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American Sign Language 3 #Wly1114 BERKELEY HEIGHTS PUBLIC SCHOOLS BERKELEY HEIGHTS, NEW JERSEY GOVERNOR LIVINGSTON HIGH SCHOOL INTERDEPARTMENTAL/WORLD LANGUAGE AMERICAN SIGN LANGUAGE 3 #WLY1114 Curriculum Guide October 2010 Judith Rattner, Superintendent Patricia Qualshie, Assistant Superintendent Michele Gardner, District Supervisor Developed by: Elizabeth Schank This curriculum may be modified through varying techniques, strategies, and materials, as per an individual student’s Individualized Educational Plan (IEP). Approved by the Berkeley Heights Board of Education at the regular meeting held on 10/28/10 . TABLE OF CONTENTS Page Vision Statement ............................................................................................................ 1 Mission Statement ......................................................................................................... 2 Course Proficiencies ....................................................................................................... 3 Student Proficiencies .......................................................................................... 5 Methods of Evaluation ........................................................................................ 6 Course Outline/Student Objectives ................................................................................ 7 World Languages Education in the 21st Century .............................................................. 11 Resources/Activities Guide ............................................................................................. 18 Audio Visual/Computer Aids .......................................................................................... 20 Suggested Materials ....................................................................................................... 21 Resources for Students ....................................................................................... 21 Resources for Teacher ......................................................................................... 21 VISION STATEMENT The American Sign Language (ASL) classrooms are characterized by students actively engaged in learning, and by teachers serving as guides and facilitators for frequent interaction in the target language. Students develop language proficiency as they use the language in relevant and meaningful situations, through the use of simulations, small group work, technology, and authentic materials. Students are encouraged to increase their sensitivity to the Deaf culture, its values, customs, and traditions, and increase their understanding of ASL and respect the cultural and linguistic differences that they encounter in the classroom and the Deaf community. Berkeley Heights Public Schools 1 MISSION STATEMENT American Sign Language 3 (ASL 3) is a full‐year course open to students in grades 11‐12. As a continuation of the language studies started in ASL 1 and 2, ASL 3 offers students the opportunity to continue their advanced study of ASL, as well as the history and culture of the American Deaf community. Students communicate in this visual‐gestural language with its own vocabulary, grammar, idioms, and syntax. Students participate in an in‐depth study of a variety of sign systems and modes of communication used within the Deaf community. In this course, students refine their communication skills in American Sign Language. Students learn American Sign Language through meaningful, interactive activities in real‐life contexts. American Sign Language students are provided models of effective communication skills along with instruction in phonology, morphology, semantics, syntax, and pragmatics. American Sign Language is not a written or spoken language and does not have a word‐for‐sign correlation. Moreover, ASL, unlike spoken languages, is a conceptual language, which challenges the learner to develop metalinguistic skills. Students are taught to think about different ways in which ideas can be expressed other than through words. Therefore, teachers should communicate exclusively in the target language (American Sign Language) and not voice in English. Students should be required to follow the same communication procedure in the ASL classroom. The prerequisites for this course are American Sign Language 1 and 2. American Sign Language 3 may be taken in fulfillment of the world language requirement for high school graduation. Five (5) credits are earned for the successful completion of this course. The ASL program addresses the three strands of the World Language Standard 7.1, of the New Jersey Core Curriculum Content Standards: Interpretive, Interpersonal, and Presentational. It also addresses the standards for Technology and 21st Century Life & Careers. Note: ASL is the language