Lesson Plan: Braille

Class 4 English Santoor NCERT: Unit 2 My Beautiful World

Lesson Overview

Aspect	Details
Lesson	Braille (Chapter 6)
Class	4
Subject	English (L2 – Second Language)
Unit	2: My Beautiful World
Type	Biography / Informational
Duration	5 Days (30–35 minutes per day)
Page Reference	Pages 55-64
Curricular Goals (NCF-SE 2023)	CG 1 (Sustains effective communication skills), CG 2 (Develops fluency in reading and comprehension), CG 3 (Expresses understanding in writing), CG 4 (Develops wide range of vocabulary)

Introduction

“Braille” is the sixth chapter of Unit 2: My Beautiful World in the Santoor Class 4 English textbook. This inspiring biographical chapter tells the story of Louis Braille, a French boy who lost his eyesight at the age of three and went on to invent the Braille alphabet – a system of raised dots that allows blind people to read and write through touch.

The story covers:

Louis Braille’s childhood – he lost his eyesight in an accident at age three
His education – at the Royal Institute for Young Blind Persons in Paris
Captain Charles Barbier’s “Night Writing” – the inspiration for Braille
Louis Braille’s invention – simplifying Night Writing into the Braille alphabet
The impact – a blind person taught the world to see

The chapter teaches children about:

Resilience and determination – overcoming challenges
Inclusion and accessibility – making the world accessible for everyone
Empathy and understanding – for people with disabilities
The Braille alphabet – how it works and its importance
Past continuous tense – was/were + verb + ing
Consonant clusters – ‘spl’ sound

The chapter also includes activities related to:

Comprehension questions about Louis Braille and his invention
Sensory activities – identifying objects with eyes closed
Listening activity – ‘spl’ sound words
Writing in Braille – using bindis or dots
Eye care precautions
Past continuous tense – changing sentences from present to past
Picture story – filling in the blanks with was/were + verb + ing

Learning Objectives (सीखने के उद्देश्य)

By the end of this lesson, students will be able to:

Read and understand the inspiring story of Louis Braille. (लुई ब्रेल की प्रेरणादायक कहानी को पढ़ और समझ सकेंगे।)
Explain what Braille is and how it helps blind people read and write. (ब्रेल क्या है और यह अंधे लोगों को पढ़ने और लिखने में कैसे मदद करता है, समझा सकेंगे।)
Identify the key events in Louis Braille’s life. (लुई ब्रेल के जीवन की प्रमुख घटनाओं की पहचान कर सकेंगे।)
Understand the importance of inclusion and empathy. (समावेशन और सहानुभूति के महत्व को समझ सकेंगे।)
Use past continuous tense (was/were + verb + ing) correctly. (Past continuous tense का सही उपयोग कर सकेंगे।)
Identify the ‘spl’ sound in words. (शब्दों में ‘spl’ ध्वनि की पहचान कर सकेंगे।)
List precautions to protect eyes from harm. (आँखों को नुकसान से बचाने के लिए सावधानियों की सूची बना सकेंगे।)
Develop empathy towards visually impaired individuals. (दृष्टिहीन व्यक्तियों के प्रति सहानुभूति विकसित कर सकेंगे।)

Key Vocabulary (मुख्य शब्दावली)

Story-Specific Words (कहानी से संबंधित शब्द)

English	Hindi
Braille	ब्रेल (Braille)
Blacksmith	लोहार (Lohaar)
Blind	अंधा (Andha)
Pincushions	पिन कुशन (Pin cushion)
Invented	आविष्कार किया (Aavishkar kiya)
Raised dots	उभरे हुए बिंदु (Ubhare hue bindu)
Alphabet	वर्णमाला (Varnmala)
Touch	स्पर्श (Sparsh)
Night Writing	नाइट राइटिंग
Simplified	सरल बनाया (Saral banaya)
Method	विधि (Vidhi)
Visually impaired	दृष्टिहीन (Drishtihin)

New Words (नए शब्द)

English	Hindi
Blacksmith	लोहार
Blind	अंधा
Pincushions	पिन कुशन
Invented	आविष्कार किया
Simplified	सरल बनाया

‘spl’ Sound Words (सुनने की गतिविधि)

Word	Hindi Meaning
Spoon	चम्मच
Splinter	किरच
Spin	घूमना
Splash	छप-छप
Speak	बोलना
Split	विभाजित करना
Space	अंतरिक्ष
Splendid	शानदार

Past Continuous Tense Examples

Present	Past Continuous
I am sleeping.	I was sleeping.
The dogs are barking.	The dogs were barking.
She is writing a letter.	She was writing a letter.
We are playing kho-kho.	We were playing kho-kho.

