Lesson Plan Format for

Specially Designed Academic Instruction in English (SDAIE)

with SIOP Elements

Grade/Class/Subject: Fifth/Expanding ELD students and native English speakers/Art

Teacher: Ziana Bagot

Time/Duration of the lesson: Two forty-five minute sessions

English Language Proficiency of Students:

As an expanding English learner, the student should be able to write short compositions using

complete sentences (California Department of Education, 2014). Furthermore, he or she should

be able to justify his or her opinions using prior knowledge or proof from a textbook (California

Department of Education, 2014).

The instructional materials must provide comprehensible input to elucidate new content

vocabulary for the expanding English learner (California Department of Education, 2014).

Standards:

2.4 “Create an expressive abstract composition based on real objects” (Curriculum Development

and Supplemental Materials Commission, 2004, p. 68).

Unit/Theme:

This lesson is a component of a unit that discusses the pre-colonial culture of Native

Americans, specifically belonging to the Shasta, Yurok, and Hupa tribes, living in northern

California. Most recently, students were apprised of the basket-weaving practices of the

aforementioned American Indian groups. This lesson will review the styles and designs of these

baskets, introduce examples of them from each of the three aforementioned tribes, and provide

an opportunity for students to relate these themes and examples to an artistic context.
Lesson Topic:

Which themes/elements of basket making are present in all three cultures? What features of

basket construction are unique to each tribe?

Objectives:

Content:

Students will create an abstract piece that demonstrates their understanding and thoughts

regarding Hupa, Yurok, and Shasta baskets.

Language:

Students will write an explanation about their piece and its relation to abstraction and

the basketry of the three relevant Native American tribes of northern California.

Assessment:

Student learning of the content and language objectives will be discerned through several

means of assessment. In order to ascertain whether students understand the relevant subject

matter, they will be required to complete an authentic performance task, in which they will have

to use their knowledge of abstraction and Native American basketry in a realistic context

(Wiggins & McTighe, 2005). The performance task will serve as a formal summative assessment

in the fact that it will be graded. As a portion of their grade for the performance task, students

will be required to complete a self-assessment at the end of class. Additionally, fifth-grade

students will be given a formative assessment in order to uncover their misunderstandings and

reveal their understandings (Wiggins & McTighe, 2005). The formative assessment will be

presented as an informal check for comprehension in the form of oral questions (Wiggins &

McTighe, 2005) regarding previously reviewed subject matter that is vital to the completion of

the performance task.

Key Vocabulary: .Abstract .Simple .Flint

.Elements of Visual Art (Inner-City Arts Professional Development Institute,

2018)

.line .shape (geometric)

.color (ex. greenish yellow, reddish-black, brown, white, yellow, red, black)

Supplementary Materials:

.Pictures of pre-colonial baskets made by the Hupa, Yurok, and Shasta tribe:

.Various colors of paint .Paint brushes .Paper .Pens

.“Deer Hide” (aka brown construction paper that is cut in the shape of a hide)

.Table as a painting and writing surface .Colored pencils

Technology in Support of Learning:

.Projector (for pictures)

Anticipated Misunderstandings/Difficulties:

Students may encounter difficulty comprehending the meaning of the word ‘abstract.’ To aid in

their comprehension of the term, students will receive an introductory minilesson, which will

include the completion of a Four Corners Vocabulary Chart. Fifth-grade pupils also may not

understand why their authentic performance task will be carried out on construction paper that is

fashioned specifically after deer hide. To clarify the source of befuddlement, and hint at the
 answer to one of the essential questions, the instructor will explain that deer hide was chosen

because it was a material utilized by all three tribes.

Element Rationale
Describe what will happen. Why did you choose to do it this way?
Introduce the Lesson: The objectives will be presented in the

The instructor will have the aforementioned manner described in order to address the

language and content objectives written on the needs of students with different

board before students enter the classroom. Upon modalities. The written objectives should

their arrival, two students will be called upon to cater to pupils with visual learning

come up to the board and point to the words of the modalities. The reading aloud of the

objectives as they read them aloud. objectives will address the learning

The instructor will then ask students to volunteer requirements of students with auditory

guesses as to what they think the word ‘abstract’ modalities. Finally, the two students who

means, before presenting them with a definition are called upon to point to read the

orally and in written form. They will add the word objectives will have kinesthetic learning

abstract, along with its definition, to two quadrants modalities, which will be satisfied by the

of a Four Corners Vocabulary Chart. The movement required to arrive at the board,

instructor will subsequently ask students to fill in point to the words, and return to their

the other two quadrants of the chart with a seats.

sentence describing the most abstract thing they The Four Corners Vocabulary Chart

have seen and a corresponding colorful drawing of will serve as a way of teaching the

it. meaning of the word ‘abstract,’ whose

 definition may be unknown to many

students. Challenging students to surmise

the word’s significance is a way of

enhancing engagement (Wiggins &

McTighe, 2005). Engagement is further

increased by the hands-on activity

(Wiggins & McTighe, 2005) of creating

a colorful abstract drawing. The drawing,

along with the corresponding sentence,

should help students relate the concept of

abstraction to their lives. The drawing

can also serve as a visual aid that will

assist students in accessing the content

by providing a way of organizing and

making sense of information.

Develop Understandings (Instruction): The paraphrasing of students’ correct

The lesson will begin with a review of a previous responses is a verbal scaffold to help

lesson, which discussed the basket-making styles students develop higher levels of

of the Hupa, Yurok, and Shasta tribes. The review language cognition, understanding, and

will take the form of a verbal question and answer competency (Echevarría et al, 2014).

session, in which students will be called upon to Eliciting more information from students

reply to inquiries such as: by asking them to explain their answers

.To which tribe does this pictured basket to such questions as ‘To which tribe does

correspond to? How can you tell? this pictured basket correspond to?’ is

.What elements of this pictured basket allow you also a verbal scaffold that is instituted for

to identify who made it? the same purposes as paraphrasing.

.Other than those identified in the pictures, what By verbalizing the questions that he or

other characteristics can be used to describe Hupa, she is asking while creating the art piece,

Yurok, or Shasta basketry? the instructor is conducting a think-

After a student has given a correct answer to one aloud, which is another verbal scaffold

of the questions, the instructor will paraphrase that provides students with the same

what he or she just said. benefits as paraphrasing and eliciting

Following the review, the instructor will ask more information (Echevarría et al,

students to chorally read aloud the definition of 2014).

abstract, which was given to them during the The specific think-aloud question ‘What

introduction portion of the lesson. Then, the if…?’ is designed to demonstrate and

instructor will model how to apply this definition encourage exploration and curiosity,

to the creation of a related artistic work. The piece which “support[s] each student in

that the instructor will model creating will be trusting and focusing his/her

abstract; however, it will not be based upon Native imagination” (Inner-City Arts

American basketry. Throughout the modeling Professional Development Institute,

process, the instructor will ask herself, out loud, 2018, p.1), which is a key element of

the following questions: abstract drawing (Inner-City Arts, 2018).

“.What color will I use? Another form of scaffolding that will be

.What will I draw?/What will I do? employed is modeling. Modeling is an

.What next? instructional approach that provides

.What if…?” (Inner-City Arts Professional procedural scaffolding (Echevarría et al,

Development Institute, 2018, p. 3) 2014).

and encourage students to do the same when they The basketry review will aid students in

are creating their own works (Inner-City Arts accurately fulfilling the portion of both

Professional Development Institute, 2018). the language and content objective that

requires them to demonstrate their

understanding of related Hupa, Yurok,

and Shasta objects through written and

artistic means. Similarly, the modeling

portion of the lesson will provide a visual

manifestation of the verbal definition of

abstract, which should also help students

accomplish both objectives.

The instructor will require students to

read the definition of abstract aloud in

order to demonstrate a cognitive learning

strategy that will aid them in clarifying

the meaning of the word (Echevarría et

al, 2014).

The decision to have the instructor

create a piece regarding something

outside of Native American basketry was

 made in order to prevent students from

simply emulating or re-configuring his or

her work. In other words, the instructor is

attempting to encourage his or her pupils

to “think of themselves as explorers,

creating something that no-one else has

ever done or seen before” (Inner-City

Arts Professional Development Institute,

2018, p.1).

