UC San Diego

Literacy development is greatly presented and reinforced at school with emphasis on language exposure and exceptional modeling from teachers. However, many deaf students do not get enough exposure to storytelling and reading aloud due to insufficient classroom time and even professional experience in storytelling in the classroom. This becomes an ongoing issue in classroom due to educational standards and lack of investment especially in storytelling. My curriculum strongly focuses on promoting and empowering students to broaden and amplify their understanding, skills, confidence and creativity into storytelling. The curriculum also promotes students to engage with the visual storytelling and/or digital media by using any type of props, technology and other hands-on activities to be more compatible and attend to the diversity of students' literacy skills. Once they increase the knowledge of all the procedure in creating storytelling project, going towards to the completion of the project; Storytelling festival by students' work. The types of curriculum assessments, which are the observations, the measurement of the students' performance, and the field notes, four out of four curriculum learning goals were accomplished. Throughout of the curriculum, both ASL and English are used in the classroom