Picture by Freepik

Warm-up

1. Ask students to type their name and ID # for attendance
   • “YOU LIST 2- NAME, ID NUMBER TYPE”
2. Start with 5-7 minute Conversations
   • “START TIME 5-7 MINUTE CONVERSATION DISCUSS WHATEVER”
3. Fast Food Vocab!

1. 1. We have a presentation on new Fast Food vocab!
   2. Ask students if they’ve ever seen the sign for these fast food restaurants, if so, what is it?
      • “PAST YOU FAST FOOD RESTAURANT SIGN SEE?” “SIGN SEE WHAT?”
      • MCDONALD’S
        1. Left and right hand shapes M. Begin with moth Ms touching side-by-side, then make arches of a M in the air.
      • BURGER KING
        1. Loosely bent, palm-down dominant hand is in interlock with the non-dominant palm-up hand. Then, switch the palm orientation.
        2. Dominant hand shaped K moving from opposite shoulder to the same side (as dominant hand) hip.
      • WENDY’S
        1. Fingerspelled W-E-N-D-Y-‘S
      • TACO BELL
        1. Fingerspelled T-A-C-O-B-E-L-L
      • STARBUCKS
        1. Left and right hand shapes 5 where the middle finger is flicking the thumb. While flicking middle finger and thumb, above both hands towards each other and away two times.
   3. Have students take turns and pick one discussion question to answer:
      1. What is your favorite restaurant and why?
         • “YOUR FAVORITE RESTAURANT WHAT? WHY?”
      2. If you could eradicate one food from existence, what would you pick and why?
         • “IF ONE FOOD YOU ERADICATE, YOU PICK WHAT? WHY?”
      3. What are your thoughts about ______?
         • “YOUR THOUGHTS ABOUT _______ WHAT?”
   4. If it is different than what the lab assistant learned compare signs
   5. Continue through the presentation till the end.

Main Activity

1. Give students the Deaf Inclusion letter (Starts with “To whom it may concern”)
2. Give them some time to brainstorm their plans
   • “YOU TOPIC DEAF INCLUDE CARD HAVE. YOU IDEA THINK PLAN MAKE”
3. Tell students they can use paper to put down their ideas
   • “YOU PAPER WRITE IDEAS CAN”
4. Have students present what they would do in their situations
   • “FINISH TAKE TURNS IDEAS SHARE”

What the card will say:

To whom it may concern,

We at (insert restaurant from the slideshow) have heard of your great accomplishments in your Deaf Association.  We would like to make our chain more inclusive for the Deaf community. Would you offer some suggestions on how to make our services more accessible?

Thank you for your time,

(Restaurant)

Wrap-up

1. Let’s think back to last week and the struggles deaf people have in different restaurant settings.
   • “PAST WEEK LEARN rhq-WHAT? DEAF PEOPLE RESTAURANT AREA STRUGGLE”
2. Is there anything you would do differently or add to your presentation now hearing others’ responses?
   • “SHARE IDEAS FINISH YOU WATCH OTHERS IDEAS NOW YOU ADD WHAT?”

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!