Dccversion 1
Dccversion 1
Dccversion 1
Simon
Version
1
Revised
2/11/15
Overview
Age:
5th
Grade
Durration:
6
weeks,
one
hour
per
week
Enduring
Understandings:
Curriculum
Students
will
understand
Deafness
as
a
culture
and
be
able
to
perform
basic
signs
Dramatic
Arts
Students
will
understand
the
importance
of
facial
expressions
and
physicality
in
both
scenework
and
movement
pieces.
Social/Personal
Students
will
be
able
to
identify
and
address
discrimination
that
they
experience
or
witness.
Students
will
know
that:
Deafness
is
a
culture,
not
a
disability.
They
can
communicate
non-verbally
Facial
expression
communicates
intent
Discrimination
happens
in
many
different
ways.
Discrimination
can
happen
between
any
differing
groups
They
can
prevent
discrimination.
E.M.S. 2/6/15
Page 1 of 7
Day
1
Deaf
Culture
Introduction
Day
For
the
Board:
Agenda:
Warm
up!
(new)
Activity
New
Unit!
Practice
Objectives:
Complete
our
activity
-
silently
.
(fill
in
later)
(later)
to
learn
a
few
signs
Warm up:
15
min
"Ooh,
I
feel
so
good"
Activity:
15
min
Place
students
in
a
line
across
the
room.
They
must
SILENTLY
arrange
themselves
in
various
orders.
Line
ups
to
complete.
Select
2
or
3
Hair
length Height
How
many
pets
you
have
Alphabetically
First
name
Alphabetically
Last
name
In
order
of
Birthdays
New Unit!
15
min
Brief
discussion
about
Activity
Fill
in
the
sentence:
I'm
not
deaf,
I'm
_____________
Why
do
you
think
this
is
such
an
issue?
Big
bad
word
:
Disability
What
are
the
real
limitations
about
being
deaf?
(stereotype)
Link
to
language
gap
We
are
learning
about
a
Culture,
not
a
disability
Practice
10
min
Learn
some
signs
for
next
week's
in
role
What
signs
do
you
already
know?
(circle
activity)
Importance
of
facial
expressions!
Yes/No
Toilet
Understand/Do
not
understand
Stop/go/start
Numbers
Name
Right/Wrong
Who/What/When/Where/Why
Please/Thank
You
E.M.S. 2/6/15
Page 2 of 7
Day
2
Deaf
Culture
In-role
Deaf
Class
For
the
Board:
Agenda:
Warm
Up
In
role
expectations
In
role
Objective:
To
communicate
non-verbally
in
role
Warm up:
10
min
Ooh
I
feel
so
good
Review
in
role:
No
characters-
just
deaf/mute
versions
of
ourselves.
1)
stay
in
character
2)
respect
others
characters
3)
just
go
with
it/don't
say
no
5 min
In role:
5
min
Add
to
Adjenda:
Game!
Learn
your
name
Game:
15
min
Deaf
telephone
Students
stand
in
a
line
all
facing
the
back
of
the
line.
Teacher
taps
first
student
on
the
shoulder
and
they
turn
Teacher
signs
a
simple
phrase
to
the
student.
Student
turns,
taps,
and
signs
to
next
student
etc.
etc.
down
the
line
10
min
What
was
easy/hard?
What
were
communication
strategies?
Did
you
figure
out
any
new
signs?
E.M.S. 2/6/15
Page 3 of 7
Day
3
Deaf
Culture
Stereotype
activity
For
the
Board:
Agenda:
Warm
up
Story
time!
Brainstorm
Activity
time!
Objectives:
To
identify
stereotypes
To
identify
solutions
Warm up:
10
min
Ooh
I
feel
so
good
Story time:
10
min
Read
story
and
sign
along
(stop
at
dance
studio)
Brainstorm:
Brainstorm
stereotypes
that
effect
deaf
people
10
min
Write
brainstormed
stereotypes
outside
body
shape
on
butcher
paper
Activity:
Closure:
10
min
Brainstorm
things
that
could
help
support
someone
who
struggles
with
this
Write
them
on
index
cards
Tape
them
over
the
hurtful
things
on
the
butcher
paper
Did
it
cover
everything?
No.
Did
it
make
a
start?
Yes.
If
time:
Finish
story
E.M.S. 2/6/15
Page 4 of 7
Day
4
Deaf
Culture
Scene
creation
For
the
Board:
Agenda
Warm
up
Make
a
scene
Script
them!
Presentations
Objective
To
create
a
short
scene
in
a
group
Warm up:
10
min
Ooh
I
feel
so
good
5 min
5
min
explain
Generate
groups
of
3
or
4
15
min
work
Make
a
scene
off
of
a
prompt
I
will
give
you
that
is
20
seconds
long
Scenes
must:
1.
establish
the
setting
2.
introduce
the
discrimination
3.
have
a
reaction
(facial
expressions)
10 min
Scripts:
10
min
Individually
write
a
script
for
your
scene.
Script
prompts:
1)
A
deaf
person
is
trying
to
order
food
at
Mcdonalds
and
signs
they
need
a
piece
of
paper.
The
person
at
the
register
is
annoyed
and
refuses
to
help
them
without
an
interpreter
2)
A
deaf
student
is
reading.
Their
peers
make
fun
of
them
by
making
noises
behind
them
to
see
if
they
will
notice.
3)
A
deaf
person
signs
to
ask
for
the
time
of
day
on
the
street.
The
people
they
ask
continually
say
the
time
out
loud
and
do
not
show
on
their
fingers.
4)
A
deaf
person
writes
down
"hello"
to
start
a
conversation
with
a
hearing
group
at
work.
They
respond
by
talking
loudly
and
slowly
or
yelling
back.
5)
A
group
of
friends
in
the
play
yard
are
talking
about
movies.
A
deaf
student
is
lip
reading
along.
The
group
assumes
that
they
don't
watch
movies.
6)
A
group
is
waiting
for
the
bus.
They
call
to
their
deaf
friend
to
say
the
bus
is
coming.
When
they
do
not
respond,
they
grab
his
arm
and
shake
him.
E.M.S.
2/6/15
Page 5 of 7
Day
5
Deaf
Culture
Movement
Pieces
For
the
Board:
Adjenda
Warm
up
Movement
pieces
Objective
Make
a
movement
piece
that
matches
your
scene
Warm up:
10
min
Ooh
I
feel
so
good.
5 min
Movement
pieces
15
min
example/explain
What
is
a
movement
piece?
15
min
work
Use
of
physical
metaphor
Do
example:
Time
on
a
test
Go
back
to
groups:
create
the
pieces
that
match
your
scene
MUST
use
facial
expressions!
Present
movement
pieces
E.M.S. 2/6/15
10 min
Page 6 of 7
Day
6
Deaf
Culture
Final
pieces
On
the
Board:
Agenda:
Warm
up
Group
work
Final
presentations
Final
activity
Objectives
To
combine
your
scenes
with
your
movement
pieces
Warm
up:
Ooh
I
feel
so
good
Movement
piece
combo
Combine
your
scene
with
your
movement
piece
Your
scene
will
play
as
you
made
it
At
the
moment
when
the
deaf
person
has
the
reaction,
the
music
will
come
in
after
movement
piece,
have
scene
play
out.
Check
in
with
me
for
tech
Final
performances
How
did
the
movement
piece
enhance
our
understanding
of
the
scene?
Debrief
sign:
I'm
hearing.
I
respect
deaf
culture
Tell
me
one
thing
that
you
liked
from
this
unit
Tell
me
one
thing
you
found
challenging
E.M.S. 2/6/15
Page 7 of 7