Courses of Study

Communication
Interpersonal Mode
American Sign Language (2017)
Grade(s): 9 - 12
Level IV
All Resources: 1
Classroom Resources: 1
1) Communicate and share on familiar and new topics in various time frames and moods.

a. Initiate, maintain, and conclude a conversation on various topics.

b. Use ASL to communicate about subjects of particular interest to students.

c. Use ASL to communicate with Deaf peers from the local community/school to identify similarities and differences.

Unpacked Content
Goals:
Communication
Modes Of Communication:
Interpersonal Mode
Evidence Of Student Attainment:
Students:
  • initiate, maintain, and conclude a conversation on current events in the target language.
  • communicate in the target language about subjects of interests, e.g., entertainment, sports, technology.
  • communicate with Deaf peers from the local community/school to identify similarities and differences, e.g., routines, recreation, family, and school.
Performance Descriptors:
Knowledge:
Students know:
  • strategies to initiate, maintain, and conclude a conversation by using the appropriate vocabulary and non-manual markers.
  • the use of ASL discourse, space and cultural considerations that affect communication.
  • markers of different registers.
  • markers of different time frames.
Skills:
Students are able to:
  • communicate in various time frames.
  • communicate using different registers.
  • communicate.
  • communicate about different topics and subjects of interest.
  • use their communication skills to gain information about similarities and differences with Deaf peers.
Understanding:
Students understand that:
  • effective communication requires knowing how when and why to say what to whom.
  • the purpose of language study is to communicate so one can understand others and be understood.
  • ASL can be used to engage in conversations to share information.
  • interpersonal communication requires the knowledge of linguistic elements.
Interpretive Mode
American Sign Language (2017)
Grade(s): 9 - 12
Level IV
All Resources: 1
Classroom Resources: 1
2) Interpret, restate, and react to what is viewed on familiar and new topics.

a. Give details from announcements and messages that are directly related to daily activities and school related topics.

b. Interpret gestures, non-manual markers, selected classifiers, and other visual cues.

c. Demonstrate an understanding of cultural nuances of meaning in expressive products of Deaf culture, such as ASL literature, humor, De'VIA and other visual arts.

Unpacked Content
Goals:
Communication
Modes Of Communication:
Interpretive Mode
Evidence Of Student Attainment:
Students:
  • comprehend and restate one-way communication of messages of daily activities and school related topics.
  • interpret gestures, non-manual markers, visual cues, and selected classifiers, e.g., instrument, element, body, and plural.
  • demonstrate an understanding of cultural nuances, e.g., symbolism or signing styles in expressive products of Deaf culture.
Performance Descriptors:
Knowledge:
Students know:
  • target language vocabulary related to daily activities and school related topics.
  • strategies to identify gestures, non-manual markers, visual cues, and selected classifiers to restate the communicate message accurately.
  • strategies to identify and understand cultural nuances in various products.
  • how the expressive products of Deaf culture preserve the language.
Skills:
Students are able to:
  • view messages in the target language and restate information about daily activities and school related topics.
  • view messages in the target language and use the information given by gestures, non-manual markers, visual cues, and classifiers to restate information accurately.
  • view expressive products of the Deaf culture and identify and show an understanding of cultural nuances of Deaf culture such as symbolism and signing styles.
  • identify how the products of Deaf culture preserve the language.
Understanding:
Students understand that:
  • effective communication requires knowing how when and why to say what to whom.
  • the purpose of language study is to communicate so one can understand others and be understood.
  • ASL can be used to engage in conversations to share information.
  • interpersonal communication requires the knowledge of linguistic elements.
Presentational Mode
American Sign Language (2017)
Grade(s): 9 - 12
Level IV
All Resources: 0
3) Present information to an audience of viewers on familiar and new topics in various time frames and moods using varied vocabulary and more complex sentence structure.

a. Research and present reports in ASL on current events and Deaf culture relevant topics.

b. Present information on academic and work-related topics.

c. Demonstrate understanding of how signs are modified with inflection.

