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Lesson Plan Format for

Specially Designed Academic Instruction in English (SDAIE)

with SIOP Elements

Grade/Class/Subject: 4th Grade, Social Studies Teacher: Martha Gunter, Marcia Olgin

Time/Duration of the lesson: 10 minutes for Power Point Presentation + 40 minutes to create a timeline

English Language Proficiency of Students:


Visual Literacy 5.3 Construct diagrams, maps, graphs, timelines and illustrations to communicate ideas
or tell a story about a historical event.

The California Gold Rush (End of Unit)

Lesson Topic:
Students will identify important events during the California Gold Rush from 1848- 1858.

Objectives: Students will be able to complete a timeline of the California God Rush after looking at a Power Point
Presentation of pictures of a specific time span.

Content: Collectively Creating a timeline form 1848-1859 of the California Gold Rush.

Language: Exchanging information and ideas with others through oral collaborative discussion on
a range of social and academic topics.

Key Vocabulary: timeline, boom towns, pioneers, migrate, prospectors, miners, entrepreneur, Forty-
Niners, Sutter’s Mill

Supplementary Materials: Anchor chart with key vocabulary terms for student reference, students will
be provided with copies of actual pictures to use for their timelines. One poster board (40” x 60”), glue
sticks, scissors, graphic organizer, and markers

Technology in Support of Learning:

Power Point presentation of pictures of the California Gold Rush

Anticipated Misunderstandings/Difficulties:
Students may have difficulty placing important events in a chronological order. I will address this issue by
writing the dates the photographs were taken.

Element Rationale
Describe what will happen. Why did you choose to do it this way?
Pre-Assessment of Students’ Knowledge or Ability: We chose to select the students to be called
Students will be randomly selected by using “name upon by randomly selecting “name sticks” so
sticks” to name one important event during the Gold that we may better gauge the class for
Rush. Their responses will be written on an anchor understanding and content knowledge. We
chart for future referencing. also decided to create an anchor chart so that
students may reference back to it while
creating their timeline. This will also serve as
a scaffolding devise for those that need
clarification and for students who need the
visual; such as EL students.
Motivation (Warm-up): We decided to use the pictures as they serve
In order to get my students engaged and motivated in the as a primary source of information. It is also a
lesson we will show them a slide of different pictures way to get the students involved and engaged
taken of the California Gold Rush during the span of in the content as they can use these visuals as
1848-1859. The students will be given a graphic a way to engage in story telling which is an
organizer in which they will write things they notice important element in creating their timelines.
about the pictures. The pictures will include images The graphic organizer will serve as a
from Sutter’s Mill, early settlers, miners, prospectors, scaffolding and organizational tool to later use
boomtowns, general stores, etc. to create their timelines.
The students will be given a about a minute to talk about We also decided to give students the
the pictures with the person sitting next to them. opportunity to talk about the slides to allow
them to engage in collaborative learning and
also to give ourselves an opportunity to
survey the room and check for understanding.
Having the pictures will also support EL
learners as they will be able to see the pictures
as they pertain to the vocabulary being used
for this lesson.
Presentation (Instruction): Giving a brief description of the photographs
As we are presenting the power point presentation we and the dates in which they were taken will
will be giving a brief description of each image, using allow students to jot down information on
the key vocabulary to reinforce understanding. We will their graphic organizer and will help them put
also provide students with the dates the images were important events in a chronological order
taken. which is essential to understanding history.

Practice/Application: Grouping the students in small groups will

Students will be grouped in groups of three so that they allow for collaborative learning as students
may collectively engage in the activity and compare can divide responsibilities and promote
notes. They will work in their groups to create their accountability. While the use of photographs
timelines using photographs. will serve as a visual aid.
Having the students work collectively will
also give the students an opportunity to reflect
on their own learning.
Placing students in small groups will allow
the EL students to feel more at ease as they
participate and speak the language.

Post-Assessment: Having the students present their timelines as

Students will be given the opportunity to present their a group will allow us to check for
timelines to the class and read the information they understanding.
wrote under each picture. Encouraging the students to read the
information that’s written on their timelines
will also be beneficial for the English
Learners as they don’t have to process
information in two languages in front of the
class, thus alleviating some of the pressure.
Extension: Extending the lesson to a writing activity will
This lesson may be extended to a writing activity about enable us to further check for students’
the California Gold Rush. understanding as well as students’ critical
analysis of the events on their timelines.

Differentiating Instruction for EL focus student with N/A

Special Needs:

Differentiating Instruction for a focus student with Providing the student with a slightly modified
Special Needs: graphic organizer will help the student keep
Sam has been diagnosed with AD/HD. organized. We decide to strategically sit the
He has a poor working memory and has difficulty student away from the door to avoid
staying on task. distractions and near the teacher to help with
refocusing whenever needed.
This student will be supported throughout the lesson by
providing him with a modified version of the graphic
organizer. The graphic organizer will have the dates
already written in chronological order. The student will
be strategically seated near the teacher.

Giving those students who “get it” the

For those students that already “get it” we will have assignment of writing a letter and giving them
them select a photograph from their time line and the creative freedom to write, will also
pretend they were a miner, prospector, store owner, encourage higher order thinking and deeper
settler or a Forty-niner. They will write a letter back analytical skills.
home about their living conditions and experiences.