Lesson Plan Template

Name: __Brittany Duncan, Heather DeCarlo__________

Lesson Title: __Deaf and Blind _______________

Rationale for Instruction

A rationale is an essential part of
thoughtful planning of classroom
instruction. This is a brief written
statement of the purpose for instruction
and the connection of the purpose to
instruction that has come before and will
follow.

CCSS (LAFS/MAFS)/Next
Generation Sunshine State
Standards
List each standard that will be addressed
during the lesson. Cutting and pasting
from the website is allowed. You must
have a minimum of 3 standards that
represent multiple content areas identified
in this portion of the lesson plan.
These can be downloaded from the
Florida Dept of Education
www.cpalms.org/homepage/index.aspx.

Learning Objectives
What will students know and be able to
do at the end of this lesson? Be sure to set
significant (related to
CCSS/LAFS/MAFS, and NGSSS),
challenging, measurable and appropriate
learning goals!

Grade Level: _2nd_______

Lesson Length (ie. 30 minutes): __30-45 minutes__

An essential part of learning about Helen Keller would be to experience how it was to be her. Helen became deaf and blind
when she was a baby as a result of sickness. Having the students participate in several activities that allow them to see how
it would feel without two of their senses is extremely important because she had to adapt to a whole different way of living.
Learning to communicate by using sign language and braille is another crucial part of Helen Keller that the students need to
be exposed to.

SS.2.C.2.4: Identify ways citizens can make a positive contribution in their community.

SC.2.N.1.5: Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or
inferences (what you think).

SS.2.A.1.1: Examine primary and secondary sources.

LAFS.2.RI.1.1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate
understanding of key details in a text.

The students will

Learn what it is like to be deaf and be exposed to the ASL sign language alphabet
Learn what it is like to be blind
Practice writing their name in Braille

Modified 1/16 Van De Mark from document created by L. Spaulding

Lesson Plan Template

Student Activities &
Procedures
Design for Instruction
What best practice strategies will be
implemented?
How will you communicate student
expectation?
What products will be developed and
created by students?
Consider Contextual Factors (learning
differences/learning environment) that
may be in place in your classroom.

Assessment
How will student learning be assessed?
Authentic/Alternative assessments?
Does your assessment align with your
objectives, standards and procedures?
Informal assessment (multiple modes):
participation rubrics, journal entries,
collaborative planning/presentation
notes

Resources/Materials

Initiating Activity: Read the book The Black Book of Colors by Menena Cottin, as a read aloud. Because this book is all
black but the words are in Braille and the images are raised I would allow the students to come and feel the book and see
how it would be for a person who is blind to use their hands to feel the words and pictures.
Pre-Assessment: (Using Braille) The teacher starts by showing the Braille alphabet to the class and giving everyone a copy.
The teacher then would give each student a piece of construction paper and have the students write each letter of their name
across the bottom of their paper in big capital letters. Between each letter draw a line from the top to the bottom separating
each letter. Above each letter the students can use sequence to make the letters in their name in Braille. Using glue and
sequence you can show what your name would look like in Braille.
Materials:
Construction paper
Sequence
Glue bottles
Braille Alphabet handouts
Main Activity: (fingerspelling) So because Helen Keller was both deaf and blind it is important to also teach the students
what its like to be deaf. Providing the students with the ASL alphabet and then showing them how to sign the alphabet and
how to sign in ones hand. The class is going to partner up with their shoulder partner and practice spelling vocabulary
words from our unit in their partners hand using ASL. Anne Sullivan taught this to Helen before she learned Braille.
Materials:
ASL Alphabet handout
Vocabulary sheet
Daily Lesson Plan Assessment:
Post-Assessment: After the students had the opportunity to experience both blindness and deafness, have them take out their
social studies notebook and write an entry. The entry should be titled If I had a classmate that was blind or deaf what would
I do to be a good friend. Writing an entry like this allows the teacher to see whether or not the students have really
acknowledged Helen Kellers disabilities and that even in our class all of us our different and learn different ways but that
we need to be nice and kind to everyone.
Materials:
Social Studies notebook
Pencils
Cottin, M., Faria, R., & Amado, E. (2008). The black book of colors. Toronto: Groundwood Books.
Florida Deaf-Blind Association. (2009-2014.). Retrieved June 22, 2016, from http://www.fldeafblind.org/

Exceptionalities
What accommodations or modifications
do you make for ESOL, Gifted/Talented
students, Learning/Reading disabilities,
etc.
These accommodations and/or

ESOL: These activities and assessments are hands on therefore the only part that would need accommodations would be the
Post-Assessments and for this assignment the ESOL or ESE students could draw a picture of Helen Keller or something they
learned about her. They would also be allotted more time to complete this assessment.
Students with Learning Differences: same as ESOL students
Modified 1/16 Van De Mark from document created by L. Spaulding

Lesson Plan Template

modifications should be listed within the
procedures section of the lesson plan as
well as in this section of the document.

Gifted/Talented: For the gifted students I would extend their journal entry and require some more in depth writing or
additional questions to have them answer. These activities are deigned to allow the students to see how Helen Keller learned
how to communicate.

Lesson Extensions

Modified 1/16 Van De Mark from document created by L. Spaulding

Lesson Plan Template

Modified 1/16 Van De Mark from document created by L. Spaulding

Lesson Plan Template

Modified 1/16 Van De Mark from document created by L. Spaulding

Lesson Plan Template

Modified 1/16 Van De Mark from document created by L. Spaulding

Lesson Plan Template

Modified 1/16 Van De Mark from document created by L. Spaulding