Unpacked Content
Goals:
Communication
Modes Of Communication:
Presentational Mode
Evidence Of Student Attainment:
Students:
  • present research and reports on current events and Deaf culture relevant topics, such as audism.
  • present information on academic and work-related topics, e.g., Deaf minority groups.
  • demonstrate how signs are modified with inflection, e.g., directionality and temporal aspect.
Performance Descriptors:
Knowledge:
Students know:
  • target language vocabulary related to current events.
  • Information about audism.
  • how academic and work-related topics affect the Deaf community and Deaf minority groups.
  • how signs are modified with inflection.
Skills:
Students are able to:
  • use appropriate vocabulary to present research on Deaf culture topics.
  • use appropriate vocabulary to present information on academic and work-related topics.
  • demonstrate signs inflected by directionality and temporal aspect.
Understanding:
Students understand that:
  • effective communication requires knowing how when and why to say what to whom.
  • the purpose of language study is to communicate so one can understand others and be understood.
  • ASL can be used to engage in conversations to share information.
  • interpersonal communication requires the knowledge of linguistic elements.
Cultures
American Sign Language (2017)
Grade(s): 9 - 12
Level IV
All Resources: 1
Classroom Resources: 1
4) Explain perspectives through practices of the Deaf culture.

a. Explain how behaviors in the Deaf culture relate to and reflect different types of relationships.

b. Interact through role-play in a variety of familiar and unfamiliar environments.

c. Participate in activities enjoyed by Deaf peers and examine the social norms associated with these activities.

Unpacked Content
Goals:
Cultures
Modes Of Communication:
Presentational Mode
Evidence Of Student Attainment:
Students:
  • explain how behaviors such as expressing affection during greetings and farewells reflect different types of relationships.
  • interact through role-play in a variety of environments, e.g., employment, social, or educational.
  • participate in activities and examine the social norms, e.g., time, personal space, and exchanging personal information.
Performance Descriptors:
Knowledge:
Students know:
  • how greeting, leaving, and exchanging information show different types of relationships, e.g., family, friends, or professional.
  • appropriate cultural behaviors for communicating in different environments.
  • the social norms of the Deaf community so they can participate in activities.
Skills:
Students are able to:
  • greet, leave and exchange information using various types of activities related to the appropriate relationship.
  • address other appropriately.
  • interact in various environments using appropriate communication and social skills.
  • identify, explain, and use social norms of the Deaf community to participate in activities appropriately.
Understanding:
Students understand that:
  • the Deaf community is also part of the American community.
  • Therefore, they function in both the American culture and the Deaf culture.
  • the basis of Deaf culture lies in its visual orientation.
  • An ability to communicate in another language fosters a better understanding of my own language and culture.
  • recognizing the different practices in the Deaf community can lead to a better understanding of their viewpoints.
American Sign Language (2017)
Grade(s): 9 - 12
Level IV
All Resources: 0
5) Explain perspectives through products of the Deaf culture.

a. Analyze the importance of tangible products of the Deaf culture including technology.

b. Analyze arts, crafts, or graphic representations of the Deaf culture.

c. Watch ASL films or vlogs that are currently relevant with Deaf peers.

Unpacked Content
Goals:
Cultures
Modes Of Communication:
Interpretive Mode
Evidence Of Student Attainment:
Students:
  • analyze Deaf technology, e.g., captioning glasses, video remote interpreting, to show Deaf culture perspective.
  • analyze arts, crafts, or graphic representation of Deaf culture to
  • explain the Deaf culture perspective, e.g., oppression or empowerment.
    • watch current ASL films or Vlogs to explain Deaf culture perspectives.
Performance Descriptors:
Knowledge:
Students know:
  • types of technology used by Deaf individuals.
  • types of art, crafts, and graphic representations produced by the Deaf community.
  • Deaf culture perspective topics target language vocabulary for ASL films and Vlogs.
Skills:
Students are able to:
  • Identify and analyze Deaf technology to show Deaf culture perspective examine tangible products to identify Deaf cultural perspectives.
  • understand vocabulary for ASL films and Vlogs.
Understanding:
Students understand that:
  • the Deaf community creates products that reflect their culture.
  • An ability to communicate in another language fosters a better understanding of my own language and culture.
  • Custom and tradition vary within a culture, as well as between cultures.
Connections
American Sign Language (2017)
Grade(s): 9 - 12
Level IV
All Resources: 0
6) Connect with other disciplines while using American Sign Language in a variety of time frames and moods.

a. Demonstrate understanding of how to apply ASL numbers in various contexts.

b. Share views using ASL on topics across disciplines in a variety of time frames and moods.

c. Explain the importance of influential figures from the Deaf culture, past and present.

