Beginning American Sign Language I Syllabus for 2018-2019
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Course

SGNL-1301-001 Beginning American Sign Language I

Prerequisites

Course Description

Introduction to American Sign Language covering finger spelling, vocabulary and basic sentence structure in preparing individuals to interpret oral speech for the hearing impaired.

Student ResourcesStudent Resources Website

Department Expectations

Occupational License Disclaimer

Notice to Students enrolled in an educational program for preparation of issuance of certain occupational licenses:

Students enrolled in an educational program in preparation for obtaining certain occupational licenses are potentially ineligible for such license if the student has been convicted of an offense. For further information, please contact:

Melodie Graves
Justice Involved Advocate
Student Service Center 117
mgraves24@actx.edu
806-371-5995
Make appointment at https://melodiegraves.youcanbook.me

You can also contact the Legal Clinic, or the faculty member in charge of the educational program that you seek to enroll in. The further information you will receive will include notification to you of your right to request a criminal history evaluation letter from the licensing authority in order to clarify your particular situation.

Hours

(3 sem hrs; 3 lec, 1 lab)

Class Type

Online Course

Syllabus Information

Textbooks

 

Textbooks:

  1. Signing Naturally I Student Workbook and Videotext (Units 1-6)

    ISBN: 978-1-58121-210-5

   2. The Gallaudet Dictionary of American Sign Language  

      ISBN 978-1-56368-282-7

1. Supplemental Materials as provided by the Instructor

 

1. For Hearing People Only, 3^rd ed., ISBN:096340163-7

 

Supplies

Student Performance

 

Purpose and Goals of the Course:  The student will demonstrate the ability to comprehend information presented in American Sign Language based on Signing Naturally I, Units 1-6.  Topics include:  introducing oneself, exchanging personal information, talking about surroundings, telling where you live, talking about your family and telling about activities.

 

Performance/Learning Objectives (Minimum Competencies):

 

Performance Objectives for introducing oneself: 

 

The student will demonstrate comprehension

1.  when asked for their name.
2.  when asked for confirmation of their name.
3.  when asked to correct information.
4.  negation is incorporated using a headshake.
5.  of yes/no questions.
6. of wh-question “what”.
7. of personal pronouns
8. of spatial referencing.
9. of numbers 1-10.

Method of Measurement:  Homework, written quizzes and class participation.

 

Performance objectives for this outcome in regards to exchanging personal information: 

The student will demonstrate comprehension

 

1. when asked if they are Deaf or hearing
2. when asked where the student is learning sign language
3. when asked to respond to the information using OH-I-SEE sign
4. when asked to respond to agent markers
5. when asked to respond to yes/no questions
6. when asked to respond to the wh-question  WHERE?
7. when asked to respond to negation incorporating the sign NOT.

Method of Measurement:  Homework, written quizzes and class participation

 

Performance objectives for this outcome when talking about surroundings:

The student will demonstrate comprehension

 

1. to asking and/or telling WHERE.
2. to expressing wants.
3. to correcting information with the WAVE-NO sign.
4. to the use of agent markers.
5. to the use of non-manual marker production-from NEARBY  to FARAWAY.
6. of numbers 1-15.

Method of Measurement:  Homework, written quizzes and class participation

 

Performance objectives for this outcome when talking about where you live:

The student will demonstrate comprehension of

 

1. asking/telling WHERE.
2. asking/telling how you come to class.
3. wh-questions WHERE and  HOW.
4. where things are located on campus.
5. noun-verb pairs.
6. numbers 16-20.

Method of Measurement:  Homework, written quizzes and class participation

 

Performance objectives for this outcome when talking about your family:

The student will demonstrate comprehension of

 

1. how to ask/tell about marital status.
2. how to ask/tell if they have children/siblings.
3. how to tell how many.
4. passive pronouns.
5. yes/no questions.
6. negative responses incorporating NO, NOT and NONE.
7. contractive structure.
8. numbers 21-25.

Method of Measurement:  Homework, written quizzes and class participation

 

Performance objectives for this outcome when telling about activities:

The student will demonstrate comprehension of

 

1. how to apologize appropriately in a variety of situations.
2. how to give reasons.
3. how to give opinions.
4. how to suggest alternate activities.
5. time signs.
6. wh-questions including WHAT WILL/DID YOU DO
7. how to incorporate dual pronouns correctly.
8. how to list activities.
9. numbers 26-30 and multiples of 5-100

Method of Measurement:  Homework, written quizzes and class participation

 

 

 

Learning Outcome 2:  The student will demonstrate the ability to express information in American Sign Language based on Signing Naturally I, Units 1-6.  Topics include:  Introducing Oneself, Exchanging Personal Information, Talking About Surroundings, Telling Where You Live, Talking About Your Family, and Telling About Activities.

