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North Seattle Community College World Language Department


ASL 2: AMERICAN SIGN LANGUAGE 122 SYLLABUS- WINTER QUARTER 2014 (5 credits) INSTRUCTOR: MICHAEL A. COOPER COURSE DATES: JANUARY 7 MARCH 25 TUESDAYS/THURSDAYS 6:00 p.m.-8:15 p.m.
Class Code: W14ASL2 Phone: (206) 393-7366 (Text) Email: michael.cooper@seattlecolleges.edu Office Hours: Email or text to make an appointment Location: Central College Bldg. -3357. Click for Map

IMPORTANT DATES:
01/10 Last day to withdraw with 100% refund 01/17 Last day to withdraw without a "W" appearing on transcript and without instructor
permission. Last day to change audit/credit status without instructor permission.

01/20 Martin Luther King Jr. Day - campus closed 01/24 Last day to withdraw with 50% refund 02/17 Presidents' Day - campus closed 02/28 Last day to withdraw (no refund) 03/26

Last day to change audit/credit status - instructor permission Comprehensive Final (Last Day of Course)

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COURSE DESCRIPTION
American Sign Language 122 is the second quarter of the first year of college level, transferable, language education designed to introduce the student to American Sign Language (ASL) and to the people who use it. In the study of ASL as a second language, the student will expand his or her knowledge of fundamental ASL grammar and communication, will discover issues unique to the Deaf Community in America, and learn that this beautiful, natural, rich language cannot be separated from the community that developed it. Prerequisites: ASL 121 or through the NSCC Placement Test.

COURSE STUDENT LEARNING OUTCOMES:


At the end of this course the students will be able to: 1. Demonstrate knowledge and comprehension of core vocabulary for ASL 2 by appropriate and correct responses, applications in classroom conversation, receptive and expressive assignments. Exhibit knowledge of basic issues common to American Deaf culture, its history and values, through classroom conversation and receptive assignments. Apply knowledge of the various uses and functions of American Sign Language classifiers. Produce the ability to communicate with Deaf individuals using ASL, and show knowledge of grammatical functions and rules by applying these principles in a consistent, practical manner through usage in and outside of class and through expressive assignments.

2..

3. 4.

TEACHING METHODS:
Method Communicative Language Teaching Application Interact with Deaf individuals in order to practice their ASL in DEAF-WORLD situations. Identify and Label new vocabularies through Digital Presentation Slides, Signing Naturally student workbook and DVD. Provide relaxed environment for students to learn ASL naturally.

Direct Method

Natural Approach 2013 Michael Cooper

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Multiple Intelligences

Design different test and assignment formats to maximize the most students learning needs.

REQUIRED MATERIALS:
BOOKS:

Lentz, E., Mikos, K. & Smith, C. (1997). Signing Naturally Level I: workbook and DVD . San Diego, CA: DawnSignPress. Drolsbaugh, M. (2008). Deaf Again. (4th ed.). Springhouse, PA: Handwave Publications. DEAF CULTURE LOG PAPER: This log paper is for you to document all deaf culture events. The Deaf Culture log paper is posted on the ASL 2 class webpage for you to print out. It is your responsibility to check upcoming Deaf Culture events at the ASL 2 class website. For more information, please feel free to contact the ASL Club President. I will announce his email address in the first week of class.

INSTRUCTIONAL TOOLS:
CANVAS: To check all assignments and due dates, you need to go to the CANVAS website, which can be found at canvas.northseattle.edu and for more information on how to use CANVAS website, you can contact me at michael.cooper@seattlecolleges.edu YOUTUBE: You will be viewing several YouTube videos for your assignments and uploading a couple of your unit expressive videos into YouTube. To find this website, go to YouTube WEBCAM: You are expected to record yourself for expressive assignments so it is important that your computer 2013 Michael Cooper

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has a webcam.

