Lesson Plan Format for

Specially Designed Academic Instruction in English (SDAIE)

with SIOP Elements

Grade/Class/Subject: Kindergarten/History-Social Studies Teacher: Maria Recinos

Time/Duration of the lesson: 45 minutes

English Language Proficiency of Students:

Emerging - (Collaborative) Contribute to class, group, and partner discussions, including

sustained dialogue, by following turn-taking rules, asking relevant questions, affirming others,
and adding relevant information.

Standards:
1- Follow rules, such as sharing and taking turns, and know the consequences of breaking them.
2. Learn examples of honesty, courage, determination, individual responsibility, and patriotism
in American and world history from stories and folklore.

Unit/Theme:

Teaching the students about being a good citizen will require students to learn, understand and
apply the rules in their daily lives. Moreover, teaching students about following the law in their
own communities will lead them to have good citizenship skills. For instance, building
background information and providing the history of laws can help students understand that
people from a long time ago also needed to follow the law.

Lesson Topic:

What are rules? Why do we follow rules? What rules do you follow with your family?
Who can you display characteristic of a good citizen?

Objectives: You must include content objectives and language objectives as indicated below.
(What will students be able to do at the end of the lesson?)

Content: Student will be able to sort pictures into two categories that display good
choices and bad choices the lion did in the story.

Language: In pairs, students will discuss how the lion showed honesty and courage at
the end of the story.
Assessment:
The teacher will monitor the students as they are sorting the pictures into the correct category.
Also, the teacher will monitor the students as they share with a partner what good or bad choice
the lion choose in the story.

Key Vocabulary: citizen, rules, good choice, bad choice,

Supplementary Materials:
(What resources, “realia”, visuals, documents, or manipulatives will you use?)
 Computer with Internet Access: “Little Red and the Very Hungry Lion”
 Worksheet “ Sorting Good choices and Bad Choices”
 Visual Aids for vocabulary words

Technology in Support of Learning:

During the lesson, teachers will project a graphic organizer (Circle Map) to identify the meaning
of a rule. This activity will support English Language Learners with visuals and vocabulary.

Anticipated Misunderstandings/Difficulties:
(What areas of confusion or difficulty do you anticipate students might encounter with this
material? How will you address them?)

The students may have difficulty during the discussion of the good choice and a bad choice the
lion took in the story.