of the Deaf community, which views itself as a linguistic minority. Throughout this curriculum, the use of Deaf indicates a cultural affiliation. Berkeley Heights Public Schools 2 COURSE PROFICIENCIES COURSE OBJECTIVES I. Comprehensibility: Students will demonstrate expressive signed language skills. (7.1/IMB1‐ 5) A. Create presentations based on familiar topics. B. Create and present interpretive applications of ASL. II. Comprehension: Students will demonstrate receptive understanding of signed communication. (7.1/IMA1‐5) A. Comprehend complex ASL conversations on familiar topics. B. Comprehend complex ASL conversations and narratives on unfamiliar topics. III. Language Control: Students will demonstrate the ability to apply grammatical principles in communication. (7.1/IMB1‐5) A. Compare and contrast the components of ASL and spoken languages. B. Identify and produce various linguistic features in ASL. C. Compare and contrast grammatical features of ASL and English. D. Demonstrate ability to code switch between signed language styles. E. Demonstrate conversation‐facilitating behaviors. IV. Vocabulary Usage: Students will demonstrate the ability to incorporate a range of vocabulary in communication. (7.1/IMB1‐5) A. Receive exposure to a targeted set of vocabulary items. B. Demonstrate receptive mastery of a targeted set of vocabulary items. C. Demonstrate expressive mastery of a targeted set of vocabulary items. V. Communication Strategies: Students will demonstrate the ability to maintain communication. (7.1/IMA1‐5, B1‐5) A. Initiate and sustain a conversation in ASL. B. Terminate a conversation in ASL, using culturally‐appropriate techniques. C. Engage in an expanded face‐to‐face ASL discourse, including turn‐taking, changing topics, and expanding clarification. VI. Cultural Awareness: Students will demonstrate an awareness of Deaf culture, as reflected in their communication and interaction. (7.1/IMC1‐5) A. Compare and contrast cultural elements of people who are deaf, hard‐of‐hearing, and hearing. B. Research, discuss, and present communication behaviors used by Deaf people. C. Research, discuss, and present historical and sociological aspects of Deaf culture and its impact on members of the Deaf community. Berkeley Heights Public Schools 3 COURSE PROFICIENCIES (continued) VI. Cultural Awareness: Students will demonstrate an awareness of Deaf culture as reflected in their communication and interaction. (continued) D. Read, research, and discuss various styles of literature by and about Deaf people, Deaf culture, and the Deaf community. Berkeley Heights Public Schools 4 STUDENT PROFICIENCIES The student will be able to: 1. Define and apply the linguistic components of American Sign Language (ASL). 2. Initiate and sustain a conversation in ASL. 3. Participate in spontaneous discussions using ASL. 4. Demonstrate expressive ASL vocabulary skills specific to content areas: history, science, mathematics, English, PE/health. 5. Demonstrate receptive ASL vocabulary skills specific to content areas: history, science, mathematics, English, PE/health. 6. Compare and contrast modes of manual communication on the Sign Language Continuum. 7. Discuss significant events in the history of sign language from 18th century to the present. 8. Name and describe employment opportunities, including educational requirements that require proficiency in ASL. 9. Name and explain the function of organizations associated with deaf individuals. 10. Present student‐created and authentic short plays, skits, poems, songs, stories, or reports in ASL. 11. Research a topic and write a 2‐3 page paper, including a visual/technology component, on a topic related to ASL and/or the Deaf community. Berkeley Heights Public Schools 5 METHODS OF EVALUATION 1. Quizzes: Receptive ‐ students demonstrate an understanding of ASL Expressive ‐ students demonstrate an ability to produce ASL Written ‐ students demonstrate an understanding of ASL concepts 2. Tests: Receptive ‐ students demonstrate an understanding of ASL Expressive ‐ students demonstrate an ability to produce ASL Written ‐ students demonstrate an understanding of ASL concepts 3. Class participation. 4. Written assignments: Essays, summaries, and reaction papers. 5. Class presentations. 6. Journal writing. 7. Student self‐assessment. 8. Peer assessment. 9. Teacher observations. 10. Mid‐term and final examinations: Receptive ‐ students demonstrate an understanding of ASL Expressive ‐ students demonstrate an ability to produce ASL Written ‐ students demonstrate an understanding of ASL concepts Berkeley Heights Public Schools 6 SCOPE AND SEQUENCE COURSE OUTLINE/STUDENT OBJECTIVES The student will be able to: N. J. Core Curriculum Strands & Standards/ Indicators Course Outline/Student Objectives Grades 7.1/IM
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