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
Describe what will happen.
Introduce the Lesson:
The teacher will explain that the class will be
making a timeline about the life of Harriet
Tubman. The teacher will also let students know
that this is an important activity because it helps
them learn about Harriet Tubman, and all of the
important things she did in her life.
Develop Understandings (Instruction):
The teacher will explain what a timeline is. She
will explain that there are different ways of
making timelines. Some timelines have words,
some have pictures, and some have both. For the
assignment the students are going to do, they will
be creating a timeline in which they draw out
events that happened in Harriet Tubman’s life. To
review content that was previously learned, the
teacher will briefly go over some important events
in Harriet Tubman’s life, in order to jog the
memory of students. Additionally, the teacher will
then go over vocabulary words such as “past” and
“present”. The teacher will then begin to make her
Rationale
Why did you choose to do it this way?
It is important that the teacher lets the
students know what will be asked of
them, so that they have an idea of what
they will be doing during the lesson.
Also, it is important to let students know
why they are doing a particular activity,
so that they understand the purpose
behind it.
It is important that the teacher explains
what a timeline is, because some students
might never seen, or heard of one before.
Additionally, it is a good idea to let
students know what kind of timeline they
will be creating, in order to give them
some type of structure, without
completely telling them what to do. Also,
it is important to review content because
some students might have forgotten, but
it is also good to ensure that everyone is
on the same page. Lastly, going over
vocabulary words is good for students
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:
For the majority of the lesson, students will be
creating their Harriet Tubman timelines. Students
will do this activity individually. Once students
have finished, they will get an opportunity to share
with one another.
Wrap-up:
After each student is finished with their timelines,
the class will get to share what they created with
one another. Additionally, as a class, the teacher
and students will have a discussion about the
“past” and why it is important to document it, and
study it.
Extension:
This activity can be done with the other Important
African American Figures.
Differentiating Instruction for EL focus student:
To help support a student whose English is not
their native language, the teacher can provide the
student with a list of events from Harriet
Tubman’s life. Also, the fact that students have to
draw and write out the events, will help a
struggling student who might have trouble writing.
Differentiating Instruction for a focus student with
Special Needs:
(Describe student(s) special need and relevant IEP goals.
What will you do specifically to support this student for this
lesson?)
Making a timeline a fun, creative way for
students to learn facts about Harriet
Tubman. Though it may just seem like a
fun project, they are really learning facts
that are a part of the Knowledge portion
in the UBD template.
Giving students the opportunity to share
their work makes them feel proud of
what they have created, because
everyone else gets to see it. Also, it is
important to re-visit the vocabulary
words, and explain how and why they are
important to this lesson.
If students enjoy this project, the same
can be done for Rosa Parks and
Frederick Douglass.
(How do your choices support this student?)
Providing the student with a list of events
might reduce any stress or anxiety that
comes along with the project. Also,
asking students to draw instead of write,
is already an easier task then asking
students to write. A student who is
learning the English language might feel
more comfortable with drawing than
with writing.
(How do your choices support this student?)
 (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.