Course Syllabus ASL 3: American Sign Language (ASL) Intermediate I SGNL 2301 Semester with Course Reference Number (CRN) Instructor contact information (phone number and email address) Office Location and Hours Course Location/Times Course Semester Credit Hours (SCH) (lecture, lab) If applicable Total Course Contact Hours Fall 2017 33078 James G. Virgilio M.Ed., CI, CT, SC:L, BEI Master 713-718-7128 james.virgilio@hccs.edu EDC Room A200.2 MW 10:00am-12:00pm TTh 11:00am-12:00pm And by Appointment EDC Room A219 MW 8:00-9:00am 3.0 SCH 48 Continuing Education Units (CEU): if applicable Course Length (number of weeks) 14
Type of Instruction Lectures in American Sign Language, videotapes, quizzes, videotaping of signing skills, written midterm and final exams. No voice is used in ASL classes therefore, we expect that students will adhere to this regulation also. Functional Notional Approach The authors of Signing Naturally chose an approach which focuses on the functions of communicative purposes of people s every interaction. They emphasize functions that help students establish and maintain social relationships. Activities are varied and allow students to use different learning strategies to practice what they have learned. The indirect benefit of these situations for the student is the development of cultural awareness and cross-cultural adjustment skills. Teacher s Edition, Signing Naturally Level 2, 1998 Approach The curriculum parallels what we know about language development and second language learning. We focus on introducing language in context and reinforcing what is learned by en-gaging you into various interactive activities. A conversational curriculum requires you to be an active learner. You need to come prepared to sign with me and other classmates. Our classes are conducted in American Sign Language (ASL) from the very first day. You are immersed in the language for six hours a week to maximize your language learning. The teacher will use gestures, signs, drawings and act out situations to get the point across and your job is to keep trying. This may sound daunting at first, but trust me, it works! No Talking Policy We insist on maintaining a signing environment at all times in the classroom for two reasons; One, it is considered rude and insulting to talk in front of a Deaf person and not make the information passing between you and the other person accessible. Since a good number of your teachers will be Deaf and your goal is to get to know Deaf people in the community. it is imperative that you develop the habit of signing when Deaf people are present. Secondly, this is an immersion class, which means only the target language is used. Using only ASL helps you to develop both your comprehension skills and your expressive skills quickly and effectively. Talking disrupts this process and delays your language development. Course Description: Integrates and refines expressive and receptive skills in American Sign Language (ASL), including recognition of sociolinguistic variation. A practice-oriented approach to language acquisition. Students must pass the final exam Benchmark with a B or better. If you do not pass the final with a B or better, you must take mandatory tutoring and re-test the final exam. Course Continuing Education Units
(CEU): If applicable Course Prerequisite(s) PREREQUISITE(S): SLNG 1304 SLNG 1305 or SLNG 1311 SGNL 1401 SGNL 1402 Academic Discipline/CTE Program Learning Outcomes 1. Develop receptive and expressive skills in American Sign Language and Fingerspelling; 2. Develop knowledge and awareness of the differences between the Deaf culture/deaf community and the hearing community; 3. Accurately interpret and transliterate between ASL and English in a variety of settings: face-to-face, small group settings, monologue and/or large group settings; Apply professional standards, practices, and ethics, not limited to the tenets of the Code of Professional Conduct, to their work. Course Student Learning Outcomes (SLO): 4 to 7 Differentiate between ASL and non-asl based signing Exhibit, perform, and practice standard and variant forms of targeted vocabulary items; and integrate fingerspelling and numbers appropriately in discourse Demonstrate receptive and expressive proficiency using more complex grammatical features and communication strategies in self-generated narratives Discuss and demonstrate cultural sensitivity adjustment skills at an intermediate level Learning Objectives (Numbering system should be linked to SLO - e.g., 1.1, 1.2, 1.3, etc.) Learning Outcomes 1: Using American Sign Language, the student will be able to demonstrate and comprehend information presented in Unit 14 Complaining, Making Suggestions and Requests of the Signing Naturally curriculum with a minimum of 70% mastery. Performance objectives for this outcome: Upon completion of Unit 14, the student will effectively use ASL receptively and expressively to understand/discuss the following domains: 1.1 complaints regarding ailments, pets, children, family members, and neighbors 1.2 concerns, suggestions, clarifications and reasons