Unpacked Content
Goals:
Connections
Modes Of Communication:
Presentational Mode
Evidence Of Student Attainment:
Students:
  • present numbers in the target language in various contexts, e.g., math, sports, and science.
  • present views in the target language on topics across disciplines, e.g., global warming, politics, or technology.
  • present information about influential figures from Deaf culture, e.g., Abbe Charles Michel de l'Epee, Thomas Gallaudet, Andrew Foster, and Nyle Dimarco.
  • present information using the past, present, and future time frames.
  • present information using moods: indicative, subjunctive, and imperative.
Performance Descriptors:
Knowledge:
Students know:
  • the way to present different types of numbers related to various subjects.
  • appropriate parameters for correctly signing a number.
  • Numerical signs for incorporating numbers.
  • Numerical signs for showing quantity and frequency.
  • Number placement related to meaning.
  • target language vocabulary to present views on various topics.
  • how to research and show the importance of influential Deaf figures.
  • present information using the past, present and future time frames by using space and time signs.
  • present information using grammar to show the appropriate mood.
Skills:
Students are able to:
  • present subject related information which includes numbers signed appropriately.
  • use numerical rules to create signs to represent numbers for the correct category and meaning.
  • use past, present, and future time frames to present views on topics in the target language.
  • identify figures in Deaf culture and present information on their importance to the Deaf community and other disciplines.
Understanding:
Students understand that:
  • Proficiency in ASL is a vehicle to gaining knowledge that can only be acquired through that language and its culture.
  • ASL can be used to learn all school subjects.
American Sign Language (2017)
Grade(s): 9 - 12
Level IV
All Resources: 0
7) Acquire information related to Deaf culture perspectives in a variety of time frames and moods.

a. Explain how current events are reported in Deaf culture.

b. Compare and contrast advertisements from Deaf culture and local media.

c. Gain understanding of major events in Deaf history and the impact on Deaf culture.

Unpacked Content
Goals:
Connections
Modes Of Communication:
Interpretive Mode
Evidence Of Student Attainment:
Students:
  • explain how Deaf culture current events are reported via the internet or publication.
  • compare and contrast advertisements in Deaf culture and local hearing media.
  • summarize major events, e.g., Milan Conference, George Veditz's speech, and cochlear implants, in Deaf history to show the impact on Deaf culture.
Performance Descriptors:
Knowledge:
Students know:
  • internet sites and publications which report Deaf events.
  • srategies for locating print, online, and television advertisements related to Deaf culture and hearing culture.
  • strategies for analyzing advertisements to show similarities and differences.
  • major Deaf events which impacted the language, social beliefs, behaviors, art, literary traditions, values, and/or educational institutions of the Deaf.
Skills:
Students are able to:
  • identify internet sites and publications used to report Deaf current events.
  • comprehend and explain information reported concerning Deaf events.
  • show the similarities and differences in Deaf and hearing advertisements.
  • research major Deaf events and relate them to current Deaf culture perspectives and practices.
Understanding:
Students understand that:
  • cultural issues affect the Deaf community's perspective.
  • to identify diverse perspectives of the Deaf community, it is only available through studying ASL.
Comparisons
American Sign Language (2017)
Grade(s): 9 - 12
Level IV
All Resources: 1
Classroom Resources: 1
8) Compare characteristics of the target language and their own language in a variety of time frames and moods.

a. Demonstrate the ability to recognize and correctly use classifiers and non-manual markers in ASL.

b. Compare temporal aspects of ASL and English.

c. Recognize differences and similarities in syntax, verb formation, nouns and pronouns in ASL and English.

Unpacked Content
Goals:
Comparisons
Modes Of Communication:
Interpretive Mode
Evidence Of Student Attainment:
Students:
  • recognize and use classifiers, e.g., locative, body part, element, and instrumental, and non-manual markers correctly in ASL.
  • compare temporal aspect of ASL and English structure.
  • compare and contrast syntax, verb formation, nouns and pronouns in ASL and English.
Performance Descriptors:
Knowledge:
Students know:
  • strategies to identify and use different categories of classifiers.
  • strategies to identify and use different types of non-manual markers, including mouth morphemes.
  • the temporal aspects used in ASL and English.
  • the grammatical structure of sentences in ASL and English.
  • the formation of similar verbs and nouns in ASL.
  • the characteristics of verbs, nouns and pronouns in ASL and English.
Skills:
Students are able to:
  • use different types of classifiers and non-manual markers to represent appropriate concepts.
  • use different types of non-manual markers, including mouth morphemes, to represent appropriate concepts.
  • use various temporal aspects of verbs to represent and compare different aspects of the action.
  • identify and list the similarities and differences in syntax, verbs, nouns, and pronouns in ASL and English.
Understanding:
Students understand that:
  • by learning another language one can better understand how the native language works.
  • ASL and English are produced in a different modality.
  • ASL is not a signed version of English.
  • the language characteristics of ASL differ from English.
  • ASL word order differs from English word order.
American Sign Language (2017)
Grade(s): 9 - 12
Level IV
All Resources: 0
9) Compare products, practices, and perspectives of the target culture and their own in a variety of time frames and moods.

