Online Lesson Plan For Visually Impaired Students, Essay Example

About Lesson/Module

Developer: (Your Full Name Goes Here)

Lesson Title: History of Braille

Grade Level: High School (9-12)

Content Area: Language

Duration: Three modules to be covered in one week.

Tools: E-mail, online threads, web 2.0

Overview of the Lesson:

In this unit, students will pretend that they are travelling using a time machine, going back in time to explore the history of Braille. They will be directed to explore the definition of what Braille in, the people that contributed to the development of the language, and how it became a popular language that is used for visually impaired individuals in the modern setting. Braille is not just a method to help individuals write and read; it is its own language. Therefore, it is essential to examine the importance of Braille for visually impaired students in terms of both their academic lives and in their daily communication activities.

Objectives of the Lesson/Module

• Students will be able to describe the origin of Braille

Measurement: Posts will contain at least 2 sentences explaining the purpose of Braille and how it was created as a language.

• Students will be able to form connections between Braille and their native languages.

Measurement: Posts will contain at least 2 sentences explaining the connection between Braille and their native language.

Primary Resources

Braille Translator. (n.d.). Retrieved from http://www.brailletranslator.org/

NFB. (1996). Braille–What Is It? Future Reflections Winter. Retrieved from

https://nfb.org/images/nfb/publications/fr/fr15/issue1/f150113.html

Additional Supplemental Resources

Online threads will be used to perpetuate conversation based on student Internet research. Students will have the opportunity to incorporate the use of books and articles to support their online discussion as well. A brief introduction to Internet research will be provided to help students identify adequate resources on their own both in print and the online format.

Activities, Timeline/Due Dates

Monday, Module 1, Day 1: Students will be asked to post an initial discussion of approximately 275 words long indicating what they would see if they travelled back in time using a time machine with regards to the invention of Braille. Two references should be included in this discussion.

Tuesday, Module 1, Day 2: Students will be asked to respond to at least two of their classmates’ posts from day 1. They will be asked to agree or disagree with what was stated and to include evidence demonstrating support or rebuttal.

Wednesday, Module 2, Day 1: Students will be asked to write a two page argumentative post explaining why the creation of Braille was necessary.

Thursday, Module 2, Day 2: Students will identify one student they agree with and one student they disagree with, and post at least two responses in the same discussion to argue their point against the arguments posed by their classmates.

Friday, Module 3, Day 1: Students will be asked to draw at least three connections between the use of Braille and their own lives. Students will be asked to reflect on the posts of at least 3 other students.

Assessment/Grading

Students will be graded on the basis of the quality of their posts. If students use all required references, demonstrate knowledge of research and understanding of the topic, and respond appropriately to their classmates, they will receive full credit for this project. Points will be deducted for inappropriate responses on the forum, incomplete ideas, and a failure to post the required number of initial posts and response posts. Students will have completed these modules successfully if they demonstrate an understanding of the history of Braille and its modern utility.

References

Braille Translator. (n.d.). Retrieved from http://www.brailletranslator.org/

NFB. (1996). Braille–What Is It? Future Reflections Winter. Retrieved from

https://nfb.org/images/nfb/publications/fr/fr15/issue1/f150113.html