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Say Hello to Julio

Students will learn about the history of American Sign Language (ASL). They will compare and contrast the experiences of Julio, a boy who is helped by ASL, with Alice Cogswell, a young girl who helped create the language.

By Rebecca Leon
From the March / April 2018 Issue

Learning Objective: Students will learn about the history of American Sign Language (ASL). They will compare and contrast the experiences of Julio, a boy who is helped by ASL, with Alice Cogswell, a young girl who helped create the language.

Lexiles: 550L, 690L, 910L
DRA Level: 28
Featured Skill: Compare and Contrast,
Common Core Standards
  • R.1, R.2, R.3, R.4, R.7, R.9, W.2, SL.1, L.4, L.5
TEKS Standards
  • 3.2, 3.4, 3.12, 3.13, 3.20, 3.29, 3.30
Read the Story
Slideshows (1)
Audio ()
Activities (4)
Reading Kit
Skills Activities
Quizzes (2)
Quizzes (2)
Answer Key (1)
Slideshows (1)
Audio ()
Activities (4) Download All Quizzes and Activities
Reading Kit
Skills Activities
Quizzes (2)
Quizzes (2)
Answer Key (1)
Can’t-Miss Teaching Extras
Graphic Novel with a Deaf Protagonist

We highly recommend El Deafo, a graphic novel by Cece Bell in which she describes her life as a young deaf child.

 

ASL 101

Want to show your kids some basic signs? This video, led by a young girl, is one of the few free resources that isn’t geared toward baby sign language. And it’s filled with school-related terms like desk, chair, and “Pay attention.” (Handy!) 

 

Signing Around the World

Your students might be wondering whether there are other sign languages, aside from American. The answer is yes! Sign language often develops organically—just like American Sign Language developed at Alice Cogswell’s school. Even England has a different version of sign language, even though English is the primary spoken language of both England and America.

 

Championing Deaf Education

Alice Cogswell continued to help deaf children after she graduated school: She traveled all over the country as an ambassador, spreading the word about her school and helping people throughout the U.S. understand that deaf people could—and should—learn. 

 

Schools for Deaf Children

There are more than 100 schools for deaf children in the U.S. today. Take a look at this list and see if you can find the one closest to you. 

 

More About the Article

Content-Area Connections

Social Studies: history, communication

Social-emotional learning: social awareness

Key Skills

compare and contrast, main idea and supporting details, figurative language, key details, main idea, cause and effect, vocabulary

Step-by-Step Lesson Plan
Download the Lesson Plan

1. PREPARING TO READ

Preview Text Features/ Set a Purpose for Reading (10 minutes)

  • Have students look at the headlines on pages 10 and 13. Ask volunteers to read aloud the headline and subhead of each article. Then ask students to identify the topic that covers both articles. (the experiences of two deaf children) 
  • Point out the photos and captions in both articles. Make sure students understand that the images on page 10 are spelling out the word hello in American Sign Language (ASL). You can also ask your students whether any of them know how to use ASL. Call on a volunteer to read the captions.
  • Call on volunteers to read aloud the Think and Read box on page 11 and the Think and Write box on page 13. As they read the articles, remind them to look for similarities and differences in the lives of Julio and Alice.

Preview Vocabulary (15 minutes)

  • We have highlighted in bold five words that may be challenging and defined them on the page. Preview these words by projecting or distributing our vocabulary activity and completing it as a class. You may also play our Vocabulary Slideshow.
  • Highlighted words: communicating, gestures, emphasize, confidence, urged

2. CLOSE READING

Reading and Unpacking the Text

  • First read: Students should read each article one time for general comprehension.
  • Second read: Distribute Close-Reading and Critical-Thinking Questions to the class. Preview them together. Ask students to read the articles again and answer the questions as a class or in small groups.

Close-Reading Questions (20 minutes)

  • On page 12, the author says that “watching Julio and his friends sign is like watching a dance.” What does this mean? (figurative language) ASL involves moving the entire body, just as dancing does. Julio and his friends twist and turn and flutter their hands when they communicate with each other.  
  • What else besides ASL helps Julio understand people who speak to him? (key details) Julio wears hearing aids, which are devices in his ears that help him hear some sounds. He also reads people’s lips, watching their mouth closely to figure out what they’re saying. 
  • What part does ASL play in Julio’s life? (main idea) ASL is an important part of Julio’s life. It helps him connect with his friends. All of his teachers use ASL, so it allows him to learn and keep up with his classes. His mother learned ASL to communicate with him too. 
  • In “Meet Alice Cogswell,” why were there no teachers for deaf children in America in 1814? (key details) At that time, many people in America didn’t believe that deaf children could learn.  
  • In what way did Alice affect Julio’s life? (cause and effect) Alice was the reason that the first school for the deaf in America was founded. She was also among the students who helped create ASL. She paved the way for Julio to attend a school for deaf students and communicate with his family and friends.

Critical-Thinking Question (10 minutes)

  • How do you think Alice would feel if she visited Julio’s school today? Why? (compare and contrast) Answers may include that she would be proud that she helped create ASL and education for the deaf. She would be happy that today people know that deaf children can learn like anyone else can. She might feel right at home with people who speak her language. Alice might also be surprised to learn about hearing aids! ​

3. SKILL BUILDING

Connecting Texts

Distribute our compare and contrast activity.

Discuss the task in the Think and Write box on page 13. Then have students complete the task in class or as homework.

Differentiate and Customize
For Independent Readers

Have students use small sticky notes to mark parts of each story that surprised them. Were there ideas or facts that changed the way they thought about deaf people? They can draw a star on those sticky notes. 

For Guided Reading Groups

Have students take turns reading the stories aloud. Ask them to try to connect the texts to their own lives. Do they know anyone who is deaf? Either way, how did these stories help them understand the way deaf people communicate? 

For ELL Students

Be sure to play our Vocabulary Slideshow, preferably before reading the articles. Pause between each word to discuss its meaning. Encourage each student to point out another unfamiliar word in the stories; discuss each as a group. 

For Advanced Readers

Ask students to think about something they would like to do and then tell a partner— but without speaking. Regroup and discuss: What methods did they use to communicate? Did their partners understand them?

For On Level Readers

What is similar about Julio’s and Alice’s lives? What is different? Answer in a well-organized paragraph, using details from both texts.

Text-to-Speech