Wednesday, September 28, 2011

Monica's Test Corner: Exam Friday, Sept. 30

ASL 1111, 001& 002

Exam #1 Units 1-3, class lectures, and class blog

• Be able to identify similar sign vocabulary
o School, pay, nice, college
o Know ALL the concepts (repeat, again)
• Be able to identify specific grammar
o Whq
o Yes/no questions
o Affirmative statements
o Negative statements
• Be able to answer ASL questions
**I sign: YOUR STUDENT YOU?
** You write: Yes, I am a student. (english)
• Be able to recall all grammar and culture notes
**parameters, etc.

Friday, September 23, 2011

Blog #3, sec. 003: The Life of An ASL Interpreter




NOTE - Some of the videos in this series contain offensive language. We do not condone the use of this language in class, and this is an extension of the classroom. We hope you can look past this aspect because these videos are good for discussion.

The following video is made to show difficulties with interpreters in education situations through a humorous fashion. It's purpose is to entertain and inform.

http://www.youtube.com/watch?v=1cqv84ywBSE&feature=player_embedded

What did you think? While the video is funny, and it's meant to be, the uploader and creator is an ASL Interpreter who based the videos off of her experiences. She just adds her commentary to the overall concept.

Post your comments below.

On a personal note: I was asked to sit outside of my classroom so I would not disrupt the nature of the entire class. I was ridiculed for the entire semester. It was awful. This situation is very real....

Blog #3, sec. 002, The Life of An ASL Interpreter




NOTE - Some of the videos in this series contain offensive language. We do not condone the use of this language in class, and this is an extension of the classroom. We hope you can look past this aspect because these videos are good for discussion.

The following video is made to show difficulties with interpreters in education situations through a humorous fashion. It's purpose is to entertain and inform.

http://www.youtube.com/watch?v=1cqv84ywBSE&feature=player_embedded

What did you think? While the video is funny, and it's meant to be, the uploader and creator is an ASL Interpreter who based the videos off of her experiences. She just adds her commentary to the overall concept.

Post your comments below.

On a personal note: I was asked to sit outside of my classroom so I would not disrupt the nature of the entire class. I was ridiculed for the entire semester. It was awful. This situation is very real....

Blog #3, sec. 001: The Life of An ASL interpreter




NOTE - Some of the videos in this series contain offensive language. We do not condone the use of this language in class, and this is an extension of the classroom. We hope you can look past this aspect because these videos are good for discussion.

The following video is made to show difficulties with interpreters in education situations through a humorous fashion. It's purpose is to entertain and inform.

http://www.youtube.com/watch?v=1cqv84ywBSE&feature=player_embedded

What did you think? While the video is funny, and it's meant to be, the uploader and creator is an ASL Interpreter who based the videos off of her experiences. She just adds her commentary to the overall concept.

Post your comments below.

On a personal note: I was asked to sit outside of my classroom so I would not disrupt the nature of the entire class. I was ridiculed for the entire semester. It was awful. This situation is very real....

Friday, September 16, 2011

Carla's Tutor Corner, Sec. 003 (week 11, Nov. 14-17)




WEEK 15
ATTENTION: ASL 1111, SEC. 003 (Carla’s Classes only)

Signing Practice Sessions: 10%
Once every two weeks students are required to individually practice expressive and receptive skills with a TA in T3615. Each session will be graded on a pass or fail basis.


Signing Practice Sessions: 10%
Once every two weeks (001 is Even weeks) students are required to individually practice expressive and receptive skills with a TA in T3615.. Each session will be graded on a pass or fail basis.
Signing Practice Sessions: 10%
Once every two weeks (001 is even weeks) students are required to individually practice expressive and receptive skills with a TA in T3615. Each session will be graded on a pass or fail basis.

This session does NOT require that you record yourself signing and post your video to You tube. This week all that is required is the information below is prepared and ready to share with the tutor.

Assignment:
Review information of your choice. Come prepared and ready to ask tutor questions and concerns. Students that are not prepared will not receive credit for the session. Bring an out line to review.

Wednesday, September 14, 2011

Monica's Tutor Corner, Sec. 001, week 14 (Dec.5-9)



WEEK 14
ATTENTION: ASL 1111, SEC. 001 (Monica’s Classes only)

Signing Practice Sessions: 10%
Once every two weeks (001 is Even weeks) students are required to individually practice expressive and receptive skills with a TA in T3615.. Each session will be graded on a pass or fail basis.
Signing Practice Sessions: 10%
Once every two weeks (001 is even weeks) students are required to individually practice expressive and receptive skills with a TA in T3615. Each session will be graded on a pass or fail basis.

This session does NOT require that you record yourself signing and post your video to You tube. This week all that is required is the information below is prepared and ready to share with the tutor.

Assignment:
Review information of your choice. Come prepared and ready to ask tutor questions and concerns. Students that are not prepared will not receive credit for the session. Bring an out line to review.

Monica's Tutor Corner, Sec. 002 (week 13, Nov. 29- Dec. 2)




Signing Practice Sessions: 10%
Once every two weeks (002 is odd weeks) students are required to individually practice expressive and receptive skills with a TA in T3615. Each session will be graded on a pass or fail basis.

This session does NOT require that you record yourself signing and post your video to You tube. This week all that is required is the information below is prepared and ready to share with the tutor.

Assignment:
Review information of your choice. Come prepared and ready to ask tutor questions and concerns. Students that are not prepared will not receive credit for the session. Bring an outline to review.

Monica and Carla's Daily Log sec. 001, 002, 003(added to weekly on HERE) ASL 1111, sec. 001 & 002 (Monica's Classes Only!)



Daily log #1 (get it log??!!) This picture is a perfect example that this word has multiple meanings and conceptually must be signed differently!

*****Carla's Class.....please review all information on this blog with the exception of story vocab.*******


*****Some signs are what we call, iconic. This means they resemble the “real” thing. However, most signs are arbitrary and do not have any reason or rhyme.**Grammar

• Gender signs and placements
• Female = lower portion of the face
• Male = higher portion of the face

Fingerspelling
• ABC
• Meet and mingle
o Hello
o My name M-O-N-I-C-A
o Your name what? NAME YOU?
 Facial grammar for (Wh) questions: eyebrows down
o Nice meet-you
o Meet All students
• Recognize when fingerspelling
o Do not bounce
o If a double letter, slide hand or slight bounce
o Hold arm comfortably and facing outward
o Do not move right or left. Stay in one place
o Pay attention to E, A,S,I, D,K,V,



My suggestions tend to follow a lot of the same rules that apply to teaching a child to read:
1. Practice, practice, practice...the more you work on reading other people's fingerspelling, the better you will get. Everyone's fingers are different so it is important to practice with many different partners in order to experience all the styles of hands. (Unfortunately not everyone has long easily read fingers!)
2. Don't get stuck on reading each letter as an individual letter. Instead think of it and the "shape" of the word. Watch for double letters and the beginning and ending letters. You should be able to fill in the rest with the contextual clues (much like you do with reading an unknown word in a sentence in a written passage).
3. Instead of saying each letter as you are seeing it, say each SOUND. (You are basically sounding it out.) This will help as you are trying to figure out the word. That way when you miss a letter here and there, by sounding it out you will be able to fill in the blanks.
Finger spelling, hands-down is one of the trickiest parts of the language. Don't get too frustrated. Take it slow at first. Don't be afraid to ask a deaf person to "spell it again please", they more than likely will be happy to repeat themselves.

Some of the abc’s are easier to see than others.
• Easier to identify so look for them…..B, C,D,F,H,I,J,K,L,R,U,V,W, X,Y, Z
• A bit more tricky…..a,e,g,m,n,o,p,q,s,t,


Book Usage
How do you use this book?o This book is meant to be used as a guide. You cannot learn ASL from using only the text book. You must show up to class everyday!
o Vocabulary is at the end of each unit. Start there. Several signs will have more than one English words that matches their concept. Be sure to memorize them both.
o Each unit has grammar. Be sure to read this over carefully before each class meeting.
o Each unit has dialogues. These are included in your DVD. Watch your unit at home several times and sign with it. These dialogues are written in ASL. ASL is not meant to be a written language so keep in mind that this is to help you understand the grammar and structure. English translations are in the back of your book to help you understand.
 ______q________ means eyebrows are raised
 ______whq______means eyebrows are lowered
 If you see a hyphen between words it means that it is only one sign
o Read all of the culture notes.
o Activities will be utilized during class time as well as others that I will add that are not in your book.
o I encourage you to write in your book. Add notes that I discuss during class.

