UEB LESSON- Sample
Student:
TVI:
Date:
UEB focus: Spacing & Joining Rules
Goal: In 36 weeks, given single words or sentences that contain changes between the current English
braille code (EBAE) and the new Unified English Braille code (UEB), **** will correctly read and write
20/31 of these changes using UEB on 3 out of 4 data collection days.
______/31
Overview & Purpose:
UEB follows the rules of print. The Strong word contractions “a, and, for, of, the, with” do not touch
when they follow one another in a sentence.
ECC: Compensatory skills- Braille Literacy
This lesson can be used as a companion lesson with BOP – 1st Grade - Unit 5 –Day 2- Lesson 24student page 15
Objectives/Purpose: (Specify Skills/Information to be learned)
Teaching Strategies: In this lesson we learn about strong word signs and a new special rule that
they follow. You will get to read and write these special contractions.
Student Response/Notes:
Review & Engage: (what did you do last lesson that will tie into this one?) Questioning
Teaching Strategies: I want you to name the 5 strong word signs.
What special thing do they get to do when they are in a sentence next to each other to save
space.
Student Response/Notes: And, for, of, the, with
Touch – there is no cell between them.
Snuggling- cuddling
Demonstration/Modeling: I DO
Teaching Strategies: That’s correct, but in UEB, they want to follow the print rules, where there
is always space between the words.
Student Response/Notes:
Verification: (Check for student understanding) Questioning- include examples and non-examples.
Teaching Strategies: Can you tell me the new rule?
Student Response/Notes:
Activity/Guided Practice: (Describe the independent activity to reinforce this lesson) We DO
Teaching Strategies: Student will read the attached sentences.
Select 5 of the sentences for the student to braille in UEB.
Student Response/Notes:
Independent Practice & Application:*YOU DO IT ALONE
Teaching Strategies: Flash cards using the 5 words (2 words per card) Sort the cards according
to UEB and EBAE.
Student Response/Notes:
Formative Assessment & Reflection:
Teaching Strategies: Can you tell me the UEB rule to use when you have any two of the
following words side by side?, a, and, for, of, the, with
Why do you think they made this change to the braille code?
This is another tool to use: 3-2-1
What are the 3 new things that you learned today?
What are the 2 things that were difficult?
What is the 1 thing you would like to learn or work on next?
Student Response/Notes:
When reading materials in EBAE that contain one of the UEB changes the student has learned, point
out the sentence and ask the student to tell you what would be different in UEB. Have the student
braille that sentence in UEB.
Print copy of brailled materials.
UEB
BOP – Grade - Unit 5 –Day 2- Lesson 24
Student page 15 – in EBAE
1st
The following sentences should be embossed using UEB
1. The boy and the dog play together.
2. Mom looked for the lost book.
3. Some of the toys are missing.
4. Mike talked with a new friend at the park.
5. Dad played with us for a while.
6. Jim sat with a cat and with a little pup.
7. The man with the yellow hat is nice.
8. One of the red backpacks is mine.
Possible flashcards to be written in both UEB and EBAE to be used to sort- EBAE vs UEB
of the man
and a dog
with the cat
for the rat
and the boy
of a girl
with a boy
FOLLOW-UP QUESTIONS (After teaching the lesson)
1. How did the student respond to the lesson?
2. Reflect on the impact of the instructional design of your lesson.
3. If you were to teach this lesson again, what would you do differently?
4. What will be your next steps?