I created this syllabus for a course I created. It is the first syllabus I have ever creates so I tried to encompass the expected environment I hope to foster in my class. I included things like Communication expectations, Academic Dishonesty, and Learning Accommodations.
American Sign Language Classifiers Syllabus – Word Document
Boise State University
Instructor: Sarah Baughman, MA
Office: by appointment
ASL 101, ASL 102
Students will develop increased understanding of the types and uses of classifiers in ASL and develop further abilities to utilize this component of ASL in their expressive and receptive signing abilities through practiced conversations, unpracticed conversations, practiced storytelling, viewing/analyzing of videotaped stories, and individual practice outside of class. Prerequisite: ASL 101 and ASL 102 or equivalent.
For some of the assignments in this class you will need access to a WEBCAM. BSU provides such access for class related use to all BSU students.Students will be responsible for scheduling times for use of a WEBCAM. Your videotaped signed assignments will be uploaded to YouTube and shared with the class via a personal blog. If you do not wish for your YouTube videos to be public on the web that is acceptable and you will have to adjust the settings of each video on your YouTube Video Manager.
- Internet Access
- Gmail Account (will create in class)
- Blog Account (will create in class)
- YouTube Account (will create in class)
- ooVoo Account (will create in class)
- EdPuzzle Account (will create in class)
Upon successful completion of this course the student should be able to:
- Define and explain the eight different categories of Classifiers in ASL.
- Recognize and evaluate the use of Classifiers in ASL stories and conversations.
- Demonstrate appropriate use of Classifiers in storytelling and conversation.
- Create ASL stories using only Classifiers.
- Formulate a hypothesis as to why Classifiers hold such a strong place in ASL and Deaf Culture.
METHODS OF EVALUATION:
Evaluation of student mastery of course objectives will be accomplished using the following methods:
6 Blog Posts 60 pts.
4 Vlog Posts 40 pts.
4 Group Projects 40 pts.
2 Practiced Conversations 40 pts.
2 Practiced Stories 40 pts.
Unpracticed Conversation 30 pts.
Peer Review 5 pts.
Story Analysis 20 pts.
Final Story 30 pts.
Peer Review 5 pts.
Final Paper 40 pts.
A 280 – 350 pts.
B 210 – 280 pts.
C 141 – 210 pts.
D 71 – 140 pts.
F 0 – 70 pts.
Plagiarism/cheating is a serious academic offense that is to be avoided at all costs. I advise you against sharing answers with other students on your written work or your study questions. A student who plagiarizes on an exam or other assignments will receive a grade of “F” for the exam or assignment. Students who plagiarize will be recommended to the Program Coordinator for disciplinary action.
Information on copyright and Fair Use guidelines will be provided throughout the semester and are expected to be followed. No one wants their hard work stolen from them and credit be given to another. Let’s respect each other’s hard work.
If you are a student with a disability that will require accommodation, it is your responsibility to contact the Disability Resource Center at the beginning of the class. DRC will recommend any appropriate accommodation to both your professor and the Program Coordinator. The professor and Coordinator will identify what accommodations will be arranged.
CLASS PARTICIPATION and COMMUNICATION POLICY:
What I look for in meaningful participation is a student’s preparedness for class, engagement in classroom exercises, and proposal of valid discussion points based on reading materials. We all want a safe and fun place to learn a new language so communication is key. If there is something you need in class, never be afraid to ask for it.
MAKEUPS, AND LATE POLICY :
Do to the structure and formatting of this class late work is not accepted. If you miss an assignment and wish to make it up please email the instructor to discuss what can be done to prove competency of skills represented in missed assignment. Full points will not be given but 70% can be achieved.
(Schedule subject to change)
|Date||Module #||Course Outcome||Learning Objective||Assessment||Due|
| 1 –
The Deaf Experience/
What are Classifiers?
|5, 1||Begin to Formulate a hypothesis as to why classifiers are so important to ASL and Deaf Culture.
Define Classifiers and their place in ASL.
|Blog post – My deaf experience.
Blog Post – What are classifiers?
| 2 –
|1,2,3||Define and Explain Semantic, Plural and Descriptive Classifiers.
Recognize and Use Semantic, Plural and Descriptive Classifiers in conversation and storytelling.
|Blog post – What are Semantic, Plural and Descriptive Classifiers?
| 3 –
Instrumental / Locative Classifiers
|1,2,3||Define and Explain Instrumental and Locative Classifiers.
Recognize and Use Instrumental and Locative Classifiers in conversation and storytelling.
|Blog post – What are Instrumental and Locative Classifiers?
| 4 –
Body Classifiers /
Body Part Classifiers
|1,2,3||Define and Explain Body and Body Part Classifiers.
Recognize and Use Body and Body Part Classifiers in conversation and storytelling.
|Blog post – What are Body and Body Part Classifiers?
| 5 –
|1,2,3||Define and Explain Elemental Classifiers.
Recognize and Use Elemental Classifiers in conversation and storytelling.
|Blog post – What are Elemental Classifiers?
|6 – Classifiers in Conversation and Storytelling||2,3||Recognize, Evaluate, and Use all eight categories of classifiers in conversations. Recognize and Evaluate all eight
categories of classifiers in storytelling.
|Unpracticed conversation and peer review.
Story analysis and evaluation.
Final Classifier Story
|2,3,4||Recognize, Evaluate, and Use all eight categories of classifiers in the creating of a story.||Practiced story and peer review.|
|8 – Classifiers and Deaf Culture||5||Formulate a hypothesis as to why Classifiers are so important to ASL and Deaf Culture.||Reference supported paper.|