Sight Words (दृश्य शब्द)

the, and, to, of, for, with, on, at, by, from, in, it, they, their, them, he, she, his, was, were

Day-Wise Lesson Plan

Day 1: Introduction to the Story (कहानी का परिचय)

Duration: 30 minutes

Time	Activity	Hindi Term / Instruction	Teacher’s Role
5 min	Warm-up	शुभ प्रभात! (Shubh Prabhat!)	Greet students. Ask: “How do you read a book?” (तुम किताब कैसे पढ़ते हो?) “What if someone cannot see? How would they read?” (अगर कोई देख नहीं सकता तो वह कैसे पढ़ेगा?)
5 min	Pre-listening	आज क्या सीखेंगे? (Aaj kya seekhenge?)	Show the Braille alphabet chart. Ask: “What do you see?” (Dots) “Today we will read the story of Louis Braille, who invented a special way for blind people to read!”
10 min	Story Narration (Part 1)	कहानी सुनो (Kahani suno)	Narrate the first part of the story (Pages 55-56): Louis Braille’s childhood, the accident that made him blind, and his admission to the Royal Institute.
5 min	Vocabulary Introduction	नए शब्द सीखो (Naye shabd seekho)	Introduce key words: Braille, blacksmith, blind, pincushions, invented.
5 min	Wrap-up	आज क्या सीखा? (Aaj kya seekha?)	Ask: “Who was Louis Braille?” “What happened to him when he was three?” “Where did he go to study?”

Story Summary (Part 1 – Pages 55-56):

Long ago, in France, a little boy named Louis Braille was playing outside his home. He was three years old. His father, a blacksmith, was working nearby. Louis started playing with the tools around him. Suddenly, a sharp tool pierced his eye. He cried out in pain. Within a few days, he became blind in one eye. The other eye also got affected, and he became totally blind.
In 1819, Louis, who was ten years old, got admission in the Royal Institute for Young Blind Persons in Paris. He learnt letters by using wood, cloth or pins arranged in pincushions.

Key Characters – Part 1:

Character	Hindi	Role
Louis Braille	लुई ब्रेल	A French boy who became blind
Louis’s father	लुई के पिता	A blacksmith

Key Vocabulary – Part 1:

Word	Hindi
Blacksmith	लोहार
Blind	अंधा
Royal Institute	शाही संस्थान
Pincushions	पिन कुशन

Hindi Instructions to Use:

“Kahaani suno” (कहानी सुनो) – Listen to the story
“Louis Braille kaun the?” (लुई ब्रेल कौन थे?) – Who was Louis Braille?
“Unke saath kya hua?” (उनके साथ क्या हुआ?) – What happened to him?
“Ve kahan padhne gaye?” (वे कहाँ पढ़ने गए?) – Where did he go to study?

Day 2: Story Narration (Part 2) and Comprehension (कहानी का दूसरा भाग और समझ)

Duration: 30 minutes

Time	Activity	Hindi Term / Instruction	Teacher’s Role
5 min	Revision	कल क्या सीखा? (Kal kya seekha?)	Quick recall: “Who was Louis Braille?” “What happened to him?”
10 min	Story Narration (Part 2)	कहानी पूरी सुनो (Kahani puri suno)	Narrate the rest of the story (Pages 56-57): Captain Barbier’s “Night Writing,” Louis’s interest in it, his simplification, and the invention of the Braille alphabet.
5 min	Comprehension Questions	प्रश्न-उत्तर (Prashn-uttar)	Ask from Page 58: “Describe the Braille alphabet.” “Why was ‘Night Writing’ not a success?” “What did Louis Braille do to make reading easier for the blind?”
5 min	Discussion Activity	चर्चा (Charcha)	Use Page 58 (B): “Why is the white cane always white-coloured?” “Imagine the world becomes dark for a day. What difficulties might one face?”
5 min	Wrap-up	आज क्या सीखा?	Ask: “What is Braille?” “How does it help blind people?” “What did Louis Braille teach the world?”

