Lesson: Black ASL and Black Deaf Literature

Eyeth University Student Learning Outcomes
Learning Outcomes are the general education goals the university has established for all
undergraduate students and represent the knowledge, skills and attitudes that students should gain to
successfully complete the requirements of a course, program major, and degree. Many individual
academic departments have also developed their own learning outcomes; check with the
departments for details.

Undergraduate studies at Eyeth University provide all students with a rigorous and integrative
education that promotes competence and in-depth knowledge in both the General Studies and
major curricula. General Studies are predominantly taught as thematic interdisciplinary courses,
addressing the Eyeth University Student Learning Outcomes. Major-level courses continue to
expand on these five learning outcomes and also provide students with discipline-specific
competence, preparing them for competitive careers and/or graduate education.

Eyeth University Student Learning Outcomes Chart

I. Language and Students will use American Sign Language (ASL) and
Communication written English to communicate effectively with diverse
audiences, for a variety of purposes, and in a variety of
settings.

II. Critical Thinking Students will summarize, synthesize, and critically analyze
ideas from multiple sources in order to draw well-supported
conclusions and solve problems.

III. Identity and Culture Students will understand themselves, complex social
identities, including deaf identities, and the interrelations
within and among diverse cultures and groups.

IV. Knowledge and Inquiry Students will apply knowledge, modes of inquiry, and
technological competence from a variety of disciplines in
order to understand human experience and the natural
world.

V. Ethics and Social Students will make reasoned ethical judgments, showing
Responsibility awareness of multiple value systems and taking
responsibility for the consequences of their actions. They
will apply these judgments, using collaboration and
leadership skills, to promote social justice in their local,
national, and global communities.

Course Outcomes
Course Description: American Sign Language Literature exploration and analysis of storytelling,
folklore, poetry, and music of the American Deaf community. Analysis and interpretation of musical
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lyrics into visual concepts; study and performance of ASL poetry, hand-shape and ABC stories.
Study of Deaf folklore and other form of “oral” storytelling traditions. Performance required.

Course Learning Outcomes:
At the end of course, the student will be able to:
1. Possess basic language skills in order to participate in and produce conversations,
narratives and discussions in ASL.
2. Identify key aspects of literary traditions in the Deaf communities and its culture.
3. Use digital media (i.e. YouTube, DVD, etc.) to analyze and demonstrate ASL & ASL
literature skills.

Lesson Plan Description: Black American Sign Language Literature and Black Deaf Literature
exploration and analysis of storytelling, folklore, poetry, and music of the African-American Deaf
community. Analysis and interpretation of musical lyrics into visual concepts; study and
performance of Black ASL poetry, hand-shape and ABC stories. Study of Black Deaf folklore and
other form of “oral” storytelling traditions. Performance required.

Lesson Student Learning Outcomes:
At the end of lesson, students will be able to
1. Demonstrate ability to comprehend and produce ASL sentences
2. Differentiate the Black ASL and ASL
3. Contrast Black ASL literature and Black Deaf literature
4. Debate with peer in ASL

Lesson Outcomes Lesson Activity Lesson Assessment I II III IV V
Demonstrate • Practice with • Comprehension checks X X X
ability to corresponding words • Observe & give
comprehend and displayed on screen feedback during small
produce ASL • Give your opinion group activity
sentences • Small and large group • Assignment:
activity Comprehension check
• Class discussion video quiz
Differentiate the • Survey from the • Comprehension checks X X X X X
Black ASL and materials provided • Observe & give
ASL • Small and large group feedback during small
activity group activity
• Summarize to the class • Assignment:
Comprehension check
video quiz
Contrast Black • Small and large group • Comprehension checks X X X X X
ASL literature and activity • Observe & give
Black Deaf • Class discussion feedback during small
literature group activity
Debate with peer • Give your opinion • Walk around room, X X X
in ASL • Small group activity observe and assist
• Class discussion

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Materials and Equipment:
Equipment needed for e-classroom:
• High speed Internet, video camera, a computer and a webcam
• Video Editor
o PC (Windows Movie Maker)
o Mac (iMovie or Final Cut Pro X)

Equipment needed for classroom:
• Computer connected to a digital project
• Dry erase board and dry erase markers
• DVD player connected to a projector or TV.

Access to GoReact for:
• Video assignments

Access to Canvas for:
• Video lectures

Materials:

Anderson-Gunter, J. (Director). (2007). Reflections of a black deaf woman [Motion
picture on DVD]. USA: MIANBA Productions.

Andrews, W.L. (2016). African american literature. Retrieved from
http://www.britannica.com/art/African-American-literature

DPAN (Director). (2013, November 24). Dpan asl music video: “you brought the
sunshine” by the clark sisters. Retrieved from https://youtu.be/Lr8SZqKWctM

Hill, J. (2012). Black asl. ASLized! Journal of American Sign Language and
Literature, 2. Retrieved from http://aslized.org/journal/black-asl

Gallaudet University. (2016). Asl literature. Retrieved from
http://libguides.gallaudet.edu/AmericanSignLangauge_Literature

Gallaudet University. (2016). Deaf literature. Retrieved from
http://libguides.gallaudet.edu/deaf_lit

Terry, C. E. (2016). Unfolding the soul of black deaf expressions exhibition. San
Francisco , CA: Blurb.

