Study Guide - UNC Extended Campus - University …extended.unco.edu/.../INTR_103_Study_Guide_4.16.pdfINTR 103 Page 5 ourse Preview During this course you will study in depth how to

ASL – English Interpretation, B.A.

Study Guide

INTR 103

ASL for Interpreters I (ASL 7)

Summer 2016

University of Northern Colorado

American Sign Language – English Interpretation Program

Copyright 2016 by the University of Northern Colorado-Distance Opportunities for

Interpreter Training Center

All rights reserved. No part of this publication may be reproduced, distributed, or

transmitted in any form or by any means, including photocopying, recording, or other

electronic or mechanical methods, without the prior written permission of the UNC-DO

IT Center.

The faculty and staff of the DO IT Center and the University of Northern Colorado bring

expertise and many years of experience, passion, and dedication to supporting students

working towards educational goals. While students can grow substantially from that

platform of support, individual success or failure in achieving the outcomes of your

specific program is ultimately your own responsibility. Communication is especially

important within any distance education program. If questions or concerns arise or if

something outside your control is interfering with your education, please contact your

instructor, advisor or the administrative office.

DO IT Center

UNC @ Lowry Campus

1059 Alton Way, Box 7

Denver, CO 80230

1-866-885-6087

http://www.unco.edu/doit

http://www.unco.edu/doit

Table of Contents Course Overview ......................................................................................................................... 1

Purpose ...................................................................................................................................... 1

Impact ........................................................................................................................................ 1

Goals and Objectives ................................................................................................................... 1

Plagiarism Policy ......................................................................................................................... 2

Inclusivity Statement .................................................................................................................. 2

Students with Disabilities ............................................................................................................ 2

Grading Scale .............................................................................................................................. 3

Late Assignment Policy................................................................................................................ 3

Required Materials ..................................................................................................................... 4

Course Preview ........................................................................................................................... 5

Course Organization.................................................................................................................... 5

Ongoing Assignments/Class Activities ......................................................................................... 6

Course Roadmap ......................................................................................................................... 7

INTR 103 Page 1

Course Overview

Purpose

The purpose of this lecture/lab course is to focus on the analysis and application of specific

parameters of ASL, such as: classifiers, non-manual markers, fingerspelling and numbers. This

course provides a review and expansion of the essential skills of American Sign Language.

Emphasis is placed on the progressive development of expressive and receptive skills, study of

authentic and representative literacy and cultural texts, and linguistic features of ASL. Upon

completion, students should be able to communicate effectively, accurately, and creatively

using American Sign Language. Pre-requisite for this course is ASL V and VI.

Impact

This course focuses on the development of skills that are essential for effective interpretation.

These skills will provide the foundation upon which your interpreting skills will be built.

Goals and Objectives

Goal 1: To assist students in developing their ASL receptive and expressive skills.

Objective 1: The student will be able to comprehend taught ASL signs, phrases,

lexicalized fingerspellings, non-manual signals, number signs and linguistic features in

both isolation, in sentences and in composition as signed through the assignments (e.g.

workbook), and evaluations. (Receptive skill)

Objective 2: The student will be able to demonstrate her/his expressive skills in a

grammatically correct manner through presentations in ASL. The student will be able to

perform a self-analysis report on his/her presentation. (Expressive skill)

Goal 2: To assist students in understanding the linguistic features of American Sign Language.

Objective 1: The student will demonstrate his/her understanding and application of ASL

linguistics features from the professor’s teaching, videotext and textbooks through the

assignments, presentations and exams. (Knowledge)

Goal 3: To enhance students’ understanding about Deaf Community and Culture, and their

application to ASL skills.

Objective 1: The student will demonstrate an understanding about Deaf Community

and Culture, and ASL poetry through the online discussions, weekly journal and exams.

(Knowledge)

Objective 2: The student will demonstrate an ability to utilize the Deaf cultural

behaviors in his/her ASL signing. (Cultural behaviors)

INTR 103 Page 2

Plagiarism Policy

Policy on Plagiarism: Plagiarism is the act of appropriating the written, artistic, or

musical composition of another, or portions thereof; or the ideas, language, or

symbols of same and passing them off as the product of one's own mind.