Story Summary (Part 2 – Pages 56-57):

Around this time, an army man named Capt. Charles Barbier de la Serre had invented something called ‘Night Writing’. It was an alphabet of raised dots and dashes that soldiers could ‘read’ with their fingers in the dark. However, it was too difficult and, therefore, not a success. But Louis, now a teenager, became interested in it and simplified it. He gave the world the Braille alphabet.
Thus, a blind person taught the world to see. Braille is a method of reading through touch. There is one Braille symbol for each of the twenty-six letters of the English alphabet.

Key Events – Part 2:

Event	Year/Time
Captain Barbier invented ‘Night Writing’	Around 1819
Louis became interested in Night Writing	As a teenager
Louis simplified it and created Braille	–

Comprehension Questions (Page 58):

Question	Expected Answer
Describe the Braille alphabet.	The Braille alphabet is a system of raised dots that can be read by touch. Each letter has a unique symbol made of raised dots.
Why was ‘Night Writing’ not a success?	It was too difficult to understand and use. The system of raised dots and dashes was complicated.
What did Louis Braille do to make reading easier for the blind?	He simplified Night Writing and created the Braille alphabet, making it easier for blind people to read by touch.

Discussion Questions (Page 58 B):

Question	Expected Answer
Why is the white cane always white-coloured?	The cane is white so it can be easily seen by others. It helps people identify that the person is blind.
Imagine the world becomes dark for a day. What difficulties might one face?	People would face challenges like not being able to see where they are going, difficulty in reading, cooking, working, and doing daily activities.

Hindi Instructions to Use:

“Night Writing kya tha?” (नाइट राइटिंग क्या था?) – What was Night Writing?
“Braille alphabet kya hai?” (ब्रेल अल्फाबेट क्या है?) – What is the Braille alphabet?
“Safed chhadi kyun istemal karte hain?” (सफ़ेद छड़ी क्यों इस्तेमाल करते हैं?) – Why is the white cane used?

Day 3: Sensory Activity, ‘spl’ Sound, and Speaking (इंद्रिय गतिविधि, ‘spl’ ध्वनि और बातचीत)

Duration: 30 minutes

Time	Activity	Hindi Term / Instruction	Teacher’s Role
5 min	Revision	पुनरावृत्ति (Punaravritti)	Quick story recall. Comprehension recap.
10 min	Sensory Activity	इंद्रिय गतिविधि (Indriya gatividhi)	Use Page 58-59: “Close your eyes. Pick an object. Keep the object back. Now complete the sentences and share them with the class.”
5 min	Listening Activity	सुनना (Sunna)	Use Page 59: Teacher reads out words. Students listen and repeat. Focus on the ‘spl’ sound: spoon, splinter, spin, splash, speak, split, space, splendid.
5 min	Speaking Practice	बातचीत (Baatcheet)	Students share their sensory activity experiences: “The object in my hand was round in shape.” “It felt smooth and cold.”
5 min	Wrap-up	आज क्या सीखा?	Ask: “What did you learn about identifying objects without seeing?” “What sound does ‘spl’ make?”

Sensory Activity (Pages 58-59):

Step	Instruction	Hindi
1	Close your eyes.	अपनी आँखें बंद करो।
2	Pick an object.	एक वस्तु उठाओ।
3	Keep the object back.	वस्तु को वापस रखो।
4	Complete the sentences:	वाक्य पूरे करो:
	a) The object in my hand was ______ in shape.	मेरे हाथ में वस्तु ______ आकार की थी।
	b) The object was ______ (longer/shorter) than my forefinger.	वस्तु मेरी तर्जनी से ______ (लंबी/छोटी) थी।
	c) The object was a ______.	वस्तु एक ______ थी।
5	Add two more lines to describe it.	उसके बारे में दो और पंक्तियाँ जोड़ो।

Sample Descriptions:

“The object in my hand was round in shape.”
“It felt smooth and cold to touch.”
“It made a soft sound when I rolled it in my palm.”

