Content Outline and Competencies:

I. Utilize Both Non-Verbal and Verbal Communication 
   A. Communicate the context of a message through eye contact, facial
expression and body language
   B. Demonstrate basic ASL signs 
   C. Practice manual and physical coordination
   D. Receive and express a message by communicating its content through
manual and physical coordination in ASL
        
II. Demonstrate Appropriate Vocabulary Used For Grammatical Patterns in
Various Sentence Types Including Time, Pronouns, Subject/Object
Relationships, Classifiers, SASSES, Plurals, Locatives, Temporal Aspects
and Distribution Aspects
   A. Introduce oneself
      1. Ask for and give names in ASL
      2. Confirm and correct information by using positive and negative
headshakes
      3. Use yes/no questions, Wh-questions, personal pronouns and
spatial
referencing
   B. Exchange personal information
      1. Ask if the person is deaf or hearing and where that person
learned sign language 
      2. Respond to information in ASL
      3. Use yes/no and Wh-questions and the not-negation in ASL
   C. Talk about surroundings
      1. Ask/tell where.  
      2. Express wants and correct information
      3. Use real - world orientation and non-manual markers
   D. Tell where you live
      1. Ask/tell where and how you come to class
      2. Use Wh-questions and real world orientation and noun-verb pairs
   E. Talk about your family
      1. Ask/tell about marital status and siblings
      2. Practice the number of siblings and family members involved
      3. Use possessive pronouns, yes/no questions, negative responses
and contrastive structure.
   F. Tell about activities
      1. Receive and express apologizing, giving reasons and opinions and
suggesting activities
      2. Using time signs, what-questions, dual pronouns, phrasing and
listing activities

III. Practice Producing and Receiving Numbers
   A. From 1 - 30
   B. Multiples of 5 (up to 100)

Content Outline and Competencies:

I. Expressive and Receptive Communication Skills:
   A. Use varied sentence types (including Rhetorical and Conditional)
   B. Recognize and practice signs in ASL related to time
   C. Sign properly in pronouns and subject/object relationships in ASL
   D. Describe objects and people with sign classifiers, pluralization,
and locatives
   E. Acquire a basic understanding of temporal and distributional
aspects
in conversation

II. Demonstrate Vocabulary Used for Various Types of Language Functions
and Grammar:
   A. Give directions
      1. Ask/tell where, explain needs, interrupt conversations, confirm
and express uncertainty
      2. Use ordinal numbers, topic/comment structure and spatial
referencing in ASL
   B. Describe others
      1. Identify people who are present, confirming and correcting
      2. Use Wh-questions, descriptive classifiers, body part classifiers
and describe clothing 
   C. Make requests
      1. Describe locations and commands, offer assistance,
accept/decline
offers and ask for clarification
      2. Use spatial verbs, inflected verbs, spatial reference and role
shift
   D. Talk about family and occupations
      1. Explain relationships
      2. Ask/tell how long and how old
      3. Use possessive pronouns and dual personal pronouns
      4. List principle:  ranking family members      
   E. Attribute qualities to others
      1. Contradict opinions
      2. Use one-character role shifting
      3. Practice contrastive structure
   F. Talk about routines
      1. Solve conflicts
      2.Tell what time and when
      3. Use temporal sequencing, time signs and frequency 
   G. Practice producing and receiving numbers
      1. From 51-98
      2. Multiples of 5, 10, and 11 
      3. Related to money
      4. Related to time on a clock
      5. Related to age

Content Outline and Competencies:

I. Demonstrate Proficiency in Non Verbal Communication
   A. Communicate the context of a message through appropriate eye
contact, facial expressions, body language and ASL

II. Demonstrate Intermediate ASL Verbal Communication Skills
   A. Read and receive intermediate ASL signs and grammar
   B. Express and send intermediate ASL signs and grammar

III. Demonstrate Proficiency in Manual/Physical Coordination
   A. Communicate the context of a message using manual and physical
coordination in ASL

