general class syllabus
This syllabus is a general syllabus that applies to all of my classes.
Note to parents / guardians: Please review this information with your child, and sign the provided contract.
Note to parents / guardians: Please review this information with your child, and sign the provided contract.
COURSE TITLE:
American Sign Language (1st Semester)
1st Year American Sign Language 1B (2nd Semester)
CREDIT #:
2 Credits; Washington State
1 - College, Career & Technical Education (CCTE)
1 - Foreign Language
INSTRUCTOR:
Guthrie Nutter, Ma-SLED. (In progress)
E-MAIL CONTACT:
[email protected] (Evergreen)
[email protected] (Google Drive)
VIDEOPHONE CONTACT: 360-553-4951
OFFICE:
Union High School
Room 610; See email contact
HOURS:
Class: Monday - Friday; 7:45am - 10:41am
Office: Monday - Friday; 7:15am - 7:45am
Heritage High School
Room 922; See email contact
HOURS:
Class: Monday - Friday; 12:15pm - 2:15pm
Office: Monday - Friday; 11:45am - 12:10pm
TERM & YEAR:
This course has two semesters, which are sub-divided into three grading periods each. Refer to the following links for more informaton:
Union High School Campus / Academic Calendar
Heritage High School Campus / Academic Calendar
COURSE DESCRIPTION (CCTE):
Through a project-based approach, students will develop conversational skills in American Sign Language (ASL). Those skills will be demonstrated through a cyclical series of recorded performances. ASL classes are a four-year series in which students work toward the goal of either being accepted into an ASL Interpreting program, using ASL as a supplement to a pre-existing career track or to satisfy a four-year college foreign language credit.
ASL is a non-vocal language with its own grammatical structure. To communicate fluently in signed ASL and spoken English at the same time, is not linguistically possible, and culturally inappropriate. Therefore, lectures and class activities will be conducted exclusively in ASL.
This course’s main goal focuses on learning and experiencing the fundamentals and linguistics of American Sign Language (ASL), Deaf Culture & History. This course will help improve your understanding of the Deaf world, as well as gain a brief understanding of the principles of Interpreting for the Deaf and Hard of Hearing. This course is designed to help you better understand how to work effectively with the Deaf community in today’s world.
In this course, you will also gain experience in leadership, teamwork, presentation skills, career path, compassion and much more. Active participation is required for this type of language-learning process. Active participation includes: reading, writing, “listening with your eyes,” signing and collaborative activities, cooperative games, attending ASL/deaf events, role playing and class discussions.
COURSE OBJECTIVES (CCTE):
Through daily engagement with ASL within this course, students will:
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.
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.
THIS IS A FRAGRANCE FREE CLASSROOM:
Many students and staff have chemical or respiratory allergies. Please be respectful by limiting perfumes, lotions, creams or body sprays, and not applying them during class. If smells are strong, you may be asked to leave.
BYOD (BRING YOUR OWN DEVICE) POLICY:
Evergreen School District 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; the main office will be notified, and Security will look for you to make sure you are safe. All students are given a total of 5 slots on a chart to use the bathroom privileges for the semester. When all 5 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 Titan Reassess room 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
GRADING:
Grading is broken up in several components:
Total Grade 100%
Projects make up the bulk of the course grade (40%).
Participation makes up almost the largest grade (35%). Participation is broken into subcategories:
Participation: Significant amounts of class time will be devoted to
conversational engagement via skill-building activities.
Students are given a total of 10 points daily. Students can earn a total of 900 points per semester. The first week of school will not be counted (First semester = 870 points). If in violation of the five criteria above, students will lose points based on frequency or degree of violation. A warning is usually given before loss of points.
Quizzes on lesson plan content will be given out before the start of each project.
Exams will be bifurcated into three parts: expressive skills, receptive skills, and Deaf Culture/History. All 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 and YouTube. Deaf Culture/History exams will assess student knowledge of cultural awareness, sensitivity and issues relevant to that topic.
Extra Credit assignments will not be offered, except at the discretion of the teacher for extenuating circumstances (illness, family emergencies, etc.).
At the end of each grading period and semester, letter grades are issued in the following order:
98 - 100% A+ 88 - 89% B+ 78 - 79% C+ 68 - 69% D+
93 - 97% A 83 - 87% B 73 - 77% C 63 - 67% D
90 - 92% A- 80 - 82% B- 70 - 73% C- 60 - 62% D-
59 - below F
Under special circumstances with students under a modified education plan (IEP, Section 504, etc.) students are granted a (P) Pass or (F) Fail.
EVALUATIONS:
Student progress is measured by applying a rubric system on filmed works. Peer critique is encouraged, either by in-class discussions or written evaluations
Video assessments measuring student comprehension will be given at regular intervals on a district-wide level to monitor standardized learning experiences.
As mentioned above, evaluations are equally considered through a series of categories on a rubric. 10 examples are listed below:
Modifications are made to rubrics to best reflect the structure of a given project. For example, a rubric for a dialogue-based project between two people differs from an individual presentation. With dialogue rubrics, categories like ‘Turn-taking’, and ‘Conversational Response’ replace categories used in another format.
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 at the end of this document.
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.
MATERIALS: (All materials are provided by instructor, otherwise directed)
*If you need access to such equipment, see me. We can work something out.
American Sign Language (1st Semester)
1st Year American Sign Language 1B (2nd Semester)
CREDIT #:
2 Credits; Washington State
1 - College, Career & Technical Education (CCTE)
1 - Foreign Language
INSTRUCTOR:
Guthrie Nutter, Ma-SLED. (In progress)
E-MAIL CONTACT:
[email protected] (Evergreen)
[email protected] (Google Drive)
VIDEOPHONE CONTACT: 360-553-4951
OFFICE:
Union High School
Room 610; See email contact
HOURS:
Class: Monday - Friday; 7:45am - 10:41am
Office: Monday - Friday; 7:15am - 7:45am
Heritage High School
Room 922; See email contact
HOURS:
Class: Monday - Friday; 12:15pm - 2:15pm
Office: Monday - Friday; 11:45am - 12:10pm
TERM & YEAR:
This course has two semesters, which are sub-divided into three grading periods each. Refer to the following links for more informaton:
Union High School Campus / Academic Calendar
Heritage High School Campus / Academic Calendar
COURSE DESCRIPTION (CCTE):
Through a project-based approach, students will develop conversational skills in American Sign Language (ASL). Those skills will be demonstrated through a cyclical series of recorded performances. ASL classes are a four-year series in which students work toward the goal of either being accepted into an ASL Interpreting program, using ASL as a supplement to a pre-existing career track or to satisfy a four-year college foreign language credit.
ASL is a non-vocal language with its own grammatical structure. To communicate fluently in signed ASL and spoken English at the same time, is not linguistically possible, and culturally inappropriate. Therefore, lectures and class activities will be conducted exclusively in ASL.
This course’s main goal focuses on learning and experiencing the fundamentals and linguistics of American Sign Language (ASL), Deaf Culture & History. This course will help improve your understanding of the Deaf world, as well as gain a brief understanding of the principles of Interpreting for the Deaf and Hard of Hearing. This course is designed to help you better understand how to work effectively with the Deaf community in today’s world.
In this course, you will also gain experience in leadership, teamwork, presentation skills, career path, compassion and much more. Active participation is required for this type of language-learning process. Active participation includes: reading, writing, “listening with your eyes,” signing and collaborative activities, cooperative games, attending ASL/deaf events, role playing and class discussions.
COURSE OBJECTIVES (CCTE):
Through daily engagement with ASL within this course, students will:
- Enhance expressive and receptive abilities
- Review and apply linguistic foundations of ASL
- Apply and self-evaluate use of ASL Parameters
- Create new core vocabulary lists and phrases supporting ASL dialogue for each project.
- Develop ASL prosody skills, using conversational approaches and exercises.
- Learn about the concept of Deaf Culture, related social norms and its place through history.
- Attend, reflect and discuss social and cultural events in the Deaf and ASL community.
- Be introduced to foundational knowledge of ASL interpreting
- Become familiar with, and incorporate the use of depicting verbs (Classifiers) in ASL phrase development.