‘spl’ Sound Words (Page 59):

Word	Hindi
Spoon	चम्मच
Splinter	किरच
Spin	घूमना
Splash	छप-छप
Speak	बोलना
Split	विभाजित करना
Space	अंतरिक्ष
Splendid	शानदार

Note to Teacher (Page 59): Put stress on the consonant cluster ‘spl’. Repeat each word 3-4 times. Give learners time to familiarise themselves with the sound.

Hindi Instructions to Use:

“Aankh band karo” (आँख बंद करो) – Close your eyes
“Vastu uthao” (वस्तु उठाओ) – Pick an object
“Kaisa lagta hai?” (कैसा लगता है?) – How does it feel?
“‘spl’ sound wale shabd bolo” (‘spl’ sound वाले शब्द बोलो) – Say words with the ‘spl’ sound

Day 4: Writing in Braille, Eye Care, and Grammar (ब्रेल में लेखन, आँखों की देखभाल और व्याकरण)

Duration: 30 minutes

Time	Activity	Hindi Term / Instruction	Teacher’s Role
5 min	Revision	दोहराव (Dohrav)	Quick sensory activity recall. ‘spl’ sound recall.
10 min	Writing in Braille Activity	ब्रेल में लिखो (Braille mein likho)	Use Page 60: “Write these words using the Braille alphabet. You can paste ‘bindis’.” Practice: Cat, Man, Boy, Jug.
5 min	Eye Care Activity	आँखों की देखभाल (Aankhon ki dekhbhaal)	Use Page 60 (B): “List the precautions that should be taken to protect eyes from harm.”
5 min	Grammar – Past Continuous Tense	Past Continuous Tense	Use Pages 61-62: “Read the sentences and notice the underlined words. All the sentences are examples of events that started in the past and continued for some time.” Explain: was/were + verb + ing.
5 min	Wrap-up	आज क्या सीखा?	Ask: “How do you write in Braille?” “What precautions should we take for our eyes?” “What is past continuous tense?”

Writing in Braille Activity (Page 60):

Braille Alphabet Reference (Page 56):

Letter	Braille Pattern	Letter	Braille Pattern
a	dot 1	n	dots 1,3,4,5
b	dots 1,2	o	dots 1,3,5
c	dots 1,4	p	dots 1,2,3,4
d	dots 1,4,5	q	dots 1,2,3,4,5
e	dots 1,5	r	dots 1,2,3,5
f	dots 1,2,4	s	dots 2,3,4
g	dots 1,2,4,5	t	dots 2,3,4,5
h	dots 1,2,5	u	dots 1,3,6
i	dots 2,4	v	dots 1,2,3,6
j	dots 2,4,5	w	dots 2,4,5,6
k	dots 1,3	x	dots 1,3,4,6
l	dots 1,2,3	y	dots 1,3,4,5,6
m	dots 1,3,4	z	dots 1,3,5,6

Words to Write:

CAT
MAN
BOY
JUG
Your own name

Eye Care Precautions (Page 60 B):

Precaution	Hindi
Do not play with sharp objects or tools.	नुकीली वस्तुओं से मत खेलो।
Wear protective eyewear when needed.	जरूरत पड़ने पर सुरक्षात्मक चश्मा पहनो।
Avoid rubbing eyes with dirty hands.	गंदे हाथों से आँखें मत मलो।
Do not look directly at the sun.	सूरज को सीधे मत देखो।
Take breaks while reading or watching TV.	पढ़ते या TV देखते समय ब्रेक लो।

Grammar – Past Continuous Tense (Pages 61-62):

Rule:

Singular (one person/animal) → was + verb + ing
Plural (more than one) → were + verb + ing

Examples:

Present	Past Continuous
I am sleeping.	I was sleeping.
The dogs are barking at the stranger.	The dogs were barking at the stranger.

Practice (Page 61):

Present	Past Continuous
Grandfather is searching for his spectacles.	Grandfather was searching for his spectacles.
Sheeba is writing a letter.	Sheeba was writing a letter.
He is singing a song.	He was singing a song.
We are playing kho-kho.	We were playing kho-kho.
The man is using his hands to push his wheelchair.	The man was using his hands to push his wheelchair.

