Helen Keller Unit Plans

Lesson Plan 1: CONCEPT
Name: Haley McDaniel

Grade Level: Kindergarten
Concept: Helen Keller Her Life
Alabama Course of Study Standard(s):
Kindergarten Living and Working Together in Family and Community 11.) Identify symbols, customs, famous
individuals, and celebrations of our state and nation.
National Standards:
V.) Individuals, Groups, and Institutions: Characteristics that distinguish individuals.
Describe the specific educational technology that the teacher will use in this lesson plan.
For this lesson the teacher will use a desktop computer, the projector and the Elmo. The desktop computer will be
used during the invention phase of the lesson. The teacher will use the desktop computer to access a video on
YouTube about Helen Kellers life. The projector will be used to project the video onto the Dry Erase board so that
all students will be able to clearly watch the video. The video begins out with Anne Sullivan talking about how
Helen was when they met. It also demonstrates Helen putting her hand on Annes face when Anne talked to feel the
vibration of the spoken words. The students are also able to see how Helen learned the word it. The teacher will
also use the projector and the Elmo to allow all students to clearly see the picture of the water pump.
Explain how the students will use technology to engage in the lesson.
For this lesson the students will be using the same technology as used by the teacher. The only difference is that the
teacher will be physically using the technology and the students will be using it to visually watch the video and to
see the photo displayed by the teacher.
Cooperating Teachers Approval:

Teachers Signature: ________________________ Date: ________________________
Objective:
Students will be able to
demonstrate their prior
knowledge of Helen Keller by
participating in a class
discussion.
Materials:
1. Blank list of chart paper with
famous heading (attachment
A)
2. Marker (1)
Exploration:
Procedures:
1. Ask students to meet on the
rug.
2. Teacher will display precreated anchor chart with the
heading famous.
2. Teacher will ask if anyone
knows what it means if someone
is famous. (answers will be
documented on anchor chart
mentioned above)
4. Teacher will explain what it
means if someone is famous.
5. Teacher will ask if any students
have ever heard about a lady
named Helen Keller before.
6. Students will respond by
holding their thumb up or down
to symbolize yes or no.
Assessment:
Teacher will monitor each
students participation during
group discussion. Students will
be assessed on their participation
in the discussion process.
Objective:
illustrate the yarn symbol
they felt inside of their
brown paper bag.
Materials:
1. State of Alabama outline
(attachment B)
2. YouTube video
(attachment C)
3. Water-pump picture
(attachment D)
4. Chart paper (2)
5. Marker (1)
6. Brown paper bags with
yarn symbol (16)
7. Copy paper (20)
Invention:
Procedures:
1. Teacher will introduce the lesson and briefly
outline the procedures for the Invention phase.
2. Teacher will then explain to students that
Helen Keller is a famous lady that was born in
the same state that they live in (Alabama).
3. Teacher will show students on a pre-made
outline of the state of Alabama where they are
(Tuscaloosa) and where Helen Keller lived
(Tuscumbia).
4. Teacher will show the students the distance
and how we could drive to where she lived if
we wanted to.
5. Teacher will then explain that Helen Keller
was born just like they were. She had a mom
and dad and she was a healthy baby. One night
when Helen was about two years old, she got
very sick and that night she fell asleep and
when she woke up she had lost two of her
senses. (specifically talk about the two she
lost)
7. Teacher will show YouTube video of Helen
and Anne. The video will relate to students
because when they learned their sounds, they
learned how to feel them too.
https://www.youtube.com/watch?
v=XdTUSignq7Y
8. Teacher will explain to the students that
Helen struggled and wanted to give up when
she became frustrated but she didnt. Teacher
will relate this to students moving their
behavior clip up/down.
9. Teacher will ask the students how they think
Helen felt not being able to see or hear
anything. (answers will be documented on
chart paper)
10. Teacher will explain the activity that is
about to take place in detail with the students,
emphasizing the importance of keeping their
eyes shut and not talking while completing the
task.
11. The teacher will then pass out a brown
paper bag to each student that contains a
symbol made from yarn inside of it.
12. The students will return to their desk with
their bags.
13. Students will recreate the symbol they feel
with their hands onto a sheet of copy paper
while keeping their eyes closed and mouths
shut.
14. Once all students are finished, the teacher
will collect the bags and drawings.
15. The students will return to the carpet and
sit on their reading square.
16. The students will be asked how it felt
Assessment:
Students will be assessed
on their participation of
illustrating the yarn
symbols.
trying to draw a picture of something that they

