LESSON PLAN

Student:

TVI:

Date:

IEP Goal: In 36 weeks, given single words or sentences that contain changes between the current English braille code (EBAE) and the new Unified English Braille code (UEB), **** will correctly read and write 20/31 of these changes using UEB on 3 out of 4 data collection days. ______/31

Overview & Purpose:

UEB follows the rules of print. The Strong word contractions “a, and, for, of, the, with” do not touch when they follow one another in a sentence.

ECC: Compensatory skills- Braille Literacy

This lesson can be used as a companion lesson with BOP – 1st Grade - Unit 5 –Day 2- Lesson 24- student page 15

Objectives/Purpose:(Specify Skills/Information to be learned)

Teaching Strategies: In this lesson we learn about strong word signs and a new special rule that they follow. You will get to read and write these special contractions.

Student Response/Notes:

Review & Engage: (what did you do last lesson that will tie into this one?) Questioning

Teaching Strategies:I want you to name the 5 strong word signs.

What special thing do they get to do when they are in a sentence next to each other to save space.

Student Response/Notes:And, for, of, the, with

Touch – there is no cell between them.

Snuggling- cuddling

Demonstration/Modeling: I DO

Teaching Strategies: That’s correct, but in UEB, they want to follow the print rules, where there is always space between the words.

Student Response/Notes:

Verification: (Check for student understanding)Questioning- include examples and non-examples.

Teaching Strategies: Can you tell me the new rule?

Student Response/Notes:

Activity/Guided Practice:(Describe the independent activity to reinforce this lesson)We DO

Teaching Strategies:Student will read the attached sentences.

Select 5 of the sentences for the student to braille in UEB.

Student Response/Notes:

Independent Practice & Application:*YOU DO IT ALONE

Teaching Strategies: Flash cards using the 5 words (2 words per card) Sort the cards according to UEB and EBAE.

Student Response/Notes:

Formative Assessment & Reflection:

Teaching Strategies: Can you tell me the UEB rule to use when you have any two of the following words side by side?, a, and, for, of, the, with

Why do you think they made this change to the braille code?

This is another tool to use: 3-2-1

What are the 3 new things that you learned today?

What are the 2 things that were difficult?

What is the 1 thing you would like to learn or work on next?

Student Response/Notes:

When reading materials in EBAE that contain one of the UEB changes the student has learned, point out the sentence and ask the student to tell you what would be different in UEB. Have the student braille that sentence in UEB.

Print copy of brailled materials.

UEB

BOP – 1st Grade - Unit 5 –Day 2- Lesson 24

Student page 15 – in EBAE

The following sentences should be embossed using UEB

  1. The boy and the dog play together.
  2. Mom looked for the lost book.
  3. Some of the toys are missing.
  4. Mike talked with a new friend at the park.
  5. Dad played with us for a while.
  6. Jim sat with a cat and with a little pup.
  7. The man with the yellow hat is nice.
  8. One of the red backpacks is mine.

Possible flashcards to be written in both UEB and EBAE to be used to sort- EBAE vs UEB

of the man

and a dog

with the cat

for the rat

and the boy

of a girl

with a boy

FOLLOW-UP QUESTIONS (After teaching the lesson)

  1. How did the student respond to the lesson?
  1. Reflect on the impact of the instructional design of your lesson.
  1. If you were to teach this lesson again, what would you do differently?
  1. What will be your next steps?