Plagiarism includes not only the exact duplication of another's work but also the

lifting of a substantial or essential portion thereof (UNC definition). Regarding

written work in particular, direct quotations, statements which are a result of paraphrasing or

summarizing the work of another, and other information which is not considered common

knowledge must be cited or acknowledged, usually in the form of a footnote. Quotation marks

or a proper form of indentation shall be used to indicate all direct quotes. Regarding class

projects, you are not to use as your entire presentation the completed works of faculty

members, fully imported websites, or any other body of work in which you are not the

author. Of course, with proper referencing, you can import portions of such works and websites

to enhance and illustrate your presentation, and you can provide references to these other

works for students who have an interest in pursuing a topic further. For further information, go

to the following website: http://www.unco.edu/dos/honor_code/defining_plagiarism.html

Inclusivity Statement

The College of Education and Behavioral Sciences (CEBS) supports an

inclusive learning environment where diversity and individual differences

are understood, respected, appreciated and recognized as a source of

strength. We expect that students, faculty and staff within CEBS will be

accepting of differences and demonstrate diligence in understanding how

other peoples’ perspectives, behaviors, and world views may be different

from their own. Furthermore, as stated by UNC, “The University will not engage in unlawful

discrimination in…educational services against any person because of race, religion, gender, age,

national origin, disability, or veteran status. It is the University’s policy to prohibit discrimination

in…educational services on the basis of sexual orientation or political affiliation.” (See

http://www.unco.edu/hr/AAEO_TitleIX.htm).

Please visit the CEBS Diversity and Equity Committee website for more information on our

commitment to diversity (http://www.unco.edu/cebs/diversity).

Students with Disabilities Accommodations Statement: Students who believe that they may need accommodations in this

class are encouraged to contact the Disability Support Services, Voice/TTY (970) 351-2289, or fax

(970) 351-4166, or visit www.unco.edu/dss as soon as possible to ensure that accommodations are

implemented in a timely fashion.

http://www.unco.edu/dos/honor_code/defining_plagiarism.html

http://www.unco.edu/hr/AAEO_TitleIX.htm

http://www.unco.edu/cebs/diversity

http://www.unco.edu/dss

INTR 103 Page 3

Grading Scale

The points for all the assignments in a course will add up to 100 and letter grades are assigned

as follows for UNDERGRADUATE classes:

A = 100 - 91 superior achievement of course objectives

B = 90 - 81 above average achievement of objectives (Reminder: you must maintain at least a “B” per class to meet graduation requirements)

C/D = 80 - 61 below acceptable achievement of objectives

60 or below is considered not passing.

Late Assignment Policy

Late assignments will be accepted and graded for up to 72 hours after the due date and time but

the final grade will be dropped one letter. Late assignments submitted after the 72 hours that

have not been approved in advance with the respective Section Facilitator will NOT be graded

and students will receive a zero as the assignment grade.

Extensions for assignment due date and time must be approved in advance with the respective

Section Facilitator based on the following criteria:

The extension is requested at least 24 hours in advance of the due date and time.

An extension is requested no more than once during any given semester.

No late work will be accepted in the last three days of this course.

Exceptions to the above criteria will only be considered based on documented evidence of

special circumstances—such as illness, hospitalization or death of a family member.

INTR 103 Page 4

Required Materials

Textbook

Smith, S.; Lentz, E. M.; & Mikos, K. (2001). Signing naturally – Level 3. San Diego, California:

DawnSign Press. (Workbook and videotext on DVD). ISBN: 978-1-58121-135-1

Media

Lentz, E. (2006). The treasure. [DVD] California: In Motion Press. ISBN: 978-0-915035-

96-0. (Note: This disk is referred to in the Roadmap as Poetry.)

Equipment

Digital video camera/webcam for YouTube recording of homework

Computer – Access to UNC ASLEI Blackboard class

INTR 103 Page 5

Course Preview During this course you will study in depth how to tell stories and make presentations in ASL.

You will examine and identify the important storytelling and presentation skills used by Deaf

signers and use them appropriately when using ASL in narrative form.

Course Organization

This course contains several elements:

Workbook: Signing Naturally Level 3 Workbook. You will explore the contents from Signing

Naturally curriculum by completing workbook pages. Included in the workbook is a DVD

containing video that supports the workbook lessons.

