Study Guide - UNC Extended Campusextended.unco.edu/.../~UGDocs/Spring_2014/INTR_102_Berkowitz_3.1… · Study Guide INTR 102 Advanced ASL 2 ... expansion of the essential skills of

ASL – English Interpretation Program

Study Guide

INTR 102

Advanced ASL 2

Spring 2014

University of Northern Colorado

American Sign Language – English Interpretation Program

Copyright 2014 by the University of Northern Colorado-Distance Opportunities for

Interpreter Training Center

All rights reserved. No part of this publication may be reproduced, distributed, or

transmitted in any form or by any means, including photocopying, recording, or other

electronic or mechanical methods, without the prior written permission of the UNC-DO

IT Center.

Any interpreting-student participating in a DO IT Center program must understand that

the University of Northern Colorado and individual faculty members are not responsible

for the interpreting-student’s success or failure in achieving the outcomes of their

specific programs.

DO IT Center

UNC @ Lowry Campus

1059 Alton Way, Box 7

Denver, CO 80230

1-866-885-6087

http://www.unco.edu/doit

http://www.unco.edu/doit

Table of Contents Course Overview ................................................................................................................................ 1

Purpose .............................................................................................................................................. 1

Impact ................................................................................................................................................ 1

Goals and Objectives .......................................................................................................................... 1

Plagiarism Policy ................................................................................................................................ 2

Diversity Statement ........................................................................................................................... 2

Students with Disabilities ................................................................................................................... 2

Grading Scale ..................................................................................................................................... 3

Late Assignment Policy ...................................................................................................................... 3

Required Materials............................................................................................................................. 4

Course Preview .................................................................................................................................. 5

Course Organization ........................................................................................................................... 5

Contents Preview ............................................................................................................................... 6

Weekly Preview .................................................................................................................................. 6

Course Roadmap ................................................................................................................................ 7

Assignments ..................................................................................................................................... 18

Course Summary .............................................................................................................................. 19

Conclusion ........................................................................................................................................ 19

Key Points ......................................................................................................................................... 19

What’s Next...................................................................................................................................... 19

INTR 102 Page 1

Course Overview

Purpose The purpose of this lecture/lab course is to focus on the analysis and application of specific

parameters of ASL, such as: classifiers, non-manual markers, fingerspelling and numbers. This

course provides a review and expansion of the essential skills of American Sign Language.

Emphasis is placed on the progressive development of expressive and receptive skills, study of

authentic and representative literacy and cultural texts, and linguistic features of ASL. Upon

completion, students should be able to communicate effectively, accurately, and creatively

using American Sign Language. Pre-requisite for this course is Advanced ASL 1.

Impact This course focuses on the development of skills that are essential for effective interpretation.

These skills will provide the foundation upon which your interpreting skills will be built.

Goals and Objectives Goal 1: To assist students in developing their ASL receptive and expressive skills.

Objective 1: The student will be able to comprehend taught ASL signs, phrases,

lexicalized fingerspellings, non-manual signals, number signs and linguistic features in

both isolation, in sentences and in composition as signed through the assignments (e.g.

workbook), and exams. (Receptive skill)

Objective 2: The student will be able to demonstrate her/his expressive skills in a

grammatically correct manner through presentations in ASL. The student will be able to

perform a self-analysis report on his/her presentation. (Expressive skill)

Goal 2: To assist students in understanding the linguistic features of American Sign Language.

Objective 1: The student will demonstrate his/her understanding and application of ASL

linguistics features from the professor’s teaching, videotext and textbooks through the

assignments, presentations and exams. (Knowledge)

Goal 3: To enhance students’ understanding about Deaf Community and Culture, and their

application to ASL skills.

Objective 1: The student will demonstrate an understanding about Deaf Community

and Culture, and ASL poetry through the online discussions, weekly journal and exams.