1.3 requests 1.4 temporal aspects related to time and calendar 1.5 role shifting 1.6 inflecting verbs 1.7 verb agreement 1.8 lexicalized fingerspelling Method of measurement: Method of Measurement: Written assignments, quizzes, class participation, homework assignments and final exam Learning Outcomes 2: Using American Sign Language, the student will be able to demonstrate and comprehend information presented in Unit 17, Talking About the Weekend, based on the Signing Naturally curriculum with a minimum of 70% mastery Performance objectives for this outcome: Upon completion of Unit 17, the student will effectively use ASL receptively and expressively to understand/discuss the following domains: 2.1 sports, weather, seasons, holidays, disasters, activities, travel, and transportation 2.2 time and calendar 2.3 numbers from 1 1,000 and money 2.4 lexicalized fingerspelling 2.5 element classifiers 2.6 plans, opinions and feelings Method of measurement: Written assignments, quizzes, class participation, homework, and final exam Learning Outcomes 3: Using American Sign Language, the student will be able to demonstrate and comprehend information present in Unit 15, Exchanging Personal Information and Life Events, based on the Signing Naturally curriculum with a minimum of 70% mastery Performance Objectives for this Outcome: Upon completion of Unit 15, the student will effectively use ASL receptively and expressively to understand/discuss the following domains: 3.1 life events 3.2 countries and religion 3.3 family tree 3.4 3, 4 and 5 digit numbers and informative numbers 3.5 contrastive structure using possessive form 3.6 when clauses
Method of measurement: Written assignments, quizzes, class participation, homework and final exam Learning Outcomes 4: Using American Sign Language, the student will be able to demonstrate and comprehend information presented in Unit 16, Describing and Identifying Things, of the Signing Naturally curriculum with a minimum of 70% mastery. Performance Objectives for this Outcome: Upon completion of Unit 16, effectively use ASL receptively and expressively to understand/discuss the following domains: 4.1 cooking including food, methods, preparations, devices and wares 4.2 word definitions 4.3 descriptive, instrumental, and locative classifiers as well as perspectives 4.4 non manual markers and gestures 4.5 money up to $999.99. Method of measurement: Written assignments, quizzes, class participation, homework, and final exam SCANS and/or Core Curriculum Competencies: If applicable Differentiate between ASL and non-asl based signing Exhibit, perform, and practice standard and variant forms of targeted vocabulary items; and integrate fingerspelling and numbers appropriately in discourse Demonstrate receptive and expressive proficiency using more complex grammatical features and communication strategies in self-generated narratives Discuss and demonstrate cultural sensitivity adjustment skills at an intermediate level Workplace Competencies are defined in five areas: (a) resources, (b) interpersonal skills, (C) information, (d) systems, and (e) technology. The following SCANS competencies will be included in this course: Resources: A worker must identify, organize, plan, and allocate resources effectively. C1- Time: select goal-relevant activities, rank them, allocate time, and prepare and follow schedules. Information: A worker must be able to acquire and use information. C5- Acquire and evaluate Information. C6- Organize and maintain information. C7- Interpret and communicate Information. Interpersonal Skills: A worker must work with others effectively. C9- Participate as member of a team: contribute to group effort. C10- Teach Others New Skills.
C11- Serve clients/customers: work to satisfy customers' expectations. C14- Work with Diversity: work well with men and women from diverse backgrounds. Basic Skills: A worker must read, write, perform arithmetic and mathematical operations, listen, and speak effectively. These skills include: The following foundation skills will be included in this course: Foundation Skills are defined in three areas: (a) basic skills, (b) thinking skills, and (C) personal qualities. F1- Reading: locate, understand, and interpret written information in prose and in documents such as manuals, graphs, and schedules. F2- Writing: communicate thoughts, ideas, information, and messages in writing, and create documents such as letters, directions, manuals, reports, graphs, and flow charts. F4- Listening: receive, attend to, interpret, and respond to verbal messages and other cues. Thinking Skills: A worker must think creatively, make decisions, solve problems, visualize, know how to learn, and reason effectively. These skills include: F6- Creative thinking: generate new ideas. F7- Decision making: specify goals and constraints, generate alternatives, consider risks, and evaluate and choose the best alternative. F9- Visualize ("seeing things in the mind's eye"): organize and process symbols, pictures, graphs, objects, and other information. F10- Knowing how to learn: use efficient learning techniques to acquire and apply new knowledge and skills. Personal Qualities: A worker must display responsibility, self-esteem, sociability, self-management, integrity, and honesty. F12- Responsibility: exert a high level of effort and persevere toward goal attainment. F13- Self-esteem: believe in one's own self-worth and maintain a positive view of oneself. F14- Sociability: demonstrate understanding, friendliness, adaptability, empathy, and politeness in group settings. F15- Self-management: assess oneself accurately, set personal goals, monitor progress, and exhibit self Control. F16- Integrity and honesty: choose ethical courses of action. Demonstrate and identify culturally appropriate behaviors Express and comprehend a core vocabulary Demonstrate receptive and expressive competencies using ASL dialogues, short narratives, and stories, including basic fingerspelling and numbers Define and demonstrate the use of basic linguistic components of ASL SCANS Workplace Competencies are defined in five areas: (a) resources, (b) interpersonal skills, (C) information, (d) systems, and (e) technology.
