Lesson Plan Format for

Specially Designed Academic Instruction in English (SDAIE)

with SIOP Elements

Grade/Class/Subject: TK/ Art Teacher: Gloria Esqueda

Time/Duration of the lesson: 45 minutes

English Language Proficiency of Students: The class is composed of 20 English speakers and 4
EL students.

Standards:
2.3 Make a collage with cut or torn paper shapes/forms
4.3 Discuss how and why they made a specific work of art.
K.1, students explore the meaning of good citizenship by learning about rules and working
together, as well as the basic idea of government, in response to the question how can we learn
and work together?

Unit/Theme: Good Citizen/ Identifying characteristics of a good citizen

Lesson Topic: Characteristics of a Good Citizen

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 identify the characteristics of a Good Citizen.

Language: Students will use the appropriate vocabulary to explain and describe a Good Citizen.

Assessment:
For the assessment the teacher will observe the students as they work and monitor their art
project to make sure they understand the activity. The teacher will then observe the students as
they present, to visually and aurally listen to their interpretation of characteristics that make a
Good Citizen.

Key Vocabulary:
-Good Citizen
-Rules
-Good Choice
-Bad Choice
Supplementary Materials:
-Scissors
-Glue sticks
-Pencils
-Crayons
-Citizen cut out sheet
-David goes to school
- Good and bad choice images

Technology in Support of Learning:

For this lesson, no technology will be needed.

Anticipated Misunderstandings/Difficulties:
Students may have a difficult time identifying behaviors that break the rules. Students may also
have a difficult time figuring out the good choice David could’ve made for every bad choice he
did.

Element
Describe what will happen.
Introduce the Lesson:
The teacher will review the story of “David Goes
to School”. The teacher will then remind the
students that in the story David made some good
and bad choices. The teacher will define what a
good choice and a bad choice is. The teacher will
then tell the students to look for good and bad
choices that David makes in the story. The teacher
will then re-read the story.
Rationale
Why did you choose to do it this way?
Having the teacher read a book to the
students is a good way to capture their
attention. The students will also be able
to apply their knowledge of a Good
citizen in identifying actions David does
that are not correct.

Develop Understandings (Instruction): Discussing with the students the

The class will then discuss what David could have information they just read allows them to
done at school to be a good citizen. What could break the story apart and inspect each
David have done differently for each bad choice? section making it easier to comprehend.
The teacher will go over the list the class has
created of what makes a person a Good Citizen.
The teacher will then introduce the art activity the
students will be creating.
They will be making their very own “yes” David.
They will create their very own Good citizen.
Practice/Application:
The students will create a Good Citizen by
drawing, writing and gluing images or words that
describe a good citizen. The images will be
provided for them. Each student will create their
own Good citizen with the materials they choose.
Wrap-up:
At the end of the activity students will be able to
present their good citizen and explain the images
and words they choose to put on it. Students will
then do a gallery walk to look at all the projects.
Extension: This could be extended into other parts
of the unit. The class can create a yes David that
follows the rules and they have to draw, write and
glue images and words of good choices. It can
also be reversed and they have to identify the bad
choices.
Differentiating Instruction for EL focus student:
This lesson is already differentiated for ELD
students because it has a lot if visual directions and
modeling.
Differentiating Instruction for a focus student with
Special Needs:
For students with disabilities the teacher would be
able to use more images while giving direction.
The teacher would also be able to have pre-cut
images so that the student would not need to waste
time cutting.
The students are able to show the teacher
their understanding of what makes a
Good Citizen in a creative and artistic
way.
Having the students present their ideas
and thinking that went into their creation
allows the teacher to see how the student
came up with their good Citizen and the
thinking process behind it.
Once the students are able to understand
this activity then it will be easy for them
to do it again but adding a twist to it such
as creating a Bad citizen.
Using visuals in lessons is very helpful to
EL students. The visuals help them
connect the images to the words and
understand what is being said or at least
have a good idea of what is being asked
of them. Also having the teacher model
what they expect of their students is
beneficial to all students. They will have
a better understanding of what they need
to accomplish
The visuals help them connect the
images to the words and understand what
is being said or at least have a good idea
of what is being asked of them. Also
having the teacher model what they
expect of their students is beneficial to
all students. They will have a better
understanding of what they need to
accomplish.