Grammaro
ASL has no articles
o Pronoun placement
o Yes/no questions
o Wh questions
o Negatives and affirmatives
o Facial expression
o dialogues
• Activities in the unit

Vocabulary
• Show sign
• Again, show sign
• Class signs back
• Make sentence
• Don’t sign it back
• Just watch
o Why?
o Learning vocabulary, don’t know all signs in sentence
o Learning new signs, you don’t know when the sign starts and stops
o Help you see how signs work in a sentence (for future)

Textbook signs
Pronouns(index)
I, me
You
He/She/It (index left or right)
We
They (higher)
You (plural) (lower)
Possessive (Ownership)(flat palm)
My
Your
His/Hers/Its (left or right)
Our, ours
Their, theirs
Your, yours (plural)
Wh Question Signs(eyebrows need to be lowered)
Who
Where
People
Student (learn er)(agent marker)
Teacher, professor (all knowledge in my brain goes to you!)(agent marker)
Man (gender placement higher)
Woman (gender placement lower)
Girl (originated from: bonnets girls wore with ribbon on cheek)
Boy (originated from: caps boys wore)
Mother (gender placement lower)
Father (gender placement higher)
Sister (originated from: girl same family)
Brother (originated from: boy same family)
Places
California, gold (like earrings. originated from: found gold in California)
New York (New York is dirty clean it up!)
Other Vocab
Yes (must nod)
No (must shake head back and forth)
Don’t-know
Not
Deaf (originated from cannot speak or hear)
Hard-of-hearing (h handshape, start in center of body and move away)
Hearing (person), say, speaking (hearing people speak)
Hello, hi
Name (repeat movement)
Live, life (2 signs)
From
Nice, clean, pure
Meet-you (keep sign upward but may move directionally)


REMEMBER
I not the same as MY
Eyebrows down for Whq
If you don’t have facial grammar, you are not signing!

Grammar



Sentence structure of ASL
o No articles
 Is, was, are, were – all not in ASL
• Visual language
• English and ASL differ here
o English
 You are my mom
o ASL
 Pronoun placement can be at the beginning, the end or both. Both methods are preferred by Deaf people.
• My mom you
• You my mom you
• You my mom
• Page 6 in book for help
• When a question is asked to you, repeat the question in your response
• Exercise 1C (page 7)
o #3
o English – Are you a student or a teacher?
o ASL – You student, teacher, which? (eyebrows DOWN)
o

Monica's Class Only
In Class Vocabulary:
Story Time – Crab
• Son
• mom
• Dead
• Prayer
• Crab
• Washing-clothes
• Later
• Heaven (mime)
• Cry
• Pocket
• Nap/Sleep
• Story
• Search
• Outside (Minnesota sign)
• Day
• Kiss
• TV
• Long ago
• Detergent (mime)
• Open door (mime)
• Blanket
• Where
• Can’t
• Sorry
• Box
• Don’t know
• Not


Parameters
• Signs have rules
• 5 rules
o Location
o Handshape
o Movement
o Palm Orientation
o Facial Grammar

Remember you can go to aslpro, lifeprint, or signingsavvy to help you remember signs here.


Deaf Culture and Language Club
When? Tonight 7:00
Location will be emailed.
BE THERE!! 

Daily Log 9/21/11
Vocab


-Teach, educate (from my mind to yours)
-Learn, acquire (information being to your brain)
-Class
-Course (down the list of things to teach)
-College, university
-School
-Residential School, school for the Deaf, STATESCHOOL
-Mainstream (hearing or public school)
-**Mainstream with one means one Deaf student in a mainstream school
-Sign, sign language
-Fingerspell
**Can mean spell and ABCs
-Pencil, pen
-Paper
**Page
-Book
-Which (eyebrows down)
-Why (eyebrows down)
-Take-up, adopt
-One
-Understand
-sentence
-Called, named (not to be confused with name)
-Pay Attention
-Oh-I-See (feedback/nose wiggle)
--Mean, meaning
-Explain, describe
-Again, repeat
-Please
-Have, ownership
-More
-There (approximation)
-There (specific)
-Here (2 signs)
-Same-as-me/you
-Accept
-More
-Nice
-Finally! (PAH)
-from
-practice

Pronoun Placement

-I student I (best choice to use)
-Student I  All Correct
-I student

Affirmatives and Negatives

-Nod or shake head with statements




Sentence Types

-Yes or No? – eyebrows UP
-Wh? – eyebrows Down / must also lean forward

Grammar/Visual Feedback

-must use correct facial grammar (lean forward/ correct placement/ parameters/ eyebrows ↑ or↓
-must be engaging –ohh-i-see (nose up) don’t stare with a blank face

Notes

-Quiz FRIDAY (9/23) need to know all Vocab
-Unit Test Chapters 1-3 the following Friday (9/30)
-if you get more then 3 wrong or more, you NEED to go to TUTORING every week!

Grammar cont.
The grammar differences of English and ASL

ENGLISH: The bird is sitting on the fence.
--object-subject-verb--
ASL: FENCE BIRD SIT
--object-subject-verb --

-In some cases there is not a subject, object and verb then you look for the TOPIC

Example:
English: I am taking up ASL.
ASL CLASS I TAKE UP I (book shows this opposite but I want you to focus on topic first as we learn

⋆ ⋆ We will Sign these sentences on Wednesday Sept. 28th. PAY ATTENTION TO FACIAL GRAMMAR!
WRITE SENTENCES DOWN AND WRITE WHAT YOU NEED TO DO FOR FACIAL GRAMMAR.

______n___________
1. I NOT UNDERSTAND, EXPLAIN AGAIN PLEASE.
________________whq_____________
2. YOUR COLLEGE WHERE?
______________ n_
3. BOOK I HAVE NOT.
__whq_
4. YOU MAINSTREAM, STATESCHOOL WHICH?

5. SIGN LANGUAGE ,I LOVE!

____whq________
6. WHY YOU HERE?
___nodd_____
7. ASL I LEARN.
______q_______
8. YOU STUDENT?
_______q_______
9. YOU TEACH ASL?
_____________whq______
10. YOUR SCHOOL WHERE?
_________whq_____
11. MY CLASS WHERE?
____________whq_______
12. COURSE CALLED WHAT?

13. PLEASE AGAIN, EXPLAIN MORE.

______nod______
14. MY CLASS THERE.
____whq___
15. WHO YOU?


Daily Log
September 26, 2011

In Class Vocabulary
• Story Time: “Jumping on the Bed”
o Parents
o Sister
o Grandma
o Neighbor friend
o Bed
o Jump
o Please
o Day
o Heaven
o Saw
o Shhhhhh!
o Shoes
o Later
o Home (eat and sleep)
o House
o Date night
o Good
o Angel (wings)
o Cards
o Cooking
o Cooking (stirring mime)
o Broke
o Game
o Play
o Excited
o Help-me
o Help-you
o Cl: 1 (means a person or upright animal)(not responsible for)
o I love you
o Ready
o Fine
o Sleep
o #do (not responsible for)
o Box/room


• Vocabulary Unit 3
o Thank-you, good (passive hand may act as base), your welcome (will know based on content of sentence)
o Thanks-a-lot
o Excuse-me, pardon-me, forgive
o Sorry, apologize
o Sure, really, true (all different facial grammar)
o Library
o Bookstore (compound sign with two signs joining to become one)
o Cafeteria (think of wiping mouth with napkin neatly)
o Television
o Restroom, toilet #1 (informal)
o Restroom, toilet #2 (formal)
o Desk, table (2x)
o Chair (2X)
Directional Verbs
• Directional verbs change movement to convey meaning. You do NOT sign the pronouns with these, the movement does this for you.
o Ask (directional verb)
o Help (directional verb)
o Tell (directional verb)
o Show, example (directional verb)
o Look-at, watch (directional verb)
o Pay (DV)
o Give (DV)
o Send (DV)
Location Verbs
o Go-there (DV)
o Come-here(DV)
o Bring-here(DV)
o Carry-there(DV)
o Move-there,
o move-here(DV)
o Come-on
o Accompany, go-together (not ever a DV)
o Fine (bounce on chest), great(pull away from chest), cool(wiggle fingers)
o Can (do not bounce wrist)
o Wait-one-minute (can be directed a person interrupting to wait until eye contact can be made)
o Hurry, rush
o What (wh-question eyebrows down)
o What (list, not question)
o Need, should (2x)
o Box, room
o Now (1x), today (2x)



Wednesday Sept. 28th
ASL Grammar Practice

1. I NOT UNDERSTAND, EXPLAIN AGAIN PLEASE.
a. I do not understand could you explain again please.
________________whq_____________
2. YOUR COLLEGE WHERE?
a. Where is your college?
______________ n_
3. BOOK I HAVE NOT.
a. I do not have the book.
__whq_
4. YOU MAINSTREAM, STATESCHOOL WHICH?
a. Are you mainstreamed or go to a stateschool
Or becomes which

5. SIGN LANGUAGE I LOVE!
a. I love sign language

____whq________
6. WHY YOU HERE?
a. Why are you here?
___nodd_____
7. ASL I LEARN.
a. I am learning ASL.
______q_______
8. YOU STUDENT?
a. Are you a student?
_______q_______
9. ASL YOU TEACH?
a. Do you teach ASL?
_____________whq______
10. YOUR SCHOOL WHERE?

a. Where is your school?
_________whq_____
11. MY CLASS WHERE?
a. Where is my class?
____________whq_______
12. COURSE CALLED WHAT?
a. The course is called what?

