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Austin Community CollegeSGNL 1401: American Sign Language I

Professor: Class Time: Office Hours: Office:Email: _____@austincc.eduVideophone: Voice: ACC Fax:

COURSE DESCRIPTION:This course is an introduction to the basic skills in production and comprehension of American Sign Language (ASL). It includes the manual alphabet and numbers. Develops conversational ability, culturally appropriate behaviors and exposes students to ASL grammar. Course requires significant time outside of class. Prerequisites: None

REQUIRED TEXTS/MATERIALS: 1) Holcomb, T., & Mindess, A. (2008). A Sign of Respect: Strategies for Effective Deaf/Hearing

Interactions DVD (workbook included in the DVD). San Francisco, CA: Treehouse Video LLC.

2) Holcomb, T. (2013) Introduction to American Deaf Culture (Chapters 1-7). Oxford University Press.

3) Bryant, R., Gelineau, L., Shannon, T., & Marbury, N. (2013). TRUE+WORK ASL: Level 1 Student e-Workbook. Purple Moontower: Austin, TX. http://trueworkasl.weebly.com

4) Internet access to ACC Gmail, ACC Blackboard, and Dropbox.com (MANDATORY) Like the ASLIT Facebook page. www.facebook.com/aslitlab

STUDENT LEARNING OUTCOMES:A) Vocabulary Development

1. The student will be exposed to vocabulary items in Units 1-6 of the TRUE+WORK ASL handouts and workbook.

2. The student will demonstrate comprehensive mastery of targeted vocabulary words drawn from class items and videos.

B) Grammatical Features1. The student will demonstrate comprehensive mastery of target, content-specific

commands, questions, and statements in ASL.2. The student will be exposed to short dialogues in ASL as directed by the professor.

C) Conversational and Communication Skills1. The student will demonstrate comprehension and conversation facilitating behaviors.2. The student will demonstrate comprehension and production of regulating behaviors

(i.e. attention getting techniques, turn taking signals, and others)3. The student will be exposed to short narratives and stories in ASL as signed by the

professor, Deaf users of ASL, or viewed on ASL videos.4. The student will demonstrate the ability to create, conduct and terminate a short

content-specific conversation.5. The student will demonstrate the ability to communicate effectively by viewing

required videos and writing reaction papers based on those videos.D) Cultural Awareness

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1. The student will read/see information on Deaf Americans, ASL, and its history. The student is responsible for the cultural notes and information from lectures discussed in class, TRUE+WORK ASL, Introduction to American Deaf Culture, or/and A Sign of Respect.

2. The student will compare, contrast, and interpret differences and commonalities among Deaf and hearing cultures.

GENERAL EDUCATION STUDENTS LEARNING OUTCOMES:As a Core Curriculum course, students completing this course will demonstrate competence in:

• Civic and Cultural Awareness - Analyzing and critiquing competing perspectives in a democratic society; comparing, contrasting, and interpreting differences and commonalities among peoples, ideas, aesthetic traditions, and cultural practices

• Critical Thinking - Gathering, analyzing, synthesizing, evaluating and applying information.

• Personal Responsibility - Identifying and applying ethical principles and practices; demonstrating effective learning, creative thinking, and personal responsibility.

• Interpersonal Skills - Interacting collaboratively to achieve common goals.

• Written, Oral and Visual Communication - Communicating effectively, adapting to purpose, structure, audience, and medium.

• Technology Skills - Using appropriate technology to retrieve, manage, analyze, and present information.

COURSE GRADING SYSTEM: Your comprehension and expressive skills will be evaluated regularly. You will also be evaluated on your preparation for class activities and your assignments outside of the class.

1. Assignments 25%TRUE+WORK ASL Workbook (TWA)Quizzes In Class Discussions4 Video Reaction PapersReflection Paper & Class Study GuideA Sign of Respect Assignments (ASOR)

2. Culture and Language Immersion Assignments (CLIA) 15% 3. Unit Test 30%

4. Final Exam: Expressive 30% -------

TOTAL = 100%

*Note: It’s your responsibility to check and keep track of your grades via your ACC course blackboard.

Class Attendance Policy: Any student who is absent for three classes will receive a 10 points deduction in their final grade. Because students are given a leeway of 3 classes, doctor’s notes and other excuses are not accepted for absences. Upon the fourth absence, the student will be required to withdraw from the course. The student is responsible for withdrawing himself or herself from the course. If they do not withdraw by ACC’s last day to withdraw which is November 20th, they will receive an F as a final grade. Three events of tardiness or early departure will equal one class absence. Please inform the professor of any exceptional circumstances that causes you to miss class.

