COURSE SYLLABUS

COURSE TITLE:

2nd Year American Sign Language (first semester)

COURSE NUMBER:

CTE ASL 201

CREDIT #:

1 Credit; Washington State:

.5 Credit - College, Career & Technical Education (CCTE)
.5 Credit - Foreign Language

INSTRUCTOR:

Guthrie Nutter, Ma-SLED.

(In progress)

E-MAIL CONTACT:

guthrie.nutter@evergreenps.org
nutterasl@gmail.com

VP CONTACT:

360-553-4951

OFFICE:

Union High School, Room XXX

(withheld for security)
School Website Link
(for more school-specific information)

(Evergreen)
(Community)

Heritage High School, Room XXX

(withheld for security)
School Website Link
(for more school-specifc information)

HOURS:

Class:

Monday - Friday;

Office:

Monday - Friday;

7:45am - 9:40am
10:45am - 11:40am
1:20pm - 2:15pm
7:15am - 7:45am
9:45am - 10:30am
11:45am - 1:15pm

PARENTS/GUARDIANS: If you want a paper copy of this syllabus, one can be printed out and
delivered to your child. Otherwise, please view this syllabus at aslclasses.weebly.com.
COURSE DESCRIPTION:
Using a project-based approach, students with a basic knowledge of American Sign Language will learn
comprehension and production of ASL through interactive activities focusing on grammatical features,
dialogues and narrative skills. Students will also become familiar with Deaf culture, its diverse
communities, and cultural identity. ASL Level II is the second of a four-year series in which students
work toward the goal of either being accepted into an ASL Interpreting program or using ASL as a
supplement to a pre-existing career track.
COURSE OUTCOMES:
At the completion of this course, students will be able to:
1. Apply authentic communicative skills learned in this course (narratives, conversations,
discussions) using American Sign Language.
ACTFL:
Communications; 1.1, 1.3
Connections; 3.2
Communities; 5.1
2. Demonstrate basic knowledge of cultural attitudes, norms and values in the Deaf
community.
ACTFL:
Culture; 2.1, 2.2
Connections; 3.2
Comparisons; 4.2
3. Utilize relevant technology to produce, identify, and assess key features in ASL discourse.
ACTFL:
Communications; 1.2, 1.3
Connections; 3.1, 3.2
Comparisons; 4.1
Communities; 5.1, 5.2

TEACHING METHODS:

Teaching
Methodology

Associated
Methodology Details

Application to
Unit Plan

Task-Based Language
Teaching (TBLT)

- Similar to CLT, with a focus on function rather

than form of language in real-world contexts
outside the classroom.
- Students use language to attain an objective
with emphasis on meaning.
- Tasks revolve around problem-solving via a
series of structured tasks built upon each
other.
- Comparable to Competency-Based Language
Teaching (CBLT).

-Students will diagnose minor

medical issues and make decisions
on treatment.
- The success of implementing
treatment protocol measures
whether language learning was
used successfully.

Technology-Based
Language Learning
(TBLL)

Language learning activities are structured

around the use of technological devices.

-Students will work together in gapinformation activities that use

iPads.
-The use of smartphones to create
selfies will be incorporated into
classroom language learning
activities.

Communicative
Language Teaching
(CLT)

- Components of communicative competence

(such as: grammatical discourse, functional,
sociolinguistic and strategic) are focused on.
- Priority is given to real-world contexts.
- Students assume more control over their
learning process as active participants
- Teachers take a role as a guide, or coach to
facilitate the process of learning.
- Teachers stimulate learners to use language
with meaningful aims.

- See TBLL for examples.

- Students will use culturally
appropriate examples of ASL
language (e.g. salient features, NMS
pointing, depicting verbs).

Developed in late 1990s by

varied authors

1980s to now; derived from

various authors, notably
Sauvignon

MATERIALS: (All materials are provided by instructor, otherwise directed)

1. Required: Videotext/Workbook: Vista Signing Naturally, Level I (units, 1 6); Dawn Sign
Press, 1989, 2014. ISBN: 978-1581212100

2. Required: Videotext/Workbook: Vista Signing Naturally, Level I (units, 7-12); Dawn Sign Press,
2008. ISBN: 978-1581212150

3. Required: Videotext/Workbook: Vista Signing Naturally, Level II (units, 13-17); Dawn Sign
Press, 1992,2014. ISBN: 978-1581211313

4. Required: Master ASL Textbook/Student handbook/DVD; Jason Zinza, 2006. ISBN: 9781881133209

5. Required: Camera with video capability.

6. Required:Learning Management Systems : Google Classroom (Fall 2015 implementation)

7. Required (not provided by instructor): Wireless Devices, such as phones, tablets, laptops, etc.
Must have wifi or LTE capabililty. Currently two desktop computers are available. ChromeBooks
are available on a limited schedule.

