Micro-Teaching Unit

EPSE 525 Studies in Sign Language

Joy Gong
Instructors: Dr. Joe McLaughlin & Dr. Debra Russell
University of British Columbia
Dec 4, 2015
 Intro to Deaf Culture and ASL
Joy Gong
EPSE 525

Unit Plan Introduction to Deaf Culture and American Sign Language (ASL)

*Goals were taken from the BC Draft Curriculum, and some wordings were modified to include ASL. Subject areas include Arts Education,
English &ASL Language Arts, Physical and Health Education, and Social Studies. Some objectives were taken directly from BC Learning
Standard contents, internet sources, and from self-created objectives suitable for the teaching unit

Introduction to Deaf Culture

Students will study the origin of Deaf Culture, and discuss what makes Deaf Culture the way it is. Also, they will follow the journey
of Deaf culture and its evolution through the years.

Basics of ASL

Students will learn, briefly, the origin of American Sign Language (ASL) and how it was formed. Students will learn components that
make up ASL: parameters of ASL, classifiers, and role shifting. They will learn how ASL ties into the Deaf community through the
arts of storytelling, poetry, humor, and many other genres.

Objectives:
Students will:
develop basic knowledge of Deaf Culture from the history to the present
explore ASL, the components that make up the language, and its relation to the arts
examine topics and issues related to Deaf Culture: Community, Audism, Oppression, Language, and Technology
develop critical thinking skills in Deaf cultural matters and perspective taking
develop ideas and thoughts pertaining to Deaf awareness and how to support the community

Grades: 6~7

Lessons: 10
Duration: 10-12 weeks
 Intro to Deaf Culture and ASL
Joy Gong
EPSE 525

*BC Learning Standards Objectives Activities

Unit Launch Social Studies
Use Social Studies
Introduction to inquiry processes and skills
Deaf Culture to: ask questions; gather,
interpret, and analyze ideas;
and communicate findings
and decisions
*Obtained directly from Deaf Culture
Centre:
Identify contributions to Canadas Deaf
education development
Explain how participation in international
events, institutions, and conferences have
contributed to Canadas Deaf education
development
Examine the timeline of the spread of
Deaf education from East to the West coast
of Canada
- Research and gather information on available resources:
(ie. Deaf Culture Center website, book on Deaf
Heritage in Canada by Clifton Carbin, or explore
website: http://www.harriscomm.com/books-
multimedia.html )
- Students will create timeline of events from the period
that Deaf schools were just starting to be established to the
most recent ones still existing across Canada

Lesson #2 Arts Education Teacher - Class discussion on:

Exploring and Creating:
Deaf Culture Explore connections to
and identity, place, culture, and
Community belonging through creative
expression
Students will discuss the importance of 1. Culture As a way of life (Handout 1.1)
culture what makes culture a culture? 2. Tylors 1871 definition (Handout 1.2)
What are the building blocks of 3. Two General Types of Definition for Deaf
community? Why do you have a Community (Handout 1.3)
community? 4. Through Deaf Eyes: A Photographic History of an
How is Deaf community viewed? American Community
- Students will share what they know or have learned
using the KWL chart

Lesson #3 Social Studies
Construct arguments
Important defending the significance
people in Deaf of individuals/groups,
history places, events, and
developments (significance)
*Obtained directly from Deaf Culture
Centre:
Assess the influence of key individuals
from United States and Europe on Canadas
Deaf education development
Identify the contributions made by
selected Deaf and hearing educators on the
development of Deaf education across
Canada
- Every student will pick 2 different people from a list of
important Deaf people in history, and create a
poster/graphic organizer of their contributions. After the
poster/graphic organizers are completed, the class will
participate in a walk-through to look at information on
other Deaf people their classmates researched
* Invite local Deaf guest speakers to speak about Deaf
history and to share their experiences growing up and
attending Deaf schools

