Grade 9: Experiencing Creative Works

PRESCRIBED LEARNING OUTCOMES

• view creative works and respond to them in various ways

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SUGGESTED INSTRUCTIONAL STRATEGIES

• Ask each student to select and practise signing an ASL poem and then present it to the class. Students might also create a collage that represents the poem's main ideas as well as their own reactions to the poem.
• Have students view simple Deaf myths, legends, and folklore and present them however they choose (e.g., skits, puppet plays, dance).

SUGGESTED ASSESSMENT STRATEGIES

• When students present creative works they have chosen, look for evidence that they are:
  • willing to go to some effort to consider works or experiences not presented in class
  • making connections between other experiences and their responses to the work they are presenting
  • able to present reasons and details to support their views or preferences
  • willing to take risks to use new vocabulary, structures, or formats
  • interested in the works presented by other students (e.g., watching attentively, asking questions)
• When students sign poems, observe and note the extent to which they:
  • are open and willing to engage in the task
  • demonstrate comprehension
  • use ASL vocabulary creatively
  • are willing to share and explain their poems to the class
• Have students watch and discuss a variety of sign music videos and complete ongoing logs. Ask them each to write a short paragraph on "my favourite video" that includes a description of the video and reasons for liking it. Criteria for assessing the paragraphs might include:
  • identifies key topic or theme
  • offers reasons to justify preference
  • takes risks (e.g., attempts to include interesting details)
  • conveys meaning understandably

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

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