Lectures: Specific content and demonstrations will be incorporated into the in-class

lectures.

ASL Poetry: As the course progresses, you will begin to view poems from the “The

Treasure” media and write your poetry journals.

Class Activity and Labs: These activities may be done in class, or on your own after class. An

opportunity to do practice independently or with classmates. Each day’s lab will be

determined on-site.

Assignments: The course has several ongoing assignments including preparation of news

items, information sessions, poetry and semantic journals, debates, and presentations. Use

your Roadmap as a guide to defining each assignment and its due date for submitting

assignment. The next page shows the icons that will alert you to each type of

activity/assignment. Students will submit all their assignments through the Blackboard.

Online/Onsite: This course is six weeks long and it is comprised of a two-week session in

Blackboard (Bb) and a four-week onsite session at UNC, Greeley, Colorado.

INTR 103 Page 6

Ongoing Assignments/Class Activities

Blackboard Discussion Posts

Student will post required posts the discussion board in

the online Blackboard class.

Blackboard Assignment Tool

Student will submit all required assignments to the

Assignment Tool in the online Blackboard class.

DVD

Student will view required DVD’s.

News Item

Student will explore current event news deemed worthy

for sharing as an important event. Specific dates will be

assigned to present in ASL.

Information Session

Student will conduct research on topics related to deaf

community. Specific dates will be assigned to present in

ASL.

Storytelling

Student will research, evaluate, compare and identify

stories and to present final story in ASL.

Debate

Student will research on pros and cons of assigned topics

and participate in debates. Specific dates will be noted.

Poetry and Semantics Journals

Student will submit five poetry journals and three

semantic journals.

Presentation

Student will do presentation preparations and do a final

“Grand Presentation” toward the end of the course.

Specified class activity or lab

Students will work either independently or in groups to

complete class activities or assignments.

INTR 103 Page 7

Course Roadmap Use this as your “map” for this course. All the information you need to complete the course is here in one location. It provides a schedule which includes each lesson objectives, daily activities and due dates for assignment completions. Use the last column to check off each item as you complete it. Dates before or next to any activity indicate specific dates for that activity.

Week 1 Online: 6/8 – 6/14

Assignment Dates Activity Lesson Objectives and Description Done!

6/8

Wed

1.1 Study Guide: Review “Study Guide” for an

overview of the course and assignments.

Online Discussion: Post an introduction of

yourself in ASL using YouTube and post your

English version of ASL in your online discussion

on Blackboard. Answer the question: In

addition to introducing yourself, what do you

expect to learn from this course?

6/9

Thurs

1.2

Lesson 1: Student will be able to identify the key

elements used in ASL storytelling.

Workbook: Read Unit 25: Storytelling, pp. 196 –

203.

Videotext: Signing Naturally Level 3: Unit 25 –

Storytelling

Assignment 1 Homework: Complete Exercise 1 –

p. 204. Identify and practice features that

maintain continuity. (Time signs, modified verbs,

& transitions)

6/10

Fri

1.3 Lesson 2: Student will be able to identify and recognize

the specific ASL linguistic features in ASL poetry.

Literature and Poetry: Read notes about

“Important Building Blocks for ASL Poetry.”

6/13

Mon

1.4 Lesson 3: Student will be able to analyze, compare, and

summarize the ASL linguistic features in “Travel with

Malz, the Next Generation” and “Eye Music” poems.

ASL Poetry DVD: View the poem “Travel with

Malz, the Next Generation” and “Eye Music.”

INTR 103 Page 8


6/14

Tue

1.5 Lesson 4: Student will be able to identify three deaf-

related topics.

Introduction to the Grand Presentation in ASL:

Review deaf-related topics listing and conduct

preliminary literary research on three possible

deaf-related topics to be narrowed down for

presenting in ASL as the Grand Presentation.

Guidelines can be found on Bb. Consider ASL

vocabulary, grammar and historical and cultural

aspects. The Grand Presentation will occur on-

site during the last week of classes.

Reminder: Read ahead and start working on

Assignment 6. Due Tuesday July 20st.

