Fine Arts and Communication Division Fall 2004 Textbook Update Fall Course Outline Signing Exact English Level 1

Transcription

1 Butler Community College Pat Lowrence Fine Arts and Communication Division Fall 2004 Textbook Update Fall 2015 Course Outline Signing Exact English Level 1 Course Description SP108. Signing Exact English Level 1. 2 hours credit. This course will enable the student to effectively communicate using a basic level of SEE, manual language, and fingerspelling. This course will build confidence and awareness of deaf culture so that the student will engage and feel comfortable communicating with the deaf and hearing impaired in the community, on the job, or in the classroom. Course Relevance Signing Exact English, Level I is needed for different types of occupations like nursing and teaching, or any environment in which assistance can be rendered to a deaf person who is in need and no one is able to communicate with him/her. We create an openness to engage the deaf person in conversation by building knowledge of his/her culture. Required Materials Gustason, G, Phetzing, D & Zawolkow, E. Signing exact english. Los Alamitos, CA: Modern Sign Press, Inc. Gustason, G. Student workbook: Beginning curricula a, b and affixes used in signing exact english. Los Alamitos, CA: Modern Signs Press, Inc. *For complete material(s) information, refer to: Learning Outcomes The intention is for the student to be able to 1. Build confidence in communicating with a deaf person. 2. Render assistance by communicating with the deaf in order to meet his/her needs using basic signs and fingerspelling, some 750 words and affixes. 3. Describe characteristics of the deaf and the hard of hearing culture and the influence upon the rest of society. Primary Learning PACT Skills that will be DEVELOPED and/or documented in this course Through the student s involvement in this course, he/she will develop his/her ability in the following primary PACT skill areas: 1. Valuing Diversity Through a series of guests who represent the deaf culture, students will learn to value the deaf culture and different signing languages. 2. Nonverbal Communication SP 108 Signing Exact English Level 1 1

2 Through teams and dyads, students will develop receptive skills emphasizing expressiveness, face and eyes and movement by regular assignments and projects. 3. Self-concept Through a series of activities the student will build confidence in communicating manually with the deaf and hearing impaired. Secondary skills (developed but not documented): Listening (Receptive Skills) Time Management Teamwork Major Summative Assessment Task(s) These learning outcomes and the primary Learning PACT skills will be demonstrated by 1. Pre-test and post-test that measures the confidence in signing 2. Production of a videotape/presentation that demonstrates the receptive skills and signing skills through conversations and stories reflecting the 750 words and affixes 3. A reflective essay that demonstrates the value and appreciation for deaf culture in our society Course Content I. Themes - Key recurring concepts that run throughout this course: A. Learning signs B. Receptive and expressive signing C. Conversing in sign D. Deaf Culture E. Respect culture F. Respect of others G. Value of language and manual communication II. Issues - Key issues that will be addressed in this course: areas of conflict that must be understood in order to achieve the intended outcomes: A. The hearing worlds view vs. the deaf worlds view B. Differences in sign language systems III. Concepts Key concepts that must be understood to address the issues: A. Deaf Culture B. SEE Components C. Receptive skills D. Fingerspelling E. Expressiveness F. ASL principles G. Principles of See H. ASL concepts I. Numbers and counting in SEE IV. Skills/Competencies Actions that are essential to achieve the course outcomes: A. Sign and receive three hundred and sixty words B. Explain the nine principles of SEE SP 108 Signing Exact English Level 1 2

