Lesson Plan Format for

Specially Designed Academic Instruction in English (SDAIE)

with SIOP Elements

Grade/Class/Subject: 2nd grade, Social studies with an integration of Visual and Performing Arts and
Common Core English Language and Arts Standards

Teacher: Ms. Roxana Ponce

Time/Duration of the lesson: 1:00 pm. – 2:00 pm., One hour from two instruction day, 2 hours total.

English Language Proficiency of Students:

The teacher will be aware of the students that make up the classroom, including English Language
Learners. The English Language learners might struggle to comprehend the lesson plan for the
day. To ensure that the English Language Learners students can learn, the teacher will use
additional documents as support for their learning, such as illustrations, big text, repetition,
codeswitching between English and Language, etc. to make the language comprehensible.

Standards:

Social Studies Standard:

2.2 Students demonstrate map skills by describing the absolute and relative locations of people,
places, and environments.
3. Locate on a map where their ancestors live(d), telling when the family moved to the
local community and how and why they made the trip.

Integration of Visual and Performing arts Standards:

2.0 CREATIVE EXPRESSION
Creating, Performing, and Participating in the Visual Arts

Students apply artistic processes and skills, using a variety of media to communicate meaning and
intent in original works of art.

Skills, Processes, Materials, and Tools

2.1 Demonstrate beginning skill in the use of basic tools and art-making processes, such as
printing, crayon rubbings, collage, and stencils.

Integration of Common Core English Language and Arts Standards:

CCSS.ELA-LITERACY.SL.2.4
Tell a story or recount an experience with appropriate facts and relevant, descriptive details,
speaking audibly in coherent sentences.
Unit/Theme:
Locating Ancestors on a Map with an integration of Creative Expression and English Language
Standards!

Lesson Topic:

Students will learn to identify on a map the locations that their ancestors came from as well as
trace the routes they took to arrive at the United States. By tracing the paths that their ancestors
chose to arrive in the United States, students will create a booklet to depict the journeys.
Moreover, students will share their booklet with the class by giving an oral presentation to explain
their book.

Objectives:

Content:
Students will be able to trace where their ancestors came from as well as identify the routes they
traveled by using a world map. Additionally, students will transfer their findings from the world
map to a booklet that describes the journey that their ancestors took. Lastly, students will be able
to intergrade art by using map stencils to illustrate the regions their ancestors came from. Students
will also be able to decorate and personalize their booklets.

Language:
Students will be able to orally explain where their ancestors came from and where they are located
on the map. Students will also be able to explain what they added to their booklets verbally.
Moreover, students will be able to apply the lesson vocabulary during their oral presentations.

Key Vocabulary
Ancestors: a person, typically one more remote than a grandparent, from whom one is descended.
Location: a particular place or position.
Journey: an act of traveling from one place to another.
States: a nation or territory considered as an organized political community under one government.
Map: a diagrammatic representation of an area of land or sea showing physical features, cities, roads, etc.
Title: a name that describes a book, composition, or other artistic work.
Legend: a legend is included with a map to provide the information needed for the map to make sense.
Maps often use symbols or colors to represent things, and the map key explains what they mean.
Directional Indicator: sometimes called a wind rose, is a figure on a compass, maps, charts, or
monuments used to display the orientation of the cardinal directions (north, east, south, west) and their
intermediate points.
Scale: is the ratio of a distance on the map to the corresponding distance on the ground.
Stencils: a thin sheet of cardboard, plastic, or metal with a pattern or letters cut out of it, used to produce
the cut design on the surface below by the application of ink or pain through the holes.

Supplementary Materials
• Stencil map already finished.
• Visuals of a country map illustrating the 50 states.
• Example of finished assignment (booklet)
• Vocabulary worksheet with images
Technology in Support of Learning:

The teacher will implement technology in support for learning through the use of a projector,
YouTube videos, and visuals from the web. With the use of a projector, the teacher will be able to
show students a final product of their assignment. Moreover, the teacher will use a YouTube video
that describes what ancestors are and where they come from. The video will illustrate a family tree
map that depicts the history of the family, including ancestors! Lastly, the teacher will provide
visuals of vocabulary words, the final product, and maps so students can get ideas of what the
lesson is about.

YouTube Video Link: https://www.youtube.com/watch?v=c_cfGoOaXR8

Anticipated Misunderstandings/Difficulties:

Anticipated Misunderstandings or difficulties that students might encounter during the lesson are
the designated vocabulary list, identifying regions on the world map, and creating the booklets.
Especially for English learners, the vocabulary might be difficult to both interpret or implement in
their speech. Thus the teacher will apply visuals with the words to support students. Moreover,
students might find the world map confusing and difficult to interpret. To help the students, the
teacher will have the world map labeled and will have enlarged images of it as well. Lastly,
students might struggle with creating their booklets, so the teacher performs scaffolding
techniques to show students step by step.

