Students will read an age-appropriate text to learn about the woman featured on Alabama’s quarter reverse, Helen Keller. They will use graphic organizers to record what they have learned about this woman.
- 50 State Quarters
- Students will read an age-appropriate text to learn about the woman featured on Alabama’s quarter reverse, Helen Keller.
- They will use graphic organizers to record what they have learned about this woman.
Major Subject Area Connections
- Language Arts
- Social Studies
Minor/supporting Subject Area Connections
- Second grade
- Third grade
Session Length: 30-45 minutes
Total Length: 91-120 minutes
- Whole group
- Individual work
Students should have a basic knowledge of:
- Writing to inform
- The five senses
Terms and Concepts
- Reverse (back)
- Helen Keller
- Character traits
- 1 overhead projector (optional)
- 1 overhead transparency (or photocopy) of the Alabama quarter reverse
- 1 class map of the United States of America
- 1 copy of an age-appropriate text that relates to the life of Helen Keller, such as:
- Helen Keller: Courage in the Dark by Johanna Hurwitz
- Young Helen Keller: Woman of Courage by Anne Benjamin
- A Picture Book of Helen Keller by David A. Adler
- Helen Keller (On My Own Biographies) by Jane Sucliffe
- Helen Keller by Wendy Watson
- Helen Keller: Crusader for the Blind and Deaf by Stewart and Polly Anne Graff
- Helen Keller & Annie Sullivan: Working Miracles Together by Jon Zonderman
- Chart paper
- Copies of the “What’s in a Name?” worksheet
- Coat hangers
- 5-by-8-inch index cards (4 per student)
- Markers, crayons, and/or colored pencils
- Make an overhead transparency (or photocopy) of the Alabama quarter reverse.
- Locate a text that relates to the life of Helen Keller (see examples under “Materials”).
- Make copies of the “What’s in a Name?” worksheet (1 copy per student).
Worksheets and Files
Lesson plan, worksheet(s), and rubric (if any) at www.usmint.gov/kids/teachers/lessonPlans/pdf/283.pdf.
- Describe the 50 State Quarters® Program for background information, if necessary, using the example of your own state, if available. Then display the transparency or photocopy of the Alabama quarter reverse. On a classroom map, have a pair of students locate Alabama. Note its position in relation to your school’s location.
- With the students, examine the design on this coin’s reverse. Ask students to point out what they see on this coin, paying particular attention to the relief of Helen Keller, the braille writing, and the words “Spirit of Courage.” Ask students if they know who the woman is on the coin.
- With the entire group, create a K-W-L chart to examine what students Know and Want to know about this courageous woman. Leave the Learn column empty for now.
- Select an appropriate children’s text about the life of Helen Keller and, as a group, preview the text and its illustrations. Invite students to generate predictions about what is occurring at different points in the story.
- Read this story as a group and attend to any unfamiliar vocabulary. Also, discuss what difficulties Helen had to face because she was not able to hear or see.
- As a class, complete the Learn column of the K-W-L chart.
Session 2 (and 3 if necessary)
- With the students, revisit the story about Helen Keller, referring to the K-W-L chart.
- Reflect on the words “Spirit of Courage” and discuss why the students think the state selected these words to include with the image of Helen Keller.
- Distribute the “What’s in a Name?” worksheet and discuss the difference between a physical trait and a character trait.
- Invite your students to reflect independently on some of the other character attributes of Helen Keller that made her such a memorable member of society. On the “What’s in a Name” worksheet, your students should list four different character traits and support their choices with sentences describing events from the story which impacted Helen’s development.
- Once students have completed this worksheet, explain that they will use this information to create a mobile which will graphically display the characteristics that they noted earlier.
- Each student should think of a symbol that relates to the event where each trait was demonstrated. For example, if one of the traits is “smart,” and the student wrote about the first time Helen Keller understood Anne Sullivan’s hand signs, the symbol for this encounter could be the water pump where this understanding took place. The students should each draw a picture of that image on one side of an index card.
- On the other side of the card, the students should copy the sentence that they wrote to describe that trait on their “What’s in a Name” worksheet. Model steps 4 to 7 for the students.
- Students will repeat these steps for all four of their character traits.
Note: Once students have completed their work, punch a hole into the top of each card. Construct the mobiles, or have the students measure and cut string to assemble their own mobiles.
- Once all work has been completed, revisit the Alabama quarter and look at the words that say, “Spirit of Courage.” Discuss whether or not this is a phrase which adequately describes Helen Keller.
Differentiated Learning Options
- Print and enlarge clip art shapes of the students’ choice rather than having the student draw a symbol of their own. The can color and paste it to the first side of the drawing paper.
- Have students work in pairs to determine character traits that best describe Helen Keller.
- Students could perform the same tasks based on another courageous person whom they’ve read about, including Helen Keller’s teacher and friend, Anne Sullivan.
- Invite students to discuss times when they have difficulty understanding, and what strategies they use to help ideas become clearer to them.
Use the Worksheets and class participation to assess whether the students have met the lesson objectives.
This lesson plan is not associated with any Common Core Standards.
Discipline: Language Arts
Domain: All Language Arts Standards
Grade(s): Grades K–12
- Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
Discipline: Visual Arts and Music
Domain: K-4 Visual Arts
Cluster: Standard 6: Making connections between visual arts and other disciplines
Grade(s): Grades K–12
- Students understand and use similarities and differences between characteristics of the visual arts and other arts disciplines
- Students identify connections between the visual arts and other disciplines in the curriculum
Domain: K-4 Content Standards
Cluster: Science in Personal and Social Perspectives
Grade(s): Grades K–12
- Personal health
- Characteristics and changes in populations
- Types of resources
- Changes in environments
- Science and technology in local challenges