(Knowledge)

Objective 2: The student will demonstrate an ability to utilize the Deaf cultural

behaviors in his /her ASL signing. (Cultural behaviors)

INTR 102 Page 2

Plagiarism Policy Policy on Plagiarism: Plagiarism is the act of appropriating the written, artistic, or

musical composition of another, or portions thereof; or the ideas, language, or symbols of same and passing them off as the product of one's own mind. Plagiarism includes not only the exact duplication of another's work but also the lifting of a substantial or essential portion thereof (UNC definition). Regarding written work in particular, direct quotations, statements which are a result of

paraphrasing or summarizing the work of another, and other information which is not considered common knowledge must be cited or acknowledged, usually in the form of a footnote. Quotation marks or a proper form of indentation shall be used to indicate all direct quotes. Regarding class projects, you are not to use as your entire presentation the completed works of faculty members, fully imported websites, or any other body of work in which you are not the author. Of course, with proper referencing, you can import portions of such works and websites to enhance and illustrate your presentation, and you can provide references to these other works for students who have an interest in pursuing a topic further. For further information, go to the following website: http://www.unco.edu/dos/honor_code/defining_plagiarism.html

Inclusivity Statement

The College of Education and Behavioral Sciences (CEBS) supports an inclusive learning environment where diversity and individual differences are understood, respected, appreciated and recognized as a source of strength. We expect that students, faculty and staff within CEBS will be accepting of differences and demonstrate diligence in understanding how other peoples’ perspectives, behaviors, and world views may be different

from their own. Furthermore, as stated by UNC, “The University will not engage in unlawful discrimination in…educational services against any person because of race, religion, gender, age, national origin, disability, or veteran status. It is the University’s policy to prohibit discrimination in…educational services on the basis of sexual orientation or political affiliation.” (See http://www.unco.edu/hr/AAEO_TitleIX.htm). Please visit the CEBS Diversity and Equity Committee website for more information on our commitment to diversity (http://www.unco.edu/cebs/diversity).

Students with Disabilities Accommodations Statement: Students who believe that they may need accommodations in this class are encouraged to contact the Disability Support Services, Voice/TTY (970) 351-2289, or fax (970) 351-4166, or visit www.unco.edu/dss as soon as possible to ensure that accommodations are implemented in a timely fashion.

http://www.unco.edu/dos/honor_code/defining_plagiarism.html

http://www.unco.edu/hr/AAEO_TitleIX.htm

http://www.unco.edu/cebs/diversity

http://www.unco.edu/dss

INTR 102 Page 3

Grading Scale The points for all the assignments in a course will add up to 100 and letter grades are assigned

as follows for UNDERGRADUATE classes:

A = 100 - 91 superior achievement of course objectives

B = 90 - 81 above average achievement of objectives (Reminder: you must maintain at least a “B” per class to meet graduation requirements)

C = 80 - 71 below acceptable achievement of objectives

D = 70 - 61 below acceptable achievement of objectives

60 or below is considered not passing.

Late Assignment Policy Late assignments will be accepted and graded for up to 72 hours after the due date and time but

the final grade will be dropped one letter. Late assignments submitted after the 72 hours that

have not been approved in advance with the respective Section Facilitator will NOT be graded

and students will receive a zero as the assignment grade.

Extensions for assignment due date and time must be approved in advance with the respective

Section Facilitator based on the following criteria:

The extension is requested at least 24 hours in advance of the due date and time.

An extension is requested no more than once during any given semester.

No late work will be accepted in the last three days of this course.

Exceptions to the above criteria will only be considered based on documented evidence of

special circumstances—such as illness, hospitalization or death of a family member.

INTR 102 Page 4

Required Materials Media (the following 2 DVDs can only be purchased at www.uncbooks.com)

Advanced ASL 2 Course DVDs: The following DVD’s contain lectures and

modeling for course activities and are referred to in the Roadmap by number.

Advanced ASL 2 Disc 1 (2007) [DVD]. Denver, CO:

University of Northern Colorado DO IT Center.

Advanced ASL 2 Disc 2 (2007) [DVD]. Denver, CO:

University of Northern Colorado DO IT Center.