13. PLEASE AGAIN, EXPLAIN MORE.
a. Please explain more again.

______nod______
14. MY CLASS THERE.
a. My class is over there.
____whq___
15. WHO YOU?
a. Who are you?



1. Teacher please help-her
a. TEACHER HELP-HER PLEASE.
2. I need help!
a. I NEED HELP-ME.
b. HELP-ME I NEED.
3. Can you ask your mom her name?
a. YOUR MOM, HER NAME ASK-HER CAN YOU?
4. Can you send me a box?
a. BOX SEND-ME CAN YOU?
5. I can send you a box.
a. BOX SEND-YOU CAN I.
6. Pay me today!
a. TODAY, PAY-ME
7. Please ask the girl over there her name.
a. GIRL THERE, HER NAME, ASK-HER


October 3, 2011
Monica's Class only
Story Time: Halloween Night (most of these signs you can find in your book, if not take advantage of the sites that I gave you)

• Halloween (like a mask)
• Night (like the sun going down)
• Witch
• Box (explained one costume was a dice other a rubix cube)
• Paint
• Trick or treat (trick and candy)
• Explain
• Brown
• Blue
• Blonde
• Cousin (s) (female placed near lower portion of face, male the upper portion and both male and female are in the center portion of the face)
• Family
• Alone
• Door
• Fall
• You okay?
• Aunt
• Pregnant
• Stuck
• Candy
• Green
• Several classifiers (will learn at later date)
• Black
• Look-alike
• twins
• fish
• argue or fight
• mad/angry
• fair/equal
• help-me
• yelling
• house
• walk
• cute



⋆ Vocab Unit 4 ⋆


-red
-yellow
-blue
-green
-brown
-black, black person
-white (orginiated from ruffles on mens shirts)
-pink (middle finger touches lip)
-purple
-gray (fingers need to be open)
-orange (color and fruit)
-dark (added from lecture)(can be found in book)
-light (added from lecture)weight too)(can be found in book)
-bright (added from lecture)(facial- exag. Movement)
-dress, clothes
-hat, cap
-shirt, blouse ( 2 signs)
-skirt
-coat, jacket
-hair
-eyes
-ears
-nose
-mouth
-tall (2 signs)
-thin
-beard
-small, short
-pretty
- beautiful
-ugly
-white-person
-smart, intelligent
-friendly, pleasant, cheerful
-arrogant, egotistical (CHA facial grammar)
-stuck-up, snob, snobbish
-good (same as thank you)
-bad, evil
-sweet-natured
-appearance, looks, face

***different from book example***
-taste (placed on mouth) -prefer (placed on chin)

-smell, scent, odor

-sound, hear (not listen)
-same, like, alike
-see, sight (NOT same as LOOK, palm orientation is inward with SEE)
-right
-wrong, mistake

***different from book example***
-not-yet (2x tongue slightly extended), late (1x, swift movement)
-that-one (can also be signed with sign THAT and then ending in an index finger)



Look-alike (compound word) – two signs needed when used and signs will modify and change when joined as one.

Week 6 October 10-14Translate the following sentences into ASL. Look for the topics in each sentence.

When creating sentences in ASL look for the topic.
• BUT! These often go first if they are not present then the topic is placed first. These kinds of sentences do not always have subject, object and verbs.
o Tense
o Tactful signs (please, sorry, excuse me, etc)

1. Thank you! I love the box!
a. THANK-YOU, BOX I LOVE.

2. Do you see the boy there with the wavy hair? He is cute.
a. SEE BOY THERE HAIR WAVY, HE CUTE.

3. The woman over there with the orange jacket is angry.
____________t___________________
a. WOMAN THERE JACKET ORANGE, SHE ANGRY.

4. The teacher is friendly
a. TEACHER SHE/HE, FRIENDLY

5. I am sorry you need to go to the library.
a. SORRY, LIBRARY YOU NEED GO-TO
b. I SORRY, LIBRARY YOU GO-TO NEED

6. Excuse me, can you tell me where the restroom is?
a. EXCUSE ME, RESTROOM WHERE, TELL-ME CAN YOU?

7. Where is the cafeteria?
a. CAFETERIA WHERE?

8. Would you please tell your mother hello?
a. PLEASE, YOUR MOTHER, TELL-HER HELLO

9. My desk is nice.
a. MY DESK, IT NICE

10. The boy is looking at me.
a. BOY HE LOOK-AT ME


11. I am going to the bookstore today.
a. TODAY BOOKSTORE I GO-TO

12. Today, I gave my mom the paper.
a. TODAY, MY MOM, PAPER GIVE-HER

13. I need to pay you today.
a. TODAY PAY-YOU I NEED

14. Please show me your room.
a. PLEASE YOUR ROOM, SHOW-ME

15. Can you help me please?
a. PLEASE HELP-ME CAN YOU?


16. Hurry! I need to go to the bathroom!
a. HURRY, BATHROOM GO-TO I NEED!



17. Wait a minute please, I am reading the book.
a. PLEASE, WAIT-A-MINUTE, BOOK I READ

18. I moved to CSS.
a. CSS, I MOVE-TO


Text Vocab.

Noun/Verb Pairs

Nouns are smaller or repeated
Verbs are larger or one movement

***this does not mean all nouns and verbs this is for noun/verb pairs

∗∗ Vocab ∗∗


-open-door
-close-door
-open-window
-close-window
-open-drawer
-close-drawer
-open-book
-close-book
-turn- on (knob-type switch)
-turn-off (know-type switch)
-turn-on (light)
-turn-off (light)
-turn-on (every-type of switch)
-turn-off (lever-type of switch)
-turn-on/off (push-button type switch)
-write (larger)
-drive
-ride-bicycle
-chair
-door
-window
-drawer
-book
-pencil, pen
-car, automobile
-bicycle
-a-little
-hot
-cold
-warm
-cool
-stand-up, get up
-go-ahead, go on, proceed
-start, begin, initiate, originate
-don’t mind, don’t care
-take (directional)
-garbage
-Throw-out, throw away
-Owe-me (show-me is directional this sign is not)
-for
-for? (eyebrows down make this a question)
-read
-can’t
-answer, respond
-self (yourself, myself depending on placement)(can be take care of yourself too)
-won’t, refuse

Monica's class only
Story: Oops!

-dye
-blonde
-yellow
-cut
-scissors
-water
-store
-14
-18
-age/old


WEEK 7
October 17th


Number Memorization Help







1-5 in or out palm (PI,PO)
6-9 PO
10 shake thumb
11,12 flick off of thumb (PI)
13-15 Wave back PI
16-19 10+6, 10+7, 10+8, 10+9
20 L thumb to index PO
21 L wiggle thumb PI
22 2 2
23 L + wiggle middle finger PO
24 L+4 PO
25 L+ wiggle all three finger PO
26,27,28,29 L+6,7,8,9
30-90 Number +0 PO
22,33,44etc 2 2, 3 3, 4 4, etc
100 1C
hundreds C

Daily Log: Week 7
October 19, 2011

Unit 6
Book Vocabulary

Parts of the Day (follows the sun)
Day
Night, evening
Morning
Afternoon
Noon

Adjectives
Surprised, amazed
Enthusiastic, eager, motivated
Happy
Satisfied (may drop passive hand)
Happy
Sad
Mad, angry
Cranky, mad, grouchy
Excited
Nervous, anxious
Upset
So-so
Sleepy (2x)
Hungry, starving (1x only 2x is Horney)
Tired, exhausted (specific facial grammar and exaggerated movement is need for understanding which)
Sick (one handed or two)
Don’t like (twist outward)
Don’t want (twist outward)
Must, have-to (1x)
Will, future
Can, possible, able
Should, need (2x)
How (2 signs, how-wiggle)
Wrong, mistake
Late (1x)
Roll-around
Coffee (stir)
Wow
Show-up, appear (po outward inward is tampon)
Calm-down, take it easy
Want, desire
Like
Stink
Worry
Pass (exams)
Flunk
Test, exam (question marks on paper)
Stop, cease


Grammar

Concept of all with parts of the day
Movement changes with parts of the day to convey meaning. Movement is slowed and exaggerated.
All-day
All-morning
All-afternoon
All-night (overnight) 11pm-6:00 am
All-evening 6pm-12:00am

ASL Slang: Very Interesting
258! The handshapes used to create this sign becomes a slang.


