Course Description: This course is as an introduction to American Sign Language (ASL) 4. Students will focus on developing comprehension and production of ASL skills within a cultural framework. Course content includes ASL signs, concept, grammatical features, and Deaf culture information.  Emphasis is placed on skill development, correct usage of signs, grammatical features and general understanding of American Sign Language used by members of ASL community.

Prerequisite: (ASL 3) and a grade of S (satisfactory) or C- above or approval of department chair.

Course Outcomes: At the end of the course, students will be able to: 1. Apply real-life experience by storytelling, sharing information and facts. 2. Develop increased awareness of various aspects Deaf culture and history. 3. Utilize technology to produce, critically analyze and assess ASL discourse.

Communicative Language Method: The students will share information from resources they have found, such as websites, articles, or newspaper. Students will present what they learned in class.

Functional-Notional Method: The students will practice how to evaluate facts as a whole and parts, apply constructive structure, and the use of rhetorical question and topicalization.

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American Sign Language (ASL) 212 Level IV 2nd Language Users MWF: 2-2:50 p.m. Week 4-6, 10th-16th class

Teaching Methods

At the end of the unit, the student will be able to:

Unit Activity Unit Assessment Course Outcomes

ACTFL 5c’s

1 2 3

1. Demonstrate the use of percentage, fraction, top, most, ranking, oldest and top five. Proper use of non-dominant hand for listing.

Students are paired for ASL practice using percentage, fraction, listing, etc,.

X X 1.1, 1.2 & 4.1

2. Be able to apply topic and rhetorical question, establish space when using compare and contrast

3 groups discuss and practice sharing facts using rhetorical questions.

Demonstrate to the Deaf Consultants.

X X X 1.3, 2.2, 3.2, 4.1, & 5.1

3. Discuss and evaluate the information about deaf and hearing people from resources.

Pair partners to find two to three facts and share with the class.

Present to class. X X 1.1, 1.2, 1.3, 2.1, 3.1, 4.1, 4.2, & 5.1

and informal observation.

Comprehension+checks!

© April Haggard

Unit Outcome

Signing Naturally Level III Teacher’s Curriculum Guide and Student Workbook

Digital presentations

Location and Time: ASL 212 Level IV Monday, July 28, 2014 2-3:15 p.m. in Clerc Hall, room 111

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Materials and Equipment

Two Week Schedule: *The color purple means the focus for the lesson for the day.

VOCABULARY: These are general vocabulary they should cover today.

PERCENT: 20%, 40% FRACTION: 1/3, 1/2, 1/4, 3/4, etc. ALL-OVER ADDICT/HOOK

CRAVE-ear(open t) GROUP ROMAN CATHOLIC

EARTH ASIA GENERATION DEPEND for survival

DAMAGE TORNADOES DREAM FIGURE-OUT

HISPANIC EX (ex-boxer, ex-boyfriend, etc) SELF(index) BUSINESS-SHUT-DOWN

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Week 4: Class #10 Analyze the whole and parts of facts and produce into ASL. Student will be paired and using Signing Naturally Level III Student Workbook p. 32. Explain Assignment!

Week 4: Class #11 Review assignment; introduce listing. Assignment: Signing Naturally Level III Student Workbook p. 33-34.

Week 4: Class #12 Review listing assignment; introduce comparison: identifying topics

Week 5: Class #13 Review Identifying topics; introduce comparison: translating facts. Explain assignment: Signing Naturally Level III Student Workbook p. 35-37.

Week 5: Class #14 Review translating facts; student workbook comprehension check in class p. 35-37.

Week 5: Class #15 Review analyzing and translating remarkable facts; introduce using classifiers to describe. Explain assignment: student workbook p. 38-40.

Week 6: Class #16 Unit Quiz: sign production & comprehension

Roll Call: (5 minutes) Fingerspell the students name laying on the table or turn your back to the students and fingerspell their names.

Opening: (5 minutes) Talk with students about their weekend, the news they read this morning or last night.

At the end of the lesson the student will be able to:

Lesson Activity Lesson Assessment Unit Outcome: 1, 2, or 3.

