view creative works and respond to them in various ways
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SUGGESTED INSTRUCTIONAL STRATEGIES
At this level, students should be given opportunities to experience a range of creative works depicting the Deaf experience and should be encouraged to seek examples from outside the class. When they are encouraged to make personal choices and respond creatively in a variety of ways, students become more engaged in their learning.
Over three or four lessons, have students watch a video and engage in accompanying tasks such as creating posters, press releases, or brochures to publicize the film. Information should include plot summaries and details about show times and locations. Students could use these materials in ASL role plays about going to see the film.
Have students view a selection of children's stories presented in ASL and then complete one of the following projects:
create a pattern book for young children
illustrate a story to clarify the meaning
role-play a story
retell a story
retell a story with one element changed (e.g., the setting, a character)
record a story on videotape
Present several visual arts images created by Deaf individuals. Ask the class to discuss the significance of the works and to consider their appeal, style, and the feelings they evoke.
Provide a variety of poems written by Deaf poets. After students have had an opportunity to read the poems, have them select one or two and prepare personal responses depicting how they interpret the poems and how they relate to their own experiences.
SUGGESTED ASSESSMENT STRATEGIES
As students develop increasing facility with language, they are able to engage in a wider range of response activities. Teachers can collect assessment information by observing students using ASL in various types of presentations. The choices students make when selecting creative works also reveal their responses to works.
During role plays created in response to videos, assess student work for:
clear expression of personal preferences
ability to focus presentation on key themes of the movie
accuracy in expression
Have students respond to two or three prompts such as the following to reflect on and self-assess their responses to creative works:
I enjoy watching ASL stories when
___________ .
An ASL poem, story, or song that stands out in my mind is ___________ , because
___________ .
My responses to ASL materials are different when ___________ .
A style of story or video that I enjoy in both languages is ___________ , because
___________ .
I could probably increase my enjoyment of ASL stories, poetry, and videos if I ___________ .
This could be done independently or in groups.
After students have prepared personal responses to poetry, have them present their responses to the rest of the class. Use observation checklists and peer and self-assessment to note the extent to which the student's response:
conveys the central theme or idea of the poem
presents a personal interpretation
makes connections to other experiences or works
focusses on some subtle or abstract features of Deaf culture and creative works
attempts to engage viewers and extend their understanding of the poem
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