Big Ideas
Big Ideas
Viewing with intent supports our acquisition and understanding of a new language.
We can express ourselves and discuss the world around us in a new language.
With increased fluency, we can participate actively in reciprocal
involving back-and-forth participation
interactions.
We can share our experiences and perspectives through 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.
.
Creative works
represent the experience of the people from whose culture they are drawn (e.g., books, dance, paintings, pictures, poems, songs, architecture)
are an expression of language and culture.
Acquiring a new language and learning about another culture deepens our understanding of our own language and of Deaf language and culture.
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)
- mouth open (used to convey length of time)
common, high-frequency vocabulary and ASL structures, 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
- types of questions
- peopleorder used to describe people:, objects, and personal interests
- gender
- ethnicity/background
- height
- body type
- eyes, hair, and other details, such as clothing
- comparisons
- common emotions and physical states
- basic beliefs and opinions
past, present, and future time frames
ASL timeline (e.g., mark tenses with signs, as well as location/placement, and indicate short and long time spans)
common elements of stories
Deaf communities around the world
society’s perceptions
e.g., descriptive terminology, perceived capabilities, societal status
of Deaf people through time
cultural aspects
Deaf communities and culture tend to be collectivistic (i.e., focused on the group and its interests) in nature.
of Deaf communities
creative works from Deaf culture
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; residential school experience
, 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 between common handshapes, movement, and location of signs and how they can be used to make different meanings
Comprehend key information
to answer the questions, “Who?” “What?” “Where?” “When?” “Why?”, and “How?”
and supporting details in communications
Use various strategies to increase understanding and produce language
- 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)
- size, style, location, and position of a sign
- facial expression
- iconic similarities
- mouth morphemes
Narrate and retell stories
- using common expressions of time and transitional words to show logical progression
- using past, present, and future time frames
- in ASL or written language
Exchange ideas and information using complete ASL sentences
there is no written form of an ASL sentence
Seek clarification and verify
e.g., non-manual signals, facial expression, head nod
meaning
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
Identify, share, and compare information about Deaf communities around the world
Describe similarities and differences between their own cultural practices and cultural practices of the local Deaf community
Explore ways to engage in Deaf cultural experiences
e.g., blogs, vlogs, school visits (real or virtual), Deaf World 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