Week 2 Online: 6/15 – 6/22

6/15-

6/16

Wed

&

Thurs

2.1 Lesson 5: Student will be able to do research, evaluate,

compare, and identify three possible stories

appropriate for ASL storytelling.

Assignment 2 online discussion: Post your 3 story

titles in the discussion forum and provide the

following details by 6/22.

1. Main storyline of each of the 3 stories you are contemplating. 2. Name three or more characters and their roles

in each of the stories. 3. Describe at least two different locations and an occurrence over a period of at least two days in each story. 4. Identify at least two special language features

you will use in your story.

Provide your perspective to at least one other

student regarding their selection by 6/22.

6/17

Fri

2.2 Lesson 6: Student will be able to exemplify, classify,

and summarize the two poems into their journals.

Assignment 3: ASL Poetry Journals #1 & #2 –

Submit under Assignments in Bb: “Travel with

Malz, the Next Generation”” and “Eye Music.”

INTR 103 Page 9


6/20

Mon

2.3 Lesson 7: Student will be able to differentiate and

select one story used for ASL storytelling.

Workbook – Unit 25: Review signs on pp. 205 –

207 in your workbook. Practice signing the three

stories and narrow down to one story you will

use.

Assignment 1 Homework: Complete Exercise 2

on p. 208. Practice presenting your story title

following the guidelines in workbook.

Note: Students are encouraged to consult with

classmates via BLACKBOARD COLLABORATE or other

mediums such as Skype for feedback.

6/21

Tues

2.4 Lesson 8: Student will be able to identify and explain

the specific key elements they will use in their selected

ASL story.

Workbook – Unit 25: Begin work on your best

story by writing a half-page draft summary

including the key elements required and your

rationale for choosing this story.

Review guidelines on p. 209 in your workbook.

Due 6/22.

2.5 Lesson 9: Student will be able to analyze, compare,

and summarize the ASL linguistic features in “Baseball

game” and “Silence Oh Painful.”

ASL Poetry DVD – View the poems “Baseball

game” and “Silence Oh Painful.”

2.6 Lesson 10: Student will be able to develop a written

summary of their selected story use for ASL story.

Storytelling Workbook Unit 25: pp. 209 – 220.

Assignment 2 online discussion: Finalize your

draft summary and post it to the lesson 10

discussion forum, include your rationale for

choosing your best story.

Provide feedback to other students’ summaries.

INTR 103 Page 10


2.7 Lesson 11: Student will develop three written

summaries of their selected possible three topics to

consider for Grand Presentation.

Assignment 2 online discussion: Post summaries

of three possible topics to the lesson 11

discussion forum and provide feedback to other

students’ summaries.

Assignment 6: Submit the topics form to the

Assignment Tool

2.8 Lesson 12: Student will be able to create their own

presentation of their selected story in ASL.

Storytelling Presentation: Begin preparations for

developing your storytelling presentation.

Follow guidelines stated on pp. 224 – 228 in

your workbook.

Note: Live presentations will occur during 3rd and 4th

day of onsite classes.

2.9 Lesson 13: Student will be able to exemplify, classify,

and summarize the two poems into their journals.

ASL Poetry: Journals #3 & #4 - Submit under

Assignments in Bb: “Baseball Game” and

“Silence Oh Painful.” DUE 6/22

JUNE 22-26 TRAVEL TIME - SAFE TRAVELS

SEE YOU ONSITE!

INTR 103 Page 11


Week 3 Onsite: June 27 – July 1

6/27 3.1 Orientation

Day 1

6/28

1:00p

–

5:00p

3.1 Introductions.

Review Course Schedule.

Expectations.

3.2 Lesson 14: Student will be able to identify the criteria

to present current events/news items in ASL.

Assignment 4 News Items: Criteria for

presenting News Items in ASL will be discussed

including students’ assigned dates and topics.

3.3 Lesson 15: Student will be able to explain the

guidelines for discussing topics related to the deaf

community during their Information sessions.

Assignment 4 Information Sessions: Various

topics related to deaf community will be

discussed and student assigned dates and topics

will be determined.

3.4 Lesson 16: Student will be able to infer the various

components of a debate.

