Unit Syllabus

America Sign Language

ASL 102
COURSE INFORMATION
Syllabus
Spring 2014

Name: Kathy Mutter
Ofce Location: Chesapeake Campus CT-2
Ofce Hours: 3:00 pm, Fridays, by appointment
Contact Information: Phone: 757-214-6157 (Uses ASL-English Video Relay Service)
Email: kmutter@tcc.edu
Blackboard site: http://learn.vccs.edu

COURSE INFORMATION





This ASL II course provides further development of basic language and
conversational skills in American Sign Language (ASL). Students will continue to
expand their vocabulary and grammatical knowledge, further building their
comprehension and production skills. In addition, students will increase their
awareness of Deaf culture.

Prerequisite: ASL I with a passing grade of C or better or approval from the
department chair.
Discipline Prex: ASL Course Number :102 Course Title: American Sign
Lanuage
Credit Hours 3 Lecture Hours: 3 Clinical Hours: 0
Contact Hours: Friday 3- 5 pm Studio Hours: 0 Repeatable for Credit: 0
Semester: 2014 Meeting Days:
Tuesday and Thursdays
Location: 6:30-9:45 pm
Location: Chesapeake Campus Building: CT, room: 405 8 weeks course
Instructor information

Course Description:




At the end of the course, students will be able to:

1. Apply expanded language skills and cultural behaviors to communicate and
interact appropriately in ASL.
(ACTFL 1.1, 1.3, 5.1)

2. Demonstrate an increased awareness of cultural values and cross-cultural
perspectives within Deaf communities.
(ACTFL 2.1, 2.2, 3.2, 4.1, 4.2)

3. Present and analyze narratives and various types of discourse in ASL through
the use of technology.
(ACTFL 1.1, 1.3, 4.1)

4. Demonstrate a understanding of the relationship between the products and
perspectives of American Deaf culture and the Deaf World.
(ACTFL 2.2)

5. Use American Sign Language both within and beyond the school setting.
(ACTFL 5.1)












At the end of the course, students will be able to:

1. Apply expanded language skills and cultural behaviors to communicate and interact
appropriately in ASL.
(ACTFL 1.1, 1.3, 5.1)

2. Demonstrate an increased awareness of cultural values and cross-cultural
perspectives within Deaf communities.
(ACTFL 2.1, 2.2, 3.2, 4.1, 4.2)

3. Present and analyze narratives and various types of discourse in ASL through the
use of technology.
(ACTFL 1.1, 1.3, 4.1)

4. Demonstrate a understanding of the relationship between the products and
perspectives of American Deaf culture and the Deaf World.
(ACTFL 2.2)

5. Use American Sign Language both within and beyond the school setting.
(ACTFL 5.1)
Course Student Learning Outcomes (SLO):
This design is an assessment plan to monitor process
toward learning goal(s)




At the end of the unit, the student will be able to:

Unit Outcome Unit Activity Unit Assessment Aligned with
Course
Outcomes
Outcomes
ACTFL
Apply
expanded
language skills
and cultural
behaviors to
communicate
and interact
appropriately
in ASL.
class discussion in
ASL about
videophone and
video relay service,
technology for Deaf
people like light
strobe system for
different sounds, and
how to use
interpreters.

Show a video about
differences between
hearing and deaf
cultures

Hands-on activities.
Using cards for three
groups
test, and class
observations
1,3
Standard 2.2
(ACTFL 1.1,
1.3, 5.1)
Demonstrate
an increased
awareness of
cultural values
and cross-
cultural
perspectives
within Deaf
communities.
students attend
Deaf-related events
like silent suppers,
deaf churches, and
deaf sports activities.
journal entry about
their experiences
through attending
Deaf-related
events
2 (ACTFL 2.1,
2.2, 3.2, 4.1,
4.2)
Present and
analyze
narratives and
various types
of discourse in
ASL through
the use of
technology.
Students present an
ASL story by
videotaping
themselves.
Students will analyze
their own story and
do a self-critique.
videotape of
students stories,
student evaluation
form,

instructor will
evaluate and
provide feedback
3,
Standard 5.1
(ACTFL 1.1,
1.3, 4.1)
UNIT OUTCOME CHART:


I will use both Direct Method and Total Physical Response. For Direct Method, I will teach new
vocabulary signs to students. Students will practice those signs with me. After I nish teaching, I
will use PowerPoint slides to test students.

I will also apply Total Physical Response. Students will practice with each other using ASL. This
activity helps students to learn by repeating the signs until they are comfortable with the signs.