1. Apply the sign production using percentage, ratios and fraction using facts.

Students work in pairs Informal observation and provide feedback/recasting

1

2. Analyze the whole and parts using topic (raise eyebrow).

Students work in pairs Informal observation and provide feedback/recasting

3

3. Use and apply contrastive structure

Handouts: Students’ assignment

Students will present to the class individually

1 and 2

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Lesson Outcome

Lesson Procedure

Introduce new information: (20 minutes) Today, we will learn how to translate facts into ASL using actual, implied percentage and/or fractions. The students will participate in attempting to figure out how to translate the fact individually and in pairs. See Signing Naturally Level III Teacher’s Curriculum guide pp. 52-58. “1 out of 4 women are addicted to chocolate” (Mikos, Lentz, & Smith)

Show this slide and explain that we will discuss how many of these women are addicted to chocolate.

Show this slide to explain the whole and parts when analyzing the fact. For more information, see p. 53 in Signing Naturally Level III Teacher’s Curriculum Guide. The four ladies in the picture on the left are grouped (whole), for that picture you will sign WOMEN ALL-OVER. The other two pictures are the parts. You will point to left utilizing space and sign 25% CHOCOLATE CRAVE-ear then to the right 75% NOT

Activity: (10 minutes) Now, the student will work together and be sure to have three groups to work on one fact. One volunteer will present the information in ASL. Next, ask the students to create new facts, such as how many have blue eyes, green eyes, or brown eyes. Another options is to ask how many have certain types of pets, dogs, cats, etc. Be sure to have the students identify the whole and parts.

© April Haggard

Activity: (5 minutes) Pair the students randomly and have one volunteer present a fact in ASL. See the student workbook page 32.

Wrap-up: (5 minutes) Explain their assignment to bring for the next class meeting. Pass out the video assignment. The assignment is available on Blackboard.

See ‘Assignment’ with instructions below.

© April Haggard

Rubrics for Assignment and Sign Production Unit Quiz

Areas/Rate 4 3 2 1 Feedback

Use of Percentage/Fractions/Ratio/Listing/Top, Most, Oldest/Ranking

Correct use of percentage/fraction, ratio, listing/top/most/oldest and ranking

One error of percentage/fraction, ratio, listing/top/most/oldest and ranking

More than two errors of percentage/fraction, ratio, listing/top/most/oldest and ranking

More than three errors of percentage/fraction, ratio, listing/top/most/oldest and ranking

Use of Contrastive Structure

Correct use of contrastive structure

One error use of contrastive structure

More than two errors use of contrastive structure

More than three errors use of contrastive structure

Grammar & Syntax

Correct use of grammar and syntax

One error use of grammar and syntax

More than two errors use of grammar and syntax

More than three errors use of grammar and syntax

Use of Rhetorical Question/Topicalization

Correct use of rhetorical question and topicalization

One error use of rhetorical question and topicalization

More than two errors use of rhetorical question and topicalization

More than three errors use of rhetorical question and topicalization

Time Range Within time range Slightly under or over time limit

Moderately under or over time limit

Way under or over time limit

Total: _____/20

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Rubrics

ASL 212 Assignment 3 (Handout: Blackboard) Instruction: Translate these facts into ASL and embed the videos on Blackboard by Wednesday by 11:59 p.m. The video should not be over two minutes. *Purple highlight means what the student should sign.

Interesting Facts:

1. The earth is smoother than a bowling ball. <EARTH>t(left-side), <BOWL-BALL>t(right-side) SMOOTH-wow <WHICH>rh IX EARTH

2. 97% of water on earth is salted. <EARTH>t WATER ALL-OVER-EARTH (left side) 97% SALT, (right side) 3% NOT.

3. 90% of all volcanic activity occurs in the ocean. <VOLCANO>t HAPPEN HIT++ fsOCEAN (left side) 90%, LAND(right side) 10%

4. Find two different facts that shows two to three parts from a whole in percentage or fraction. (None of the classmates will have the same fact.)

5. Go to these links and translate the information into ASL using percentage, fraction and contrastive structure.

http://www.bloomberg.com/infographics/2014-06-25/car-thefts-2013.html

http://www.bloomberg.com/infographics/2013-11-05/bloomberg-markets-100-top-billionaires.html

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Assignment

ASL 212 Unit 19 Quiz Summer 2014 Key/Answer Sheet

Comprehension

Instruction: I will sign and follow the instruction in the video. Each is worth 2 points.