Element
Pre-Assessment of Students’ Knowledge or Ability:
The teacher would have given students homework to ask
their parents where their ancestors came from. They
would have taken questions that the parents would have
answered, like:
1. Where did your parents come from? What
country?
2. What about your grandparents? And your great-
grandparents?
3. Do you know where the rest of your ancestors
came from?
To follow the homework assignment, the teacher will
give a warm-up to recap with the students:
1. What are ancestors?
2. Where do ancestors come from?
3. Can you locate your ancestors on a map?
Rationale
Before the lesson plan, the teacher gave out
the homework assignment so each student can
have information on their ancestors.
Moreover, the students will become familiar
with their family history and determine where
their ancestors came from. Then, to begin this
lesson plan, the teacher will give students
warm-up questions to determine how much
knowledge the students have on the topic. The
purpose of the assessment is also to learn
whether the students completed the
homework assignment. Next, the teacher will
ask the students to pair-share with their
partners to allow students to hear the thoughts
of their partners and access their answers
together. Lastly, the teacher will open the
class discussion, so students listen to
 responses from their peers and compare what
The teacher will have students pair-share with their they all came up with as a class.
neighboring partner.

After the pair-share, the teacher will begin a class

discussion so students can share their ideas with the
class.

Motivation:
The teacher will engage students by following the
warm-up with a YouTube video that defines the word
“ancestors.” In the video, there is a male character that
illustrates his family tree as well as describes his
family’s history. When he speaks about the history, he
describes what ancestors are. Moreover, he explains that
ancestors can come from different parts of the world.
This YouTube video will build background knowledge
because learning about family history will prepare
students to understand the concept of ancestors.
Additionally, the video will explain who ancestors are
and where they come from. The video will connect to
the students’ lives because, like the male character in the
video, each student has ancestors and a unique family
tree and family history. Thus, the video serves as an
example of a family line. Lastly, to teach the
vocabulary, the teacher will introduce and enforce the
words that students should be familiar with for this
lesson.
The teacher will engage students with a
YouTube video because it will support the
student who learns through visuals. Moreover,
the video also supports aural learners because
the video will speak to the students.
Furthermore, the use of a video engages the
students and motivates them to pay attention
because the video is a different type of
instruction. It is always essential for the
teacher to be creative and apply different
resources that can support learning, like
videos! Additionally, the use of a video is
always fun to watch, and students become
engaged.
Presentation (Instruction):
To begin instruction, the teacher will introduce the
lesson vocabulary. Moreover, the teacher will use
images and attach them to the vocabulary words, so
students have the opportunity to interpret both the
definitions and visuals. Defining the words may clarify
misunderstandings or questions for students.
Next, the teacher will create a personal/made up family
tree that will depict the ancestors. To show where
ancestors came from, the teacher will pull out a world
map to mark on the maps the regions where the
ancestors came from. Then, the teacher will trace the
paths of the ancestors and will mark where they traveled
through to reach the United States.
As a class, the teacher will list the locations that his/her
ancestors came from and create a booklet that depicts
the areas they came from. The final product will be a
book with information about family history.
Practice/Application:
To begin the lesson activity, the teacher will pass out a
world map so students can locate where their ancestors
came from. Then, the students will have the opportunity
to trace the paths that their ancestors took to note what
regions of the world they traveled from. Aside from the
world map, the teacher will also provide minimized
stencils that form each main continent of the world and
countries as well. The teacher will also pass out a white
sheet of paper that will be divided into four sections.
The students will cut out the squares and staple them
together to create a small book. The students will be able
to use the stencils to trace onto their booklets where
their ancestors came from. Then, they will then have the
chance to step by step to explain where their ancestors
came from. After they have filled in their books, they
will have the opportunity to decorate and personalize
their books.
After the students have completed their booklet, they
each will have the chance to use the overhead projector
to show the class their final product. The students will
be able to tell their ancestor story using the appropriate
facts as well as relevant details. Moreover, the students
should use the lesson vocabulary while speaking audibly
and in coherent sentences.
By introducing the vocabulary, the teacher
will help explain what the unit is about and
the main topics being learned. Moreover, the
teacher will encourage students to use the
lesson vocabulary during partner and class
discussions. On the other hand, creating a
class booklet will support student learning
because they will have an example to refer to
if they are having trouble creating their books.
Lastly, by scaffolding the assignment, the
teacher provides students with the essential
instructions and tools so students can create
their book about their ancestors!
By providing students with a world map, the
students are using knowledge from past
