American Sign Language 221 Syllabus - Bellevue … · about household items, locations,...

American Sign Language 221 Syllabus

221 Fall Quarter 2017 Instructor: Toby Welch

E-mail: [email protected]

Phone: 206-707-9778

Office location: N/A

Office Hours: N/A

Course Information

Reviews and expands basic first-year ASL skills. Students increase their understanding of ASL grammar, expand vocabulary, and improve productive and receptive language skills within a cultural context. Prerequisite: ASL& 123 (prev ASL 103) with a C- or better or permission of instructor.

Course Outcomes

After completing this class, students should be able to:

Read and write basic ASL sentences using contemporary methods of gloss. Identify, define and give examples of basic linguistic properties of American Sign

Language. Identify and explain historical events, and agents pursuant to the development of

American Sign Language. Engage in culturally appropriate, signed conversations about home environments and

life events, as well as making socially appropriate complaints, suggestions, and requests. Respond appropriately to signed complaints, suggestions, and requests, in accordance

to Deaf cultural norms. Demonstrate vocabulary and grammatical acumen to engage in various conversations

about household items, locations, nationality, immigration, family history, and common life events and to identify and explain the cultural values that shape the norms of Deaf conversation and behavior related to these topics.

Produce and understand signed numbers from 1-1000, ordinal numbers, addresses, phone numbers, clock numbers, dates, and multiples of 100.

Syllabus of 15 11/7/2017

Ask questions in a variety of contexts, and to express agreement and disagreement. Fluently produce yes/no and “WH” questions with proper supporting non-manual

grammatical signals. Identify, explain, and effectively apply the topic-comment structure, and supporting

non-manual grammatical signals. Understand and produce Inflecting verbs with proper verb agreement, with spatial and

conceptual accuracy. Demonstrate ability to use and understand locative, descriptive, plural, semantic, body

part, element, instrument, and body classifiers. Express and understand grammatical properties of temporal aspect related to recurring

and continuous time signs; “when” clauses, and phrasing for sequencing events. Understand and apply role shifting. Understand and apply the grammar related to conditional sentences and contrastive

structures. Understand and apply singular, plural, and possessive pronouns.

How Outcomes Will be Met

Course outcomes are assessed through Receptive Exams and Unit quizzes and fingerpspelling

quizzes, that measure your ability to understand information conveyed through ASL, Expressive

Projects which measure your ability to convey understandable information through Production

of ASL (signing). Measurement of your Expressive Skills is established through peer and self

evaluation that quantitavely and qualitatively assess your learning progression. Knowledge of

cultural and grammatical content is evaluated though regular Culture and Grammar quizzes.

And cultural awareness is self-evaluated through cultural contact experiences culminating in a

reflection paper.

Grading

Your grade is a numerical reflection of the study, practice, and effort that you invest in your

learning experience and your ability to apply what you have learned. You are the only person

responsible for your grade. Your instructor is a “score-keeper” not a “grade-giver.” You earn

points which add up to a numerical value that is your grade. As per BC policy, you will receive a

letter grade after the completion of the quarter. This letter grade is assigned as an equivalent to

your total earned numerical points. You must have no less than 60% of all possible points to

receive a passing grade in this class.

There are 1,000 points possible for this course. Your grade will be a fraction of that number. You

must achieve a minimum of a C grade to transfer to the next level of ASL.

10% - Quizzes


Quiz on vocabularies, ASL structures, fingerspelling, and numbers. It will be given each week.

15% - Class work, homework, and Deaf Events

You will have homework after every class, anywhere from 1 to 2 hours of work. It is important that you do the homework because the next class builds on the material covered. Some of the assigned work will be submitted in Canvas when you need to attach files of videos you take of yourselves.

You will be required to attend three Deaf/ASL-related events and produce a page-long report about your experience with signatures from the person you chat with.

Need help? I am here for you before and after class. You will need to let me know. I will put on my calendar and remember to stay here for you.

25% - Cultural Participation

For each class session, students can earn a maximum of 30 points to meet the standards of showing Cultural behavior during class instruction.

50% - Exams and Final Exam

Comprehensive Exam: This is a comprehension exam covering Unit 13-17. The exams will assess your ability to understand what is being signed to you.

Expressive Exam: You will prepare your own assigned work using the vocabulary and grammar structures learned in class. More information will be given in class for the final exam.

Subject to change.

