Title: ASL 001 : American Sign Language I Section: Z1 Credits: 4 credits Instructor: S. Lynn Bearman TAs: N/A Course meeting dates and times: Mondays, Tuesdays, Wednesdays, & Thursdays from 1:00 PM – 4:45 PM Location: Lafayette Building, room L107 Phone: 802-881-0133 E-Mail Address: SBEARMAN@UVM.EDU Office Hours: L/L-C150 11:30 AM – 12:30 PM (T) or by appointment Course Description: This course is an introduction to American Sign Language and the Deaf Culture. The curriculum covers basic ASL skills both receptive and expressive, as well as basic conversation skills with emphasis on vocabulary building, fingerspelling, facial expressions, body language, use of personal space, mime and pragmatics use in signing. The texts cover from Units 1-6 and the Cumulative Review in the VISTA Signing Naturally textbook. Learning Outcomes: Students will: • Be able to use ASL at a beginning conversational level, using both expressive and receptive skills. • Have a basic understanding of the Deaf community and its culture. • Be able to use facial expression to convey meaning. • Be able to use basic classifiers in a meaningful context. Course Policies/Expectations: NO-VOICE POLICY: The course will be taught entirely in American Sign Language. A no-voice policy is observed upon entering the classroom. For the purpose of enhanced visual reception, students are encouraged to refrain from using their voice for communication purposes during the course. This encourages the use of ASL (including the use of grammatical features) and introduces cultural rules. Points will be taken off of your participation grade if voice is used in class. PAGERS/CELL PHONES: To avoid disruption in the classroom, please set it off prior to entering the classroom. You will not be permitted to leave the room in the middle of class to answer a page or a call unless it is an emergency.
Attendance Expectations Due to the fact that this is a skills-based class, attendance is mandatory. Up to three absences will be permitted. Any additional absences will result in a reduction of 5 points from your final grade for EACH additional absence. If you wish to receive an excused absence for medical reasons and other emergencies, you should provide documentation such as a prescription for an illness or a police report for an emergency. Religious Observance: The official policy for excused absences for religious holidays: Students have the right to practice the religion of their choice. Each semester students should submit in writing to their instructors by the end of the second full week of classes their documented religious holiday schedule for the semester. Faculty must permit students who miss work for the purpose of religious observance to make up this work. Contributions in Class: Participants will be expected to follow the instructor’s directions and actively participate in the dialogue practices and other activities that will occur during class period. Academic Honesty & Professionalism: All students are required to be familiar with and adhere to the “Academic Honesty Policy Procedures” delineated in the following website. http://www.uvm.edu/~uvmppg/ppg/student/acadintegrity.pdf Accommodations: Accommodations will be provided to eligible students with disabilities. Please obtain an accommodation letter from the ACCESS office and see one of the instructors early in the course to discuss what accommodations will be necessary. If you are unfamiliar with ACCESS, visit their website at http://www.uvm.edu/access to learn more about the services they provide. ACCESS: A-170 Living Learning Center, University of Vermont, Burlington, VT 05405. Phone: 802-656-7753 TTY: call 711 (relay) Fax: 802-656-0739 E-mail: firstname.lastname@example.org Instant Messenger: UVM ACCESS. General office hours: 8:30am – 4:30pm Monday through Friday. Call to make an appointment. Required readings: • Smith, C., Lentz, E., and Mikos, K. (2008). Signing Naturally Units 1-6: Student Workbook. San Diego, CA: Dawn Sign Press. • Droisbaugh, Mark. (2004). Anything But Silent. Springhouse, PA: Handwave Publications. • Moore, M.S., and Levitan, L. (2003). For Hearing People Only. Rochester, NY: Deaf Life Press. (in “ASSIGNMENTS” folder on Blackboard)
Supplemental readings/materials: This is a list of different websites will help you improve specific skills necessary to learn ASL: asldictionary.com aslaccess.org deaflibrary.org commtechlab.msu handspeak.com asl.ms
Electronic Submissions/Internet Use: • Use Blackboard for the following: o For Hearing People Only readings (‘ASSIGNMENTS’ folder) o Personal Data Collage project information o Family Tree Video project information • Use YouTube to upload the Family Tree Video Project. Student Evaluation/Assessment Grading: Student Evaluation/Assessment Element Percentage -------------------------------------------------------------------------Attendance/Participation: 20% Assignments/Homework: 10% Quiz #1: 7.5% Quiz #2: 7.5% Quiz #3: 10% Cultural Events Reaction paper: 10% Projects (2): 15% Final Expressive Exam: 20% Percentage Letter grade GPA ------------------------------------------------------------------------97 and above A+ 4.00 93 – 96% A 4.00 90 – 92% A3.67 87 – 89% B+ 3.33 83 – 86% B 3.00 80 – 82% B2.67 77 – 79% C+ 2.33 73 – 76% C 2.00 70 – 72% C1.67 67 – 69% D+ 1.33 63 – 66% D 1.00 60 – 62% D0.67 Below 60% F 0.00
Description of Class Assignments: CULTURAL EXPERIENCE: Students are required to attend at least ONE event happening in the Deaf community. Your instructor will inform you of these events throughout the semester. A two-page reaction paper on your experience interacting with members of the Deaf community is required after the event (see potential events below). The deadline for this paper is one week following the event. No papers will be accepted after this deadline. • Sign Language House: This is a student-run program in Living/Learning for students who are interested in learning the language and culture of the American Deaf community. If you would like to attend Sign Language House meetings to explore your interests, meet new people, make connections, and develop leadership and organizational skills, you can contact the Sign Language House advisor, Keri Ogrizovich, for more info via e-email: email@example.com Greater Burlington Deaf Club: Every month, there is a social event in various locations in/around Burlington that students are more than welcome to attend. Your instructor will share with you what those events are via e-mail and calendar on BlackBoard. Or you can go on FaceBook to “like” Greater Burlington Deaf Club’s page and be notified of upcoming events (usually on the 2nd Saturday of every month otherwise noted).