lessons to identify what regions their
ancestors came from. Also, by recording their
findings on a booklet, the students will have
the opportunity to implement their mapping
skills, vocabulary, and art skills! Lastly, since
the students will be presenting their books to
the class, they will reference the information
they listed in the book. On the other hand, the
teacher will ask the students to orally present
the booklets that the students presented so
students can practice using the lesson
vocabulary. Moreover, the students will also
be able to use their language skills by
recounting details and using coherent
sentences.
Review/Post-Assessment:
To assess student learning after the lesson, the teacher
will provide a concluding reflection with the question,
and “What did you learn about ancestors?” and “What
was your favorite part of this assignment?”. The teacher
will ask the students to reflect on their writing journals.
Then the teacher will ask students to share with their
partners. Eventually, the teacher will open a class
discussion and will ask students to share their thoughts
and opinions on the questions. Additionally, I will assess
the booklets by identifying vocabulary words that they
applied, correct usage of stencils, organization, and
decorations. I will also focus on the content. The book
should have information about the student’s ancestors
and locations of where they came from.
Extension:
To extend this lesson plan, the teacher can introduce the introducing another concept that connects to
topic of immigration. In specific, the teacher can discuss ancestry. The topic of immigration is an
the different cultures and people that make up the United excellent example of how ancestors traveled
States. Thus, the teacher can ask students to locate
where different people came from. Moreover, the
students can compare the different regions that people
lived in. In the artistic aspect, the teacher can show
students how to read a world globe and can have
students create their version of the world in a globe
through an art project. Lastly, using the English
language aspect, the teacher can have students write a
brief report of their cultures and immigration in their
families.
Differentiating Instruction for EL:
To distinguish the instruction for English learners, the
teacher can implement different techniques while
teaching. One of them can be visuals. Applying visuals
to vocabulary words or finished products of the
activities will make the material accessible for students.
Another technique can be code-switching. Code-
switching will allow the teacher to use both the English
language as well as a secondary language that students
can be familiar with, like Spanish. Moreover, to support
EL’s speaking and writing skills, the teacher can provide
sentence starters. Another technique can be scaffolding.
To conduct a post-assessment, the teacher will
give students reflection questions so students
can have the chance to think about what they
learned. Reflecting is a part of learning, thus
the teacher wants to ensure that the students
decide for themselves if they have understood
the lesson, or not. Moreover, during the
reflection process, the students will have the
chance to apply the lesson vocabulary words
that they also learned to decide whether the
students understood the concept.
Additionally, the teacher will collect the
students’ final product of the activity to
determine if the students understood what
they were learning.
The teacher can expand on this lesson plan by
and the reasons why they did. By adding this
concept, students have an understanding that
people come from different places all over the
world. Also, by introducing regions of the
world, the students have an idea of how vast
the world is. Thus, by showing students a
globe, they become familiar with how their
planet Earth looks like. Lastly, by asking the
students to write a report on immigration in
their families, the teacher is implementing
English language arts while they learn about
history and art!
The usage of visuals can be used to support
any student, even if students are not ELs.
Applying images during the lesson will
enhance the information shared with the
students. Moreover, code-switching will also
benefit ELs because the teacher will be able
to communicate with the students using their
primary language. Also, by providing
sentence starters, the EL students will not
have a hard time writing on their booklets.
Lastly, the scaffolding technique will help EL
students because they will have the teacher’s
This techniques will guide students into the right track
and will help them accomplish the lesson activities.
Differentiating Instruction for Special Needs:
To differentiate instruction for students will special
needs, the teacher will accommodate and arrange special
instruction for the students. For instance, if there is a
student with a writing deficit, the teacher will modify
the activities that require writing. Or if the student has
an auditory deficit, then the teacher will move them
towards the front of the class and will repeat the
instruction numerous times for the student. Moreover, if
the student has a vision deficit, then the teacher will
provide worksheets with big text so that the students can
complete their assignments. Overall, according to the
student’s special needs, the teacher will enhance
learning through modifications and accommodations
during instruction.
guidance while accomplishing the lesson
activities. Moreover, it will encourage
students to attempt activities and ask
questions.
The teacher will teach students with special
needs through the use of extra resources such
as support documents, worksheets,
vocabulary sheets, etc., that are adjusted to
each student’s level to make the content
accessible to all students. Differentiating
instruction creates a stress-free environment
because the teacher accommodates all
students using the strategies they learn best
with.