New Course OR Existing Course Instructor(s)/Author(s): Laurie Huffman, Nancy Whitman and Joan Germany Subject Area/Course No.: Elementary American Sign Language II Units: 5 Course Name/Title: Sign 51 Discipline(s): American Sign Language Pre-Requisite(s): SIGN-050 or 2 years of high school SIGN LANGUAGE or Prerequisite Challenge Co-Requisites/Advisories None Catalog Description: Sign 51 is the continuation of Sign 50 of a four semester series of receptive and expressive skills signing in the United States and other English speaking cultures The content used in learning the language is drawn from the rich deaf and hearing cultures of the United States.. Schedule Description: Improve your Sign skills, converse in American Sign Language (ASL) with your friends and coworkers, work toward certification and/or transfer to a four-year university. Sign 51 is the continuation of Sign 50 of a four semester series of receptive and expressive skills signing,. Hrs/Mode of Instruction: Lecture: _90 Scheduled Lab: HBA Lab: Composition: Activity: Total Hours 90 (Total for course) Credit Credit Degree Applicable (DA) Grading Pass/No Pass (P/NP) Repeatability 0 Credit Non-Degree (NDA) Letter (LR) 1 (If Non-Credit desired, contact Dean.) Student Choice (SC) 2 3 Last date of Assessment: new course: 5/15 Cohort #: 2 Please apply for: LMC General Education Requirement(s): None (Please list the proposed area(s) this course meets, or indicate none ) Transfer to: CSU UC IGETC Area CSU GE Area C-ID Number Course is Baccalaureate Level: Yes No Form Revised 082013 Page 1 of 9
Signatures: Department Chair Librarian Dean Curriculum Committee Chair President/Designee CCCCD Approval (Board or Chancellor's Office) For Curriculum Committee Use only: STAND ALONE COURSE: YES NO FOR OFFICE OF INSTRUCTION ONLY. DO NOT WRITE IN THE SECTION BELOW. Begin in Semester Catalog year 20 /20 Class Max: Dept. Code/Name: T.O.P.s Code: Crossover course 1/ 2: ESL Class: Yes / No DSPS Class: Yes / No Coop Work Exp: Yes / No Class Code A Liberal Arts & Sciences SAM Code A Apprenticeship Remediation Level B Basic Skills B Developmental Preparatory B Advanced Occupational NBS Not Basic Skills C Adult/Secondary Basic Education C Clearly Occupational D Personal Development/Survival D Possibly Occupational E For Substantially Handicapped E* Non-Occupational F Parenting/Family Support F Transfer, Non-Occupational G Community/Civic Development *Additional criteria needed H General and Cultural 1 One level below transfer I Career/Technical Education 2 Two levels below transfer J Workforce Preparation Enhanced 3 Three levels below transfer K Other non-credit enhanced Not eligible for enhanced Course approved by Curriculum Committee as Baccalaureate Level: _Yes / No_ LMC GE or Competency Requirement Approved by the Curriculum Committee: Distribution: Original: Office of Instruction Copies: Admissions Office, Department Chairperson Form Revised 082013 Page 2 of 9
Institutional Student Learning Outcomes Check the institutional student learning outcomes (or category of outcomes) below that are reflected in your course: General Education SLOs (Recommended by GE Committee) At the completion of the LMC general education program, a student will: 1. read critically and communicate effectively as a writer and speaker. 2. understand connections among disciplines and apply interdisciplinary approaches to problem solving. 3. think critically and creatively 4. consider the ethical implications inherent in knowledge, decision-making and action. 5. possess a worldview informed by diverse social, multicultural and global perspectives. (Each of the above student learning outcomes for the general education program has a written explanation with illustrations and examples of its application within courses, as well as specific assessment criteria. Consult the GE program information pages.) Program-Level Student Learning Outcomes (PSLOs) PSLO 1: Communication 1. Provide and obtain information; express feelings and emotions; exchange opinions 2. Interpret written, spoken and expressed language at the cultural and figurative level 3. Present information, concepts, and ideas on a variety of higher educational topics, moving from everyday language to higher education level vocabulary demonstrating creative use of language PLSO 2: Cultures 1. Analyze target culture as it is interwoven in every lesson presented. Hypothesize and interact with others given on-going new cultural data. Analyze the relationship between the practices the what and perspectives the why of the target language culture, and use that understanding to interpret events in the modern world 2. Examine and analyze current world culture more objectively 3. Demonstrate an interest in the study of the target language and culture in areas in which the American Sign Language is used PSLO 3: Connections 1. Extend communication beyond personal survival or literary topics to further understand disciplines through the target language 2. Recognize the distinctive viewpoints that are available only through the target language and its many cultures, thereby becoming better informed citizens of the United States and of the world PSLO 4: Comparisons 1. Compare the target language to students first language in order to identify and appreciate the unique way language is used to carry out specific tasks and functions Students will deepen their understanding of the structure and vocabulary of target language PSLO 5: Communities 1. Use the target language for personal enjoyment and enrichment. Students will interact with heritage speakers within the community and extend language usage. Apply target language in the context of community assistance projects designed to enhance student and community interaction Form Revised 082013 Page 3 of 9
