MSMU Lesson Plan Format for

Specially Designed Academic Instruction in English (SDAIE)

with SIOP Elements

Grade/Class/Subject: 3rd/ Art / Social Studies Teacher: Nicole Galvan

Time/Duration of the lesson: 45 minutes

English Language Proficiency of Students:

Standards: Create a work of Art based on the observation of objects and scenes in daily life, emphasizing
value changes.

Unit/Theme: The Gabrielino Indians

Lesson Topic: Where and How the Gabrielino Indians Live.

Objectives:

Content: ( Visual & Performing Arts Standards) 2.4

Create a work of art based on the observation of objects and scenes in daily life, emphasizing value changes.

Language: Comprehension & Collaboration. Engage effectively in a range of collaborative discussions ( one-on-
one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their
own clearly. (d) Explain their own ideas and understanding in light of the discussion.

Key Vocabulary: Tule, mollusks, and natural resources.

Supplementary Materials: Pictures of the Gabrielino Indians, art materials, and vocabulary lists.

Technology in Support of Learning: The photos will be used as visual aids for the students. All research
and facts were located online.
Anticipated Misunderstandings/Difficulties: The idea of no technology might be hard for the students to
grasp. The fact that the Indians made their own shelters, hunted and gathered all their own food may be
hard to understand.

Element Rationale
Describe what will happen. Why did you choose to do it this way?
Pre-Assessment of Students’ Knowledge or Ability: I did it this way to provide information on our
I will introduce the lesson; Where and How our local local Indians. I gave the class basic
Indian tribe lived in the past. I will tell the class how the knowledge and facts necessary to move on to
Gabrielino Indians had a close connection with the land the next step of the lesson.
because the land provided them with everything required
for survival. The rivers and streams provided fish and
fresh water. The trees and forests provided wood, plants,
nuts, acorns, and berries. The forest was an abundant
resource of plant and animal life. When building shelter,
the Indians use only the resources that the trees and
forests provide. I will conclude with answering any
questions they have.

Motivation (Warm-up): Having the class create their own illustration

I will explain to the class that they will make an of the Indians will help their understanding
illustration of where and how the local Indians live. I develop and grow.
will present to them some examples of drawings of the
shelters and surroundings of the Gabrielino Indians.

Presentation (Instruction): New vocabulary is important for

I will begin, by introducing new vocabulary. The understanding to occur. Students will be able
vocabulary will be mostly plants and foods common to to focus on the lesson.
the Indians. I will inform the students that the Indians
lived along rivers or streams and had forests also near
by. They also made their shelter with plants and saplings
they found. All their food was located in the rivers,
streams, and forests. Their food was either hunted ( fish,
mollusks) or gathered ( nuts, berries, acorns, etc.).
Practice/Application: Having the class create the illustration will
I will give the class materials; poster boards, paints, help in processing, analyzing, and responding
colored pencils, chalk, construction paper, and clay. to sensory information. They will be able to
These materials will be used to create an illustration of critically assess new facts.
the local Indians shelter and surroundings. The
surroundings should include rivers, or streams, and
forests. Plus, include all resources that the Indians need
to survive.
Post-Assessment: Having the students in pairs enable them to
In pairs, the students will share their illustrations and discuss collaboratively together.
discuss all the aspects that are included. For example,
they will share why the river is so crucial to the Indians
life. They will continue to discuss the importance of all
the resources included in their illustrations. I will ask 1
or 2 pairs to present their illustrations to the class.

Extension: This will aid in further learning in the local

For a future lesson, I will have the class research how Indians.
the natural resources was used for clothing, tools (for
hunting and cooking), and other necessities.

Differentiating Instruction for EL focus student: The visual aids will support the EL student
For the EL student, I will have visual aids of the learning.
vocabulary words and photos of the Gabrielino Indians
in their environment. One photo will be of the type of
shelter they built made of saplings and tule. Other
photos will be of rivers, streams, fish, plants, acorns, and
berries.

Differentiating Instruction for a focus student with
Special Needs:
For my student with Autism, I would scaffold the
lesson by having a 1 on 1 aide work with him/her.
During the lesson, I will break it down into small steps.
With the art materials, I will give the student less
options to choose from.
The individual support will help the student to
stay focused on the assignment. Working one
step at a time will be less overwhelming for
the student. Less choices will also help by
encouraging less stress.

The students will research an optional topic on the local The research project will enhance their
Indians and present it to class. learning of searching of various sources and
information. This project will also provide
individual work and more ambitions.