Picture by Suzy Hazelwood

Warm-up

1. Ask them to type ID # for attendance
   • “YOU LIST 2- NAME, ID NUMBER TYPE”
2. Begin with 5-7 minutes of conversation
   • “START BREAKOUT ROOMS TIME 5-7 MINUTE CONVERSATION DISCUSS WHATEVER”
3. Vocabulary
   1. TELEPHONE/CELL PHONE 
      • Hand shape Y located on cheek
      • Hand shape C located on cheek
   2. REJECTED 
      • Hand shape 10 with extended arm facing up and movement twists wrist to point thumb to the ground facial expression unhappy/disapproval
   3. BARRIERS 
      • both hand shapes B with arms crossed located at the chest and moving up towards the head
   4. CURRICULUM
      • Non dom hand shape compressed 5 palm oriented to the left. Dom hand shape C located at the top of non dom hand movement into hand shape M at the bottom of the non dom hand
   5. MAINSTREAM
      • Both hand shapes 5 located at shoulders palms facing the ground outward movement with dom hand overlapping non dom
4. Introduce the elephant game and play the video
5. Introduce ‘Deaf telephone’ and play the video
6. You will now facilitate a few rounds of deaf telephone
   • “VIDEO FINISH. NOW GAME PLAY DEAF TELEPHONE” 
   1. Create a breakout room and adjust the settings to allow participants to join and leave the breakout room
      • “GAME PLAY BREAKOUT ROOM”
   2. Assign one person to think of a sentence and start the game
      • “ONE PERSON SENTENCE THINK YOU GAME START”
   3. This person will join the breakout room alone
   4. We will refer to this person as Player 1
      • “PERSON 1 JOIN BREAKOUT ROOM ALONE”
   5. Establish an order and type it into the chat so everyone knows when it’s their turn to join the breakout room
      • “ME ORDER SEND”
   6. The first person (player 2) will join the breakout room with Player 1.
      • “PERSON TWO JOIN BREAKOUT ROOM WITH PLAYER ONE”
   7. Player 1 will sign their sentence to Player 2 ONLY ONCE then they will leave the breakout room.
      • “PLAYER ONE SIGN SENTENCE ONLY ONCE. FINISH LEAVE BREAKOUT ROOM”
   8. Once Player 1 returns to the main room Player 3 will now join
      • “PLAYER 1 COME MAIN ROOM PLAYER 3 JOIN BREAKOUT ROOM WITH PLAYER 2.”
   9. Player 2 will sign the sentence to them as they remember it
      • “PLAYER 2 SIGN SAME SENTENCE THEY REMEMBER WHAT”
   10. This will continue until the last person joins and leaves the breakout room. They will then share the sentence with the whole group and Player 1 will reveal what the original sentence was.
       • “GAME CONTINUE LAST PERSON JOIN MAIN ROOM SIGN THEY THINK SENTENCE WHAT”
   11. Play a few rounds of ‘Deaf telephone’ depending on how fast the rounds are going.
   12. Ask students if they’ve ever seen an actual telephone for Deaf people
       • “PAST YOU SEE TELEPHONE FOR DEAF PEOPLE YOU?” 
   13. Explain that the actual name for a Telecommunications Device for the Deaf (TDD) is a teleprinter
   14. Spark a conversation about interpreters and distant communication among Deaf people
7. Have a group conversation about inclusivity and Deaf games
   1. Do you think hearing people are excluded in the context of “Deaf games”
      • • “YOU THINK HEARING PEOPLE FEEL REJECTED DEAF GAMES?”
   2. Can most games be altered to include the Deaf community?
      • • “YOU THINK MOST GAMES CAN CHANGE FOR DEAF COMMUNITY INCLUDE?” 
   3. Are there games that can be enjoyed by both the Deaf community and non-signing hearing people?
      • • “YOU THINK HAVE GAME CAN ENJOY BOTH DEAF COMMUNITY [SHIFT] NON-SIGNING HEARING PEOPLE?” 
   4. Do you think the language barrier has a greater impact on Deaf children or adults?
      • • “YOU THINK LANGUAGE BARRIER HAVE BIGGER IMPACT FOR DEAF CHILDREN [SHIFT] ADULTS?”

Main Activity

Taboo!

1. Introduce the game
   • “NOW GAME PLAY NAME fs-TABOO”
2. The lab instructor will privately chat one person with their word and the words they cannot use.
   • “ME SEND ONE PERSON WORD WITH LIST WORDS USE CAN’T”
   • The word that is marked as the main word is the word that people are trying to guess
   • The words marked as forbidden words are signs they are not allowed to sign as they are describing the word
3. The group will begin guessing
4. Use a timer to time 30 seconds for each word. (You can use one on your phone or computer).
   • “TIME 30 SECONDS HAVE GROUP GUESS WORD”
   • If you decide that it is harder online or easier, adjust the time to the needs of your lab.
5. Have students type their guesses into the chat while the person is signing. The first person to guess correctly “wins.” Make sure to go over the sign at the end to make sure everyone knows it.
   • “ALL TYPE GUESS FIRST CORRECT WIN”
6. Go around until the allotted time runs out.
   • “ME NEW PERSON WORD SEND GAME CONTINUE” 

Wrap-up

1. How can Deaf culture education impact inclusivity?
   • • “DEAF CULTURE EDUCATION IMPACT INCLUSIVITY HOW?”
2. Should the ASL alphabet be implemented in the mainstream curriculum? 
   • • “ASL ALPHABET ADD MAINSTREAM CURRICULUM? YES? NO?” 
3. How is a Deaf child who grows up going to a hearing school impacted socially among the Deaf community?
   • • “DEAF CHILD GROW UP HEARING SCHOOL THAT IMPACT DEAF COMMUNITY HOW?”
4. With today’s access to technology, do you think deaf people still own teleprinters?
   1. • “TECHNOLOGY TODAY, YOU THINK DEAF PEOPLE HAVE TELEPRINTERS?” 

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!