Hindi Instructions to Use:

“Braille mein kaise likhte hain?” (ब्रेल में कैसे लिखते हैं?) – How do you write in Braille?
“Aankhon ki suraksha ke liye kya karein?” (आँखों की सुरक्षा के लिए क्या करें?) – What should we do to protect our eyes?
“Past continuous tense kya hai?” (Past continuous tense क्या है?) – What is past continuous tense?

Day 5: Picture Story, Assessment, and Celebration (चित्र कहानी, मूल्यांकन और उत्सव)

Duration: 30 minutes

Time	Activity	Hindi Term / Instruction	Teacher’s Role
5 min	Revision	पुनरावृत्ति (Punaravritti)	Full story recall. Quick Braille and grammar recall.
10 min	Picture Story Activity	चित्र कहानी (Chitra kahani)	Use Pages 62-63: “Look at the picture story. Now fill in the blanks from the suitable options.” Practice was/were + verb + ing.
5 min	Speaking Assessment	बातचीत परीक्षण (Baatcheet parikshan)	Call students one by one. Ask: “Who invented Braille?” “What is the Braille alphabet?” “Why is the white cane white?”
5 min	Writing Assessment	लेखन परीक्षण (Lekhan parikshan)	Dictate 5 words: braille, blind, raised, dots, alphabet. Students write.
5 min	Wrap-up & Celebration	समापन और शाबाशी (Samaapan aur Shabashi)	Celebrate learning about Louis Braille. Clap for all students.

Picture Story Activity (Pages 62-63):

Fill in the blanks with was/were + verb + ing:

Blank	Options	Answer
She ______ her friends, the squirrels and the sparrows.	was feeding	was feeding
She ______ grains for them.	was scattering	was scattering
Grandmother ______ out the clothes to dry on a clothesline.	was hanging	was hanging
Grandmother ______ the house when a strong wind began to blow.	was entering	was entering
The sparrows and squirrels ______ on the clothes to prevent them from falling.	were sitting	were sitting
Tarandeep ______ her hands with joy.	was clapping	was clapping

Speaking Assessment Questions:

Question	Expected Answer
Who invented Braille?	Louis Braille invented Braille.
What is the Braille alphabet?	It is a system of raised dots that can be read by touch.
Why is the white cane white?	So it can be easily seen by others.
What happened to Louis Braille at age three?	A sharp tool pierced his eye and he became blind.
What is ‘Night Writing’?	An alphabet of raised dots and dashes for soldiers.

Writing Assessment:

Dictation Word	Expected Spelling
Braille	B-R-A-I-L-L-E
Blind	B-L-I-N-D
Raised	R-A-I-S-E-D
Dots	D-O-T-S
Alphabet	A-L-P-H-A-B-E-T

Assessment Checklist (मूल्यांकन सूची):

Skill	Criteria	Yes/No
Reading	Reads the story with comprehension	☐
Comprehension	Answers 4+ questions correctly	☐
Vocabulary	Names 5+ new words	☐
Braille Understanding	Explains what Braille is	☐
Empathy	Shows understanding towards visually impaired	☐
‘spl’ Sound	Identifies ‘spl’ sound words	☐
Grammar	Uses past continuous tense correctly	☐
Speaking	Answers questions in sentences	☐
Writing	Writes dictation words correctly	☐

Additional Activities (अतिरिक्त गतिविधियाँ)

Activity	Description	Hindi Instruction
Braille Name Tag	Write your name in Braille using bindis or dots on a card.	“Apna naam Braille mein likho.” (अपना नाम ब्रेल में लिखो।)
Sensory Walk	Blindfold students and let them identify objects by touch.	“Aankh band karke vastu pahchano.” (आँख बंद करके वस्तु पहचानो।)
White Cane Discussion	Discuss the importance of the white cane for blind people.	“Safed chhadi ki charcha.” (सफ़ेद छड़ी की चर्चा।)
Eye Protection Poster	Create a poster on “How to Protect Your Eyes.”	“Aankh suraksha poster banao.” (आँख सुरक्षा पोस्टर बनाओ।)
Braille Alphabet Chart	Make a chart of the Braille alphabet for the classroom.	“Braille alphabet chart banao.” (ब्रेल अल्फाबेट चार्ट बनाओ।)
Resource Centre Visit	Find out about the nearest resource centre for people with blindness.	“Andhon ke liye resource centre ka pata karo.” (अंधों के लिए रिसोर्स सेंटर का पता करो।)

