Activity DHH Studies lesson 3 Date Nov 25, 2016

Grade/Student SC (Gr. 7), AA (Gr. 6), AT (Gr. 3)

Info
IEP Goal Students will learn to identify their accommodation needs and identify with some aspects of hearing loss
Lesson Using excerpts from the EL-Deafo book, students can identify similarities and differences between themselves, the author, and their
Objective DHH peers in the resource room 80% of the time in 3 trials.
Procedure
Elements of the Estimate
lesson d time What the teacher does What the student does Material(s)
Pre-Activity 5 min - TDHH will discuss the use of soundfield system, - students will name parts of the FM system White board
(concept to be and the FM with the students. (Transmitter & receivers).
taught) El-Deafo
10 min - Present this book on El-Deafo. What is happening - students will watch & follow along with the book
with this book? Its got pictures and text what do TDHH. Students may possibly say comic or
we call this kind of book? It is a graphic novel graphic novel.
(print on board). Quickly explain the background
the author wrote about her own experiences
growing up with listening devices. The author got
hearing loss from when she was young, when she
15 min got sick.
Activity 5 min - Before I start with the book, I want to go into White board
(concept to be detail about this chart. In this chart, we are going
modeled) to put down equipment that we use, you may put El-Deafo
down names of other people in the resource room book
too. We can do this after we look at parts in the
book. Modified
10 min chart for
- TDHH and students will go over certain parts in - Students will participate in the discussions, and comparing
the story, and discuss similar situations that have share what they can/know about going to the and
happened to them: Going to the sound booth, sound booth, getting ear molds, and hearing aids. contrasting
getting ear molds, and getting hearing aids.
 10 min - Going back to the chart students will check off - Students will look at each column, and check off Haiku Deck
listening devices that they have, their classmates, parts they have. Next, they will look at the other pictures made
and the authors. kids in the program and see what listening by TDHH on
25 min devices they use. iPAD

Post-activity 5 mins - Ask students to think about what has changed in - Students will take turns discussing what they TDHHs old
(student technology. think has changed in technology based on what equipment
practice/ they saw in the book.
evaluation) 5 mins - Bring in TDHHs own old hearing aids, and FM
and receivers.
10 min
Reflections What worked well:
(self-evaluation) - Using realistic, concrete examples (TDHHs old equipment) that students could visualize making connections with
what/how technology has changed over the years
- Selecting the appropriate graphic novel for the lesson and connecting it with the technology that the students use

What could be improved:

- More small group management to avoid getting sidetracked by students
- Smoother transition from middle of activity to concluding the session

What could be done differently:

- Adding an extended activity getting students to bring in their old equipment for comparison and contrasting

Reference

Bell, C. (2014). El-Deafo. New York, NY: Harry N. Abrams

 Activity DHH Studies lesson 4 Date Nov 30, 2016
Grade/Student SC (Gr. 7), AA (Gr. 6), AT (Gr. 3)
Info
IEP Goal Students will learn to identify their accommodation needs and identify with some aspects of hearing loss
Lesson Students will demonstrate self-advocacy skills by identifying and providing examples of communication strategies (ie, getting
Objective attention, moving to quiet space for group work, face to face conversations) to peers 80% of the time in 3 trials.
Procedure
Elements of the Estimate
lesson d time What the teacher does What the student does Material(s)
Pre-Activity 5 mins - TDHH: we will discuss possible situations that - Students will provide their own input and White board
(concept to be make it very difficult to hear (noisy classrooms, or suggestions on challenging listening situations
taught) hallways) Markers

- TDHH will explain that 6~8 possible case - Students will follow instructions provided by
scenarios will be acted out by each group TDHH
5 mins (depending on time available).
Activity 10 mins - TDHH: students will be paired up into three - Students will participate in role playing, and help White board
(concept to be different groups of two. They will draw a strip identify and solve problems
modeled) with a scenario, and act it out. The rest of the
other groups will watch and identify the problem.

10 mins - Then everyone will help by figuring out and

offering suggestions on how to solve that problem. Strips of case
scenarios
20 mins
Post-activity 5 mins - Ask the groups to list important tips/strategies for - Students will provide their input on strategies for
(student communication each group will list 2 communication
practice/ tips/strategies
evaluation)

5 mins
 Reflections What worked well:
(self-evaluation) - Inviting students peers for this session, which allows them to build relationships with peers
- Including role play (which made it engaging and interactive for the students)
What could be improved:
- Getting a pass-around mic for shorter delay in between speakers
- Reminding students beforehand to demonstrate good listening skills and being respectful of peers

What could be done differently:

- Setting up expectations before starting the activity
- Providing more case scenarios and strategies to help students apply their skills in a broader context