“I watched my toddler wade into the Gulf and launch a fistful of pebbles in flight. They glistened, tiny sparks of light, before I realized he was up to his chin in cold water. And I realized that if I called his name, if I screamed it, the word would sink like stone.” E. Engelman, The New York Times
ESL Voices Lesson Plan for this post with Answer Key
Excerpt: My Deaf Son Fought Speech. Sign Language Let Him Bloom By Elizabeth Engelman The New York Times
“When Micah turned 2 we had learned that he was profoundly deaf. In the audiologist’s office, an auditory brain response concluded he couldn’t hear a helicopter. ‘You’re taking this well,’ the doctor had said. But later, as I watched Micah step deeper into the Gulf water, I wanted to rage. I was so angry, I could have torn the beach apart. We celebrated his third birthday, and the audiologist turned his cochlear implants on for the first time.
I said, ‘Hi Micah, can you hear mommy?’ His hazel eyes widened and he screamed in terror, his body trembling. Shock. In American Sign Language, the sign for cochlear implant is similar to the sign for vampire. Vampire is signed with two fingers like teeth to the throat. Cochlear implant is signed with two fingers like teeth behind the ears.
The audiologist told me not to sign at all. She said sign language was a crutch that would hinder his speech. When he heard my voice for the first time, his cry was guttural, a stab wound. He was bitten by sound…He refused to wear the $18,000 sound processors, and his defiance was feral: head butts to my face, kicks, bites. The back of his head smacked against my jaw, and for a moment everything went black. The implant surgery alone had cost $50,000. Auditory verbal therapy was out of pocket, the doctors were out of network. What choice did I have but to force him?
When Helen Keller wouldn’t cooperate, her teacher Annie Sullivan used brute force. In The Story of My Life, Sullivan described how teaching obedience to the deaf and blind girl had to precede teaching language. Each week, I dragged him to speech therapy. He didn’t resist.
In public, his meltdowns drew unwanted attention on playgrounds and in grocery stores. How had I become the dejected mother in the fruit aisle, helpless as Micah bucked and cried, dangerously hitting his head on the linoleum floor?… I was no Annie Sullivan. I couldn’t break him, and instead, he was breaking me.
I gave up on spoken English, and enrolled in American Sign Language classes at the local community college.
Micah’s first sign was flower. To sign flower, the right hand grasps an imaginary stem and holds it first against the right nostril and then against the left, and like a flower, Micah blossomed one new sign at a time and took his implants off his head for good.
The first time he told me a story, he was 6. In the dark, his hand reaches up to speak, and I shine a flashlight on his fingers. They make rapid shadow puppets onto the bedroom wall, and I understand his story like a hieroglyph. I see his voice. I hear his face. His pristine silence fills a room far more than sound.”
NOTE: Lessons can also be used with native English speakers.
Level: Intermediate – Advanced
Language Skills: Reading, writing, and speaking. Vocabulary and grammar activities are included.
Time: Approximately 2 hours.
Materials: Student handout (from this lesson) and access to news article.
Objective: Students will read and discuss the article with a focus on improving reading comprehension and learning new vocabulary. At the end of the lesson students will express their personal views on the topic through group work and writing.
I. Pre-Reading Activities
Predictions: Analyzing headings and photos
Directions: Have students examine the titles of the post and of the actual article. After they examine the photos, ask students to create a list of words and ideas that they think might be related to this article.
II. While Reading Activities
Directions: Students are to infer the meanings of the words in bold taken from the article. They may use a dictionary, thesaurus, and Word Chart for assistance.
- The audiologist turned his cochlear implants on for the first time.
- The audiologist told me not to sign at all.
- When he heard my voice for the first time, his cry was guttural.
- Helen Keller wouldn’t cooperate at the start of her training.
- When she took him to speech therapy he didn’t resist.
- I woke up paralyzed on the right side of my face.
- The doctor said it was trauma to the nerve.
- She gave up on talking English.
- They enrolled in American Sign Language classes.
- His pristine silence fills a room far more than sound.
Directions: Place students in groups and after they have read the entire article, have them complete the following sentences taken from the article. They can use the words and terms from the list provided, or provide their own terms. They are to find the meanings of any new vocabulary.
Micah’s first___ was___. To sign flower, the right hand grasps an___stem and holds it first against the right___and then against the left, and like a flower, Micah___ one new sign at a time and took his___off his head for good.
WORD LIST: implants, imaginary, sign, blossomed, flower, nostril,
Using Adjectives to describe pictures
Directions: Have students choose a picture from the article and write a descriptive paragraph using adjectives.
III. Post Reading Activities
Graphic Organizers: Finding the main idea
Discussion for Comprehension /Writing
Directions: Place students in groups and have each group compose a letter or note to a person mentioned in the article telling her/him their thoughts on the topic. Share the letters as a class.
Directions: Allow students 5 minutes to write down three new ideas they’ve learned about the topic from the reading, two things they did not understand in the reading, and one thing they would like to know that the article did not mention. Review the responses as a class.