 

Performance objectives for this outcome in regards to introductions:

The student will respond appropriately

1. when asked for their name
2. when asked confirmation of their name.
3. when asked to correct information.
4. when negation is incorporated using a headshake.
5. to answer yes/no questions
6. to the wh-question WHAT.
7. to personal pronouns.
8. to spatial referencing.
9. using numbers 1-10.

Method of Measurement:  Homework, written quizzes and class participation

 

Performance objectives for this outcome in regards to exchanging personal information:

The student will respond appropriately when asked

1. if Deaf or hearing.
2. where learning sign language.
3. to respond to the information using OH-I-SEE sign.
4. to respond to agent markers.
5. yes/no questions.
6. a wh-question WHERE.
7. to respond with negation incorporating the sign NOT.

Method of Measurement:  Homework, written quizzes and class participation

 

 

 

Performance objectives for this outcome when talking about surroundings:

The student will respond appropriately

1. when asking and/or telling where
2. when expressing wants.
3. when correcting information with sign WAVE-NO.
4. to the use of agent markers.
5. to the use of non-manual marker production, NEARBY to FARAWAY.
6. to use numbers 1-15.

Method of Measurement:  Homework, written quizzes and class participation

 

 

Performance objectives for this outcome when talking about where you live:

The student will respond appropriately

1. when asking/telling where
2. when asking/telling how you come to class.
3. to wh-questions, WHERE and HOW.
4. to real world orientation.
5. to noun-verb pairs.
6. to use numbers 16-20.

Method of Measurement:  Homework, written quizzes and class participation

 

Performance objectives for this outcome when telling about your family:

The student will respond appropriately

1. when asking/telling about marital status.
2. When asking/telling if they have children/siblings.
3. When telling how many.
4. When using possessive pronouns.
5. To yes/no questions
6. To negative responses incorporating NO, NOT, and NONE
7. Using contractive structure.
8. When using numbers 21-25.

Method of Measurement:  Homework, written quizzes and class participation

 

Performance objectives for this outcome when telling about activities:

The student will respond appropriately

1. when apologizing in a variety of situations.
2. when giving reasons.
3. when giving opinions.
4. when suggesting alternate activities.
5. To appropriate time signs.
6. To wh-questions including WHAT WILL/DID YOU DO.
7. When incorporating dual pronouns
8. Listing activities
9. Using numbers 26-30 and multiples of 5 up to 100.

Method of Measurement:  Homework, written quizzes and class participation

 

 

Learning Outcome 3:  The student will demonstrate an understanding of cultural norms and behaviors of people who are Deaf.

 

The student will demonstrate an understanding

 

1. of how American Sign Language evolved in the United States.
2. of how the Deaf Community has developed in the United States
3. of the history of Deaf Education in the United States
4. of how giving and receiving information is incorporated in the Deaf community and the importance of that process.
5. of how attention-getting behaviors are used in the deaf community.
6. of how to negotiate a signing environment.
7. of strategies used when asking for repetition.
8. of things that are included when people who are Deaf meet others that are Deaf or know sign language.
9. of name signs.
10. of how Deaf people know when a baby is crying; wake up in the morning; understand TV; and talk on the telephone or use other electronic communication devices
11. and respect for the linguistic minority that makes up the vibrant community of people who are Deaf
12. of the importance of ASL poetry and storytelling to the Deaf community.

Method of Measurement:  Homework, written quizzes and class participation

 

Learning Outcome 4:  The student will demonstrate an understanding of the linguistic components of American Sign Language.

 

The student will demonstrate

1. the difference in a yes/no question and a wh-question.
2. how hand dominance (right or left) is used in American Sign Language.
3. an understanding of spatial agreement.
4. an understanding of the incorporation of fingerspelling in American Sign Language.
5. the various ways to use negative responses
6. the appropriate way to contrast two people, places or things.
7. how time is incorporated into ASL.
8. the four different sentence types appropriately.
9. the appropriate use of limb classifiers

Method of Measurement:  Homework, written quizzes and class participation

 

Students Rights and Responsibilities

Student Rights and Responsibilities

Log in using the AC Connect Portal

In order to receive your AC Connect Email, you must log in through AC Connect at https://acconnect.actx.edu .

If you are an active staff or faculty member according to Human Resources, use "Exchange". All other students, use "AC Connect (Google) Email".

Expected Student Behavior

Follow the Amarillo College Student Conduct

Grading Criteria

Assignments:

 

Signing Naturally:  To successfully complete this course, you will need to view, on a regular basis, the Signing Naturally videotext, which accompanies your textbook.

 

Students will translate the conversations in the Signing Naturally Units.  Due dates are listed on the outline.

