Big Ideas
Big Ideas
Viewing with intent helps us understand a variety of messages.
Non-verbal cues
non-manual signals, including facial expressions, pausing and timing, shoulder shifting, mouth morphemes, eye gaze
are integral to communicating meaning.
Reciprocal
involving back-and-forth participation
interactions help us understand and acquire language.
Stories
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.
help us to acquire language and understand the world by exploring, for example, thoughts, feelings, knowledge, culture, and identity
around us.
Knowing about Deaf and other diverse communities helps us develop cultural awareness.
Content
Learning Standards
Content
ASL as a natural language
a language that has evolved naturally through use and repetition; a complete language on its own
five parameters
handshape, movement, palm orientation, location, facial expression
of ASL
classifiers
- handshapes that are typically used to show different “classes” of things, sizes, shapes, and movement
- basic classifiers: CL:1, CL:B, CL:3 CL:L (modified), CL:5 (open and modified)
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)
- head nod/shake
- WH-face (eyebrows down for a WH question, shoulders up, head tilted slightly)
- shoulder shift/contrastive structure/spatial organization
common, high-frequency signs and basic ASL structure, including:
- topic and time, using shoulder shift, simple listing and ordering technique, and the sign “which” to indicate choice
- conveying a positive or negative emotion
- “quiet” or “loud” (intended for individuals or large audiences – “whispered” or “shouted”)
- making a statement or asking a question
- self and othersincluding hobbies and topics of interest, likes, dislikes, and preferences; common emotions and physical states
- types of questions
- locations and directionsusing signs (near/far, really close/really far, nearby) and directions, including non-manual signals
- likes, dislikes, and preferences
- simple comparisonsFor example, compare and contrast is illustrated in ASL by shifting shoulders, pointing, and using two-handed signs while changing location.
cultural aspects
e.g., creative handshape play as an integral part of the language and culture of the Deaf community; ASL as a natural language; ASL as a non-written language
of and information about Deaf and other diverse communities
handshape stories
e.g., alphabet, number, classifier
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.
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 the relationships
e.g., blind/doubt/Ireland
between common handshapes and location of signs and how they make meaning
Comprehend meaning in stories
Comprehend key information
to answer the questions, “Who?” “What?” “Where?” “When?” “Why?”, and “How?”
and supporting details in 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 other communications
Use language-learning strategies to increase understanding
- including context, prior knowledge, compound signs (e.g., breakfast = [eat + morning], parents = [mother + father], agree = [think + same])
- iconic signs that look like the intended meaning (e.g., eat, drink, sit, stand, sleep, book, door)
Use facial expressions, non-manual signals, movement, and location to communicate effectively in ASL
Create simple handshape stories
can use alphabet, number, or classifier handshapes
Follow instructions to complete a task and respond to questions
Exchange ideas and information using complete ASL sentences
there is no written form of an ASL sentence
Seek clarification of meaning using common statements and questions
- Again, please.
- How do you sign…?
- I don’t understand.
- Slow down, please.
- Not clear.
Share information using the presentation format
digital or visual, including aids such as videos, charts, graphics, illustrations, organizers, photographs, tables
best suited to their own and others’ diverse abilities
Personal and social awareness
Investigate Deaf communities around the world
Identify, share, and compare information about Deaf culture and experiences
e.g., technology, blogs, vlogs, school visits (including virtual/online visits), Deaf World and Interpreting conference, plays, social media
Examine 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