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Essential Objectives

Course Syllabus

Revision Date: 06-Jan-25

Spring 2025 | SLS-1011-VO01S - American Sign Language I

Synchronous Class

Synchronous courses are delivered through a combination of online and regularly-scheduled Zoom sessions. In synchronous classes, students must attend Zoom sessions and actively engage with each other and faculty in course activities and discussions.

Location: Online
Credits: 3 (45 hours)
Synchronous Section: This course has schedule meeting dates and times online via Zoom. See below or consult Self Service - Search for Courses and Sections for specific dates and times.
In-Person Meeting Day/Times via Zoom: Monday & Wednesday, 06:00P - 07:30P
Semester Dates: 01-22-2025 to 05-05-2025
Last day to drop without a grade: 02-03-2025 - Refund Policy
Last day to withdraw (W grade): 03-24-2025 - Refund Policy
This course has started, please contact the offering academic center about registration

Faculty

Mary Gorman
View Faculty Credentials
View Faculty Statement
Hiring Coordinator for this course: Ashraf Alamatouri

General Education Requirements

This section meets the following CCV General Education Requirement(s) for the current catalog year:

VSCS Humanistic Perspectives

Note

Many degree programs have specific general education recommendations. In order to avoid taking unnecessary classes, please consult with additional resources like your program evaluation, your academic program catalog year page, and your academic advisor.

Courses may only be used to meet one General Education Requirement.

Course Description

This course offers students the opportunity to gain individual hands-on experience in American Sign Language. Students learn cultural behaviors, values and norms of the Deaf Community and Deaf Culture.

Essential Objectives

1. Build basic receptive and expressive skills in American Sign Language (ASL), ASL numbers and fingerspelling.
2. Discuss the history of American Sign Language within the context of world sign languages.
3. Learn ASL vocabulary through context.
4. Develop strategies for deciphering meaning without understanding every sign.
5. Discuss the role of the interpreter and the ethics of interpreting.
6. Identify adaptive technology and equipment for the Deaf, DeafBlind, and Hard of Hearing.
7. Explore the history, values, social norms, and cultural diversity of the Deaf Community.
8. Discuss Deaf Culture and arts, and interact with the Deaf Community.
9. Understand the role of an ASL student within the Deaf Community.

Required Technology

More information on general computer and internet recommendations is available on the CCV computer recommendations Support page.

Please see CCV's Digital Equity Statement (pg. 45) to learn more about CCV's commitment to supporting all students access the technology they need to successfully finish their courses.

Required Textbooks and Resources

This course uses one or more textbooks/books/simulations, along with free Open Educational Resources (OER) and/or library materials.

Spring 2025 textbook/book details will be available on 2024-12-06. On that date a link will be available below that will take you to eCampus, CCV's bookstore. The information provided there will be specific to this class. Please see this page for more information regarding the purchase of textbooks/books.

SLS-1011-VO01S Link to Textbooks for this course in eCampus.

For Open Educational Resources (OER) and/or library materials details, see the Canvas Site for this class.

The last day to use a Financial Aid Advance to purchase textbooks/books is the 3rd Tuesday of the semester. See your financial aid counselor at your academic center if you have any questions.

Methods

Methods:

· Direct Instruction (teach American Sign Language as a second language)

· Work in pairs or small groups

· Activities (playing games, drawing, dialogues, and storytelling)

· Videotapes

· No talking policy: You are here to learn a visual language. You can ask others for feedback or help by gesturing, writing, or drawing.

Evaluation Criteria

Evaluation Criteria:

· Assessments (tests, quizzes, and projects)

· Rubric for expressive signing

· homework

· Discussion Board

Grading Criteria

CCV Letter Grades as outlined in the Evaluation System Policy are assigned according to the following chart:

High Low

A+ 100 98

A Less than 98 93

A- Less than 93 90

B+ Less than 90 88

B Less than 88 83

B- Less than 83 80

C+ Less than 80 78

C Less than 78 73

C- Less than 73 70

D+ Less than 70 68

D Less than 68 63

D- Less than 63 60

F Less than 60

P 100 60

NP Less than 60 0

Weekly Schedule

Week/Module	Topic	Readings	Assignments

1	Introduction: 1. Professor Mary Gorman's background. 2. Review the Syllabus. *the weekly agenda may be changed over time 3. Share Deaf stories (jokes, lipreading, stories).' 4. Build a ZOOM community.**	Signing Naturally: Strategies for Learning American Sign Language (ASL), pages 4 - 5' 1. Read the introduction from Signing Naturally (pages v - xiii) 2. Signing Naturally: go to pages 4 - 5: Strategies for Learning ASL	1st Discussion Board: what made you take the American Sign Language class? Textbook homework: go to the bottom of page 5: 1. pick a strategy. 2. Explain why you pick that strategy. 3. Submit your paper.