Assignment 5 Debate:

Pros and Cons in a Debate

Rationales for Pros and Cons

Introduction of Issues

Debate Etiquette

Students will receive a list of issues to begin their

research on pros and cons for each issue. Debate dates

will be provided.

INTR 103 Page 12


3.5 Lesson 17: Student will be able to execute their

selected storytelling in ASL.

Students’ will practice their storytelling and

provide feedback with one another.

3.6 Lesson 18: Student will be able to infer the various

components of a presentation.

Assignment 6 Grand Presentation:

Purpose

Formal vs. Consultative Registers

Dos and Don’ts of a Presentation

Selection of Presentation Topics

Lab 1a 3.7 Lesson 19: Student will be able to assess their sign

production skills through digital recording.

Storytelling Practice: Students are to come

prepared with their digital camera and practice

recording their ASL storytelling and use

classmates for feedback.

Lab 1b 3.8 Lesson 20: Student will be able to implement a deaf-

related topic for presentation in ASL.

Lab/Homework: Conduct further research on

deaf-related topic chosen for the Grand

Presentation.

Day 2/3

6/30-

7/1

1p-

5p/1p

4:30p

3.9 Lesson 21: Student will be able to produce new ASL

vocabulary and use appropriate ASL grammar when

discussing current event topics.

Assignment 4 News Item (15 minutes): Assigned

students will present current events news. Other

students will provide feedback.

INTR 103 Page 13


3.10 Lesson 22: Student will be able to summarize a deaf-

related topic in ASL.

Assignment 4 Information session (15 minutes):

Assigned students will present information

about a deaf-related topic.

3.11 Lesson 23: Student will be able to identify and organize

the components of a presentation.

Grand Presentation:

Types of Presentations (informational,

persuasive, demonstration, etc.)

Biography

Presentation Outline

Discourse Markers

Reminder: Read ahead and begin working on Biography

and Outline – submitted and typed using 12 pt. font with

references. Due on 7/8.

Lab 2a 3.12 Lesson 24: Student will be able to produce their final

ASL storytelling.

Storytelling: Final practice on storytelling with

classmates’ feedback.

Self-Analysis paper: Work on the format on your

self-analysis paper for ASL storytelling.

Lab 2b 3.13 Lesson 25: Student will be able to compare and

contrast the details of a topic for debate.

Assignment 5 Debate Issue #1:

Conduct research on a topic.

Prepare an outline with rationales.

Begin practice signing for “Euthanasia for

Humans.”

Consult with classmates for feedback.

INTR 103 Page 14


HAPPY 4th of JULY – HOLIDAY – NO CLASS on Monday JULY 4th!!!

Week 4 Onsite: July 4 – 8

Day Four

7/5

1p-5p

3.14 Lesson 26: Student will be able to retrieve and produce

ASL vocabulary and to use appropriate ASL grammar

when discussing current event topics.

Assignment 4 News Item (15 minutes):

Assigned students will present current events

news. Other students will provide feedback.






3.16 Lesson 28: Student will be able to exemplify details of

an abstract and a Grand Presentation flyer.

Grand Presentation:

Guidelines for developing an Abstract

Details required for Grand Presentation Flyer

Reminder: Begin working on Abstract and Flyer. Due

Wednesday 7/8.

3.17 Lesson 29: Student will be able to analyze and critique

topic during a debate using ASL.

Assignment 5 Debate on Issue #1: “Euthanasia for

Humans”:

Be prepared to engage in a debate to discuss

Pros and Cons on the above topic.

Submit to the Assignment Tool your outline of

Pros and Cons.

INTR 103 Page 15


3.18 Lesson 30: Students will be able to execute their

storytelling in ASL.

Assignment 2 Storytelling Time! Present your

story in ASL and have it videotaped for your

self-analysis paper.

Lab 4a 3.19 Lesson 31: Student will be able to do a critique by

viewing a recording of their ASL storytelling.

Storytelling: View your ASL storytelling and

complete your self-analysis for storytelling.

Reminder: Read ahead and begin work on your

Storytelling Self-Analysis Report. Due 7/5.

Lab 4b 3.20 Lesson 32: Student will be able to implement the

biography and outline components for Grand

Presentation.

