Louis Braille The Boy Who Invented Books for the Blind By: Margaret Davidson Illustrated by : Bob Dorsey Open Court Level 4 / Unit 5 / Lesson 5/ pp. 460-471.

Louis Braille Louis Braille The Boy Who Invented Books for the BlindThe Boy Who Invented Books for the Blind

By: Margaret Davidson Illustrated by : Bob DorseyBy: Margaret Davidson Illustrated by : Bob Dorsey

Open Court Level 4 / Unit 5 / Lesson 5/ pp. 460-471 Melissa Lape – Wilson Elementary

Story Vocabulary:Story Vocabulary:

raised printraised printdetermineddeterminedpatternpattern improvementsimprovementscellcell

Melissa Lape – Wilson Elementary

It was called It was called raised-printraised-print. Each letter of the . Each letter of the alphabet was raised from the page.alphabet was raised from the page.

Before Braille, Before Braille, raised-printraised-print books were the books were the only ones available for those who were only ones available for those who were blind.blind.

raised-printraised-print ”use ”use

context clues”context clues”

raised-print – a type of print for blind people in which letters of the alphabet are raised from the page so that they can be felt

Melissa Lape –

Wilson Elementary

But Louis was But Louis was determineddetermined. Again and . Again and again his fingers traced the raised again his fingers traced the raised letters until he could tell them apart. letters until he could tell them apart.

Although Carrie was tired, she was Although Carrie was tired, she was determineddetermined to finish the race. to finish the race.

determineddetermined ”use ”use


Melissa Lape –

Wilson Elementary

determined – decided firmly (page 461)

Each sound was given a Each sound was given a different different patternpattern of raised of raised dots.dots.

The lines in the picture The lines in the picture made a zigzag made a zigzag patternpattern. .

pattern pattern ”use context clues””use context clues”

Melissa Lape –

Wilson Elementary

patterns – an arrangement of markings (page 462)

““I hear you think you have worked I hear you think you have worked out some out some improvementsimprovements on my on my system,” the Captain said.system,” the Captain said.

A new garage door and a fresh coat A new garage door and a fresh coat of paint are two of paint are two improvementsimprovements we’ve made to the house.we’ve made to the house.

improvementsimprovements ”use ”use


Melissa Lape –

Wilson Elementary

improvements – ways of making something better (page 464)

He called this six-dot pattern a He called this six-dot pattern a cellcell..

The Braille CellThe Braille Cell

Draw a Tic-Tac-Toe chart, and write a Draw a Tic-Tac-Toe chart, and write a number in each number in each cellcell..

cell cell ”use context clues””use context clues”

Melissa Lape –

Wilson Elementary

cell – a small unit of organization

Story Vocabulary Story Vocabulary QuizQuiz

A. raised printA. raised print

B. determinedB. determined

C. patternC. pattern

D. D. improvementimprovementss

E. cellE. cellMelissa Lape – Wilson Elementary

1.A small unit of 1.A small unit of organizationorganization

2. Decided firmly2. Decided firmly3. A type of print for blind3. A type of print for blindpeople in which letters of people in which letters of

the the alphabet are raised from alphabet are raised from

the the page so that they can be page so that they can be

feltfelt4. Ways of making 4. Ways of making

something something betterbetter5. An arrangement of 5. An arrangement of

markingsmarkings

The following words have multiple meanings.The following words have multiple meanings.Each word can be used as a noun or verb.

noun or verb?

He felt the rain fall on him as he waited for the bus.

Sarah cut a piece of felt to make her puppet.

noun or verb?

I bought milk and eggs at the store.

They will store their soccer equipment in the garage.

noun or verb?

The point broke on my pencil.

Point to the stuffed animal that you would like.

noun or verb?

At which place would you like to meet me?

Please place the groceries on the counter.Melissa Lape –

Wilson Elementary

felt

store

point

place

Word KnowledgeWord Knowledge

Word KnowledgeWord KnowledgeIn the following words the final In the following words the final yy of the root word was of the root word waschanged to changed to i i before the ending was added.before the ending was added.


Identify each root word.

satisfied

happier

worries

simplified

satisfy

happy

worry

simplify

Word KnowledgeWord KnowledgeEach of the following words have different spellings for the /k/ Each of the following words have different spellings for the /k/

sound.sound.


Give examples of other words with these spellings of /k/.

trick

capital

school

breakfast

Word KnowledgeWord Knowledge

These words from “These words from “Louis BrailleLouis Braille” begin with ” begin with ex-.ex-.


exactly

expecting

experiments

exhibit

Unit spelling words: (Unit spelling words: (ex- wordsex- words))

except except exampleexampleextendextendexcellentexcellentexchangeexchangeextraextraexcludeexcludeexcuseexcuseexplainexplainexpensiveexpensive

examineexamineextremeextremeexpandexpandexhaustexhaustexploreexploreexactlyexactlyexpectingexpectingexperimentsexperimentsexcitedexcitedexhibitexhibit


Identify the regular plurals Identify the regular plurals formed by adding –s to a noun.formed by adding –s to a noun.

The raised dots in the patterns The raised dots in the patterns could be felt on the other side.could be felt on the other side.

dotsdots patternspatterns


Identify the helping verb in the Identify the helping verb in the sentence.sentence.

Louis had simplified the patterns of Louis had simplified the patterns of dots. dots.

hadhad What verb does it help?What verb does it help? simplifiedsimplified


Identify the irregular verb in the Identify the irregular verb in the sentence.sentence.

There was no way to make capital There was no way to make capital letters.letters.

make/mademake/made




Louis Braille was born near Paris, France in 1809. As a toddler he used to watch his father make shoes. One day, while his father was not watching, he picked up a sharp pointed tool for making holes in leather called an awl. The awl slipped, piercing his eye and damaging it beyond repair. The other eye became infected and before long Louis Braille was completely blind.

Open Court Level 4 / Unit 5 / Lesson 5/ pp. 460-471 Melissa Lape – Wilson Elementary



While studying in Paris, France, at the National Institute for the Blind Youth, he invented the Braille system of printing and writing for the blind. He was only 15 years old at the time. Later, he adapted the system to be used for music and mathematics. Though first published in 1829, it wasn’t until 1854 that his school officially adopted Braille’s system, two years after his death. In 1932 a standard Braille system for English-speaking people was agreed upon. It was improved upon in 1957.




The Braille system uses groups of raised dots on paper or other flat surfaces to stand for letters and numbers. Today, many Braille books are produced by computers.

http://pbskids.org/arthur/print/braille/index.html


BiographyBiography

What do you remember about a What do you remember about a biography from previous stories we biography from previous stories we have read? have read?

BiographyBiography An account of a person's life written, composed, or produced by another


Louis Braille The Boy Who Invented Books for the Blind By: Margaret Davidson Illustrated by : Bob Dorsey Open Court Level 4 / Unit 5 / Lesson 5/ pp. 460-471.

Documents

print n

braille cell n

raised letters

print use context clues

print books

type of print

following words

root word