2	Unit 1: Introducing Ourself 1.1: Strategies for Learning American Sign Language 1.2: Cardinal Numbers (1 - 10) 1.3: Fingerspelling Names 1.4: Dr. Andrew Foster	Deaf In America: Voices from A Culture: Introduction and Chapter I: Learning to Be Deaf: Introduction. (Pages 1 - 11). Signing Naturally: Dr. Andrew Foster's background	Textbook homework: Signing Naturally. 1. Page 7: Circle the Number and Write the number. 2. Page 13; Circle the Letter 2. 3. Page 22: Circle the Number and Write the Number. 4. Write a summary of Dr. Andrew Foster's education and career background. 5. 2nd Discussion Board: Deaf in America Voices from A Culture: Introduction and Chapter 1: Learning to Be Deaf (pages 1 - 11) 6. Deaf In America: Introduction and Chapter 1: answer the questions.

3	Signing Naturally: Introducing Oneself 1.5: WH-Word Questions and Maintaining Eye Contact 1.6: Cardinal Numbers 11 - 15 1.7: Ways of Communicating with Others 1.8: Identify A Person 1.9: Inside, Above, and Below 1.10: Commands Involving the Body 1.11: Test Your Eye-Q Deaf in America: Chapter 2: Images of Being	Read Deaf In America: Chapter 2, pages 26 - 31. Signing Naturally: Ways of Communicating with Others, page 23. Signing Naturally: Gallaudet University pages 56 - 57.	1. 3rd Discussion Board: Deaf in America: Chapter 2: Images of Being 2. Chapter 2: Images of Being: answer questions 3. Homework Video Assignment: sign the numbers 4. Textbook homework, page 27: watch the six video minidialogues and answer the questions. 5. Textbook homework: See and Draw page 29 6. Class Assignment: number of each item (clothes) 7. Quiz

4	Start Unit 2: Exchanging Personal Information 2.1: Yes - No Questions 2.2: Cardinal Numbers: 16 -19 2.3: TIC-TAC-TOE 2.4: Language Backgrounds: Transitions Deaf in America: Chapter 2: Images of Being ***Unit 6: Timber pages 310 - 318	Deaf in America: Chapter 2: Images of Being, pages 32 - 39. Signing Naturally: Making Connections, page 52. Signing Naturally: Which Hand Do I Use? pages 54 - 55. Signing Naturally: Gallaudet University pages 56 -57. *Unit 6: Storytelling: Timber pages 312 - 318. One-Person Role Shift In Narratives pages 312 - 313 Two-Person Role Shift In Narratives pages 314 - 315 Story Cohesion pages 316 - 318**	1. 4th Discussion Board: Deaf in America: Chapter 2: Images of Being, pages 32 - 39. 2. Chapter 2: Images of Being, pages 32 - 38: answer the questions. 3. Textbook homework: Minidialogues, page 53. Watch the two video minidialogues and answer the questions on page 53. 4. Textbook homework: Cardinal Numbers (16-19), page 59. Answer "Write the Number" from 1 to 18. 5. Quiz 6. Class Assignment

5	Unit 2: Exchanging Personal Information 2.5: Up Letters 2.6: Who Enjoys What? 2.7: Cardinal Numbers (20-29) 2.8: Describing Shapes *First project: Timber*	Signing Naturally: Regina Olson Hughes page 70 - 71. Deaf In America: Chapter 3: A Different Center page 39 - 48.	1. 5th Discussion Board: Chapter 3: A Different Center, page 39. 2. Chapter 3: A Different Center: answer the questions pages 39 - 48. 3. Signing Naturally: Circle the Name page 68. 4. Signing Naturally: Who Enjoys What? Page 69. 5. Signing Naturally: Write the number of each item on pages 73 - 74. 6. Signing Naturally: Draw the Shape page 76. 8. Make a video: I enjoy ______________. 9. Class assignment: TBA 10. Quiz