In addition, you will use the following materials from INTR 101:

Textbooks

Smith, S.; Lentz, E. M.; & Mikos, K. (2001). Signing naturally – Level 3. San Diego, California: Dawn Sign Press. ISBN: 978-1-58121-135-1. *NOTE: Workbook and videotext on DVD.

Media

Valli, C. (1995). ASL poetry: Selected works of Clayton Valli [DVD].

San Diego, CA: Dawn Sign Press. ISBN: 978-0-915035-24-3.

Note: This disk is referred to in the Roadmap as the ASL Poetry DVD.

Equipment

Digital camera or webcam for recording video assignments

INTR 102 Page 5

Course Preview During this course you will study in depth how classifiers are used and how to incorporate them

in language production. You will examine and identify the facial/mouth markers used by Deaf

signers and use them appropriately when using ASL in conversational and narrative form.

Course Organization Each week in the course follows a basic pattern that contains several elements:

Workbook: Signing Naturally Level 3 Workbook. Each week you will explore

the contents from Signing Naturally curriculum by completing workbook

pages. Included in your workbook is a DVD containing video that supports

the workbook lessons. All workbook activities include watching the

associated videotexts on the DVD.

ASL 2 Course DVDs: Video lectures and demonstrations of the content are

viewed each week to support the workbook pages and present information

about the course. There are two DVDs organized to make it easy for you to

find and review any of the lectures or demonstrations.

The first DVD provides an introduction to the course and supports the

Signing Naturally Workbook materials:

Unit 22 “Talking About Money”

Unit 23 “Making Major Decisions”

The second DVD provides information about:

Unit 24: “Discussing Health Conditions”

ASL Poetry: As the course progresses, you will begin to view poems from

the “ASL Poetry” media.

Assignments: The course has several ongoing assignments including

discussion postings, completion of pages in the Signing Naturally Level 3

Workbook, journal entries, and presentations. Use your Roadmap as a

guide to what parts of each assignment are due on specific dates.

INTR 102 Page 6

Contents Preview Over the semester, you will cover the following topics:

1. Unit 22: “Talking About Money”

2. Unit 23: “Making Major Decisions”

3. Unit 24: “Discussing Health Conditions”

4. ASL Literature

a. Review the Poetry Journal Template

b. Last 13 poems on the DVD of “ASL Poetry”

Each week of the course has a similar format and starts with the use of the Signing Naturally

Level 3 Student Workbook and videotext, and video lectures to explore various elements of ASL

including grammar and discourse information, and ASL literature and poetry. You will also view

the video of “ASL Poetry.”

Weekly Preview

Each week generally involves some topics from the Signing Naturally Workbook, along with

information on the major themes of the course (Grammar, Fingerspelling, Numerical Signs, and

Poetry).

Weeks 1 to 4 will concentrate on Unit 22 in the Signing Naturally Workbook, and the poems

“Deaf World” and “Sit and Smile”. At the end of the period, your first presentation is due along

with the Unit 22 test.

Weeks 5 to 8 will concentrate on Unit 23 in the Signing Naturally Workbook, along with the

poems “The Wall and the Quilt”, “Friends, Too” and “Cocoon Child”. At the end of the period,

your second presentation is due along with the Unit 23 test.

Weeks 9 to 16 concentrate on Unit 24 in the Signing Naturally Workbook. Each week you will

view another ASL poem and write in your journal. At the end of the period, you will have the

Unit 24 test.

INTR 102 Page 7

Course Roadmap Use this as your “map” while traveling on your distance-learning journey. All the information

you need to complete the course is here in one location. Use the last column to check off each

item as you complete it. Icons in the roadmap are used to indicate activities/assignments worth

points for grading and non-web activities (readings, DVDs, etc.). Dates before or next to any

activity indicate specific dates for that item.

Points Dates Activities Done!

1/13 -

1/17

DVD #1: Welcome: Watch a welcome message and introduction to the

course from Keith Cagle, the course developer.

