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Project and PurposeStudents learn about the braille alphabet and use raised dots to create braille letters for their names and other words.

Essential QuestionHow is braille a reading tool for people who are blind?

Vocabulary• braille• cell

Materials• Video Heather• Examples of braille stylus and cell writers (provided)• Braille alphabet chart (provided)• Pencils and paper• Round, flat objects — all the same size — to use as dots (ideas: buttons, pennies, sequins, adhesive

dots from office supply store, etc.) • Braille “cells” (template provided)

Introduction1. Discuss how people who are blind want to read, just like anybody else, they just need a different tool

to do so.

2. Tell students that in this session they will become acquainted with the braille alphabet system for the blind and write their own names in braille.

Direct Instruction (I do)1. Show from :39-:49 of Heather and ask students what they notice. What tool does Heather use?

What does it look like/what are its attributes? How does it work? Why does she use it? What does it enable her to do?

2. Explain that Heather’s Braille Note is a typewriter for people who are blind. It presses on paper to create raised dots or bumps on paper in patterns for letters of the alphabet.

3. Students may be interested to know that the braille system was invented in the early 1800’s in France by Louis Braille, who became blind after an accident with his father’s awl, a tool used to make holes in leather.

AttendanceandAchievementVideoTitle:HeatherLessonTitle:SayItInBrailleGradeLevel:ElementarySchool

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4. Post the braille alphabet chart and explain how each letter is formed in a “cell” that has six dot positions. These dots are in two columns of three dots each. Every letter has a unique combination of dots, and there are dot combinations for punctuation and even some contractions. For example, there is a dot combination for whenever the two letters E & R are used together. So to write the name Peter, you would write the combinations for P-E-T-ER.

5. Show the pictures of the cell writer and stylus and explain how when writing with this assistive device, you use heavy paper, sort of like the paper used for manila folders but a little lighter. The big challenge is that with a stylus, the person must write from right to left. You punch in the correct dots, then turn the paper over to read it from left to right! It’s a lot of work and takes a lot of concentration to do it by hand. Using a machine a machine like Heather’s Braille Note makes it much easier.

Guided Exploration (We do)1. Guide the students to write their names in braille.

• Create a braille cell on the board by drawing the six dots. • Continue to show the braille alphabet.• Ask volunteers to try to write their own names on the board using the alphabet and cell as

guides.

2. Distribute paper and pencils and have students practice writing their names in braille. You might want to consider distributing paper with templates of cells with blank dots. (A sample is provided.)

Independent Practice (You do)1. Explain that students are going to use art supplies to create raised dots that illustrate their names in

braille. Post the alphabet chart for each student to see, and have students use the examples of their names in braille.

2. When they are ready, distribute the cells and raised dot objects for them to create their names in raised dots.

ConclusionPost the student projects in an exhibit. Consider having students help you create the information for viewing the exhibit in braille letters. Ask students to discuss or write a brief response to the essential question: How is braille a reading tool to help people who are blind?

Notes

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Handout:BrailleStylusandCellWriter

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Handout:BrailleAlphabetChart

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Handout:BrailleCellChart