Developmental Lesson Plan

Teacher Candidate: Rebecca Bernfeld Date: January 18th

Group Size: 20 Allotted Time 30 Minutes Grade Level 2nd Grade

Subject or Topic: Deafness

Common Core/PA Standard(s):

10.1.2.B.1 Identify and describe functions of major body organs and systems

Learning Targets/Objectives:
The second-grade student will be able to demonstrate their understanding of deafness by
completing three stations and an inquiry packet.

Assessment Approaches: Evidence:

1. Thumbs up/ thumbs down 1. thumbs up if they understand and thumbs
2. Inquiry packet down if they do not
. 2. The teacher will check the understanding of
the student by checking the students
responses in the inquiry packet

Assessment Scale: Inquiry packet
Proficient: students responses show a large amount of understanding of the lesson
Basic: students responses show some understanding of the lesson
Below basic: students responses show little understanding of the lesson

Subject Matter/Content: Deafness

Prerequisites:
Have a general idea of what it means to be deaf
Key Vocabulary:
Deafness
o Unable to hear any speech even when sounds are amplified
Prelingual deafness
o The person lost their hearing before being able to properly speak
Post-lingual deafness
o The person lost their hearing after being able to properly speak
Unilateral deafness
o Deafness in one ear
Bilateral deafness
o Deafness in both ears
 Mild deafness
o Can only detect sounds between 25-29 decibels
Moderate deafness
o Can only detect sounds between 40-69 decibels
Severe deafness
o Can only detect sounds above 70-89 decibels
Profound deafness
o Cannot hear any sounds below 90 decibels
Hearing aid
o A device that helps people hear better, they amplify sounds
Cochlear implant
o Device that help people with hearing impairments that are caused by hair cell
damage in the cochlea
Content/Facts:
If you are deaf you are not able to hear speech even with the help of a hearing aid
There are multiple types of deafness
One deafness occurs when the person lost their hearing before they learned to speak
The other type occurs when the person lost their hearing after they had learned to speak
Prelingual deafness cases usually involve parents and siblings who do not know sign
language
If a cochlear implant is placed in a prelingual deaf child before they are four, then they
will usually acquire oral language successfully
Post-lingual deafness is usually caused by a medical condition, side effect from a
medication, or trauma
In the post-lingual deafness cases, people usually lose their hearing gradually and no
one notices anything wrong before the person does
The people with post-lingual deafness have to learn sign language and lip reading
Post-lingual deafness tends to lead to depression and loneliness
Unilateral deaf people struggle with pinpointing where a sound is coming from
Babies that are born with unilateral deafness usually have speech development delays
There are four levels of deafness
Deafness is usually detected through a physical examination or a general screening test
There are a few options for treatments
o Hearing aids
o Cochlear implants

Introduction/Activating/Launch Strategies:
The teacher will start the lesson by asking the students what they know about deafness
Then the students will watch a YouTube video about being deaf

Development/Teaching Approaches
The teacher will go through a PowerPoint about the different types of deafness and the
causes of them
The teacher will have three stations set up in the classroom
The first station will have a paper with the alphabet in American Sign Language
 o At this station the students will have to spell out a word to their partner using
sign language
o Their partner has to guess what word they spelled
At the second station, the students will have to wear earplugs and then read their
partners lips
At the third station, the students will wear earplugs and headphones on top
o At this station the students will listen to music through the headphones
The students will complete the inquiry sheet about each of these stations while they are
at them.

Closure/Summarizing Strategies:
The teacher will review what we talked about today
The students will hand in their inquiry packet
The teacher will tell the students that tomorrow they will be learning about hearing loss
and ways to communicate with people with hearing loss

Accommodations/Differentiation:
Students with visual impairments will be provided with verbal descriptions of what is
going on at each station
Students with hearing impairments will be given written directions for the activities

Materials/Resources:
ASL Sheet
Ear plugs
Head phones
Music
Inquiry Packet
https://www.youtube.com/watch?v=I_EmsguJMi
https://www.medicalnewstoday.com/articles/249285.php
Ardley, Neil. Science Book of Senses. Gulliver, 1991.
Cooney, Timothy. Scott Foresman Science. Pearson/Scott Foresman, 2008.
Showers, Paul, and Holly Keller. Ears Are for Hearing. Harper Trophy, 1993.
Simon, Seymour. Eyes and Ears. Harper Collins Publishers, 2003.

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable)

Personal Reflection Questions
Do the students understand how to communicate with people who are deaf?
Did the students have enough time at each station?

Additional reflection/thoughts