PROJECTS: • Personal Data Project: You will create a personal informational collage relating to your life experiences with family, interests, and hobbies. Using ASL you are to describe this collage to your peers during class time. More details about this project can be found in BlackBoard. Points will be taken off for turning this project in late. Family Tree Video Project: For your Family Tree Project, you will be signing personal information about your family. The goal is to create a record of your progress and to enable you to evaluate your signing. Cameras and tripods are available for use in the Bailey-House Library Media Services. Please be aware that you are responsible to make arrangements to borrow video equipment from the Bailey-Howe Library Media Services ONE WEEK before the due date noted on the syllabus where they offer technical assistance with uploading to YouTube for your professor to view online. Students from other ASL classes use the same equipment so the equipment is not always available when you need it. You will upload your video onto the YouTube website and email your instructor the link. If you do NOT want others to see the video, check ‘UNLISTED.’ If you check on ‘PRIVATE,’ the instructor will NOT be able to see the video. Videos given AFTER the due date will be marked as LATE.
Book Reaction Paper: You are to write a reaction paper after reading Anything But Silent. After the reading the chapters assigned to you, write your opinions and feelings about what the author has presented on Deaf Culture. DO NOT write what the chapters were about – I have already read the book – instead, please write about your thoughts on the chapters. The paper should be two pages in length (double spaced) and is due on the date in the schedule below: No papers will be accepted after this deadline.
WORKBOOK: Follow homework assignments for your workbook in the syllabus schedule. Workbooks will be checked in class randomly throughout the semester. You should ALWAYS bring your workbook to EVERY class, including the lab sessions. SILENT DINNER (date and location to be determined): During the semester, we will have dinner together as a class at one of the cafeterias on campus (during class time). You are welcome to bring food if you rather not purchase any at the cafeteria. Everyone is required to participate by using only sign language from the moment you step into the cafeteria. This will give you the opportunity to learn communication strategies that deaf people use when in public places. Continue to use sign language throughout the dinner until the end of class. Instructional Sequence: (Note that the schedule is subject to change) -----------------------------------------------------------------------------------------------------05/20/13 Introductions and review syllabus Deaf Culture, warm-up & getting acquainted activities Begin Unit 1 Lessons 1.1 - Getting to Know You 1.2 – Cardinal Numbers 1 – 10 1.3 – Fingerspelling Fist Letters 1.4 – Same or Different 1 1:5 – Introducing Oneself 1:6 – Cardinal Numbers 11 – 15 Read: For Hearing People Only (FHPO) Handout in Blackboard (under Course Documents) – Chapter 1 HW ASSIGNED: Read v-vii in Signing Naturally (SN) workbook-take the Deaf Awareness Quiz HW ASSIGNED: Student Worksheet, pages 4 - 22 HW ASSIGNED: Read Anything But Silent (ABS), pages ix - 3
05/21/13 Unit 1 Lessons 1.7 – Same or Different 2 1.8 – Asking Who 1.9 – Specifying Where 1.10 – Giving Commands: Objects 1:11—Following Instructions 1:12 – Culture: Getting Attention Review Unit – Putting it all Together Read: For Hearing People Only (FHPO) Handout in Blackboard (under Course Documents) – Chapter 2 HW ASSIGNED: Student Worksheet, pages 23-44 HW ASSIGNED Read Anything But Silent (ABS), pages 4-18 05/22/13 Begin Unit 2 Lessons 2.1 – Giving Information about Yourself 2.2 – Cardinal Number 16 - 19 2.3 – Identifying Locations: Tic-Tac-Tue 2.4 – Narrating Experience with Languages 2.5 – Fingerspelling Up Letters 2.6 – Talking about Leisure Activities Read: For Hearing People Only (FHPO) Handout in Blackboard (under Course Documents) – Chapter 6 HW ASSIGNED: Student Worksheet, pages 47 - 71 HW ASSIGNED: Read Anything But Silent (ABS), pages 19-35 05/23/13 Unit 2 Lessons 2.7 – Cardinal Numbers 20 - 29 2.8 – Describing Three Types of Shapes 2.9 – Identifying People 2.10 – Fingerspelling Double Letters 2.11 – Culture: Negotiating a Signing Environment 2.12 – Asking “What is the Sign” Review Unit 2 – Putting it all Together Read: For Hearing People Only (FHPO) Handout in Blackboard (under Course Documents) – Chapter 7 HW: Student Worksheet, pages 72-105 HW: Read Anything But Silent (ABS), pages 36-53
