American Sign Language 121
Course Description:
A beginning course in American Sign Language using conversational methods. This includes vocabulary related to exchanging personal
information, day to day common activities, describing family relationships, and providing basic directions. Basic grammar, fingerspelling, numbers 1 to 100, the fundamentals of spatial agreement,
and an introduction to the deaf culture and its history are also introduced.
Instructor:
Michael Dobner
Email: Canvas
Office Hours:
By Appointment
”If you are a novice signer or have just begun to take sign language classes, you are strongly encouraged to NOT become an interpreter yet. Interpreting jobs are not meant to take place of
sign language classes. Interpreting involves more than just signing. An interpreter must accurately convey messages between two different languages. It is a skill that takes time to
develop.” ~ Keith Wann
Required Materials:
• “Signing Naturally Unit 1-6 Student Set” (with 2 DVDs). ISBN # 978-1-58121-210-5
Instructional Tools:
1. Canvas: To check all of assignments, quizzes, exams, vocabulary, announcement, and lecture notes. Please go to https://pierce.instructure.com/login/canvas. If you are new to canvas, you can contact Ben Morrow ([email protected]) and he will help you to get ahead start with canvas.
2. Webcam or HD Camera (1080i or above). You will do projects that requires recoding of yourself. The camera must be 1080i or higher so I will able to see you clearly. The library have web cams available if you need to borrow.
Recording Tools:
1. When it comes to recording yourself for projects, use “media” only. Here is an example of “media”:
Competency Requirements (Must have a 2.0 (75 %) ):
• Each student will demonstrate at least “C’ level, or higher, understanding of the major theoretical
underpinnings of each of the sections outlined in the course syllabus (assessed in written examinations, small group and full class discussion).
• Each student will demonstrate at least “C” level, or higher, understanding of the knowledge of the essential terms, definitions and models of each of the sections outlined in the course syllabus (assessed in written examinations and student discussions).
• Each student will demonstrate at least “C” level, or higher, ability to provide practical sign language of each of the sections outlined in the course syllabus (assessed in written examinations, class discussions and review sessions).
• Each student will have opportunities to verbally analyze, describe and discuss effective application of variables impacting sign language (assessed in class discussions and review sessions).
• Each student will be able to prepare a signing presentation outlined in the syllabus at a “C” or higher level (following the written and verbally explained guidelines).
• Each student will be able to actively participate in class discussions designed to articulate relevant theories, terms, and practical applications of selected topics in American Sign Language (assessed in full class and small group discussion).
• Each student will demonstrate an ability to effectively organize a class presentation by discussing vocabulary and sentence practice (assessed through an in class signing presentation).
• Each student will demonstrate an ability to utilize appropriate learning and instructional materials using library research skills and technology (overheads, video, PowerPoint, etc).
List of Course Outcomes
It is expected that you will be able to demonstrate the knowledge of expressive and receptive skills for the following outcomes. Grammatical Components Functional Components
1. Core Vocabulary: Units 1,2,3,4 2. Numbers a. Cardinals- 1 to 100, Thousands, Hundreds, Millions b. Subtract/Add c. System Number Movement 67-98 d. Rule of 9 e. Numeral Incorporation: Floors, Labels, O’clock, Pronouns f. Ordinals- 1st to 9th 3. Ages a. Citation (formal) b. Conversation (casual) 4. Spatial Agreement a. Eye Gaze b. Distance c. Locatives d. Signer’s Perspective e. Real World Orientation 7. Pronouns a. Personal b. Plural c. Dual Pronouns 8. Sentence Types a. Declaratives b. WH-questions c. Y/N-Questions d. Imperatives (commands) e. Topicalization f. Negatives 9. Skills a. Identify Sign Parameters b. Dominant/ Non-Dominant Hands c. Agent Marker
d. Real World Orientation e. Signer’s Perspective f. ASL Timeline and Time
Indicators g. Spatial Agreement (Referencing) 1. Introducing oneself 2. Fingerspell Names 3. Exchange Person Information 4. Give and Follow
Instructions and Commands
5. Discuss Leisure Activities 6. Describe Shapes, Living
and Not Living Objects 7. Identify Persons, Give
Information 8. Discuss Living
Arrangements 9. Confirm and Correct 10. Talk about Surroundings 11. Ask and Give Directions 12. Express Need, Ask Where 13. Retell Narratives using ASL
f. Manual Alphabet 5. Fingerspelling
a. Letters A-Z
b. Manual Alphabet, Fist, Up, Double and Moving Letter Z c. Lexicalized Fingerspelling 6. Glosses h. Buoys (Listing) i. Surrogates (Role Shifting: 1 person, 2 person) j. Tokens (Contrastive Structure)
Assessment and Grades
96-100 = A (4.0)
84-86 = B (3.1-2.9)
74-76 = C (2.1-1.9)
65-67 = D (1.1-1.0)
90-95 = A- (3.9-3.5)
80-83 = B- (2.8-2.5)
70-73 = C- (1.8-1.5)
0-64 = F (0)
87-89 = B+ (3.4-3.2)
77-79 = C+ (2.4-2.2)
68-69 = D+ (1.4-1.2)
Receptive: 45% Expressive: 30% Deaf Culture/Leadership: 25 %
Attendance
To receive a good grade, you MUST be active in class. This class is performance-based and involves a lot of interaction,
so showing-up late or missing class will make it impossible to make-up this interactive environment. Therefore, you need to attend every day and be on time in order to participate fully. Any student who misses 2 minutes or more of class without a legitimate reason is considered to have an unexcused absence. When you are absent you will have an
opportunity to make up missing work or information by asking your classmates. If you are absent from class, the activities points during class will be zero.