Materials and resources:

computer, IPad, or laptop
PowerPoint presentation
LCD
projector
whiteboard/expo black marker/eraser
Signing Naturally Unit 7-12 student workbook
Numbering Textbook
See What I mean DVD




Making Request

2 weeks unit plan for 50 minutes

Dates: Weekdays: Lesson: Assignment:
March 24 Monday Introduce vocabulary
signs
vocabulary signs review
pages 40-47
March 26 Wednesday Practice key phrases
and introduce money
and numbers
Key Phrase Pages
37-38
Money Numbers page
31
March 28 Friday introduce plain verbs;
inecting verbs; spatial
verbs
Types of verbs-
page 32
April 2 Monday continue Fridays work Inecting verb & spatial
verbs- page 39
UNIT PLAN
TEACHING METHODS
MATERIALS AND EQUIPMENT





At the end of this lesson, the students will be able to:

1. Identify and practice plain verbs, inecting verbs and spatial verbs.
2. Demonstrate accurate ASL Topic Markers grammar use with (NMS) and syntax inorder to
clarify the sequencing to a person with reference points.
3. Develop conversational dialogue through use of plain verbs, inecting verbs and spatial
verbs in ASL.




3/28/20014

ASL 102

Before class: 15 minutes ( set up everything ready before the class beginning)

UNIT 9

Objective: Focus on verb types

Duration: 1 hour


April 4 Wednesday introduce making
requests
Making Requests
pages 33-34
April 7 Friday Test; assignment
collection (videotapes/
See What I Mean)
Unit 9 Test
Videotape assignment
See what I mean
Assignment Due
LESSON OUTCOMES
LESSON PROCEDURES

















































SLIDES INSTRUCTION CHECKLIST
( 5- 7 minutes)

Teacher will nger spell his rst
name backward.

Student will respond by
ngerspelling their name
forward.

Teacher will use the roster to
check off students names to
check who is present and who is
absent.
(5 minutes)

Money Numbers: assignment

1). Ask students what is the
answer for number 1.
2) If students are correct, sign
CORRECT
3). If student answer wrong go
the next student.

Answer:

1. $3.50
2. $7.99
3. $10.68
4. $13.79
5. $15.88
6. $27.69
7. $25.00
8. $45.39
9. $57.26
10. $0.80

Any questions?



Comment:__________________
__________________________
__________________________



Comment:__________________
__________________________
__________________________



(6:30-6:37)


(6:37-6:42)

LESSON PLAN

















































SLIDES INSTRUCTION CHECKLIST
Show this slide after they nish
answer their homework. allow
them to look at the correct
answer.
(15 minutes)

introduce to three verbs types

Explain the three verbs types

Ask student what is plain verbs?

Give student an opportunity to
explain and give examples

Ask student what is Inecting
verbs?

Give student an opportunity to
explain and give examples

Ask student what is spatial
verbs?

Give student an opportunity to
explain and give examples




Comment:__________________
__________________________
__________________________

Comment:__________________
__________________________
__________________________

















































SLIDES INSTRUCTION CHECKLIST
(7 minutes)
Introduce to Plain verbs

Plain verbs= Have to point/
index to indicate who or what
- a verb sign used with
indexing or other pronouns to
tell who did what to whom

Examples: LAUGH, BE-
RAISED, SMILE, OPEN-
BOOK, TO - SMELL, BUY,
THINK,
ACT, TALK, CHAT

Try to put these in ASL:

Those four boys laughed at
the girl.
I bought a car last night.
My teachers laughed at me.
She smiled at me.
I laughed at my mom.
I was raised in Beaverton.
Practice using in ASL sentences with
different verb
signs:
I- ___________- you
I- ___________- him
he- ___________- him
I- ___________- her
she- ___________- her
they- ___________- you
he- ___________- her
you- ___________- them
she- ___________- him.
she- ___________- you
he- ___________- you
you- ___________- me
he- ___________- me
she- ___________- me




Comment:__________________
__________________________
__________________________



Comment:__________________
__________________________
__________________________

















































SLIDES INSTRUCTION CHECKLIST
(7 minutes))

Locational/Spatial verbs = Place to
Place
! A verb sign that indicates the
places/locations involved in
the action by where the sign
starts and stops in space.
! Can be used to set up a
place in space to be referred to
later
! The movement indicates two
places in different spaces.
! Where the sign begins
indicates the beginning
location, where it ends
indicates the ending location.
Examples: MOVE, FLY-TO,
COMMUTE-TO, ARRIVE, ENTER,
MEET, BRING, GO-TO, DRIVE-TO
Ask students if they have any
questions relate to three types of
verbs.
(2 minutes each group activity)

Click all the videos to watch and
follow directions.



