Grade 2 Life Skills: Communication Without Sight/Hearing – Week 7 Term 4

1. Sign Language

A language that uses hand movements, facial expressions, and body language instead of spoken words to communicate

2. Braille

A system of raised dots that people who are blind can touch and read with their fingers

3. Deaf

A person who cannot hear or has very limited hearing

4. Blind

A person who cannot see or has very limited vision

5. Communication

Sharing information, ideas, or feelings with others through talking, writing, signing, or other methods

Hook Activity: The Silent Game

Start the lesson by asking all learners to close their eyes and be completely silent for 30 seconds. Then ask: “How did it feel not being able to see or talk? How would you tell your friend you want to play if you couldn’t speak?” This immediately engages learners and helps them understand the challenges people face.

Introduction Activities:

• Show pictures of people using sign language and reading braille
• Ask: “Have you ever seen someone ‘talking’ with their hands? What do you think they were doing?”
• Explain that today we will learn about special ways people communicate when they cannot see or hear
• Share that everyone has the right to communicate and be understood, no matter their abilities

Direct Instruction (10 minutes):

Teaching Sign Language:

• Explain that South African Sign Language (SASL) is a real language used by many South African people who are Deaf
• Demonstrate and teach 5 basic signs: Hello, Thank you, Please, Yes, No
• Show how facial expressions are important in sign language
• Practice each sign together as a class, repeating 3-4 times

Teaching About Braille:

• Show examples of braille (if available) or create tactile dots using glue dots on paper
• Explain that braille uses patterns of raised dots that people touch to read
• Demonstrate how people read braille by running their fingers over the dots
• Let learners feel the raised dots (or textured materials) to understand tactile reading

Guided Practice (15 minutes):

Activity 1: Sign Language Practice

• Divide class into pairs
• Partners practice the 5 signs they learned, taking turns being the “signer” and “reader”
• Create simple conversations: “Hello! How are you? Thank you!”
• Teacher circulates to help and encourage

Activity 2: Communication Challenge

• Set up three stations around the classroom
• Station 1: Communicate without speaking (use gestures and signs)
• Station 2: Communicate without seeing (learners close eyes and listen to instructions)
• Station 3: Create “braille” letters using clay or playdough dots
• Groups rotate through stations (5 minutes each)

Independent Practice (15 minutes):

Worksheet Activity:

• Learners complete “My Communication Friends” worksheet
• Draw and label two ways people with disabilities communicate
• Practice making dots on paper to create simple braille patterns
• Write one sentence about why it’s important to learn different ways to communicate

Creative Activity:

• Learners create their own “name sign” – a special sign that represents them
• Share their name sign with a partner
• Explain why they chose that particular movement

Consolidation Activity:

• Review the 5 SASL signs as a whole class
• Play “Sign Language Simon Says” – teacher gives instructions using signs
• Discuss: “What did you learn today that surprised you?”
• Emphasize that all people deserve respect and the chance to communicate

Exit Ticket:

Each learner demonstrates one sign they learned and shares one way people who are blind can read (answer: braille). Teacher observes and provides verbal affirmation.

📝 Formative Assessment

• Observe learners during sign language practice – can they correctly form the 5 basic signs?
• Listen to pair conversations – are they using respectful language about disabilities?
• Check participation at the three communication stations
• Monitor facial expressions and body language – are learners engaged and showing empathy?

📋 Summative Assessment

• Completed “My Communication Friends” worksheet showing understanding of different communication methods
• Exit ticket demonstration of learned signs
• Ability to explain what braille is and who uses it
• Creation of personal name sign showing creativity and understanding

🤝 For learners who need support:

• Provide picture cards showing each sign with arrows for movement
• Allow learners to practice with teacher or teaching assistant first
• Use simpler signs (hello, yes, no only)
• Provide hand-over-hand guidance for making signs
• Allow drawing instead of writing on worksheets

🚀 For advanced learners:

• Learn additional SASL signs (family members, colors, numbers 1-5)
• Research and present one fact about Helen Keller or Louis Braille
• Create a mini sign language dictionary with illustrations
• Teach signs to younger learners during break time
• Write a short story about a character who uses sign language

♿ For learners with barriers:

• For learners with motor difficulties: Focus on head nods/shakes and facial expressions instead of complex hand movements
• For learners with visual impairments: Emphasize the tactile braille activities and verbal descriptions
• For learners with hearing impairments: This lesson is perfect! Use visual demonstrations and written instructions
• Use buddy system for all activities
• Provide extra time for practice and processing

✅ What worked well:

[To be completed after lesson – Consider: Did learners show empathy? Were they engaged in sign language practice? Did the tactile activities help understanding?]

🔧 What could be improved:

[To be completed after lesson – Consider: Did learners need more practice time? Were any activities too complex? Did all learners participate?]

📝 Notes for next lesson:

[To be completed after lesson – Consider: Which signs should be reviewed? Do any learners need additional support? Ideas for follow-up activities?]