couldnt see and that nobody could tell them
what it was because they couldnt hear.
17. Teacher will express the importance the
water-pump had on Helens life (picture will
be shown using the projector).
18. Teacher will explain that Anne Sullivan
started to teach Helen sign language as a way
of communication and Helen later learned to
read and write Braille.
19. Teacher will relate Braille writing to the
students lives by telling them that we will
discuss it more tomorrow and will even get to
feel Braille around the school.
Closure:
Teacher will facilitate a whole class discussion
in which students will review what they have
learned in the lesson so far. Students will be
asked to share with the class what they have
learned. All students will be encouraged to
participate in the discussion. The teacher will
also address any misconceptions the students
may have at this time before moving on.
Objective:
Students will be able to select
yes or no answers to
questions about Helen Keller.
Materials:
1. Helen Keller worksheet
(attachment E)
2. Scoring Rubrics (16)
(attachment F)
3. Grading Sheet (1) (attachment
G)
Expansion:
Procedures:
1. Teacher will ask students to
raise their hand to share an
important fact they learned about
Helen Keller.
2. Students will go back to their
desk and complete a yes or
no Helen Keller worksheet.
Assessment:
Students will be assessed on their
completed Helen Keller
worksheet.
Rubric:
A scoring rubric (attachment F)
will be used to score each
students accomplishment of the
objectives.
Grade Sheet:
A record-keeping document
(attachment G) will be used to
record the students scores.
Complete List of Lesson Plan References:

Adler, Susan A. National curriculum standards for social studies: A framework for teaching, learning and
assessment. Silver Spring, Md: National Council for the Social Studies, 2010. Print.
Alabama Department of Education (2010). 2010 Alabama course of study: Social studies. Retrieved from:
https://docs.alsde.edu/documents/54/2010%20SOCIAL%20STUDIES%20COURSE%20of%20S TUDY
%20-%20Adopted%20Draft.pdf
Rubistar (2008). 4 teachers. University of Kansas: ALTEC. Retrieved at http://rubistar.4teachers.org/
Helen Keller & Anne Sullivan (1928 Newsreel Footage with Open Captions and Audio Description). (2009).
Retrieved from https://www.youtube.com/watch?v=XdTUSignq7Y