RECOMMENDED MATERIALS:
Random House Websters American Sign Language Dictionary (Hardback Edition) a good Sign Language Dictionary Quick Study: Academic: New American Sign Language by BarCharts, Inc. For more information, go to www.quickstudy.com (Good Study Guide for ASL 121/122) Websites to check out for additional information: http://www.asl.ms http://www.deafread.com http://www.handspeak.com http://www.deafvideo.tv http://commtechlab.msu.edu/sites/aslweb/browser.htm http://www.youtube.com http://www.hsdc.org http://www.asl.pro http://www.deafweb.org http://asl.meetup.com http://www.deaf.com http://www.myspace.com/bccasl http://www.asl.meetup.com/262 http://www.deaf-tube.com http://www.deafnewspaper.com

GRADING SCALE:

A 96%

Your grade is a numerical reflection of the effort and dedication that you invest toward your learning of this subject and your ability to apply what you have learned. You are the only person responsible for your grade. The sum of all of your work points comprises this numerical value that is your grade. As per NSCC policy, you will receive a letter grade after the completion of the quarter. This letter grade is assigned as an equivalent to your total earned numerical points. You must have no less than 60% of all possible points to receive a passing grade in this class. You must achieve a minimum of a C grade to transfer to the next level of ASL.

There is a total of 1100 points possible for this quarter. Your grade will be a fraction of that number.
A- B+ B B- C+ C 90% 87% 83% 80% 77% 73%

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C- D+ D D-

70% 67% 63% 60%

GRADING BREAKDOWN:
You will be graded on the following: Assignments Class Participation/Attendance Culture Book Quiz (4 x 25 points) Deaf Culture Experience (4 events x 25 points) Expressive Project (6 x 50 points) Fingerspelling Quizzes (10 x 10 points) Homework Assignments (5 x 20 points) Tests (3 x 50 points) Total Possible Score Points 100 points 200 points 100 points 300 points 100 points 100 points 150 points 1000 points Weight 10% 20% 10% 30% 10% 10% 15% 100% Languages ASL and English English ASL ASL ASL ASL and English ASL

ASSIGNMENTS:
CLASS PARTICIPATION/ATTENDANCE: Your attendance is required if you are to succeed in any sign language class. ASL 122 is no exception. Your attendance will be recorded and your percentage of attendance will be added to your final grade. 100 percent attendance will earn 100 attendance points. If you are not able to show up to class, you are required to inform me via email. My email address is michael.cooper@seattlecolleges.edu. If there is an emergency, page me at 206-393-7366. Please page only if you have an emergency; otherwise email me at my work email address. If the student arrives class late, I will give a warning and if the student is late repeatedly, I will count the excessive tardiness as an absence. If the student leaves during the class unless for valid reasons, I will count this as an absence. The CANVAS website automatically will add your attendance points. CULTURE BOOK QUIZ: We will be using two books called Signing Naturally Student Companion Workbook and Deaf Again. The class will have four online tests taken through CANVAS. Each test is worth 25 points. I will post the study guides on the ASL 122.01 class website and will inform the class when the study guides are posted. The CANVAS website automatically will grade your online culture book quiz. 2013 Michael Cooper

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DEAF CULTURE EXPERIENCE: The best means of mastering ASL and understanding Deaf Culture is to attend Deaf Culture events and use ASL. It is for this reason I require you to have 4 Deaf Culture contact experiences. The instructor will submit a detailed guideline for how to succeed in your Deaf Culture contact experiences. For each Deaf Culture contact you have acquired, please document this in your Deaf Culture Log Paper and write a 2- 3 page paper documenting and detailing your experience with Deaf Community for this quarter. The 2-3 page paper will be typed and cover your entire Deaf Community experiences you have acquired during this particular quarter. The students also are required to submit proof of documentation (i.e. brochure, business card, signatures, flyers, etc.) that they have attended the events. If it is not typed, I will return the paper back to you. The instructor will announce other upcoming Deaf Culture events in the class. The instructor will also post upcoming Deaf Culture events in the ASL 122.01 class website. The deadline for the Deaf Culture Log Paper and the 2-3-page report will be on the last day of the course. Late papers will not be accepted. The teacher will not accept Deaf Culture Report papers via email. EXPRESSIVE PROJECT ASSIGNMENT ASL requires a person to practice their expressive signing skills. For this assignment, all students are required to have 6 expressive skills projects designed to help the students utilize their expressive signing skills. For this project, the teacher will assign a topic for the students to do relating to expressive skills. The teacher will submit the assignment guidelines to students. North Seattle Community College Rubric for ASL 2 Expressive Project Assignment Name: _ Class: _ Date: Scoring:

Excellent = 4

Very Good = 3
Developing control of intermediate/ advanced language structures Mostly adequate and accurate use of vocabulary choices

Satisfactory = 2
Emerging implementation of intermediate/ advanced language structures

In Process = 1
Inadequate and /or inaccurate implementation of intermediate/ advanced language structures Inadequate and /or inaccurate use of vocabulary

Total

Grammar

Excellent control of intermediate/ advanced language structures

Vocabulary

Excellent vocabulary choices

Somewhat inadequate, inaccurate use of vocabulary

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choices Some hesitation but manages to continue and complete thoughts Occasional inaccuracies in one or more parameters Signing choppy and/or slow with frequent pauses, few or no complete thoughts Frequent inaccuracies in some or all parameters Conversation comprehensible, requiring occasional interpretation on the part of the viewer

choices Signing halting with uneven and long pauses or incomplete thoughts

Fluency

Signing continuously with few pauses or stumbles

Accent/ Production

Clear and accurate sign production

Inappropriate and inconsistent sign production Conversation barely comprehensible, requiring frequent interpretation on the part of the viewer Partial completion of the tasks with video.

Comprehensibili ty

Conversation readily comprehensible, requiring little or no interpretation on the part of the viewer Excellent completion of tasks with excellent video

Conversation comprehensible, requiring minimal interpretation on the part of the viewer

Class/ Assignment

Superior completion of tasks with superior videos

Completion of the tasks with videos

Grammar:_____ Accent/Production:____ Total Score:

Vocabulary:_____

Fluency:____

Comprehensibility:____ Class/Assignment: ___

FINGERSPELLING: We will have ten fingerspelling Quizzes. ASL 122 students are expected to master their fingerspelling skills. Each fingerspelling quiz will consist of ten points. HOMEWORK ASSIGNMENTS: Homework projects will be assigned to you as a take home learning/practice experience. I will provide homework semi-weekly. Late work will not be accepted. There will be no make-up homework. Homework is due at the beginning of the class. Homework projects pertain to the topics we discuss during the course.. I prefer that you submit to me the hard copy, not to me via email. If you do not have printer, you can use a printer at any computer that is available to students throughout Bellevue Community College and also please staple all of your reports/homework assignments. TESTS: 2013 Michael Cooper

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We will be covering Units 4 through 6 in Signing Naturally Student Companion. The tests will be from Signing Naturally Student Companion. There will be three tests. Topics of Each Chapter (From Signing Naturally Workbook) Unit 4 = Talking about Family Unit 5 = Telling about Activities Unit 6 = Storytelling (Comprehensive Final will cover Unit 6)

COURSE TENTATIVE SCHEDULE:


Week 01/08 01/10 Class Teacher Introduction and Syllabus Assignment and Quizzes No Grades based on amount and quality of work completed Review ASL 121-Units 1 to Units 3 and Class watch Conversation 1 from Begin Unit 4: Talking about Family Signing Naturally DVD and practice Conversation 1 on page 178; learn GRAMMAR: Contrastive Structure. Video Assignment: Watch Minidialogues 1-3 and answer questions Unit 4:2- Forming Negative Responses GRAMMAR: Forming Negative Responses. Students watch Melindas responses on the DVD and check the appropriate response in the workbook. Students practice ways to respond. VOCABULARIES: Learn vocabularies from page 219. CULTURE: Explain about Deaf Actors in the Silent Movies Unit 4:3-Rocking Numbers 67-98 GRAMMAR: Students learn how to produce rocking numbers then watch Joeys number video and circle the appropriate answer. HOMEWORK: Read Marie Jean Philips Biography Unit 4:5- Ranking GRAMMAR: Students learn how to use ranking then practice Conversation 2 after watching the DVD. The students answer the minidialogues. VOCABULARIES: Learn vocabularies from pages 220-221. Students watch Ivas narrative, My Family. HOMEWORK: Students practice retelling Ivas narrative

01/15

01/17

01/22

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01/24

Unit 4:6-Moving Letter J/Unit 4:7-Telling Ages

01/29

01/31

02/05

02/07

02/12

Students learn how to produce the letter J appropriately by watching Cinnies demonstration. Students practice fingerspelling from the student workbook and follow the structured dialogue. GRAMMAR: Students learn how to describe ages in ASL after watching Ivas demonstration. Students then practice their ASL receptive skills on Ages by watching the DVD section, How Old? then do the Identify Number Type. Unit 4:8- Possessive Adjectives GRAMMAR: Learn about Possessive Adjectives. Students practice Conversation 3 after watching DVD. Students answer minidialogues 1-3. VOCABULARIES: Learn vocabularies from pages 220-224. Unit 4:9- Pronouns and Possessives GRAMMAR: Learn about Pronouns and Possessives. Students practice signing the sentences in ASL. Unit 4:10- Question after a negative GRAMMAR: Learn how to make a statement/Unit 4:11- Ten Years negative statement using NONE and Later/Unit 4:12-Review Numbers 0-100 NOT. Students are to develop 6 negative statements followed by a question. Students watch Melindas Ten Years Later narrative and write down the information. Students review numbers 0 to 100 and write down answers on the What Number is It section. Unit 4:13-Davids Keys/Unit 4:14- Students watch Davids Keys on Commenting on Family Members/Unit DVD and answer the questions in the 4:15-Maintaining a Clear student workbook. VOCABULARIES: Sightline/Review for Unit 4 test Learn vocabularies from page 224. Students watch 3 minidialogues and answer those questions in the workbook. CULTURE: Learn how to maintain a clear sightline. Unit 4 test/Begin Unit 5- Telling about Unit 4 test then Begin Unit 5-Watch Iva Activities/Unit 5:1- Wh-Word Question and Priscillas conversation. (When)/Wh-Word Question-What a GRAMMAR: Wh-Word Person Did/Will Do/Establish Tense/ Question-When. Watch Norman and Stefanies conversation on DVD. GRAMMAR: Wh-Word

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02/14

02/19

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Question-What A Person Did/Will Do and Learn how to establish tense in ASL. Students watch minidialogues and answer questions in the workbook. Students watch Who, What, When section. Unit 5:2-Agreement Verbs/Unit 5:3- GRAMMAR: Agreement Verbs. G and H letters Students watch Ben, Michelle and Ivas activity on the DVD. Watch the Skits 1-3. Watch Cinnies G and H letters. Unit 5:4-Designating Location for GRAMMAR: Designating Locations Non-Present People/Unit 5:5- Are You for Non-Present People. Watch David Done? and Bens conversation. Do minidialogues 1-3. VOCABULARIES: Learn vocabularies from pages 289-293. GRAMMAR: Learn how to answer negatively to Are you done? Learn NOT YET and FINISH. Watch Michelles demonstration on the DVD. Do minidialogues 1-4. Unit 5:6-Sequencing Activities/Unit GRAMMAR: Sequencing Activities. 5:7-Tell How Often Watch Iva and Stefanies conversation. Learn the transition sign FINISH. Watch First and Second section and write down the appropriate answer. GRAMMAR: Translating English Questions with Do. Watch Davids translation and do the Activity. VOCABULARIES: Learn vocabularies from pages 293-298. Watch Tell How Often on the DVD then do the Who Did What How Often? section in the workbook. Unit 5:8-Tell About An Out of the GRAMMAR: Tell About An Out of Ordinary Activity/Unit 5:9-Commonly the Ordinary Activity. Learn the Fingerspelled Words transition sign. Watch Joey and Tyrones conversation then watch Tyrones demonstration. GRAMMAR: Plural Pronouns and Time Concepts beyond the current week. Watch the Circle the Day, Part of the Day then circle the appropriate answer. Watch Tell about Activities then circle the appropriate answer./Review the

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02/28

03/05

03/07

03/12

03/14

commonly fingerspelled words by answering questions after watching Write the Word 1 and Write the Word 2. HOMEWORK/CULTURE: Read Clayton Vallis biography. Unit 5 Test/Begin Unit 6/Unit Unit 5 test/Begin Unit 6/Watch Joeys 6:1-Timber Story/Unit Timber Story. Learn new 6:2-One-Person Role Shift in vocabularies from the workbook. Narratives/Unit 6:3-Two-Person Role GRAMMAR: One-person Role Shift in Shift in Narratives/Unit 6:4-Story Narratives. Practice doing the Cohesion one-person role shifting. GRAMMAR: Two-Person Role Shift in Narratives. Practice doing the two-person role shifting. GRAMMAR: Story Cohesion. Practice elements needed to tell a story well. Unit 6:5- The Gum Story/Unit Watch Stefanies The Gum Story. 6:6-Entrances and Exits/Unit Learn new vocabularies from the 6:7-One-Person Role Shift- Manner of workbook. GRAMMAR: Entrances Walking and Becoming Unstuck/Unit and Exits. Students practice using 6:8-Story Cohesion/ entrances and exits in ASL. GRAMMAR: One-Person Role Shift-Manner of Walking and Becoming Unstuck. Practice doing this specialized form of role shifting. Practice elements needed to tell a story well. Students practicing the story to be ready to be filmed. Unit 6:9- The Gallaudet and Clerc Watch Tyrones The Gallaudet and Story/Unit 6:10-Two-Person Role Shift Clerc Story. Learn new vocabularies in Narratives/Unit 6:11-Maintaining from the workbook. GRAMMAR: Spatial Agreement/Unit 6:12-Story Practice the two-person role shift in Cohesion/ narratives. GRAMMAR: Practice maintaining the spatial agreement. Practice elements needed to tell a story well. Unit 6:13- Childhood Stories- Wrong Watch Michelles childhood story, Name Wrong Name then answer those questions in the workbook. Learn new vocabularies from the workbook. Unit 6:14- Childhood Stories-If Only I Watch Priscillas childhood story, If Could Fly/Signs for Seeing Only I Could Fly then answer those questions in the workbook. Learn new vocabularies from the workbook. Watch Joeys narrative, Signs for Seeing

