Lesson Plan Format for

Specially Designed Academic Instruction in English (SDAIE)

with SIOP Elements

Grade/Class/Subject: 4th/ Multi/ History: Art Teacher: Alissa Barcena

Time/Duration of the lesson: 40 mins

English Language Proficiency of Students:

Level of Proficiency depends on each individual student; planned accordingly

Standards:
1.3 Identify pairs of complementary colors (e.g., yellow/violet; red/green; orange/blue) and
discuss how artists use them to communicate an idea or mood.
5.3 Construct diagrams, maps, graphs, timelines, and illustrations to communicate ideas or tell a
story about a historical event.

Unit/Theme:
Visual arts- Immigration Expression

Lesson Topic:
Becoming aware of the way artists expressed emotion during time of the Chinese Exclusion Act

Objectives: You must include content objectives and language objectives as indicated below.

Content:
 Students will be able to identify artist skills in order to identify meaning, and
communication through art
 Students will be able to create their own artwork in order to show their
understanding of the emotions felt during the Chinese Exclusion Act

Language:
 They will actively listen and participate in discussion spoken in English
 Students will express ideas using the correct specific vocabulary
 Students will be able to use artistic vocabulary such as, shading, complementary
colors, shape/form, etc.

Assessment:
Students will be assessed throughout the lesson, based on their feedback.
Students will also be assessed on their way of expression through their artwork, and small
paragraph, explaining their piece.
Key Vocabulary:
 Communicate
 Chinese Exclusion Act
 Shape/form
 Complimentary colors
 Elements of art
 Mandala

Supplementary Materials:
 Pieces of artwork during the Chinese Exclusion Act
 Notebook
 Pencil
 Pastel colors/ container
 Drawing paper
 Clip Boards
 Wet paper towels

Technology in Support of Learning:

 Image projector

Anticipated Misunderstandings/Difficulties:
 The use of artistic elements
 What they have to exactly draw
 Thinking they have to imitate the examples provided, instead of their own interpretations

Element
Describe what will happen.
Introduce the Lesson:
 As a class, we will go over the objective
for the day, and what we plan to do in
order to meet those objectives
 Objectives will be posted in the front of the
classroom
 We will go over key vocabulary, and have
students pair share what they understand
about artistic elements
 I will go around and listen to their
conversations
 Students will then share with the whole
Rationale
Why did you choose to do it this way?
 Going over the objective, and
plan for the lesson really helps
students get into what they are
about to learn
 It also helps students to start
thinking about what they are
looking for throughout the lesson.
This is very helpful for ELLs and
students with anxiety
 Having the students partner-share
and talk about what they know
about artistic elements gives the
teacher quick feedback on how
much they on the subject. It also
gives the students a chance to

Develop Understandings (Instruction):
 Teacher will begin by going over the
objective and key vocabulary
 Teacher will then have the students pair
share, then share with the class
 The teacher will then project the artistic
drawings that were created during the
Chinese Exclusion Act
 Students will view the images from their
seats
 Students will be provided with their art
notebook, and a pencil
 The students will be instructed to write a
small description of the emotion and
meaning that is being expressed in the
images
 The teacher will give students 5 mins in
order to really inspect the images, and
reflect on their meaning
 In the students’ reflections, they will be
instructed to explain what elements the
artists used in order to express certain
emotion and meaning
 After the students have written their
interpretations, the students will share their
meanings as a class
 A class discussion will then be held on the
use of elements, and what the images are
trying to express.
 The teacher will make sure to connect the
expression to the time period, and the
emotions that were happening during the
Chinese Exclusion Act
 The teacher will then go over a detailed
instruction on the application practice
Practice/Application:
 Students will stay at in their assigned seats
 The teacher will provide students with
drawing paper, clip boards, sufficient
amount of pastels, and wet paper towels
 The teacher will then explain to the
students that they will be working on a
communicate with one another
and build their oral skills.
 Going over key vocabulary will
help refresh student’s memories
in order for them to succeed with
the lesson
 Pair share is a great way for
students to share their ideas with
one another, and help each other
understand certain concepts
 Using images for students to find
meaning to is a great way to
provide examples on the way that
different artists use different
elements to express emotion
 The specific images used is a
great way to help students truly
understand the emotions going on
during the Chinese Exclusion Act
 Having students reflect, and
explain certain elements, really
helps the students to start
thinking creatively and it makes
them become aware of the
techniques used
 Going over the images in detail is
a great way to make sure students
are understanding the true
meaning of the images and how
they are being expressed
 Having the students create a
mandala gives them the
opportunity to express the
Chinese Exclusion Act in their
own way
 The students are given the
freedom to show their own
 mandala based on the Chinese Exclusion
Act
 Students will be instructed to use artistic
elements in order to really express meaning
in their art pieces
 Teacher will walk students through the
process of creating the mandala
 Once students have created their images,
they will then provide a small reflection on
their image, and the process they went
through to get there
Wrap-up:
 Students’ work will be placed on the wall,
and a discussion about the representations
will be held
 The class will talk about how one can use
certain elements to express meaning
 The teacher will also talk to students about
the emotions that went on during that
historical time
Extension:
 Creating a mandala can really be for any
lesson/ content area
 A teacher can have students show different
images, and drawings through mandalas to
express their understanding
Differentiating Instruction for EL focus student:
 Giving more time and slowing down the
process, and demonstration
 Having the student give the teacher an oral
response to his or her artwork, instead of
writing it down
Differentiating Instruction for a focus student with
Special Needs:
 One on one support may be provided to the
student if needed
interpretations, while still
learning the art vocabulary
 Walking the students through
demonstration can be very helpful
to most students, especially visual
learners
 Having the students walk
through their own process really
helps them understand
themselves as artists and why
they did what they did
 The wrap-up really connects the
lesson all together
 It is a way to review everything,
and connect it with the history
lesson
 Established the mandala is a great
way to have students show their
understanding in a lesson
 They become comfortable with
the mandala and are able to
progress, showing more and more
 Slowing down the process will
really help EL learners to stay on
track, and be able to really
process the information without
being rushed
 Having the student give an oral
response can really benefit the
student if he/she has trouble with
writing
• Providing one-on-one support is
important for the student to understand
the lesson and figure out how to do the
mandala
  Students will be given a worksheet on the
drawing vocabulary, along with examples
on what different techniques interpret
 Student will be asked to collect the
drawings from students who are done
• The worksheet will give the student
some support on how he/she can create
expression in their drawing
• The student has a difficult time staying
in one spot for a long period of time, by
allowing him to collect the drawings it
helps keep the student moving

(What will you do for those students who already "get it"
and need to be challenged in different ways?)

 Students will be asked to go more in-depth

with their drawings, and explain more
artistic techniques that can be used