IV. Demonstrate Receptive and Expressive Competencies in ASL Conversation
at the Low/Mid Intermediate Level
   A. Complain, make suggestions and requests
      1. Complain about others, make suggestions, make requests, ask for
permission, express concern, decline and explain why, agree with
condition, agree with shortcoming and ask for clarification
      2. Use recurring time signs, continuous time signs, temporal
aspects: recurring and continuous, inflecting verbs, role shifting,
conditional sentences and clock numbers
   B. Talk about the weekends
      1. Ask about the weekend, describe weekend activities, express
opinions/feelings
      2. Tell about disrupted plans, temporal sequencing, time signs with
durative aspect
      3. Use element classifiers
   C. Exchange personal information
      1. Ask/tell when, tell about life events (when clauses, phrasing
for
sequencing events)
      2. Ask nationality of name, narrate family immigration and history,
correct and elaborate
      3. Use possessive forms, descriptive and locative classifiers,
numbers, dates and addresses
   D. Locate things around the house
      1. Give reason and make request, ask where, give specific location,
correct and confirm information, open conversations
      2. Use topic-comment structure, weak hand as reference, locative
classifiers, yes/no questions, wh-questions
   E. Describe and identify objects
      1. Ask what a word means, give definition, describe object
      2. Use descriptive classifiers (for shapes, patterns and textures),
instrument classifiers, weak hand as reference, topic-comment structure,
non-manual markers and money numbers.
   F. Practice producing and receiving numbers
      1. From 120 – 1,000
      2. Ordinal: 101-109
      3. Multiples of 100 to 1,000

Content Outline and Competencies:

I. Demonstrate Proficiency in Manual/Physical Coordination
   A. Communicate the context of a message using manual and physical
coordination in ASL 
   B. Demonstrate receptive and expressive competencies in ASL
conversations at the mid/high intermediate level.

II. Demonstrate Receptive and Expressive Competencies in ASL Conversations
at the Mid/High Intermediate Level.
   A. Narrate unforgettable moments 
      1. Receive and express passing, throwing, spilling, tripping and
falling
      2. Receive and express information about injuries and mishaps
      3. Use appropriate language to express kissing, hugging and poking
in a Deaf culture setting.
      4. Receive and express information about unforgettable moments
   B. Share interesting facts
      1. Receive and express information about the whole-part of facts
      2. Receive and express listing facts and comparing facts
      3. Receive and express information about illustrating a fact
   C. Explain rules
      1. Receive and express information about different rules we live by
      2. Practice card games and group games
   D. Tell about accidents
      1. Receive and express information about accidents with horses
      2. Receive and express information about accidents with
transportation
      3. Describe an accident

Content Outline and Competencies:

I. Using Sentence Types
   A. Receive and express Yes-No Questions, Wh-word Questions, Rhetorical
Questions in ASL.
   B. Receive and express commands, conditionals, negation and assertion,
topicalization, relative clauses sentence types in ASL.

II. Understanding the Time concept in ASL
   A. Receive and express relative time- The "Time Line".
   B. Receive and express non-manual adverbs, incorporation of number,
passive hand as reference point.
   C. Receive and express regularity signs, duration-related signs,
repetition and duration-related signs, and tense using ASL.

III. Applying Pronominalization in ASL
   A. Receive and express pronouns referring to "present" people, things,
and places.
   B. Receive and express indexing, plural pronouns, eye-indexing,
possessive reference, reflexive/emphatic reference, demonstrative
reference, pronouns referring to "non-present" people, things, places.
   C. Receive and express setting up referents in space: What, Where, and
How, and setting up referents on the non-dominant hand in ASL.

IV. Utilizing Subjects and Objects in ASL
   A. Receive and express verbs, directionals, sign order and
topicalization.
   B. Receive and express body and gaze shifting, direct address, and what
are subjects and objects in ASL.

V. Understanding what Classifiers are in ASL and its' role.
   A. Receive and express classifiers that represent noun functions,
classifiers that represent singulars and pluralizations.
   B. Receive and express classifiers that represent size, shape,
depth,and texture (also known as descriptive classifiers) in ASL.

VI. Applying Locatives in ASL space.
   A. Receive and express different ways to express locative relationships
in ASL.
   B. Receive and express directional verbs, indexing, and separate
locative signs in ASL.