Classroom Civility: Mobile technologies such as smartphones, computers, laptops, or notebooks must be turned off before the start of class. Students should arrive on time and are expected to remain until

Grade Scale100 – 90 = Final grade “A”89 – 80 = Final grade “B”79 – 70 = Final grade “C”69 – 60 = Final grade “D”59 – 0 = Final grade “F”

Grade Scale100 – 90 = Final grade “A”89 – 80 = Final grade “B”79 – 70 = Final grade “C”69 – 60 = Final grade “D”59 – 0 = Final grade “F”

Grade Scale100 – 90 = Final grade “A”89 – 80 = Final grade “B”79 – 70 = Final grade “C”69 – 60 = Final grade “D”59 – 0 = Final grade “F”

Grade Scale100 – 90 = Final grade “A”89 – 80 = Final grade “B”79 – 70 = Final grade “C”69 – 60 = Final grade “D”59 – 0 = Final grade “F”

Grade Scale100 – 90 = Final grade “A”89 – 80 = Final grade “B”79 – 70 = Final grade “C”69 – 60 = Final grade “D”59 – 0 = Final grade “F”

Grade Scale100 – 90 = Final grade “A”89 – 80 = Final grade “B”79 – 70 = Final grade “C”69 – 60 = Final grade “D”59 – 0 = Final grade “F”

Grade Scale100 – 90 = Final grade “A”89 – 80 = Final grade “B”79 – 70 = Final grade “C”69 – 60 = Final grade “D”59 – 0 = Final grade “F”

Grade Scale100 – 90 = Final grade “A”89 – 80 = Final grade “B”79 – 70 = Final grade “C”69 – 60 = Final grade “D”59 – 0 = Final grade “F”

Grade Scale100 – 90 = Final grade “A”89 – 80 = Final grade “B”79 – 70 = Final grade “C”69 – 60 = Final grade “D”59 – 0 = Final grade “F”

Grade Scale100 – 90 = Final grade “A”89 – 80 = Final grade “B”79 – 70 = Final grade “C”69 – 60 = Final grade “D”59 – 0 = Final grade “F”

Grade Scale100 – 90 = Final grade “A”89 – 80 = Final grade “B”79 – 70 = Final grade “C”69 – 60 = Final grade “D”59 – 0 = Final grade “F”

Grade Scale100 – 90 = Final grade “A”89 – 80 = Final grade “B”79 – 70 = Final grade “C”69 – 60 = Final grade “D”59 – 0 = Final grade “F”

Grade Scale100 – 90 = Final grade “A”89 – 80 = Final grade “B”79 – 70 = Final grade “C”69 – 60 = Final grade “D”59 – 0 = Final grade “F”

Grade Scale100 – 90 = Final grade “A”89 – 80 = Final grade “B”79 – 70 = Final grade “C”69 – 60 = Final grade “D”59 – 0 = Final grade “F”

Grade Scale100 – 90 = Final grade “A”89 – 80 = Final grade “B”79 – 70 = Final grade “C”69 – 60 = Final grade “D”59 – 0 = Final grade “F”

Grade Scale100 – 90 = Final grade “A”89 – 80 = Final grade “B”79 – 70 = Final grade “C”69 – 60 = Final grade “D”59 – 0 = Final grade “F”

Grade Scale100 – 90 = Final grade “A”89 – 80 = Final grade “B”79 – 70 = Final grade “C”69 – 60 = Final grade “D”59 – 0 = Final grade “F”

Grade Scale100 – 90 = Final grade “A”89 – 80 = Final grade “B”79 – 70 = Final grade “C”69 – 60 = Final grade “D”59 – 0 = Final grade “F”

Grade Scale100 – 90 = Final grade “A”89 – 80 = Final grade “B”79 – 70 = Final grade “C”69 – 60 = Final grade “D”59 – 0 = Final grade “F”

Grade Scale100 – 90 = Final grade “A”89 – 80 = Final grade “B”79 – 70 = Final grade “C”69 – 60 = Final grade “D”59 – 0 = Final grade “F”

Grade Scale100 – 90 = Final grade “A”89 – 80 = Final grade “B”79 – 70 = Final grade “C”69 – 60 = Final grade “D”59 – 0 = Final grade “F”

Grade Scale100 – 90 = Final grade “A”89 – 80 = Final grade “B”79 – 70 = Final grade “C”69 – 60 = Final grade “D”59 – 0 = Final grade “F”

Grade Scale100 – 90 = Final grade “A”89 – 80 = Final grade “B”79 – 70 = Final grade “C”69 – 60 = Final grade “D”59 – 0 = Final grade “F”

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the end of class. Disruptive students will be asked to leave the class. Watch/read all assigned material BEFORE you come to class and be prepared to participate.

