🧏♀️ASL Level 4, Activity 7-Growing Up Hearing in a Deaf Family (Online)
Description:
Students will learn about CODAs (Children of Deaf Adults) through a video experience and discussion. Students will also change questions from English grammar to ASL grammar structures while having their discussion.
Semantic Topics: CODAs (Children of Deaf Adults), Hearing, Deaf, Culture Family, Discussion, Questions
Grammatical Structures: Vocabulary, Fingerspelling
Products: Understanding of Deaf culture, translating
Practices: Learning about CODA and practicing translating
Perspectives: Learning about all aspects of Deaf culture is important including CODA because even though they aren’t deaf, they are still members of the community
Standards
NCSSFL-ACTFL World-Readiness Standards:
- Standard 1.1 Students engage in conversations and correspondence in American Sign Language to provide and obtain information, express feelings and emotions, and exchange opinions.
- Standard 1.3 Students present information, concepts, and ideas in American Sign Language to an audience of viewers on a variety of topics.
- Standard 2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of American Deaf culture.
Idaho Content Standards for World Languages:
- COMM 1: Interact with others in the target language and gain meaning from interactions in the target language.
- COMM 1.1 Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions
- CLTR 1.2 Explain the relationship between cultural practices/behaviors and the perspectives that represent the target culture’s view of the world.
- CONN 1: Build, reinforce, and expand knowledge of other disciplines while using the target language to develop critical thinking/creative problem solving skills.
Can-Do Statements
NCSSFL-ACTFL Can-Do Statements:
- I can appropriately comment on a story told by a native signer
- I can exchange stories about personal family experience
Materials Needed
- Google Slides
- Video: CODA Pride
- Growing up Hearing in a Deaf Family Questions (or discussion cards)
Warm-Up
Materials Needed for Warm-Up
- Ask students to type their name and ID # for attendance
- “YOU LIST 2- NAME, ID NUMBER TYPE”
- Start with 5-minute conversations in breakout rooms
- “START BREAKOUT ROOMS TIME 5 MINUTE CONVERSATION DISCUSS WHATEVER”
- Have a 3-5 minute discussion about funny things parents do
- “NOW TOPIC PARENTS DISCUSS FUNNY DO-DO”
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- Nicknames “SMALL NAME”
- Embarrassing story/moment “PAST STORY HAPPEN EMBARRASSING WHAT?”
- Quirks “FUNNY TRAITS”
- Weird rules “RULES WEIRD”
- Generational differences “GENERATION DIFFERENT HOW?”
Note: This can be an open whole-group discussion or you can call on individuals.
Main Activity
Materials Needed for Main Activity
- Google Slides
- Video: CODA Pride
- Growing up Hearing in a Deaf Family Questions (or discussion cards)
- Watch CODA Pride Video (Using sound & Closed Captions or only Closed Captions)
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- “NOW VIDEO fs-CODA PRIDE WATCH”
- Students will be put into pairs in breakout rooms and discuss the questions/or do it as a whole group discussion (up to the lab instructor’s discretion).
- “VIDEO FINISH PARTNERS BREAKOUT ROOMS DISCUSS”
- What do you think it would be like to grow up with Deaf parents?
- “GROW UP DEAF PARENTS HAVE THINK FEEL HOW?”
- What challenges or rewards do you think being the only hearing person in your household would have?
- “HEARING PERSON ONLY GROW UP CHALLENGE REWARD THINK WHAT?”
- What if your situation was reversed and you were the only Deaf person in your home? What do you think it would be like?
- “DEAF PERSON ONLY GROW UP THINK FEEL HOW?”
- What do you think the connection is between CODAs and the Deaf community? Explain.
- “CODA DEAF COMMUNITY CONNECT HOW? DESCRIBE”
- If you were to have children, and they were deaf, what would you do?
- “FUTURE YOU KIDS DEAF HAVE DO-DO?”
- How would you feel if you were a Deaf parent and you had a CODA?
- “YOU DEAF MOM DAD BABY HEARING FEEL HOW?”
- How do you think being Deaf or being a CODA would impact your college experience?
- “DEAF PERSON CODA PERSON COLLEGE DIFFERENT HOW”
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- Fingerspelling:
- Do a fingerspelling quiz with 10 words/names (if time is running out, do fewer names).
- “NOW FINGERSPELL PRACTICE”
- Do a fingerspelling quiz with 10 words/names (if time is running out, do fewer names).
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- Aimee
- Hayleigh
- Xzavier
- Nickolas
- Lilianna
- Khaleesi
- Jaitlyn
- Gabrielle
- Braxton
- Brighton
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WRAP-UP
- What did you learn today about Deaf culture?
- “DEAF CULTURE LEARN WHAT?”
- How can you use this information in your interactions with Deaf individuals?
- “YOU INFORMATION LEARN USE HOW?”
- Has your view changed about Deaf parents?
- “PAST YOU DEAF MOM DAD THINK DIFFERENT NOW”
Deaf Culture Notes
Children of Deaf Adults (CODA) struggle to fit into the Deaf community but the culture associated with Deaf people is not meant to be exclusive. Most Deaf people accept hearing people that know sign and understand the values the culture is associated with, this includes CODA.
End of Lab:
- Sign or show Can-Do statements once more and have students evaluate their confidence
- (Use thumbs up/ thumbs down or have them rate 1-5 on how they feel after the activity)
- Encourage students to be honest in their self-evaluation
- Pay attention, and try to use feedback for future labs!
Can-Do Statements
NCSSFL-ACTFL Can-Do Statements:
- I can appropriately comment on a story told by a native signer
- I can exchange stories about personal family experience
