Big Ideas |
The communicative context determines how we express ourselves. |
American Sign Language (ASL) 11 |
No CCG |
|
Big Ideas |
Language and culture are interconnected and shape our perspective, identity, and voice |
American Sign Language (ASL) 11 |
No CCG |
|
Big Ideas |
Viewing and expressing with intent supports our acquisition of a new language. |
American Sign Language (ASL) 11 |
No CCG |
|
Content |
First Peoples perspectives connecting language and culture, including histories, identity, and place |
American Sign Language (ASL) 11 |
No CCG |
Keyword: histories |
Elaboration: e.g., conversations with an Elder about local celebrations, traditions, and protocols |
Keyword: identity |
Elaboration: Identity is influenced by, for example, traditions, protocols, celebrations, and festivals. |
Keyword: place |
Elaboration: A sense of place can be influenced by, for example, territory, food, clothing, and creative works. |
|
Content |
D/deaf perspectives and points of view |
American Sign Language (ASL) 11 |
No CCG |
|
Content |
cultural aspects of Deaf communities |
American Sign Language (ASL) 11 |
No CCG |
Keyword: cultural aspects |
Elaboration: 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 |
|
Content |
society’s perceptions of Deaf people over time |
American Sign Language (ASL) 11 |
No CCG |
Keyword: society’s perceptions |
Elaboration: e.g., descriptive terminology, perceived capabilities, societal status |
|
Content |
creative works from Deaf culture |
American Sign Language (ASL) 11 |
No CCG |
|
Content |
contributions to society and other accomplishments of D/deaf or hard-of-hearing people, including Canadians |
American Sign Language (ASL) 11 |
No CCG |
Keyword: D/deaf |
Elaboration: “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. |
|
Content |
ASL resources and services |
American Sign Language (ASL) 11 |
No CCG |
Keyword: resources and services |
Elaboration: e.g., blogs, courses, clubs, informal and formal groups, associations, online resources |
|
Content |
past, present, and future time frames |
American Sign Language (ASL) 11 |
No CCG |
Keyword: time frames |
Elaboration: ASL timeline (e.g., mark tenses with signs, as well as location, and indicate short and long time spans) |
|
Content |
increasingly complex vocabulary and sentence structures, including:- complex questions
- personal experiences, lifestyles, and relationships
- future events
- explanation and justification of opinions
- points of view
- elements and register
|
American Sign Language (ASL) 11 |
No CCG |
Keyword: elements |
Elaboration: format, context, audience, purpose |
Keyword: register |
Elaboration: communicating with strangers, elders, peers, friends, family |
|
Content |
non-manual signals |
American Sign Language (ASL) 11 |
No CCG |
Keyword: non-manual signals |
Elaboration: 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 signingmouth morpheme: “cha” (big), “fish” (finish), “diff-diff-diff” (different), “pah” (finally, tends to), “pow” (suddenly)head nod/shakeWH-face (eyebrows down for a WH question, shoulders up, head tilted slightly)shoulder shift/contrastive structure/spatial organizationeye gaze: must be used with deixis (pointing)distance signals: eyes open wide, cheek to shoulder, mouth open, teeth/tonguenose twitch |
|
Curricular Competency |
Recognize First Peoples perspectives and knowledge, other ways of knowing, and local cultural knowledge |
American Sign Language (ASL) 11 |
Personal and social awareness |
Keyword: ways of knowing |
Elaboration: e.g., First Nations, Métis, and Inuit; and/or gender-related, subject/discipline specific, cultural, embodied, intuitive |
|
Curricular Competency |
Analyze personal, shared, and others' experiences, perspectives, and worldviews through a cultural lens |
American Sign Language (ASL) 11 |
Personal and social awareness |
Keyword: cultural lens |
Elaboration: e.g., values, practices, traditions, perceptions |
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