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Lesson Plan Format for

Specially Designed Academic Instruction in English (SDAIE)


with SIOP Elements

Grade/Class/Subject: 4th Grade- Art Teacher: Maira Ramirez

Time/Duration of the lesson: One class session

English Language Proficiency of Students: (Before classroom instruction, teachers must understand
their students’ English language proficiency, and the language demands of the lesson’s instructional materials.)
The language demands are quite minimal as a lot of the instruction will be modeling and visuals.

Standards:
4.2.5 Convey a range of feelings through shape/postures and movements when performing for
peers
4.2.7 Demonstrate additional partner and group skills (e.g. imitating, leading, mirroring)
4.3.4 Perform and identify folk/traditional and social dances from California history.

Unit/Theme:
Japanese American Internment/Incarceration Camps

Lesson Topic: How did the Japanese Americans preserve their traditions during their time in
internment camps?

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 execute and duplicate the Japanese traditional dance,
buyo, using their own form of expression.

Language: Students will identify traditional Japanese dance words and traditional dance
movements.

Assessment:
The students’ dance performance of the buyo dance amongst their peers will demonstrate
understanding of the content and language objective.

Key Vocabulary:
Buyo
Mai
Mirroring
Shamisen
kasuminagashi, matsubanagashi, and awasegaeshi (dance movements)
Supplementary Materials:
None

Technology in Support of Learning:


YouTube video will be necessary to show the traditional Japanese dance to the students and to
help students with the music needed for the dance.

Anticipated Misunderstandings/Difficulties:
(What areas of confusion or difficulty do you anticipate students might encounter with this material? How will you
address them?)
A misunderstanding or difficulty amongst the students can be that some students might not want
to participate in the dance. In order to make sure that all students participate, asking students how
they would like to participate can be essential. If the students do not want to dance, they can play
the instrument.

Element Rationale
Describe what will happen. Why did you choose to do it this way?
Introduce the Lesson: I chose to ask students about their own
(Clearly identify the objectives for the lesson. Also, how will cultural traditions as a way to relate the
you ensure students are engaged and can access the content? lesson to their own life. It is also a way
-How will you link information to student’s lives? What will
you do to teach unknown vocabulary?)
to lead into the different types of
As students are learning about life inside the traditions from the Japanese culture such
internment camps, the instructors will introduce as music and dance which is a great
the focus question and ask students what cultural introductory.
tradition will they bring if they were living inside
an internment camp?

Develop Understandings (Instruction): It is important to have students do their


own movements to the music’s rhythm.
(How will you make input comprehensible – scaffold the
content-, convey information to be learned, and integrate the
By having the students interpret their
concept and language objectives?)
own movements reflects the buyo dance
Prior to introducing the focus question, the
as it is based on expressions which gives
instructor will play the Japanese music used during
students the understanding that any form
buyo so students can get a better understanding of
of expression is allowed in the dance.
the rhythm and sound the dance will be used. With
The introduction to the proper
the use of the music, the students will move based
movements of the buyo dance will come
on the rhythm. Once the instructor looks at the
as the students’ interpretations start to
different movements he/she will scaffold the dance
incorporate the actual movements with
by introducing simple movements such as slow
the given props.
movements with their hands and doing axial
movements with their arms. As the students are
practicing their movements the instructor will then
introduce props such as a hand towel and fan to
display different movements such as
kasuminagashi, matsubanagashi, and
awasegaeshi. Visuals of the movements will be
posted.

Practice/Application: By having the students separated intro


(What activities will help students grasp and practice groups alleviates the pressure from
concepts/skills? How will students be grouped?) performing the buyo dance in front of
The instructor will divide the class into three large everyone. The use of props will make it
groups by count off. Once they are grouped have easier for the students to do their
them select a setting or a form of expression: movements seeing as they provide the
happiness, anger, sadness, etc. They will then be necessary hand expressions.
instructed to shuffle around the room and do
simple movements that match their expression.
The instructor will make sure to give each group a
set of the props to include onto their dance.
Wrap-up: Showing the YouTube video of the buyo
(Review objectives and have students assess progress.) dance at the very end of the lesson
As a wrap-up, the instructor will demonstrate a provides the students with less stress of
buyo dance using a YouTube video. The instructor how the actual dance was supposed to be
will review the different movements the dancers performed. The idea behind the buyo
are doing in the video and show the similar dance is to show expression, and even if
movements the students did to demonstrate the the movements differ from the actual
similarities between both. The students will then Japanese traditional dance the students
mirror the performance of the buyo dance as a incorporated their own form of
class. expression, which is much more valuable
than having them simply mirror a
choreographed dance.
Extension: The buyo dance has many different
(How might this lesson be extended into future lessons or facets and additional Japanese traditions
other content areas?) which includes musical instruments. The
The lesson can be further extended to have them shamishen is a great asset to the culture
do an additional artistic Japanese tradition such as as it is a unique three string instrument.
look into the musical instrument used to play in The students can create alternatives
buyo dance which is the shamisen. rhythms and sounds to go with new form
of movements.
Differentiating Instruction for EL focus student: (How do your choices support this student?)
(Describe the challenges and ELD goals of this EL student. It is important to display visual cards and
What will you do specifically support this student for this have them posted throughout the
lesson?) classroom so that students can reference
Challenges that some EL students might face as them as they are doing their traditional
well as other students because the music and the dance. The visuals will be helpful not
movements are Japanese is not being able to only for EL students but for everyone as
comprehend the movements. Therefore, I will it is a new language they will be
make sure to provide the movements with learning.
modeling and visuals along with the name of each
movement.
Differentiating Instruction for a focus student with (How do your choices support this student?)
Special Needs: By providing students with a kinesthetic
(Describe student(s) special need and relevant IEP goals. lesson that gives them the ability to do is
What will you do specifically to support this student for this beneficial to grasp the concept of the
lesson?) Japanese traditional buyo dance.
There will not be a great difference in instruction Students with special needs and IEP
for students who require differentiated instruction goals are supported in this lesson as it
seeing as there are visuals for auditory processing gives the flexibility to move and they
students and the activity is kinesthetic. If there are have visuals to guide their movements.
some students who do not want to participate in
the dance they can lead the group choreography or
play the shamisen.
(What will you do for those students who already "get it"
and need to be challenged in different ways?)
For those students that want to be challenged
differently they can play the shamisen or do an
alternative Japanese dance.