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Lesson Plan
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\n\"Understanding\n\n
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\nUnderstanding Culture and Society (Grade 9--Deaf Community)\n

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\n\nFor Teachers\n\n9th\n
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\nNinth graders describe how characteristics of Deaf culture relate to ASL. They identify ways in which sign languages from other countries and ASL have influenced one another. Then invite a member of the Deaf community to speak to the...\n
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PPT
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\n\"Deaf\n\n
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\nDeaf\n

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\n\nFor Teachers\n\n3rd - 6th\n
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\nIntended for a main-stream class, this presentation goes over some facts they may need to know when meeting a deaf person. They learn how deaf people cope with hearing loss, communicate, and do everyday activities like watch TV or answer...\n
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\n\"Successful\n\n
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\nCurated OER\n
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\nSuccessful Deaf Leaders in Government\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nLearners research branches and agencies of state government to further explain how legislation and initiatives impact Deaf community. They conduct email interviews with Deaf government leaders, and create electronic portfolios.\n
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\n\"American\n\n
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\nAmerican Deaf Culture: A History of Language\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents examine the relationship between language and culture in the Deaf Community. They discover the history of sign language and how it has been viewed in the past. They examine the Deaf community's beliefs and values.\n
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\n\"Deaf\n\n
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\nCurated OER\n
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\nDeaf and Diverse\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents examine deaf culture and the role that American Sign Language plays in forging a sense of community.\n
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\n\"American\n\n
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\nAmerican Deaf Culture: Deaf Art\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents examine the culture and art of the Deaf Community. They discover the history of the Deaf Community using art and their values. They compare and contrast different pieces of art.\n
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\n\"Using\n\n
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\nCurated OER\n
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\nUsing High School Students to Teach Biology to Deaf Elementary Students\n

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\n\nFor Teachers\n\n9th - 10th\n
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\nLearners teach Biology concepts to elementary students, in particular deaf learners, by traveling once a month to the elementary classroom with activities / lessons that have been selected and prepared by the older students.\n
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PPT
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\n\"American\n\n
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\nAmerican Sign Language\n

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\n\nFor Teachers\n\n7th - 9th\n
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\nProvide your ASL learners with lots of historical and cultural information on the Deaf community. As the slides are text heavy and extensive, select certain slides to cover based on your day's agenda.\n
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\n\"ASL:\n\n
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\nCurated OER\n
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\nASL: Lesson 3\n

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\n\nFor Teachers\n\n1st - 8th\n
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\nThe ASL lessons from lifeprint are amazing, but can be complicated. While this lesson is perfect for those needing to learn or teach ASL to the deaf community, it could also provide a valuable communication tool. This resource features...\n
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\n\"Assessing\n\n
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\nNuffield Foundation \n
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\nAssessing Human Hearing\n

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\n\nFor Teachers\n\n6th - 12th\n\nStandards\n
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\nYoung scientists explore hearing through multiple experiments, demonstrations, and activities. They focus on the changes in hearing over a lifetime, how we can determine where a sound is coming from, and the ability to filter noises.\n
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Lesson Plan
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\n\"Successful\n\n
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\nCurated OER\n
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\nSuccessful Deaf Leaders in Government\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents create a \"Who's Who\" compilation of local, state, national and international leaders that advocate, introduce legislation, and lobby for the deaf. They use internet research to create a catalog of biographies and then conduct a...\n
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Lesson Plan
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\n\"Mudras\n\n
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\nCurated OER\n
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\nMudras and Sign Language\n

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\n\nFor Teachers\n\n1st - 3rd\n
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\nStudents compare the languages of the ancient Japanese people and the American deaf community, two cultures that utilize hand signs in this lesson plan for the early elementary classroom.\n
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\n\"What\n\n
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\nCurated OER\n
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\nWhat To Be or Not To Be\n

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\nStudents discuss and learn about jobs and workers found in their school and then in the world around them. Through the activities presented in the instructional activity, students will become familiar with various workers and their...\n
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\n\"Let's\n\n
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\nCurated OER\n
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\nLet's Get to the Bottom of the Arctic!\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nLearners identify the three realms of the Arctic Ocean, and describe the relationships between these realms. They describe different species associations in a benthic community.\n
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\n\"This\n\n
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\nCurated OER\n
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\nThis Old Tubeworm\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents explain the process and significance of chemosynthesis. They develop their own graphic based on data of a biological community. They estimate the age of a given species as well.\n
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Lesson Plan
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\n\"ASL:\n\n
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\nCurated OER\n
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\nASL: Lesson 19\n

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\n\nFor Teachers\n\n1st - Higher Ed\n
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\nBeing able to express feelings is important for every learner. ASL lesson 19 is intended for teaching hearing impaired pupils or special ed teachers functional ASL. Since this provides a list of signs describing feelings, it would be a...\n
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\n\"Idioms\n\n
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\nCurated OER\n
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\nIdioms in Everyday Language\n

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\n\nFor Teachers\n\n8th - 12th\n
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\nStudents describe idioms and their use in everyday language. They describe the difference between literal and idiomatic meanings. In groups, students use iPhoto to create books that explain and illustrate a variety of idioms describing...\n
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\n\"Setting\n\n
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\nSetting the Story: Techniques for Creating a Realistic Setting\n

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\n\nFor Teachers\n\n7th - 12th\n\nStandards\n
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\n“It was a dark and stormy night.” Thus begins the 1830's novel Paul Clifford and, of course, all of Snoopy’s novels! Encourage young writers to craft settings for their stories that go beyond Edward Bulwer-Lytton’s often-mocked phrase...\n
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Lesson Plan
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\n\"ASL:\n\n
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\nASL: Lesson 20\n

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\n\nFor Teachers\n\n1st - Higher Ed\n
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\nTeach it, learn it, communicate with it. ASL is at your fingertips with this sign language series. Lesson 20 focuses on classifiers, descriptive vocabulary, and asking questions. Each blue link on the page takes you to an image or video...\n
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Worksheet
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\n\"Spotlight\n\n
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\nSpotlight on Derby, UK\n

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\n\nFor Students\n\n7th - 8th\n
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\nIn this United Kingdom worksheet, students read the sentences about Derby UK and circle the answer that best completes the 10 questions.\n
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\n\"Social\n\n
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\nSocial Studies: A Quiet Protest\n

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\n\nFor Teachers\n\n10th - 12th\n
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\nStudents examine the protest by Gallaudet University students concerning the hiring of a new school president. They investigate laws related to protests and present their findings to the class in a multimedia show, oral report, or debate.\n
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\n\"Writing\n\n
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\nWriting Folktales\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents consider the structure of folktales. In this writing skills lesson, students list the attributes of folktales that they read in class. Students then complete handouts based on the elements of the tales as well as types of tales...\n
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\n\"Pride\n\n
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\nPride in a Job Well Done\n

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\n\nFor Teachers\n\n4th - 6th\n
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\nStudents focus on individuals who discover their own special talents and sense of self-worth through the work they do. Students study accomplishments of famous people who may have had an impact on their lives. Students make connections,...\n
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\n\"Biochemistry\n\n
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\nBiochemistry Detectives\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents explore the process of chemosynthesis and relate it to the biological communities in cold seeps. In this biochemistry lesson students interpret analyses of enzyme activity and draw inferences about organisms in cold seep...\n
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