Presentation:

Complete the Biography and the Outline

Continue work on Abstract and Flyer

Day 5

7/7

1p-5p












INTR 103 Page 16


3.23 Lesson 35: Student will be able to compare and

contrast the specific ASL features and discourse

markers used for the opening and closing of

presentation.

Grand Presentation :

Opening/Closing

Discourse markers

Assignment 6: Submit to the Assignment Tool

your typed Biography and Presentation Outline.

3.24 Lesson 36: Students will be able to execute their

storytelling in ASL.

Assignment 2 Storytelling Time! Present your

story in ASL and have it recorded for your self-

analysis paper.

Lab 5 3.25 Lesson 37: Student will be able to do a critique by

viewing a videotape of their ASL storytelling.

Reminder: Storytelling Self-Analysis Report due

7/5.

3.26 Review and Reflect Week 3.

Share your learning experiences with your

classmates.

Day 6

7/8

1p-

4:30p







INTR 103 Page 17







4.3 Lesson 40: Student will be able to retrieve, compare

and contrast the cultural norms of deaf and hearing

presenters during presentation.

Lesson 41: Student will be able to identify, compare,

and explain the components of an evaluation rubric for

a presentation.

Presentation:

Cultural introductions: Hearing vs. Deaf

CREATE Presentation evaluation rubric

Reminder: Evaluation rubric due Monday 7/11.

Lab 6 4.4 Lesson 42: Student will be able to develop a summary

of the presentation topic selected for Grand

Presentation.

Lab and Homework: Identify and develop the

topic and complete a summary about your

presentation topic.

4.5 ASL Storytelling:

Assignment 2: Submit your ASL storytelling self-

analysis report to the Assignment Tool.


Day 5

7/7

1:00p

–

4:30p







INTR 103 Page 18







4.8 Lesson 45: Student will be able to summarize the

presentation topic in ASL including the rationales for

selecting the topic.

Presentation:

Present grand presentation topic and the

rationales for choosing this topic. Collect

feedback from classmates.

Assignment 6: Submit typed Abstract and

Presentation Flyer to the Assignment Tool.

Lab 7 4.9 Lesson 46: Student will be able to develop a plan to

present the Opening/Closing of the presentation in

ASL.

Presentation: Begin work on developing the

Opening/Closing of your Grand Presentation.

Day 6

7/8

1p-5p












INTR 103 Page 19


4.12 Lesson 49: Student will be able to produce a summary

of presentation in ASL.

Presentation:

Present a summary of your Grand Presentation.

Collect feedback from classmates.

Lab 8a 4.13 Lesson 50: Student will be able to compare and


Assignment 5 Debate Issue #2: Conduct

research on topic, prepare an outline with

rationales, and begin practice signing for “Space

Exploration: A Necessity or a Frill?”


Lab 8b 4.14 Lesson 51: Student will be able to develop an

evaluation rubric for Grand Presentation.

Presentation:

Complete the development of your evaluation

rubric.



Day 7

7/11

1p-5p












INTR 103 Page 20




Assignment 5 Debate on Issue #2: “Space

Exploration: A Necessity or a Frill”. Be prepared

to engage in a debate to discuss pros and cons

on the above topic.

Assignment 5: Submit your outline of the Pros

and Cons to the Assignment Tool.

Lab

9a

4.18 Lesson 55: Student will be able to create abstracts of

their opening and closing of presentation.

Presentation:

Complete the abstracts for Opening/Closing of

your grand presentation.


Lab 9b 4.19 Assignment 6: Submit your evaluation rubric.

Day 8

7/12

1:00-

5p












INTR 103 Page 21


4.22 Lesson 58: Student will be able to summarize the

opening and closing of the presentation in ASL.

Presentation:

Prepare to present, in ASL, your “Opening” and

“Closing.”

Collect feedback from classmates on the delivery

of your presentation.

Lab

10a

4.23 Lesson 59: Student will be able to create a draft of their

entire Grand Presentation.

Presentation: Begin work on draft of your Grand

Presentation by incorporating information from

the outline, presentation abstract, and the

opening and closing summaries.



classmates.

7/14

8:30 -

noon












INTR 103 Page 22


5.3

Lesson 62: Student will be able to recognize and explain

the three major components of ASL semantics.

Semantics Lecture: Introducing three major

areas of ASL Semantics for vocabulary and

sentence building.

