Escolar Documentos
Profissional Documentos
Cultura Documentos
SIGN
LANGUAGE
ASL
1
AMERICAN
SIGN
LANGUAGE
1
(UC:CSU)|
CLASS
#0115
|
FALL
2015
|
|4
UNITS|
E-mail:
tyroneakovacs@gmail.com
Videophone: (925) 271.7452
Course Descrip6on
Assignments
and
coursework
are
designed
for
students
to
achieve
the
following:
comprehend
and
sign
at
a
prociency
level
appropriate
for
ASL
1
students
understand
and
use
ASL
to
converse
with
other
ASL
users
engage
in
basic
conversaUons
about
themselves
and
their
world
discuss
aspects
of
day-to-day
life
in
the
Deaf
community
parUcipate
and
appreciate
the
Deaf
community
experience
in
ASL
Course
Objec6ves
A.
Cultural
Awareness
Students
will
conUnue
to
be
exposed
to
Deaf
Culture
and
language
use.
Students
are
responsible
for
the
Cultural
Notes
in
the
workbook
and
cultural
informaUon
discussed
in
class.
Students
will
expand
their
cultural
awareness
by
parUcipaUng
in
acUviUes
related
to
the
Deaf
community.
B.
Gramma1cal
Features
ASL
will
be
uUlized
in
all
conversaUonal
exchange
and
class
exercise
throughout
the
semester.
Students
are
prohibited
from
using
voice
in
class
and
will
not
formulate
ASL
in
spoken
language
syntax.
Students
will
demonstrate
ProducUon
of
signed
dialogues
and
short
sentences,
narraUves
and/or
stories
uUlizing
ASL
grammaUcal
features.
!2015!Tyrone!Kovacs!
1 of 5
C.
Vocabulary
Students
will
receive
exposure
to
a
targeted
set
of
vocabulary
items.
Students
will
demonstrate
mastery
with
a
set
of
targeted
vocabulary
items
draw
from
class
acUviUes
and
lessons.
Comprehension
and
producUon
of
these
vocabulary
items
are
vital.
D.
Conversa1onal
Skills
Students
will
demonstrate
communicaUve
competency
with
short
narraUves
and
stories
in
ASL
as
viewed
by
the
instructor,
the
actors
on
DVD,
and
classmates.
Overview
of
topics
include:
pronouns,
colors,
interrogaUves,
negaUons,
school,
people,
homes,
family
relaUonships,
work,
like
events,
daily
acUviUes,
transportaUon,
Ume/calendar,
numbers,
ngerspelling,
opposites,
food,
pleas,
sports,
feeling/opinion.
FuncUonal/noUonal
discourse
behaviors
are
developed,
including:
conversaUonal
openers,
greeUngs,
idenUfying,
introducing,
asking/requesUng,
responding,
comparing/
contrasUng.
Assessment
You
will
be
assessed
on
both
recepUve
&
expressive
skills.
Your
submided
videos
will
be
assessed
for
your
skills
in
both
areas
especially
when
you
are
responding
to
a
video
you
just
viewed.
Rubric
will
be
posted
on
GoReact
(see
below)
for
you
to
see
what
is
needed
to
achieve
your
goal.
Teaching
Methods
Community
Learning
Teaching
will
be
used
in
the
classroom
to
focus
on
communicaUve
competence,
meaning,
and
funcUon
(Brown,
2007).
Focus
is
given
to
real-world
contexts,such
as
the
mirror
acUvity
(Lentz,
Mikos
&Smith,2008),
which
allows
students
to
become
acUve
parUcipants
in
their
own
learning.
Teachers
will
give
feedback
on
both
uency
and
accuracy
during
class
acUvity
and
for
Living
SituaUons
ConversaUon
Task
(Lavelle
&
Vazquez-
Low,2014).
Class
language
is
done
100%
in
target
language,
which
follows
the
DirectMethod
(Brown,
2007).
Classes
are
small
and
intensive.
Concrete
vocabulary
is
taught
through
demonstraUon,
objects,
and
pictures
in
PowerPoint
slides
during
class.
In
Func6onal-No6onalApproach,
the
lessons
include
an
eclecUc
blend
of
conversaUonal
pracUce,
interacUve
group
work,
roleplaying,
grammar
and
pronunciaUon
focus
exercises,
informaUon-gap
techniques,
internet
acUviUes
and
extra-class
interacUve
pracUce
(Richards&Rodgers,2001).
Interac6ve
Learning
is
used
within
the
classroom
when
the
students
and
teacher
use
genuine
and
spontaneous
interacUon
with
guided
quesUon
prompts
when
needed.
Lessons
include
a
signicant
amount
of
pair
and
group
work
daily.
Students
are
being
prepared
for
actual
interacUon
out
there(Brown,2007).
Discussions
will
cover
topics
related
to
Deaf
Culture.
!2015!Tyrone!Kovacs!
2 of 5
!2015!Tyrone!Kovacs!
3 of 5
Unit
1
Introducing
Oneself
Unit
2
Unit
3
Talking
About
Exchange
Personal
Where
You
Live
InformaUon
IdenUfy
self,
learn
to
negate
and
correct
informaUon,
ask
yes/no
quesUons,
idenUfy
spaUal
locaUons,
narrate
language
background,
tell
present
condiUon.
!2015!Tyrone!Kovacs!
Unit 4
Talking
About
Family
Unit 5
Unit 6
Talking
About
Storytelling
Everyday
AcUviUes
4 of 5
Grading System
Homework 40%
Participation 10%
Cultural
Awareness
Assignments
Midterm
Exam-
NarraUve
Attendance ( being on
time & remaining until
the end of class, full
class participation)
Group
Discussion
Forum-
Switched
at
Birth
and
AddiUonal
Assignments
Midterm
Exam-
Comprehensive
Final
Exam-
Comprehensive
Goreact video
assignments
Grading
Scale:
100
-
90%
A
89
-
80%
B
79
-
70%
C
69
60%
D
59%
or
lower
F
Check
your
grade
at
www.engrade.com
This
site
is
commided
to
the
belief
that
honesty
and
integrity
are
integral
components
of
the
academic
process.
It
is
expected
that
students
be
honest
and
ethical
at
al
Umes
in
their
pursuit
of
academic
goals.
Students
who
violate
the
code
of
academic
conduct
by
which
its
academic
integrity
is
maintained
will
be
dealt
in
a
manner
reecUng
the
seriousness
of
these
violaUons.
Please
refer
to
our
handbook
on
academic
integrity.
Addi6onal
Resources
1) For
Hearing
People
Only:
Answers
to
Some
of
the
Most
Commonly
Asked
Ques1ons
about
the
Deaf
Community,
Its
Culture,
and
the
"Deaf
Reality
3rd
(third)
Edi1on
by
Moore,
MaShew
S.,
Levitan,
Linda
published
by
Deaf
Life
Press
Easy
to
read
Funny
stories
Great
Deaf
Culture
and
experience
informaUon
!2015!Tyrone!Kovacs!
5 of 5