Come from the signs very interesting

Daily Log: October 24, 2011

Classifiers:
This is a basic definition of classifiers. Classifiers are used in American Sign Language to show movement, location, and appearance. After a signer indicates a person or thing, a classifier can be used in its place to show where and how it moves, what it looks like, and where it is located. Classifiers are NOT signs, they cannot be used in isolation.
Classifiers

See pages 84-85 in your book. These classifiers are used as predicates. The Classifier predicates indicate an object in these examples listed in your book.

http://www.jalc.edu/ipp/Classifiers/
http://www.lifeprint.com/asl101/pages-layout/classifiers.htm

Vocabulary
Time (can incorporate numbers up to 9 except for year)
• Minute (resembles a clock)
• Hour (resembles a clock)
• Week (go across the week)
• Month (go down the month)
• Year (earth revolves around the sun)
Quantifiers (can appear before or after the noun)
• A-few
• Some
• Several
• Many (up or down)
• How-many (eyebrows downward)
Fruit
• Apple
• Orange
• Grapes
• Peach
Clothes
• Skirt
• Pants
• Shoes
• Socks
• Shirt (2 signs)
• Tie
• Belt
Dishes and silverware
• Glass (larger movement)
• Plate
• Bowl
• Cup
• Fork
• Spoon
• Knife
Other vocabulary
*gone (can be a tactful way of expressing you are sorry someone has died)
*Kitchen (two signs)
*table
*newspaper (gossip on paper)
*letter
*candy
*touch
*better
*hide
*leave-there
*think





Vocabulary Sentences: Translate and sign these in ASL.
1. I must read a book for 10 minutes.
2. I sleep 8 hours.
3. Our class is 15 weeks.
4. School is 9 months.
5. My teacher has been teaching for 13 years.
6. I have a few pairs of shoes.
7. Do you want some apples?
8. I have several pairs of socks.
9. I have many books.
10. Do you like oranges?
***remember…. Look for the topic in each sentence. Times are indicated here, not tense.****


Week 9: Oct 31.- Nov. 4
• Chapter 8 Vocab
• Grammar – tense indicators, uses of finish, number incorporations


Textbook Vocabulary
Relationship signs

o Family
o Parents
o Grandmother
o Grandfather
o Aunt (circular)
o Uncle (circular)
o Cousin
o Husband
o Wife
o Daughter
o Son
o Children
o Nephew (shake back and forth)
o Niece (shake back and forth)
o Marry, marriage
o Separated, separate
o Divorce (2 signs)
o Back-together, reconciled (lexicon: fingerspelled words that become like signs themselves)

o Friend
o Good-friend
o Go-steady, go together, dating
o Boyfriend (used for intimate relationships only)
o Girlfriend (used for intimate relationships only)
o Roommate
o Grow-up-together

Monica's class onlyFrom Lecture added family Vocabularyo Partner (share person)
o Relative (“R” friends)
o Step or bonus
o ½
o Great
o 2 moms 2 dads (parents)
o Foster (sign comes from the sign HOME)
o Twins
o Grandson
o Granddaughter
o Godmother (etc)
o Fiancé
o Guardian (legal care person)
o In-laws


Tense Indicators (use your body to set up time)
o Now, today
o Today
o Yesterday, past
o Recent, recently
o Just (sharper and one movement)
o Long-ago
o Before
o Tomorrow
o Will, future
o Later
o After-awhile
o Far-in-future
Finish (this is not used like the others that are placed in the tense areas of the body

General
o #all (lexicon: fingerspelled words that become like signs themselves)
 Can be moved
o Since
o Of-course, naturally
o Really
o Realize, reason
o Long
o Short
o Time
o Birthday
 Regional
 There are 99 signs for birthday
o Seem, appears
o With, together
o Finish
o Movie

Monica's class only
Family Discussion
• Explain 4 family members
o Relationship to you
o Age
o Look- like
o Personality


• Tense Indicators
o ASL is always in present tense unless you use a tense indicator to change it.
o Tense indicators more often than not go at the beginning of the sentence.
 Exception – will (placed at end)
o Past indicators are signed moving backwards
o Present indicators stay in front and move up or down
o Future indicators are signed moving forwards
 Exception – finish
• Uses of Finish
o Stop it!
 Quick, once
o Bad joke stop!
 Fish
o That’s all
 Closer to body, repeated
o Tense indicator
o All done (?!.)
 Bigger motion, once
 Different for each punctuation
o All signed a little differently
• Number incorporations
o 1-9 become part of the sign (book says 5, but you can do 9)
o 10+ must be signed prior to the sign
o Learned number 1-20




TENSE PRACTICE!

1. I will go to school tomorrow.
2. Yesterday I went the bookstore.
3. I recently saw the movie called, “How to Train Your Dragon”.
4. My sister has been married for 10 years!
5. I will finish school someday (future)!
6. My class will finish in 6 weeks.
7. I have class today not tomorrow.
8. I saw my cousin yesterday.
9. I will see my family tomorrow.
10. Later I will sign with friends.



TOMORROW SCHOOL I GO

YESTERDAY CHICKEN I ATE

RECENTLY MOVIE I SAW

MY SWEETHEART TWO-OF-US GO-TOGETHER 8 YEARS

ANGELA SHE MARRIED 9 YEARS WOW

FAR- IN- THE FUTURE SCHOOL I FINISH WILL(will is often placed at the end not the beginning)

CLASS FINISH 6 WEEK (SAD FACE)

EVERY SUNDAY CHURCH I GO

LAST NIGHT BOOK I READ

NOW CLASS HAVE I

TODAY CLASS I HAVE I

WEDNESDAYS DANCE CLASS I HAVE

LATER SIGNING LUNCH COOL

LAST WEEK FAMILY I SAW

LAST MONTH GRANDMA SICK



Week 13

Grammar: UNIT 10 (vocab continue from week 12)

sunday
monday
tuesday
wednesday
thursday
friday
breakfast (2 signs)
lunch (2 signs) l placed on chin
dinner (2 signs) d placed on chin
eat
full, not hungry
cook
bake
drink
coffee
tea
sometimes
often, frequently
always
never
from time to time
during, while
everyday
basement
garage
kitchen (3 signs)"K" sign cook or cook room
floor
furniture
up, upstairs
down, downstairs

Lexicons or fingerspelled words that have become signs themselves
#do
#what
#job
#busy
#if

truck
doctor
nice, clean
clean-up
retire, off
vacation is a different sign ("5" handshape on chest)
most
out
in
flower
get, recieve
church
temple
rest, relax
tired
walk
little, small
big, large



Classifiers: HANDSHAPES THAT ARE NOT SIGNS THAT REPRESENT THINGS

Helpful websites:
http://www.jalc.edu/ipp/Classifiers/
http://www.lifeprint.com/asl101/pages-layout/classifiers.htm

Predicates that indicate size and shape

• CL: C (ARROWS) THICKISH OBJECTS
• CL: B FLAT OBJECTS
• CL: 11 OUTLINE OF SHAPES

Classifiers that indicate categories

• CL: Y AIRCRAFT WITH WINGS
• CL: A OBJ. THAT DO NOT MOVE
• CL: V (UPSIDE DOWN) UPRIGHT ANIMALS AND PEOPLE
• CL:1 UPRIGHT ANIMALS AND PEOPLE
• CL: V CROUCHED ANIMALS OR PEOPLE

CONCEPT OF EVERY
• MORNING, AFTERNOON AND NIGHT
o SWEEP ACROSS BODY LIKE MOVING ACROSS the WEEK

Unit 11

Vocabulary
Monica's Class *Story: Is That a Chicken?"


Vocab.


o Vocabulary
 Food
 #Veg
 Soup
 Chicken, bird
 Potato
 Salad
 Ice-cream
 Bread
 Cheese
 Egg
 Meat
 Butter
 Sugar
 Cereal
 Spaghetti
 Salt
 Pepper
 Water
 Milk
 Wine
 Pop
 Shopping
 Store
 Buy
 Cost (remember Monica's class learned a different sign from the book for this sign)
 Worth
 Value – three different
 Expensive
 Cheap
 Total, sum
 Dollar
 Money
 Cant
 Wont
 Increase
 Decrease
 Easy
 Hard
 Think-of
 Run-out
 Deplete
 Hear, sound
 Cabinet, cupboard
 Lecture, speech
 Earthquake
 Make
 First
 Cup
 Shocked
 Awful, terrible
 Home
 Wind
 Party

Sentences using targeted vocabulary
Add the proper facial grammar needed to each.


• WOW, MY SHIRT EXPENSIVE!

• THAT STORE THERE, IT CHEAP.

• POTATOES WITH CHEESE, I LOVE.

• TOMORROW STORE, I GO-TO WILL.

• CHICKEN, MEAT, YOU EAT?

• YOUR FAVORITE MOVIE WHAT?

• VEG YOUR FAVORITE WHICH?

• BREAD + BUTTER YOU LIKE?

• MONEY, GIVE-YOU I WON’T.

• MY JACKET, IT MADE CHEAP. NEW JACKET BUY I MUST.

• SCHOOL EXPENSIVE! THINK YOU?

• SCHOOL COST INCREASE. #DO?

• YOUR TOTAL WHAT?

• MY FOOD RUN-OUT. MORE GET CAN’T MONEY HAVE NONE.

• EARTHQUAKE THERE CALIFORNIA, SHOCKED I.

