Grade 11: Communicating

PRESCRIBED LEARNING OUTCOMES

• exchange opinions on topics of interest
• describe or narrate, with some supporting detail, an event, situation, or experience
• discuss plans related to common activities
• interact in ASL with growing confidence in familiar situations drawn from real life

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

SUGGESTED INSTRUCTIONAL STRATEGIES

• Hold brief, weekly discussions to give students practice in developing their communicative skills. Topics might include "past celebrations," "news items" (international, national, local), "an unforgettable moment," and "the best gift ever received." Students could also enter their ideas or thoughts about the topics in a video diary, giving them an opportunity to clarify their thinking and refine their communication.
• Challenge students to explore various examples of people whose lives have been changed in some dramatic way. Encourage them to think of their own life-changing experiences and to prepare presentations for the class. In the presentations, students should describe what they were like before these experiences and how they have changed as a result.
• Ask students to form small groups and brainstorm reasons why adolescents smoke and to identify why smoking is harmful. After the group discussion, have students complete questionnaires on personal smoking habits. Then, as a class, identify the three most common reasons for smoking. In pairs, students could share opinions and reasons for prohibiting smoking in various public places and then present their ideas to the whole class.
• Provide opportunities for students to role-play a variety of common situations, giving time for preparation but not requiring a memorized script. Situations might include:
  • purchasing a second-hand car
  • renting a captioned movie
  • planning a date
  • applying for a driver's licence

SUGGESTED ASSESSMENT STRATEGIES

• After each student makes a presentation on life-changing experiences, have classmates pose questions to the presenter to clarify or expand on details. Students could also be required to ask a minimum number of questions in the course of the presentations. Questions can be assessed for the extent to which they:
  • are understandable
  • are relevant to the presentation
  • ask for information or clarification not already provided
• At regular intervals, ask each student to choose a video journal entry to refine for submission. Assess students' signing ability for evidence that:
  • meaning is clear
  • supporting detail, reasons, or examples are included
  • a variety of vocabulary and phrases are used
  • time sequence is clear, with appropriate use of transitions
• Present various common situations for role plays and outline task requirements (e.g., length of role plays, special requirements for language or content, use of props). After students in pairs have had time to practise the situations, ask each pair to draw a card describing one situation. After a few minutes of preparation, students then present the role plays and are assessed by teacher and peers using criteria such as:
  • language is understandable
  • statements are logical and related to the topic or problem
  • signing is reasonably fluid
  • interaction is sustained
  • conveys spontaneity
  • effective strategies are used to clarify meaning as needed

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

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