ASL 2 Syllabus 2016-2017 - OAK PARK USD
SyllabusBeginning– ASL Level 2Instructor:Deanne Bray-Kotsurdbray@opusd.org818-483-0411 (Video Relay Service)Class Meets:In Room I-7August 10, 2016 to May 26, 2017Course DescriptionSigning Naturally, Units 7-12 is the second book in the series of curricular materials for the instruction of American Sign Language (ASL) as asecond language. The goal is to provide students with the skills to communicate in a wider array of situations, to further develop their languagefluency and to advance their level of comprehension of ASL in culturally appropriate ways.1
Course OutlinePre-Unit: (Units 1-6) ReviewUnit 7: Describing People and ThingsUnit 8: Making Requests and Asking for AdviceUnit 9: Describing PlacesUnit 10: Giving Opinions about TendenciesUnit 11: Discussing Plans and GoalsUnit 12: Storytelling (The Tailor, One Fine Day, Fables)ApproachAccording to the Standards for Foreign Language Learning provided by the American Councilon the Teaching of Foreign Languages (ACTFL), “all the linguistic and social knowledgerequired for effective human-to-human interaction is encompassed in those ten words ‘Knowinghow, when, and why to say what to whom.’ So, while grammar and vocabulary are essentialtools for communication, it is the ability to communicate in meaningful and appropriate wayswith users of other languages that is the ultimate goal of today’s foreign language classroom.”Meaningful and appropriate communications is reflected in the design of the Signing Naturallycurriculum. The variety of lessons and activities in Signing Naturally Units 7-12 are designed tohelp the language classroom and the language program meet the five areas of Communication,Cultures, Connections, Comparisons, and Communities recommended by ACTFL.(Smith, C., Miko, K., and Lentz, E. Teacher’s Curriculum Signing Naturally Units1-6. DawnSignPress. 2008. p. ix)English in the ASL ClassroomThe curriculum and workbook are designed with the assumption that the students in the classroom can read English.We take the position that ASL, the target language, should be used exclusively in the classroom.There are two reasons:First reason is that it is culturally inappropriate to use voice in an ASL environment. Speaking eliminates the Deafperson, whether intentionally or not, from the communication around them. In the classroom, it is critical that theteacher (whether hearing or Deaf) maintain the culturally appropriate environment so that students develop the habitof signing, and not speaking, in Deaf-hearing situations.2
The second reason is we believe that students can only become fluent by constantly using the target language. Themore the students relies on English to understand ASL, the longer they will remain in the limbo of being unable tocommunicate in ASL. You cannot learn a language by speaking or listening to another language. No language is adirect translation of another, and concept formation is enhanced by full immersion (signing at all times). Studentswill not maximize learning ASL until they actually commit to using it as a living language. The only way to spurthis on is to make the classroom a microcosm of the living world where all meaning is negotiated in the targetlanguage.At this moment, we do not have a standardize writing system for ASL, so written English is used to giveinstructions. However, it is not used to give English equivalents to ASL signs. For example, ASL vocabulary areintroduced or reviewed with other signs, with pictures or English definitions rather than single word equivalents.While students still do not know all the signs, we still continue to use different strategies of communication that wehave learned in ASL level 1 class.In other words, if a fellow student asks you for help, feel free to help by using signs you have learned, give clues orby writing back and forth. In this way, I can see what is being said and can join in to help, if needed be.Issue with Sign VariationOne thing I want to add is that there will be an issue sign variation in this class. You might learna sign that is different from what you see in the real world. There are local signs or regionalsigns. There are initialized signs that directly represents an English Word and is formed withhand shape of the first letter. For example, the word “very” or “is”. However, there are someconcepts with initialized signs that you will see in the book which means they are ingrained inthe community and do not conflict with ASL linguistic or semantic rules. For example, “people”and “blue.”Cell phonesAll cell phones must be turned off during class unless instructed to use it for an activity. As Ihave done so in the past, if I see it, I will gently take the phone away, write your name on a postit paper and turn it in at the office for student to pick it up after school.Required Materials: Signing Naturally Units 7-12Three-ring binder (2-inches ring)10 Dividers to separate 5 units. Each Unit has divider “Homework”3
