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Cochlear Implants-Flip camera

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Keywords: persuasive essay, research, English, Cochlear Implants, movie making, flip camera
Subject(s): Special Needs, Writing, English/Language Arts
Grades 6 through 12
School: Beachwood High School, Beachwood, OH
Planned By: Sarah Thrasher
Original Author: Sarah Thrasher, Beachwood
Activity 1-
The students will watch the movie “Sound and Fury”. It focuses on the debate within the Deaf community related to cochlear implants. After the movie is over the students will use a graphic organizer to compare and contrast the two families featured in the movie with opposing views. See Handout 1.

Activity 2-
When the organizers are completed the students will need to write a paragraph from each families perspective. They will use a teacher made organizer to format their paragraphs and will have a total of 2 paragraphs, one in support and one against cochlear implants. Once the paragraphs are complete in the handout they will need to type them and hand them in for grading. See Handout 2.

Activity 3-
The students will need to generate a list of questions as a class to ask people for their opinions about cochlear implants. When a final list of questions is decided upon they will then need to individually create a “form” in Google docs to send out to people related to the field of Deaf Education (Speech/Language Therapists, Audiologists, Teachers, Deaf individuals, Interpreters, Parents of Deaf students, etc.) The students need to send out the form to at least 25 people.

Activity 4-
After they compile the data they will need to create a video explaining if they support or oppose cochlear implants. The students will be required to show their video to the class.

Activity 5-
As a whole class the students will enter their data into a excel spreadsheet to compile the whole class’s data. In a group discussion we will discuss the data and what influences people perspectives. Each student will then be required to write a quick reflection of the project as their “exit slip” to class.

Rubric for movie
Student Name: ________________________________________

CATEGORY 4 3 2 1
Preparedness: (4)Student is completely prepared and has obviously rehearsed. (3) Student seems pretty prepared but might have needed a couple more rehearsals. (2) The student is somewhat prepared, but it is clear that rehearsal was lacking. (1) Student does not seem at all prepared to present.

Time-Limit: (4) Presentation is 5-6 minutes long. (3) Presentation is 4 minutes long. (2) Presentation is 3 minutes long. (1) Presentation is less than 3 minutes OR more than 6 minutes.

Speaks/Signs Clearly: (4) Speaks/Signs clearly and distinctly all (100-95%) the time, and conveys concepts clearly. (3) Speaks/Signs clearly and distinctly all (100-95%) the time, but has one concept that is unclear. (2) Speaks/Signs clearly and distinctly most ( 94-85%) of the time. (1) Often can not be understood, has multiple concepts that are unclear. No organization to the information.

Stays on Topic: (4) Stays on topic all (100%) of the time. (3) Stays on topic most (99-90%) of the time. (2) Stays on topic some (89%-75%) of the time. (1) It was hard to tell what the topic was.

Content: (4) Shows a full understanding of the topic. (3) Shows a good understanding of the topic. (2) Shows a good understanding of parts of the topic. (1) Does not seem to understand the topic very well.
This lesson could easily be done with hearing students, they too need to practice speaking in front of people.
Cross-Curriculum Ideas
This could certainly be used for a Speech class.
Refer to lesson plan for pre and post activities.
Materials: Flip Video, Internet Services