Lesson #4 English Language Arts
Comprehend and connect:
Basics of ASL Access and integrate
information and ideas from
a variety of sources and
from prior knowledge to
build understanding
Arts Education
Lesson #5 Reasoning and reflecting:
Observe, listen, describe,
ASL: and inquire//how artists
Alphabets, use processes, materials,
Numbers & movements//to create and
Handshapes communicate
Lesson #6 [ASL] Language Arts
Create and communicate:
ASL: Communicate in [air],
Parameters using fingerspelling, signs
and applying basic
conventions of handshapes,
and parameters
Teacher
Students will learn about ASL, its
beginnings, and why it is used
Students will briefly compare different
sign languages
Arts Education Contents:
Elements and principles that together
create meaning in the arts, including but not
limited to visual arts: elements of design:
line, shape, space, texture, colour, form,
value
[ASL] Language Arts contents:
Features of [visual language]
Appropriate [parameters]
[ASL] structure and grammar
Intro to Deaf Culture and ASL
Joy Gong
EPSE 525
- Students will take a Deaf American Culture quiz to
determine how much prior knowledge of ASL and Deaf
culture they may or may not have (Handout 2)
- The class will review myths and misconceptions from
the results
- Students will research and record top three selected sign
languages (including ASL) and compare and contrast
between the languages (ie. One handed alphabet vs two
handed alphabet in BSL).
* Invite local Deaf signing teachers to come and teach on
topics related to ASL (Lesson 4-7)
ASL Alphabet
- Students will study and practice with handouts of ASL
alphabet (Handout 3.1) and the numbers (Video: Numbers
1-30 | ASL). Also, they will compare and contrast
similarities between the letters (ie G & Q, H & U, K & P)
- Students may also practice watching fingerspelling
receptively on the following sites: ASLPro, ASL.ms, and
Fingerspell.net
ASL Handshapes
- Students will look at the different handshapes in
handouts provided (Handout 3.2), and some will be the
same handshapes from the alphabet.
- Students will work in pairs to practice signing to each
other
- Students watch a video on ASL parameters
- The class will read over the ASL Phonology notes
(Handout 4) and discuss the importance of parameters and
relate them to the building blocks of English

Arts Education
Communicating and
documenting:
Express, feelings, ideas,
and experiences through the
arts
Lesson #7 Physical and Health
Education
Physical Literacy:
ASL: Develop and apply a
Classifiers, and variety of movement
Role Shifting concepts and strategies in
different physical activities
Arts Education
Communicating and
documenting:
Interpret and
communicate ideas using
symbols and elements to
express meaning
Arts Education contents:
Movement development strategies
Image development strategies
Teacher
Students will learn how many of the
same signs can have different locations,
orientations, and placement to make
different meanings
Physical and Health Education Contents
Understand movement concepts and
strategies, especially with visual languages
Learn to participate in different types of
physical activities including individual and
dual activities, rhythmic activities, and
games
Arts Education Contents:
Elements and principles that together
create meaning in the arts, including but not
limited to drama: character, time, place,
plot, tension, mood and focus
Symbolism and metaphor to explore
ideas and perspective
Intro to Deaf Culture and ASL
Joy Gong
EPSE 525
Classifiers
- Students will watch a video on classifiers, then they will
discuss the importance of classifiers, and what they are
used for (ie. set-up location of items and furniture)
- Also, students will make the connection for classifiers in
relation to handshapes and alphabet in previous lessons by
writing in their journal books
Role Shifting
- Students will watch videos (ASLized) of stories by
different Deaf signers and observe patterns in the visual
language. Their observations will be prompted by these
questions: How are characters shifted back and forth?
How do we know if the setting has changed?
1. The Tortoise and the Hare in American Sign
Language
2. Goldilocks & The Three Bears
3.The Three Little Pigs
- Students will be asked to make note of the connections
they see with classifiers and handshapes
Fun game (for receptive speed and visual attention)
- The Elephant Game

Lesson #8 Arts Education
Exploring and Creating:
ASL stories, Explore a range of
art, and media cultures, and the
and how that relationships among culture,
relates to Deaf societies, and the arts
Culture &
Community Communicating and
documenting:
Describe and respond to
works of art and explore
artists intent
English Language Arts
Comprehend and connect:
Recognize the role of
language in personal, social,
and cultural identity
Lesson #9 Arts Education
Exploring and Creating:
Issues in Deaf Explore connections to
Community identity, place, culture, and
belonging through creative
expression
Social Studies
Take stakeholders
perspectives on issues,
developments, and events by
making inferences about
their beliefs, values, and
Arts Education Content:
A variety of regional and national works
of art and the artistic traditions from diverse
cultures, communities, times, and places
Symbolism and metaphor to explore
ideas and perspective
Personal and collective responsibility
associated with creating, experiencing, and
performing in a safe learning environment
English Language Arts contents:
Story/Text:
Form, function, and genre of [visual
works in ASL]
Perspective/point of view
Teacher
Students will learn about audism,
oppression, stigma in Deafness and
disability
Students will learn about the issues with
accessibility, isolation, and limited resources
will compare how audists view Deafness and what Deaf
Intro to Deaf Culture and ASL
Joy Gong
EPSE 525
- Students will be asked to explore the different Deaf
artworks, stories, music, video, media available and
discuss possible recurring themes: Isolation, oppression,
humor, resilience in the Deaf culture/community
Materials provided:
1. A bird of a Different Feather
2. Deaf Arts Festival to look at the different artists and
explore their works
3. Deaf American Prose (1980-2010) book
4. Videos: ABC Story (The Great Horned Owl) &
Number story (ASL Story 1-10 "The Chase")
- To demonstrate what they have observed and learned,
students will do a 10-15 minute presentation for the class
* Fieldtrips to plays, theatre, and events where Deaf
people are performing (ie. Michael J. Fox theatre in
Burnaby)
- Students will be separated into different groups based on
the roles assigned to them they will need to identity with
the group and what it feels like to be a part of that
group. Through this activity, students will identify issues
across the groups (minority vs majority): oppressed or
privileged, and what people can do to help
- Students will research and learn the meaning behind
audism and oppression and possible causes. Also, they
people see.
Materials provided:
1. Deafness as Culture by Edward Dolnick,
2. Powerpoint Notes (Handout 5.1) Characteristics of
Oppressors

