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Lesson Plan Format for

Specially Designed Academic Instruction in English (SDAIE)


with SIOP Elements

Grade/Class/Subject: Second Grade, Social Studies Teacher: Jessica Rodriguez

Time/Duration of the lesson: 45-60 minutes

English Language Proficiency of Students:


The language proficiency of students ranges from emerging, expanding to bridging.

Standards:

People Who Make a Difference

Students in grade two explore the lives of actual people who make a difference in their everyday
lives and learn the stories of extraordinary people from history whose achievements have
touched them, directly or indirectly. The study of contemporary people who supply goods and
services aids in understanding the complex interdependence in our free-market system.

2.1- Students differentiate between things that happened long ago and things that happened
yesterday.
3. Place important events in their lives in the order in which they occurred (e.g., on a time
line or storyboard).

Unit/Theme:
Important African American Figures

Lesson Topic:
The Life of Harriet Tubman

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 make a timeline of the important events in Harriet Tubman’s life.

Language:
Students will be able to understand and explain the terms “past” and “present”.

Assessment:
The teacher can informally assess through observation while the students are working.
Additionally, the teacher can also assess once the students have completed the timelines, and
have put the events in the correct order.
Key Vocabulary:
-Underground Railroad
-Past
-Present

Supplementary Materials:
-Construction Paper for timelines
-Crayons
-Markers
-Pencils

Technology in Support of Learning:


No technology will be used in this lesson.

Anticipated Misunderstandings/Difficulties:
Some students might trouble putting the different events in order. Students might need help
placing the events in the correct order.

Element Rationale
Describe what will happen. Why did you choose to do it this way?
Introduce the Lesson: It is important that the teacher lets the
The teacher will explain that the class will be students know what will be asked of
making a timeline about the life of Harriet them, so that they have an idea of what
Tubman. The teacher will also let students know they will be doing during the lesson.
that this is an important activity because it helps Also, it is important to let students know
them learn about Harriet Tubman, and all of the why they are doing a particular activity,
important things she did in her life. so that they understand the purpose
behind it.
Develop Understandings (Instruction): It is important that the teacher explains
The teacher will explain what a timeline is. She what a timeline is, because some students
will explain that there are different ways of might never seen, or heard of one before.
making timelines. Some timelines have words, Additionally, it is a good idea to let
some have pictures, and some have both. For the students know what kind of timeline they
assignment the students are going to do, they will will be creating, in order to give them
be creating a timeline in which they draw out some type of structure, without
events that happened in Harriet Tubman’s life. To completely telling them what to do. Also,
review content that was previously learned, the it is important to review content because
teacher will briefly go over some important events some students might have forgotten, but
in Harriet Tubman’s life, in order to jog the it is also good to ensure that everyone is
memory of students. Additionally, the teacher will on the same page. Lastly, going over
then go over vocabulary words such as “past” and vocabulary words is good for students
“present”. The teacher will then begin to make her because it asks them to have those words
own timeline by drawing out two important events, in the back of their mind while they are
so that students have an idea of what is expected of working, in preparation for the
them. discussion afterwards.

Practice/Application: Making a timeline a fun, creative way for


For the majority of the lesson, students will be students to learn facts about Harriet
creating their Harriet Tubman timelines. Students Tubman. Though it may just seem like a
will do this activity individually. Once students fun project, they are really learning facts
have finished, they will get an opportunity to share that are a part of the Knowledge portion
with one another. in the UBD template.

Wrap-up: Giving students the opportunity to share


their work makes them feel proud of
After each student is finished with their timelines, what they have created, because
the class will get to share what they created with everyone else gets to see it. Also, it is
one another. Additionally, as a class, the teacher important to re-visit the vocabulary
and students will have a discussion about the words, and explain how and why they are
“past” and why it is important to document it, and important to this lesson.
study it.
Extension: If students enjoy this project, the same
This activity can be done with the other Important can be done for Rosa Parks and
African American Figures. Frederick Douglass.

Differentiating Instruction for EL focus student: (How do your choices support this student?)
To help support a student whose English is not Providing the student with a list of events
their native language, the teacher can provide the might reduce any stress or anxiety that
student with a list of events from Harriet comes along with the project. Also,
Tubman’s life. Also, the fact that students have to asking students to draw instead of write,
draw and write out the events, will help a is already an easier task then asking
struggling student who might have trouble writing. students to write. A student who is
learning the English language might feel
more comfortable with drawing than
with writing.

Differentiating Instruction for a focus student with (How do your choices support this student?)
Special Needs:
(Describe student(s) special need and relevant IEP goals.
What will you do specifically to support this student for this
lesson?)
(What will you do for those students who already "get it"
and need to be challenged in different ways?)
For a student who might seem more advanced, the If a student who is gifted or advanced
teacher can ask him/her to write a sentence or two finds this task easy and not challenging,
about the events drawn. This will help keep the asking them to have a written portion
student occupied if finished earlier than the rest, as might challenge them more.
well as challenge the student.