No Voice/English Mouthing Policy: Avoid voicing or English mouthing during class time. Once the professor enters the classroom, please silence yourself and sign with your class peers. Talking without signing in the presence of a Deaf professor or any Deaf person is considered rude in Deaf culture. Write notes to each other if you must or SIGN! This NO VOICE rule will be enforced from the beginning until the end of the class.

The skills to be developed in the class depend on visual perception and memory. Use of auditory stimuli discourages this learning process for both the person talking and other students in the class. The students will experience cross-cultural interaction between Deaf and hearing people. It is important that the student recognizes this and respects the culture.

1. Assignments: (25%) No assignment will be accepted after the due date except under circumstances I deem to be extreme or unique.

TRUE+WORK ASL (TWA) e-Workbook Assignments This workbook is designed to retain and reinforce what was learned in the classroom. Complete the assigned workbook assignments.

Quizzes Some quizzes will be announced in class and some will be “pop” quizzes. You may not make up any quizzes you miss – if you miss the quiz, you will get a zero. The quizzes will be based mainly on the ability to comprehend ASL, and cultural information. Questions may also be drawn from the reading/viewing from TRUE+WORK ASL workbook/video, from A Sign of Respect, Introduction to American Deaf Culture, video assignments, vocabulary, and/or from class discussions.

In Class DiscussionsAll students will be encouraged to participate in class discussions and activities on a regular basis. Participation does not mean giving “right” answers. It means thinking about the material, sharing your thoughts, paying attention, and giving your best effort. If you own a pager or cell phone, please turn it off during class.

Video Reaction Papers The goal of these assignments is for you to express your own thoughts, opinions or questions. See video reaction paper handout for details.

Reflection Paper and Class StudyPart 1: Reflection PaperIntroduction to American Deaf Culture (Holcomb), Chapters 1-7 The purpose of writing a reflection paper is to help you think critically about assigned readings, and to consider how readings relate to the lectures, other readings, assigned videos, current events, social problems, and your own life experiences. Papers are due at the beginning of class on the days indicated in the attached course schedule. Late assignments will not be accepted. See attached sheet for more details.

Part 2: Class Study GuideIntroduction to American Deaf Culture (Holcomb), Chapters 1-7 The purpose of creating questions, for the class study guide, is to collaboratively create a guide that will prepare you for your quiz over the Introduction to American Deaf culture text, that you will take at the end of the semester. This assignment is due at the beginning

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of class on the day indicated in the attached course schedule. Late assignments will not be accepted. See attached sheet for more details.

A Sign of Respect (ASOR) Assignments This interactive DVD allows students to gain insights into Deaf culture, specifically its norms and values. Students will engage in class activity and complete assignments based on the DVD. See ASOR handout for specific readings and assignments.

2. Culture and Language Immersion Assignments (CLIA): (15%) To be competent in ASL at a certain level, it requires immersion in Deaf culture and an ASL environment. This cannot be acquired only through the classroom environment. Mastering a language requires using language with native speakers. Just as learners of Spanish go to Mexico to gain exposure and knowledge to the language and culture. So learners of ASL need to be immersed in the culture and language of Deaf people. This requires attending Deaf events to immerse yourself in the language and the culture, which is part of developing ASL competency. Austin provides numerous opportunities for students to gain this exposure and students are encouraged to participate in as many Deaf events as possible. For specific required assignments, please refer to CLIA sheet.

3. Unit Tests: (30%) Unit tests will cover all material presented to that point of the class. They will include information from quizzes, TRUE+WORK ASL, A Sign of Respect, Introduction to American Deaf Culture, class notes, handouts, lectures, vocabulary video as well as your receptive skills. There will be no make-up of the tests except under circumstances I deem to be extreme or unique.

4. Final – (30%) This expressive final will include comprehension and production, information from the workbook, videos shown in and out of class, vocabulary video, class assignments, and discussions. There will be no make-up of the final exam except under circumstances I deem to be extreme or unique.

