Grade 9: Communicating

PRESCRIBED LEARNING OUTCOMES

• communicate opinions and preferences, giving reasons
• describe and exchange information related to activities, people, and things
• ask for assistance and detailed information, including directions and prices
• 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

• Ask students to work in pairs to role-play a customer visiting a travel agent to plan a vacation. Their ASL conversations should include discussions of who is travelling, where, when, and how, as well as destinations, dates, and prices.
• Have students in pairs use ASL to exchange information on their preferences in movies, TV shows, sports, books, and clothing.
• Invite students in small groups to use ASL to share ideas for fun things to do on a Saturday afternoon. Encourage students to give opinions and reasons.
• Ask each student to interview a partner in ASL to find out about that person's family and friends; favourite activities, food, and music; and most-prized possession. Students should use this information to create visual bio sheets about their partners and then make presentations in which they describe their partners to the class in ASL.
• Ask students to work in small groups to prepare menus for a real or imaginary Multicultural Food Fair. At the fair, invite students to circulate from centre to centre, using ASL to order dishes and inquire about prices, ingredients, and quality.

SUGGESTED ASSESSMENT STRATEGIES

• As students interact with one another, note the extent to which they:
  • use ASL to gain or offer necessary information
  • sustain their ASL interactions beyond the first question or response
  • interact with some fluency and spontaneity
  • focus on key information (e.g., identifying patterns of preference in the class)
  • tolerate ambiguity when unable to understand
  • use ASL to clarify meaning
  • work toward appropriate non-manual signals
• Provide frequent opportunities for students to reflect on key concepts and useful information they have learned and to set personal goals. For example, start each class by having students note daily goals for:
  • number of times they will sign
  • number of people they will sign to
  • two or three key words or structures they will practise and use at least five times
  At the end of each class, students could review their goals and record the extent of their success. Collect, review, and comment on these goals and records from time to time.

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