a. Compare and contrast personal experiences of the Deaf and hearing culture.

b. Demonstrate awareness of their own culture by comparing it to daily activities in the Deaf culture.

c. Compare selected products in the Deaf and hearing cultures.

Unpacked Content
Goals:
Comparisons
Modes Of Communication:
Interpretive Mode
Evidence Of Student Attainment:
Students:
  • compare and contrast personal experiences of the Deaf and hearing culture.
  • compare their own culture to the daily activities, including the use of technology, in the Deaf culture.
  • compare products,including art, literature, and film, in the Deaf and hearing culture.
Performance Descriptors:
Knowledge:
Students know:
  • personal experiences of Deaf and hearing cultures.
  • the daily activities experienced in the Deaf culture.
  • art, literature, and film produced by and about the Deaf community and the hearing community.
Skills:
Students are able to:
  • show the similarities and differences in personal experiences in growing up as a hearing person and as a Deaf person.
  • identify and compare the daily activities, including the use of technology, in the Deaf and hearing cultures.
  • identify and compare art, literature, and film in the Deaf and hearing cultures.
Understanding:
Students understand that:
  • custom and tradition vary within the Deaf culture, as well as between Deaf and hearing cultures.
  • by studying another culture, one can better understand and appreciate their own.
  • there are products specifically designed for Deaf people.
Communities
American Sign Language (2017)
Grade(s): 9 - 12
Level IV
All Resources: 0
10) Interact using American Sign Language within the classroom and globally in a variety of time frames and moods.

Examples: Exchange information with speakers of ASL in person or virtually in a variety of time frames and moods.
Simulate interactions and personal experiences that would occur in the Deaf culture.

Unpacked Content
Goals:
Communities
Modes Of Communication:
Interpersonal Mode
Evidence Of Student Attainment:
Students:
  • communicate with native signers in person or virtually using the past, present, and future time frame with a variety of moods.
  • use role-play or technology to demonstrate Deaf cultural interactions.
Performance Descriptors:
Knowledge:
Students know:
  • target language vocabulary and grammatical structures to communicate with native speakers.
  • a variety of tenses and moods to communicate in real-world interactions.
Skills:
Students are able to:
  • use target language vocabulary and grammatical structures to communicate with native signers using past, present, and/or future time frame.
  • use role-play or technology to demonstrate Deaf cultural interactions.
  • communicate in a variety of moods.
Understanding:
Students understand that:
  • ASL is used daily by Deaf people as their primary and preferred mode of communication across all parts of their lives.
  • ASL can help one better understand the world around them.
  • the study of ASL expands one's opportunities.
  • ASL is a tool to connect with the world.
  • interacting with native users helps increase language and culture skills.
  • American Sign Language is a life-long learning tool for communication throughout their personal and professional lives.
American Sign Language (2017)
Grade(s): 9 - 12
Level IV
All Resources: 0
11) Explore opportunities to use American Sign Language beyond the classroom environment in a variety of time frames and moods.

Examples: Establish interpersonal relationships with ASL users.
Explore the internet to find authentic websites of current events and Deaf culture interests.
Attend cultural events or social activities that reflect Deaf culture.

Unpacked Content
Goals:
Communities
Modes Of Communication:
Interpersonal Mode
Evidence Of Student Attainment:
Students:
  • participate in Deaf cultural events beyond the classroom to establish interpersonal relationships with ASL users.
  • explore the internet to find local Deaf cultural events and social activities.
Performance Descriptors:
Knowledge:
Students know:
  • how to locate deaf cultural events on the internet on Deaf event sites.
  • target language vocabulary and grammatical structures to communicate with native signers.
  • Deaf organizations/agencies which sponsor Deaf events.
Skills:
Students are able to:
  • locate sites which list Deaf social events.
  • locate sites which list interpreted events.
  • communicate with native users with appropriate vocabulary, grammatical structures, time frames, mood, and cultural practices.
Understanding:
Students understand that:
  • Deaf community events are opportunities to use the target language outside of the classroom setting.