3 C. Sign and receive daily messages common to the classroom, home and other work environments D. List needs of the hearing impaired community as contrasted to the deaf community. E. Identify twenty signs that are the same in American Sign Language (ASL) and SEE. F. Tell a children s story, poem, or song using SEE, not less than five minutes in length. G. Sign and receive the alphabet for fingerspelling H. Count from one to one hundred I. Identify and demonstrate ASL concepts that are used in manual communication Learning Units Using Curriculum B, Lessons 1 12, the student should complete these learning objectives: I. Lesson 1 A. Demonstrate receptive skills for fingerspelling the letters of the alphabet B. Demonstrate receptive skills and signing skills for the thirty words of lesson 1. C. Observe and practice the concept of manual communication II. Lesson 2 A. Demonstrate signing skills in fingerspelling the alphabet 1 and 2. C. Explain SEE principle one. D. Sign simple sentences and conversations using vocabulary words in lesson 1 and 2. III. Lesson 3 A. Demonstrate receptive skills and signing skills in fingerspelling words. 3, and 1 2. C. Demonstrate receptive skills and signing skills using plurals, past tense, and past participles. D. Explain SEE principle two. E. Define an initialized sign. IV. Lesson 4 A. Demonstrate receptive skills and signing skills in fingerspelling simple sentences. B. Demonstrate receptive skills and signing skills using sentences and conversations using words from lesson 4, and 1 3. C. Explain SEE principles three. D. Define basic word. E. Name the three criteria to determine if basic words are signed the same of different. SP 108 Signing Exact English Level 1 3

4 V. Lesson 5 A. Demonstrate signing skills for the numbers B. Demonstrate fingerspelling for five names of those who attend class or five family members. C. Demonstrate receptive skills and signing skills using sentences and conversations with the vocabulary words of lesson 5, and lessons 1-4. D. Explain SEE principle four. E. Define a complex word. F. Define an affix, suffix, and inflection. G. Name four conditions of the family for a deaf child or a child who is hearing impaired. VI. Lesson 6 I. Demonstrate signing skills II. Demonstrate signing skills for introducing a person in conversation or in a speech. III. Demonstrate receptive skills and signing skills using sentences and conversations with the vocabulary words of lesson 6, lessons 1-5 and the numbers IV. Demonstrate signing skills for the numbers V. Explain SEE principle five. VI. Define a compound word. VII. Lesson 7 A. Demonstrate receptive skills and signing skills using simple conversations or storytelling and vocabulary words from lesson 7, lessons 1-6, and numbers B. Demonstrate signing skills for the numbers C. Explain SEE principle six. VIII. Lesson 8 A. Identify and discuss three other language systems of manual communication. B. Explain the use of TTD, the Kansas Relay Center, and television decoders for the deaf and hearing impaired community. C. Explain how technology has changed the way the deaf community communicates with one another and with the hearing community. D. Name three reasons why deaf children have difficulty learning English. E. Demonstrate receptive skills and signing skills using simple sentences and conversations using vocabulary words of lesson 8, lessons 1-7 and the numbers F. Demonstrate signing skills for the math concepts of plus, minus, times, etc. G. Name ASL and SEE concepts of directionality and questions. H. Demonstrate the placement and directionality concepts of ASL and SEE using a simple sentence or conversation. I. Explain SEE principle seven. SP 108 Signing Exact English Level 1 4

5 IX. Lesson 9 9, lessons 1-8. B. Demonstrate placement of pronouns and modifiers in ASL and SEE using a simple conversation. C. Explain SEE principle eight. X. Lesson 10 A. Demonstrate the concept of reduplication and emphasis in ASL and SEE using a simple conversation. 10, numbers 1-40, and lessons 1-9. C. Explain SEE principle nine. XI. Lesson 11 11, numbers 1-40, and lessons B. Demonstrate signing skills of questions and listing in ASL and SEE using simple conversation. C. Demonstrate signing skills for the numbers D. Demonstrate the signing skills in using negatives and classifiers of ASL and SEE in a simple conversation. XII. Lesson 12 12, the numbers 1-50, and lessons B. Demonstrate using all signing skills taught in this class in a five-minute story. C. Demonstrate signing skills for numbers Learning Activities Independent and/or collaborative learning activities will engage the student within and outside the classroom in developing skills in the process of manual communication from signing skills to receptive skills. Class discussion, practice activities, quizzes, small group activities and simulation games, as well as videos and video-taping student projects, hand-outs, and guest speakers from the deaf community will contribute to the learning process. These methods and other methods deemed suitable may be used individually or in combination by all instructors. Grade Determination The student will be graded on the satisfactory completion of major assessment tasks, various other learning activities, attendance, and participation, quizzes, projects, and daily work. SP 108 Signing Exact English Level 1 5