**No extra credit given except under circumstances I deem to be extreme or unique.**

Course Policies: You are responsible for knowing the policies and procedures below. You can pick up a copy of the Student Handbook in a counseling office on any campus or access it online from our web page www.austincc.edu. Please take special note of the following: Students with Disabilities, withdrawal policy, Incompletes, Scholastic/Academic Dishonesty, Prohibited Acts, Unattended Children, Children in the Classroom, and Student Discipline Policy.

Students with Disabilities/Americans with Disabilities Act (ADA) Accommodations: Each ACC campus offers support services for students with documented disabilities. Students with disabilities who need classroom, academic or other accommodations must request them through the Student Accessibility Services Office. Students are encouraged to request accommodations when they register for courses or at least three weeks before the start of the semester, otherwise the provision of accommodations may be delayed.

Students who have received approval for accommodations from SAS for this course must provide the professor with the form ‘Notice of Approved Accommodations’ from SAS before accommodations will be provided Arrangement for academic accommodations can be made. Students with approved accommodations are encouraged to submit the Notice of Approved Accommodations to the professor at the beginning of the semester, but no later than 3 weeks into the semester because a reasonable amount of time may be needed to prepare and arrange for the accommodations.

Additional information about the Student Accessibility Services Office is available at http://www.austincc.edu/support-and-services/services-for-students/disability-services-and-assistive-technology.

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Incompletes: Incompletes will be given only under very unique or extreme circumstances.

Scholastic Dishonesty: A student attending ACC assumes responsibility for conduct compatible with the mission of the college as an educational institution. Students have the responsibility to submit coursework that is the result of their own thought, research, or self-expression. Students must follow all instructions given by faculty or designated college representatives when taking examinations, placement assessments, tests, quizzes, and evaluations. Actions constituting scholastic dishonesty include, but are not limited to, plagiarism, cheating, fabrication, collusion, and falsifying documents. Penalties for scholastic dishonesty will depend upon the nature of the violation and may range from lowering a grade on one assignment to an “F” in the course and or expulsion from the college. See the student Standards of Conduct and Disciplinary Process and other policies at http://www.austincc.edu/current/needtoknow

Student Rights and Responsibilities: Students at the college have the rights accorded by the U.S. Constitution to freedom of speech, peaceful assembly, petition, and association. These rights carry with them the responsibility to accord the same rights to others in the college community and not to interfere with or disrupt the educational process. Opportunity for students to examine and question pertinent data and assumptions of a given discipline, guided by the evidence of scholarly research, is appropriate in a learning environment. This concept is accompanied by an equally demanding concept of responsibility on the part of the student. As willing partners in learning, students must comply with college rules and procedures.

Safety Statement: ACC is committed to providing a safe and healthy environment for study and work. You are expected to learn and comply with ACC environmental, healthy and safety procedures and agree to follow ACC safety policies. Additional information on these can be found at http://www.austincc.edu.ehs.

Because some healthy and safety circumstances are beyond our control, we ask that you become familiar with the Emergency Procedures poster and Campus Safety Plan map in each classroom. Additional information about emergency procedures and how to sign up for ACC Emergency Alerts to be notified in the vent of a serious emergency can be found at http://ww.austincc.edu/emergency/.

Please note, you are expected to conduct yourself professionally with respect and courtesy to all. Anyone who thoughtlessly or intentionally jeopardizes the health or safety of another individual will be dismissed from the day’s activity, may be withdrawn from the class, and/.or barred from attending future activities

Use of ACC email: All college email communication to students will be sent solely to the student’s ACC email account, with the expectation that such communications will be read in a timely fashion. ACC will send important information and will notify you of any college related emergencies using this account. Students should only expect to receive email communication from their professor using this account. Likewise, students should use their ACC email account when communicating with professors and staff. Instructions for activating an ACC email can be found at http://www.austincc.edu/accmail/index.php

Important Information: Please feel free to call, email or write me notes about any questions or concerns you may have. You may also request to meet with me with an interpreter during my office hours or by appointment.

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Additional Details and Handouts

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4 VIDEO REACTION PAPERS

A video reaction paper is just what its name suggests—a paper explaining your reaction to a video. It may be like a review, because your comment may involve judgment or evaluation. It may be like an analysis, because your comment may focus on a particular character, relationship, situation, or cultural information. You are required to view a total of 4 videos and write 4 separate reaction papers. (Please check the due dates in Blackboard and/or the assignment sheet). All videos are also available in the ASL Lab, RGC Room 018.

Video Titles: #1 The Lives of Deaf Mexicans #2 The LACD Story #3 Early Intervention: The Missing Link $4 The Hammer

Papers must include and answer each of the following questions:(Do not copy the questions and include this information in the body of your paper.)