Online Discussion: Post an introduction of yourself in ASL using YouTube

and include the link in your English version of your video in the

Introductions discussion forum of Blackboard. Include information on your

education, experience and work situation. Answer the question: In

addition to Introducing yourself, what do you expect to learn from this

course?

Week 1

1/13 1.1 Study Guide: Read “Study Guide” for an overview of the course

and assignments.

1.2 Lesson 1: Student will be able to define the semantics of

money-related signs.

DVD #1: Unit 22. View lectures “Introduction To Unit 22” and

“Basic Money”.

Workbook: Read Unit 22: Basic Money Signs, pp. 123-124,

including videotext.

1.3 Lesson 2: Student will be familiar with the format for ASL

poetry journal submissions.

Poetry Journal Template: Review each ASL feature stated in the

sample format for poetry journal in the Assignments area.

INTR 102 Page 8


1/15-17

1.4 Lesson 3: Student will share insights about the importance in

discussing finances.

Online Discussion 1: Discuss why learning those basic money

and financial signs is important for your interpreting in the near

future. Provide two examples from your work and personal

experiences. Please include the ASL YouTube video link in

addition to your posting. Be prepared to respond to your

classmates’ postings.

1/20 Martin Luther King Day - University is closed

Week 2

1/21 2.1 Lesson 4: Student will be able to recognize signs entailing

Banking Terms.

DVD #1: Unit 22. View the lecture about “Banking Terms”.

Workbook: Read Unit 22, Banking Terms, pp. 125-127.

1/22 2.2 Lesson 5: Student will be able to analyze the ASL poem “Deaf

World.”

ASL Poetry DVD: View “Deaf World”.

1/24 2.3 Lesson 6: Student will be able to identify the building blocks of

ASL in “Deaf World” poem.

Assignment 2, Journal 1: Submit your journal on “Deaf World”

ASL poetry. Use journal writing format in assignments area.

1/24 2.4 Lesson 7: Student will be able to identify the money-related

signs in the video dialogue.

Assignment 3, Homework 1: Complete Unit 22, Pages 118-122

in your workbook, including the videotext. Submit your

answers in a MS word document (not PDF) to the Assignments

area.

1/24 2.5 Assignment 5, Mid-term Exam – Midterm is a receptive skills

taken on blackboard. Take the practice test to be better

prepared with time management and familiarity with the

technology. Midterm exam is Week 4 from 2/3 -2/7.

http://www.google.com/imgres?hl=en&biw=1280&bih=603&gbv=2&tbm=isch&tbnid=r4YBT0fCOUPRSM:&imgrefurl=http://fluidpowerjobs.com/blog/?attachment_id=1112&docid=AekiyCX8wfvGJM&imgurl=http://fluidpowerjobs.com/blog/wp-content/uploads/2011/11/YouTube-Logo3.png&w=256&h=256&ei=TfjPT425Fe6H0QGPtunHDQ&zoom=1&iact=hc&vpx=120&vpy=239&dur=2360&hovh=204&hovw=204&tx=113&ty=119&sig=111213296778670935223&page=1&tbnh=126&tbnw=128&start=0&ndsp=18&ved=1t:429,r:6,s:0,i:87

INTR 102 Page 9


All

week

2.6 Lesson 8: Student will be able to utilize the money-related

signs required for preparing a narrative in ASL.

Assignment 4, Presentation 1 Preparation: Begin preparations

for your “Talking About Money” presentation. Due on 1/31.

Review the self-analysis rubric and guidelines in the

Assignments area for how your presentation will be graded.

Week 3

1/27 3.1 Lesson 9: Student will be able to recognize specific signs for

discussing finances.

DVD #1: Unit 22. View the lecture about “Discussing Finances”

and “Teacher’s Financial Story.”

Workbook: Review the signs on pages 128-136 in your

workbook.

3.2 Lesson 10: Student will be able to analyze the ASL poem “Sit

and Smile”.

ASL Poetry DVD: View “Sit and Smile”.