Unit 12

Vocabulary (be mindful of the noun-verb pairs)

CALL-BY-PHONE
TELEPHONE
FLY
AIRPLANE
DRY-HAIR
HAIRDRYER
PIUT-ON-HEARING-AID
HEARING-AID
TYPE
TYPEWRITER
PUT-ON-WATCH
WATCH
PUT-IN-GAS
GAS
RIDE-BICYCLE
BICYCLE
SANDWICH
BEER
COKE
PEPSI
NUTS, PEANUTS
POPCORN
FISH
MOTOR, MACHINE, ENGINE
BREAKDOWN
BATTERY
ELECTRIC
FLAT-TIRE
ANY
STRUGGLE
SHUTDOWN
WEAR-OUT
BREAK
MAYBE
FAIL
SUCCEED
SUSPECT
COMPUTER (1,2)
DECLINE
CONFLICT
ALL-RIGHT
SAVE
MEASUER
WEIGH
BUSY
STUCK

Monday, September 12, 2011

Blog #2: Can You Read Lips? sec. 003



This week's blog is from a former student of mine. He is a fantastic guy, and a great advocate for the Deaf community. Thanks Jared!

Alright ASL sisters and brothers, we are in our second week of ASL. Overwhelmed still? Try and relax. But before you get down on Friday, and look forward to the weekend, we need to discuss a key misconception of Deafness and Deaf Culture.

Watch this video.

http://www.youtube.com/watch?v=sUntx0pe_qI

Now watch this video.

http://www.youtube.com/watch?v=1GaKaGwch0U

I'm sure most of you caught the Rebecca Black references, and yes, this video is funny and ridiculous, but it's also arguably a valid look at how inaccurate lip-reading can be, and usually is. Watch the lips, hear the words. Do you think it fits and works, or is this just a way to further the amount of hatred towards "Friday"? That's one point to discuss.

Read this article.

http://www.hearingaidknow.com/2009/01/18/are-people-comfortable-with-lip-reading/


This is an argument for the merits of lip-reading. What are your thoughts on this?


So, do you think lipreading is an effective method of communication for Deaf people? Be honest people. There is no right or wrong answer at this point. You have been barely exposed to Deaf Culture and its tumultuous history, so your knowledge is expected to be based on being a hearing person. When I was where you were, I remember how I felt about lip-reading. I certainly feel different now.


A few rules for this blog - be respectful of everyone. We are all entitled to our own opinions and we all come from different backgrounds. Throughout the course, you will learn a lot about Deafness and Deaf Culture, and a whole lot more.


Remember - Please make your posts have some length - come with something to say, not just "I liked the video" or "I agree with so and so". These discussions will be valuable if you give us something to talk about. I will also be adding things and trying to steer discussion if necessary.

ADDITION - Do you think it is fair for hearing people to expect Deaf people to be able to read lips in daily life? Understand when watching the video that the words being lip-read match up perfectly to what you see, but is nowhere close to the lyrics of the song.

"Only 30 percent of all spoken sounds are visible on the lips. (No wonder lip-reading is a challenge!)"
http://www.deafunderstanding.com/modules.php?name=News&file=article&sid=11

Blog #2: Can You Read Lips? sec. 002



Blog/Vlog Assignments 10%: http://deaf-images.blogspot.com/
Bi-weekly (even weeks 2, 4, 6, 8, 10, 12, 14) students will be required to post comments on our bi-weekly blog/vlog. Posts will be posted on Monday afternoon. Students are required to comment on my posting before Wednesday class meeting and then comment on another students comment before Friday class meeting. Comments must be grammatically correct, intellectual, professional, and insightful. Some of our postings will be signed and others will be written.


This week's blog is from a former student of mine. He is a fantastic guy, and a great advocate for the Deaf community. Thanks Jared!

Alright ASL sisters and brothers, we are in our second week of ASL. Overwhelmed still? Try and relax. But before you get down on Friday, and look forward to the weekend, we need to discuss a key misconception of Deafness and Deaf Culture.

Watch this video.

http://www.youtube.com/watch?v=sUntx0pe_qI

Now watch this video.

http://www.youtube.com/watch?v=1GaKaGwch0U

I'm sure most of you caught the Rebecca Black references, and yes, this video is funny and ridiculous, but it's also arguably a valid look at how inaccurate lip-reading can be, and usually is. Watch the lips, hear the words. Do you think it fits and works, or is this just a way to further the amount of hatred towards "Friday"? That's one point to discuss.

Read this article.

http://www.hearingaidknow.com/2009/01/18/are-people-comfortable-with-lip-reading/


This is an argument for the merits of lip-reading. What are your thoughts on this?


So, do you think lipreading is an effective method of communication for Deaf people? Be honest people. There is no right or wrong answer at this point. You have been barely exposed to Deaf Culture and its tumultuous history, so your knowledge is expected to be based on being a hearing person. When I was where you were, I remember how I felt about lip-reading. I certainly feel different now.


A few rules for this blog - be respectful of everyone. We are all entitled to our own opinions and we all come from different backgrounds. Throughout the course, you will learn a lot about Deafness and Deaf Culture, and a whole lot more.


Remember - Please make your posts have some length - come with something to say, not just "I liked the video" or "I agree with so and so". These discussions will be valuable if you give us something to talk about. I will also be adding things and trying to steer discussion if necessary.

ADDITION - Do you think it is fair for hearing people to expect Deaf people to be able to read lips in daily life? Understand when watching the video that the words being lip-read match up perfectly to what you see, but is nowhere close to the lyrics of the song.

"Only 30 percent of all spoken sounds are visible on the lips. (No wonder lip-reading is a challenge!)"
http://www.deafunderstanding.com/modules.php?name=News&file=article&sid=11

Blog #2: Can You Read Lips? sec. 001



Blog/Vlog Assignments 10%: http://deaf-images.blogspot.com/
Bi-weekly (even weeks 2, 4, 6, 8, 10, 12, 14) students will be required to post comments on our bi-weekly blog/vlog. Posts will be posted on Monday afternoon. Students are required to comment on my posting before Wednesday class meeting and then comment on another students comment before Friday class meeting. Comments must be grammatically correct, intellectual, professional, and insightful. Some of our postings will be signed and others will be written.


This week's blog is from a former student of mine. He is a fantastic guy, and a great advocate for the Deaf community. Thanks Jared!

Alright ASL sisters and brothers, we are in our second week of ASL. Overwhelmed still? Try and relax. But before you get down on Friday, and look forward to the weekend, we need to discuss a key misconception of Deafness and Deaf Culture.

Watch this video.

http://www.youtube.com/watch?v=sUntx0pe_qI

Now watch this video.

http://www.youtube.com/watch?v=1GaKaGwch0U

I'm sure most of you caught the Rebecca Black references, and yes, this video is funny and ridiculous, but it's also arguably a valid look at how inaccurate lip-reading can be, and usually is. Watch the lips, hear the words. Do you think it fits and works, or is this just a way to further the amount of hatred towards "Friday"? That's one point to discuss.

Read this article.

http://www.hearingaidknow.com/2009/01/18/are-people-comfortable-with-lip-reading/


This is an argument for the merits of lip-reading. What are your thoughts on this?


So, do you think lipreading is an effective method of communication for Deaf people? Be honest people. There is no right or wrong answer at this point. You have been barely exposed to Deaf Culture and its tumultuous history, so your knowledge is expected to be based on being a hearing person. When I was where you were, I remember how I felt about lip-reading. I certainly feel different now.


A few rules for this blog - be respectful of everyone. We are all entitled to our own opinions and we all come from different backgrounds. Throughout the course, you will learn a lot about Deafness and Deaf Culture, and a whole lot more.


Remember - . Please make your posts have some length - come with something to say, not just "I liked the video" or "I agree with so and so". These discussions will be valuable if you give us something to talk about. I will also be adding things and trying to steer discussion if necessary.

ADDITION - Do you think it is fair for hearing people to expect Deaf people to be able to read lips in daily life? Understand when watching the video that the words being lip-read match up perfectly to what you see, but is nowhere close to the lyrics of the song.

"Only 30 percent of all spoken sounds are visible on the lips. (No wonder lip-reading is a challenge!)"
http://www.deafunderstanding.com/modules.php?name=News&file=article&sid=11

Wednesday, September 7, 2011

Syllabus sec.003 (Wednesday 4:00-7:00)


Please post any questions that you have in the comment section below. Be sure to comment on this weeks posting.

Beginning American Sign Language and Culture I
ASL 1111, sec. 001 or 002
Fall Semester 2011

“Without language, one cannot hope to talk to people and understand them; one
cannot share their hopes and aspirations, grasp their history, appreciate their history or savour their songs”. – Nelson Mandela

Instructor: Carla Larson
Office and Contact Information: 3607T clangdon@css.edu
Class time & Place: W 4105T 4:00-7:00
Office Hours: W after class by appointment
Contact Requirements: All emails need to be signed using your full name, course name, number, and class time.
Required Text and DVD: Learning American Sign Language 2nd Edition, Tom Humphries and Carol Padden, 2003.
Recommended web sites:

http://www.lifeprint.com/

http://www.aslpro.com/

http://www.signingsavvy.com/ (this is not free)


Required Materials: Video camera (flip cameras are easy to use and convenient http://www.bhphotovideo.com/bnh/controller/home?O=&sku=730219&Q=&is=REG&A=details), DVD, and a folder to keep all assignments and quiz, exams scores. All signed recordings must be posted on YouTube.