Comment:__________________
__________________________
__________________________



Comment:__________________
__________________________
__________________________



Comment:__________________
__________________________
__________________________

















































SLIDES INSTRUCTION CHECKLIST
Click all the videos to watch and
follow directions.
Show this powerpoint to
students and watch the video.




Comment:__________________
__________________________
__________________________



Comment:__________________
__________________________
__________________________

















































INFORMAL ASSESSMENT:

Teacher will give constructive feedback with a positive critique to students when they made
errors.

COMPREHENSION CHECK:

Teacher will ask students some questions regarding to make request and to check answer in
appropriate ASL

ASSESSING LANGUAGE SKILLS:

Teacher will observe studentss ability to express in plan verbs, inecting verbs, and spatial verbs

FORMAL ASSESSMENT TOOLS:

Students will produce videotapes of three different verbs. I will analyze their videotapes using my
rubric.

HOMEWORK:

Student will start on Making request page 33-34 for next week.
ASSESSMENT TOOLS

SIGN LANGUAGE
SCORING RUBRIC FOR ASL 102
videotape assignment





Goals 20 pts 15 pts 10 pts 5 pts 0 pt score
Spatial usage:
three types
Express good
point/index to
indicate who or
what and
locational/
spatial verbs
and directional
verbs
Most good
point/index to
indicate who or
what and
locational/
spatial verbs
and directional
verbs
Many point/
index to
indicate who or
what and
locational/
spatial verbs
and directional
verbs
Some good
point/index to
indicate who or
what and
locational/
spatial verbs
and directional
verbs
Few used
correctly

=_____

Sign clarity
No unnatural
pauses; almost
effortless and
smooth, but still
perceptively
non-native
Some unnatural
pauses;
somewhat
smooth, but
perceptively
non-native
Many unnatural
pauses;
produces
message with
effort; not
smooth
Frequent pauses
interfere with
comprehensibili
ty; produces
message only
with extreme
effort;
uncomfortable
to watch
Delivery is
halting; signs
are not correct
to sentences;
very
uncomfortable
to watch

= ______
Facial
markers

DONT
MIND,

PLEASE
FOR- ME
Consistently
shows
involvement in
conversation
with Topic
marker
Inconsistently
shows
involvement in
conversation
with topic
marker.
Occasionally
shows
involvement in
conversation
with Topic
Marker.
Rarely shows
involvement in
conversation
with topic
marker.
No response
=______
Eye gaze
All features
used correctly
Most features
used correctly
Many features
used correctly
Some features
used correctly
Few features
used correctly

=______
ASL synatx All sentences
are structured
correctly
Most sentences
structured
correctly, only
minor problems
with structures
Many sentences
structured
correctly; some
problems with
structure
remain
Some sentences
structured
correctly; many
structural
problems
Few sentences
structured
correctly

=______
Total=______
This is for quiz Unit 9. Use this rubric to grade students performance.


Goals 20 pts 15 pts 10 pts 5 pts 0 pt score
Spatial usage:
three types
Express good
point/index to
indicate who or
what and
locational/
spatial verbs
and directional
verbs
Most good
point/index to
indicate who or
what and
locational/
spatial verbs
and directional
verbs
Many point/
index to
indicate who or
what and
locational/
spatial verbs
and directional
verbs
Some good
point/index to
indicate who or
what and
locational/
spatial verbs
and directional
verbs
Few used
correctly

=_____

Sign clarity
No unnatural
pauses;
almost
effortless and
smooth, but
still
perceptively
non-native
Some unnatural
pauses;
somewhat
smooth, but
perceptively
non-native
Many unnatural
pauses;
produces
message with
effort; not
smooth
Frequent pauses
interfere with
comprehensibili
ty; produces
message only
with extreme
effort;
uncomfortable
to watch
Delivery is
halting; signs
are not correct
to sentences;
very
uncomfortable
to watch







= ______
Facial
markers

DONT
MIND,

PLEASE
FOR- ME
Consistently
shows
involvement
in
conversation
with Topic
marker
Inconsistently
shows
involvement
in
conversation
with topic
marker.
Occasionally
shows
involvement
in
conversation
with Topic
Marker.
!Rarely
shows
involvement
in
conversation
with topic
marker.
No response





=______
Eye gaze
All features
used correctly
Most features
used correctly
Many features
used correctly
Some features
used correctly
Few features
used correctly






=______
ASL synatx All sentences
are structured
correctly
Most sentences
structured
correctly, only
minor problems
with structures
Many sentences
structured
correctly; some
problems with
structure
remain
Some sentences
structured
correctly; many
structural
problems
Few sentences
structured
correctly






=______
Total =

=______