Lesson Plan Format for

Specially Designed Academic Instruction in English (SDAIE)

with SIOP Elements

Grade/Class/Subject: 4th/ History/Chinese Exclusion Teacher: Alissa Barcena

Time/Duration of the lesson: 40 mins

English Language Proficiency of Students:

Level of Proficiency depends on each individual student; planned accordingly

Standards:
4.4.3. Discuss immigration and migration to California between 1850 and 1900,
including the diverse composition of those who came; the countries of origin and their relative
locations; and conflicts and accords among the diverse groups (e.g., the 1882 Chinese Exclusion
Act)
.

Unit/Theme:
Chinese Exclusion Act

Lesson Topic:
Beginning of the Chinese Exclusion Act of 1882

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 provide basics facts about the Chinese Exclusion Act (Who, what,
when, where, and why)
 Students will create a brace map based on the Chinese Exclusion Act and the
components that create that point in History
Language:
 Students will share and exchange ideas amongst the class
 They will actively listen and participate in discussion spoken in English
 Students will express ideas using the correct specific vocabulary (shown on key
vocabulary)

Assessment:
Students will be assessed throughout the lesson, based on their feedback.
Students will also be assessed on their brace map, and their understanding of the basic facts
involved in the Chinese Exclusion Act.
 Key Vocabulary:
 Chinese
 Exclusion Act
 Immigration

Supplementary Materials:
 Paper
 Pencils
 Worksheet of a brace map
 Poster Paper
 Projector
 Access to YouTube

Technology in Support of Learning:

 Screen Projector (for video)
 https://www.youtube.com/watch?v=akC_XNlYeec
o Students will watch video to gain insight on the Chinese Exclusion Act

Anticipated Misunderstandings/Difficulties:
 Students may misunderstand the time frame of the event.
 Students may have difficulty breaking up the point in history into small components for
the brace map.