The College Grading Policy is explained in the current Course Catalog and can also be found at

this link: Grading Policy

Books and Materials Required

Signing Naturally Level 2 Units 13-17 (1992) book w/ 2 DVDs ISBN # 978-1-58121-131-3

Seeing Language in Sign by Jane Maher

Help with Canvas

Students can find help with Canvas by following the link here: Student Canvas Help

http://www.bellevuecollege.edu/policies/id-3000/

http://depts.bellevuecollege.edu/helpdesk/students/canvas/


Classroom Learning Atmosphere

II. Course Hours/Meeting Times per Week: TTH, 5:30-7:40 pm Credit hours: 5

Course Outline

Pre-Unit: (Units 7-12) Review

Unit 13: Locating Things Around the House

Unit 14: Complaining, Making Suggestions and Requests

Unit 15: Exchanging Personal Information: Life Events

Unit 16: Describing and Identifying Things

Unit 17: Talking About the Weekend

Cumulative Review: Unit 13-17

Approach

According to the Standards for Foreign Language Learning provided by the American Council on the Teaching of Foreign Languages (ACTFL), “all the linguistic and social knowledge required for effective human-to-human interaction is encompassed in those ten words ‘Knowing how, when, and why to say what to whom.’ So, while grammar and vocabulary are essential tools for communication, it is the ability to communicate in meaningful and appropriate ways with users of other languages that is the ultimate goal of today’s foreign language classroom.”

Meaningful and appropriate communications is reflected in the design of the Signing Naturally curriculum. The variety of lessons and activities in Signing Naturally Units 13-17 are designed to help the language classroom and the language program meet the five areas of Communication, Cultures, Connections, Comparisons, and Communities recommended by ACTFL.

(Smith, C., Miko, K., and Lentz, E. Teacher’s Curriculum Signing Naturally Units 1-6. DawnSignPress. 2008. p. ix)

English in the ASL Classroom

The curriculum and workbook are designed with the assumption that the students in the classroom can read English. We take the position that ASL, the target language, should be used exclusively in the classroom.

There are two reasons:

First reason is that it is culturally inappropriate to use voice in an ASL environment. Speaking eliminates the Deaf person, whether intentionally or not, from the communication around them. In the classroom, it is critical that the teacher (whether hearing or Deaf) maintain the


culturally appropriate environment so that students develop the habit of signing, and not speaking, in Deaf-hearing situations.

The second reason is we believe that students can only become fluent by constantly using the target language. The more the students relies on English to understand ASL, the longer they will remain in the limbo of being unable to communicate in ASL. You cannot learn a language by speaking or listening to another language. No language is a direct translation of another, and concept formation is enhanced by full immersion (signing at all times). Students will not maximize learning ASL until they actually commit to using it as a living language. The only way to spur this on is to make the classroom a microcosm of the living world where all meaning is negotiated in the target language.

At this moment, we do not have a standardize writing system for ASL, so written English is used to give instructions. However, it is not used to give English equivalents to ASL signs. For example, ASL vocabulary are introduced or reviewed with other signs, with pictures or English definitions rather than single word equivalents.

While students still do not know all the signs, we still continue to use different strategies of communication that we have learned in ASL level 1 class.

In other words, if a fellow student asks you for help, feel free to help by using signs you have learned, give clues or by writing back and forth. In this way, I can see what is being said and can join in to help, if needed be.

Issue with Sign Variation

One thing I want to add is that there will be an issue sign variation in this class. You might learn a sign that is different from what you see in the real world. There are local signs or regional signs. There are initialized signs that directly represents an English Word and is formed with hand shape of the first letter. For example, the word “very” or “is”. However, there are some concepts with initialized signs that you will see in the book which means they are ingrained in

the community and do not conflict with ASL linguistic or semantic rules. For example, “people” and “blue.”

Instructor’s Expectations

American Sign Language will be taught mostly non-verbally. As students learn ASL they will be expected to adhere to a “voice-off” policy. Daily classes will include performance and role-play of various scenarios demonstrating ASL grammar and Deaf cultural behaviors. Personal electronic devices (cell phones, iPods, MP3 players, etc.) are not allowed in class.

No Talking Policy


We insist on maintaining a signing environment at all times in the classroom for two reasons; One, it is considered rude and insulting to talk in front of a Deaf person and not make the information passing between you and the other person accessible. Since a good number of your teachers will be Deaf and your goal is to get to know Deaf people in the community. It is imperative that you develop the habit of signing when Deaf people are present. Secondly, this is an immersion class, which means only the target language is used. Using only ASL helps you to develop both your comprehension skills and your expressive skills quickly and effectively. Talking disrupts this process and delays your language development.

