Louis Braille, Everyday Hero

Brief Description

In this lesson, students explore the Braille alphabet and the contributions Louis Braille made to society.

Objectives

Students will learn about Louis Braille and the Braille alphabet and explore some of the challenges people with impaired vision might face.

Key Concepts

Louis Braille, Braille alphabet, blind, disabilities, senses

Materials Needed

alphabet ink stamps for alphabet blocks, 3-D letters, or stencils; index cards; paper punch; glue sticks; computer with Internet access; The Braille Alphabet; Braille History; projection device (optional)

Lesson Plan

• Begin by sharing a bit of background information on Louis Braille and visiting Braille History Web site. Discuss with students what it might be like to have impaired vision. Record students' thoughts on an overhead projector or chalkboard.
• Distribute a few alphabet blocks in a bag and ask students to identify each letter by feeling it. Discuss why this method didn't work.
• Place several alphabet ink stamps that spell a word into small bags. Arrange students into groups and give each group a bag. Have students reach into the bag, feel the stamps, record the letters they feel, and write the word. When everyone has had a turn, take the stamps out so students can see if their sense of touch provided the correct answers.
• Invite students to visit the ThinkQuest site and study the Braille Alphabet. Print the alphabet and provide a copy for each student. Have each student punch dots from construction paper and glue them to an index card to create a Braille version of his or her name. Place the cards in a box and ask students to take turns pulling one out and reading the name.
• After completing all the activities, ask students to record their experiences in their journals. Encourage them to include their thoughts about both their frustrations and their successes. and thoughts.
• Encourage students to share the activities with their parents or other family members.

Assessment

Students will be evaluated on teacher observation of the activities and discussions, on their journal entries, and on feedback from parents.