The following SCANS competencies will be included in this course: Resources: A worker must identify, organize, plan, and allocate resources effectively. C1- Time: select goal-relevant activities, rank them, allocate time, and prepare and follow schedules. C3- Material and facilities: acquire, store, allocate, and use materials or space efficiently. Information: A worker must be able to acquire and use information. C5- Acquire and evaluate Information. C6- Organize and maintain information. C7- Interpret and communicate Information. Interpersonal Skills: A worker must work with others effectively. C14- Work with Diversity: work well with men and women from diverse backgrounds. Systems: A worker must understand complex interrelationships. C16- Monitor and correct performance: distinguish trends, predict impacts on system operations, diagnose deviations in systems' performance and correct malfunctions. C17- Improve or design systems: suggest modifications to existing systems and develop new or alternative systems to improve performance. Basic Skills: A worker must read, write, perform arithmetic and mathematical operations, listen, and speak effectively. The following foundation skills will be included in this course: Foundation Skills are defined in three areas: (a) Basic skills, (b) thinking skills, and (C) personal qualities. F1- Reading: locate, understand, and interpret written information in prose and in documents such as manuals, graphs, and schedules. F2- Writing: communicate thoughts, ideas, information, and messages in writing, and create documents such as letters, directions, manuals, reports, graphs, and flow charts. F5- Speaking: organize ideas and communicate orally. Thinking Skills: A worker must think creatively, make decisions, solve problems, visualize, know how to learn, and reason effectively. These skills include: F6- Creative thinking: generate new ideas. F11- Reasoning: discover a rule or principle underlying the relationship between two or more objects and apply it when solving a problem. Personal Qualities: A worker must display responsibility, self-esteem, sociability, self-management, integrity, and honesty. F12- Responsibility: exert a high level of effort and persevere toward goal attainment. F13- Self-esteem: believe in one's own
self-worth and maintain a positive view of oneself. F14- Sociability: demonstrate understanding, friendliness, adaptability, empathy, and politeness in group settings. Course Calendar Week Number 1 (M/W) Activities and Objectives and Details Assignment 09/11/17 Introduction, syllabus 09/13/17 Unit 13 Around the House What s in Your House? Review number 101-109 Add-a-Room 2 09/18/17 Unit 13 Describing Where Rooms are Located Scissors Game Describing the Arrangement of a Room How is the Room Arranged? 9/20/17 Unit 13 Telling Where Objects Are Where s the TV Guide? Ask and You Shall Receive Design Your Living Room Lost Shoe 3 9/25/17 Unit 13 Vocabulary Review Unit 13 Self-Assessment 9/27/17 Handshape Story (Project1) Unit 13 Vocabulary Review Unit 13 Self-Assessment 4 10/02/17 Unit 14 Identify the Ailment Making Suggestions about Health Complaining about Feeling Sick 10/04/17 Unit 14 Complaining about Others and Making Suggestions I Can t Stand it Anymore! At the Garage 5 10/09/17 Unit 14 Making Requests Would you Do Me a Favor?
