Name of Student Teacher: Taylor Childers Subject: Science (2nd Grade) Date: 02/04/14 Lesson Plan Title: Who

Was Helen Keller? Unit: Helen Keller ALCoS Standards: Identify national historical figures and celebrations that exemplify fundamental democratic values, including equality, justice, and responsibility for the common good. [SS.2.2] Specific Objectives: Students should be able to identify and prove facts about Helen Keller with evidence in informational texts. Required Materials: Who Was Helen Keller? booklet (attached) Fact and Evidence Graphic Organizer Pencils Equity sticks Computer with Internet access o Helen Keller BrainPOPJr. video http://www.brainpopjr.com/socialstudies/biographies/helenkeller/preview.weml Engagement: Have students gather on the rug in the front of the room. Have students discuss what they think would be the most difficult part of not being able to see or hear with their peanut butter and jelly partners. Have students share their partners responses. Watch the BrainPOPJr video about Helen Keller. Allow students to discuss one fact from the video with their partners. Step-by-Step Procedures: Give each student a Who Was Helen Keller? booklet. Have students use highlighters to find three facts in the booklet. Also, have students find statements of evidence to prove each fact. Have students write their facts and evidence on the Fact and Evidence Graphic Organizer. Closure: Use equity sticks to have students share their favorite fact from the booklet with the class. Assessment Based on Objectives: Students will be assessed on their completed Fact and Evidence Graphic Organizers. Adaptations/Accommodations: The teacher can determine if students should write fewer facts/evidence or if they should orally discuss facts from the video and booklet. Extensions: This lesson enhances this weeks reading story about Helen Keller. Notes/Reflections: This lesson is intended to be a sort of introduction to Helen Kellers life and accomplishments. This is the introductory lesson of a four-day unit about Helen Keller. The graphic organizer will be attached to an evidence sheet for the week.

Fact

Evidence

Fact

Evidence

WHO WAS HELEN KELLER?

1
Created by Samantha McMillian http://teacherspayteachers.com/Store/The-Elementary-Contessa

Helen Keller was born in Alabama on June 27, 1880. She became very sick with a high fever for several days when she was 19-months-old and lost her sight and hearing. No one could communicate with her. School lessons made no sense to her, and she was very hard to manage. When she was 6, her mom heard about the Perkins School for the Blind in Boston from Alexander Graham Bell, inventor of the telephone. The school sent a teacher named Anne Sullivan and it changed Helen's life.

Anne had to figure out a way to make Helen understand words. She began to teach Helen letters by signing them into her palm. One month later, Anne held Helen's hand under a pump while signing W-A-T-E-R into her palm. Helen's whole face lit up. She finally understood. That day, she learned 30 words. She learned words and sentences. Soon she was able to sign the alphabet. But Helen wasn't satisfied with signing alone. She wanted to learn to write. She learned to write in braille and Helen placed a ruler on the page as a guide and drew letters.

Helen and Anne went to New York City to attend a school for the deaf. She was the only student who was both deaf and blind. Anne read everything and signed what she read into Helen's hand. Helen learned quickly and became able to communicate with everyone. She was even learning how to speak. She went to Radcliffe College in 1899 and studied French, German, and Latin. Since many books were not available in braille at that time, Anne would sign what she read into Helen's hand.

Helen wrote her first book called The Story of My Life in 1902, a year before her graduation. Helen worked to improve womens rights, as well as people with disabilities. In 1904, she was the first deaf-blind person to receive a college degree. She graduated from Radcliffe College with very high honors. She wrote fourteen books.

In 1909, Helen joined the Suffragist Movement to fight for equal treatment for women, including the right to vote. In 1924, Helen joined the American Foundation for the Blind and became their ambassador for 44 years. She traveled around the world, talking to leaders and working to improve the rights for people with disabilities. 6

In 1964 Helen was awarded the Presidential Medal of Freedom, the nation's highest civilian award, by President Lyndon Johnson. A year later she was elected to the Women's Hall of Fame at the New York World's Fair.

Helen spent the last few years at home in Connecticut. In 1961, she suffered a series of strokes. In 1968, she died in her sleep at the age of 88. She has been honored on postage stamps in several countries including the United States and on the Alabama State quarter.

