ASL& 221 (ASL IV)
COURSE LEARNING OUTCOMES
1. Use ASL signs for vocabulary from elementary school including: Animals, Colors , History,
Reading, Writing, Math, Science, Art, Geography, PE/Sports, and Music, School Setting areas,
and Occupations within school setting.
2. Demonstrate English to ASL signing skill of paragraphs, using visual -gestural depiction of
selected vocabulary and grammar features of manual markers, role shifting, locatives,
distributional, personification and temporal aspects of ASL in a conceptually accurate ASL
format.
3. Demonstrate ASL to grammatically correct English paragraphs using appropriate glosses for
vocabulary and grammar features by creating an accurate written summary of the paragraphs.
4. Compare conversational sign versus formal sign by definition of registers.
5. Analyze and justify conceptual accuracy of English idioms translated into conceptually accurate
ASL and gloss ASL idioms into appropriate English, respecting cultural diversity.
6. Use Demand-Control Schema to analyze settings for environmental demands and formulate
appropriate controls.
7. Differentiate cultural differences, racial diversity and international diversity of ASL by direct
application in both receptively and expressively signing.
8. Identify and use web site sources for cultural and vocabulary information.
COURSE OUTLINE
This is the fourth course in a series of 6 American Sign Language Courses. This course emphasizes
expressive and receptive communication skills involving elementary school coursework and
accompanying vocabulary of approximately 350 words, demand-control schema, role shifting sequences
in situations involving two or more people, both sign-to-voice and voice-to-sign narration of factual
information, rules, games, and school “survival skills”. Information about Deaf Culture will be
incorporated into these narratives. There are 10 tasks in this course. At the completion of this course,
students will have been introduced to:
TASK
Intro
1
2
3
4
5
6
7
8
9
10
TOPICS
Review of ASL Grammar Rules
Introduction of Demand-Control Schema and Intensifying Use of Fingerspelling
Locative Aspects with Vocabulary from Sports and Geography
Temporal and Distributional Aspects with Vocabulary from Social Studies
Non-manual Markers in Formal/Conversational Sign with Vocabulary from
Occupations and Areas in the School Setting
Lexicalized Fingerspelling in Formal/Conversational Sign with Vocabulary
from Arithmetic
ASL and English Picturesque Speech with Vocabulary from Reading and
Writing
Role Shifting and Personification with Vocabulary from Occupations that
Visit the School
Information Processing with Vocabulary from Science
Forms versus Meaning with Vocabulary from Art and Music
Final Project
ITP 221 (ASL IV) COURSE OUTLINE IS AS FOLLOWS:
Introduction: Review of grammatical features covered in ASL I, II and III including fingerspelling, numbers
and numbering systems, non-manual markers, idioms, conceptually accurate vocabulary,
signing short stories for adults and children, location agreement, noun-verb pairs, use of
locatives and classifiers, and sentence types.
1. Task 1: Introduction of Demand-Control Schema and Intensifying Use of Fingerspelling
1.1 Introduce Demand-Control Schema as related to interpreting field
1.1.1 Describe the four parts of Demand-Control Schema
1.1.2 Practice identification of environmental demand
1.1.3 Create possible control options for environmental demands
1.2 Vocabulary
1.2.1 Introduce new vocabulary from the elementary school setting: animals and colors
1.2.2 Recognize and use vocabulary
1.2.3 Select and use appropriate glosses for chosen vocabulary
1.3 Use of fingerspelling in elementary school setting
1.3.1 Appropriate fingerspelling techniques for grades K-6.
1.3.2 Tools and techniques in fingerspelling comprehension
1.3.3 Select and use appropriate fingerspelling techniques
1.4 Roles and Responsibilities: The Educational Code of Professional Conduct
1.4.1. Develop ethical statements
1.4.2 Present what the code is and why it is used
2. Task 2: Locative Aspects, Vocabulary from Sports and Geography, and Culture Spot
2.1 Enhance the definition of locatives
2.2 Introduce sign-to-voice techniques for simple sentences
2.3 Vocabulary - sports and geography
2.3.1 Introduce new vocabulary
2.3.2 Recognize and use vocabulary
2.3.3 Select and sign-to-voice appropriate glosses for chosen vocabulary
2.4 Basic ASL Grammatical Sentence Structure - locatives
2.4.1 Incorporate new grammatical features
2.4.2 Receptive and expressive use of vocabulary and grammar
2.4.3 Select and sign-to-voice appropriate glosses for chosen vocabulary
2.5 Roles and Responsibilities: The Educational Code of Professional Conduct
2.5.1 Present Code #1 and #2
2.5.2 Draw conclusion about ethical decisions by applying Code #1 and #2
3. Task 3: Temporal and Distributional Aspects, Vocabulary from Social Studies and Culture Spot
3.1 Temporal aspects
3.1.1 Define temporal aspects
3.1.2 Practice and use temporal aspects with new vocabulary
3.2 Distributional aspects
3.2.1 Define distributional aspects
3.2.2 Practice and use distributional aspects with new vocabulary
3.3 Vocabulary - Social studies
3.3.1 Introduce new vocabulary
3.3.2 Recognize and use vocabulary
3.3.3 Select and sign-to-voice appropriate glosses for chosen vocabulary
3.4 Basic ASL Grammatical Sentence Structure - temporal and distributional
3.4.1 Incorporate new grammatical features
3.4.2 Receptive and expressive use of vocabulary and grammar
3.4.3 Select and sign-to-voice appropriate glosses for chosen vocabulary
3.5 Roles and Responsibilities: The Educational Code of Professional Conduct
3.5.1 Present Code #3 and #4
3.5.2 Draw conclusions about ethical decisions by applying Code #3 and #4
4. Task 4: Non-Manual Markers in Formal/Conversational Sign, Vocabulary from Occupations and Areas
within the School Setting, and Culture Spot
4.1 Comparing non-manual markers in formal and conversational sign
4.1.1 Define formal and conversational sign
4.1.2 Use non-manual markers in formal and conversational sign with new vocabulary
4.2 Vocabulary - occupations and areas in school settings
4.2.1 Introduce new vocabulary
4.2.2 Recognize and use vocabulary
4.2.3 Select and use appropriate glosses for chosen vocabulary
4.3 Basic ASL Grammatical Sentence Structure- Non manual markers
4.3.1 Incorporate new grammatical features
4.3.2 Receptive and expressive use of non-manual markers in formal signing
4.3.3 Receptive and expressive use of non-manual markers in conversational signing
4.4 Roles and Responsibilities: The Educational Code of Professional Conduct
4.4.1 Present Code #5 and #6
4.4.2 Draw conclusions about ethical decisions by applying Code #5 and #6
5. Task 5: Lexicalized Fingerspelling in Formal/Conversational Sign with Vocabulary from Arithmetic,
and Culture Spot
5.1 Review of lexicalized fingerspelling
5.1.1 Define lexicalized fingerspelling
5.1.2 Introduce formal sign lexicalized versus conversational lexicalized sign
5.1.3 Practice and use lexicalized fingerspelling in formal sign with new vocabulary
5.1.4 Practice and use lexicalized fingerspelling in conversational sign with new vocabulary
5.2 Vocabulary - arithmetic
5.2.1 Introduce new vocabulary
5.2.2 Recognize and use vocabulary
5.2.3 Select and use appropriate glosses for chosen vocabulary
5.3 Basic ASL Grammatical Sentence Structure
5.3.1 Incorporate new grammatical features
5.3.2 Recognize and convert English into conceptually accurate ASL
5.3.3 Recognize and convert ASL into grammatically correct English
5.4 Roles and Responsibilities: The Educational Code of Professional Conduct
5.4.1 Present Code #7 and #8
5.4.2 Draw conclusions about ethical decisions by applying Code #7 and #8.
6. Task 6: ASL and English Picturesque Speech, Vocabulary from Reading and Writing, and Culture
Spot
6.1 Introduction of picturesque speech and its interpretations
6.2 Vocabulary - reading and writing
6.2.1 Introduce new vocabulary
6.2.2 Recognize and use vocabulary
6.2.3 Select and use appropriate glosses for chosen vocabulary
6.3 Basic ASL Grammatical Sentence Structure - expansion and use of space
6.3.1 Incorporate new grammatical features
6.3.2 Recognize and convert picturesque speech into conceptually accurate ASL
6.3.3 Recognize and convert ASL into grammatically correct picturesque speech.
6.4 Roles and Responsibilities: The Educational Code of Professional Conduct
6.4.1 Present Codes #9 and #10
6.4.2 Draw conclusions about ethical decisions by applying Code #9 and #10
7. Task 7: Role Shifting and Personification with Vocabulary from Occupations that Visit the School,
and Culture Spot
7.1 Enhance understanding and use of role shifting and personification
7.2 Vocabulary - occupations that visit the schools
7.2.1 Introduce new vocabulary
7.2.2 Recognize and use vocabulary
7.2.3 Select and use appropriate glosses for chosen vocabulary
7.3 Basic ASL Sentence Structure - role shifting and personification
7.3.1 Incorporate and demonstrate ASL features of role shifting and personification
7.3.2 Produce grammatically correct sign-to-voice production of vocabulary and sentences using
role shifting and personification
7.4 Roles and Responsibilities: Educational Pyramid of Responsibilities
7.4.1 Present Levels I and II
7.4.2 Draw conclusions about appropriate interactions within Levels I and II
.
8. Task 8: Information Processing with Vocabulary from Science
8.1 Understanding Information Processing
8.1.1 Define lexical, phrasal, sentential, and textual
8.1.2 Recognize lexical, phrasal, sentential, and textual interpreting
8.2 Vocabulary - science
8.2.1 Introduce new vocabulary
8.2.2 Recognize and reproduce vocabulary
8.2.3 Select and demonstrate appropriate glosses for chosen vocabulary
8.3 Basic ASL Grammatical Sentence Structure – processing information
8.3.1 Describe and vocalize ASL grammatical features
8.3.2 Receptive use of vocabulary and grammar
8.3.3 Select and demonstrate appropriate glosses for sentences
8.4 Roles and Responsibilities: Educational Pyramid of Responsibilities
8.4.1 Present Levels III and IV
8.4.2 Draw conclusions about appropriate interactions within Levels III and IV
9. Task 9: Form Versus Meaning with Vocabulary from Art and Music
9.1 Introduction of form versus meaning
9.1.1 Define literal, modified literal and idiomatic
9.1.2 Recognize and employ literal, modified literal and idiomatic signing
9.2 Vocabulary - music and art
9.2.1 Introduce new vocabulary
9.2.2 Recognize and reproduce vocabulary
9.2.3 Select and demonstrate appropriate glosses for chosen vocabulary
9.3 Basic ASL Grammatical Sentence Structure – meaning/form
9.3.1 Incorporate ASL grammatical features of form versus meaning
9.3.2 Expressive use of vocabulary and grammar for literal, modified or idiomatic expressions
9.3.3 Select and demonstrate appropriate glosses for literal, modified or idiomatic expressions
9.4 Roles and Responsibilities: Educational Pyramid of Responsibilities
9.4.1 Present Levels V and VI
9.4.2 Draw conclusions about appropriate interactions within Levels V and VI
10. Task 10: Final Project Demonstration
10.1 Incorporate ASL features in Final Project
10.2 Present Final Project using instructor criteria
10.3 Evaluate each other’s projects
10.3.1 Writing positive feedback about presentation
10.3.2 Using ASL features check list