Grade 12: Communicating

PRESCRIBED LEARNING OUTCOMES

• exchange ideas and thoughts about areas of personal interest
• give reasons and information to support points of view on various issues
• express long- and short-term plans, goals, and intentions
• interact in ASL effectively and spontaneously in situations drawn from real life

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

SUGGESTED INSTRUCTIONAL STRATEGIES

• Have students prepare ASL answers to questions regarding their life experiences. (e.g., Who in your family has influenced you the most?) For this example, information could include:
  • the person's name and which side of the family the person is from
  • details about the person's influence on the student
  • how the student has changed as a result Then, using these information sheets as references, have students interview each other in pairs and present their partners to the class.
  • Ask students to brainstorm issues or current events that interest them. Encourage them to participate regularly in discussions or informal debates on these issues, giving reasons and information to support their points of view.
  • After a general class discussion on the existing rules of the school, have students work in small groups to give their reasons for wanting to change one or more rules. Have each group present its suggestions for class consideration. As a class, reach a consensus, through discussion, on two or three rules to be changed. A class representative could then present the class decision to the student council, the school administration, and the school board.
  • Have students role-play conversations with their parents in which they discuss their plans for after graduation. Encourage students to give reasoned arguments for their choices.

SUGGESTED ASSESSMENT STRATEGIES

• When students present information to the class, criteria could include their abilities to:
  • sign from notes rather than prepared text
  • make information comprehensible
  • summarize key points and include relevant details
  • use appropriate vocabulary and structures
  • organize information and time sequences clearly (use transitions and tenses effectively)
• When students engage in a discussion about school rules, assess students' participation and effectiveness by looking for evidence of the extent to which they:
  • take positions and make their views clear
  • give reasons to support their arguments
  • listen actively and attempt to respond to or build on others' ideas
  • participate in the discussion with some degree of spontaneity and engagement
• When students in pairs are interviewing each other or practising role-playing situations, arrange for each pair to be observed by at least two other students, who look for evidence that:
  • interactions are taking place in ASL
  • students are conveying appropriate, relevant information
  • a variety of strategies are being used to negotiate meaning and sustain the interactions (e.g., rephrasing, questioning, repeating key words and phrases)
• Encourage students to note and monitor two or three short-term goals in their journals or video diaries. Ask them to write about their progress from time to time.

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