ASL 101

University of Kapp
Department of Classical and Modern Language
American Sign Language and Interpreting Studies
Unit 2: Exchanging Personal Information
Tuesday, Thursday & Friday 10 am to 10:50am
Location of Room: SRK 107
Fall 2014
Name: Shannon Kapp
Masters of Arts Degree
University of Kapp
USATown, KY USA 00000

Email: srkapp@kapp.edu
Phone: 000-000-0000 (Videophone)
Office Hours
By Appointment Only

A.

Interpreter Training Program/Department of Modern & Classical Language

ASL 101 American Sign Language Level One, Clinical hours required.

B.

Prerequisite: There is none however, student must attain C or above to advance to the next level of ASL classes.

C.

Required Texts:

a)
b)
c)
d)
e)

Smith, C., Lentz, E. and Mikos, K. (2008) Signing Naturally Student Workbook, Units 1-6
Moore, Matthew & Levitan, Linda (2003) For Hearing People Only
Hand-made reading and activity materials.
Videos and Materials as assigned by instructor
Extensive assignments on blackboard. Required the use of PowerPoint 2010 or later version.

D.
Course Description:
A functional notation approach to learning beginning American Sign Language (ASL). Development
of basic vocabulary, syntax, non-manual Community.
This course fulfills a General Education Arts & Sciences Programmatic Requirement (Foreign Language). One goal of the course will be to understand and appreciate cultural
diversity. Key elements related to this goal include: recognizing ways that culture shapes our behaviors and attitudes, demonstrating an understanding of the relationship between
culture and environment, recognizing the diversity within cultural groups, and analyzing the impact of cultural diversity on problems and societal issues. In part, this understanding
will be (explicitly) modeled during presentations and/or group discussions. Your progress in this area will be assessed with a graded assignment (embedded in exam questions,
presentations, etc.).
E.

Course Objectives:
ASL 101 is a general education course that is designed to help students:
a) Communicate effectively by applying skills in reading, writing, speaking (signing), and listening (receptively understanding ASL) and through appropriate use of
information technology
b) Use appropriate methods of critical thinking and quantitative reasoning to examine issues and to identify solutions
c) Integrate knowledge that will deepen their understanding of, and will inform their own choices about, issues of personal and public importance.

Upon completion of this semester, the student will be able to:

d) Show awareness of and respect for Deaf Culture and Heritage
e) Use appropriate non-manual behavior markers for different types of sentences
f) Understand and use signs expressively and receptively related to:
1) Introduction oneself and others
2) Exchanging personal information
3) Talking about surroundings and where they live
4) Talking about their families
5) Telling about specific activities
F. Follow Rubrics as Expected
Requirements
Participation
Presentation

Language

4
Meets all anticipations
Participates completely,
excellent perceptions
Full pace/comfort level with
signing, fingerspelling clear
and precise, excellent range of
vocabulary with sign
production & facial expressions

3
Meets most anticipations
Participates most of the time,
gives good perceptions
Meets most of the pace/comfort
level with signing, few
fingerspelling errors, range of
vocabulary with sign
production & facial expressions
are mostly met

Meets high expectations of

fluency, meets all standardized
expectations of ASL structure

Meets most of the expectations

of fluency, makes few errors &
understood well

G. Instructional Tools
a. Use of PowerPoint
b. Videos: links used in Blackboard
i. Teacher-made videos
ii. Deaf movies
c. Deaf Presenters
d. Handouts
e. Lab Reports

2
Meets some anticipations
Participates some of the times,
little of perceptions
Somewhat meets the
pace/comfort level, frequent
fingerspelling errors, somewhat
meets expectations in
vocabulary with sign
production & facial expression
are missing some
Meets some of the expectations
of fluency, errors are frequent
but not understood

1
Meets no anticipations
No participations & does not
present any perceptions
Does not meet the pace/comfort
level, often makes
fingerspelling errors and does
not meet expectations in
vocabulary with sign
productions & no facial
expressions
Does not meet any of the
expectations, does not
completely meet the structure

H.
x
X
X

Teacher Education Model Components

KNOWLEDGE
Methodological
x
Behavioral
x
Specific: Deaf Culture, Grammars
x
General
x
x

G.
Course Outline/Activities
Date
Activity Topic(s)
Welcome, Introduction, Syllabus
Week of
Deaf Awareness Quiz
August 26
Names, Introducing Oneself
Having A Deaf Instructor
Attending a Deaf Event
Appropriate Response to Thank
You
Strategies for Learning ASL
Activity Topic(s)
Date
Classifiers
Week of
Colors, Genders, Deaf?
Sept 02
Numbers
Names Recognitions
History of ASL
Introduction to Deaf Culture
Presentation #01- Review

GUIDED EXPERIENCES
Observation
Participation
Practice
Simulation
Case Studies
Role Playing

PRACTICE
Professional Development
Professional Practice
Student Teaching

Blackboard/Assignment
I-01a- letters first names
I-01b- classmates first names
I-07e- Appropriate Responses
I-07d- Strategies for Learning ASL

Quiz
#01

Textbook
Homework 1:1
Homework 1:3

FHPO

Ready for Lab #

Lab # along with its
deadline. Deadlines
are strictly enforced.
No exception!

Blackboard/Assignment
I-02a- Classifiers Introduction (DCL)
I-02b- Classifiers Introduction (LCL)
I-02c- Classifiers Introduction (BCL)
I-02d- Classifiers Introduction (SCL)
I-02e- Classifiers Introduction (PCL)
I-02i- Identify a person
I-03a- Color Vocabulary
I-03b- Genders/Deaf/Student
I-03c- Same/Yes/ Vocabulary
I-03d- Clothes Vocabulary
I-04a- Numbers
I-06a- Presentation#01
I-07a- Brief History
I-07b- Deaf Culture

Quiz
Covers last
week and
this week

Textbook
Homework 1:2
Homework 1:8

FHPO

Ready for Lab #

#01- September 13
Need to know
Fingerspelling
Names (A-Z)

#02
#03
#04
#05

Ch. 01