Class attendance is essential for success in ASL. Since ASL is an interactive language, you cannot really learn it practicing solely on your own or missing the daily activities from class. A considerable amount of material is discussed, practiced, and reviewed during class. If you do miss a class, it is your responsibility to ask your classmates for work missed and new vocabulary introduced. It is also your responsibility to email me and let me know what’s going on – this is a model used in the deaf community. If you are frequently late (or leave early), I will discuss possible options/strategies to help you get to class on time. After the 2nd tardiness, it will be considered a partial absence. You need to discuss leaving early with me ahead of time – otherwise it will be considered a partial absence. At no time leave without letting me know – in the deaf community this is considered extremely rude.
With the daily class: After the 3rd absence, I may remind you about the attendance policy and discuss some
attendance strategies. After your 5th absence, your course grade may be reduced by ½ a grade point (such as from 3.6 to 3.1). After the 6th absence, your course grade may be reduced by a full letter grade (such as from 3.6 to 2.6). If there are any more absences, you may receive a 1.0 (or lower) from the course regardless of the work completed.
It is essential for you to attend every class since there will be a lot of activities DURING class which will count points
toward to your grade. If you are absent because you are on vacation, sick, or field trip, it is still automatically zero points. Here are the details of participation grade:
4
Excellent level of preparation and participation;
•
Regularly offers relevant comments or answers without prompting;
•
Regularly answers when called on and demonstrates extensive
preparation;
•
Nearly always participates voluntarily in class activities without
hesitations;
•
Consistently stays on task during partner/group work;
•
Uses ASL almost exclusively (asks permission to speak English);
3
High level of preparation and participation;
•
Sometimes offers relevant comments or answers without prompting;
•
Usually answers when called on and demonstrates preparation;
•
Sometimes participates voluntarily in class activities;
•
Stays on task during partner/group work;
•
Uses a lot of ASL (sometimes asks permission to speak English);
2
Satisfactory level of preparation and participation;
•
Occasionally offers relevant comments or answers, but usually needs
prompting;
•
Answers when called on, but is not consistently prepared;
•
Generally does not participate voluntarily in class;
•
Inconsistent participation in partner/group work (chatting, unprepared);
•
Uses ASL only when required (asks lots of questions in English);
1
Low level of preparation and participation;
•
Rarely offers relevant comments or answers without prompting;
•
Often unable to answer when called on; rarely prepared;
•
Clearly hesitant to participate voluntarily in class activities;
•
Inconsistent participation in partner/group work;
(chatting/unprepared/unwilling)
•
Rarely uses ASL ;
0
Inadequate level of preparation and participation;
•
Unable to respond when called on:
•
Clearly unprepared for class:
•
Rarely or never signs ASL:
TIPS FOR SUCCESS:
SIGNS: Make an effort to sign every single class period. You can only improve and strengthen your language
skills by using them! Your participation will help motivate your classmates as well – and make the lesson more productive for everyone!
ASK: If something isn’t clear, if something interests you and you want to know more, or even if you are just not
sure about something,… ASK!! Your questions benefit the class in many ways. You, of course, will get an answer to your question, but you also help your instructor know how well class is going and what might need more explanation. You also help the other students by opening a new way of thinking about a particular topic.
WORK WITH OTHERS: In this class you will be expected to participate in numerous group activities. Don’t treat
this as an excuse to goof off. Group work allows you a more intimate and relaxed opportunity to practice your language skills. You can also learn from your partners: they might be able to help you with specific problems, and you will surely exercise your skills by helping them.