Course-Level Student Learning Outcomes (CSLOs): At the completion of Sign 51, students will: 1. Communicate in elementary transfer level Il American Sign Language using receptive and expressive skills, and facial expression, in signing and fingerspelling. Demonstrate appropriate basic grammar, syntax and vocabulary at the beginning II level. Apply acquired language skills associated with familiar topics, cultural themes, and survival situations. 2. Communicate in culturally and ethically appropriate ways, using the American Sign Language to create meaning and respond to Deaf community. Identify and discriminate between the nuances of the home culture and world cultures represented by the target language. 3. Illustrate competency in elementary American Sign Language level Il by using skills for personal and global communication needs in the target language community locally and throughout the world. 4. Develop personal connections and global understanding using American Sign Language through technology. Assessments: Quizzes Tests Midterms Oral & Written Presentation Projects Oral Performance Group Projects Writing Responses In class or homework Written Final Exam Comprehensive 20% of final grade CSLO 1 X X X X X CSLO 2 X X X X X CSLO 3 X X X X CSLO 4 X X x CSLO 1: Communicate in elementary transfer level Il American Sign Language using receptive and expressive skills, and facial expression. Demonstrate appropriate basic grammar, syntax and vocabulary at the advanced level II. Apply acquired language skills associated with familiar topics, cultural themes, and survival situations Reading and Writing Assignments: Through readings in text, and various American Sign Language resources, students will construct and peer-evaluate a short written summary individually or in small groups. Exploration of cultural, social and political topics that are current and refer to historical events will enhance students background knowledge of the Deaf world. Rationale: Students research on Deaf culture will give a basis for the development and application of unique language patterns used in sign presentation. Quizzes: Quizzes will evaluate comprehension of course text, lecture and exercises. Rationale: Comprehension of text and lecture are essential components that lead to critical thinking through language production. Quizzes motivate students to read, model and prepare to use American Sign Language in the classroom. The Mid-Term Exam and Oral presentation will demonstrate students ability to think and produce language critically and creatively at the elementary Sign Language ll level. Students will generate in Signing modeled in the class lectures. Rationale: Assess students' ability to demonstrate their comprehension and analysis of course Form Revised 082013 Page 4 of 9
content, to illustrate their critical thinking and organizational skills, and their ability to logically generate their unique sign language skills. Sample Assessment: Mid-term Oral Presentation: Using correct grammar, syntax, vocabulary from the text and course resources, research and relate in American Sign Language knowledge of the topic by synthesizing information. Present to the class, using correct American Sign Language, with limited reference to the prepared writing. Respond in American Sign Language to questions generated from students in class reinforcing the theme and vocabulary CSLO 2: Communicate in culturally and ethically appropriate ways, using the American Sign Language to create meaning and respond to Deaf community. Identify and discriminate between the nuances of the home culture and world cultures represented by the target language. Written and Oral Assignments: Through film, lecture, cultural readings, field trips and other American Sign Language resources, students at the Elementary American Sign Language 2 level will generate language using unique patterns and report, in writing and spoken American Sign Language, distinct cultural contrasts and comparisons. Students apply American Sign Language skills in a variety of situations where they must decide what is culturally appropriate or inappropriate depending upon the social and/or cultural situation. Students enhance background knowledge of the American Sign Language-speaking world by manipulating new knowledge and linguistic skills to everyday situations at work, school and within their communities. Quizzes: Quizzes will evaluate and assess student comprehension in reading and writing, linguistic skill building, and online learning focusing on listening for meaning and comprehension. Rationale: Comprehension and application of text, lecture, online and linguistic practice are essential components that lead to critical thinking and real-world language application skills. Evaluation and immediate correction of students capacity in reading writing, comprehension and speaking of the American Sign Language will support higher levels of proficiency in language production. Quizzes motivate students to prepare to effectively and correctly speak the target language in the workplace, community, college and daily situations. Oral and Written Exam: Demonstrate students ability to think and produce unique language patterns critically and creatively. Assessments will reinforce socially and culturally specific American Sign Language level 2 as modeled from text, lectures, film, online resources and group peer-learning activities. Rationale: Assess students' ability to demonstrate their comprehension and analysis of course content, to illustrate their critical thinking and organizational skills, and their ability to logically generate their unique language skills in real-world situations. Peer review at the Elementary Sign II level enhances the levels of language proficiency as the students bring varied levels of cultural and linguistic knowledge to the classroom. Sample Assessment: Oral and Written Assignment (group activity) 1) Distinguish key linguistic and social patterns presented in the text and lecture. Share within the group their importance and reframe unique distinctions from the mainstream culture in the USA. Share why these distinctions are important in both your home and Deaf culture and how they connect. 