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Preview of Language Functions:

Lexical PEOPLE GENRE EXTRA
Signs: AFRICAN- fs-LITERATURE (LIT) DEFINE
AMERICAN SPIRITUAL MEANING
BLACK fs-BIOGRAPHY CULTURE
DEAF fs-AUTOBIOGRAPHY fs-MANIFESTO
HEARING ART CRITERIA
AUTHOR PLAYS EXPRESSION
HARD OF HEARING ENGLISH EXPERIENCE
(HOH) AMERICAN SIGN MOVEMENT
fs-SODA LANGUAGE EYES
fs-CODA fs-ASL
CONTRIBUTOR WRITTEN
fs-EBONIC
fs-ORAL
STORIES
fs-NARRATIVE
POETRY
MUSIC
DANCE

Sentence BLACK ASL LIT, ITSELF _____________.
Structures:
Grammar: topic-comment structure
reference points marking locations of non-present objects
locative depicting verb

African- Deaf Author
American Hard of Stories
Black Hearing Narrative
Ebonics Eyes Plays
Written
English

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CODA Contributor Literature
SODA People Experience
American Movement Expressions
Sign Define Spirituality
Language Meaning Biography
(ASL) Culture Autobiography
BLACK Criteria Oral
ASL Manifesto
Art

Lesson Sequence & Procedures:

Slide #1
Length: 5-10 mins.
Procedure: When everyone arrives to class,
begin roll call & have conversation with
students (using target language-ASL), ask
how everyone doing what they did last
weekend, share what you did last weekend,
etc. Or discuss current news/topic with
students.

Slide #2
Length: 10 – 15 mins.
Procedure: Review lexical signs.
Assessment: Observe students’ sign
productions – if they produce a sign in
error, model the correct sign.

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Slide #3
Length: 10-15 mins.
Procedure: Facilitate class discussion.
Assessment: Observe students’ sign
productions – if they produce a sign in
error, model the correct sign.

Slide #4
Length: 15-20 mins.
Procedure: Introduce lexical signs for
Black ASL & Black Deaf literature. Split
students in two groups. Group A define
the meaning of Black ASL literature.
Group B define the meaning of Black
Deaf literature. Discuss for 10 minutes.
Show the DVD and watch for 10 minutes,
Chapter 1 of “Reflections of a Black Deaf
Woman.” Ask students what are their
thoughts.
Assessment: Observe students’ sign
productions – if they produce a sign in
error, model the correct sign.

Slide #5
Length: 5-10 mins.
Procedure: Watch video lecture for slide
#3. Ask students to give examples of
African-American literature. Allow
students to search online.
Assessment: Check for comprehension
and observe students’ sign productions – if
they produce a sign in error, model the
correct sign.

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Slide #6
Length: 10-15 mins.
Procedure: Watch video lecture for slide
#4. Point at the words on the slide. Ask a
student to produce a correct sign for the
word you pointed.
Assessment: Observe students’ sign
productions – if they produce a sign in
error, model the correct sign.

Slide #7
Length: 5-10 mins.
Procedure: Watch video lecture for slide
#5. Ask students to give examples of ASL
literature. Allow students to search online.
Assessment: Check for comprehension
and observe students’ sign productions – if
they produce a sign in error, model the
correct sign.

Slide #8
Length: 10-15 mins.
Procedure: Watch video lecture for slide
#6. Point at the words on the slide. Ask a
student to produce a correct sign for the
word you pointed.
Assessment: Observe students’ sign
productions – if they produce a sign in
error, model the correct sign.

Slide #9
Length: 10-15 mins.
Procedure: Watch video lecture for slide
#7. Ask students to give example of Deaf
literature. Allow students to search online.
Assessment: Check for comprehension
and observe students’ sign productions – if
they produce a sign in error, model the
correct sign.

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Slide #10
Length: 10-15 mins.
Procedure: Watch video lecture for slide
#8. Point at the words on the slide. Ask a
student to produce a correct sign for the
word you pointed.
Assessment: Observe students’ sign
productions – if they produce a sign in
error, model the correct sign.

Slide #11
Length: 10-15 mins.
Procedure: Watch video lecture for slide
#9. Point at the words on the slide. Ask a
student to produce a correct sign for the
word you pointed. Click on the picture on
Slide #9 to play YouTube video. Ask
students for their thoughts to the video.
Assessment: Check for comprehension
and observe students’ sign productions – if
they produce a sign in error, model the
correct sign.

Slide #12
Length: 10-15 mins.
Procedure: Watch Dr. Hill’s video lecture.
Ask students what is linguistic features of
Black ASL.
Assessment: Check for comprehension
and observe students’ sign productions – if
they produce a sign in error, model the
correct sign.

Slide #13
Length: 10-15 mins.
Procedure: Watch video lecture for slide
#18.
Assessment: Check for comprehension.

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Slide #14
Length: 20-25 mins.
Activity: Split the students into two group.
Group A will summarize what is Black
Deaf literature and how is it different than
Deaf literature. Group B will summarize
what is Black ASL literature and how is it
different than ASL literature.

Slide #15
Length: 5 – 10 mins.
Procedure: Ask students if they had any
questions about lecture or homework.
Homework: Post their reflections on
GoReact and respond to at least two
classmates’ videos in ASL. Take
comprehension check quiz online.

Assessment/Evaluation Tools:

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Informal assessment:
• Modeling,
• Commenting
• Giving feedback
• Rephrasing
• Peer support
• Systematic observation
• Comprehension checks

Formal assessment tool:
• GoReact
• Rubric

Methodology
1) Direct Method: This lesson frequently uses pictures to introduce vocabulary by identifying
and labeling.

2) Natural Approach: This lesson frequently uses ASL, the natural language, to discuss the ASL
literature.

3) Teaching Proficiency through Reading and Storytelling (TPRS): Students have affective
filters and keep their filters open by creating stress-free environment for students to learn
effectively.

4) Interactive Learning: Through class discussion

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Attachments:

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