If a fellow student asks you for help, feel free to help by using the signs you have learned or by writing back and forth. In this way, I can see what is being said and can join in to help, if needed be.

Phone Policy

All cell phones and pagers must be TURNED OFF during class unless instructed to use it for an activity and Mr. Welch does write it on the board for all to see that it can be used. As I have done so in the past, if I see it, I will gently take the phone away, write the owner’s name on a Post-it paper and give it to you if it is first confiscated. If it is the second and afterward confiscated, I will turn it in at the office for the student to pick it up after school.

Cell phones are a major problem on school campuses across the country. Ringing cell phones are disruptive during class time. Camera phones and text messaging are used to cheat on quizzes and tests. Students use texts, email, and instant messenger inappropriately. Phones are stolen, loaned to other students, may be lost or broken and have exacerbated crisis situations. The use of cell phones at school is detrimental to the academic climate because it takes valuable time away from instruction and creates disciplinary problems. All cell phones must be TURNED OFF and kept in backpacks. They must not be visible. Using a cell phone as a clock or saying that it "fell out of my pocket" or “I was just turning it off” is not an excuse to have a cell phone out. If a student is using a cell phone (ANY OF ITS FUNCTIONS) for any reason during the restricted time, the following consequences will be imposed:

If you used the phone during the class time, the teacher will ask you to leave the class with give you an zero the day.

Participation and Attendance

Class attendance is essential for success in ASL and since ASL is an interactive language, you cannot really learn it practicing solely on your own or missing the daily activities from class. If you do miss a class, it is your responsibility to ask your classmates for work missed and new vocabulary introduced. It is also your responsibility to email me and let me know what’s going on – this is a model used in the deaf community. The daily activities are intended to help you interact with your fellow classmates; learn to understand other signing styles and to become more comfortable with using your face and hands to communicate. If you are a shy person or


uncomfortable volunteering, please come and talk with me about this so I can help you feel more comfortable with the daily activities. A considerable amount of material is discussed, practiced, and reviewed during class. After your 2nd absence, I may remind you about the attendance policy in this class and discuss some strategies. If you are frequently late, I will discuss possible options/strategies to help you get to class on time.

With the twice a week class: After the 1st absence, I may remind you about the attendance policy and discuss some attendance strategies. After your 2nd absence, your course grade may be reduced by ½ a grade point (such as from 3.6 to 3.1). After the 3rd absence, your course grade may be reduced by a full letter grade (such as from 3.6 to 2.6). If there are any more absences, you may receive a 1.0 (or lower) from the course regardless of the work completed.

Assignment completion

All homework for units 13 – 16 is due at the beginning of the class hour for any reason. If you are absent that day, you may email it to me BEFORE the class hour begins for full credit. If you arrive to class without the work, you may turn in the assignment the next day for 50% credit. If you arrive to class with part of the HW done, you will receive partial credit for what you completed. No late HW will be accepted after the 2nd day.

Quizzes:

There are 4 unit quizzes and a variety of other smaller quizzes. Quizzes will begin after a brief warm up. Once I start the sign portion of a quiz, I will not begin it again (for any reason). Please note: If you miss a quiz, there will be no retakes except for extenuating circumstances. Extenuating circumstances involve a major family emergency or severe illness. It does not include a vacation, a doctor’s appt., or going out of town (for any reason except a funeral). For any consideration of this, you need to notify me (via email) or discussed arrangements prior to the quiz.

The Calendar

A calendar is on the syllabus (see below). The calendar shows all the weeks of the quarter and tells you when things are due. Refer to this calendar daily.

Handouts

There will be quite a few handouts and various papers you need to hold on to. Please make sure you have a notebook/binder since extra copies of handouts will not be available.

Receptive Translations.


There are a variety of stories told by members of the deaf community found on Canvas. These stories will be used to help you learn translation techniques and improve your comprehension skills (general and specific details). Since every signer has slightly different expressions and use of the language, each translation will expose you to the subtleties of ASL. The goal is to learn how to expand your understanding of these nuances included the type of classifiers, non-manual signals/non-manual grammar marker and grammatical structure. The translations need to be neatly typed at the college level. Please note: If you have any reason to be absence, you may email me your information before the class hour begins. If (for any reason) you come to class without your translation (or email it to me after the class time begins), it is an automatic zero. (20 points)

Things to note when doing a receptive translation:

A) When doing a receptive narration, watch the story at least a few times on your own to glean most of the information. After you have understood and typed a receptive translation, you may discuss with your study group.