2) Generate three questions, in American Sign Language, from your study of travel in the American Sign Language-speaking world and pose them to native American Sign Language speakers in the community, on campus or in the workplace. Critique all information from your interviews in American Sign Language. 3) Prepare a group presentation in American Sign Language on your virtual/mock travel Elaborate on discreet information that is unique and culturally enriching for the class. Draw parallels between your knowledge prior to you study and interviews and after. Conclude with personal connections to your heritage, family history or general cultural understanding of your new travel experience to the American Sign Language-speaking communities. 4) Your group will answer questions from the class at large during your group presentation, in American Sign Language, as they summarize the key points. Both your critique of peer presentations and group Form Revised 082013 Page 5 of 9
presentation will constitute this assessment. This exercise is conducted only in American Sign Language. CSLO 3: Illustrate competency in elementary American Sign Language level Il by using skills for personal and global communication needs in the American Sign Language-speaking community locally and throughout the world. Written and Oral Assignments: Using content from readings and linguistic patterns in text and various American Sign Language resources, students will practice American Sign Language in small groups. Students expand and explore cultural, social and political topics that are current and refer to historical events will enhance background knowledge of the American Sign Language world at the elementary II level. Rationale: Students research in Deaf culture will give a basis for the development and application of unique language patterns used in oral presentation. Quizzes, Exams and Final Exam: Proficiency tests will measure student language acquisition in discreet listening and comprehension skills, conversation, speaking, reading and writing in American Sign Language at the chapter 7-12 level. Quizzes will evaluate and enhance comprehension of course text, lecture and signing exercises. The course final exam will incorporate and test all skills acquired over the semester including, culture, grammar, linguistics, reading, writing and speaking. Rationale: Comprehension and application of text, lecture and signing in the form of proficiency quizzes and exams are essential components that lead to critical thinking through language production and enable the student to use American Sign Language creatively for self-expression. Final exams prepare and motivate students to correctly use American Sign Language in the classroom, workplace and the community and be prepared to move to the next level of American Sign Language 52. Sample Assessment: (final exam) Students are required to complete a series of evaluative exercises that assess outcome proficiencies in comprehension, reading, speaking and writing at Elementary American Sign Language level ll. In addition, students will prepare and present a final topic, in American Sign Language, to the class. This topic will vary depending upon student interest and instructor approval. A traditional research paper in American Sign Language will be required demonstrating student ability in American Sign Language writing. Students may use their talents in performance eg., narrative stories, plays, online video performance, and/or cultural sharing of artifacts for the signed component of the final. Rationale: Research and oral presentations encourage and allow students to explore a topic of their own choice in depth. Written final exams assess students comprehension of material and skill in making connections between ideas presented in the texts and/or their personal experiences and reinforce language pattern usage. The final exam will assess students skill in communicating effectively as a speaker integrating linguistic skill and cultural knowledge acquired during the semester of Elementary Sign II. CSLO 4: Develop personal connections and global understanding using American Sign Language through technology. Written and Oral Assignment; Through online resources such as media and lectures, cultural connections, virtual field trips and other American Sign Language age resources, students will synthesize and report, in writing and signing American Sign Language, on distinct cultural contrasts and comparisons. Students apply Elementary Sign II language skills in a variety of situations that test their knowledge of what is culturally correct or incorrect depending upon the social and/or cultural cue. Students enhance background knowledge of the American Sign Language-speaking world by developing new and unique language patterns and linguistic skills to everyday situations at work, school and within their communities through assignments designed via the internet. Quizzes: Quizzes available online will evaluate (and immediately assess) student comprehension in reading and writing, and linguistic skill building focusing on listening for meaning and comprehension. Rationale: Comprehension and application of text, lecture, online and linguistic practice are essential components that lead to critical thinking and real-world language application skills. Evaluation and immediate correction of students work in reading writing, comprehension and speaking of the American Sign Language will support higher Form Revised 082013 Page 6 of 9