6	Unit 2: Personal Information 2.9: Identify People Who are Present 2.10: Double Letter Names 2.11: Negotiating A Signing Environment *First Project: Timber*	Signing Naturally: Identify People Who Are Present pages 77 - 78. Signing Naturally: Negotiating A Signing Environment page 83. Signing Naturally: Did you realize? Page 87. Deaf In America: Chapter 3; A Different Center pages 48 - 55.	1. 6th Discussion Board: Chapter 3: A Different Center pages 48 - 55. 2. Chapter 3: A Different Center pages 48 -55: answer the questions. 3. Signing Naturally: Identify a person pages 78 -79. 4. Signing Naturally: Names and Tidbits page 80. 5. Signing Naturally: Write the Name page 82. 6. Made a video: fingerspelling names. 7. Class Assignment: receptive skills: identify a person 8. Quiz 9. Class Assignment: To Be Determined.

7	Unit 3: Discussing Living Situations 3.1 Real World Orientation 3.2: Giving Commands Involving A Location 3.3. Douglas Tilden 3.4. Moving Letter "Z." 3.5. WH-WORD QUESTION--WHICH 3.6. Ordinal Numbers (1st -9th) 3.7. Identify and Draw	Deaf In America: Chapter 4: Living In Others' World pages 57 - 63 Signing Naturally: Real World Orientation page 110 (3.!) Signing Naturally: Deaf Profile: Douglas Tilden pages 113 - 114 Signing Naturally: Did you realize? page 121 Signing Naturally: Giving Basic Directions page 123	1. 7th Discussion Board: Chapter 4: Living in Others' World pages 57 - 63 2. Chapter 4: Living In Others' World pages 57 - 63: answer the questions 3. Signing Naturally: Minidialogues page120 -121 4. Signing Naturally: Identify and Draw page 125 5. Make a video: to be determined 6. Quiz 7. Class assignment: to be determined 8. Due: first project: Timber

8	Deaf In America: Chapter 5: A Changing Consciousness pages 71 - 81 Unit 3: Discussing Living Situations 3.8: Cardinal Numbers (30-66) 3.9: Spatial Agreement- Orienting Signs To The Person Being Referred To 3:10: Expressing Needs: The Elevator Incident 3:11: "Down" Letters 3:12: Lengths of Time 3:13: Spatial Agreement--Modifying Verb Movement 3:14: Visual Way of Living 3:15: Asking What is the Sign 3:16: Speaking in the Presence of a Deaf Person is Considered Impolite *** You will sign the Elevator Incident story on your second test.	Deaf In America: Chapter 5: A Changing Consciousness pages 71 - 81 Signing Naturally: Deaf Profile: Douglas Tilden page113 - 114 Signing Naturally: Did you realize? page 121 Signing Naturally: Giving Basic Directions page 123 Signing Naturally: Did you realize? page 132 Signing Naturally: Visual Way of Living Signing Naturally: Speaking in the Presence of a Deaf Person is Considered Impolite	8th Discussion Board: Chapter 5: A Changing Consciousness pages 71 - 81 Chapter 5: A Changing Consciousness pages 71 - 81 Signing Naturally: How many of What? page 129 Signing Naturally: Minidialogues page 133 Signing Naturally: Expressing Needs (Minidialogues) pages 134 - 135 Signing Naturally: "The Elevator Incident" by Melinda page 137 Signing Naturally: Write down the activity and the amount of time given on page 144 Signing Naturally: Make your video (your narrative) page 149 Test #1 Class Assignment