** I strongly suggest you purchase an ASL dictionary to have with you are use the websites above**

“Without language, one cannot hope to talk to people and understand them; one
cannot share their hopes and aspirations, grasp their history, appreciate their history
or savour their songs”. – Nelson Mandela

Description
The first semester sequence of beginning American Sign language (ASL) study. Students learn basic sentence structures and patterns and develop basic oral communication. Focus is on listening and speaking skills. Prerequisite: placement exam or consent of instructor.

General Education Pathway and College Outcomes
This course counts towards the General Education Pathway for World Language, which states: “Language guides our thinking, shapes our perceptions and is the foundational element of culture. The four skills of language study – listening (receiving), responding (expressing), reading (understanding ASL codes) and writing (translation of English to ASL and vise versa) - provide the key that opens the door to a deepened understanding and appreciation of the world's cultures and peoples”.

Also, this course directly addresses the college outcome of Intellectual and Foundational Skills in that it helps students achieve proficiency in a second language, ASL It also addresses the need and importance of living and working in a diverse community, be it domestically or internationally.

Course Objectives
The beginning ASL sequence intends to broaden students' understanding of both themselves and the world through the process of second language learning. Beyond providing students with concrete language skills (including listening comprehension (receptive), signing, reading (decoding), and translating English to ASL, the course exposes them to the culture and increases awareness of their own culture heritage.

The American Council on the Teaching of Foreign Languages (ACTFL) has established a rating scale based on the hierarchy of global tasks comprising four major levels of language performance. These four major levels are Novice, Intermediate, Advanced, and Superior. In general, the Novice level is characterized by the ability to communicate minimally with learned material. This means that students can communicate with words and learned phrases within predictable areas of need. This class will function primarily at the ACTFL Novice level with the goal of reading the Novice Mid Level during the semester.



Course Outcomes
Receiving: Student will understand and respond appropriately to simple greetings, questions and commands, and will understand short familiar communications based on recombinations of learned material.
Signing: Student will communicate simply about topics of personal interest and need as covered in classroom material, forming and responding appropriately to simple questions and statements.
Reading: Student will read and understand vocabulary in areas of practical need, as well as understand main ideas and facts from simple texts dealing with basic personal and social needs covered in classroom.
Translating: Student will list, identify, and label familiar vocabulary, as well as write simple statements, questions and short messages on familiar topics.
Culture: Student will discriminate between basic cultural contrasts as covered in classroom material, identify geographical highlights of learned material and be able to demonstrate an understanding about the nature of language in general and its integral connection to language.


Required text
Students need to read the unit that we will learn prior to attending class. We wil complete a unit a week. Use of the textbook will begin week two.

Course components and grading
Success in this course requires study outside of the classroom, including completing the handouts given by the instructor, the on-line exercises, and signing practice with the tutors. It is best to set aside some time each day to review your notes, study and practice new vocabulary, and go over the grammar explanations and exercises using the on-line resources. Learning another language is a skill that is best learned through repeated frequent practice and it does take time. Please do not plan to coast along upon what you learned in any previous ASL courses.

Class participation, preparation, and attendance: 20%.
The only way to become proficient in a second language is through frequent practice, and it does take time. Therefore, the professor will conduct the course primarily in ASL. The occasional and I hope forgivable, use of English will be to explain concepts using language that is likely to be beyond the frustration level of most students in this course. Because I expect you to make use of every opportunity to practice in the classroom, plan on using ASL to communicate with the Instructor as well as with other members of the class, even if it takes longer. To whisper during class is considered very rude in the Deaf community. Please be respectful of this at all times. I ask that you embrace those moments that you are not always understanding; it is those moments that will help you understand what a Deaf person faces on a daily basis. I ask you do this for only three hours a week.

Participation: Students are expected to attend each class and participate in a meaningful manner daily. Attendance and class participation are an important part of the final course grade. Every day I will assign each student a class participation grade. This is inherently a subjective evaluation that I will make based upon my observations of the behaviors noted below. I will qualify these grades with a “–” or a “+” as appropriate. Participation includes volunteering answers and comments as well as asking questions. It also includes sharing writings with the class, arrival on time and staying through the entire class, and the use of ASL.

A: participates readily, assignments completed, works diligently, does not stray from the task in group/partner work, uses time wisely if completes an in-class activity ahead of the rest of the class, contributes positively to the class. It is extremely obvious that the student has come to class prepared and is making every effort to participate.

B: participates often, assignments completed, works on the task in group/partner work without significant distraction, uses time wisely as much as possible, contributes positively to the class. It is apparent that the student has prepared for class. However, the level of participation is not as high as noted above.

C: makes a small effort to participate, assignments completed, distraction from the task in group/partner work is evident. The student appears to make little effort to contribute to full class or small group activities, but can respond when called upon.

Note that for the above grades the student is taking the initiative to participate in class.

D: no real effort to participate is noted. Incomplete assignments or working to complete them just before class begins. Student appears apathetic about learning and practicing; when called upon he or she does not know where we are. It is apparent that student spent little time preparing for class.

F: does not participate, assignments for class are not completed or is working on it while class is already in progress, student is unable to participate in class activities or declines to do so. No effort is apparent. Student is absent either physically or mentally. Student is attending to electronic communications during class.

Leaving class early or arriving late will always have a negative effect upon the daily grade.

Please turn off your cell phone or other electronic communications equipment during class. Checking messages or texting during class is highly disrespectful to the instructor and other students in the class and will result in a substantial class participation penalty (F for the day). If this continues to be a problem, 5% will be taken from the student’s final grade.

Attendance: A student will be granted one “free” absence without penalty. Otherwise, failure to attend a class will result in a grade of “0” for that day. A waiver of the “0” will be granted at the discretion of the instructor in emergency situations. The “0” will also be waived if the student must miss class due to an official CSS-sponsored activity, with advance warning. The “0” will not be waived if the student schedules an appointment (medical, job interview, leaving early for breaks, etc.) during class time. The average of the daily participation grade at the end of the semester will determine the student’s class participation portion of the grade. If you miss class for any reason you must record yourself signing all of the vocabulary missed during that class period.

Preparation/Written Assignments: Incomplete or extremely poorly done work will not receive any credit. I expect you to turn in assignments that show that you have taken the time to do them, and you have thought about what you are doing. Late assignments will not be accepted unless the student was absent (EXCUSED). It is up to the student to turn in the assignment at the beginning of the period the first day the student returns to class

Weekly Vocabulary and Grammar Quizzes: 20%. All quizzes will be based on vocabulary and grammar in each lesson. Previous arrangements should be made if a student is going to be absent on a quiz day. We will have a quiz or exam every week starting week 2.

Signing Practice Sessions: 15%. Once every two weeks (003 is odd weeks) students will be required to individually practice signing and receptive skills with a TA in T3615. The TA will practice a targeted dialogues from the book with you, ask you personal questions based on the dialog or current class material, and give you sign feedback. Each session will be graded on a pass/fail basis. In order to avoid scheduling bottlenecks you will be required to sign up in T3615 for a specific time during a specified week. Students are encouraged to go with a partner. Students must record themselves signing one dialogue from each unit. These are to be linked to youtube and posted on the class blog. The tutors will review your dialogue and provide you with helpful feedback. They will also ask you questions about the information learned each week. Assignments will be posted on the blog in a timely fashion.

Integrative Project/Storybook: (midterm) (10%). Students will create a short story in a small group. This storybook will be written in English and translated into ASL. The students will record themselves signing and presentations will be shared in class. Additional information will be provided in a timely manner.

Blog/Vlog Assignments 10%: http://deaf-images.blogspot.com/
Bi-weekly (even weeks 2, 4, 6, 8, 10, 12, 14) students will be required to post comments on our bi-weekly blog/vlog. Posts will be posted on Thursday afternoon. Students are required to comment on my posting by Thursday at 12:00 am and then comment on two student's comment by Thursday at 12:00am. Comments must be grammatically correct, intellectual, professional, and insightful. Some of our postings will be signed and others will be written.


Chapter Tests: 20%. There will be four unit tests (we will cover a unit a week), given upon the completion of lessons (1-3,4-7, 9-11,12). will be tested on the final exam. Each test will be receptive and include writing sections. Students absent on a test day will receive a “0” unless previous arrangements have been made. Dates TBA

Final Exam: 15%. The final exam has two parts. The Signing Interview, which will be conducted as a conversation with me, will take place in my office during the last week of classes. Each student will do this exam with his/her partner and receive an individual grade. The Written Exam will be similar to the Chapter Tests (but longer). Final exam will take place during finals week at our regular class time.