motivations (perspective)
Unit Closure Social Studies
Sequence objects,
Past to Future: images, and events, and
What will the recognize the positive and
Deaf negative aspects of
community continuities and changes in
look like? the past and present
(continuity and change)
Social Studies content:
Human rights and responses to
discrimination in Canadian society
Teacher
Students will reflect on what they have
learnt and apply it to the future
Intro to Deaf Culture and ASL
Joy Gong
EPSE 525
3. Notes (Handout 5.2) Two views on being Deaf
- Students will imagine themselves being Deaf in public
spaces (with ear plugs). This activity is for students to
think about just how accessible it is in the hearing world,
and other times when it is not.
Students will watch the video on Early Intervention: The
Missing Link, to learn about the impacts of negative
thinking and lack of knowledge, to transitioning towards
positive thinking for the future.
*Invite Deaf professionals, interpreters, hearing
professionals that work in the field as Deaf allies to speak
with the class and shed light on current issues, concerns,
and possible ways to help
- Students will create a picture collage filled with
important aspects of Deaf culture and ASL, from when
they first begin this unit to the end of it
- Students will write a letter to the government to show
they would like to see happening or changed
- Students will write about what their goals or
contributions may be if they decide to become allies in the
future
 Intro to Deaf Culture and ASL
Joy Gong
EPSE 525

References

Adeline, C. (2013). Fingerspell [Flash file]. Retrieved from: http://fingerspell.net/#/

(Anonymous.) American Deaf Culture Quiz. Retrieved from: http://blog.wsd.net/awalker/files/2011/08/American-Deaf-Culture-

Quiz.pdf

ASL Pro. Fingerspell [Flash file]. Retrieved from: http://www.aslpro.com/cgi-bin/aslpro/fingerspell.cgi

ASLHS. (2012, May 25). Goldilocks & The Three Bears (1st place, Classic Children's Story) [Video file]. Retrieved from:
https://www.youtube.com/watch?v=B7vAfMq67po

Bahan, B. J., & Supalla, S. J. (1992). Bird of a different feather & For a decent living. San Diego, Calif.: DawnPictures.

Baynton, D., Gannon, J.R., & Bergey, J. L. (2007). Through deaf eyes: a photographic history of an American community.
Washington, DC: Gallaudet University Press.

Benedict, R., & Stecker, E. (2011). Early Intervention: The Missing Link. ASLized! Journal of American Sign Language and
Literature, 1. Retrieved from http://aslized.org/journal/ei

British Columbia Ministry of Education. (2015). Building Student Success: BCs New Curriculum. Retrieved from British Columbia
Ministry of Education website: https://curriculum.gov.bc.ca/curriculum

Carbin, C. F., & Smith, D. L. (1996). Deaf Heritage in Canada: A distinctive, diverse, and enduring culture. Toronto: McGraw-Hill
Ryerson.

Chauvet, V. (2013). Deaf Culture and Community: Culture As a Way of Life. Personal Collection of Vincent. Vancouver Community
College, Vancouver, BC.