9	Deaf In America: Chapter 5: A Changing Consciousness pages 82 -90 Unit 4: Telling About Family 4.1: Contrastive Structure 4.2: Forming Negative Responses 4.3: Rocking Numbers 67 -98 4.4: Deaf Profile: Marie Jean Philip 4.5: Ranking 4.6: Moving Letter "J" .	Deaf In America: Chapter 5: A Changing Consciousness pages 82-90 Signing Naturally: Did you realize? page 183 Signing Naturally: Marie Jean Philip pages 186 -187	1. 9th Discussion Board: Chapter 5: A Changing Consciousness pages 82 -90 2. Signing Naturally: Minidialogues pages 179 - 180 3. Signing Naturally: Write the Number page 185 4. Signing Naturally: Write the Number page 191 - 192 5. Make a video: 6. Quiz 7. Class Assignment

10	Deaf In America: Chapter 6: The Meaning of Sound pages 91 - 100 4.7: Telling Ages 4.8: Possessive Adjectives 4.9: What is the Relationship? 4.10: Question After A Negative Statement	Deaf In America: Chapter 6: The Meaning of Sound pages 91 - 100 Signing Naturally: Did you realize? page 183 Signing Naturally: Deaf Profile: Marie Jean Philip pages 186 -187	10th Discussion Board: Chapter 6: The Meaning of Sound pages 91 - 100 Signing Naturally: How old? page 198 Signing Naturally: Minidialogues pages 200 - 201 Signing Naturally: What is the relationship? page 202

11	Deaf In America: Chapter 5: The Meaning of Sound pages 100 - 109 4.11: Ten Years Later 4:12: Review Numbers 1 - 100 4:13: David's Keys 4:14: Commenting on Family Names 4:15: Maintaining A Clear Sightline ****6.3: Gallaudet and Clerc pages 329 - 337	Deaf In America: Chapter 5: The Meaning of Sound pages 100 - 109 Signing Naturally: Ten Years Later page 205 Signing Naturally: The Gallaudet and Clerc Story pages 329 - 337 Signing Naturally: Maintaining a Clear Sightline pages 210 - 210 Signing Naturally: The Gallaudet and Clerc Story pages 329 -337 Two-person role shift in narratives pages 332 -333 Maintaining Spatial Agreement pages 334 - 335 Story Cohesion pages 336 - 337	1. 11th Discussion Board: Chapter 5: The Meaning of Sound pages 100 -109 2. Signing Naturally: Ten Years Later page 205 3. Signing Naturally: David's Keys page 207 4. Signing Naturally: Commenting on Family Members pages 208 - 209 5. Video Assignment 6. Deaf In America: Chapter 5: The Meaning of Sound pages 100 - 109: answer the questions. 7. Quiz: to be announced 8. your second test: the Elevator Incident

12	Deaf In America: Chapter 6: Historically Created Lives pages 110 - 112 Unit 5: Telling About Activities 5.1: WH-WORD QUESTION - WHEN 5.2: Agreement Verbs 5.3: "G" and "H" Letters 5:4: Designating Locations for Non-present people *Second project: the Gallaudet and Clerc**	Deaf In America: Chapter 6: Historically Created Lives pages 110 - 112 Agreement Verbs (show & give, ask & tell and Take & throw pages 241 - 242 Designating Locations for non-present people pages 244 -247	12th Discussion Board: Deaf In America: Chapter: Historically Created Lives 110 - 112 Minidialogues pages 236 - 237 Who, What, When - pages 236 - 240 Write the Names page 244 Minidialogues page 247 Make a video: to be determined Deaf In America: Chapter 6: Historically Created Lives pages 110 - 112: answer the questions quiz Class Assignment

13	Deaf In America: Chapter 7: Historically Created Lives pages 119 - 121 5:5: Are you Done? 5.6: Sequencing Events 5.7: Tell How Often *Second project: the Gallaudet and Clerc*	Deaf in America: Chapter 7: Historically Created Lives pages 119 -121 Signing Naturally: Sequencing Activities pages 251 - 252	13th Discussion Board: Chapter 7: Historically Created Lives pages 119 -121 Signing Naturally: Minidialogues page 250 Signing Naturally: First and Second pages 253 -255 Signing Naturally: Activity page 257 Signing Naturally: Who Did What How Often? Quiz Class Assignment

14	Discussion Board: to be announced 5.8: Tell About "An Out of the Ordinary" Activity 5.9: Commonly Fingerspelled Words *Second Project: The Gallaudet and Clerc**	Signing Naturally: Tell About Activities pages 261 - 265 Signing Naturally: Did you realize? page 275	14th Discussion Board: To be announced Class Assignment: 274 - 275 (we will practice together) Signing Naturally: Tell About Activities pages 269 - 271

15	Third Test Second Project: The Gallaudet and Clerc Story

Attendance Policy

Regular attendance and participation in classes are essential for success in and are completion requirements for courses at CCV. A student's failure to meet attendance requirements as specified in course descriptions will normally result in a non-satisfactory grade.

