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Lesson Overview
Lesson Overview
Language Skills and Strategies in Focus: Listening Skills
Age & Level: Teenager/High School Age; Level B2 (Per CEFR Levels)
Length of Lessons: 80-90 Minutes
Materials and Learning Objectives
Materials and Learning Objectives
Age Level: Teenagers ages 15-18, Level B2
Length of lesson: 80 Minutes
Materials Needed:
Computer and projector to present Lesson 3 Slides (Appendix A)
Emotion Chart (Appendix B)
Listening Activity worksheet (Appendix C)
Final Project Rubric (Appendix D)
Writing utensils
Working Audio to play listening activity video
Whiteboard to jot down ideas from students
Learning Objectives:
SWBAT...
Identify common people/things that appear in a hospital setting.
Use vocabulary words in reference to the short video clip.
Create sentences that portray different emotions within a hospital setting.
Recognize common issues and communication difficulties Deaf patients face in healthcare.
Create a non-profit organization that advocates for Deaf Access in either healthcare, education, or daily life.
Warm Up: Vocabulary and Background Information
Warm Up: Vocabulary and Background Information
Time: 10 minutes LO's Targeted: #1,2
Project Slides on a screen and before beginning to teach ask students the following questions to start getting the students to think of subjects in the lesson relating to healthcare and hospitals.
What is a hospital?
What do you see, hear, and smell in a hospital?
What emotions do you feel in a hospital?
Fear/uncertainty
Hope
Happiness
Frustration
Hurt
Sick
After the class discussions about the questions above introduce the vocabulary words for the lesson using the lesson slides asking students follow up questions such as "What do you know about this?"
hospital
nurse
patient
video phone
medicine
Explain to the students that the activity involves watching a video and ask students what they think the video will be about.
Emotions Chart Listening Activity
Emotions Chart Listening Activity
Time: 25 Minutes LO's Targeted: #3,4
Using Lesson 3 slides (Appendix A) begin preparation for the listening activity by introducing students to the topic and characters in the video by showing each character and their names.
Daphne
Natalie
The Nurse
Travis
Before playing the video and hand out the Emotion Board Chart (Appendix B) explain to them that they will be analyzing each characters emotion and actions throughout the video and filling in the chart with full sentences explaining why they feel the way the feel.
Once students understand the activity play the video once for the students to listen: Daphne, Travis and Natalie at the Hospital Switched at Birth (play from the beginning & stop at 3:21 minutes).
Than play the video for a second time being sure to tell the students they will have 5 minutes to finish filling out their chart once the video is done playing.
After watching the video twice have students finish up their writing and have them get into pairs to discuss their answers with each other.
After that as a class, discuss the answers.
Note:
There is ASL within the video and there will be subtitles available. For students sitting far away from the screen it is suggested to pause the video and read aloud what the character is saying to ensure all students understand the dialogue happening within the video.
Comprehension Check Questions (CCQs)
What will you do while watching the video?
Who are the four main characters?
How many minutes do you have to complete your worksheet?
More Listening Practice/Activity
More Listening Practice/Activity
Time: 25 Minutes LO's Targeted: #2,4
Using Lesson 3 slides (Appendix A), Introduce the video clip on UNMC students struggling while experiencing healthcare similar to how the Deaf community encounters healthcare.
Tell students they will first listen to the video and watch it a second time to fill out a worksheet (Appendix C).
After watching the video have a class discussion asking the class their thoughts about these experiences shared by a member of the Deaf and hard-of-hearing community.
Once students have spoke hand out the worksheet (Appendix C) and instruct students that they will watch the video a second time, and they will highlight the words they hear on the worksheet as they hear them. Make sure to tell the students to pay close attention and they will be able to finish their thoughts 1 minute after the video ends.
After watching the video, as a class have students answer the true or false questions one by one. The teacher can choose to have a ball or item to pass around to engage students and encourage more participation.
Once all questions have been answered move on to wrap up.
Note:
There is ASL within the video and there will be subtitles available. For students sitting far away from the screen, it is suggested to pause the video and read aloud what the character is saying to ensure all students understand the dialogue happening within the video.
Comprehension Check Questions (CCQs)
What will you do while watching the video?
Wrap Up
Wrap Up
Time: 10 Minutes LO's Targeted: #4
Have a discussion with students about the true or false questions.
Once students have finished discussing them share the answers on the screen from the lessons slides (Appendix A).
Have students discuss the last question "Many organizations are not working towards spreading awareness and breaking down barriers" Ask students to share a few quick ideas on what organizations can do to break down barriers. This will get students to think more about their final project.
Final Project Final Check In
Final Project Final Check In
Time: 10 minutes LO's Targeted: #5
After wrapping up the listening activities check in with students on the progression of their final project. The Teacher can have students share at least one of their Non-profit Organization's goals and target audience.
Once students have shared their thoughts, hand out the final project rubric (Appendix D). Explain to students that they will use the rubric to guide them on what information should be shared in the project to fit the criteria. Next share an example poster (slide 25 in the lesson slides) to the students to give them an idea of what their poster should look like.
Next have students share what they have or describe their organizations to a partner next to them. The teacher is encouraged to walk around to check in with students for any questions about the final project or to make sure there is progression within the project.
Note criteria for final Project:
Tell Students: “If you could create a non-profit organization to support individuals who are Deaf or hard of hearing, what non-profit would you create?”
For homework, the students will make a poster for a non-profit organization that focuses on resource accuracy for individuals who are Deaf or hard of hearing.
Introduce the example of a final project poster (Appendix A) and final project rubric (Appendix D)
Choose a Focus Area: Pick one situation where Deaf people need more accessibility (like ordering at a drive-through or buying tickets at the movies).
Plan Your Organization Names - be creative!
Mission Statement: Write 1-2 sentences explaining your organization’s purpose.
Services: Describe at least 3 things your organization will do to help (like training businesses, creating apps, or hosting events).
Goals: Write 2-3 goals you want to achieve in the first year
Posters will be presented in small groups next class!
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