Name of Student Teacher: Taylor Childers Subject: Social Studies (2nd Grade) Date: 02/05/14 Lesson Plan Title: How Did Helen Keller Read and Write? Unit: Helen Keller ALCoS Standards: Identify national historical figures and celebrations that exemplify fundamental democratic values, including equality, justice, and responsibility for the common good. [SS.2.2] Specific Objectives: Students should be able to identify a fact and form an opinion statement about Braille with evidence in informational text. Required Materials: Pencils Braille Fact Sheet Braille name sheet Fact and Opinion table Glue Computer with Internet access o What is Braille? video http://vimeo.com/22951641 Engagement: Have students gather on the rug in the front of the room. Have students discuss if and how they think someone who is blind would be able to read or write with their peanut butter and jelly partners. Have students share their partners responses. Watch the Braille video. Allow students to discuss one fact from the video with their partners. Step-by-Step Procedures: Give each student a Braille Fact Sheet, a Fact and Opinion table, and his or her Braille name sheet. Have students use highlighters to highlight three facts on the fact sheet. Also, have students form an opinion statement about Braille. Have each student write one fact from the Braille Fact Sheet and one formed opinion on the Fact and Opinion table. Give each student his or her Braille name sheet (paper with his or her name printed in Braille). Have students glue their Fact and Opinion tables and their Fact and Evidence Graphic Organizers on their sheet. Closure: Use equity sticks to have students share their written Braille opinions with the class. Assessment Based on Objectives: Students will be assessed on their completed Fact and Opinion tables. Adaptations/Accommodations: The teacher can determine if students need guided/prompted fact and opinion statements or if they should orally discuss facts from the video and booklet. Extensions: This lesson enhances this weeks reading story about Helen Keller. Notes/Reflections: This lesson is intended to have students think about how Braille allows people who are blind to read and write. This is the second lesson of a four-day unit about Helen Keller. The Braille name sheet will be used as the evidence sheet for the week.

Braille Fact Sheet

People often think that braille is a language. Actually there is a braille code for every foreign language you can imagine including French, Spanish, Chinese, Arabic, and Hebrew. There are also braille codes for mathematics, music, and computers.

The Braille Cell

The braille characters make up the letters of the alphabet, punctuation marks, numbers, and everything else you can write in print. The letter "a" is written with only dot 1.

The letter "d" has dots 1, 4, and 5.

The picture below shows you how the dots are arranged in the braille cell for each letter of the alphabet. Do you see a pattern between the lines of the alphabet?

Fact

Opinion

Fact

Opinion

Fact

Opinion

Fact

Opinion

Name of Student Teacher: Taylor Childers Subject: Social Studies (2nd Grade) Date: 02/06/14 Lesson Plan Title: How Did Helen Keller Communicate? Unit: Helen Keller ALCoS Standards: Identify national historical figures and celebrations that exemplify fundamental democratic values, including equality, justice, and responsibility for the common good. [SS.2.2] Specific Objectives: Students should be able to write a sentence about how sign language allows people who are deaf and people who are both blind and deaf to communicate with others. Required Materials: Word blank sheet Braille name sheet ASL key sheet Word card ASL Mystery word sheets Paper hands Glue Computer with Internet access o ABC song/ASL alphabet - American version video http://www.youtube.com/watch?v=wMQHd1UBkeI Engagement: Have students gather on the rug in the front of the room. Have students discuss if and how they think someone who is blind and deaf would be able to communicate with others with their peanut butter and jelly partners. Have students share their partners responses. Watch the ABC/ASL song video. Allow students to discuss one fact from the video with their partners. Visual Auditory Tactile/Kinesthetic Give each student an ASL mystery word sheet and an ASL key sheet. Have students use the key to match the ASL signs to print letters. For this (visual) group, model highlighting the corresponding signs on the mystery word sheet and key the same color. Have students color coordinate each sign in the mystery word to the matching sign on the key sheet. Give each student a word blank sheet and an ASL key sheet. Tell this group that their word is spoon. Have students listen carefully to the word and to use this weeks spelling word list if they need to check the spelling. Have students use the key to match the ASL signs to print letters and draw the signs on the word blank sheet. For this (auditory) group, model reciting the decoded mystery word letters. Have students practice saying each letter in the word and blending those letters and Give each student a word card, an ASL key sheet, and five paper hands. Have students use the key to match the ASL signs to print letters. For this (tactile/kinesthetic) group, model folding a paper hand to make the first letter sign in the word on the word card. Have students complete creating the ASL signs for the letters in the word. Have students glue the hand signs in order on the word card.

