Lesson Plan Format for

Specially Designed Academic Instruction in English (SDAIE)

with SIOP Elements

Grade/Class/Subject: 4th/ History/ Social Science Teacher: Regina Lopez-Guzman

Time/Duration of the lesson: (i.e. 9:15-10:00 or 45 minutes)

English Language Proficiency of Students:

The students’ English language proficiency is at an Expanding Level in the ELD proficiency
Level Continuum

Standards:
(Which standards do you plan to focus on for this lesson?)
4.2 Students describe the social, political, cultural, and economic life and interactions among people of
California from the pre-Columbian societies to the Spanish mission and Mexican rancho periods.
1. Discuss the major nations of California Indians, including their geographic distribution, economic
activities, legends, and religious beliefs; and describe how they depended on, adapted to, and modified the
physical environment by cultivation of land and use of sea resources.

Unit/Theme:
(Place this lesson in context: What is the broad topic students have been studying? Where does this lesson fit in
sequentially?)
The students are studying about the culture of the Native Americans specifically about the Chumash and Tongva
tribes from California. The students will learn about the resources the tribes use as objects of survival and how those
objects become part of their culture.

Lesson Topic:
(What big idea/concept do you want to teach in this lesson? Or What is a focusing question for this lesson?)
The students will learn about how the geographic lands influences the economic activities, the
resources, and the culture of the Native American tribes specifically the Chumash and Tongva.

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: The students will learn how the geographical land of Tongva and Chumash
Native American tribes influence the objects they create and use as resources for their survival
and as economic activities in their communities by creating posters and using realias in their
gallery walk.

Language: The students will know how to collaborate in a group by speaking and writing.
Assessment:
(How will you know if all students learned both the content and the language objectives? What informal and/or
formal methods will you use to gather evidence?)
The students will be assessed when they create their posters for their gallery walk, the double-bubble map, and the
completion of their KWL chart.

Key Vocabulary:
Geography, economy, Realia, Soapstone, basketry

Supplementary Materials:
(What resources, “realia”, visuals, documents, or manipulatives will you use?)
Realias: the basket they weaved, soapstone, or Chumash Basketry
food such as acorns, mushrooms, seaweed, flowering plants (can be physical objects or visuals printed out)

Technology in Support of Learning:

(What type of technology would you and the students use in this lesson? Remember to explain how it will be used
with in your plan.)
Projector

Anticipated Misunderstandings/Difficulties:
(What areas of confusion or difficulty do you anticipate students might encounter with this material? How will you
address them?)

The students will not understand how there are differences between two groups. The teacher will ask to look for
evidence in their documents. Also, they will not elaborate on their similarities or have a difficult time finidng
similarities. The teacher will review the documents with them and scaffold the learning so the students can figure
out the answer on their own.

Element
Describe what will happen.
Introduce the Lesson:
(Clearly identify the objectives for the lesson. Also, how will
you ensure students are engaged and can access the content?
-How will you link information to student’s lives? What will
you do to teach unknown vocabulary?)
The teacher will introduce the subject by telling the students
that today they will be historians. The students will be
researchers to study about the Native American Tribes. The
teacher will ask the students if they know anything about the
Native Americans specifically from California. The teacher
will ask them to write anything on their KWL chart. The
teacher will tell the students that there are over 100 Native
American tribes in present day. The teacher will ask students
if they think there were more tribes before the Spanish
conquest. The teacher will not tell them the answer. They
will have to make an inference and write the answer on their
Rationale
Why did you choose to do it this way?
The teacher will provide interesting facts
to capture the students’ attention. She
will also ask questions to keep the
students engage in the new topic they
will learn about in this lesson. She will
purposely not give the answers to some
of her questions as a form of hook, so the
students will want to learn the answer
throughout the lesson. Furthermore, the
teacher will use a KWL chart to keep the
students' work and thought process in a
documented chart. Also, the KWL chart
will serve as a form of an assessment in
the end of the lesson. Lastly, the teacher
KWL chart. The teacher will read the objectives that are
written on the board. The teacher will go over the vocabulary
and will include picture along with the word it corresponds
to on the projector.
Develop Understandings (Instruction):
(How will you make input comprehensible – scaffold the
content-, convey information to be learned, and integrate the importance of how a geographical area
concept and language objectives?)
The teacher will use a map of California to show the students
the different types of geographical areas such as the coastal
area, the mountain ranges, and the deserts. The teacher will
teach her lesson by providing key information on the white
board. The students will use their notebooks to copy the
notes. Then the teacher will show the students different
realias of the two Native American tribes. She will ask the
students what they think these objects are used for and to
write their answers on their paper. The teacher will tell the
students that they will learn about two tribes called Chumash teach about two specific tribes that are
and Tongva. They will learn about these two tribes because
these two tribes are the closets tribes to the Los Angeles area.
Then divide the class into four groups. Two groups will
research and explore the Chumash tribe. The other two
groups will research and explore the Tongva tribe. The
teacher will have documents of that provide information of
the different realias such as the Chumash basketry, the
soapstone, the tools used to cook, and other objects. The
teacher will ask students to read the documents together and
to highlight the important information. After the students
read the documents, the teacher will ask them to pick at least not have a long lecture. The students will
three key objects they think are important to present to the
class. The teacher will give each group poster paper. The
teacher will ask them to write the information they think is
important and how each object either relates to geography or
the economic practices. The teacher will ask them to write
down their explanation on the poster. The teacher will also
ask the students to draw pictures and be creative on how they facilitate the activity and will walk
want to create their poster. After the teacher will ask the
students to prepare for a gallery walk. When they finish the
gallery walk, they will have a discussion about what they
learned and saw in each poster. Then the teacher will show
the students about mind maps specifically a double-bubble
map. The students will complete the double-bubble map to
compare and contrast the Tongva and Chumash tribe.
Lastly, the students will complete the KWL chart.
will go over vocabulary with pictures
because the students will need to know
these key words to understand the topic.
Also, the pictures are a good way in
which visual learners can learn and for
EL students.
The teacher will go over geography first
in order for students to understand the
affects the survival and the way in which
people live. The teacher will specifically
go over California's geography because
the students are learning about
"California Indians." Also, the teacher
will use a map, so students can visually
see the different types of geography in
California. Furthermore, the teacher will
closest to the L.A are because they are
many resources closer to the teacher that
she can use or that they can go to
fieldtrips too. Also, the students will
explore about different tribes in
California when they complete their
performance task. In order for the class
to be student-centered, the teacher will
teach themselves about the important
artifacts when they work in groups. They
will read and highlight important
information from the documents
provided by the teacher. The teacher will
around to help or clarify anything about
the documents. The teacher will allow
students to create a poster in whichever
way they want to share their knowledge,
but it has to include the components she
asks for and she will write down the
necessary points to be successful on the
board. The teacher will include the
activity of a double-bubble map to have
students think at a higher level which is
to analyze what they have learned
through the gallery walk. The double-
bubble map will allow students to