DON’T ASSUME: Don’t assume that everyone else in the class is going to make fun of you, or that they all know
what might be going on!! They have the same anxieties you do. Worrying about them will only diminish your opportunity to practice signing and learning in class.
REMEMBER! Remember that your participation grade will not be determined by individual errors, but by an
assessment of your overall participation and effort in class. Don’t let a fear of making mistakes inhibit your work in class. Your instructor will be looking for consistent and active participation and steady progress – mistakes are a necessary and expected part of that process!!
HAVE FUN! Don’t forget that learning languages is fun! Sure, you get to learn about other cultures and how
they sign, think, and perceive the world, but you also get to do fun activities in class and “be” someone else as you sign a new language. Your language classes will also be some of the only ones in your college experience in which you have small classes and really get to know and work closely with your fellow students and instructor. Enjoy!!
Assignments
You will have attachment from Angel that will explain your tasks outside of the class. Here are the criteria that you need to know:
• Signing Naturally homework: You will find the task to study on specific chapter/section and then do the
homework in the format that I have created for everyone. You will type the answer in bold, no writing
homework will be accept. Then come in class with your assignment and will grade together. Arriving class late
• Projects: There are three projects that you need to do. There are mime and interactive dialog. The mime project will occur during class and the interactive dialog will be outside of class. The library has two available video cameras for you to rent but only for two hours to use. Use your time wisely. If you feel that you prefer your device at home, I require HD camera in 1080i or more. If I see the video clip is poor or unsatisfied, I will give it back to you and have you start over in a better camera or use the camera at the library.
ALL ASSIGNMENTS ARE ALWAYS TYPE!
Quizzes/Exams
• Fingerspelling Quiz; You will take the quiz weekly (Friday). I will be signing a word and you will write the
answer. The class gets to vote on what topic that they want to take the quiz.
• Vocabulary Quiz: Your task is to study the vocabulary list that I asked you and then you will take a quiz. There
are 10 vocabularies on each quiz and those vocabularies will not be used again in the exam. This benefits improving your understanding on vocabulary. Social and Survival vocabulary will have 20 vocab quiz. • First and Final Exam: Each exam will have 100 questions. You will receive study guide one week before the
exam. The questions are based on vocabulary, sentences, and fill in the blanks.
Deaf Culture/Leadership Points
You are requiring selecting FOUR of the following:
Silent Games at any high school Attend an interpreted church service
Attend Deaf bowling, basketball, or other Deaf Recreational Activity
”Immersion” at Tacoma Mall Food Court OR create Immersion Dinner for class
Research a website on a Deaf Person or on Deafness, print out information and write one page reflection
Interview ASL interpreter. Write a 2-page summary including how they became interested in interpreting, their training and background, their certification, tests they had to take, favorite interpreting setting, personal experiences, etc.
If you have any more idea that is not on the list, talk with me and see if it will count towards DCL.
After you participate the DCL event, please type 1 page reflection (MLA format) about your experience WITH
EVIDENCE. (For example, if you went to open caption movie at the theatre, you should write the reflection with the movie tickets.) NO EVIDENCE, NO GRADE!
Written Work/Project Work Policy
1. After the start of class but within 24 hours = One letter grade lower than the original grade earned. 2. After 24 hours = a “0” for that assignment.
Projects
You will have three projects during ASL I. They are Mime Project, Copy Sign: Riddle Project and Interactive Dialog: Michael Dobner.
Project #1 Copy Sign: Riddle Project (on website) Objective: “Why are we doing this?”
1. To practice and improve your expressive skills. 2. To learn what “fluent” signing feels like.
3. To enhance your appreciation for Deaf stories and Culture.
Task: “How are we doing this?”
1. You will be given a Copy-sign narrative to watch and memorize, then reproduce on video. You will have some
class time to work on this project, but it is intended for you to do on your own.
2. You may choose to gloss this story on paper, but this is not necessary. Remember that gloss is a tool only and
not a language. This is a homework assignment, you will want to rewind and watch over and over. To be sure you understand everything. As you watch, try to sign along with the story on video. As you memorize, the story, pay special attention to how the signer uses space and what non-manuals are used.
3. You may be given an opportunity to perform this story for a small group first and receive feedback from peers before doing your final story on your portfolio video. We have peer feedback forms to use to help you give one
another valuable feedback about how to improve your project before turning it in for credit.
4. Self Evaluation of your story: Once you have had peers evaluate your Copy Sign. You may do a “Self Evaluation”
and set goals for your self improvement.
5. Record your final story and WATCH IT BEFORE YOU TURN IT IN. This is difficult for most students, however it
will be the best way to be sure that you are turning in your BEST work and final project.
Project #2-Mime Project
Objective: Use of space, Facial Expression practice, Classifier use & Gestural Communication.
Hints: Act out using imaginary items, look at what you’re doing, don’t break character—LIVE the moment, pay
attention to details, details are lost when short-cuts are taken, be thorough.
Mime Situation Topic:______________________________________
Required Elements
Effort and Preparation
Details, Details, Details… and story make sense – understandable. One of the biggest challenges will be to RUSH and not take the appropriate amount of time that you need to clearly convey your message.
Your story must be at least two minutes in length OR have sufficient details for full development of the story or situation. Points will be deducted for any inappropriate situations
such as “Bathroom Humor” or inappropriate dating situations. Movement
Your mime is realistic, understandable staying in the mime area. Your eye gaze and movement must be realistic.
Body Language
No voice or signing allowed. Only gestures and the use of natural classifiers may be used in your story. You must rely on movement, gesture, eye gaze, timing and reacting to imaginary situations.
Use of Body Classifiers
Two kinds of classifiers will be used, Body Classifiers (using the whole body to MIME) and Instrument Classifiers (showing through mime how you use particular instrument; how you hold things, move things, open things etc.)
Facial Expression
Enhances the story and matched the situation. If you are afraid use your body AND your face to show it. This includes the use of eye gaze.
Spatialization - Use of Space
Realistic, believable and enhances the story. Do you get in the car on the correct side? How big is the steering wheel? Does the table or counter stay consistently at the same height?
Appropriate Ending
Freeze in place then walk off. NO VOICE ALLOWED!
You must literally freeze in place until the audience begins to clap. THAT is your indication that they understand you are finished.
Project #3- Interactive Dialog: Michael Dobner
You will sign a conversation with a Deaf man named Michael. This conversation represents a typical first meeting dialog format. You will be asked the same questions a live Deaf person would ask if you met them. Many ASL students, when they meet a deaf person, tend to freeze-up and forget signs when put on the spot. The more you practice this dialog, the more natural your responses will be when the moment of truth arrives. You will be more prepared and confident. You would not even need to think about your answers, they will just flow out of you naturally.
Here are some expectations/suggestions to help you on this project:
• When he asks you your name, you need to respond and then ask him his name BEFORE he gives you HIS name. The break in the conversation here is short.
• You must answer in complete sentences not just ‘NO’ or ‘YES’.
• You must only answer the question (as a negative or positive re-statement). DO NOT give corrected or additional information.
• For correct Spatial Agreement, you must watch the dialog and see in what direction Michael refers to your instructor. Then you must refer to your instructor in that same direction.
• Non-manual feedback is important. You must look interested and nod when appropriate. The Deaf person needs to SEE that you are listening.
• Pretend this is a real conversation. Sign like you mean it! When you sign: ‘NICE I-MEET-YOU’—really show it! • You will be graded on the following things: Eye Contact, NMGS, Clarity, Fluency, Grammar, Fingerspelling, Your
Your Advice’s Corner
Cell Phones: No texting during class. Cell phones need to be completely turned off (silent) and in put away during class. If you have a
family emergency, let me know before class, and you may leave your cell on the table in front of you. Please leave the room if your emergency call comes in.
Do not distract others: Either sign or voice. Do not enable lazy learning—challenge your classmates to USE the language and arrive
at answers- let others get their own “a-ha!” moments. If you do not understand what is being taught-raise your hand! I guarantee you are not alone. Please do not ask the person next to you! I will be happy to repeat/explain anything. Be the “brave one” who raises their hand!
Excuses, Excuses, Excuses: I am sick of hearing excuses and I do not want to hear it from you. It’s your responsibility!
Here are the lists that I heard from the students’ excuses and I do not want to hear them from again: 1. “My printer ran out of ink, can I go to the library, print the homework, and then come back? “
a. Solution: The moment you realized that you ran out of ink, make a back-up plan. Figure out a plan to turn it in in class.
2. “I already emailed you my homework.”
a. Solution: That is YOUR risk and check with me to see if I get the email, I will confirm to you. If I do not see the email, that is your problem and it will clearly impact your grade. Not mine. Remember this; email must be arriving to my inbox before 9 AM. Email does provide me the timestamp of your email that you sent.