 

For each Unit Conversation Translation you can make up to a 100 on each assignment.    

 

Video Work: Students will watch videos and answer questions. These videos could be stories, fingerspelling or numbers.  

 

Signing Assignments: The students will be required to sign a sign prompt or create a story.

 

Readings:  

1. Each student will read the article “Deaf President Now” and submit a typed one-page essay that includes a summary of the events and a personal reaction.

2. Each student will select 2 additional articles of personal interest in the general field of deafness and submit a typed one-page essay that includes the main topics and supporting details of the article and a personal reaction/connection.  

3. The fourth paper, will be your opinion about chapter 50.  

 

Lab Work:  

 

1.  Interacting with the Deaf Community:

Interaction of 10 hours = a 100

 

1. Interaction with Deaf individuals –Required 10 hours.  Document all interaction on one form. In order to receive correct, you must have a Deaf person sign your paper. You are responsible for this paper.  DO NOT give this paper to someone else to hold or keep for you. If you lose this paper, you’re responsibly to get the signature sign again on your new paper. If you have any questions, please ask your teacher. You must obtain these hours by attending at least three:

Social Event: meaning you must socialize with the deaf AND sign (3 hours) Deaf Chat, Deaf Deaf World

Interpreted Event (3 hours) Trinity Fellowship, watch approve video with teacher

Performance/Presentations (3 hours) Deaf Church,Deaf Slam

 

Exams:

 

Mid-Term – 100

   The Mid-Term Exam will include materials learned from Units 1-3.  Sections for receptive vocabulary, phrases, sentences will be included along with an expressive prompt that will be evaluated with a rubric. I will give your sign prompt before the mid-term.

 

Final Exam – 100

    The Final Exam is a written, comprehensive final, not to exceed 2 ½ hours in length, that will be given at the end of the semester The final exam will include receptive and expressive sections along with multiple-choice questions. For your signing prompt, you will sign one of story in Unit 6 (Timber or Gum.)

 

Grade Computation:

 

Final grades for this course will be based on the components outlined above and will be calculated as follows:

Summary:

Assignment		Total Grade
Video Work/Assignments	Blackboard:Numbers, Fingerspelling Quizzes	100
Unit Conversation Translations	Unit 1      (2 Conversations) Unit 2      (2 Conversations) Unit 3      (4 Conversations) Unit 4      (3 Conversations) Unit 5      (4 Conversations)	100 for Each
Signing Assignments	Sign Prompts	100 for each
FHPO Quizzes	Blackboard	100 for each (Chapters 1-50)
Readings	4 papers	100 for each
Lab Work:
Interaction Time – 10 hours		10 points for each hour: 100
* Mid-Term Exam	Receptive/Expressive/ Multiple Choice	100
* Final Exam	Comprehensive Receptive/ Expressive/ Multiple Choice	100

 

>Other exams and bonus point opportunities are given at the discretion of the     instructor.

Scale:

100-89 =  A

88-79  =  B

78-69  =  C

68-59  =  D

58-0   =  F

Attendance

 

General Information:  Attendance and class participation are important to learning and are expected.  Please come to class prepared and ready to participate.  But I do understand things happen. If you miss a class, please email me and we can work out a time to make up the missing work.  

 

Disabling Conditions:  Any student who, because of a disabling condition, may require some special arrangement in order to meet course requirements should contact Accessibility Services (SSC 125, Phone 371-5436) as soon as possible.

 

Campus Police:  For help, call Campus Police at 371-5163

 

Grievance Procedure:  If a student is having a problem with the course policies or the instructor, he or she should first try and resolve any such problems with the instructor.

If the problem is not resolved, the student may proceed in the following order to contact the

-Division Chairman of Language, Communication and Fine Arts, Robert Boyd

-Vice President and Dean of Instruction,  Steven Smith

-Amarillo College President, Dr. Paul Matney

 

Office:  Because I do not have an office at Amarillo College, the best way to contact me is through email:

 

Special instructions for dropping the class:  If a student wants to withdraw from this class, the student must send the instructor an email through Blackboard or through his or her official AC email account.

The email must include the following information:

       --Full course name and number

       --Your full name and ID number

       --The specific reason for the withdrawal

An example of such an email might look like this:

I, Jane L. Doe (ID# 123456), would like to withdraw from ENGL 1301-xxx because I was just promoted at work and must move to Portland and cannot complete the semester in the class.

The completed request must be received by the instructor on or before the last day to withdraw as determined by the Amarillo College calendar. The withdrawal approval will be processed within a few days of the instructor receiving the email requesting the withdrawal from the class. The email from the student must include all required information mentioned above, or the withdrawal will not be processed until all the required information is received.

 

mdcochran25@actx.edu

 

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