1/29 -

1/31

3.4 Lesson 11: Students will share insights in addressing the

recurring isolation of a deaf person in “Sit and Smile”.

Online Discussion 2: Discuss briefly how as an interpreter you

can address the isolation of the deaf girl in the poem. Provide

two examples of an experience you had similar to this scenario.

1/31 3.5 Lesson 12: Student will be able to identify the building blocks

in “Sit and Smile” poem.

Assignment 2, Journal 2: Submit your journal on “Sit and

Smile. Use the journal writing format in assignments area.

Due:

1/31

3.6 Lesson 13: Student will be able to execute the money-related

signs, grammar and other relevant ASL features for “Talking

About Money” presentation.

Assignment 4, Presentation 1. Record your “Talking About

Money” story (3 -4 min.). Submit in MS word document in the

following order: Video link (on top of page), English version and

self-analysis – all on the same document. Specific instructions

how to write document is in assignments area.

INTR 102 Page 10


Week 4

2/3 -2/7 Unit Exam: Take Unit 22 exam – available online in Blackboard.

Tech support is available during business hours.

Week 5

2/10 5.1 Lesson 14: Student will be able to identify the narrative

structure for “Making Major Decisions.”

DVD #1: View lectures “Introduction to Unit 23”, “Deciding to

Marry” and “Discussing Housing”.

Workbook: Read and view the clips in the videotext

corresponding to pages 140-145 in your workbook

5.2 Lesson 15: Student will be able to recognize specific signs

useful when discussing housing.

Workbook: Read “Discussing Housing,” pp. 146-147 in the

workbook.

5.3 Lesson 16: Student will be able to analyze the ASL poem “The

Wall and the Quilt.”

ASL Poetry DVD: View “The Wall and the Quilt”.

2/11 –

2/13

5.4 Lesson 17: Students will be able to compare and contrast “The

Wall and the Quilt” ASL poem.

Online Discussion 3: Compare and contrast the details stated in

the poem “The Wall and the Quilt”. Consider the historical and

cultural aspects within the deaf community. Please include the

ASL YouTube video link in addition to your posting. Be

prepared to respond to your classmates’ postings.


in “The Wall and the Quilt.”

Assignment 2, Journal 3: Submit your journal on “The Wall and

the Quilt.” Use the journal writing format in assignments area.

INTR 102 Page 11


2/14

5.6 Lesson 19: Student will be able to identify the narrative

structure used in the video segment on “Deciding To Marry.”

Assignment 3, Homework 2: Complete Unit 23, Pages 138 in

your workbook, including the videotext. Submit your answers in

a MS word document (not PDF) to the Assignments area.

Week 6

2/17 6.1 Lesson 20: Student will be able to recognize specific signs

useful when discussing cars.

DVD #1: Unit 23. View the video lecture and demonstration

about “Discussing Cars”.

Workbook: Read pages 148-152.

6.2 Lesson 21: Student will be able to analyze the ASL poem, “Still

Friends.”

ASL Poetry DVD: View “Still Friends”.

2/18 -

2/20

6.3 Lesson 22: Students will be able to identify significant building

blocks in ASL poem, “Still Friends.”

Online Discussion 4: Identify three ASL features in the poem,

“Still Friends” unique to ASL poetry. In addition, explain how

these features are distinguished from ASL daily conversations.


in “Still Friends.”

Assignment 2, Journal 4: Submit your journal on “Still Friends”.

Use the journal writing format in assignments area.

All

week

6.5 Lesson 24: Student will be able to utilize the Making Major

Decision signs required for preparing a narrative in ASL.


for your “Making Major Decision” presentation. Due on 2/28.

Review the self-analysis rubric and guidelines in the

Assignments area for how your presentation will be graded.

INTR 102 Page 12


Week 7

2/24 7.1 Lesson 25: Student will be able to recognize specific signs

useful when discussing life changes.

DVD #1: Unit 23. View the video lecture “Discussing Life

Changes” and “Teacher’s Major Decision” story.