8. Required (not provided by instructor): Internet sources; students will consistently research for
online references, especially on YouTube.

9. Required (not provided by instructor): Coiled notepad for classroom activities

COURSE PROGRESS:
This course focuses on two big components of American Sign Language:
1) Comprehensive skills:
Comprehensive skills are evaluated via quizzes and exams, which are infrequent compared to
the regularity of projects. Quizzes and exams will involve produced video work for consistency.
Vocabulary drilling takes place with each new topic before projects are introduced. See Exams
for more information.
2) Production skills:
The curriculum is centered around this component. Expressive language skills are measured in
three areas: 1) Solo, 2) Partner and 3) Group projects. With this variation, students are given
opportunities to work with the language, simulating real-world scenarios. Projects are created
the goal of working in front of peers. Work is typically recorded on film to provide
opportunities for future feedback and improvement.
PROJECT TIMELINE:
5

A typical project trajectory begins with a specific topic given to the students,
and they provide the instructor with vocabulary words they want to learn about that topic. Students then
learn the vocabulary through introductions and drilling activities. Next, specific linguistic and/or cultural
information is introduced, followed with activities that merge both vocabulary and linguistic/cultural
components. The project is introduced at this point, and students work with the language content learned
up to this point to generate a performance-based work in front of other peers. While students work on
their projects, the instructor meets with students to provide feedback on both current and previous work.
HOMEWORK:
Homework will be rare in this class. The classroom has been designed to support a natural and accessible
signing environment. Therefore, the heart of the work will be in class.
COMMUNITY EVENTS:
There are many community events and opportunities to practice ASL with other signers, both proficient
and novice. Due to logistical considerations of travel, extracurricular activities and finances, this is
obligatory.
EVALUATIONS AND GRADING CRITERIA:
Student progress is measured by applying a rubric system on filmed works. Peer critique is encouraged,
either by in-class discussions or written evaluations
GRADING:
On report cards, letter grades are issued in the following order:
98 - 100%
93 - 97%
90 - 92%

A+
A
A-

59 - below

88 - 89%
83 - 87%
80 - 82%

B+
B
B-

78 - 79%
73 - 77%
70 - 73%

C+
C
C-

68 - 69%
63 - 67%
60 - 62%

D+
D
D-

Under special circumstances with students under a modified education plan (IEP, Section 504, etc.)
students are granted a (P) Pass or (F) Fail.
Grading is broken up in several components:
1.
2.
3.
4.

Projects
Participation
Cultural Studies
Quizzes

50%
20%
10%
5%

5. Exams
Total Grade

15%
100%

1. Projects make up almost of the bulk of the course grade (50%). The curriculum revolves around
this component. Each project is worth 50 points. Pending on class progress and content, we will
complete around 10 - 15 projects per semester. See appendix A for a sample rubric on homework.
For projects, an additional category or two is added.
2. Participation is broken into subcategories:
a. Participation:

b. Attitude:
c. Respect:
d. Be on Time:
e. Your own issues:

Significant amounts of class time will be devoted to

conversational engagement via skill-building activities
on a daily basis. Willingness and readiness to be involved
in activities is credited. 10 points are earned daily for full
participation. At the end of the semester, a total of 900 points per
semester is earned (90 days X 10 points = 900 points).
It seems like a lot, but its easy to achieve.
Express an open mind and heart to new ideas and
perspectives.
Showing respect to teacher, students and the learning
environment.
Lateness is counted if the bell rings, and both feet
are not in the room.
Life happens. Thats why doors are used
to keep issues outside.

3. Cultural assignments will vary. Examples range from creating skits that incorporate Deaf Culture
conventions to writing position papers on case studies about Deafness with social issues or ASL
interpreters in the work environment.
4. Quizzes on vocabulary lists or linguistic components will be given during each project cycle.
5. Exams will be bifurcated into two parts: expressive and receptive exams. Both sections will be a
cumulative review of what the students have learned each semester. Expressive exams targets
students ability to synthesize and convey ASL in expressive form. Receptive exams gauge
student comprehension by watching pre-set videos designed by the instructor or culled from
internet sources, such as ASLnook.com, ASLized.com and YouTube.com.
EVALUATIONS:
ASL production work are evaluated through a criterion on a 5 point rubric, in which some are listed
below:
1. Sign Accuracy

2.
3.
4.
5.
6.
7.
8.
9.
10.