Questions for Video Reaction Papers:• What information gave you new insight or understanding about Deaf people, the Deaf

community or Deaf culture?• In your opinion, what were the primary messages that the video or movie attempted to convey

to you?

Each paper must be at least 1 1/2 to 2 pages, double-spaced, typed in font size 12 Times New Roman, Arial or Calibri, with one-inch margins on all sides. This heading, without the box (outline), is to be followed for all papers. You MUST number your assignments. IF you don’t follow the instructions, points will be deducted. Do not double space the heading.

A typical essay that consists of 4+ paragraphs:

• Paragraph 1: Introduction • Paragraph 2: Answer Question #1 • Paragraph 3: Answer Question #2 • Paragraph 4: Conclusion.

You can use the information from the videos to support your answers, but I DO NOT WANT A SUMMARY of the video!

NAME ____________________________ T/TH 6:50-9:30Professor [name] DATE__________________

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Reading Reflection paper andClass Study Guide Details

Part 1: Reflection PaperIntroduction to American Deaf Culture (Holcomb), Chapters 1-7 Use the questions below to guide you when writing your paper. The purpose of these reflection questions is to provide you with an opportunity to process new information obtained from the readings through the context of your experiences. However, your answers must be grounded in the readings. Your reflection paper should be at least 3 pages and no more than 5 pages long, double-spaced, 12-point font.

Reading Reflection Generic Questions: A. What do you find most persuasive/inspiring/problematic/encouraging about any aspect of the readings (be specific—concept, argument, fact, theory, explanation, etc). *Do not try to cover everything in the book*B. Regarding the above, how does it challenge or advance your and/or our thinking?C. Describe how you would use or apply this insight. D. Relate the readings to one another, to other books, articles and/or videos in the class, and to other knowledge you have. Do they support one another? Contradict?

Part 2: Class Study Guide.Introduction to American Deaf Culture (Holcomb), Chapters 1-7

Each of you will be assigned specific pages from the Introduction to American Deaf Culture text. From these assigned pages you will develop 5 questions with answers and the page numbers of where the answers can be found. The 5 questions consist of 2 multiple choice, two true/false statements, and one short answer question.

The professor will collect all of your questions and compile them into one study guide. This study guide will be shared with your classmates to prepare for the Introduction to American Deaf Culture (Holcomb), Chapters 1-7 quiz.

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Culture and Language Immersion Assignments (CLIA)

There is a CLIA validation sheet that you are required to turn into your professor at the end of the semester. An authorized person will verify you have completed the task by stamping an ASLIT Lab stamp on your checklist sheet.

Videos and Discussions:You are required to watch the assigned videos and participate in-group discussions in the lab. Make your reflection notes ahead of time and be prepared to share your thoughts, perspectives, compare experiences and how this applies to your goals. It is important to pay attention and give your best effort.

Unit Activities:As you follow the units in class in order, you are expected to participate in group discussions and activities given and guided in the lab.

My ASL Portfolio:You will be given instructions to record a video of yourself in ASL. Please follow the guidelines. You are to keep your ASL portfolio with you for your consecutive ASL courses.

Deaf Community Observations:You are required to attend two Deaf community events and observe the events. Feel free to interact with others, but you are not required to. For validation, you are to take photos of the events with yourself in it and submit it to your professor as instructed.

ASL Friends United Event or Meeting:You are required to attend a minimum of one event or meeting hosted by ASL Friends United.

ASOR assignments

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ASOR - A Sign of Respect: Strategies for Effective Deaf/Hearing Interactions DVD Student Workbook (revised 2010)by Thomas Holcomb and Anna Mindess

READ Unit II: Having a Deaf Professor, p. 21

READ Unit III: Viewing the DVD

Assignment #6: Viewing the DVD, p. 24-27

READ Unit IV: Comparing deaf culture to your own culture, p. 29

Assignment #7: Comparing cultures, p. 30 – 33

READ Unit VI: Practicing cultural behaviors, p. 38

Assignment #9: Good Attitude, p. 40

Assignment #10: Arriving late, p. 42

Assignment #11: Instructions, p.44

Assignment #12: Getting someone’s attention, p.46

Assignment #13: Disclosing you can sign, p. 49

Assignment #14: Accepting feedback, p. 51

Assignment #15: Straight talk, p. 54-58

READ Unit VII: Making Deaf friends, p. 62

Assignment #20: When/how to offer help, p. 70-71

READ Unit I: Deaf Events, p. 9-15

Assignment #1: Personal Observations of Deaf People, p.16

Assignment #3: Deaf Events in your Area, p. 18

Assignment #4: Your Feelings about Attending Deaf Events, p. 19

READ Unit V: Attending your first Deaf Events, p. 35

READ Unit VII: Making Deaf Friends, p. 62

Assignment #17: Meeting Deaf People, p. 63

READ B. Starting a Conversations, p. 64

Assignment #18: Starting a Conversation, p.65

READ E. Negotiating Between Two Languages and Cultures, p. 72

Assignment #21: Negotiating between two languages and cultures, p. 73

Assignment #22: Wrapping Up, p. 76

**just print the assignments/exercises sheet only with your answers and turn it in by (DATE)

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Tentative Course ScheduleSGNL 1401: ASL I – Fall 2014

Date Class Instruction

Day 1 M 8/25 Syllabus

Day 2 W 8/27 ASLIT Lab Orientation

Day 3 M 9/1 No Class- Labor Day‐Day 4 W 9/3 Unit 1

Day 5 M 9/8 Unit 1

Day 6 W 9/10 Unit 1

Day 7 M 9/15 Unit 1/2

Day 8 W 9/17 Unit 2

Day 9 M 9/22 Unit 2

Day 10 W 9/24 Unit 2

Day 11 M 9/29 Unit 1 & 2 Test

Day 12 W 10/1 Unit 3

Day 13 M 10/6 Unit 3

Day 14 W 10/8 Unit 3

Day 15 M 10/13 Unit 3/4

Day 16 W 10/15 Unit 4

Day 17 M 10/20 Unit 4

Day 18 W 10/22 Unit 4

Day 19 M 10/27 Unit 3 & 4 Test

Day 20 W 10/29 Unit 5

Day 21 M 11/3 Unit 5

Day 22 W 11/5 Unit 5

Day 23 M 11/10 Unit 5/6

Day 24 W 11/12 Unit 6

Day 25 M 11/17 Unit 6

Day 26 W 11/19 Unit 6

Day 27 M 11/24 Unit 5 & 6 Test

Day 28 W 11/26 No Class- Thanksgiving‐Day 29 M 12/1 ASL Dinner

Day 30 W 12/3 Final Exam Review

Day 31 M 12/8 Final Exam

Day 32 W 12/10

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Tentative Assignments/Exam Dates

Watch Video #1 “The Lives Of Deaf Mexicans “ by Saturday, Sept. 20

Test #1 Unit 1 & 2 Monday, Sept.15

Video Reaction Paper #1 Saturday, Sept 27

Watch Video #2 “The LACD Story” by Saturday, Oct. 11

Video Reaction Paper #2 Saturday, Oct 18

Test #2 Unit 3 & 4 Monday, Oct. 27

Watch Video #3 “Early Intervention: The Missing Link” by Friday, Oct. 31

Deaf Event Observation at TSD Saturday, Nov. 1

Video Reaction Paper #3 Saturday, Nov 8

Watch Video #4 “The Hammer” by Saturday, Nov. 22

Test #3 Unit 5 & 6 Monday, Nov. 24

Video Reaction Paper #3 Saturday Nov 29

Introduction to Deaf Culture Reflection Paper & Questions for Study Guide Monday, Dec 1

Culture and Language Activity (CLIA) Verification Sheet Wednesday, Dec. 3

A Sign of Respect (ASOR) Assignment Wednesday, Dec. 3

Final Exam Monday, Dec. 8

*TRUE+WORK ASL Workbook due dates will be announced by your teacher

ASL 1: Culture and Language Immersion Activity (CLIA) Validation Sheet Name: ______________

Video Discussions: ASLIT Lab Staff Stamp

The Lives of Deaf Mexicans

The LACD Story

Early Intervention: The Missing Link

The Hammer

Unit Dialogue Activities:

Unit 1 Dialogue and Activity

Unit 1 Dialogue and Activity

Unit 2 Dialogue and Activity

Unit 2 Dialogue and Activity

Unit 3 Dialogue and Activity

Unit 3 Dialogue and Activity

Unit 4 Dialogue and Activity

Unit 4 Dialogue and Activity

Unit 5 Dialogue and Activity

Unit 5 Dialogue and Activity

Unit 6 Dialogue and Activity

Unit 6 Dialogue and Activity

Other:

My ASL Portfolio

Deaf Community Observation #1 Remember to submit picture to professor

Deaf Community Observation #2 Remember to submit picture to professor

ASL Friends United Event or Meeting AFU Advisor Initials