Workbook: Complete review of signs in Unit 23, pages 146-154.

2/25 –

2/27

7.2 Lesson 26: Students will be able to share insights of various

topics relevant to making major decisions.

Online Discussion 5: Summarize by using the narrative

structure two different scenarios you’re considering for your

presentation on “Making Major Decisions.” Be prepared to

respond to your classmates’ postings.

2/25 7.3 Lesson 27: Student will be able to analyze the ASL poem,

“Cocoon Child.”

ASL Poetry DVD: View the poem “Cocoon Child”.


in “Cocoon Child.”

Assignment 2, Journal 5: Submit your journal on “Cocoon

Child”. Use the journal writing format in assignments area.

2/28

7.5 Lesson 29: Student will be able to execute the signs, grammar,

and use of other ASL features relevant to “Making Major

Decision” in the narrative for presentation.

Assignment 4, Presentation 2. Record your “Making Major

Decision” story (3 -4 min.). Submit in MS word document in the

following order: Video link (on top of page), English version and

self-analysis – all on the same document. Specific instructions

how to write the document is in assignments area.

Week 8

3/3 -3/7 Unit Exam: Take Unit 23 exam – available online in Blackboard.


INTR 102 Page 13


Week 9

3/10 9.1 Lesson 30: Student will be able to recognize signs for various

health-conditions.

DVD #2: Unit 24. View lectures “Introduction To Unit 24” and

“How One Breathes”

Workbook: Read Unit 24, pp. 155-157 on “How One Breathes”.

3/11 -

3/13

9.2 Lesson 31: Student will be able to identify the classifiers and

other ASL features used in the “How One Breathes” narrative.

Online Discussion 6: Identify the various classifiers and label

where in the “How One Breathes” is used. In addition, share

other ASL features you’ve learned from videotext and

workbook pages 156-7. Please include the ASL YouTube video

link in addition to your posting. Be prepared to respond to your

classmates’ postings.

3/12 9.3 Lesson 32: Student will be able to analyze the ASL poem, “On

Valentine’s Day.”

ASL Poetry DVD: View “On Valentine’s Day”.


in “On Valentine’s Day.”

Assignment 2, Journal 6: Submit your journal on “On

Valentine’s Day”. Use the journal writing format in assignments

area.

3/14 9.5 Lesson 34: Student will be able to do a retell of the respiratory

process by incorporating role-shifting and classifiers in the

“How One Breathes” presentation.

Assignment 3, Homework 3: Complete Unit 24, Pages 156-157

in your workbook, including the videotext. Submit your answers

in a MS word document (not PDF) to the Assignments area.

INTR 102 Page 14


Spring Break (Week of March 17 – 21nd)

Take advantage of this time to review your learning so far!

Week 10

3/24 10.1 Lesson 35: Student will be able to recognize the various signs

for the Eyes, Ears and their relationship to one another.

DVD #2: Unit 24. View lecture “The Eyes” and “The Ears” read

page 158 -159 in your workbook.

10.2 Lesson 36: Student will be able to analyze the ASL poem,

“Hands Folded”

ASL Poetry DVD: View “Hands Folded”.

3/25 –

3/27

10.3 Lesson 37: Student will be able to execute in using Classifiers

when discussing health conditions.

Online Discussion 7: Create three sentences incorporating the

use of Classifiers for health-conditions in which you will more

likely use them in your interpreting work. Please include the

ASL YouTube video link in addition to your posting. Be

prepared to respond to your classmates’ postings.


for “Hands Folded.”

Assignment 2, Journal 7: Submit your journal on “Hands

Folded”. Use the journal writing format in assignments area.

Week 11


for the digestive system.

DVD #2: Unit 24. View lecture “The Digestive System” and read

page 160 in your workbook.

11.2 Lesson 40: Student will be able to analyze the ASL poems,

“Disasters” and “Dew on Spider Web.”

ASL Poetry DVD: View “Disasters” and “Dew on Spider Web.”

