Lesson Plan Format for

Specially Designed Academic Instruction in English (SDAIE)

with SIOP Elements

Grade/Class/Subject: Grade 3 Teacher: Ms. Ana Baez

Time/Duration of the lesson: One hour over the course of two days

English Language Proficiency of Students:

(Before classroom instruction, teachers will understand their students’ English language proficiency, and
the language demands of the lesson’s instructional materials.)

Standards:
- History 3.3.2: Research the explorers who visited here, the newcomers who settled here, and the people
who continue to come to the region, including their cultural and religious traditions and contributions.
- CCSS.ELA-LITERACY.RI.3.2: Determine the main idea of a text; recount the key details and explain
how they support the main idea.

Unit/Theme: Change Over Time – History of Anaheim/Orange County

Lesson Topic: People Who Have Lived in Orange County

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: Students will be able to explain what individuals and groups of people traveled and
continue to
travel to Orange County/Anaheim.

Language: Students will be able to express what they learned through their informational texts and
discuss
with peers their ideas and thoughts.

Key Vocabulary: migrant, immigrant, settler, founder, contribution, explorer

Supplementary Materials: Artifacts (real or replica) from the different individuals/groups of migrants (i.e.
deeds, clothing items, and other items)

Technology in Support of Learning: YouTube video https://www.youtube.com/watch?v=gZpOOCRlB20

Anticipated Misunderstandings/Difficulties: It might be difficult for some students to realize that there are
people who came before us and also that there are people different than them if they have not been
exposed to diversity.
 Element
Describe what will happen.
Motivation (Warm-up):
Teacher will conduct a whole-class discussion on why
people may travel to new places. First, students will
share in pairs or small groups and then share out to the
rest of the class. After, the teacher will ask if anyone
knows why their family or ancestors moved to this land?
If there are students who don’t know, they can ask their
parents if they are willing to share.
Presentation (Instruction):
Students will be presented a short portion of a video (5-7
minutes) on “Growing Up In Anaheim California in
Orange County 1964 to 1972”. Students will be given a
worksheet to fill out while watching the video (5 Things
I Learned from Video and One Thing I Still Would Like
to Know).
The teacher will then give a mini PowerPoint
presentation of people and group that have come to
Orange County/Anaheim (Post-Mexican-American War
settlers, Germans from Anaheim, George Hansen, Walt
Disney, and Current Immigrants).
Practice/Application:
Students will have centers they visit to learn more about
each group or person that was discussed in the mini
presentation. At each station, there will be primary and
secondary resources, short informational texts, and
physical and visual artifacts. The stations will align with
the people presented in the mini presentation.
Students will be divided evenly into groups to rotate
around the centers; they will spend about 15 minutes at
each center. Students will also have a “Explorer”
Rationale
Why did you choose to do it this way?
This would preferably be done briefly the day
before Instruction & Practice/Application
begins. Having this discussion introduces
students to immigration and why an
individual or a group of people move to a new
place. Having this discussion and relating it to
their own lives makes this information more
meaningful, rather than having the teachers
tell them why people immigrate.
Although the video shown is from a very
specific time period and mainly focuses on
Anaheim, it still allows the students to see
how differently things were in the past. The
video also gets them engaged as it is
presented in a fun way with music, bright
colors, and images. Having the students
complete a worksheet as they watch the video
gives them a purpose to watch the video and
lets them know what they are looking for. It
also in a way preps them for what they are
going to do in their practice/application. The
mini PowerPoint is to introduce the groups of
people and individuals. By providing a brief
introduction and minimal information, it gets
them ready to do some of their own learning
and again not just having me tell them the
history through an extensive PowerPoint and
oral talk.
The centers allow for a hands-on learning
experience through the inclusion of the
physical artifacts. It also allows students to
learn new information on their own and
through different resources. While
informational text contains a good amount of
useful knowledge, the primary and secondary
resources as well as the images may provide
different information and perspectives.
Having the students in groups makes rotating
booklet in which they will write down their “findings”
as they go from station to station. The booklet will guide
the students as to what they are looking for.
Review/Assessment:
The “Explorer” booklet would be one way to be used as
an assessment. An exit ticket would also be required that
require students to choose one group or person, explain
why they came here, and a fun fact that they learned
about them. It will also be reviewed when moving along
in the unit, as well as the Performance Assessment at the
end of the unit.
Extension:
An extension (which could also be used as an
assessment) is to focus on Visual and Performing Arts
and have students act as the people they studied. It can
also be used to create an art piece or portrait of people
such as George Hansen or Walt Disney.
Differentiating Instruction for EL focus student:
Depending at the level of proficiency that they are at,
there may be some challenges for the EL student when it
comes to the informational text. Some accommodations
that can be done for this having the teacher or another
student read the text out loud for them, or having the
text in their language.
Differentiating Instruction for a focus student with
Special Needs:
Similar to the EL student, the informational texts can be
read out loud to them or also be written in a lower-level
that still contains the information of the original text.
Other adjustments to the lesson can be made depending
on the needs of the student. For example, providing
transcript of the video, enlarging text, providing
instructions on paper of what was said out loud.
around easier and it also let’s students support
each other. The “Explorer” booklet acts as
another support since it guides the students as
to what they are looking for. In case a student
doesn’t know how interpret or what to make
of something at a station, they can look at
their booklet and see what they need to
answer.
The booklets will be a great form of
assessment as it allows me to see if what was
placed at the stations was sufficient enough. It
also allows me to see if any students may
have had trouble processing the information.
With this, I can then go back and review
things that the students may have missed.
The extensions of this lesson provides an
opportunity to learn and think of the content
differently. It can also be used to cover arts
standards and history standards at the same
time.
(How do your choices support this student?)
Making adjustments to the informational text
and providing different forms of input gives
the student the opportunity to absorb the
information as best as they are able to.
(How do your choices support this student?)
All of the accommodations support the
student by providing modifications depending
on their needs. Enlarging the text can help a
student who has a visual disability. Providing
transcript to the video and written instructions
support a student who has an auditory
processing disorder.