95-100: A 76-79: C+ 65: D-
90-94: A- 74-75: C 0-64: F
86-89: B+ 70-73: C-
84-85: B 68-69: D+
80-83: B- 66-67: D

Students must earn a grade of at least C- to continue on to ASL 1112


Miscellaneous:
Please do not hesitate to see me about any concerns concerning your performance in this course. It is best to discuss problems with the subject matter, materials, or other difficulties as soon as possible. If circumstances prevent a student from completing the course work by the end of the semester, the student must speak with me before the final exam to draw up and incomplete contract. One of the duties of the ASL TA’s in T3615 is to tutor students in ASL. Please feel free to contact them for help with material in this course in addition to your required TA Signing Practice Sessions.

Disability Policy: Students with disabilities are entitled to appropriate and reasonable auxiliary aids and accommodations through The Americans with Disabilities Act and Section 504 of the Rehabilitation Act of 1973. It is the student's responsibility to notify the Disability Resource Center as soon as possible to ensure that such accommodations are implemented in a timely fashion. For more information or to request academic accommodations, please contact Melissa Watschke, Coordinator of the Disability Resource Center in Tower Hall 2139; by phone at (218) 723-6747 or via e-mail at mwatschk@css.edu.

Academic Honesty Policy: Academic honesty and integrity are highly valued in our campus community. Academic honesty directly concerns ethical behaviors which affect both the academic environment and the civic community. Academic dishonestly seriously violates the integrity of the academic enterprise and will not be tolerated at St. Scholastica. The full text of the CSS Academic Honesty Policy is found in the Student Handbook or online at http://www.css.edu/Academics/Office-of-Academic-Affairs/Academic-Honesty-Policy.html. Please note that this means you should not have native signers or more advanced students of ASL “correct” your work before you turn it in. At all times turn in your own work.

Students intending to minor in Deaf Language and Culture are strongly encouraged speak with me immediately.

You are also invited to join the ASL Club at CSS. Information on meeting times will be announced in class. This is an excellent way to extend your interest in all things related to Deaf culture and language outside the classroom.

Syllabus sec.001 &002


Please post any questions that you have in the comment section below. Be sure to comment on this weeks posting.

Beginning American Sign Language and Culture I
ASL 1111, sec. 001 or 002
Fall Semester 2011

“Without language, one cannot hope to talk to people and understand them; one
cannot share their hopes and aspirations, grasp their history, appreciate their history or savour their songs”. – Nelson Mandela

Instructor: Monica K. Marciniak
Office and Contact Information: Tower 3607 mbutche@css.edu

Class time & Place: MWF 8:00 4125T or MWF 9:05 4414
Office Hours: MWF 1:00-2:00, T 11:00-11:50 F 10:30-11:45 or by appointment
Contact Requirements: All emails need to be signed using your full name, course name, number, and class time.
Required Text and DVD: Learning American Sign Language 2nd Edition, Tom Humphries and Carol Padden, 2003.
Recommended web sites:

http://www.lifeprint.com/

http://www.aslpro.com/

http://www.signingsavvy.com/ (this is not free)


Required Materials: Video camera (flip cameras are easy to use and convenient http://www.bhphotovideo.com/bnh/controller/home?O=&sku=730219&Q=&is=REG&A=details), DVD, and a folder to keep all assignments and quiz, exams scores. All signed recordings must be posted on YouTube.

** I strongly suggest you purchase an ASL dictionary to have with you are use the websites above**

“Without language, one cannot hope to talk to people and understand them; one
cannot share their hopes and aspirations, grasp their history, appreciate their history
or savour their songs”. – Nelson Mandela

Description
The first semester sequence of beginning American Sign language (ASL) study. Students learn basic sentence structures and patterns and develop basic oral communication. Focus is on listening and speaking skills. Prerequisite: placement exam or consent of instructor.

General Education Pathway and College Outcomes
This course counts towards the General Education Pathway for World Language, which states: “Language guides our thinking, shapes our perceptions and is the foundational element of culture. The four skills of language study – listening (receiving), responding (expressing), reading (understanding ASL codes) and writing (translation of English to ASL and vise versa) - provide the key that opens the door to a deepened understanding and appreciation of the world's cultures and peoples”.

Also, this course directly addresses the college outcome of Intellectual and Foundational Skills in that it helps students achieve proficiency in a second language, ASL It also addresses the need and importance of living and working in a diverse community, be it domestically or internationally.

Course Objectives
The beginning ASL sequence intends to broaden students' understanding of both themselves and the world through the process of second language learning. Beyond providing students with concrete language skills (including listening comprehension (receptive), signing, reading (decoding), and translating English to ASL, the course exposes them to the culture and increases awareness of their own culture heritage.

The American Council on the Teaching of Foreign Languages (ACTFL) has established a rating scale based on the hierarchy of global tasks comprising four major levels of language performance. These four major levels are Novice, Intermediate, Advanced, and Superior. In general, the Novice level is characterized by the ability to communicate minimally with learned material. This means that students can communicate with words and learned phrases within predictable areas of need. This class will function primarily at the ACTFL Novice level with the goal of reading the Novice Mid Level during the semester.



Course Outcomes
Receiving: Student will understand and respond appropriately to simple greetings, questions and commands, and will understand short familiar communications based on recombinations of learned material.
Signing: Student will communicate simply about topics of personal interest and need as covered in classroom material, forming and responding appropriately to simple questions and statements.
Reading: Student will read and understand vocabulary in areas of practical need, as well as understand main ideas and facts from simple texts dealing with basic personal and social needs covered in classroom.
Translating: Student will list, identify, and label familiar vocabulary, as well as write simple statements, questions and short messages on familiar topics.
Culture: Student will discriminate between basic cultural contrasts as covered in classroom material, identify geographical highlights of learned material and be able to demonstrate an understanding about the nature of language in general and its integral connection to language.


Required text
Students need to read the unit that we will learn prior to attending class. We wil complete a unit a week. Use of the textbook will begin week two.

Course components and grading
Success in this course requires study outside of the classroom, including completing the handouts given by the instructor, the on-line exercises, and signing practice with the tutors. It is best to set aside some time each day to review your notes, study and practice new vocabulary, and go over the grammar explanations and exercises using the on-line resources. Learning another language is a skill that is best learned through repeated frequent practice and it does take time. Please do not plan to coast along upon what you learned in any previous ASL courses.

Class participation, preparation, and attendance: 20%.
The only way to become proficient in a second language is through frequent practice, and it does take time. Therefore, the professor will conduct the course primarily in ASL. The occasional and I hope forgivable, use of English will be to explain concepts using language that is likely to be beyond the frustration level of most students in this course. Because I expect you to make use of every opportunity to practice in the classroom, plan on using ASL to communicate with the Instructor as well as with other members of the class, even if it takes longer. To whisper during class is considered very rude in the Deaf community. Please be respectful of this at all times. I ask that you embrace those moments that you are not always understanding; it is those moments that will help you understand what a Deaf person faces on a daily basis. I ask you do this for only three hours a week.

Participation: Students are expected to attend each class and participate in a meaningful manner daily. Attendance and class participation are an important part of the final course grade. Every day I will assign each student a class participation grade. This is inherently a subjective evaluation that I will make based upon my observations of the behaviors noted below. I will qualify these grades with a “–” or a “+” as appropriate. Participation includes volunteering answers and comments as well as asking questions. It also includes sharing writings with the class, arrival on time and staying through the entire class, and the use of ASL.

A: participates readily, assignments completed, works diligently, does not stray from the task in group/partner work, uses time wisely if completes an in-class activity ahead of the rest of the class, contributes positively to the class. It is extremely obvious that the student has come to class prepared and is making every effort to participate.

B: participates often, assignments completed, works on the task in group/partner work without significant distraction, uses time wisely as much as possible, contributes positively to the class. It is apparent that the student has prepared for class. However, the level of participation is not as high as noted above.

C: makes a small effort to participate, assignments completed, distraction from the task in group/partner work is evident. The student appears to make little effort to contribute to full class or small group activities, but can respond when called upon.

Note that for the above grades the student is taking the initiative to participate in class.

D: no real effort to participate is noted. Incomplete assignments or working to complete them just before class begins. Student appears apathetic about learning and practicing; when called upon he or she does not know where we are. It is apparent that student spent little time preparing for class.

F: does not participate, assignments for class are not completed or is working on it while class is already in progress, student is unable to participate in class activities or declines to do so. No effort is apparent. Student is absent either physically or mentally. Student is attending to electronic communications during class.

Leaving class early or arriving late will always have a negative effect upon the daily grade.

Please turn off your cell phone or other electronic communications equipment during class. Checking messages or texting during class is highly disrespectful to the instructor and other students in the class and will result in a substantial class participation penalty (F for the day). If this continues to be a problem, 5% will be taken from the student’s final grade.

Attendance: A student will be granted one “free” absence without penalty. Otherwise, failure to attend a class will result in a grade of “0” for that day. A waiver of the “0” will be granted at the discretion of the instructor in emergency situations. The “0” will also be waived if the student must miss class due to an official CSS-sponsored activity, with advance warning. The “0” will not be waived if the student schedules an appointment (medical, job interview, leaving early for breaks, etc.) during class time. The average of the daily participation grade at the end of the semester will determine the student’s class participation portion of the grade. If you miss class for any reason you must record yourself signing all of the vocabulary missed during that class period.

