Week Three – July 9th to July 13th

LESSON PLAN

Lesson Plan Description: This week students will learn about the history of deaf
people, Gallaudet, DPN, and the history of Deaf people in cinema. They will make
a timeline of notable events in our history in America, and other countries.

Lesson Outcome Chart:

Lesson Outcome Chart Lesson Activity Lesson Assessment Aligned with Aligned with
At the end of this lesson, the Course ACTFL
student will be able to... Outcomes Standards

1) Demonstrate skill in Students will Course observation and 2 4.2, 2.1, 1.1
describing people describe family comprehensiveness
members in pairs assessed

2) Apply ASL grammar in
conversations
3) Articulate Deaf history,
knowing key events and
people
Students will have Course observation and 2 1.1, 1.2, 2.1
group discussions comprehensiveness
assessed
Signing Production Perspective Video 1, 2 and 3 3.2, 2.1
Assignment

The Deaf Cinematic World presentation aligns with ACTFL standard, by using one of the 5 ‘C’s,
which is interpersonal communication. It is communicated in ASL “to share information….and
opinions” on this subject.

Link:
https://www.actfl.org/sites/default/files/publications/standards/World-
ReadinessStandardsforLearningLanguages.pdf
Materials and Equipment:

 A large ball of yarn (the more colorful, the better!).

This is the presentation video to use for the third class.

This video is to be used for the Cinematic Deaf History discussion:

This is the link to the Quiz on Youtube. Below are the answer key and the separate
questions.

QUIZ
(There is a PowerPoint, but couldn’t insert into Word doc. PPs would be given to sub)

INSTRUCTIONS
THIS IS A PERFORMANCE BASED QUIZ, PRACTICING RECEIVING AND SIGNING ASL.
THE TIME LIMIT IS THREE HOURS.
THE QUIZ HAS EIGHT QUESTIONS. YOU WILL SIGN YOUR RESPONSES TO THOSE QUESTIONS.
YOU WILL FILM YOURSELF, AND UPLOAD YOUR VIDEO TO YOUTUBE OR IN BLACKBOARD.
VIDEO IS GRADED AS THE SAME AS IN YOUR PREVIOUS ASSIGNMENTS.
PREPARE BEFORE YOU START!
THERE ARE NO TRUE OR FALSE, NOR MULTIPLE CHOICE QUESTIONS.
THE TOTAL POINTS YOU CAN GET FROM THIS QUIZ IS 65.
1)
HOW MANY CHILDREN?
*How many children does he
have?

_/5

2)
DEAF PERFORMER
*Who was the deaf performer
who acted with Charlie Chaplin?

_/5

3)
GALLAUDET HISTORY
*When was Gallaudet founded,
and by who?

_/5
 4)
LANGUAGE POWER
*What is language power?
Define it.

_/15

5)
OPPRESSION
*What is oppression? What does
it mean? Where does it happen?
Who is oppressed?

_/15

6)
WHY IS HE SAD?
*The question is why he is sad. He
signed that his car broke down.

_/5
 7)
DEAF VALUES
*This asks students to give three
things Deaf people value.

_/15

QUIZ ANSWER KEY

1. 20
2. Granville Redmond
3. 1864, by Thomas Gallaudet
4. The use of language to control other people
5. Answers can vary, but some would include Deaf language oppression,
Oppression meaning to quench rights, or taking rights away from a group of
people.
6. His car broke down.
7. Answers can vary, but a few include: Eye contact, straight talk, information,
stories, openness.
Lesson Procedure:
(Week Three, First Class)

9:55 - Arrange Room if needed. Form the tables and chairs into an ‘U’ shape.

10am - Greet all of the students. then interact with one or two tables for a short, small talk. When
done, take the rollcall-Fingerspell students’ last name and mark their responses.

10:02am - Begin lecture about Deaf Cinematic History. A slideshow and shortened video of this
subject is available below. This is a good time to be a language model, showing proper grammar,
and some new vocabulary as well, that the students might not know. If students have questions,
let them ask during the presentation.

10:15am – Show video of ASL guided questions. Have the students discuss the central question
of the oppression of the Deaf in cinema.

10:20am – Discuss DPN Timeline, which they’ve covered in previous classes. Assign them into
groups to work on a timeline of what happened. When they finish, discuss language power and
politics.

10:35am – Spider-web activity: Have the students circle up, everyone is involved and included.
Pick out a student to start. That student fingerspells their name, and then something about
themselves. That person must throw the ball of yarn to another person, while holding on to a bit
of strand, so that that person is connected to the next person. The next person does exactly the
same, and this goes on until everyone is holding a piece of yarn, creating a spider’s web. Share
that we are all connected, a part of the community, each one of us has a part to play. (This is a
community and bond-building activity.)

10:45am – Have the class sit down. Do an overview of what was learned in that class, and a little
bit of the whole week. Discuss the video assignment due during the weekend. Explain a little
what to expect for the following week. Open the floor for Q/A.

10:50am - Class is ended.

(Note-Many thanks to Valentino Vasquez for his modeling of interacting with students. This part
is heavily influenced by his approach.)