In general, missing more than 20% of a course due to absences, lateness or early departures may jeopardize a student's ability to earn a satisfactory final grade.
Attending an on-ground or synchronous course means a student appeared in the live classroom for at least a meaningful portion of a given class meeting. Attending an online course means a student posted a discussion forum response, completed a quiz or attempted some other academically required activity. Simply viewing a course item or module does not count as attendance.
Meeting the minimum attendance requirement for a course does not mean a student has satisfied the academic requirements for participation, which require students to go above and beyond simply attending a portion of the class. Faculty members will individually determine what constitutes participation in each course they teach and explain in their course descriptions how participation factors into a student's final grade.

Participation Expectations

Attend every class and be an active participant.

· Complete all assignments by the assigned dates.

· Have reliable devices: mobile phone, computer, laptop, or iPad.

· Have access to the Internet and Wi-Fi.

· Learn and utilize a new language respectfully.

Suggestion: It would be a good idea to set up a study group. You will need to practice both receptive and expressive skills with your classmates.

Without permission, electronic devices (cell phones, laptops, or iPads) are not allowed in class.

Missing & Late Work Policy

Students,

1. You are required to show up on time for class.
2. Don't leave the class for any unnecessary reasons.
3. If you arrive 15 minutes late, it will be counted as one absence.
4. If You leave 15 minutes earlier, it will also be counted as one absence.
5. If you missed a class due to hospitalization or illness, you would be expected to get a medical note.
6. If you missed a class due to a family member's death, please send a letter to your advisor and your professor at CCV.

Notice: You won't be allowed to make up for anything you missed. It is important to respect students who show up on time. Lastly, the class will continue as planned.

Late Work Policy Late Work potentially would be accepted in the following circumstances:

• If a student is hospitalized for a medical condition, a doctor's note is required to verify that the student needs to take a break from class for some time. Suppose a student's medical condition prevents the student from completing the course's Work at the end of the semester. In that case, it is recommended that they discuss an incomplete request with their instructor and advisor.
• If the student has psychological distress and needs to take a time out, a letter of explanation is required from a therapist or counselor.
• If a student has a death and a funeral in the family, they should send their instructor an email explaining the family's death and funeral.
• The College could close due to emergency events like an evacuation, weather conditions, natural events, and public health events.
• If students are overwhelmed by a heavy load of school work and too many overlapping deadlines, they must contact their professor and advisor to seek support.

The late Work will not be accepted:
• A student didn't submit the Work by the due date.
• One day late, the grade goes down by 25%.
• More than one day late, the student earns an "O."
Suggestions to students:
1. The student should submit any incomplete work on time because it is better to earn a grade.
2. If students feel they need more time to study and work on an assignment due to extenuating circumstances, they are encouraged to contact and discuss it with the instructor. Example: One of my former students had three final exams in one day.

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Accessibility Services for Students with Disabilities:

CCV strives to mitigate barriers to course access for students with documented disabilities. To request accommodations, please

Provide disability documentation to the Accessibility Coordinator at your academic center. https://ccv.edu/discover-resources/students-with-disabilities/
Request an appointment to meet with accessibility coordinator to discuss your request and create an accommodation plan.
Once created, students will share the accommodation plan with faculty. Please note, faculty cannot make disability accommodations outside of this process.

Academic Integrity

CCV has a commitment to honesty and excellence in academic work and expects the same from all students. Academic dishonesty, or cheating, can occur whenever you present -as your own work- something that you did not do. You can also be guilty of cheating if you help someone else cheat. Being unaware of what constitutes academic dishonesty (such as knowing what plagiarism is) does not absolve a student of the responsibility to be honest in his/her academic work. Academic dishonesty is taken very seriously and may lead to dismissal from the College.

Apply Now for this semester.

Register for this semester: November 4, 2024 - January 17, 2025