Concept: Helen Keller Loss of two senses
Kindergarten- Living and Working Together in Family and Community 11.) Identify symbols, customs, famous
National Standards:
For this lesson the teacher will use a desktop computer and a personal iPad. The desktop computer will be used
during the invention phase of the lesson as students rotate through three stations. The students will use the desktop
computer at Station A. The teacher will have the appropriate website pulled up and logged on prior to beginning the
lesson. The students will use the computer to watch the educational video of Helen Kellers life as it talks about her
early life, education, later years and her contributions. Following the video, students will complete a handout that
consists of six fill in the blank questions. The students may use the computer to review any specific part of Helens
life as needed to complete the handout. The iPad will also be used at a station during the invention phase of this
lesson. At this station the students will be instructed to listen to a pre-created recording that the teacher created. This
recording will inform the students on what they will be doing at this particular station. I believe that this is an
excellent way to provide students with directions when completing stations because the teacher cant physically be
at each station at the same time. Using technology to complete this will also allow students to easily repeat the
directions if and when needed.
For this lesson the students will be using the desktop computer located in the classroom and the teachers personal
iPad. These technological resources will be used as one way to engage the students in the lesson being taught. The
students will use the desktop computer to view a video of Helen Kellers life. The video shows the students pictures
and explains who they are of and what is taking place in the picture. This particular video also reads the words aloud
to the students. I believe that this is an excellent resource to use within a kindergarten classroom because the
students wouldnt be able to individually read this to themselves. The video also uses some above kindergarten
average words in it. However, those words are written in red ink so that they stand out to the reader. The reader can
easily click on the unknown word and the definition is instantly read to them. The students will also engage in
learning by using the iPad at Station C. Due to the teacher not being able to facilitate at only this station the entire
time, a recording will be useful. During this lesson, the teacher will explain to students at the beginning of class that
in order to complete the activity with the iPad they have to listen to the directions on it very carefully. The recording
will inform students that they will be experiencing how difficult it must have been for Helen Keller to not be able to
hear. The students will then be informed that the teacher will ask them to plug their ears with their fingers for a few
seconds and will then give them directions on how to draw a picture on the given piece of paper. The students will
then plug their ears as the teacher gives directions for the drawing. However, students will be unable to hear what
they are being told to do so they can see how difficult it was for Helen Keller to not be able to hear when people
were trying to talk to her.
Teachers Signature: ________________________ Date: ________________________
Exploration:
Objective:
discussion.
Materials:
1. Dry Erase board
2. Dry Erase marker (1)
Procedures:
1. The teacher will ask the
students to meet on the classroom
rug.
2. The teacher will draw a web
with the words Helen Keller
written in the center of the web.
3. The teacher will ask students
to quietly think about what they
learned yesterday about Helen
Keller.
4. After the students have been
given approximately one minute
to reflect on the previous day, the
teacher will ask the students to
turn and talk with their partner
about what they remember.
5. Next, the teacher will ask a
few students to share with their
classmates what they recall
learning yesterday. The teacher
should complete the web that is
drawn onto the Dry Erase board
as the students share their
recently learned knowledge about
Helen Keller.
Assessment:
The teacher will monitor each
students participation with his or
her partner and in group
discussion. Students will be
assessed on their participation in
the discussion process.
Invention:
Objective:
Students will be able to relate to
Helen Kellers life by completing
the three assigned tasks at
stations.
Materials:
1. Computer
2. iPad
3. Stations
Station A: (Helen Kellers Life)
- Computer
- Helen Keller biography
video on the computer
- Helens Life handout
(Attachment A)
Station B (Loss of Sight)
- Braille Alphabet sheet
(6) (Attachment B)
- Words written in Braille
Procedures:
1. While the students are still
seated on the rug, the teacher will
introduce the lesson and briefly
outline the procedures for the
Invention and Expansion phases.
2. The teacher will inform the
students the purpose of the
lesson.
3. The teacher will explain how
the lesson relates to their lives:
When Helen Keller lost
her sense of sight and
hearing, she had many
struggles and wanted to
give up but she didnt.
When your behavior is
struggling because you
made a bad choice and
got you clip moved
down, do you just give
up or do you try harder
to get your clip moved
Assessment:
completion at each of the three
stations, and participation in
partner and group discussion.
(pre-made)
(Attachment C)
Braille decoded words
handout (16)
(Attachment D)
My Name in Braille
handout (16)
(Attachment E)
Rhinestones (500)
Bottles of glue (6)
Station C (Loss of Hearing)

- iPad (1 personal)
- Pre-recorded message
on iPad
- Copy paper (30)
- Crayons (5 packs)
back up?
When Helen Keller lost
her sense of sight and
hearing she became
angry and frustrated a
lot. She would often try
to communicate with
people using signs that
she had made up but
would often get
frustrated because
nobody knew what she
was trying to say. As
students, we get
frustrated sometimes in
school when we dont
understand how to do
something but does that
mean you should just
give up and stay
frustrated?
4. Next, the teacher should briefly
go over the instructions for each
of the stations before sending
students to explore on their own.
5. Then, the teacher should divide
the students into three groups of
five students each.
6. The teacher should now
distribute the sheets needed to
each student.
7.. Each group of students will
rotate through all three stations
spending approximately seven to
ten minutes at each station. At
each station the students should
explore and complete the
assigned task at each station.
While at each station, the
students should also discuss with
their group their thoughts and
observations.
Closure:
All students will return to the
classroom rug and the teacher
will facilitate a whole class
discussion in which the students
will review what they have
learned in the lesson so far.
Students will be asked to share
with the class their thoughts and
observations they had about the
stations. All students will be
encouraged to participate in the
discussion and ask clarifying
questions. The teacher will clarify