VIDEO:

1. Signer: <HERE AMERICA, RESTAURANT>t ALL-OVER, 10 PERCENT(left side) PIZZA HAVE, 90 PERCENT(right side) NONE.

NOW DO-WHAT IX(to abcd below) MATCH PICK MATCH RIGHT

a. Signer: using ratio, 9 GROUP RESTAURANT 1> PIZZA NONE a. 1 out of every 9 restaurants in the United States does not serve pizza.

b. Signer: using ratio, 10 GROUP RESTAURANT 1> PIZZA NONE a. 1 out of every 10 restaurants in North America does not serve pizza.

c. Signer: using ratio, 10 GROUP RESTAURANT 1> PIZZA HAVE a. 1 out of every 10 restaurant in United States serves pizza.

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Unit Quiz Answer Sheet

2. Signer: 2013 <HURT>t CONNECT WORK TOP <g(what)rhet> list buoy:thumb DV(lifting, pushing, pulling, etc). NOW DO-WHAT IX(to abcd below) MATCH++ PICTURES TYPE CORRECT ANSWER FITS FACT.

A. B. C.

Correct answers are: B

3. <DOG, CAT, etc FOOD>t (left side) <BABY FOOD>t (right side) AMERICA ALL-OVER SPENDsmooth MONEY(puff cheeks) (left side) DOUBLE(palmhand).

A.

B.

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C.

Correct answer: A

4. <PRESIDENT LINCOLN IX(left)>t VOTE PRESIDENT LONG-AGO 1860!, <PRESIDENT KENNEDY IX(right)>t VOTE PRESIDENT LONG-AGO 1960! HAPPEN HIT. NOW DO-WHAT CHOOSE MATCH WHICH.

A. 1930 1860

B. 1860 1960

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C. 1960 1860

Correct Answer: B

5. SIGNER: fsAMAZON KINDLE BOOK POPULAR WHAT BIBLE, STEVE JOBS BIO, THE HUNGER GAMES. NOW DO-WHAT, PICK WHICH GROUP OF PICTURES FITS EXPLAIN++.

A.

B.

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C.

Correct Answer: C

Sign Production: Instruction: Translate the 3 facts provided into ASL. I will use the sign production rubric to grade.

1. SIGNER: TELL-ME WHAT YOU FIND FASCINATING ABOUT THE PRESIDENTS?

John Adams:10/30/1735- 4/4/1826 Thomas Jefferson-4/13/1743-4/4/1826

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Answer: ME FASCINATE HAPPEN HIT JOHN ADAMSfs IX(left) THOMAS JEFFERSONfs IX(right) TWO-OF-THEM DIED SAME DAY JULY 4, 1826. VERY INTERESTING! Subjective depends on how they introduced and closed.

2. SIGNER: SEE PICTURES BELOW, PLESE TELL ME USE PERCENT CLASSROOM PEOPLE YOU SEE WHAT.

(Larson, 2014)

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Answer: CLASS 10 STUDENTS, (left) ABOUT 60% GREEN EYES, (middle) ABOUT 30% BLUE EYES, (right) 10% BROWN EYES

3. SIGNER: NOW TELL ME RELATED FSdesertion g(what) RANKING

35% 40% 12% 13%

Answer: <ARMY GROUP>t, NAVY, ARMY, AIR FORCE, MARINE ESCAPE PROBLEM HIGH<WHICHrh> ARMY FIRST(if) 40%, NAVY(mf) 35%, MARINE(rf) 13%, AIR-FORCE(pf) 12%.

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ASL 212 Name: ________________________ Unit 19 Quiz Student Sheet

Instruction: Watch the video, then circle the correct answer. Each is worth 2 points.

1. A B C

2. A B C

3. A B C

4. A B C

5. A B C

Production portion: Watch the video for the instructions, then respond using the video and post the answer in provided space.

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Student Unit 19 Quiz

Edudemic Connecting education & technology (July 22, 2014). 50 Awesome fact about earth to share with your class. Retrieved from http://www.edudemic.com/awesome-facts-about-earth-to-share-with-your-class/

Larson, S. (July 21, 2014). [Edited the graphic illustrated pharaoh face with eye colors].

Lenz, E., Mikos, K., & Smith, C. (2001). Signing naturally level III: Teacher’s curriculum guide. San Diego, CA: Dawn Sign Press.

Lenz, E., Mikos, K., & Smith, C. (2001). Signing naturally level III: Student workbook. San Diego, CA: Dawn Sign Press.

The Noun Project (July 21, 2014). [Graph illustration: Pharoah] Retrieved from http://thenounproject.com/term/pharaoh/3509/

© April Haggard

REFERENCE