VII. Utilizing Pluralization in ASL
   A. Receive and express number agreement rules, ways to indicate
plurality with different types of signs, singular classifiers, plural
classifiers.
   B. Receive and express pronouns, number signs, and verbs in ASL.

VIII. Applying Temporal Aspect in ASL
   A. Receive and express four different inflections for temporal aspect
in ASL.

IX. Applying Distributional Aspect in ASL
   A. Receive and express four different inflections for distributional
aspect in ASL.

X. Understanding the History of Deaf Culture and American Sign Language
   A. Explain the meaning of a "language",  the history of American Sign
Language and how it affected deaf culture.
   B. Explain the history of using English in the Deaf Community and
compare it to ASL.
   C. Receive and express sign formations and variations, and selected
sign types in ASL.

Content Outline and Competencies:

I. Cultural diversity issues in the Deaf Community
   A. Examine the concepts of language and identity
   B. Discuss the language/mode continuum within the d/Deaf community
(Oral, cued speech, MCE, Contact Variety, ASL, etc)
   C. Examine the collectivistic nature of the d/Deaf community and
implications for diversity.
   D. Examine multiculturalism/diversity within the Deaf community (race,
gender, sexual orientation, etc)

II. Resources available in the Deaf Community
   A. Identify resources of the Deaf Community (organizations/clubs,
advocacy agencies and Commissions for the Deaf & Hard of Hearing, Deaf
residential schools)
   B. Describe Deaf Community organizations related to local and national
clubs and sports (sports, advocacy, religious, political, multi-cultural,
and social) 
   C. Examine how access and public awareness have changed the lives of
d/Deaf and hard of hearing people.  

III. Major events in Deaf history
   A. Examine historical events 
   B. Identify well-known Deaf/deaf and hearing figures

IV. Significant features of Deaf Culture.
   A. Identify and examine social interaction rules, values, language and
tradition, group identity
   B. Compare and contrast features of Deaf culture with mainstream,
non-Deaf American culture. 
      1. identify elements of high context culture and low context
culture
      2. identify differences between collectivistic and individualistic
cultures
   C. Discuss and reflect on individual reactions and pre-conceived
ideas.

V. Culturally-oriented views of the Deaf Culture/Community versus the
pathological perspective.
   A. Examine the term “disability” by identifying connotations,
assumptions, stigma, etc.
   B. Examine what it means to be a cultural/linguistic minority within
mainstream, American society. 
   C. Discuss the terms hearing, d/Deaf, hard of hearing, and hearing
impaired
   D. Compare and contrast views of various stakeholders within Deaf
Education (parents, administrators, teachers of the Deaf, Special
Educators, etc).
   E. Examine philosophies of Manual Communication and the Oral Method 
   F. Examine the phenomenon of Cochlear Implants and the effects on
mainstream views of Deaf people as well as effects within the d/Deaf
community.

VI. Pedagogical, social and political issues within the Deaf Community
   A. Discuss implications of the diverse range of educational choices for
parents (Oral, Aural, cued speech,  mainstream, residential)
   B. Examine the influences of media on the d/Deaf community 
   C. Examine the role of national and local service agencies and
providers in legislation and politics related to d/Deaf people

Content Outline and Competencies:

I. The appropriate use of fingerspelling in ASL discourse.
   A. Recognize and produce titles and names of people, places, books,
movies, programs, etc. 
   B. Recognize and produce numerical and alphabetical information related
to locations and addresses.
   C. Recognize and produce fingerspelling for expression of words that do
not have lexical signs (technical words, acronyms, specialized
vocabulary).
   D. Recognize ways that fingerspelling is sometimes used for other
communicative purposes (emphasis, surprise, clarification).

II. Skills related to comprehension and production of fingerspelling
   A. Comprehend and produce fingerspelled words from identified topic
categories (i.e., food, beverages, cities/towns, nature, automobiles,
etc.).
   B. Comprehend and produce numerical information (addresses, phone
numbers, personal information, basic math).
   C. Comprehend and produce lexicalized loan signs.

Content Outline and Competencies: