👄ASL Level 2, Activity 4-Lip Reading (Online)
Description:
In this activity, students will practice lip reading. Students will have the opportunity to understand why it is difficult to read lips, but also how deaf individuals use lipreading.
Products: Deaf culture, oralism, lip reading
Practices: Translating sentences, and decoding messages via lip reading
Perspectives: What challenges in conversation do Deaf people face in a hearing world?
Standards
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 1.2 Students comprehend and interpret live and recorded American Sign Language on a variety of topics
- Standard 2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of American Deaf culture.
- Standard 3.2 Students acquire information and recognize the distinctive viewpoints that are only available through American Sign Language and Deaf culture.
Idaho Content Standards for World Languages:
- COMM 1.1: Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions
- COMM 2.1: Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
- CLTR 1.2: Explain the relationship between cultural practices/behaviors and the perspectives that represent the target culture’s view of the world.
- CLTR 1.3: Function appropriately in diverse contexts within the target culture.
- CONN 2.3: Compare and contrast cultural similarities and differences in authentic materials.
Can-Do Statements
NCSSFL-ACTFL Can-Do Statements:
- I can understand basic sentences that are signed to me
- I can recognize why lipreading is difficult for deaf individuals
- I can identify distinctive viewpoints of Deaf Culture
Materials Needed
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Warm-Up
Materials Needed for Warm Up
- Ask students to type ID # for attendance
- “TYPE NAME ID NUMBER”
- Ask students to pull up the Kahoot app (preferably on their phone) and look at the shared screen!
- “NOW GAME fs-KAHOOT PHONE NEED”
- The Kahoot will have different videos of sentences signed-Select the best answer!
- “fs-KAHOOT DIFFERENT SIGN SENTENCE PICK BEST WHICH?”
- Take breaks for questions and further explanation
Main Activity
Materials Needed for Main Activity
- The lab instructor will privately message you a sentence, which you will mouth to the whole group
- “ME SENTENCE SEND ONLY ONE PERSON. THEY MOUTH SENTENCE GROUP SIGN NOT”
- Each person will get one guess what the sentence is which they will type in the chat
- “ALL SENTENCE GUESS SEND fs-CHAT”
- Once everyone has gone, pair students up in groups/pairs in breakout rooms and have them mouth the sentence with NO VOICE. The other student will write down what they think their partner said
- “FINISH CONTINUE BREAKOUT ROOMS PARTNER”
- To make the game more challenging for students tell them to read the sentence at a “normal speed” and not slow and clearly for their partner
Wrap-Up
- What have you learned about lip reading?
- “ABOUT LIP READING YOU LEARN WHAT?”
- Was it easy or hard for you to guess what your partner was saying?
- “GUESS YOUR PARTNERS SENTENCE EASY/HARD WHICH?”
- Would it be frustrating to be expected to learn to lipread if you were Deaf?
- “EXPECT TO KNOW LIPREADING IF DEAF FRUSTRATING FOR YOU? YES/NO?”
- What content are we struggling with in this class?
- “TOPICS STRUGGLING WITH IN CLASS WHICH?”
Deaf Culture Notes
It is expected that Deaf people learn to read lips although it is not expected that hearing people learn sign language. This is one of the many reasons the Deaf community is so close, they can really only communicate in their native language to other Deaf people/native signers.
Lab Assistant Notes: Remember to record attendance before ending the lab.
End of Lab
- Read can-do statements 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 understand basic sentences that are signed to me
- I can recognize why lipreading is difficult for deaf individuals
- I can identify distinctive viewpoints of Deaf Culture
