Overview

This 3-day unit introduces high school Deaf students (grades 9-12) to the creative writing form of "I Am" poems. Students will explore identity through personal traits and experiences, develop their own poems with the help of visual tools including AI-generated images, and express their poetry visually by creating collages. The lessons are designed to maximize visual learning, use sign language-friendly strategies, and integrate cutting-edge AI technology as a creativity booster.

This unit aligns with the Common Core State Standards for English Language Arts, focusing on writing, language, and speaking & listening skills, adapted for accessibility.

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Day 1: Discovering "I Am" Poems

Learning Objectives

• CCSS.ELA-LITERACY.W.9-10.3: Write narratives to develop real or imagined experiences using effective technique, well-chosen details, and well-structured event sequences.
• CCSS.ELA-LITERACY.SL.9-10.1: Initiate and participate effectively in collaborative discussions with diverse partners on grade 9-10 topics.
• Develop self-awareness and devise strong poem content by brainstorming personal traits and experiences.

Materials

• Whiteboard and markers
• Large print and ASL-translated poem sample (visual)
• Chart paper or digital graphic organizer (shared screen or print)
• Visual aids with vocabulary and traits (cards or slides)
• Video clips of Deaf poets sharing about identity (ASL with captions)

Instructions

1. Engagement & Introduction (10 minutes)

• Greet students in ASL and establish the lesson’s goal: exploring identity through poetry.
• Show a visual poem (from a Deaf poet if possible) "I Am" phrase structure: "I am ___" or "I am not ___."
• Use both text and ASL gloss/video to explain the form.
• Ask: What does "I Am" mean to you? How can it relate to something important about yourself?

2. Collaborative Brainstorming (15 minutes)

• On chart paper or whiteboard, draw a large "I Am" bubble map.
• Ask students to sign/share personal traits (emotions, physical features, hobbies, culture, challenges).
• Use visual aids (trait word cards with pictures) to support vocabulary.
• Encourage students to sign their ideas while teacher writes them down for all to see.
• Ensure all student responses are captured visually.

3. Discussion and Reflection (10 minutes)

• Pair students to share 2-3 of their traits using sign language.
• Rotate partners so they hear different perspectives.
• Ask: Which traits feel most powerful or meaningful to you? Why?
• Invite a few students to share their favorite traits with the whole class (ASL and print).

4. Wrap-up and Homework (5 minutes)

• Assign: Think about 3 personal experiences connected to your traits. These will inspire your poem tomorrow.
• Provide accessible self-reflection graphic organizer (visual + simple text) for at-home or in-class use.

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Day 2: Writing the "I Am" Poem with AI Visuals

Learning Objectives

• CCSS.ELA-LITERACY.W.9-10.3: Write narratives and poems using effective techniques and vivid descriptive details.
• Use technology strategically to enhance writing and creativity (including AI visuals).
• Incorporate personal identity and experiences into creative writing.

Materials

• Laptops/tablets with text editor and AI image generator (pre-loaded with simple prompts)
• Projector or shared screen for AI image demonstration
• Printed sample "I Am" poems (visual + ASL translation)
• Sentence starters for poem drafting (visual cards)
• Worksheet for drafting poem with space for images

Instructions

1. Recap and Explain Writing Task (5 minutes)

• Review yesterday’s brainstorming.
• Present the goal: write an "I Am" poem using descriptive language that shows who you are.
• Show examples with ASL video translation emphasizing structure.

2. AI Image Inspiration Activity (10 minutes)

• Demonstrate AI image generation live by typing one trait phrase explained by students (e.g., "I am a creative thinker").
• Show how AI creates images that represent that idea.
• Invite students to type their trait or experience phrases to generate 1-2 images each.
• Encourage students to think visually and imaginatively how images connect to identity.

3. Writing Time (20 minutes)

• Students write their "I Am" poems on laptops/tablets.
• Use sentence starters for support:
  • "I am ___."
  • "I feel ___."
  • "I love __ because __."
• Encourage integrating ideas inspired by their AI-generated images.
• Teacher circulates, provides ASL support, and assists with writing/expressing ideas.
• Optionally, students can paste or print AI images beside their drafts.

4. Sharing and Feedback (5 minutes)

• Volunteers share one line of their poem using ASL or spoken English.
• Peers give positive feedback or ask questions in ASL.
• Teacher highlights effective use of personal voice and imagery.

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Day 3: Visual Collage & Reflection

Learning Objectives

• CCSS.ELA-LITERACY.SL.9-10.4: Present information and evidence clearly, emphasizing findings and supporting ideas.
• CCSS.ELA-LITERACY.W.9-10.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
• Reflect on identities through multimodal expression.

Materials

• AI images generated by students (digital or printed)
• Art supplies: glue, scissors, poster boards, markers
• Tablets/laptops for additional image searching if needed
• Visual reflection prompts (ASL and written)

Instructions

1. Collage Introduction & Planning (10 minutes)

• Explain that students will create a collage that visually represents their poem.
• Review the AI images from previous day and any additional images students want to add.
• Guide students to select images that best express ideas from their poems.
• Plan layout on poster board or digital collage space.

2. Creating the Collage (20 minutes)

• Students assemble their collages using AI images and art supplies.
• Encourage them to label key images with phrases or poem lines (written or ASL gloss).
• Teacher provides support for cutting, pasting, and translating ideas into visuals.

3. Presentation & Reflection (10 minutes)

• Students present their collages and read/sign their poems aloud.
• Classmate peers provide feedback focusing on how visuals and words connect.
• Use reflection prompts such as:
  • What part of your identity was hardest to show?
  • How did the images help express your feelings?
• Teacher concludes with positive affirmation about creative identity expression.

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Assessment & Adaptations

Assessment

• Formative assessment through participation, brainstorming, and real-time poem drafting.
• Summative assessment via completed "I Am" poem and final collage presentation.
• Use rubric evaluating clarity of identity expression, creativity, use of visual aids, and presentation skills integrating ASL or written English.

Accessibility & Differentiation

• Visual vocabulary and concept cards support language development.
• All instruction presented concurrently in ASL and text.
• AI tools and visual arts support diverse learning profiles.
• Provide options to dictate text or use sign-to-text apps for students with different writing abilities.
• Encourage peer and teacher bilingual support.

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This innovative unit fosters personal expression through accessible, multimodal strategies grounded in Common Core standards allowing Deaf students to thrive creatively while integrating modern AI technology as a powerful innovation tool.