Lesson 3: Deaf Identity

Age, Level: C1, High School

Length of Lesson: 90 minutes

Materials Needed:

1.  Worksheet for Deaf Ideology video

2. Readings from Deaf Culture book

3. Notes template 

Learning Objectives / SWBAT…

1. Successfully take notes on the Deaf culture 

2. Understand the components of the Deaf Culture 

3. Understand labels in the Deaf community

4. Understand some difficulties someone who is deaf has encountered and relate it back to the reading. 

Warm Up and/or Review

Time: 5-10 minutes                         LO #s targeted: 2, 3 

Activity Type/Name: Culture and Identity Discussion

Steps/Directions:

1. What is a culture?

2. What are some things that make up your culture?

3. What is an identity?

4. How would you identify yourself?

5. Review Deaf culture components

Assessment

Time: 30 minutes            LO #s targeted: 4

Activity Type/Name: Deaf Ideology 

Steps/Directions:

1. We are going to watch a Ted Talk about Deaf Ideology.  What does ideology mean?  

→ Ideology is a set of beliefs or principles that people or groups have.

https://www.youtube.com/watch?v=pLBw9nYI_Ks

1. What do we know so far about Deaf Culture or about the Deaf Community?

2. Hand out the Deaf Ideology worksheet to the students and tell them to read over it before watching the video so they know what to listen for. 

3. Play the video and have the students fill it out while watching and listening.  

4. Go over the answers in small groups first and then as a class. 

CCQs:

• “What are you going to do before we watch the video?” → read over the questions on the handout

• “What are we doing after the video?” → go over the answers in small groups first and then with the class

Practice + Assessment

Time: 30 minutes                LO #s targeted: 1, 2, 3 

Activity Type/Name: Jigsaw

Steps/ Directions:

1. Split up the students into groups of five. 

2. The readings will be divided into five different parts, one for each group.

3. Assign each of the five readings to each table where the groups are sitting. 

4. The students will read over the reading once without taking notes. 

5. Then they will read it a second time, taking notes on their reading. 

6. Each student will use a two column note taking worksheet (see below) to gather main ideas, topics, or vocabulary from reading. 

7. The groups will get split up so there are new groups of five, each with one member from each of the five original groups.

8. In their new groups, each student will present their reading and notes to their group.

9. The groups will return to their original group and all report back their findings to make sure everyone is one the same page.

 CCQs:

• “How many times will you read your reading?” → twice, once without taking notes and then another time while taking notes

• “What kind of notes will you be taking?” → two column notes

Conclusion

Time: 5-10 minutes                   LO #s targeted: 2, 4

Wrap Up Activity: 

1. What are the five “Stages of Cultural Awareness”?  Have any of you experienced one or more of these stages?

2. How does the reading and the video connect? 

3. What are some situations or examples of when you were treated differently because of a language difference?

4. How do the “Categories of Deaf Identity” connect with learning a second language?