any misconceptions before
moving to the expansion phase of
the lesson.
Expansion:
Objective:
Students will be able to list four
facts about Helen Keller by
completing a graphic organizer.
Materials:
1. Helen Keller Fact Chart
graphic organizer (16)
(Attachment F)
2. Dry Erase board
4. Pencils with erasers (16)
5. Scoring Rubrics (16)
(Attachment G)
Procedures:
1. With students seated on the
classroom rug the teacher should
present a copy of the Helen
Keller Fact Chart graphic
organizer for all students to see.
2. Present the directions for the
organizer with the students.
3. The teacher should ask if the
students have any questions about
completing this assignment.
4. After answering any questions,
the teacher should distribute
student materials and ask them to
quietly return to their desk.
5. Students should complete their
graphic organizer at their desk.
Once completed, they should turn
the assignment in and return to
their reading square on the carpet.
Students should sit quietly until
all students have finished and
returned to the carpet.
6. The teacher should facilitate a
classroom discussion of the
students answers on the Helen
Keller Fact Chart graphic
organizer and the teacher should
list the facts on the board as the
students share their answers. The
teacher should encourage
students to verbally explain in
detail facts they recall learning
about Helen Keller. Through
discussion, the teacher should
review the students answers and
provide feedback to the students.
The teacher should allow each
student the opportunity to share
his or her recently learned facts
about Helen Keller verbally.
Assessment:
Students will be assessed on
whether they list four facts about
Helen Keller. Participating during
whole group discussion by
verbally sharing their facts with
the class will also assess them.
Rubric:
A scoring rubric (attachment G)
objective.
Grade Sheet:
(attachment H) will be used to
record the students scores.

Alabama Department of Education (2010). 2010 Alabama Courses of Study: Social
Studies
National curriculum standards for social studies: A framework for teaching, learning,
and
assessment (2010). Silver Spring, MD: National Council for the Social
Studies
PebbleGo (2015). Helen Keller. Retrieved from

http://www.pebblego.com/content/biographies/article.html?a=3220

Concept: Helen Keller Accomplishment & Successes Despite her Disabilities
Kindergarten- Living and Working Together in Family and Community 11.) Identify symbols, customs, famous
National Standards:
For this lesson the teacher will use a personal laptop. The laptop will be used during the invention phase of the
lesson as students rotate between two centers. The teacher will use the laptop at Center A. The teacher will have the
necessary materials pulled up prior to beginning the lesson. Due to the projector in the classroom going out, I will
manage with what technology I do have and implement it within my lessons.
For this lesson the students will be viewing a PowerPoint about Helen Kellers accomplishments and successes
despite her disabilities on the teachers personal laptop. The projector and Elmo are not available at this time
because the projector recently died. I could have chose to use the desktop computer in the classroom for the viewing
of this PowerPoint. However, I came to the conclusion that it would be best to implement technology during this
lesson by using a personal laptop. Using a personal laptop will allow the teacher to hold the laptop or sit it on a chair
to the side with the students gathered around. The teacher will also be there to facilitate discussion with the viewing
of the PowerPoint as the students in kindergarten will not be able to read it.
Teachers Signature: ________________________
Objective:
discussion.
Materials:
1. Dry Erase board
Date: ________________________
Exploration:
Procedures:
1. The teacher will ask the
students to meet on the classroom
rug.
2. The teacher will draw a mind
map on the Dry Erase board.
3. The teacher will ask students
to quietly think of ONE WORD
that relates to Helen Keller in
some way.
4. The teacher will record the
one-word responses on the board
to complete the mind map of
students learned knowledge.
5. Next, the teacher will review
the mind map aloud of all given
responses and reiterate them to
the students as it will be
Assessment:
The teacher will monitor each
students participation with his or
her partner and in group
discussion. Students will be
assessed on their participation in
the discussion process.
beneficial to them to complete

