Holy Braille Note Batman ! Bat Women: Stephanie Herlich & Yurika Vu Sidekick Robin: Adrian Amandi...
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Holy Braille Note Batman! Bat Women: Stephanie Herlich & Yurika Vu Sidekick Robin: Adrian Amandi California School for the Blind Assistive Technology Specialists
Holy Braille Note Batman ! Bat Women: Stephanie Herlich & Yurika Vu Sidekick Robin: Adrian Amandi California School for the Blind Assistive Technology
Holy Braille Note Batman ! Bat Women: Stephanie Herlich &
Yurika Vu Sidekick Robin: Adrian Amandi California School for the
Blind Assistive Technology Specialists
Slide 3
CSB is revising
Slide 4
Online and hard copy versions Step by step easy to follow
directions Learn through lessons linked to Common Core Anchor
Strands Lessons can be adapted to students of all ages Sowhats new
about this anyway?
Slide 5
Roger that! Lets get to work!
Slide 6
Creating a Journal Common Core State Standard Anchor Strand
Writing: Integration of Knowledge and Ideas Writing: Production and
Distribution of Writing Writing: Range of Writing Easier things
first You need much training my little grasshopper Content
Objective Student will write meaningful, task related journal
entries over an extended time frame. Student will be able to open a
KeyWord document and add to an existing document. Student will be
able to spell check document. Student will be able to navigate the
document efficiently. Materials Needed BrailleNote
Slide 7
Procedure Note: This lesson guide can be modified for any grade
by determining which steps the student can do independently and
which steps will require teacher assistance. Middle and High School
students should eventually be able to do all steps independently.
1.Discuss with the student the concept of a journal. For example,
it can be a daily diary, a response to a question, or an outlet for
creative expression. Explain that the student will create a Journal
document in his/her BrailleNote and will continue to add to the
journal several times a week. 2.The following websites contain
innovative ideas for how to make journal writing fun and
interesting for all ages. There are many more resources available
on the internet.
www.Teacherspot123.blogspot.com/2012/08/42-elementary-story-starters-
and.html
www.Teacherspot123.blogspot.com/2012/08/42-elementary-story-starters-
and.html
www.Donnayoung.org/english/composition/sentence-starters.htm
www.Donnayoung.org/english/composition/sentence-starters.htm
www.freeology.com/journal/creative-response-journal-topics/
www.freeology.com/journal/creative-response-journal-topics/
www.journalbuddies.com/journal_prompts__journal_topics/fun-writing-
prompts-for-middle-school/
www.journalbuddies.com/journal_prompts__journal_topics/fun-writing-
prompts-for-middle-school/
www.dailyteachingtools.com/journal-writing-prompts.html
www.dailyteachingtools.com/journal-writing-prompts.html 3.If your
student has never written or read a journal before, providing an
interesting and engaging example with several journal entries will
greatly help the student understand the creative outlet and
enjoyment of journal writing. 4.Instruct student to create a
KeyWord document in an appropriate folder where he/she will keep
his/her journal. See Creating a Keyword Document. 5.Instruct
student to begin each journal entry with the date. 6.Give student a
writing prompt or sentence starter. Providing a minimum number of
sentences within a certain time frame may be useful. 7.Set aside
time several days each week for student to add additional journal
entries using different prompts or sentence starters. See Opening a
KeyWord Document for instructions on how to open previously saved
journal entries.
Slide 8
Additional Ideas: Teach student to spell check journal entries.
See Spell Check instructions. Teachers can respond to students
journal entries for creativity and to promote ongoing dialogue. To
encourage efficient document and text navigation, see Basic
BrailleNote Navigation. It may be helpful when instructing student
to connect the BrailleNote to a visual display. See Connecting to a
Visual Display Other Related Documents Creating a New Folder
Slide 9
Common Core State Standard Anchor Strand Reading: Integration
of Knowledge and Ideas Reading: Key Ideas and Details Reading:
Range of Reading and Level of Text Complexity Writing: Production
and Distribution of Writing Now for the hard stuff Downloading and
Reading Bookshare Books
Slide 10
Content Objective Student will choose an author who has written
at least 2 books at the students independent or instructional
reading level. Student will download books to BrailleNote through
KeyWeb. Student will unpack the downloaded books on the
BrailleNote. Student will use Book Reader on the BrailleNote to
read the downloaded books. Student will use KeyWord to write a
summary of each book, describe the setting, and main character or
characters. Student will use KeyWord to write a paragraph that
compares either the settings, themes, or characters of the two
stories read. Materials Needed BrailleNote Bookshare account and
password Internet access
Slide 11
Procedure Note: This lesson guide can be modified for any grade
by determining which steps the student can do independently and
which steps will require teacher assistance. Middle and High School
students should eventually be able to do all steps independently.
1.Student will research, ask teachers, parents, or friends for the
name of 2 books by the same author. 2.Student will access the
Bookshare.org website from their BrailleNote and download the first
book. See Downloading Bookshare Books.Downloading Bookshare Books
3.Instruct student to create a KeyWord document in an appropriate
folder where he/she will keep notes on the summary, setting, and
main characters. See Creating a KeyWord Document. Teach student how
to toggle between applications so he/she can easily take notes when
reading within the BookReader application. See Task Switching under
Basic BrailleNote Navigation.Task Switching under Basic BrailleNote
Navigation 4.After student finishes reading the first book, have
him/her download the second book and create a new document in
KeyWord for the summary, setting, and main character of the second
book. 5.Once student has finished both books, instruct him/her to
create a new document in KeyWord in order to write his/her
sentence, paragraph or essay (depending on age and ability)
comparing and contrasting either the themes, setting, or main
characters (or all three!). Teach student to toggle between
documents within KeyWord. See Task Switching under Basic
BrailleNote Navigation.Task Switching under Basic BrailleNote
Navigation Other related documents Wireless Connection, Connecting
to a Visual Display, Opening a KeyWord Document, Spell Check,
Creating a New Folder