10/11/17 Final Exam (Project 2) Asking Permission One Fine Day Units 14 Vocabulary Review Unit 14 Self-Assessment 6 10/16/17 Review for Exam 10/18/17 Exam Units 13 and 14 7 10/23/17 Group Discussion/Feedback on Exam Unit 15 Telling About Life Events Tell About Life Events: using When Clauses Telling About Life Events Without When Clause Personal History Discussing Nationalities Family Nationality 10/25/17 Unit 15 Ng, Isn t That Vietnamese? The McCarthy Family John s and Vera s Family Tree Guess Who Family Tree Telling About Family History The Immigrants 8 10/30/17 Autobiography (Project 3) Unit 15 Vocabulary Review Unit 15 Self-Assessment Midterm 11/01/17 Unit 16 Midterm - 9 11/06/17 Unit 16 Describing Shapes More Silly Putty Describing Objects What Does It Look Like? 11/08/17 Unit 16 Distinguishing Similar Objects Defining Something by How It Looks Defining Something by How It Works Defining Something by How It is Made 10 11/13/17 Unit 16 My Favorite Food Describing Unusual Objects Shopping Around Reveille: Old Wake-Up Devices for Deaf People 11/15/17 ASL Poetry Units, 15 & 16 Review Vocabulary Review
(Project 4) Unit 16 Self-Assessment 11 11/20/17 Exam Units 15 and 16 11/22/17 Group Discussion/Feedback on Exam Unit 17 Ask/Tell About Weekend Activities Talking About Weekend Activities 12 11/27/17 Unit 17 Telling About Events and Short Trips Review numbers 120-1,000 Telling How Plans Have Been Disrupted 11/29/17 Unit 17 And Then the Water Pipes Burst Telling What Sights to See Recommending Places to Visit A Weekend to Remember 13 12/04/17 The Ball (Project 5) Unit 17 Vocabulary Review Unit 17 Self-Assessment 12/6/17 Cumulative Review: Units 13-17 14 12/13/17 Final Examination Instructional Methods Student Assignments Student Assessment(s) Instructor's Requirements Lecture and practice in American Sign Language. Video presentations in ASL. Workbook assignments, video presentations, etc. Four major exams, graded homework assignments, unannounced quizzes. Student Involvement The faculty members of the Department of American Sign Language and Interpreter Training are committed to your successful completion of our classes without lowering the college s academic standards. I understand that students face additional pressures from work and family, as well as have other obligations outside of their academic pursuits. I realize that at times issues beyond the control of a student interfere with class requirements. If you experience any circumstance that has a negative impact on your participation in this course, please make me aware of it as soon as possible. I may be able to assist or accommodate your particular circumstance. Do not wait until the end of the
semester to ask for advice. Communication between students and instructors can be quite valuable. Program/Discipline Requirements: If applicable HCC Grading Scale Instructor Grading Criteria Instructional Materials HCC Policy Statement: Global Awareness This class will encourage an understanding of the importance of diversity and difference in the college, the community, and the country. A = 90-100 4 points per semester hour B = 80-89 3 points per semester hour C = 70-79 2 points per semester hour F = 69 and below 1 point per semester hour W(Withdrawn) 0 points per semester hour I (Incomplete) 0 points per semester hour The student must re-enroll to receive credit. To compute grade point average (GPA), divide the total grade points by the total number of semester hours attempted. The grade "I" does not affect GPA. ASL productions and translations graded on accuracy and fluency. Written work graded per answer keys. Signing Naturally, Level 2 Student Workbook and Videotape Flip video camera Access Student Services Policies on their Web site: http://hccs.edu/student-rights TITLE IX OF THE EDUCATION AMENDMENTS OF 1972, 20 U.S.C. A 1681 ET. SEQ. Title IX of the Education Amendments of 1972 requires that institutions have policies and procedures that protect students rights with regard to sex/gender discrimination. Information regarding these rights are on the HCC website under Students-Anti-discrimination. Students who are pregnant and require accommodations should contact any of the ADA Counselors for assistance. It is important that every student understands and conforms to respectful behavior while at HCC. Sexual misconduct is not condoned and will be addressed promptly. Know your rights and how to avoid these difficult situations. ADA Policy: Any student with a documented disability (e.g. physical, learning, psychiatric, vision, hearing, etc.), who needs to arrange
reasonable accommodations must contact the Disability Services Office at the respective college at the beginning of each semester. Instructors are authorized to provide only the accommodations requested by the Disability Support Services Office. If you have any special needs or disabilities that may affect your ability to succeed in college classes or participate in any college programs or activities, please contact your campus or area ADA Counselor or visit the HCCS ADA website for Disability information. HCC strives to make all learning experiences as accessible as possible. If you anticipate or experience academic barriers based on your disability (mental health, chronic or temporary medical conditions), please meet with a campus Abilities Counselor as soon as possible in order to establish reasonable accommodations, which are established through interaction between you, your instructor(s), and Ability Services. HCC desires to create inclusive and accessible environments consistent with federal and state law. Any student who faces challenges securing their food or housing and believes this may affect their performance in the course is urged to contact the Dean of Students for support. Furthermore, please notify the professor if you are comfortable in doing so. At HCC the safety of our students, staff, and faculty is our first priority. As of August 1, 2017, Houston Community College is subject to the Campus Carry Law (SB11 2015). For more information, visit the HCC Campus Carry web page at http://www.hccs.edu/district/departments/police/campus-carry/.