Element
Describe what will happen.
Introduce the Lesson:
 As a class, we will go over the objective
for the day, and what we plan to do in
order to meet those objectives
 Objectives will be posted in the front of the
classroom
 We will go over key vocabulary, and
retouch the meaning of an Act
 Students will pair share their what they
remember about an Act
 Teacher will go around listening to their
conversations, to ensure they are on track
and how much they remember
 The teacher will discuss the topic with the
whole class
Rationale
Why did you choose to do it this way?
 Going over the objective, and
plan for the lesson really helps
students get into what they are
about to learn
 It also helps students to start
thinking about what they are
looking for throughout the lesson.
This is very helpful for ELLs and
students with anxiety
 Having the students partner-share
and talk about what they know
about artistic elements gives the
teacher quick feedback on how
much they on the subject. It also
gives the students a chance to
communicate with one another
and build their oral skills.
Develop Understandings (Instruction):
 Teacher will start the lesson by going over
the objective and key vocabulary
 Teacher will then ask students what they
know/or what they have heard about the
Chinese Exclusion Act
 Students will popcorn out, after they have
been given some time to think about it.
 If students do not seem to know, teacher
will ask students what they think it
involves (can be done by breaking down
the key words)
 The teacher will then begin to talk about
the Chinese Exclusion Act, and give
students a small summary on the topic
 Teacher will then inform students that they
will be watching a short 10minute film on
the topic, and they will be taking notes on
the video
 The teacher will ask students to focus on
the “5 w’s” (who, what, when, where, and
why) as well as the cause and effect of the
Act.
 The teacher will provide students with
notebooks and pencils
 Teacher will play the video and make sure
students are writing down some facts, by
observing the students during the film
 Once the video has finished, the teacher
will have the students pair-share some of
the facts they wrote
 The teacher will bring out a poster board
with the 5 w’s on it, visible for all students
to see
 As a class, they will go over the answers to
the questions on the poster board
 The teacher will then have students share
some more facts about what they got from
the video
 Going over key vocabulary will
help refresh student’s memories
in order for them to succeed with
the lesson
 Asking students what they
already know is a great way for
teachers to find out some
background knowledge on the
class. He/she can also use this to
figure out where to start the
lesson
 It is important for students to
gather their thoughts before
sharing, especially for EL’s.
 Braking down the words, and
having students talk about what
the topic might be about is a way
to get the students’ creative
minds going
 The video will help students gain
some basic knowledge on the
lesson/topic. It is also helpful by
providing visuals, and actual
images from that point in time
 Telling the students what to focus
on, before watching the video is
very helpful to students,
especially EL’s, and it will help
them with the application
 Pair share is a great way for
students to share their ideas with
one another, and help each other
understand certain concepts
 Going over the 5 w’s as a class,
ensures that students are grasping
the correct information, and gives
them basic facts about the topic
 Sharing facts with the whole class
helps students collaborate with
one another, and also helps
students who seemed to not really
get much information from the
clip
Practice/Application:
 Students will stay at their assigned seats
 The teacher will provide students with a
worksheet of a brace map
 The teacher will explain to the students that
they will be filling out a brace map
(students will know about brace maps from
past assignments)
 The teacher will go over the instructions on
how to fill out the map, and what the map
should contain
 Students will be instructed to use their
notes, and the poster questions created as a
class, in order to fill out the map
 The teacher will walk around to check if
students seem to be understanding the
activity, as well as making sure they are
understanding the topic.
Wrap-up:
 Students will turn in what they have, even
if they are not finished with their maps
 The teacher will inform students that they
will have time to finish their maps at
another time
 As a class, they will then go over the facts
that they learned for the day
 The teacher will inform students that they
will continue to focus on the Chinese
Exclusion Act for the next month, and that
they will have fun projects throughout the
unit
Extension:
 Creating maps can be brought into many
lessons/ content area
 A brace map is a great form of
analysis in the classroom
 The map really brakes down a
subject into key components, and
helps students understand all the
aspects that are involved in the
subject
 Having students use their notes,
and the notes the class did as a
whole, is a way to provide
students with some resources to
fill out the map.
 Walking around and observing
the students is a great way to
make sure students are on task,
understanding the lesson, and
gives students an opportunity to
ask for help. It also provides the
teacher with some feedback to
see if she/he needs to retouch on
a certain idea
 Going over the facts they learned
about is a way to go over the
objects, without being so direct
about it.
 It is also a way to repeat the facts
to students again, in order for
them to really pick up on what
they are learning
 Letting students know that they
will continue to learn about the
subject helps set students up for
what is to come, and they are able
to know what they will be
learning about
 Including the projects can also be
a way to get students motivated to
learn more on the subject
 There are many maps that can be
brought into different lessons and
subjects. Each map provides
students with a way to understand
and break down a topic
Differentiating Instruction for EL focus student:
 Giving more time and slowing down the
process, and demonstration on how to fill
out the map
 Informing students what they will learning
about, and the important ideas to pay
attention to
Differentiating Instruction for a focus student with
Special Needs:
 One on one support may be provided to the
student if needed
 Students will be given a worksheet at their
desk with key vocabulary/ definitions, and
the process of filling out a brace map
 The student will be provided with
examples of brace maps
 Student will be asked to collect the
drawings from students who are done
(What will you do for those students who already "get it"
and need to be challenged in different ways?)
 Students will be asked to write a short
summary or story about what they know so
far on the Chinese Exclusion Act
 Slowing down the process will
really help EL learners to stay on
track, and be able to really
process the information without
being rushed
 Letting the students know what
they should focus on, and what
they will be doing can ease a lot
of anxiety that tends to build up
for EL learns when doing an
assignment
 It also always them to know what
they should be focusing on,
instead of getting so
overwhelmed by the information
 Providing one-on-one support is
important for the student to
understand the lesson and figure
out how to do the mandala
 The worksheet will give students
some support on how she/he can
fill out the map.
 The vocabulary definitions at
their desk, gives them easy
access to look back on what
certain words, that are being
discussed, mean.
 The student has a difficult time
staying in one spot for a long
period of time, by allowing him
to collect the maps it helps keep
the student moving