Context:

This unit was created during my Student Teaching in the fall of 2008 under the supervision of Dr. Jean Hampton.  The unit was designed for and conducted in a first grade classroom at Fallston Elementary School in Cleveland County, North Carolina. 

The unit is a sign language unit in which the students learn signs to use on a daily basis in the classroom as well as learn about Deaf culture. 

Impact:

This unit introduced a completely new idea and concept to the students.  Most of the students knew very little to nothing about Deaf culture and none of the students had ever used sign language as a tool for communication before.  Through this unit, students were able to learn about a new culture with many misconceptions and apply what they were learning to their own life.  The students also learned to sign the alphabet as an extension to daily phonics lessons, which allowed for great integration. 

The students were allowed to reflect upon what they were learning and also were given a choice into what words they wanted to learn in sign language.  Also, daily classroom signs were learned to help in classroom management, such as "bathroom," "water fountain," "sit down," "line up," and more. 

Alignment:

Standard 1: Indicator 4: Teachers understand the elementary school child’s social, cultural, linguistic, cognitive, and affective backgrounds as they relate to the ability to develop effective communication processes (listening, speaking, reading, and writing). This indicator is met through the students learning of American Sign Language.  The signs that were chosen for the students to learn were based upon Standard 4: Indicator 1: Teachers have a basic knowledge and understanding of the tapestry of world cultures.  Teachers have an awareness of, an appreciation for, and sensitivity to diverse cultures and recognize the impact of social diversity in a complex world. This indicator was met because in order to plan and teach a lesson about the Deaf culture, I had to be informed, aware, and have a sensitivity to the culture about which I was teaching.    Standard 7: Indicator 3:  Teachers promote new learning by using students' prior knowledge, misconceptions, and interests when designing lessons.  This indicator was met by the planning of the lessons included in the unit.  One specific lesson of the unit focused on the misconceptions of Deaf culture.  Interest was also taken into consideration with the lesson planning by allowing students to choose what words they would like to learn and also by including signs that related to everyday class experiences.