Big Ideas
Big Ideas
Viewing and expressing with intent supports our acquisition of a new language.
Language and culture are interconnected and shape our perspective, identity, and voice
The communicative context determines how we express ourselves.
Exploring diverse forms of cultural expression
represent the experience of the people from whose culture they are drawn; for example, celebrations, customs, folklore, language use, traditions, and creative works (e.g., books, paintings, pictures, sculpture, theatre, dance, poetry and prose, filmmaking, musical composition, architecture)
promotes greater understanding of our own cultural identity.
Developing proficiency in a new language provides unique opportunities for careers, travel, personal growth, and study abroad.
Content
Learning Standards
Content
non-manual signals
Non-manual signals (NMS) are parts of a sign that are not signed on the hands (e.g., ASL adverbs made by eyes and eyebrows; ASL adjectives made using the mouth, tongue, and lips). For this level, non-manual signals include but are not limited to:
- facial expression matching the meaning and content of what is signed (e.g., mad, angry, very angry)
- conveying “tone of voice” while signing
- mouth morpheme: “cha” (big), “fish” (finish), “diff-diff-diff” (different), “pah” (finally, tends to), “pow” (suddenly)
- head nod/shake
- WH-face (eyebrows down for a WH question, shoulders up, head tilted slightly)
- shoulder shift/contrastive structure/spatial organization
- eye gaze: must be used with deixis (pointing)
- distance signals: eyes open wide, cheek to shoulder, mouth open, teeth/tongue
- nose twitch
increasingly complex vocabulary and sentence structures, including:
past, present, and future time frames
ASL timeline (e.g., mark tenses with signs, as well as location, and indicate short and long time spans)
ASL resources and services
e.g., blogs, courses, clubs, informal and formal groups, associations, online resources
contributions to society and other accomplishments of D/deaf
“D/deaf” refers to both “Deaf” people who identify with the Deaf culture and “deaf” people who do not. It is often used as a shortcut to describe both groups who are similar but not exactly the same when it comes to communication.
or hard-of-hearing people, including Canadians
creative works from Deaf culture
society’s perceptions
e.g., descriptive terminology, perceived capabilities, societal status
of Deaf people over time
cultural aspects
Deaf communities and culture and their collectivistic nature (i.e., focused on the group and its interests); impacts of history and experiences on language and culture
of Deaf communities
D/deaf perspectives and points of view
First Peoples perspectives connecting language and culture, including histories
e.g., conversations with an Elder about local celebrations, traditions, and protocols
, identity Identity is influenced by, for example, traditions, protocols, celebrations, and festivals.
, and place A sense of place can be influenced by, for example, territory, food, clothing, and creative works.
Curricular Competency
Learning Standards
Curricular Competency
Thinking and communicating
Recognize how choice of signs
nuances among tenses, pronouns, placement and location of signs, similar signs with different meanings
affects meaning
Share and negotiate meaning derived from a wide variety of texts
“Text” is a generic term referring to all forms of written, visual, and digital communication. Written and visual elements can also be combined (e.g., in dramatic presentations, graphic novels, films, web pages, advertisements).
and contexts audience, purpose, setting, formality/informality
Locate
discovering various types of ASL materials
and explore a variety of authentic representations of ASL
Narrate stories
- using expressions of time and transitional signs to show logical progression
- using past, present, and future time frames
Stories, including handshape stories, are a narrative form of text that can be written or visual. Stories are derived from truth or fiction and may be used to seek and impart knowledge, entertain, share history, and strengthen a sense of identity.
Respond personally
e.g., providing personal interpretations or opinions
to a variety of materials
Engage in meaningful conversations on a variety of topics
- with peers, teachers, and members of the wider community
- can include virtual/online conversations
Express themselves with growing fluency
Share information using the presentation format
e.g., digital, visual; aids such as charts, graphics, illustrations, photographs, videos, props, digital media
best suited to their own and others' diverse abilities
Personal and social awareness
Investigate regional variations in ASL
Identify and discuss perspectives
A text can reflect the author's point of view which may include bias.
in texts
Engage in Deaf cultural experiences
e.g., blogs, vlogs, school visits (including virtual visits), performances, exchanges, festivals, films, pen-pal letters, plays, social media
Identify and explore educational and personal/professional opportunities
e.g., academic research, translation, international affairs, government, teaching, travel, study abroad
requiring proficiency in ASL
Analyze personal, shared, and others' experiences, perspectives, and worldviews through a cultural lens
e.g., values, practices, traditions, perceptions
Recognize First Peoples perspectives and knowledge, other ways of knowing
e.g., First Nations, Métis, and Inuit; and/or gender-related, subject/discipline specific, cultural, embodied, intuitive
, and local cultural knowledge