Grade 11: Acquiring Information

PRESCRIBED LEARNING OUTCOMES

• research and use relevant information from a variety of age-appropriate ASL resources in order to complete authentic tasks

To view the prescribed learning outcomes for Foundations in other grades click on an icon below.

SUGGESTED INSTRUCTIONAL STRATEGIES

• Have students use a variety of ASL health and fitness videos as references. Then ask each student to choose one area of her or his lifestyle to improve. Ask students to create Self-Improvement Plans and to monitor progress for one month in a video format. Entries should be signed at least twice a week and should make direct reference to the plan each student has developed, noting steps taken or not taken. At the end of the month, students may present their plans to the class, with summaries of the results. Results could also be presented in graphic or other non-verbal form.
• Ask students to create videos about topics from other course areas. Provide an opportunity for them to present their videos in a film festival for other ASL classes.
• Encourage students to find out about employment opportunities locally, provincially, and across North America by interviewing employees of companies in which ASL is used. This could be done individually or as a group project.

SUGGESTED ASSESSMENT STRATEGIES

• Use the following criteria to assess students' presentations:
  • information is clear
  • information is relevant and accurate
  • assignment includes details, reasons, and examples to support key points
  • language is appropriate and understandable
  • information is organized in a way that makes it easy to follow (e.g., transitions and tenses are used effectively)
• When students create Self-Improvement Plans, assess by considering the extent to which they have:
  • developed coherent plans based on resources used in class
  • communicated information related to personal health and lifestyle
  • documented progress daily in journals
  • summarized results (what worked and what did not work), giving reasons and conclusions
  • included self-assessment
• For group projects, individuals or pairs might be responsible for preparing specific components. When assessing each component, look for evidence that students have:
  • acquired accurate and relevant information
  • communicated their information clearly
  • suggested solutions to problems
  • suggested actions to be taken
  • presented their information or views in a way that appealed to their audience
  • used a range of useful vocabulary, phrases, and structures
  • taken risks to include complex information or unfamiliar language

Previous Page Next Page