INTR 102 Page 15


4/1 -

4/3

11.3 Lesson 41: Student will be able to identify the types of

movements in ASL poetry.

Online Discussion 8: Identify and name the types of

movements shown in the two poems, “Disasters” and “Dew on

Spider Web.” Be specific as to increase your vocabulary

knowledge on the types of movements.


for “Disasters” and “Dew on Spider Web.”

Assignment 2, Journal 8 and 9: Submit your two journals on

“Disasters” and “Dew on Spider Web.” Use the journal writing

format in assignments area.

Week 12


in the reproductive and nervous systems.

DVD #2: Unit 24. View lecture “The Reproductive System” and

read page 161 in your workbook. You can view the lecture on

“Nervous system” as well.

12.2 Lesson 44: Student will be able to analyze the ASL poems,

“Mushroom” and “Season’s Greetings”

ASL Poetry DVD: View “Mushroom” and “Season’s Greetings”


for “Mushroom” and “Season’s Greetings”

Assignment 2, Journal 10 and 11: Submit your two journals on

“Mushroom” and “Season’s Greetings.” Use the journal writing

format in assignments area.

4/7-

4/11

12.4 Lesson 46: Student will be able to identify the five steps used

to explain the normal process of a health condition required

for preparing a narrative in ASL.


for your “Discussing a Health Condition” presentation. Refer to

p. 162 in workbook. Due on 4/18. Review the self-analysis

rubric and guidelines in the Assignments area for how your

presentation will be graded.

INTR 102 Page 16


Week 13

4/14 13.1 Lesson 47: Student will be able to recognize signs related to

the head.

DVD #2: Unit 24. View lecture “The Head” and read Instructional Insights in Blackboard.

4/15-

4/17

13.2 Lesson 48: Student will be able to do a summary from the

instructional insights about health conditions.

Online Discussion 9: Post a summary including examples of

your work how studying health conditions signs would be

beneficial to interpret for deaf people.

4/18 13.3 Lesson 49: Student will be able to identify the signs related to

Parkinson’s Disease.

Assignment 3, Homework 4: Complete Unit 24, pages 181-183

in your workbook, including the videotext. Submit your

answers in a MS word document (not PDF) to the Assignments

area.

4/18

13.4 Lesson 50: Student will be able to explain the normal process

of a health condition in their ASL narrative.

Assignment 4, Presentation 3. Record your “Discussing Health

Condition” story (4 - 5 minutes). Submit in MS word document

in the following order: Video link (on top of page), English

version and self-analysis – all on the same document. Specific

instructions how to write the document is in assignments area.

Week 14

4/21 14.1 Lesson 51: Student will be able to recognize signs related the

circulatory system.

DVD #2: Unit 24. View lecture “The Circulatory System” and

read Instructional Insights in Blackboard.

14.2 Lesson 52: Student will be able to analyze the ASL poem, “I am

sorry.”

ASL Poetry DVD. View “I am Sorry”.


Assignment 2, Journal 12: Submit your journal on “I am Sorry.”

Use the journal writing format in assignments area.

INTR 102 Page 17


Week 15

4/28 15.1 Lesson 54: Student will be able to utilize signs for describing

symptoms, causes and treatments and its components.

DVD #2: Unit 24. View lecture “Describing Symptoms, Causes &

Treatments” and its components: “Illness”, “Injuries”,

“Medications and Healings”, “Medications and Treatments For

???,” and “Teacher’s Health Story.” Also read pages 165-180 in

your workbook.

4/29 15.2 Lesson 55: Student will be able to analyze the ASL poem,

“Pawns.”

ASL Poetry DVD. View “Pawns”.


for ASL poem, “Pawns.”

Assignment 2, Journal 13: Submit your final journal on

“Pawns” Use the journal writing format in assignments area.

4/29 –

5/2

15.4 Lesson 57: Student will be able to compare and contrast two

ASL poems.

Online Discussion 10: Identify two poems you’ve studied this

semester, one as your favorite and the other least favorite. In

these two poems, provide examples of linguistic features you

learned you can use in your ASL daily conversations with deaf

people.