B) When typing a receptive translation, you need to write it in the first person (I) and in complete English sentences. Then the second section, you need to type the ASL GLOSS. This way, you become the storyteller. Please work on it at home until you feel you have gotten about 85% of it translated. Then you can work with other classmates to get the smaller details. When you work together on it, make sure you are both working together equally.

C) The translation to the activity sheet needs to be extensive and include an English translation of the NMS shown and ASL GLOSS. For example: an English translation of HUNGRY with a starving look on the signer’s face means, “I am really hungry – I could eat a horse!” Elaborate and provide words to actions and expressions in place of using these!!!! symbols.

really ASL GLOSS: ME HUNGRY, HORSE ME CAN EAT

D) About a week before the story is due, I will show the class the new story and make it available on Canvas. At that time, I will introduce any new signs and answer questions. While working on this activity at home, try not to use the “slow motion” button. Try to catch the “whole concept” first, and then narrow down the details. Plan on watching the story anywhere from 5 – 10 times

E) When you are done with a-d, you will do a short video yourself to sign the sentences what you learned from the videos.

Unit 13-16 Schedule

I will provide you a copy of the schedule and explain how to use it. There are many activities in each unit found in either the SN book with a DVD (units 13-16). The Unit 13-16 Schedule tells


you the specific assignments to complete as HW and what to study on your own. All assignments will upload to Canvas and it is paperless. If you have an issue with turning in the assignment, please see me. Some of the schedule will require you do the video. It is your expressive skills with details from what you learn in the classroom. Make sure to check the Canvas.

Notice “Unit 13.1” to “16.4” on the schedule, it doesn’t have it in your textbook, but it is a lesson for the day you learned. When the day is ended, you come back the next class, and then it will be 13.2 and a new lesson. You will be given the unit 13.1 homework after you learned unit 13.1 before the end of the class. You must turn it in the next day.

Videotaping a story and Objective

ASL Storytelling from Unit 12 will post the information at the Canvas.

Note: Will handout the sheet of the paragraph of “Job Application” and “Recipe Instruction,” and descriptive what you will need to do for “Create a story with classifiers.”

a. To practice and improve your expressive skills. b. To learn what “fluent” signing feels like. c. To enhance your appreciation for Deaf stories and Culture.

You can record your story on your phone, a camera, or your computer. Memorizing and videotaping your story has many components to it. The first part is memorizing it (sequence and NMS) and taping it. The second part is Peer Review. The third part is sending your final project to me via Canvas.

a. There are three main requirements for this assignment. i. The first is that you need to wear a shirt that has lettering on it so I can tell if the

story is flipped or not. If you do not wear a shirt with lettering on it or it is determined the story is flipped, I will ask you to re-do the story again.

ii. The second is that the lighting needs to be adequate and I am able to see you well. If it isn’t, I will ask you to re-do your story.

iii. The third requirement is quality of the video. It needs to be visually clear and of good quality (no broken pixels or flowing shadows).

b. While signing your story - please stand, make sure the background is a solid color, and the angle in the view screen is set from your waist to just above the top of your head. The best scenario is a corner in a hallway so there are just solid walls behind you.

c. No hats, no gum, no notes, no visual cues. If you use a visual cue, your grade will be lowered significantly.

d. After you have captured the story you want, save it to a thumb drive or a USB drive. You will need to bring it to class and I will transfer from your USB drive to my computer.

Make-up Quizzes and Exams


There will be no make-up tests unless special circumstances, such as illness, injury or family tragedies occur. Please inform the instructor in advance before taking exam.

Accessibility

The online elements of this course are designed to be welcoming to, accessible to, and usable

by everyone, including students who are English-language learners, have a variety of learning

styles, have disabilities, or are new to online learning. Be sure to let me know immediately if

you encounter a required element or resource in the course that is not accessible to you. Also,

let me know of changes I can make to the course so that it is more welcoming to, accessible to,

or usable by students who take this course in the future.

Affirmation of Inclusion

Bellevue College is committed to maintaining an environment in which every member of the

campus community feels welcome to participate in the life of the college, free from harassment

and discrimination.

We value our different backgrounds at Bellevue College, and students, faculty, staff members,

and administrators are to treat one another with dignity and respect.