Fluency
Mouth Morphemes
Eye Gaze
Non-Manual Signals
Fingerspelling
Vocabulary Use
Filming Techniques
Project Outline
ASL Syntax

Modifications are made to best reflect the structure of a given project. For example, a rubric for a
dialogue-based project between two people differs from a rubric for an individual presentation. With
dialogue rubrics, categories like Turn-taking, and Conversational Response replace categories used for
individual performance.
Evaluation rubrics use a 5-point system, with 5 representing the highest level of proficiency, and 0
representing the greatest need for improvement.
A sample rubric is provided in Appendix A, at end of this document.
COURSE OUTLINE:
The course outline has been aligned with the program frameworks approved by Washington State (March
2014). The outline has been divided into four categories: Signs, Linguistics, Deaf Culture and
Projects/Assignments.
The outline has been listed as Appendix B at the end of this document.
USE OF VIDEO / PHOTO MEDIA:
Due to the highly interactive nature of this class, video and photo media will be used for the purpose of
providing an extended learning environment for students to evaluate their own work, provide peer
evaluations, and have access to quality feedback from the instructor. If you feel this instructional
environment will be in conflict with personal belief systems or safety, please provide your instructor with
a handwritten letter signed by your parent/guardian.
Best practices for video work include taking photographs of your work DAILY to ensure your precious
work is not misplaced, lost or eaten by the dog.
COURSE POLICIES:
CLASSROOM CONDUCT:
CLASSROOM ENVIRONMENT:

We pride ourselves on creating the most inclusive, accessible classroom possible. People of all races,
ethnicities, genders, abilities and belief systems are welcome in this classroom. All are expected to
reciprocate the same level of inclusive respect to others and the teacher. Creating an inclusive
environment for a Deaf teacher means signing, fingerspelling, writing, using the TA or even typing
to communicate with the teacher and others.
THIS IS AN AMERICAN SIGN LANGUAGE-FRIENDLY SPACE:
Again, creating an inclusive environment for a Deaf teacher means signing, fingerspelling, writing, using
the TA or even typing to communicate with the teacher and others. Talking is celebrated outside of class.
During specific projects that involve music, speaking will be allowed to help the learning process. In most
classes, I will have a TA working together with me to make sure this space is ASL-friendly for yourself,
others and me.
BYOD (BRING YOUR OWN DEVICE) POLICY:
Evergreen Public Schools have created the wonderful privilege for you to take advantage of the tools
available through your personal device. This is a privilege. Respecting and maintaining this privilege
means coming to class with your device turned off or silenced, and tucked away in a personal bag or
pocket. There will be opportunities to work with your device during several projects that involve Internet
research, watching class-related videos on YouTube, or completing electronic assignments. Rewards for
good conduct or winning competitions include free time where you can use your devices in any way,
respectfully. Using your devices for other purposes than the above (gaming, unrelated videos, calls,
texting, FaceBook) will result in loss of daily PARTY points (see under Grading).
Use of headphones is not allowed. Exemptions will be made for students who have specific needs to
assist learning.
FOOD AND DRINK:
Food and drink are not allowed in the classroom. Water is permitted, and with a drinking fountain at the
back of the classroom. Passes will not be given out for drinking fountains in the hallway. If you are very
hungry, or missed a meal, you can eat by the door. Please eat respectfully, and return to class upon
finishing. Metal or plastic containers left behind will be put in the trash at the end of each week.
ATTENDANCE:
Attendance makes up a huge part of the Participation grade, which is also a large part of the final grade.
When the second bell rings, you are late. To be excused, a green pass must be signed by the teacher
excusing the tardy. If you arrive more than 20 minutes late without a pass, you will be marked as absent.
RESTROOM BREAKS:

When requesting a bathroom trip, you must request a green pass, signed by me. Leaving without a pass
counts as an unexcused tardy. If you have a pass, and are gone more than 10 minutes without notifying
me in advance, you will be marked as an unexcused tardy. If you are gone more than 20 minutes, this
counts as an unexcused absence; 500 building will be notified, and Security will look for you. All
students are given a total of 8 slots on a chart to use the bathroom privileges for the semester. When all 8
slots are used up, additional bathroom breaks will not be provided to that student. This policy can be
modified for students who have a 504/IEP plan that outlines the need for additional bathroom privileges.
INAPPROPRIATE CONDUCT:
Teachers can refer students to In-School-Suspension (ISS) for serious conduct disruptive to
the educational process. Some examples are listed below:

Insubordination
Fighting
Inappropriate sexual behaviors
Harassment/bullying
Swearing at students or staff
Extreme vandalism

SCHOOL POLICIES:
More details about student expectations in our schools can be detailed in the following links:
Union High School Student Handbook
Heritage High School Student Handbook

FLEXIBILITY STATEMENT:
The course content and requirements may be adjusted in response to institutional, weather or class
situations as needed, with adequate notice to students.

10

APPENDIX:
Appendix A: Rubric
CATEGORY

SUPERIOR
7-8

COMPETENT
5-6

IN PROGRESS
3-4

EMERGING
1-2

NOT EVIDENT
0

Demonstrates ability
to accurately use
indicating verbs
while describing
salient features

More than two

indicating verbs
accurately used to
describe salient
features, including
those not taught in
class.