PaperPencilshighlightersAttendanceParticipation in class activities is crucial to your success in this class. The class forms a smallcommunity and your effort or lack of impacts the success of the group. Please make every effortto come to every class with homework done and ready to learn and participate. If you come late(after 15 minutes), this will be considered a missed class. If you have excessive absences, yourgrade may be affected with lack of language learning development and missing opportunities torehearse with peers. If you know you will be absent from class, make arrangements for aclassmate to take notes and collect handouts for you. I do not always have extra copies with mefor the next class. You may check in Google Classroom of assignments and activities fromclasses you missed.Grades are based on the following:Cultural Participation points-(20% of quarter grade)Refer to rubric handed out on first day and should be in your notebook!For each class session, students can earn a maximum of 30 points to meet the standards ofshowing Cultural behavior during class instruction.Homework (15% of quarter grade)You will have homework after every class, anywhere from 1 to 2 hours of work. It is importantthat you do the homework because the next class builds on the material covered. Some of theassigned work will be submitted in Google Classroom when you need to attach files of videosyou take of yourselves.Need help? I am here for you during 7 th period support, just sign up on board so I canremember to stay here for you. I love it when students come after school.Notebook check/quizzes (15% of overall quarter grade)4
Notebook will be checked on the following: Neatness and organization with dividers (25 points)Syllabus and Cultural Participation Rubric need to be placed as front page ofnotebook (25 points)Completed assignments and in order (50 points)Classnotes and developmental notes when creating your signs for video (15points)Handouts that was given in class. (10 points)Come to next class prepared, and you shall do fine on quizzes.Midterm Exam 50% (around October and December 2016) Narrative Exam: You will videotape yourself telling either the “The Tailor” or “One FineDay.” You will get more information on which stories later in the semester. Comprehensive Exam: This is a comprehension exam covering Unit 7, Unit 8 and Unit 9. Theexam tests your ability to understand what is being signed to you. Expressive Exam: You will prepare your own assigned work using the vocabulary andgrammar structures learned in class. More instruction will be given in class.Final Exam 50% (in second and third week of May 2017) Comprehension Exam: This comprehension exam covers Units 7-11. The exam tests yourability to understand what is being signed to you. You must pass this exam with a C or better toadvance to the next level of ASL course next year. Narrative Exam: You will narrate about one of the Fables. The story will be told in front of agroup rather than a camera. More specific guidelines will be given later in the course. Expressive Exam: It is a 20-30 minutes signed conversation you have with your assignedpartner. The topics covered during the interview are outlined for you in advance and coverseverything you learned during the Spring semester (January to May 2016). (Subject to change).5
ScheduleSession 1 - with sign language interpreter present to cover what is expectedSyllabus/Cultural Participation RubricReview American Deaf Culture AwarenessIf time permits,Pre-Unit 1-6 activity-no interpreterSession 2 – no sign language interpreter for the rest of the year for lessons.Pre Unit—Review Units 1-6 from ASL 1Session 3Pre Unit—Review Units 1-6 from ASL 1Session 4Pre Unit—Review Units 1-6 from ASL 1Session 5Pre Unit—Review Units 1-6 from ASL 1Session 6 (tentative)Pre Unit—Review Units 1-6 from ASL 1Session 7Unit 7— Describing People and ThingsLessons 7.1, 7.2, 7.3,Session 8Lessons 7.4, 7.5, 7.6, and 7.76
Session 9Lessons 7.8, 7.9, 7.10Session 9 and 10Lessons 7.11, 7.12, 7:13 *Add in Unit 12 (Lessons 12:1 and 12:2)Session 11Unit Review “Putting it all together”Session 12Exam on Unit 7Unit 8— Making Requests and Asking for AdviceSession 13Lessons 8:1, 8:2, 8:3Session 14Lessons 8:4, 8:5, 8:6Session 15Lessons 8:7, 8:8, 8:9Session 16Lessons 8:10, 8:11, 8:12Session 17Lessons 8:13, and 8:14Session 18*Unit 12 (Lessons 12:3 to 12:7)Session 197