reading the entire word. Closure: Use equity sticks to have students share their word decodings with the rest of the class. Have students write a sentence on their Braille name sheets about sign language allows people who are deaf and people who are both blind and deaf to communicate with others. Assessment Based on Objectives: Students will be assessed on their sign language sentences on their Braille name sheets. Adaptations/Accommodations: The teacher can determine if students need guided/prompted sentences for the Braille name sheets. Extensions: This lesson enhances this weeks reading story about Helen Keller. Notes/Reflections: This lesson is intended to have students think about how sign language allows people who are deaf and people who are both blind and deaf to communicate with others. This is the third lesson of a fourday unit about Helen Keller. The Braille name sheet sentence and the sign language decoding activities sheets will be used as the evidence sheet for the week.

Fruit Fruit Fruit Fruit Fruit Fruit

_____

_____

_____

_____

_____

_____

_____

_____

_____

_____

_____

_____

_____

_____

_____

_____

_____

_____

_____

_____

_____

_____

_____

_____

_____

_____

_____

_____

_____

_____

juice
_____ _____ _____ _____ _____

juice
_____ _____ _____ _____ _____

Name of Student Teacher: Taylor Childers Subject: Social Studies (2nd Grade) Date: 02/07/14 Lesson Plan Title: What Is Your Opinion on Helen Keller? Unit: Helen Keller ALCoS Standards: Identify national historical figures and celebrations that exemplify fundamental democratic values, including equality, justice, and responsibility for the common good. [SS.2.2] Specific Objectives: Students should be able to use visual and auditory information from the unit to form and write an opinion sentence about Helen Keller. Required Materials: Pencils Braille name sheet Quote strip o The best and most beautiful things in the world cannot be seen or even touched; they must be felt with the heart. Helen Keller Computer with Internet access o Helen Keller BrainPOPJr. video http://www.brainpopjr.com/socialstudies/biographies/helenkeller/preview.weml Engagement: Have students gather on the rug in the front of the room. Have students discuss their favorite fact they learned about Helen Keller during the week with their peanut butter and jelly partners. Have students share their partners responses. Rewatch the Helen Keller BrainPOPJr video. Allow students to discuss one fact from the video with their partners. Step-by-Step Procedures: Give each student a quote strip and have the class choral read the quote. Have the students write a sentence about what they think the quote means. Monitor and provide guidance as needed. Have students glue their quote strips with their sentences on the Braille name sheet. Closure: Use equity sticks to have students share their thoughts on the quote with the rest of the class. Have students write a sentence about their opinion of Helen Keller on their Braille name sheets. Assessment Based on Objectives: Students will be assessed on their opinion sentences on their Braille name sheets. Adaptations/Accommodations: The teacher can determine if students need guided/prompted sentences for the Braille name sheets. Extensions: This lesson enhances this weeks reading story about Helen Keller. Notes/Reflections: This lesson is intended to have students think about everything they have learned about Helen Keller over the week to write an opinion statement about her. This is the fourth lesson of a four-day unit about Helen Keller. At this point, the Braille name sheets will feature student work from each day of the unit, creating a compiled student evidence sheet for display.

The best and most beautiful things in the world cannot be seen or even touched; they must be felt with the heart. Helen Keller

The best and most beautiful things in the world cannot be seen or even touched; they must be felt with the heart. Helen Keller

The best and most beautiful things in the world cannot be seen or even touched; they must be felt with the heart. Helen Keller

The best and most beautiful things in the world cannot be seen or even touched; they must be felt with the heart. Helen Keller

The best and most beautiful things in the world cannot be seen or even touched; they must be felt with the heart. Helen Keller

The best and most beautiful things in the world cannot be seen or even touched; they must be felt with the heart. Helen Keller