5/1 15.5 Lesson 58: Student will be able to utilize knowledge of

complex information in ASL and translate into written English.

DVD #2: View the video lecture “Closing”.

Week 16

5/5- 5/9 16.1 Unit Exam: Take Unit 24 exam – available online in Blackboard.


5/9 16.2 Complete online course evaluation.

Congratulations, you’re done!

Your final grade will be posted within 3 days of the end of the

semester.

INTR 102 Page 18

Assignments

Assignment Overview

Description Points

Assignment 1

(Ongoing)

Online Discussions: Participate regularly and consistently in online

discussions about course readings, homework and activities offering

ten original posts and ten response posts over the course of the

semester.

10

Assignment 2

(See Roadmap for

due dates)

Journals: Write a journal for each set of ASL poems shown through

the DVD of “ASL Poetry.” This will require thirteen journal entries. In

your journal, you must include the information designated in the

Poetry Journal Template located in the Assignments area of the

course.

Post your journal in Your Journal located in the Assignments area of

the course.

13

Assignment 3

(See Roadmap for

due dates)

Homework: Complete four exercises in the Signing Naturally Level 3

Student Workbook as indicated in the Roadmap. Type your answers in

a Word document and submit them to the drop box.

12

Assignment 4

Due:

1/31

2/28

4/18

Presentations: Create three presentations and perform a self-analysis

report for each.

The presentations will be:

Your “Talking About Money” story (Unit 22);

Your “Making Major Decision” story (Unit 23);

Your “Discussing Health Condition” story (Unit 24).

Record your presentation in YouTube and embed the link in your self-

analysis paper (see tip sheet on recording to YouTube in the Resources

area). Be sure it’s a hot link by clicking Insert (from options across in

MS Word) click the world icon and follow the prompts. Submit the

self-analysis report to the Assignment 4 drop box.

See the ASL Presentation rubric for details on grading criteria and

points for the self-analysis report.

45

Assignment 5

2/3-2/7

3/3-3/7

5/5-5/9

Unit Exams: Complete the unit exams through Blackboard online. The

exams will concentrate on receptive skills (e.g. phrases, composition,

lexicalized fingerspellings and numbers) and knowledge of grammar

and discourse.

20

Total score: 100 points

INTR 102 Page 19

Course Summary

Conclusion This course introduced more classifiers, non-manual markers, several sentence types, discourse features and structures, lexicalized finger spelling, number signs, advanced ASL lexical items and ASL poetry.

Key Points What we hope you will remember from this class:

1. ASL syntax and sentence types

a. Non-manual markers b. OSV – Object Subject Verb c. Reference Point d. Rhetorical question e. Classifiers

2. Role shifting

3. Discourse and Sequence structure

4. Personification

5. ASL Folklore and Literature

a. Building blocks for ASL poetry b. Poems from “ASL Poetry” DVD

6. Advanced ASL Terminology

a. Money and Financial b. Related to major decisions c. Health and Medical

Next Steps

While this course is still fresh in your mind, pause to review your learning, looking through the

lens of your final portfolio that is due at the end of your ASLEI journey. Consider the following:

1) Identify any applicable Entry-to-Practice Competencies that may be related to the

course objectives;

2) Identify possible evidence items;

3) Identify potential reflection pieces that could be used in the narrative of the

Coversheet;

4) Use your organizational system to house these items and thoughts until you are

ready to work on writing future Coversheets; (Hint: If it's possible to work on all or

part of a Coversheet at this time, why not draft it now?!) and finally,

5) Check in with classmates to see if some collaborative thinking might be worth your

investment of time – what did others identify and how are they thinking of using the

learning from this course?

Quality Instruction

Preparing

Qualified Interpreters

Documents

Study Guide - UNC Extended Campusextended.unco.edu/.../~UGDocs/Spring_2014/INTR_102_Berkowitz_3.1… · Study Guide INTR 102 Advanced ASL 2 ... expansion of the essential skills of