levels of proficiency in language production. Quizzes motivate students to prepare to effectively and correctly listen for meaning and sign the target language in the workplace, community, college and daily situations. CSLO Weighting CSLO 1: 35% CSLO 2: 35% CSLO 3:20% CSLO 4:10% Method of Evaluation/Grading A-level student work is characterized by the student demonstrating accurate communication, in receptive and expressive skills. The student can answer and ask written and signed questions at approximately 90% accuracy. The student demonstrates at a high level use of basic grammar, syntax, verb meaning, advanced level of vocabulary and facial expression. An A student s competency in comprehension, reading and writing and signing in the target language shows a clear understanding of the basic components of language proficiency. The student interprets new cultural information accurately and recognizes and distinguishes the differences from mainstream culture. Students receiving an A on the signed midterm and final demonstrate critical thinking and application skills by generating American Sign Language in unique and clearly understandable sentence structures. An A student scores 90% on written quizzes demonstrating competence in manipulating grammar and syntax, vocabulary and reading comprehension A level students create and perform final Signed presentations that exhibit cultural understanding, excellent ASL and infusion of components of grammar without reading from a written reference. A level students are proceeding to more fluent language skill competency. C-level student work is characterized by the student generally demonstrating accurate communication in the target language in both reception and production. Student has limited control over language skills. The student can ask and answer written and signed questions in American Sign Language at 70% competency. The C student demonstrates correct use of basic grammar, basic survival vocabulary subject and verb agreement with some error in syntax. Student has basic signs, written and comprehension of grammar structure s C students make errors in grammar structure in both reading and signing. Quizzes, midterm and final reflect a very general knowledge of the components of the language at a 70% level of proficiency. The C student communicates in reading and writing, perceiving at a level in which a native speaker can understand the intended message, but with some difficulty. Cultural interpretation is semi-accurate and student recognizes the differences between target and home culture nuances. C-level students generally perform signed presentations or generate original dialogues with some form of signed cues. More work is necessary for the C level student to work toward a more fluent language competency at this level. Grading Percentages: A 90%-100% B 80%-89% C 70-79% D 60-69% F Below 60% Course Content: Describing People and Things Conversation 1: Identifying a Person, Relaying a Message Clothing-Related Words Guess My Number Conversation 2: Describing Personal Items (Tops or Coats, Bags and Eyeglasses) Form Revised 082013 Page 7 of 9
Translating Sentences with "Have" 1 Translating Sentences with "To Drive," "To Take" and "To Pick Up" 1 Asking How Many Conversation 3: Describing Personal Items (Hats and Scarves) Telling the Year Translating Sentences with "Have" 2 Cultural: Greetings and Leave-takings Translating Sentences with "To Drive," "To Take" and "To Pick Up" 2 Story: A Memorable Costume Deaf Profile: Arthur Kruger Making Request and Asking for Advice Conversation 1: Explaining a Situation, Making a Request Talking About Months Agreement Verbs 1 Conversation 2: Agreeing with Condition Conversation 3: Conjunction-.Asking for a Sign Agreement Verbs 2 Conversation 4: Conjunction- What Unexpectedly Happened, Explaining Situation Negations 2 The Motel Story Deaf Profile: Nathie Marbury Cultural: Minimizing Interruptions Cultural: Name Signs Describing Places Describing a Neighborhood 1 Places in the Neighborhood Giving the Time 1 Describing a Neighborhood 2 Using Rhetorical Questions Giving Directions: Next to, Across from Yes-No Questions 1 Conversation 1: Element, Descriptive and Locative Classifiers Giving Directions: Where to Turn Giving the Time 2 Suggesting a Place to Eat Giving Directions: Perspective Shift Yes-No Questions 2 Culture: Keeping Others Informed Story: The Hitchhiker Deaf Profile: Eric Malzkuhn Giving Opinions About Others Conversation 1: Temporal Aspect Telling the Price 1 Wh-word Questions 1 Conversation 2: Predicative Adjective Telling the Price 2 Form Revised 082013 Page 8 of 9
Conversation 3: Using Role Shift to Describe Situation Telling Where Items Are Located Wh-word Questions 2 Comparing Personal Qualities Culture: Interrupting Others Story: A Lesson Learned Deaf Profile: Alice Terry Looking for a Misplaced Item Discussing Plans and Goals Discussing One's Knowledge and Abilities Numbers Review Asking for Opinion about Someone Describing Reactions States and Provinces 1 Narrating about Canceled Plans Signs for Thinking First and Last Time You Did Something Numbers Review Discussing Personal Goals States and Provinces 2 Story: Busted! Culture: ASL Student in the Community Deaf Profile: Chuck Baird Storytelling and Fables The Tailor Guidelines: Your Version One Fine Day Character Placement Conditional Sentences and Agreement Verbs with Role Shift Instrument Classifiers with Role Shift Guidelines: Your Presentation Fables The Lion and the Mouse The Fox and the Crow Guidelines: Your Assigned Fable Instructional Methods: Lecture Lab Activity Problem-based Learning/Case Studies Collaborative Learning/Peer Review Demonstration/Modeling Role-Playing Discussion Computer Assisted Instruction Other (explain) Textbooks: Signing Naturally Units 7-12, Sign 51 Lentz, Mikos, Smith 2014 DawnSignPress ISBN: 978-1-58121-221-1 Form Revised 082013 Page 9 of 9