Use the assessment criteria from Unit 10. Select the relevant criteria for the students to use, depending on the task that they are to complete. For storytelling, use the criteria as set out in activity 11.4 of Unit 11. For the role-playing, use the complete set of criteria as the task encompasses all aspects of communication.
The students take turns to tell a story. Decide whether this is to be a group or a class activity, depending on their level of confidence with this task. Decide whether the students are going to use a particular theme, for example, telling a story about an animal using the set of animal cards they used in activity 12.2. Discuss this and agree on how to manage the topic or theme.
Give them time to prepare their stories. When the students are ready, tell the class or group to show that they are an attentive audience by responding and applauding appropriately, for example, by waving their hands in the air.
Decide whether you and your students wish to record their storytelling on video at this stage of their learning. They may prefer to have further practice with this genre.
At the end of the task, bring the class together and discuss their experience of the storytelling process as presenters and viewers. Ask them to work in pairs or groups to discuss their performances and to give each other feedback using the selected criteria. Tell the students to write down the feedback they get in their workbooks as a reminder of their progress and as a record of what they need to focus on to improve their skills. Help them to assess their own and others’ performances. Reassure them that they will have many more opportunities to participate in storytelling as they carry on with their learning of NZSL.
Practice, with feedback and good models to follow, will help them to develop their skills over time.
Play scene G, scene H, or scene J as you wish. The students use copies of the scene G transcript, the scene H transcript, or the scene J transcript to make up role-plays in which they communicate about feelings, emotions, and needs.
Decide on the assessment process, for example, whether they will assess each other using a recording immediately after each performance. Discuss whether the students will perform their role-plays in front of the class or just to a group.
Then have the students present their role-plays either to a group or to the whole class. Ensure that they record the feedback they receive, including both the positive feedback and the ideas for their next-steps learning.