Element
Describe what will happen.
Introduce the Lesson:
The teacher will read the story of “Little Red and
the Very Hungry Lion" to the class. The teacher
reads the story aloud and provides students with
the following questions as they pair-share their
response:
 What is happing in the story?
 Is the lion making good choices?
 Does the lion change his behavior?
This questions regarding the story will be an
engagement to the lesson but it can also be used as
a pre-assessment to see how many students are
familiar with rules.
Rationale
Why did you choose to do it this way?
The purpose of the pre-assessment is to
determine the student’s Zone of Proximal
Development. According to Lev
Vygotsky, the ZPD allows instruction to
aim at the level where students can
already work independently and give a
task that students can complete only with
the help of an adult.
This will also active prior knowledge to
students and will help them understand
the concept if they see it in its relation to
other things.
Develop Understandings (Instruction):
To teach the concept of a rule after the
introduction of the lesson, the teacher will display
a Circle Map to write down the initial thought of
what is a rule. The teacher will have the student's
first share with their elbow partner the meaning of
a rule. Then, the class will share their ideas as the
teacher writes down their answers inside the circle
map.
The teacher will also introduce new vocabulary
words by proving visual aids, so the students can
connect a word with a picture such as:
 Rule
 Consequence
 Good Choice
 Bad Choice
Practice/Application:
After reading the story of “Little Red and the Very
Hungry Lion” and scaffolding the word rule using
a circle map. The student will receive pictures of
the lion action and sort them into two categories.
The two categories should be a good choice or a
bad choice.
Before students begin, and throughout the process,
the teacher will encourage them to look at their
pictures and ask themselves questions like:
 What actions do you see in the pictures?
 Is the action showing a good or bad
choice? How do you know?
 Can you give a reason?
Then, students will work independently as they
sort the pictures of the lion action. In the end, the
students will pair-shared with their elbow partner
their answers.
Wrap-up:
By using a graphic organizer the teacher
is supporting students not yet proficient
in English by assisting them with critical
thinking, organizing information
visually, building schema, categorizing
information and lowering the affective
filter.
The teacher will make a comprehensible
input by scaffolding the information in
the lesson. Scaffolding is the process of
helping a student learn something new,
beginning with easy, successful
experience and then gradually releasing
the responsibility as the child's skills
increases.
At the end of the practice, it gives the
students an opportunity to practice
communication skills promotes students
in their cooperative learning. It provides
the students with ways to interact
together so they can learn how to listen
to others, develop new arguments and
use their logic to accept other’s positions
on the argument. Cooperative Learning
also gives the students the chance to
develop their ability of language as a tool
for thinking and reasoning.
This activity will support students’
learning English to apply new
(Review objectives and have students assess
progress.)
At the end of the lesson, the teacher will provide
the two categories and the students will come and
sort the pictures of the lion action on the board.
Then, students will have to defend why the
pictures display a good or bad choice. The teacher
will provide frame sentence:
“This is a good choice because __________.”
“This is a bad choice because___________.”
Extension:
The student will use a picture of the lion action to
write one or two sentences about the lion good and
bad choice in their writing journals.
Differentiating Instruction for EL focus student:
(Describe the challenges and ELD goals of this EL
student. What will you do specifically support this
student for this lesson?)
Students will practice a motivation activity to
provide an opportunity for them to follow turn-
taking rules, ask relevant questions, affirming
others, and add relevant information to their
conversations.
In the activity, students will practice in pairs by
sharing their painting.
Differentiating Instruction for a focused student
with Special Needs:
The student has an auditory processing deficit. He
has difficulty following oral directions and needs
to have multi-step directions broken down in order
to follow them. He also needs more time, more re-
teaching and more review than many of his
vocabulary into their conversations. It
will also give students the opportunity to
practice their second language with an
English only student.
Students will have the opportunity to
write about their analysis in a formal
writing piece. It will also allow the
students to express their thoughts and
concerns.
(How do your choices support this
student?)
This activity will support students’
learning English to apply new
vocabulary into their conversations. It
will also give students the opportunity to
practice their second language with an
English only student.
As English Language Learners engage in
academic conversations, they learn grade
level concept, develop strategies for
learning, and improve their skills in
English. These conversations require
them to use language that is
understandable and to receive immediate
feedback
(How do your choices support this
student?)
Seating the student close to the teacher
and away from windows and doors can
reduce the noise to provide a quiet
environment. By providing visual
prompts, the student can comprehend the
instruction and information by looking at
the visual display. The involvement of
the pathologist can provide support in the
classmates, in order to process and retain
information and concepts.
The teacher will follow this classroom suggestion
to reduce stress and aid the student:
- Reduce noise
- Maintain a Close-In Seating
- Use Visual Prompts
- Provide Hearing Training
- Focus on Meaning
- Communicate Clearly
(What will you do for those students who already
"get it" and need to be challenged in different
ways?)
The students that already get the lesson, the
teacher will ask those particular students to write
one or two sentences about the advantage of
making good choices like the lion did at the of the
story.
areas of phonology, grammar, and
vocabulary and world knowledge. When
reading, focusing on the feelings helps
the learner better encode the information
and improve recall. Communicating
clearly allows the student to process and
organize the information if the
instructions are broken down into simple
and concise steps, adding pauses in the
speech and slowing down the amount of
information delivered.
The students that understand the
objective will need to be challenged in
their critical thinking skills. In order to
accommodate those students who
achieve better at the higher levels and to
foster higher levels of cognitive thought
among all students, the teacher should
strive to include activities from each
level of Bloom. If it is important to you
that students work through the levels in
order (hierarchically), we suggest that
your number the tasks for independent
work or that you guide the students
through the steps one at a time.