Reminder: Prepare to present in ASL at least 5 semantics

(words or phrases). Due 7/18.

5.4 Lesson 63: Student will be able to implement all of the

aspects that make up a Grand Presentation.

Presentation: Prepare any questions or concerns

about the process of developing the

presentation draft.

Lab

11a

5.6 Lesson 64: Student will be able to compare and


Assignment 5 Debate Issue #3: Conduct

research on topic, prepare an outline with

rationales, and begin practice signing for

“Electronic Newspaper.”


Lab

11b

5.7 Lesson 65: Student will be able to utilize a digital

camera to practice recording the final presentation in

ASL.

Presentation: Bring your digital camera and

your presentation draft and begin practice

recording yourself.

Consult with classmates for assistance and/or

feedback.

INTR 103 Page 23


Day 9

7/14

1:00p

– 5p












5.10 Lesson 68: Student will be able to execute the

presentation in ASL as a practice.

Presentation:

Prepare to practice delivery of your presentation

in ASL.

Bring to class specific areas you want feedback

on from your classmates.

Day 10

7/15

1-

4:30p












INTR 103 Page 24


5.13

Lesson 71: Student will be able to produce semantic

terms or phrases in ASL.

Assignment 7 Semantics Activity #1: Prepare to

present at least 5 semantic terms/phrases to

class in ASL.

Assignment 7: Submit your Semantic Journal #1

IN ASL (YOUTUBE-directions in Bb) to the Journal

in the Assignment area of Bb.

Lab 13 5.14 Lesson 72: Student will be able to evaluate the logistics

required for Grand Presentation.

Presentation: Prepare with questions or

concerns regarding logistics preparation for the

upcoming Grand Presentation. Instructor will

provide details as needed.

Week 6 Onsite: July 18-22

Day 11

7/18

1:00p

-5p












INTR 103 Page 25




Assignment 5 Debate on Issue #3: “Electronic

Newspaper”. Be prepared to engage in a debate

to discuss pros and cons on the above topic.

Assignment 5: Submit your outline of the Pros

and Cons to the Assignment Tool.

Lab 14 5.18 Lesson 76: Student will be able to execute and analyze

the presentation using a digital camera.

Presentation: Utilize this time to finalize the

Grand Presentation by recording yourself.

Create a checklist of areas you need to work on

as you review your recording.












5.21 Lesson 79: Student will be able to produce semantic

terms or phrases in ASL.

Assignment 7 Semantics Activity #2: Prepare to

present at least 5 semantic terms/phrases to

class in ASL.

Assignment 7: Submit your Semantic Journal #2

to the Assignment Tool.

INTR 103 Page 26


5.22 Lesson 80: Student will be able to execute their

presentation in ASL during the grand presentation

rehearsal.

Grand Presentation Rehearsal: Prepare to bring

digital camera and evaluation rubric to the

Grand Presentation room for practice.



classmates.

DAY 12

7/19 No Class during the day due to students presenting at

the Grand Presentation tonight.

5:30 –

8:30

PM

6.1 Lesson 86: Student will be able to execute their Grand

Presentation in ASL.

Assignment 6 Grand Presentation: Assigned

students will give their grand presentations.

Reminder for assigned students: Presentation self-

analysis report, your summary of the attendees’

evaluation rubrics, and the attendees’ rubrics. Due 7/21.

Day 13

7/20

No Class during the day because other students present

at the Grand Presentation tonight.

5:30 –

8:30

PM

6.2 Lesson 87: Student will be able to execute their Grand

Presentation in ASL.

Assignment 6 Grand Presentation: Assigned

students will give their grand presentations.

Reminder for assigned students: Presentation self-

analysis report, your summary of the attendees’

evaluation rubrics, and the attendees’ rubrics. Due 7/21.

INTR 103 Page 27


Day 14

7/21

1 pm-

5p

Lesson 88: Student will be able to retrieve and produce






6.3

Lesson 89: Student will be able to share their

reflections of their Grand Presentation performance.

Time to work on presentation self-analysis report, your

summary of the attendees’ evaluation rubrics, and the

attendees’ rubrics. Due 7/21.

Day 15 – FINAL DAY! YAHOO!!