Unit 8 review “Putting it all together”Session 20 –Exam on Unit 8Unit 9— Describing PlacesSession 21Lessons 9:1, 9:2, 9:3Session 22Lessons 9:4, 9:5, 9:6* Unit 12 (Lesson 12:8)Session 23Lessons 9:7, 9:8, 9:9Session 24Lessons 9:10, 9:11, 9:12Session 25Lessons 9:13, 9:14Session 26Putting it All Together- Unit reviewUnit 10—Giving Opinions About OthersSession 27Lessons 10:1, 10:2, 10:3Session 28*Unit 12 (Lesson 12:9)Lessons 10:4, and 10:58
Session 29Lessons 10:6, 10:7, 10:8Session 30Lessons 10:9Session 31Lessons 10:10, 10:11, 10:12Session 32Putting it all togetherExamSession 33Comprehension Exam Units 9 & 10Session 34Production Exam:Unit 11- Discussing Plans and GoalsSession 35Lessons 11:1, 11:2Session 36Lessons 11:3, 11:4, 11:5Session 37Lessons 11:6, 11:7, 11:89
Session 38Lessons 11:9, 11:10, 11:11Session 39*Unit 12 (Lesson 12:10)Lessons 11:12, 11:13Session 40Putting it All TogetherExamsSession 41Comprehension Exam Units 1–6Session 42Production Exam: Your Own Childhood StorySession 43Production Exam: Exit InterviewSession 44Production Exam: Exit Interview*Please note:Unit 12 lessons Toward the end of Unit 7, I will teach Lessons 12:1 and 12:2Toward the end of Unit 8, I will teach lessons 12:3 to 12:7Along with Unit 9, I will cover lesson 12:8Along with Unit 10, I will cover lesson 12:9Along with Unit 11, I will cover lesson 12:1010
DesksPlease keep the desk arranged like an Amphitheatre before leaving theclassroom before leaving class.11
Textbook PolicyI, , understand and have read thetextbook/DVDs policy. I will leave the textbook and DVDs (DVD #1: Units 7-9and DVD #2: Units 10-12) at home throughout the year and I will be able toreturn the Student Workbook and DVDs in good condition when I return them.The Student workbook are not to have any writing in it. I understand that theassignments are to be written on paper and placed in a notebook in theHomework section. I understand that the DVDs are specifically for me to beable to complete my homework.I understand that if my Student Workbook and DVDS are not in goodcondition, I will need to replace the books by paying 80.91 for the StudentWorkbook and DVDs. But if the Workbook is in good condition but the DVDsare lost or damaged, I will need to replace them for 46.Bray will work on submitting homework videos from the DVDs throughGoogle Classroom so there are other access to complete homework.12
1 Syllabus Beginning– ASL Level 2 Instructor: Deanne Bray-Kotsur dbray@opusd.org 818-483-0411 (Video Relay Service) Class Meets: In Room I-7 August 10, 2016 to May 26, 2017 Course Description Signing Naturally, Units 7-12 is the second book in the series of curricular materials for the instruction of Am
and Deaf Culture your students will need for their ASL journey, but the ASL grammar book is the only book for students completely dedicated to ASL grammar. Your students will be able to learn how to successfully and accurately sign in ASL right from the beginning--something most ASL students don't get to do. 2.
e0402 ASL: Tales From the Green Books ASL DVD e0403 Master ASL! Level 1 ASL DVD e0404 Bird of a Different Feather/For a Decent Living (Student) ASL DVD e0405 Bird of a Different Feather/For a Decent Living (Teacher) ASL DVD e0408 Signing Naturally: Le
ASL is Not English xviii A consistent theme throughout Level One is the distinct separation between ASL and English. Mouthing, voicing, or whispering English while signing is a clear indication that ASL is not being used. Master ASL! focuses on developing ASL skills rather than English-influenced variants.
ASL, to the Deaf community and the culture of the Deaf people, to the methods of teaching ASL as a second language, and to the many Issues facing the field of ASL instruction. Extensive information. is offered. to help the ASL student understand the language in its. cultural. context and to help ASL educators and program administrators design
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Jun 25, 2019 · ASL’s syntax is similar to C, but there are notable semantic differences, like data types and scoping rules. The fundamental language construct of ASL is the DefinitionBlock. All ASL code must reside inside of DefinitionBlock declarations. ASL code found outside of any DefinitionBlock will beFile Size: 753KB
ASL will support multiple nodes on one server. For the bridge, this allows us to easily connect and disconnect ASL from DMR. Not all nodes on ASL need be in the public node list. These type of nodes are called private nodes. We are going to add a private node to ASL. Thi
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