Grade 7: Experiencing Creative Works

PRESCRIBED LEARNING OUTCOMES

• view and recognize signs in creative works with visual and contextual support, and respond to them in various ways

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

SUGGESTED INSTRUCTIONAL STRATEGIES

• Present ASL songs to the class. As students watch and follow the signing, ask them to note repeated phrases, words, or rhythms. Have students work in groups to practise ASL songs and present them to the class.
• Invite students in groups to look at excerpts from ASL comic books that have no sentences or that have had written communication removed. Students can then re-create and role-play the situation in the comic.
• Introduce students to the works of well-known Deaf artists (e.g., Chuck Baird) and have them create artwork imitating the artists' style. Ask students to answer the question: How does your work relate to Deaf culture?
• Create a gallery of visual images such as paintings or photos of monuments celebrating achievements by Deaf people. Invite students to take a Gallery Walk to view the illustrations. Challenge them to create appropriate captions for each work. As an extension, students can write letters to the artists, asking questions about their works.

SUGGESTED ASSESSMENT STRATEGIES

• Have students view a number of ASL television commercials. Ask them to work in groups to create their own commercials for real or imagined products. Students may choose to videotape their productions or perform them in class. Ask groups to respond to one another's presentations by writing brief comments or making sketches or cartoons. As students prepare and present their commercials and respond to those from other groups, look for evidence that they:
  • notice and model key features of the commercials they view
  • seek opportunities outside of class to practise and observe
  • convey the messages of their own commercials with enthusiasm
  • make connections between what they see and their own experiences
  • provide positive feedback and response to their peers
• As students watch signed songs, look for evidence that they are:
  • responding to the meaning as well as to the rhythms
  • making connections with other music they have heard
  • open and willing to engage in new experiences

• The Father, the Son, and the Donkey
• King Midas
• The Magic Pot
• Sleeping Beauty

• Bravo ASL! Curriculum
• The Emperor's New Clothes & Hans Clodhopper

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