3. “My computer broke down.”
a. Solution: We have computers all over the campus. 4. “I need to finish typing the homework”
a. Solution: Sure but you have 24 hours to complete it with ONE grade down. 5. “I was absent yesterday and can I make up the in class activity?”
a. There is no solution. Its automatically 0 points. But this can be re-evaluated based on your performance of the whole quarter. For example, you did not miss anymore class at all and that would make me re-evaluated the specific assignment. I always do this at the end of the quarter.
6. “I don’t have a book, what should I do?”
a. There is nothing I can help but there are several available website or facebook group that may have book for sale or book for rent.
If there was a situation arises, please let me know and so I can be aware about it. That way I can understand why your performance occurs in class.
Your Grade
: If I see your grade dropped, I will do the following:1. Your grade dropped: I will email you to give you a warning and will advise on how you can improve in class. 2. Your grade dropped again: I will email or ask you in class to meet with me and discuss your grade in class.
3. Your grade dropped again and again: I will email or ask you in class to meet with me and discuss your grade. Also will email the department for your performance tracking. Our goal is to be sure that every student have the chance to be successful.
Students with disabilities who believe they may need academic adjustments, auxiliary aids, or services to fully participate in course activities (or to meet course requirements) are encouraged to register with the Access & Disabilities Services office (ADS) in the Cascade building. Students requesting accommodations must obtain the “Approved Quarterly
Academic Adjustments, Auxiliary Aid Services” form (green) provided by ADS. Call the ADS office at 253.964.6526 or
253.964.6468.
Academic Honesty
Academic dishonesty means plagiarism, misrepresentation of self or student work product or representation of the work of others as your own, or other acts of academic dishonesty. Cheating includes, but is not limited to:
a. Use of any unauthorized assistance in taking quizzes, tests, or examinations; writing papers, preparing reports, solving problems, or carrying out other assignments; or
b. The acquisition, without permission, of tests or other academic material belonging to a member of Pierce College faculty or staff;
c. Allowing one person to represent another person as the enrolled student in any course; d. Representing oneself as another person in any course.
Any student found to have committed, aided, or abetted others to commit any of the above violations in this class will receive a zero on the assignment AND be subject to the disciplinary actions outlined in Pierce College policies.
Mandatory Reporter
As a faculty member here at Pierce College, I am a mandated reporter of suspected or witnessed child abuse. This includes statements that may indicate abuse of children in the community.
Faith and Conscience
Reasonable Accommodations for Faith/Conscience: Students who will be absent from or endure significant hardship in course activities due to reasons of faith or conscience may seek reasonable accommodations so that grades are not impacted. Such requests must be made in writing within the first two weeks of the beginning of the course. Students should review the Accommodations for Faith/Conscience Policy and follow the procedures:
https://www.pierce.ctc.edu/policy-faith-conscience.
ADS Statement
Pierce College values diversity and inclusion; we are committed to fostering mutual respect and full participation for all students. My goal is to create a learning environment that is equitable, inclusive, and welcoming. If you have or think you may have a disability that may affect your work in this class and feel you need accommodations, contact Access and Disability Services at [email protected] or (253) 964-6468 to see if you are eligible to receive services. If you are already approved for accommodations through the ADS, have requested your accommodations for this quarter and would like to use your accommodations in my class please connect with me outside of class time to discuss your needs.
It is your responsibility to know and understand emergency procedures. In the event of an emergency call 911 as soon as it is safe to do so, if possible also call Campus Safety at 253-964-6751 (Fort Steilacoom) or 253-840-8481 (Puyallup).
Escorts- Safety escorts are available 24 hours a day, 7 days a week (not available at JBLM). Call Campus Safety in Puyallup at 253-840-8481, at Fort Steilacoom 253-964-6751.
Fire Alarm- During an emergency evacuation, take your valuables ONLY if it is safe to do so. You could put yourself or someone else at risk by delaying your exit. Plan to return to class once the alarm has stopped. Do not return until you have received an official all-clear.
Earthquake- DROP, COVER, and HOLD ON. Once the shaking stops, take your valuables and leave the building.
Do not plan to return for the rest of the day. Do not return to the building until you have received an official all-clear.
Active Shooter- RUN, HIDE, FIGHT; run if possible, hide and/or barricade if escape is not possible, fight as a last resort. Most classroom and lab doors are kept locked. If you decide to barricade in a classroom or lab know how to secure the door so it is locked. This may be done by pulling the door fully closed or by sliding the lock block and pulling the door closed. Know how the door locks ahead of time.
Campus Alerts- Sign up for Pierce College emergency alerts on the College website.
https://www.pierce.ctc.edu/news/20161205/sign-today-receive-emergency-alerts-pierce-college-0