Affirmation of Inclusion (https://www.bellevuecollege.edu/inclusion/)

Religious Holidays

Students who expect to miss classes, examinations, or any other assignments because of their

religious observance should be provided with a reasonable alternative opportunity to complete

such academic responsibilities. It is the obligation of students to provide faculty with

reasonable notice of the dates of religious holidays on which they will be absent, preferably at

the beginning of the term. Students who are absent on days of examinations or class

assignments should be offered an opportunity to make up the work without penalty (if they

have previously arranged to be absent), unless it can be demonstrated that a makeup

opportunity would constitute an unreasonable burden on a member of the faculty. Should

disagreement arise over what constitutes an unreasonable burden or any element of this

policy, parties involved should consult the department chair, or Dean.

Policy 2950 Accommodations for Reasons of Faith or Conscience

(http://www.bellevuecollege.edu/policies/id-2950p-2/).

College Anti-Discrimination Statement

Bellevue College does not discriminate on the basis of race or ethnicity; creed; color; national

origin; sex; marital status; sexual orientation; age; religion; genetic information; the presence of

https://www.bellevuecollege.edu/inclusion/

http://www.bellevuecollege.edu/policies/id-2950p-2/


any sensory, mental, or physical disability; or veteran status in educational programs and

activities which it operates. Bellevue College is prohibited from discriminating in such a manner

by college policy and by state and federal law. All college personnel and persons, vendors, and

organizations with whom the college does business are required to comply with applicable

federal and state statutes and regulations designed to promote affirmative action and equal

opportunity.

Equal Opportunity (http://www.bellevuecollege.edu/equal/)

[Spanish and Chinese versions of the anti-discrimation statement are available at Important

Links should you wish to link to them or include them in your syllabus.]

Confidentiality and Mandatory Reporting

As an instructor, one of my responsibilities is to help create a safe learning environment on our

campus. It is my goal that you feel able to share information related to your life experiences in

classroom discussions, in your written work, and in our one-on-one meetings. I will seek to keep

information you share private to the greatest extent possible. However, I am required to share

with the Title IX Coordinator any and all information regarding sexual assault and other forms

of sexual misconduct (e.g. dating violence, domestic violence, stalking) that may have occurred

on campus or that impacts someone on campus. Students may speak to someone confidentially

by contacting the BC Counseling Center at (425) 564-2212. The Title IX Office can be contacted

at 425-564-2641 and more information can be found at Title IX

(http://www.bellevuecollege.edu/titleix/).

If you have any concerns, you may report to: Report Concerns

(https://www.bellevuecollege.edu/reportconcerns/).

Information about Bellevue College's copyright guidelines can be found at: College Copyright

Policy

This link provides a good, short summary of how to avoid plagiarism: Avoiding Plagiarism

This 22-minute video also provides a good overview of how to avoid trouble when using

sources: From the college home page select SERVICES, then LIBRARY MEDIA CENTER, then

DATABASES, then FILMS ON DEMAND. At their site, search by title for PLAGIARISM 2.0: ETHICS

IN THE DIGITAL AGE.

Student Code of Conduct and Academic Integrity Any act of academic dishonesty, including cheating, plagiarism (using the ideas or words of

another as one’s own without crediting the source), and fabrication and

inappropriate/disruptive classroom behavior are violations of the Student Code of Conduct at

http://www.bellevuecollege.edu/equal/

https://bellevuec.sharepoint.com/sites/elearningcenter/_layouts/15/guestaccess.aspx?guestaccesstoken=2TFggQLCl3P%2fRXyM93VDTWKUErTndDMRqrbvKWw62D0%3d&docid=2_0a409e7295a6c4b24a3ce40a6bd56f98b&rev=1


http://www.bellevuecollege.edu/titleix/

https://www.bellevuecollege.edu/reportconcerns/



http://s.bellevuecollege.edu/wp/sites/161/2014/09/avoidingplagiarism.pdf


Bellevue College. Examples of unacceptable behavior include, but are not limited to, talking out

of turn, arriving late or leaving early without a valid reason, allowing cell phones/pagers to ring,

and inappropriate behavior toward the instructor or classmates. The instructor can refer any

violation of the Student Code of Conduct to the Dean of Student Success for investigation.

Specific student rights, responsibilities, and appeal procedures are listed in the Student Code of

Conduct at: Student Code

According to this policy, you must do your own work. You are not allowed to copy other’s work such as

homework. If you copied other’s work, then you will get a zero on the work or the overall grade. If it is

the incident, you will meet with the dean and discuss this issue.