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03/19

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then answer those questions. Watch Normans childhood story, A True Fish Story then answer those questions in the workbook. Learn new vocabularies from the workbook. Watch Isias narrative, Signs for Negating then answer those questions from the workbook. Choose One of those stories: Unit 6:15- Choose one of the childhood story: I Childhood Stories: I Wanna Be Wanna Be Different or Ghost in My Different or Childhood Stories: Room. Learn new vocabularies from Ghost in My Room/Review for Unit 6 the workbook then answer those Test and Final questions in the workbook. Review for the comprehensive final. Comprehensive Final Take the comprehensive final. Unit 6:14- A True Fish Story/Signs for Negating

COURSE POLICIES:
ASL TUTORING: We do have ASL tutoring for all ASL students . For more information, please check out at the NSCC Tutoring Center NO MAKE UP POLICIES: Students are not allowed to make up any missed or late tests and other assignments. Only rare exception can be made to allow the students to make up tests and other assignments such as family death situations. NO VOICES/NO CELLULAR PHONES: ASL is best mastered if the students turn off their voices. By not using voices this will enable the students to develop better receptive ASL skills. This is the reason why I prohibit students to use voices at all times. You can use your voice only during the break. Whispering is not allowed. You are expected to assist your classmates and facilitate their effective learning by letting them wrestle with their own questions. Whispering answers to them do not help them learn anything .I will give 2 warnings to students who use their voice during class. For 1st warning, I will give a verbal warning and write the warning on paper and if the students use voice for 2nd time again, I will ask the student to please leave the class for the day. Students are not permitted to use cellular phones during the class for the reason that cellular phones do disrupt the class.

COLLEGE POLICIES:
ACCOMMODATION/ACCESSIBILITY: 2013 Michael Cooper

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If you require accommodation based on a documented disability, emergency medical information to share, or need special arrangements in case of emergency evacuation, please make an appointment with me as soon as possible. You will find that North Seattle Community College has many resources for its students with learning differences or disabilities have many options for developing strategies for academic success. You can find more information at the NSCC Disability Services Center INCLEMENT WEATHER INFORMATION: In case of inclement weather, check the status of NSCC opening/closing by going to web: Campus Closure Information or call (206) 934-3636 to obtain recorded message regarding the status of BCC opening/closing. In case of inclement weather on the day when the class is taking the test, the test will be postponed till the next class. You also can have the status information be downloaded to your cell phone. For more information on that, feel free to contact me. STUDENT CODE OF CONDUCT: All BCC students are required to adhere to BCC Policy on Student Code of Conduct. If you are uncertain of what is the BCC Policy on Student Code of Conduct, please go to the NSCC Student Policies website or go to NSCC Student Services Department to obtain the 2013-2014 College Catalogs. In stating that, I will give you the benefit of the doubt that you as an adult can handle responsibility for your actions. I will expect courtesy, attentiveness, and a willingness to learn. In so doing, you will earn my respect as a responsible adult and be treated accordingly. I will not tolerate any ridicule, harassment, distracting noise or behavior, cell-phone use, whispering, insults, cruelty. Sometimes, in class, when we make signing mistakes, these mistakes can be funny and laughter follows naturally, good-natured laughter is welcomed, especially where we learn to laugh at ourselves WITH our classmates not AT them. Keep in mind that no one feels free to take risks in an environment where they fear being ridiculed or criticized where you, yourself, feel free to make mistakes, and find understanding and support from those around you. As long as we have deaf people on earth, we will have signs. And as long as we have our films, we can preserve signs in their old purity. It is my hope that we will all love and guard our beautiful sign language as the noblest gift God has given to deaf people. - George Veditz (1913)

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