Chauvet, V. (2013). Deaf Culture and Community: Two types of definition on Deaf Community. Personal Collection of Vincent.
Vancouver Community College, Vancouver. BC.
 Intro to Deaf Culture and ASL
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EPSE 525

CHS ASL. (2013, Nov 10). Numbers 1 to 30 | ASL - American Sign Language [Video file]. Retrieved from:
https://www.youtube.com/watch?v=hFCXyB6q2nU

CHS ASL. (2012, Aug 30). ASL Classifiers (CLs) for Furniture & Objects [Video file]. Retrieved from:
https://www.youtube.com/watch?v=xPb8AD1rON0

CHS ASL. (2015, Apr 19). ASL Story 1-10 "The Chase" [Video file]. Retrieved from:
https://www.youtube.com/watch?v=ayZzTeUirQg

Deaf Culture Centre. Canadian History: The Early Years, Grade 10. Retrieved from Deaf Culture Centre Canadian Cultural Society
of the Deaf website: http://www.deafculturecentre.ca/Public/Default.aspx?I=243&n=History+10

Deaf Arts Festival. Deaf Arts Festival: Spreading the awareness of Deaf and Hard of Hearing's art and performances. Retrieved
from: http://infodeafartsfestiv.wix.com/deaf-arts-festival#!deaf-artists-worldwide/cf3a

Franklin, M., & Stecker, E. (2012). The Three Little Pigs. ASLized! Journal of American Sign Language and Literature, 2. Retrieved
from http://aslized.org/journal/pigs

Jimenez, B. (2015). The Tortoise and the Hare. ASLized! Journal of American Sign Language and Literature, 5. Retrieved from
http://aslized.org/journal/race/

Hagemoen, K. (2013). Becoming an Ally: Characteristics of Oppressors [Lecture notes]. Vancouver Community College, Vancouver,
BC.

Hagemoen, K. (2013). Becoming an Ally: Two views on being Deaf. Personal Collection of Kirsten. Vancouver Community College,
Vancouver, BC.

Harmon, K., & Nelson, J. L., (2012). Deaf American Prose 1980-2010. Washington, DC: Gallaudet
University Press.

Harris Communications. (2017). Books & Multimedia. Retrieved from: http://www.harriscomm.com/books-multimedia.html

 Intro to Deaf Culture and ASL
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EPSE 525

Hershon, P. American Sign Language 2 (ASL 2). Retrieved from

http://nshsasl2.weebly.com/uploads/5/2/8/7/5287242/five_paramters_of_asl_in_pdf.pdf

Master ASL from Sign Media. (2010, Feb 18). Deaf Culture Elephant Game - ASL Activity [Video file]. Retrieved from:
https://www.youtube.com/watch?v=slkpc88tpis

Parker, E. T. L, & Stecker, E. (2011). The Great Horned Owl. ASLized! Journal of American Sign Language and Literature, 1.
Retrieved from http://aslized.org/journal/owl

Rakowski, D. (1991). The Fingerspelled Alphabet. Retrieved from Lifeprint website:

http://www.lifeprint.com/asl101/topics/wallpaper1.htm

Tannant, R. A., & Gluszak Brown, M. The American Sign Language Handshape Starter: A Beginner's Guide. Retrieved from
Gallaudet University Press: http://gupress.gallaudet.edu/excerpts/ASLHSpic1.html

Tylor, E. B. (1871). Culture. Retrieved from SlideShare website: http://image.slidesharecdn.com/sociologypart6-130730231944-

phpapp02/95/sociology-part-6-6-638.jpg?cb=1375226507

Vicars, B. Fingerspelling Tool [Flash file]. Retrieved from: http://asl.ms/

Vicars, W. American Sign Language: "parameters". Retrieved from Lifeprint website: http://www.lifeprint.com/asl101/pages-
layout/parameters.htm
 Intro to Deaf Culture and ASL
Joy Gong
EPSE 525

Handout 1.1
 Intro to Deaf Culture and ASL
Joy Gong
EPSE 525

Handout 1.2

https://image.slidesharecdn.com/sociologypart6-130730231944-phpapp02/95/sociology-part-6-6-638.jpg?cb=1375226507
 Intro to Deaf Culture and ASL
Joy Gong
EPSE 525

Handout 1.3
 Intro to Deaf Culture and ASL
Joy Gong
EPSE 525

Handout 2 (Can be opened)

 Intro to Deaf Culture and ASL
Joy Gong
EPSE 525

Handout 3.1 Handout 3.2

 Intro to Deaf Culture and ASL
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EPSE 525

Handout 4 (Can be opened)

 Intro to Deaf Culture and ASL
Joy Gong
EPSE 525

Handout 5.1 (Can be opened)

CHARACTERISTICS
of OPPRESSORS

Humphrey & Alcorn

Chapter 5
 Intro to Deaf Culture and ASL
Joy Gong
EPSE 525

Handout 5.2