their Helen Keller writing prompt
during the Invention phase.
Objective:
Students will be able to extend a
given writing prompt and
illustrate their sentence.
Materials:
1. PowerPoint (Helen Kellers
Accomplishments & Successes
Despite her Disabilities)
(Attachment A)
2. Personal Laptop
3. Helen Keller Primary Grade
Writing Prompt Templates (16)
(Attachment B)
4. Pencils (already on the table in
their classroom for daily use)
5. Crayons (already on the table
in their classroom for daily use)
Center A:
Students will gather on the carpet
around the teacher. The teacher
will use her personal laptop to
show the students a PowerPoint
(Attachment A) about Helen
Kellers achievements and
successes despite her disabilities.
Center B:
Students will work individually
to complete a sentence prompt
(Attachment B) and illustrate
their sentence about Helen Keller.
Invention:
Procedures:
1. While students are still seated
on the rug, the teacher will
introduce the lesson and briefly
outline the procedures for the
Invention and Expansion phases.
2. The teacher will inform the
students the purpose of the
lesson.
3. The teacher will explain that
even though Helen Keller faced
many struggles in her life due to
being blind and deaf, she still had
many accomplishments and
successes in her life.
4. The teacher will briefly review
the directions and expectations at
each of the two centers.
5. Then, the teacher should divide
the students into two groups.
6. The teacher should now
distribute any necessary materials
to each student.
7. Each group of students will
take turns at each center spending
approximately 10 to 15 minutes
at each center. While at each
center, the students should be
sharing their learned knowledge
about Helen Keller either
verbally or physically written.
Closure:
All students will return to the
classroom rug and the teacher
will facilitate a whole class
discussion in which the students
will review what they learned
throughout the three lessons
about Helen Keller. Students will
be asked to share with the class
one way they are alike or
different from Helen Keller. The
teacher will clarify any
misconceptions if needed.
Assessment:
participation in discussion at
Center A and their completion of
the assigned writing activity at
Center B.
Objective:
Students will be able to correctly
organize a timeline of Helen
Kellers life.
Materials:
1. Helen Keller timeline (16)
(Attachment C)
2. Pencils (already on the table in
their classroom for daily use)
3. Glue sticks (already on the
table in their classroom for daily
use)
4. Scissors (already on the table
in their classroom for daily use)
5. Dry Erase board
Expansion:
Procedures:
1. With students seated on the
classroom rug the teacher should
present a copy of the Helen
Keller Timeline (Attachment C)
for all students to see.
2. Present the directions for the
timeline with the students.
3. The teacher should ask if the
students have any questions about
completing this assignment.
4. After answering any questions,
the teacher should distribute any
necessary materials to students
and ask them to quietly return to
their desk. Once, completed, they
should turn the assignment in and
return to their reading square on
the carpet. Students should sit
quietly until all students have
finished and returned to the
carpet.
5. The teacher should facilitate a
classroom discussion of the
students arrangements on the
Helen Keller Timeline and the
teacher should have students
share their answers about which
event occurred first, second, and
so on.
6. The teacher should encourage
all students to participate sharing
their answers verbally.
7. The teacher should document a
corrected timeline for all students
to see and explain why this is the
correct order. Through
discussion, the teacher should
review the students answers and
provide feedback to the students.
Assessment:
completed timeline of Helen
Kellers life.
Rubric:
A scoring rubric (Attachment D)
objective.
Grade Sheet:
(Attachment E) will be used to
record the students answers.

Alabama Department of Education (2010). 2010 Alabama Courses of Study: Social Studies
National curriculum standards for social studies: A framework, learning, and assessment (2010). Silver
Spring, MD: National Council for the Social Studies
Helen Keller Timeline. Retrieved from www.teacherspayteachers.com

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Lesson Plan 1: CONCEPT

Name: Haley McDaniel

Cooperating Teachers Approval:

trying to draw a picture of something that they

Complete List of Lesson Plan References:

Lesson Plan 2: CONCEPT

Station C (Loss of Hearing)

questions. The teacher will clarify

Complete List of Lesson Plan References:

PebbleGo (2015). Helen Keller. Retrieved from

Lesson Plan 3: CONCEPT

beneficial to them to complete

Complete List of Lesson Plan References:

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