Grade 10: Communicating

PRESCRIBED LEARNING OUTCOMES

• communicate needs, desires, and emotions
• describe events and experiences in logical order
• explain how to do an everyday activity or procedure
• communicate in ASL while participating in a variety of situations drawn from real life

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

SUGGESTED INSTRUCTIONAL STRATEGIES

• Establish a pattern of having students form pairs at the beginning of each week to discuss with each other what activities they took part in during the weekend. Conversations should include when, where, and with whom they did the activities.
• Invite students to use ASL to tell class members, either live or recorded on videotape, about films they have seen recently and enjoyed. Information should include names of leading actors, genres of the films, quality of performances, emotions evoked, settings, and brief plot summaries. After watching descriptions, students can give reasons for their personal choices of one or two films they would like to see.
• Have students work in groups to organize a class flea market, real or simulated. Challenge purchasers and vendors to express their needs and desires in ASL as they make their transactions.
• Have students conduct demonstrations for the class of how to prepare their favourite healthy snacks. Each demonstration should include a signed step-by-step description of the recipe, with visual aids.
• Ask students to bring items from home and role-play returning the items to the stores where they were purchased. Role plays should include giving reasons as to why the item was not appropriate (e.g., wrong size, wrong colour).

SUGGESTED ASSESSMENT STRATEGIES

• When students are engaged in activities in which they exchange information with partners, use a checklist to assess the interactions. For example, note to what extent students:
  • describe in some detail the information their partners provided
  • actively engage in the interactions, using ASL to obtain the required information
  • sustain interactions, taking risks to extend their language boundaries
  • describe their activities in sequence, linking statements in the past, present, and future
• When students are presenting live or videotaped film reviews, assess their abilities to communicate information. Criteria might include the extent to which the:
  • message is clear
  • information is complete and relevant
  • language is appropriate to the task (e.g., use of past tense, sequencing words)
• Provide frequent opportunities for students to reflect on what they have learned and to set personal goals related to language skills they are working on. For example, at the beginning of each class, have students write two goals or intentions for that week (e.g., I want to learn new vocabulary or structures to communicate about soccer). At the end of the week, students can note the extent of their success. Important insights into students' attitudes and their development can be gained by reviewing and commenting on their goals and records at regular intervals.

Additional information will be provided as soon as resources to support the learning outcomes are identified.

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