- Incorporate ASL grammatical elements in all dialogue from phonology to discourse; examples including, but not limited to: WHQ, facial expressions, pronouns, affirmative vs. negation responses, body shift & eye gaze.
- Apply tools to enhance finger-spelling skills and numbers through drills and games.
- Model appropriate ASL structures, grammar and syntax via examples provided by the instructor.
- Build technology literacy skills including: operating video equipment, staging optimal video recording conditions, file sharing, electronic collaborative activities, and becoming familiarized with the ‘flipped classroom’.
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.
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.
THIS IS A FRAGRANCE FREE CLASSROOM:
Many students and staff have chemical or respiratory allergies. Please be respectful by limiting perfumes, lotions, creams or body sprays, and not applying them during class. If smells are strong, you may be asked to leave.
BYOD (BRING YOUR OWN DEVICE) POLICY:
Evergreen School District 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; the main office will be notified, and Security will look for you to make sure you are safe. All students are given a total of 5 slots on a chart to use the bathroom privileges for the semester. When all 5 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 Titan Reassess room 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
GRADING:
Grading is broken up in several components:
- Projects 40%
- Participation 35%
- Exams 15%
- Quizzes 10%
Total Grade 100%
Projects make up the bulk of the course grade (40%).
Participation makes up almost the largest grade (35%). Participation is broken into subcategories:
Participation: Significant amounts of class time will be devoted to
conversational engagement via skill-building activities.
- Attitude: Positivity is pleasing.
- Respect: Respectful to teacher, students and the learning environment.
- Be on Time: If the bell rings, you are late.
- Your own issues: Life happens. That’s why we have doors – to keep issues outside.
Students are given a total of 10 points daily. Students can earn a total of 900 points per semester. The first week of school will not be counted (First semester = 870 points). If in violation of the five criteria above, students will lose points based on frequency or degree of violation. A warning is usually given before loss of points.
Quizzes on lesson plan content will be given out before the start of each project.
Exams will be bifurcated into three parts: expressive skills, receptive skills, and Deaf Culture/History. All 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 and YouTube. Deaf Culture/History exams will assess student knowledge of cultural awareness, sensitivity and issues relevant to that topic.
Extra Credit assignments will not be offered, except at the discretion of the teacher for extenuating circumstances (illness, family emergencies, etc.).
At the end of each grading period and semester, letter grades are issued in the following order:
98 - 100% A+ 88 - 89% B+ 78 - 79% C+ 68 - 69% D+
93 - 97% A 83 - 87% B 73 - 77% C 63 - 67% D
90 - 92% A- 80 - 82% B- 70 - 73% C- 60 - 62% D-
59 - below F
Under special circumstances with students under a modified education plan (IEP, Section 504, etc.) students are granted a (P) Pass or (F) Fail.
EVALUATIONS:
Student progress is measured by applying a rubric system on filmed works. Peer critique is encouraged, either by in-class discussions or written evaluations
Video assessments measuring student comprehension will be given at regular intervals on a district-wide level to monitor standardized learning experiences.
As mentioned above, evaluations are equally considered through a series of categories on a rubric. 10 examples are listed below:
- Sign Accuracy
- Fluency
- Mouth Morphemes
- Eye Gaze
- Non-Manual Signals
- Fingerspelling
- Vocabulary Use
- Filming Techniques
- Project Outline
- ASL Syntax
Modifications are made to rubrics to best reflect the structure of a given project. For example, a rubric for a dialogue-based project between two people differs from an individual presentation. With dialogue rubrics, categories like ‘Turn-taking’, and ‘Conversational Response’ replace categories used in another format.
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 at the end of this document.
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.
MATERIALS: (All materials are provided by instructor, otherwise directed)
- Required: Videotext/Workbook: Vista Signing Naturally, Level I & II (units, 1 – 12); Dawn Sign Press, 1989, 2014.
- Required, Supplemental: Master ASL Textbook/Student handbook/DVD; Jason Zinza, 2006.
- Required: Camera with video capability.
- 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 might be available by the instructor in the future.
- Required (not provided by instructor): Internet sources; students will consistently research for online references, especially on YouTube.
*If you need access to such equipment, see me. We can work something out.