Preparation/Written Assignments: Incomplete or extremely poorly done work will not receive any credit. I expect you to turn in assignments that show that you have taken the time to do them, and you have thought about what you are doing. Late assignments will not be accepted unless the student was absent (EXCUSED). It is up to the student to turn in the assignment at the beginning of the period the first day the student returns to class

Friday Vocabulary and Grammar Quizzes: 20%. All quizzes will be based on vocabulary and grammar in each lesson. Previous arrangements should be made if a student is going to be absent on a quiz day. We will have a quiz or exam every week starting week 2.

Signing Practice Sessions: 15%. Once every two weeks (001 is even weeks and 002 is odd weeks) students will be required to individually practice signing and receptive skills with a TA in T3615. The TA will practice a targeted dialogues from the book with you, ask you personal questions based on the dialog or current class material, and give you sign feedback. Each session will be graded on a pass/fail basis. In order to avoid scheduling bottlenecks you will be required to sign up in T3615 for a specific time during a specified week. Students are encouraged to go with a partner. Students must record themselves signing one dialogue from each unit. These are to be linked to youtube and posted on the class blog. The tutors will review your dialogue and provide you with helpful feedback. They will also ask you questions about the information learned each week. Assignments will be posted on the blog in a timely fashion.

Integrative Project/Storybook: (midterm) (10%). Students will create a short story in a small group. This storybook will be written in English and translated into ASL. The students will record themselves signing and presentations will be shared in class. Additional information will be provided in a timely manner.

Blog/Vlog Assignments 10%: http://deaf-images.blogspot.com/
Bi-weekly (even weeks 2, 4, 6, 8, 10, 12, 14) students will be required to post comments on our bi-weekly blog/vlog. Posts will be posted on Monday afternoon. Students are required to comment on my posting before Wednesday's class meeting and then comment on another students comment by Friday's class meeting. Comments must be grammatically correct, intellectual, professional, and insightful. Some of our postings will be signed and others will be written.


Chapter Tests: 20%. There will be four unit tests (we will cover a unit a week), given upon the completion of lessons (1-3,4-7, 9-11,12). will be tested on the final exam. Each test will be receptive and include writing sections. Students absent on a test day will receive a “0” unless previous arrangements have been made. Dates TBA

Final Exam: 15%. The final exam has two parts. The Signing Interview, which will be conducted as a conversation with me, will take place in my office during the last week of classes. Each student will do this exam with his/her partner and receive an individual grade. The Written Exam will be similar to the Chapter Tests (but longer). Final exams will take place for the 8:00 class on Thursday, Dec. 22 at 12:00, the 9:15 class will take place on Tuesday, Dec. 20 at 8:00am.


95-100: A 76-79: C+ 65: D-
90-94: A- 74-75: C 0-64: F
86-89: B+ 70-73: C-
84-85: B 68-69: D+
80-83: B- 66-67: D

Students must earn a grade of at least C- to continue on to ASL 1112


Miscellaneous:
Please do not hesitate to see me about any concerns concerning your performance in this course. It is best to discuss problems with the subject matter, materials, or other difficulties as soon as possible. If circumstances prevent a student from completing the course work by the end of the semester, the student must speak with me before the final exam to draw up and incomplete contract. One of the duties of the ASL TA’s in T3615 is to tutor students in ASL. Please feel free to contact them for help with material in this course in addition to your required TA Signing Practice Sessions.

Disability Policy: Students with disabilities are entitled to appropriate and reasonable auxiliary aids and accommodations through The Americans with Disabilities Act and Section 504 of the Rehabilitation Act of 1973. It is the student's responsibility to notify the Disability Resource Center as soon as possible to ensure that such accommodations are implemented in a timely fashion. For more information or to request academic accommodations, please contact Melissa Watschke, Coordinator of the Disability Resource Center in Tower Hall 2139; by phone at (218) 723-6747 or via e-mail at mwatschk@css.edu.

Academic Honesty Policy: Academic honesty and integrity are highly valued in our campus community. Academic honesty directly concerns ethical behaviors which affect both the academic environment and the civic community. Academic dishonestly seriously violates the integrity of the academic enterprise and will not be tolerated at St. Scholastica. The full text of the CSS Academic Honesty Policy is found in the Student Handbook or online at http://www.css.edu/Academics/Office-of-Academic-Affairs/Academic-Honesty-Policy.html. Please note that this means you should not have native signers or more advanced students of ASL “correct” your work before you turn it in. At all times turn in your own work.

Students intending to minor in Deaf Language and Culture are strongly encouraged speak with me immediately.

You are also invited to join the ASL Club at CSS. Information on meeting times will be announced in class. This is an excellent way to extend your interest in all things related to Deaf culture and language outside the classroom.

Welcome! Blog #1: 001



WELCOME! ARE YOU IN THE RIGHT SECTION????

Deaf people and sign language are sometimes displayed by the media. For this blog posting, I want you to view how the media portrays Deaf people. I have selected five commercials for you to watch. These commercials all use sign language as their primary communication method. I want you to watch there commercials and think about what message they are sending about Deaf Culture and Deaf people. Do you feel these commercials show the strengths of Deaf people and their language? Who were these commercials for? Did they reach both the hearing world and deaf world? Which commercial(s) do you think portrayed the best image of Deaf people and their culture? Which do you think portrayed the worst? Support your responses.

For the Pepsi commercial "Bob's House" view:
http://www.youtube.com/watch?v=ffrq6cUoE5A

For the Kay Jeweler commercial view:
http://www.youtube.com/watch?v=EM5CJzoP5JE

For the Thailand commercial view: (this is not signed in ASL)
http://www.youtube.com/watch?v=yeAhnagJdcA

For the Chinese Pantene commercial view: (these is not signed in ASL)
http://www.youtube.com/watch?v=opOQlA0LVqo

For the iphone commercial view:
http://www.youtube.com/watch?v=yatSAEqNL7k


Feel Free to add any comments and questions that you wish. This blog is designed to be used for a class discussion. All comments, opinions, thoughts, ideas, and questions are welcome. Be sure to read all students postings and to comment on those as well. You must respond to at least 2 students.

Happy posting!
~Monica

Welcome! Blog #1: 002



WELCOME! ARE YOU IN THE RIGHT SECTION????

Deaf people and sign language are sometimes displayed by the media. For this blog posting, I want you to view how the media portrays Deaf people. I have selected five commercials for you to watch. These commercials all use sign language as their primary communication method. I want you to watch there commercials and think about what message they are sending about Deaf Culture and Deaf people. Do you feel these commercials show the strengths of Deaf people and their language? Who were these commercials for? Did they reach both the hearing world and deaf world? Which commercial(s) do you think portrayed the best image of Deaf people and their culture? Which do you think portrayed the worst? Support your responses.

For the Pepsi commercial "Bob's House" view:
http://www.youtube.com/watch?v=ffrq6cUoE5A

For the Kay Jeweler commercial view:
http://www.youtube.com/watch?v=EM5CJzoP5JE

For the Thailand commercial view: (this is not signed in ASL)
http://www.youtube.com/watch?v=yeAhnagJdcA

For the Chinese Pantene commercial view: (these is not signed in ASL)
http://www.youtube.com/watch?v=opOQlA0LVqo

For the iphone commercial view:
http://www.youtube.com/watch?v=yatSAEqNL7k


Feel Free to add any comments and questions that you wish. This blog is designed to be used for a class discussion. All comments, opinions, thoughts, ideas, and questions are welcome. Be sure to read all students postings and to comment on those as well. You must respond to at least 2 students.

Happy posting!
~Monica

Welcome! Blog #1: 003


Deaf people and sign language are sometimes displayed by the media. For this blog posting, I want you to view how the media portrays Deaf people. I have selected five commercials for you to watch. These commercials all use sign language as their primary communication method. I want you to watch there commercials and think about what message they are sending about Deaf Culture and Deaf people. Do you feel these commercials show the strengths of Deaf people and their language? Who were these commercials for? Did they reach both the hearing world and deaf world? Which commercial(s) do you think portrayed the best image of Deaf people and their culture? Which do you think portrayed the worst? Support your responses.

For the Pepsi commercial "Bob's House" view:
http://www.youtube.com/watch?v=ffrq6cUoE5A

For the Kay Jeweler commercial view:
http://www.youtube.com/watch?v=EM5CJzoP5JE

For the Thailand commercial view: (this is not signed in ASL)
http://www.youtube.com/watch?v=yeAhnagJdcA

For the Chinese Pantene commercial view: (these is not signed in ASL)
http://www.youtube.com/watch?v=opOQlA0LVqo

For the iphone commercial view:
http://www.youtube.com/watch?v=yatSAEqNL7k


Feel Free to add any comments and questions that you wish. This blog is designed to be used for a class discussion. All comments, opinions, thoughts, ideas, and questions are welcome. Be sure to read all students postings and to comment on those as well. You must respond to at least 2 students.

Carla