7/22

9a-

11a

6.4 Lesson 90: Student will be able to share their

reflections of their Grand Presentation performance.

Presentation: Submit to the assignment tools-

presentation self-analysis report, the summary

of highlights from your evaluations and share

your insights to these comments.






6.6 Final Reflection of the course learning.

Complete course evaluation.

Check your Bearmail for dates

this is open.

Congratulations, you did it!

Final grades will be submitted by 5 pm Wednesday.

INTR 103 Page 28

Assignments

Assignment Overview

Assignment Description Points

Assignment 1 Homework: Complete exercises in the Signing Naturally Level 3 Student Workbook’s Unit 25 as indicated in the Roadmap.

4

Assignment 2 Storytelling:

a. Three storytelling postings b. Selection of final storytelling title and rationale c. Storytelling practice d. Final storytelling Refer to the ASL Storytelling rubric for details on grading criteria and

points for the self-analysis report.

15

Assignment 3

Poetry Journals: (5 points for each poem)

Write a journal for each set of ASL poems shown through the DVD of

“The Treasure.” This will require submitting five journal entries. In

your journal, you must include the information designated in the

Poetry Journal format.

25

Assignment 4 News Items and Information Sessions: (3 points for each)

Prepare to present current events and deaf-related topics in ASL

during News and Informational sessions during class.

6

Assignment 5

Debate: (5 points for each debate)

Submit your debate paper showing three items: pro, con and your own

opinion, and participate in the debates.

15

Assignment 6

Grand Presentation:

Submit three possible topics with their summaries and three resources for online discussion

Submit relevant documents for developing presentation 1. Biography 3. Presentation flyer 2. Abstract 4. Evaluation rubric

Do a practice presentation in ASL. (continued next page)

Perform a Grand Presentation including an introduction of a

speaker.

Attend and evaluate other students’ presentations.

29

INTR 103 Page 29

Assignment Description Points

Submit a self-analysis report for your Grand Presentation

The topic of your Grand Presentations will be related to Deaf

community, Deaf culture, Hearing culture, ASL and/or Interpreting.

The topic must be approved by the professor beforehand.

See the ASL Presentation rubric for details on grading criteria and

points for the self-analysis report.

Assignment 7

Semantic Journals: (2 points for each journal)

Submit three journals (ASL VIDEO) of vocabulary signs and phrases to

increase your ASL knowledge level.

6

Total Points: 100

Be sure you follow the guidelines in your Student Handbook

throughout the course for each assignment.

Guidelines For Use Of Technology

Guidelines For Online Discussions

Guidelines For Written Assignments

INTR 103 Page 30

Course Summary

Conclusion

This course introduced more discourse features and structures, storytelling and presenting in

ASL, Deaf community resources and debate issues, lexicalized finger spelling, number signs,

advanced ASL lexical items and ASL poetry. The next course in this series is ASL VIII which

focuses on increasing your use of advanced ASL lexical items and development of your

presentation skills in ASL.

Key Points

What we hope you will remember from this class:

1. ASL features required for Storytelling and Presentation

2. Discourse Markers (cohesive markers)

3. ASL Folklore and Literature

4. Advanced ASL Terminology

5. News and Informational Sessions related to current events and Deaf-related resources

6. Debates

Next Steps

While this course is still fresh in your mind, pause to review your learning, looking through the

lens of your final portfolio that is due at the end of your ASLEI journey. Consider the following:

1) Identify any applicable Entry-to-Practice Competencies that may be related to the

course objectives;

2) Identify possible evidence items;

3) Identify potential reflection pieces that could be used in the narrative of the

Coversheet;

4) Use your organizational system to house these items and thoughts until you are

ready to work on writing future Coversheets; (Hint: If it's possible to work on all or

part of a Coversheet at this time, why not draft it now?!) and finally,

5) Check in with classmates to see if some collaborative thinking might be worth your

investment of time – what did others identify and how are they thinking of using the

learning from this course?

Quality Instruction

Preparing

Qualified Interpreters

Documents

Study Guide - UNC Extended Campus - University …extended.unco.edu/.../INTR_103_Study_Guide_4.16.pdfINTR 103 Page 5 ourse Preview During this course you will study in depth how to