Lesson Plan Template

Name: __Brittany Duncan, Heather DeCarlo__________

Lesson Title: __Who was Helen Keller? ________________________

Rationale for Instruction

A rationale is an essential part of
thoughtful planning of classroom
instruction. This is a brief written
statement of the purpose for instruction
and the connection of the purpose to
instruction that has come before and will
follow.

CCSS (LAFS/MAFS)/Next
Generation Sunshine State
Standards
List each standard that will be addressed
during the lesson. Cutting and pasting
from the website is allowed. You must
have a minimum of 3 standards that
represent multiple content areas identified
in this portion of the lesson plan.

Grade Level: _2nd_______

Lesson Length (ie. 30 minutes): __30-45 minutes__

Discussing historical famous people is important for students because they get to dig deep into what makes a person,
famous! This lesson is essential for instruction because we are discussing not only a historical figure but one that had to
overcome major challenges in life. The students get to take a look at who Helen Keller was and what she accomplished in
her life.

SS.2.C.2.4: Identify ways citizens can make a positive contribution in their community.

SS.2.A.1.1: Examine primary and secondary sources.

LAFS.2.RI.1.1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate
understanding of key details in a text.

These can be downloaded from the

Florida Dept of Education
www.cpalms.org/homepage/index.aspx.

Learning Objectives
What will students know and be able to
do at the end of this lesson? Be sure to set
significant (related to
CCSS/LAFS/MAFS, and NGSSS),
challenging, measurable and appropriate
learning goals!

The students will

Learn who Helen Keller was
Identify what made her famous and her accomplishments
Discuss her challenges and how she overcame them

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Lesson Plan Template

Student Activities &
Procedures
Design for Instruction
What best practice strategies will be
implemented?
How will you communicate student
expectation?
What products will be developed and
created by students?
Consider Contextual Factors (learning
differences/learning environment) that
may be in place in your classroom.

Assessment
How will student learning be assessed?
Authentic/Alternative assessments?
Does your assessment align with your
objectives, standards and procedures?
Informal assessment (multiple modes):
participation rubrics, journal entries,
collaborative planning/presentation
notes

Resources/Materials

Initiating Activity: Read the book Helens Big World: The Life of Helen Keller by Doreen Rappaport as a read aloud.
After the book discuss as a class some things they learned from the book. Allow them to ask questions and tell their thoughts
about her life.
Pre-Assessment: (Blind like Helen) Have the students be blindfolded using sentence strips taped around their head. Once
everyones eyes are covered, the teacher will then pass around a piece of paper and a pencil and turn out the lights. The
students are instructed to draw a picture of something meaningful to them. This exercise is to test the students ability by
taking away one of their senses and for them to accomplish a task. The meaning behind this would be to expose them to new
experiences as well as allow them to realize that things like drawing a picture isnt so easy for people who are blind and they
have to adapt and do things a little differently.
Materials:
White paper
Sharpened pencils
Sentence strips
Main Activity: (Timeline) Now that the students have learned a little about Helen Keller, Its important to focus on what she
did to become famous. Creating a timeline of her life would allow students to see all that she has accomplished and
overcome. Each student is given a worksheet with a timeline displayed except with empty boxes. Then the students will be
given another worksheet with the boxes containing the facts. They have to cut the boxes that hold the facts and glue them on
the first worksheet placing them in the correct order.
Materials:
The 2 worksheets
Scissors
Glue sticks
Pencils
Daily Lesson Plan Assessment:
Post-Assessment: Have the students make a journal entry in their social studies notebook using cause and effect. The
teacher will give each student strips of paper with causes on them. The students have to glue them into their notebooks and
then write the effect next to the cause. This assessment will not only allow the teacher to see that the students understand the
concept of cause and effect but that they have learned facts about Helen Kellers life.
Materials:
Social Studies notebook
Pencils
The cause strips of paper
Glue sticks
Rappaport, D., & Tavares, M. (2012). Helen's Big World: The Life of Helen Keller. New York, NY: Disney Hyperion Books.
Seed, J. A. (n.d.). Helen Keller Timeline. Retrieved June 22, 2016, from
https://www.teacherspayteachers.com/Product/Helen-Keller-Timeline-1968711

Exceptionalities
What accommodations or modifications

ESOL: During the Initiating Activity, the teacher allots more time for the ESOL students to look at the book after the read
aloud. Also depending on how the class dynamic is instead of having a class discussion you could have the students use their
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Lesson Plan Template

do you make for ESOL, Gifted/Talented
students, Learning/Reading disabilities,
etc.
These accommodations and/or
modifications should be listed within the
procedures section of the lesson plan as
well as in this section of the document.

shoulder partner which would allow the ESOL students to be able to talk with one person, maybe a native speaker that can
assist with vocabulary. For the Pre-Assessment, the teacher can demonstrate what it is that the class will be doing so that the
ESOL students understand the activity that is taking place. No further accommodations for that activity need to be made. For
the Main Activity, have some alternative timelines. Maybe have a timeline with pictures that ESOL students can put into
order. Also the teacher should allow for some extra time on this work. The Post Assessment, this assignment can be done
between the teacher and the ESOL student or have the ESOL student have a partner that is a native speaker to help complete
the cause and effect assignment.
Students with Learning Differences: The accommodations for the ESOL students would be used the same with ESE
students depending on the students differences. There might need to be accommodations to the pre activity if turning off the
lights was an issue however partnering with classmates and allowing more time would be beneficial.
Gifted/Talented: The gifted students can be given more cause and effects to complete in their journals.

Lesson Extensions

Modified 1/16 Van De Mark from document created by L. Spaulding

Lesson Plan Template

Modified 1/16 Van De Mark from document created by L. Spaulding