Important Links

See "Important Links” page online for more information about BC E-mail, access to MyBC, the

Disability Resource Center (DRC), Public Safety, the Academic Calendar, the Academic Success

Center, and more.

Final Exam Schedule

The final exam will be on December 7 at 5:30 pm.

For more info other classes’ final exam schedule, please see Final Exam Schedule or see below.

Final exam days for Fall quarter 2017

Tuesday, December 5 Wednesday, December 6 Thursday, December 7

All daytime MATH 097, 098, and 099 exams will be given Wednesday, December 6, 2017.

If your class meets Daily or Tue/Thu or Tue/Thu/Fri only

Class Time Exam Day Exam Time

6:30 a.m. See note below

7:30 a.m. Tuesday, 12/5 7:30-9:20 a.m.

8:30 a.m. Thursday, 12/7 7:30-9:20 a.m.

9:30 a.m. Tuesday, 12/5 9:30-11:20 a.m.



http://www.bellevuecollege.edu/courses/exams/

http://www.bellevuecollege.edu/courses/exams/#fall


If your class meets Mon/Wed or Mon/Wed/Fri only

Class Time Exam Day Exam Time

7:30 or 8:30 a.m. Wednesday, 12/6 7:30-9:20 a.m.

9:30 or 10:30 a.m. Wednesday, 12/6 9:30-11:20 a.m.

11:30 a.m. or 12:30 p.m. Wednesday, 12/6 11:30 a.m.-1:20 p.m.

1:30 or 2:30 p.m. Wednesday, 12/6 1:30-3:20 p.m.

3:00, 3:30 or 4:30 p.m. Wednesday, 12/6 3:30-5:20 p.m.

6:30 a.m. and Evening Classes at Main Campus

Final exams for 6:30 a.m. and Evening credit classes at Main Campus will take place during regular class

hours during finals week unless otherwise arranged with the approval of the Office of Instruction.

Late Start classes at Main Campus

Final Exams for Late Start classes at Main Campus will follow the regular exam schedule as shown.

Course Calendar Date Lesson Handout the sheet Homework DUE

Week 1 – Quarter Begins

Sept 19 1. Syllabus Discussion 2. Introduction each other

Syllabus

Vocabularies

10:30 a.m. Thursday, 12/7 9:30-11:20 a.m.

11:30 a.m. Tuesday, 12/5 11:30 a.m.-1:20 p.m.

12:30 p.m. Thursday, 12/7 11:30 a.m.-1:20 p.m.

1:30 p.m. Tuesday, 12/5 1:30-3:20 p.m.

2:30 or 3:00 p.m. Thursday, 12/7 1:30-3:20 p.m.

3:30 p.m. Tuesday, 12/5 3:30-5:20 p.m.

4:30 p.m. Thursday, 12/7 3:30-5:20 p.m.


Schedule

Sept 21 ASL Storytelling from Unit 12

Week 2

Sept 26 ASL Storytelling from Unit 12

Sept 28 1. ASL Storytelling from Unit 12 2. Unit 13.1 3. Classifiers

Classifers note Due Video

Week 3

Oct 3 1. Unit 13.2 2. Deaf Culture

1. Deaf Culture Note

Oct 5 Unit 13.3 Unit 14 Expressive Exam

Week 4

Oct 10 1. Unit 13.4

Oct 12 1. Unit 13 Review for Exam 2. Expressive Exam Discuss

Week 5

Oct 17 Unit 13 Exam Expressive Exam Due

Oct 19 Unit 14.1

Week 6

Oct 24 Unit 14.2

Oct 26 Unit 14.3

Week 7

Oct 31 1. Unit 14.4 2. Unit 14 Review for Exam 3. Expressive Exam Discuss

Nov 2 1. Unit 15.1

Week 8

Nov 7 Unit 15.2

Nov 9 Unit 15.3

Week 9

Nov 14 Unit 15.4


Nov 16 1. Unit 15 Review for exam 2. Expressive Exam Discuss

Week 10

Nov 21 Unit 15 Exam Expressive Exam Due

Nov 23 No Class – Thanksgiving

Holiday

Week 11

Nov 28 Unit 13-15 Practice Review all sheets

Nov 30 Unit 13-15 Practice

Week 12

Dec 5 Final Exam Review Expressive Exam Disucss

Deaf Events Due

Dec 7 Final Exam – Written &

Receptive Exam

Final Expressive Exam

Additional Information [Add additional information or special instructions below if needed.]

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