Practice/Application:
(What activities will help students grasp and practice
concepts/skills? How will students be grouped?)
The students will complete their KWL charts
individually. They will write down their answers
and it does not have to be correct as long as they
try to answer. Then the students will listen to the
teacher and ask questions, if they need
clarification. The students will work
collaboratively with their group. The groups will
have a maximum number of 5 people. Each group
will have at least an advanced student and EL
student. Each student has to at least participate by
giving ideas, reading, or writing on the poster.
They have to work together to make the poster for
their gallery walk. In the gallery walk, the students
must read the posters and write down notes about
each poster.
The students will participate in the class discussion
by either speaking or listening. The students will
complete the double-bubble map.
Wrap-up:
(Review objectives and have students assess progress.)
The wrap-up is the double-bubble map which will
show how each tribe is different based on their
geographical location but also similar. The
students will also complete their KWL chart to
show what they learned in the lesson.
Extension:
(How might this lesson be extended into future lessons or
other content areas?)
Their performance task will be an extension to this
lesson. Also, a great extension will be if the
teacher can get the Natural History Museum's
Mobile Museum: An Archaeology Experience in
which students learn about the Chumash.
Differentiating Instruction for EL focus student:
compare and contrast these two tribes
based on their geography. Also, the
teacher will facilitate and provide group
work. In this way, students can work
together and feel supported in the
classroom.
The KWL chart will demonstrate the
students understanding from the
beginning to the ending of the lesson.
The students will be grouped in this way
so that they can all work collaboratively
to help each other out. All of them will
work together to be successful. Also, the
students will have to have a special task,
so they feel like they contributed to the
group. The students will be allowed to
work with partners. They will feel
supported by their peers and teachers.
There will be group work and moving
around. This will help students feel more
focused and engaged in their learning.
The double-bubble map is a great way
for students to analyze what they learned
and have a visual representation of how
they can compare and contrast. They will
learn that each tribe is different, but they
also share some similarities.
The information they learned in this
lesson will benefit them because they can
use the information in their performance
task. They will also learn how to use
documents and analyze the information
to help them complete their performance
task. This is hands-on experience
because students can excavate and
analyze the artifacts provided in the
Mobile Museum.
(How do your choices support this student?)
(Describe the challenges and ELD goals of this EL student.
What will you do specifically support this student for this
lesson?)
The teacher will provide visuals. The teacher will
group students in a way in which they will be
supported by their classmates. In small groups,
they will feel supported and that will lower their
affective filter. They can also collaborate by
writing with the help or their peers or drawing
what they learned in class.
The teacher will privide visuals because the
student can see and recognize some of the
pictures to build some context clues. Also, the
student will work in groups to make
himself/herself more comfortable to ask questions
or participate. This will allow him/her to have the
chance to practice speaking or sharing ideas.

Differentiating Instruction for a focus student with (How do your choices support this student?)
Special Needs: The teacher will modify the way in which the
(Describe student(s) special need and relevant IEP goals. student will be successful based on his/her needs.
What will you do specifically to support this student for this
lesson?)
The students will have visuals, a reference sheet with the
important information in a large font. Also, the teacher will
provide more time if necessary. There will be a lot of
movement in the classroom. There will be multiple ways to
demonstrate their learning.

(What will you do for those students who already "get it"
and need to be challenged in different ways?)