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Who Was Helen Keller?
Age 7-9: Concept 1 - Environment: Unit 3

What would it be like to live in an environment with no sound or light? Learn how one girl struggles to overcome physical disabilities to improve her life and the lives of others.

This unit can be used independently, but it is designed to be used concurrently with the science and social studies unit, Sound.
#138 Language Arts Package - Who Was Helen Keller? (what is included)
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#1026 Language Arts Package - Who Was Helen Keller? - /Online (what is included)
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#2429 Who Was Helen Keller? - Student Activity Pages /Online
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Prerequisites

  • Able to read and comprehend chapter books on a 3rd or early 4th grade reading level
  • Can answer comprehension questions about a chapter in a journal
  • Able to write three or four sentences on a topic
  • Usually used by children in second or third grade

Table of Contents

  • Lesson 1: Helen's Early Years
  • Lesson 2: Helen's Childhood
  • Lesson 3: Helen's Challenges
  • Lesson 4: Inventors
  • Lesson 5: Annie
  • Lesson 6: Helen Leaves Home
  • Lesson 7: More Learning
  • Lesson 8: All Grown Up
  • Final Project: Scrapbook or Interview

Summary of Skills

Moving Beyond the Page is based on state and national standards. These standards are covered in this unit.
  • Attend to spelling, mechanics, and format for final products in one's own writing. (Language Arts)
  • Compare language and oral traditions that reflect different people and customs. (Language Arts)
  • Compose first drafts. (Language Arts)
  • Connect and compare information within and across selections (fiction, nonfiction, poetry, and drama) to experience and knowledge. (Language Arts)
  • Create a readable document. (Language Arts)
  • Describe concepts and information in own words. (Language Arts)
  • Develop and use new vocabulary. (Language Arts)
  • Discuss similarities and differences in events, characters, and concepts within and across texts. (Language Arts)
  • Discuss the effect of an author's choices for nouns, verbs, modifiers, and specific vocabulary, which help the reader comprehend a narrative or expository text. (Language Arts)
  • Distinguish fiction from nonfiction. (Language Arts)
  • Generate ideas for writing by listing key thoughts. (Language Arts)
  • Increase oral and written vocabulary by listening, discussing, and composing texts when responding to literature that is read and heard. (Language Arts)
  • Interpret information from diagrams, charts, and maps. (Language Arts)
  • Locate and use important areas of the library. (Language Arts)
  • Make predictions about text. (Language Arts)
  • Plan and make judgments about what to include in written and oral products. (Language Arts)
  • Pose possible how, why, and what if questions to understand and interpret text. (Language Arts)
  • Read aloud with fluency and expression any text appropriate for early independent readers. (Language Arts)
  • Read and comprehend text by locating information for specific purposes. (Language Arts)
  • Read classic and contemporary work. (Language Arts)
  • Read expository materials for answers to specific questions. (Language Arts)
  • Recall main ideas, facts, and details from a text. (Language Arts)
  • Reread drafts for meaning and revise. (Language Arts)
  • Respond to stories in ways that reflect understanding through writing, music, drama, and art. (Language Arts)
  • Use capitalization, punctuation, and paragraphs in own writing. (Language Arts)
  • Use editing to check for complete sentences and word order. (Language Arts)
  • Use legible handwriting. (Language Arts)
  • Use media and technology to enhance the presentation of information to an audience for a specific purpose. (Language Arts)
  • Use text for a variety of functions including informational. (Language Arts)
  • Use verbal and nonverbal communication. (Language Arts)
  • Write structured, informative presentations and narratives when given help with organization. (Language Arts)
  • Write to communicate with a variety of audiences. (Language Arts)
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