Resources Needed (आवश्यक सामग्री)

Textbook: Santoor Class 4 English (Pages 55-64)
Braille alphabet chart
Objects for sensory activity (ball, marble, pencil, eraser, etc.)
Blindfolds or scarves for sensory activity
Bindis or small stickers for Braille writing activity
Cardboard or thick paper for Braille name tags
Flashcards: ‘spl’ sound words
Flashcards: vocabulary words
Drawing sheets and crayons
Notebooks and pencils

Integration with Indian Knowledge System (भारतीय ज्ञान परंपरा से जुड़ाव)

Inclusion in Indian Culture: Indian culture teaches compassion and care for all, including those with disabilities. The story of Louis Braille aligns with this value.
Indian Braille: India has its own Braille system for Indian languages. The Bharati Braille system is used for Hindi and other Indian languages.
Empathy and Compassion: The chapter teaches empathy for visually impaired individuals, a value deeply rooted in Indian culture.
Indian Nobel Laureates: India has produced inspiring individuals like Dr. A.P.J. Abdul Kalam and others who overcame challenges. Discuss how people with disabilities have contributed to India.
Indian Sign Language: Discuss how differently-abled people communicate in India.
Festivals and Inclusion: Discuss how Indian festivals are celebrated by all, including those with disabilities.

Note to the Teacher (शिक्षक के लिए नोट)

Keep a box of items in class for the sensory activity. You may include items that are commonly found around. You may write the sentences on the board to facilitate the activity. You may also include adjectives related to those objects. (As mentioned on Page 59)
Put stress on the consonant cluster ‘spl’. Repeat each word 3-4 times. Give learners time to familiarise themselves with the sound. (As mentioned on Page 59)
Draw the attention of learners towards the words and phrases. These words indicate the past, e.g., ‘long ago’, ‘yesterday’, ‘last night’, etc. Help learners revise the simple past tense. (As mentioned on Page 61)
Help students revise the concept of personal pronouns while filling in the blanks.
Encourage children to speak about their experiences with the sensory activity.
Use the story to teach values – resilience, empathy, inclusion, and determination.

Links to Other Curricular Areas (पाठ्यक्रम के अन्य क्षेत्रों से जुड़ाव)

Area	Connection
Science	Human senses, eyes, vision, touch
Social Studies	France, Louis Braille, history of inventions
Values Education	Empathy, inclusion, resilience, determination
Art & Craft	Braille writing, poster-making, sensory activities
Health Education	Eye care, safety precautions
Language Development	Vocabulary, past continuous tense, ‘spl’ sound

Quick Reference Card

Key Characters:
Louis Braille (inventor of Braille)
Captain Charles Barbier (invented Night Writing)

Key Events:

Age 3: Louis became blind
Age 10: Joined Royal Institute in Paris
Teenager: Simplified Night Writing into Braille

Key Message:
“A blind person taught the world to see.”

Braille:
A system of raised dots read by touch
One symbol for each letter of the alphabet

Grammar:
Past Continuous Tense: was/were + verb + ing

Mani Sir

Mani Sir एक अनुभवी शिक्षक, शिक्षा मार्गदर्शक और डिजिटल शिक्षा सामग्री निर्माता हैं। वे प्रतियोगी परीक्षाओं तथा विद्यालयी शिक्षा के लिए सरल, तथ्यपूर्ण और परीक्षा-उपयोगी अध्ययन सामग्री तैयार करने के लिए जाने जाते हैं। उनका उद्देश्य कठिन विषयों को आसान भाषा में समझाकर विद्यार्थियों की सफलता सुनिश्चित करना है।
वे विशेष रूप से Prayas आवासीय विद्यालय, जवाहर नवोदय विद्यालय (JNVST), एकलव्य मॉडल आवासीय विद्यालय (EMRS), SCERT, CG Board, CTET, तथा अन्य शैक्षिक परीक्षाओं के लिए नोट्स, मॉडल प्रश्नपत्र, MCQ, माइंड मैप, चार्ट, अध्ययन सामग्री और वीडियो लेक्चर तैयार करते हैं।