Two indicating
verbs accurately
used to describe
salient features.

One or two
indicating verbs
are expressed
and/or with some
errors.

More than one

indicating verbs
are expressed
with errors.

Indicating verbs not

included and/or many
errors are shown.

Clearly performs
three examples of
salient features for
each character
described

More than two

examples of salient
features are
accurately applied
and/or including
additional examples
not taught in class.

Two examples of
salient features
are accurately
applied.

One or two
examples of
salient features
are expressed
and/or with some
errors.

More than one

salient features
are not expressed
and/or with
errors.

Use of salient features

is not included and/or
many errors are
shown.

11

Appendix B: Course Outline

FIRST SEMESTER

DISCLAIMER:
This schedule is subject to change to correspond
to variable student progress and topical content.
DATE

CONTENT

LINGUISTICS

CULTURE

PROJECTS /
ASSIGNMENT

WEEK OF 9/3/14

1) Icebreakers
2) Introductions:
Self

1) Eye contact
2) Parameters of
ASL

Greetings

Skill
Assessment

WEEK OF 9/8/14

1) Icebreakers
2) Yr 1 Review

Year 1 Review

2) Year 1 Review
3) Audism Unveiled

Review Assessment

WEEK OF 9/15/14

1) Introductions:
Partner
2) Film Tech

1) WH-Q
2) Yes / No
3) Pronouns

1) Using pronouns
with referents in
time/space
2) Correct film tech
for ASL viewers

Project 1:
Introductions

WEEK OF 9/22/14

1) Star Spangled
Banner
2) Family Tree

1) Number Ranking
2) Cardinal/
Ordinal numbers

1) Using personal
information
2) Love is Never
Silent
3) Deaf Awareness
Week

Project 2: Family
Tree

WEEK OF 9/29/14

Emotions

1) NMS
2) Noun
Modification

Facial Expression

Project 3: Selfie /
Emoticon Dialogue

WEEK OF 10/6/14

Mental Verbs

Negation

Facial Expression

Project 4: Short
story: Class
Projefrom Hell

WEEK OF
10/13/14

Baseball
World Series
Cities / States

1) Spatial
Relationships
2) Lexicalized FS

1 - 10 Story
Video: Deaf Jam

Project 5: Baseball
1-10 Storytelling

WEEK OF
10/20/14

1) ASL Poetry:
Name Stories
2) Personality

Handshapes

ASL Poetry

Project 6: Individual
Name Stories

WEEK OF
10/27/14

Fall / Halloween

1) Depicting Verbs
2) Numerical
Incorporation
1-10; 10+

Deaf Theatre

Project 7: Fall /
Halloween
Costumes

12

WEEK OF 11/3/14

Describing People

Depicting Verbs

Use of Salient
Features

Project 8: Describe
five people, using
salient features

WEEK OF
11/10/14

Animal Signs

1) Indicating Verbs
2) Personification

Deaf Sports
Organizations

Project 9: Animal
World: Predator
interactions

WEEK OF
11/17/14

Deaf Culture
Etiquette

1) Aspect Verbs
2) Temporal Aspect

Deaf Culture
Etiquette

Project 10: Deaf

Culture
Reenactment Skits

WEEK OF
11/24/14

1) Thanksgiving
2) Recipe terms

Conjunctions
Real Space

Diamond-style
storytelling content

Project 11:
Thanksgiving dish
and/or story

WEEK OF 12/1/14

HGTV Dream
Home Challenge

1) Bigsmall
storytelling
2) Depicting Verbs
3) NMS: (cha, ooo,
ix, mmm)

Deaf-friendly
architecture

Project 12:
HGTV Dream
Home Challenge
(group competition)

WEEK OF 12/8/14

1) Weather
2) Preparation

Element Classifiers

1) DPN 1 - 1988
2) DPN 2 - 2006

Project 13:
Preparing for
Weather

WEEK OF
12/15/14

1) Christmas /
Holidays
2) Trip Planning

1) Indicating Verbs
2) Conjunctions

1) Deaf Clubs
2) Residential
Schools for the Deaf

Project 14: Holiday

Break Planning

WEEK OF 1/5/15

Review Holiday /
Break content

Review based on
assessments

DeafHood

Recap Summary of
Holiday Break

WEEK OF 1/12/15

FINAL
REVIEW

FINAL
REVIEW

FINAL
REVIEW

FINAL
REVIEW

WEEK OF 1/19/15

FINALS

FINALS

FINALS

FINALS

WEEK OF 1/26/15

Football Superbowl

Review based on
assessments

Deaf Clubs

Project 15: Football

Superbowl

13