Lesson Plan Format for

Specially Designed Academic Instruction in English (SDAIE)

with SIOP Elements

Grade/Class/Subject: 2nd Grade/Art Teacher: Dominique Calleja

Time/Duration of the lesson: 90 Minute (Art & Social Studies Periods)

English Language Proficiency of Students:

Level 5- Bridging

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

Unit/Theme:
Children who Make a Difference

Lesson Topic:
Who can be a hero? What does a hero look like?

Objectives:
Content:
Students create a picture book about people whom they consider their hero.
Students discuss heroes in their lives, such as family members, friends, or people
in the community.
Students will understand that heroes are anyone that makes a difference

Language:
1. Exchanging information and ideas: Contribute to class, group, and partner
discussions, including sustained dialogue, by listening attentively, following turn-
taking rules, asking relevant questions, affirming others, adding pertinent
information, building on responses, and providing useful feedback
5. Listening actively: Demonstrate active listening to read-aloud and oral
presentations by asking and answering detailed questions, with minimal
prompting and light support
9. Presenting: plan and deliver longer oral presentations on a variety of topics and
content areas

Assessment:
Evaluate how well each student participated in the activity & if they could identify heroes
in their everyday lives.

Key Vocabulary:
Hero; picture book
 Supplementary Materials:
Construction paper of different colors; glue; markers; student-selected photographs of
family, friends, and/or people in the community who are their heroes; hole punch; brass
fasteners or loose-leaf rings

Technology in Support of Learning:

Computer- to look up and print pictures

Anticipated Misunderstandings/Difficulties:
Terms: superhero vs. hero— think of hero as someone they personally know and
superheroes are those from movies, TV, books, etc.
How to describe their hero (i.e. why did student choose this specific person as their hero?

Element
Introduce the Lesson:
 Discuss the meaning of the word hero.
Refer back to Social Studies lesson on
“Children Who Make a Difference.”
 Talk to students that most of the heroes
talked about in books don’t have to be their
heroes; their heroes can be anyone in their
lives.
 Ask students to name people close to them
that they would consider a hero in their
lives.
Develop Understandings (Instruction):
 Teacher will show how to put a page
together: cute picture to size if necessary,
paste picture, and write sentences.
 Teacher will have a pre-made book as their
heroes and it will have examples of who
could be a child’s hero.
Practice/Application:
 Ask students to bring in photographs of the
people they named as their heroes or if no
photographs are available, they can draw
their heroes.
 Distribute materials.
 (Individually) Students will paste (or draw)
each picture and write two to four
sentences to explain why that person is a
hero. Students will repeat process until all
their heroes are in their book.
 Teacher will assemble the student pages
Rationale
Since this art lesson is going together
with the Social Studies lesson, it will
show how two of their subjects coincide
together. It will also put into students’
minds what they already know about this
specific topic.
Group discussion of who their heroes are
can help students who are not sure of
their heroes and can use the ideas of their
peers.
Teacher will model what students will do
as a visual aid and something to refer to
if they are not sure what to do. Since
students all learn differently, this will
help students model after the teacher
product. They will see the process and
the final product.
Teacher will ask students before art
lesson to bring in any photographs they
have of their heroes. Or if pictures aren’t
available, they can draw them.
Students will have directions on how to
create their book and they will do their
own books.
 into a book.

Wrap-up:
 Once students are done, they will present
one or two of their heroes to their
classmate. They will show the picture and
read their sentences. Peers will listen, give
feedback and ask questions if any.
When students are done, teacher will call
class together and start having students
present their books.
Students will actively listen to peers,
give feedback ask questions if needed.

Extension:
 Explain that all books have titles, so If students are done early, they can come
encourage students to come up with their up with their own title for their hero
own titles, other than “My Heroes” or book. It will let them be creative with the
“[student name here]’s heroes.” Solicit title and they can share it with their
suggestions for a book title for the peers.
students’ heroes books. Once all the students presented their
 Place the books in a bin or part of the room book, teacher will put in a bin and during
for other students to see their peers’ heroes. their free time, students can look through
other people’s books.
Differentiating Instruction for EL focus student: (How do your choices support this student?)
 Work with a peer to do the assignment: Since students are working on this
peer will tell them where to put the picture assignment individually, EL student(s)
and write the sentences. can have a “work buddy” where the
 Teacher will have sentence starter: [hero partners will work together to complete
name] is my hero because… the assignment.
 Since part of the assignment is to write Teacher will have sentence starters for
sentences about their heroes, they can tell EL student because it all the student will
their sentence(s) to the teacher and the need to do is to complete the sentence.
teacher will write it down for them. If students are unable to write sentence,
they can work with teacher. They can
either tell the teacher their sentence or
teacher can help them think of an
explanation.
Differentiating Instruction for a focus student with By having a format, students will have
Special Needs: specific placements on where to put their
 For each piece of construction paper, I can picture or where to write their sentences.
have a specific format for them to use: a Teacher will have sentence starters for
square where they are supposed to paste student with special needs because it all
their photograph in or draw their picture the student will need to do is to complete
and then a few lines to write their sentences the sentence.
in. If students are unable to write sentence,
 Sentence starter: [hero name] is my hero they can work with teacher. They can
because… either tell the teacher their sentence or
 The teacher can also write down their teacher can help them think of an
sentences for them if they are unable. explanation.