment 3 and/or 4
Wed. #2
22
Lesson 3: Discussing Finances: Debts, Bills, and Contributions
Assignment 3: Buying a Car—New or Used, p. 118-122 AND Assignment 4: (p. 236) is to translate* a story titled A Lesson about Sound by Mary Telford--Due Thursday 1 p.m.
Thurs. #1
23
Lesson 1: Discussing Housing Situations: State Preferences (vocabulary p 146-148).
Thurs #1
23
Lesson 2: Discussing Cars: Tell about Car Features and Problems (vocabulary p. 148-152).
BREAK
Come up with a Narrative about a major decision you made and be prepared for the next class. (p. 139)
Thurs #2
23
Continued--Lesson 2: Discussing Cars: Tell about Car Features and Problems (vocabulary p. 148-152). [We may have to cut this short due to limited time.]
Thurs #2
23
Lesson 3: Discussing Major Decisions: Discuss Making Life Changes (vocabulary 142-154).
Thurs. #2
23
Lesson 3: Discussing Major Decisions: Tell about One’s Own Decision
Do p. 138 in class. Discuss Distributional Aspect Inflection, Transition signs, and ways to conclude a narrative as we view DVD clips 1-13.
Thurs. #2
23
Preparing Your Narrative: workbook page 139. Discuss Final Presentation
Assignment 5: (p. 239) is to translate* a story titled Ordering at McDonald’s by John Maucere. Due Friday 9 p.m.
Fri. #1
Cumulative
Prepare for your final presentation.
Fri. #2
Cumulative
Final Presentation (in front of the class, YouTube, DVD, or flashdrive)