Lesson Plan Format for

Specially Designed Academic Instruction in English (SDAIE)

with SIOP Elements

Grade/Class/Subject: TK/ Social Science Teacher: Gloria Esqueda

Time/Duration of the lesson: 45 minutes

English Language Proficiency of Students: The classroom is composed of 20 English proficient Students
and 4 EL students.

Standards:
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 / Good and Bad Choices

Lesson Topic:
What are Good choices and what are bad choices? What are the 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 name and identify good and bad choices. They will also
be able to associate good choices to a Good Citizen.

Language: Students will be able to use the appropriate vocabulary to describe good choices, bad
choices, and characteristics of a Good Citizen.

Assessment:
Students will use a T chart to sort good and bad choices. The teacher will observe the students as they work to
assess how well they understand, and they will also asses the final product.

Key Vocabulary:
-Good Citizen
-Good Choice
-Bad Choice
-Rules
Supplementary Materials:
-Pencil
-T- Chart
-Worksheet with good and bad choices

Technology in Support of Learning:

The technology component for this lesson would be a drag and drop T-chart projected on a smart board.

Anticipated Misunderstandings/Difficulties:
Students might not understand why certain choices are good or bad. Other students might not be able to identify
David’s bad/good choices in the book.

Element
Describe what will happen.
Introduce the Lesson:
As an introduction to the lesson the teacher will
read the story of “David Goes to School”. The
teacher will then discuss 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?
Reading a book is a good way to capture
the student’s engagement. Explaining to
the student what they should look for
then re-reading the story allows them to
know what they should look for

Develop Understandings (Instruction): Having a whole class discussion and

In a whole group the teacher will use a giant T-chart
with a happy face on one side for good choices and a
sad face on the other side for bad choices. The teacher
will then begin to ask the students for one bad choice
they noticed and model where to place it on the T-
chart. Then do the same for good choices.
Practice/Application:
Students will cut out and sort different images
from a sheet given to the students by the teacher
with images of good and bad choices mixed up,
into a T-chart. One side will have a sad face with
bad choices under it and the other side will have a
happy face with good choices under it.
modeling what you expect of the students
is a good way to have student understand
what is being expected of them. Also,
those students that don’t completely
understand are able to get ideas from
their peers.
Allowing the students to sort images of
good and bad choices is a good way to
assess the students understanding of the
objective.
Wrap-up:
Students will reunite on the carpet. The teacher will
use the same T-chart they used with the same images.
The teacher will ask what choices we see that are
good/bad. Calling on students the teacher will have
them move the image to the correct side of the T-chart
and explain why that is a good or bad choice. The
teacher will then ask the students to think of how David
could have corrected his bad choices.
Extension:
This lesson can be extended into art, where the
students can create an artistic interpretation of a
Good Citizen.
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 visuals and models while giving
directions. The teacher would also be able to have
pre-cut images so that the student would not need
to waste time cutting.
Reviewing a similar activity, the students
just did helps them see the final product
of what they should have created. It also
allows students to demonstrate their
knowledge of the objective and allows
Teachers to catch the misconceptions and
discuss them.
Engaging the students in an art activity is
a good way to motivate them to
understand the content and it becomes a
lasting memory because they had fun.
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.