Observe and tell a story in ASL includes video
Observe and tell a story in ASL includes video
Learners will watch a story told in ASL and then answer questions to demonstrate their understanding. Learners will then write and sign their own story, using a series of storytelling tips as a guide.
- “Observe and tell a story in ASL” ASL video, which includes:
- “My Train Trip in Egypt”
- “Tips for being a good ASL Storyteller”
https://www.youtube.com/watch?v=zWNbUb5ctbM&feature=youtu.be
- Smartboard
- Intervenor (based on client’s needs)
- Deaf Instructor (if available)
- Assistive technology or ACC if applicable
- Computer with internet access
- Magazines, drawing material, or clip art
- Paper and pen / pencil
Support Materials Included:
An “Optional Video outline for Instructor and Learner reference” with instructions for this Task Set in both English and ASL
“Storytelling in ASL” rubric, with examples of storytelling skills at various levels
ASL-ObserveandTellaStory_EI_A3_B1.1_B2.1_B4_D1.doc — Never downloaded
ASL-ObserveandTellaStory_EI_A3_B1.1_B2.1_B4_D1.pdf — Never downloadedA3. Extract info from films, broadcasts and presentations
Competency A: Find and Use Information
Task Group A3: Extract information from films, broadcasts and presentations
The tasks in this task group are not rated for complexity
ESKARGO:
Embedded Skills, Knowledge and Attitudes Reference Guide for Ontario – A3
B1. Interact with others
Competency B: Communicate Ideas and Information
Task Group B1: Interact with others
Level: 1
At this level, learners: Participate in brief interactions to exchange information with one other person
Performance Descriptors
The learner:
- Conveys information on familiar topics
- Shows an awareness of factors such as social, linguistic, and cultural differences that affect interactions in brief exchanges with others
- Chooses appropriate language in exchanges with clearly defined purposes
- Participates in short, simple exchanges
- Gives short, straightforward instructions or directions
- Speaks or signs clearly in a focused and organized way
- Repeats or questions to confirm understanding
- Uses and interprets non-verbal cues (e.g. body language, facial expressions, gestures)
Task Descriptors
- Scope of task is limited
- Involves one other person
- Is brief
- Addresses a familiar audience
- Contains concrete and familiar content
- Has a highly explicit purpose
- Is informal
Interaction Types:
- Exchange information
- Give instructions
- Provide directions
- State preferences
ESKARGO:
Embedded Skills, Knowledge and Attitudes Reference Guide for Ontario – B1.1
B2. Write continuous text
Competency B: Communicate Ideas and Information
Task Group B2: Write continuous text
Level: 1
At this level, learners: Write brief texts to convey simple ideas and factual information
Performance Descriptors
The learner:
- Writes simple texts to request, remind, or inform
- Conveys simple ideas and factual information
- Demonstrates a limited understanding of sequence
- Uses sentence structure, upper and lower case, and basic punctuation
- Uses highly familiar vocabulary
Task Descriptors
- Scope of task is limited
- Addresses concrete, day-to-day topics
- Addresses a small, familiar audience
- Is informal
- Is up to a paragraph in length
- Has a familiar context
- Has a highly explicit purpose
Text types:
instructional, descriptive, narrative, and brief informational texts
Examples:
- Notes
- Brief emails
- Directions
- Instructions
- Text messages
ESKARGO:
Embedded Skills, Knowledge and Attitudes Reference Guide for Ontario – B2.1
B4. Express oneself creatively
Competency B: Communicate Ideas and Information
Task Group B4: Express oneself creatively
At this level, learners: Express oneself creatively, such as by writing journal entries, telling a story, and creating art
The tasks in this task group are not rated for complexity
ESKARGO:
Embedded Skills, Knowledge and Attitudes Reference Guide for Ontario – B4