Grade 11: Acquiring Information

PRESCRIBED LEARNING OUTCOMES

• find and use information from age-appropriate ASL resources in order to complete authentic tasks

SUGGESTED INSTRUCTIONAL STRATEGIES

• Have students work in groups to conduct opinion polls, using simple ASL terms to determine the range of preferences in the class regarding everyday activities (e.g., sports, music, humour, clothing, food). Post the results or have students record them on charts or graphs.
• Invite each student to select an article relating to Deaf issues from a newspaper or magazine and identify three interesting facts to report to the class. Have students present the information visually using some key phrases in ASL.
• Show an ASL video (e.g., song, dramatic reading, speech) and ask students to:
  • recall key phrases related to a topic
  • identify phrases or expressions related to a central theme or concept
• Invite students to read several letters in Deaf youth magazines or to access ASL information on the Internet, noting the topics discussed, opinions given, and expressions used. Then arrange a video exchange with video pals. Ask students to sign their own videos and to respond to information sent by their video pals.
• Have students watch several TV commercials and note information about the products, where they can be purchased, and why consumers should buy them. For each commercial, students should note any words or expressions that helped them find the information. In groups, students then share their findings in ASL and prepare presentations (e.g., role play, videotape) describing products of their choice.

SUGGESTED ASSESSMENT STRATEGIES

• When students work with resources in ASL, note the extent to which they:
  • make logical predictions
  • use strategies such as previewing, looking for patterns, and using context clues
  • focus on key information
  • can explain the clues and strategies they used
• When students report on or represent information, note the extent to which they:
  • identify and recount ideas or impressions
  • include relevant and accurate detail
  • reproduce ASL signs, phrases, patterns, and structures in understandable form
  • organize and sequence information appropriately (e.g., when giving instructions)
• Have students keep up-to-date language logs in which they:
  • set personal goals for acquiring or extending specific language skills
  • chart their progress regularly, making comparisons to previous performance and to goals or targets they have set
  • record new phrases and patterns (organized into themes, categories, or topics) and effective strategies they have used
• Compile a list of skills and strategies that may be used for self-, peer, or teacher assessment. These might include:
  • recognizing familiar ASL signs in new contexts
  • using an ASL dictionary appropriately
  • using non-verbal clues (e.g., context, gesture, non-manual signals, graphics) to support meaning
  • using knowledge of common ASL patterns to make predictions or draw inferences

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