05/27/13 No Class – Memorial Day Holiday 05/28/13 Begin Unit 3 Lessons 3.1 – Telling Others Where You Live 3.2 – Giving Commands 3.3 – Communicating with the Face 3.4 – Fingerspelling Moving Letter Z 3.5 – Discussing One’s Residence 3.6 – Giving Basic Directions: Around the Classroom 3.7 – Identifying Which Square I 3.8 – Cardinal Numbers 30 - 66 DUE: Quiz 1 Read: For Hearing People Only (FHPO) Handout in Blackboard (under Course Documents) – Chapter 9 HW ASSIGNED: Student Worksheet, pages 109-129 HW ASSIGNED: Read Anything But Silent (ABS), pages 54-70 05/29/13 Unit 3 Lessons 3.9 - Talking about Roommates and Pets 3.10 – Giving Basic Directions: Expressing Needs 3.11 – Fingerspelling: Down Letters P.Q.Y 3.12 – Telling How Long 3.13 – Traveling to School or Work 3.14 – Identifying Which Square 2 3.15 – Asking What Is the Sign 3.16 – Practice Cardinal Numbers 30 - 66 Review Unit 3 – Putting it all Together Read: For Hearing People Only (FHPO) Handout in Blackboard (under Course Documents) – Chapter 10 HW ASSIGNED: Student Worksheet, pages 130-174 HW ASSIGNED: Read Anything But Silent (ABS), pages 71-86
05/30/13 Begin Unit 4 Lessons 4.1 – Talking about Immediate Family 4.2 – Negation 1 4.3 – Rocking Numbers 67 - 98 4.4 – Have, Like, Want, and Need 4.5 – Talking about Silbings 4.6 – Moving Letter J 4.7 – Telling How Old 4.8 – Talking about Extended Family Read: For Hearing People Only (FHPO) Handout in Blackboard (under Course Documents) – Chapter 14 HW ASSIGNED: Student Worksheet, pages 178-201 HW ASSIGNED: Read Anything But Silent (ABS), pages 87-107 06/03/13 Unit 4 Lessons 4.9 – Telling How Family Members Are Related 4.10 – Negation 2 4.11– Discussing Family Variations 4.12 – Practice Cardinal Numbers 1 – 100 4.13 – Describing of Acting Out to get the Meaning Across 4.14– Commenting on Family Members 4.15 – Culture: Maintaining a Clear Sightline Review Unit 4 – Putting it all Together Read: For Hearing People Only (FHPO) Handout in Blackboard (under Course Documents) – Chapter 21 HW ASSIGNED: Student Worksheet, pages 202-227 HW ASSIGNED: Read Anything But Silent (ABS), pages 108-120 06/04/13 Quiz #2 on Units 3-4/Readings
Due: Personal Data Collage Project
06/05/13 Begin Unit 5 Lessons 5.1 – Talking about Everyday Activities 5.2 – Agreement Verbs 5.3 – Fingerspelling: Words with Letters G and H 5.4 – Talking about Chores 5.5 – Asking If Done Read: For Hearing People Only (FHPO) Handout in Blackboard (under Course Documents) – Chapter 32 HW ASSIGNED: Student Worksheet, pages 231-250 HW ASSIGNED: Read Anything But Silent (ABS), pages 121-139
06/06/13 Unit 5 Lessons 5.6 – Talking about Extended Family 5.7 – Telling How Often 5.8 – Talking about Activities with Others 5.9 – Talking about What One Does for a Living Review Unit 5 – Putting it all Together Read: For Hearing People Only (FHPO) Handout in Blackboard (under Course Documents) – Chapter 41 HW ASSIGNED: Student Worksheet, pages 251-306 HW ASSIGNED: Read Anything But Silent (ABS), pages 140-160 06/10/13 Silent Breakfast (location TBD) /Activities DUE: Family Tree Video HW ASSIGNED: Study Final Exam on Units 1-5 and Readings 06/11/13 Storytelling – Begin Unit 6 – Timber Lessons 6:1 – New Vocabulary 6:2 – One-Person Role Shift in Narratives 6:3 – Two-Person Role Shift in Narratives 6:4 – Story Cohesion Storytelling – Begin Unit 6 – The Gum Story Lessons 6:5 – New Vocabulary 6:6 – Entrances and Exits 6:7 – One-Person Role Shift 6:8 – Story Cohesion DUE: Reaction Paper (ABS)
Quiz #3 on Units 1-5/Readings
HW ASSIGNED: Study Final Exam on Units 1-5 and Readings 06/12/13 Rehearsal for Final Expressive Exam 06/13/13 Final Expressive Exam at 1:00pm