Practice/Application: An authentic performance task was

Students will be required to individually construct a chosen for the practice/application

response to the following scenarios: activity in order to gain an accurate idea

Goal: Your task is to construct an abstract of students’ understanding (Wiggins &

piece that is representative of the designs McTighe, 2005) of the concept of

found in traditional Yurok, Shasta, and Hupa abstraction and the style associated with

basketry. The goal is to have your artwork basketry of the specific Native American

featured in a MOCA museum exhibition tribes under study. The prompt of the

entitled “Traditional Works and Interpretations practice/application activity was

of Ancient Northern California Native designed using the GRASPS tool. The

American Culture.” The challenge is that there GRASPS strategy was utilized in order to

is space available for only one artist. ensure that the application activity

Furthermore, you are faced with the incorporated the elements of an authentic

performance task. Important components

obstacle of completing the piece in a short of an authentic performance task include

amount of time. giving pupils a problem with “a real-

Role-You are a promising starving artist world goal, set within a realistic context

looking for his or her big break. You have been of challenges and possibilities” (Wiggins

asked to submit a sample of your work to the & McTighe, 2005, p. 157), requiring

Geffen Contemporary at the MOCA museum. them to “develop a tangible product or

Audience- You need to convince the curators, performance for an identified audience”

or people in charge, of the Geffen (Wiggins & McTighe, 2005, p.157) and

Contemporary at MOCA. presenting students with relevant

Situation-The difficulty involves dealing with standards and criteria prior to their

the development of an innovative design that attempt to complete the task (Wiggins &

clearly communicates your knowledge of McTighe, 2005).

abstraction, as well as Hupa, Yurok, and Hopefully, from this authentic

Shasta basketry, to both experts and the assessment activity, students will come

general public. to understand how adults in the real

Product, Performance, and Purpose-You will world can utilize the important concepts

create an abstract “deer hide” painting/drawing discussed during instruction (Wiggins &

and an explanatory written caption of at least McTighe, 2005). Furthermore, students

one paragraph in order to showcase your will comprehend how the lesson results

interpretation of traditional Native American in a better performance of vital tasks

(Yurok, Shasta, and Hupa) basketry. (Wiggins & McTighe, 2005).

Standards and Criteria for Success- Your

performance needs to include the features of

 abstraction and traditional Native American

(Yurok, Shasta, and/or Hupa) basketry

discussed in class.

Goal-Your task is to decorate the room and

attendees of a pre-colonial Shasta, Yurok, and

Hupa basketry themed party.

Role-You are a party planner.

Audience- Your clients are descendants of

members of the pre-colonial Shasta, Yurok and

Hupa tribe.

Situation- The challenge involves dealing with

a low budget and a lack of materials. The only

items that you have to use are deer hides with

abstract representations of the tribes’ basketry.

Product, Performance, and Purpose- You need

to develop a functional use for your abstract

hide (ex. skirt) so that party guests can look and

feel at though they are in the same time period

as their hosts’ tribal ancestors.

Standards and Criteria for Success-Your work

will be judged on the basis of its innovation and

craftsmanship.
Wrap-up: The content and language objectives will

The instructor will call two students, different be read in the described manner in order

from those of the lesson introduction, to re-read to support the needs of students with

the language and content objectives, which have different learning modalities, as

remained on the board throughout class, while described in the rationale of the lesson’s

pointing to them. Subsequently, students will be introduction. The instructor will

required to complete a “How well do I think I purposely call upon two kinesthetic

did?” (Wiggins & McTighe ,2005, p.167) self- students, who have not previously read

assessment, in which they will be required to write and pointed to the objectives, in order to

about the extent to which they were able to give as many students with this type of

effectively accomplish the content and language modality the opportunity to learn in the

objectives, as well as the criteria outlined in the manner with which they are the most

prompt of the performance task. The accuracy of comfortable.

students’ responses will be included as a minor The “How well do I think I did?” self-

portion of their overall grade for the assessment (Wiggins & McTighe, 2005,

practice/application activity (Wiggins & McTighe, p. 167) was chosen in order to allow

2005). students to enhance their metacognitive

skills and allow the instructor to gain

“insight into how sophisticated and

accurate students’ views are of the tasks,

criteria, and standards they are to master”

 (Wiggins & McTighe, 2005, p. 166).

Extension: By introducing and relating the lesson

The lesson on abstract art can be extended into a regarding standard 1.2 to this lesson’s

future class that addresses the grade five visual and discussion on abstraction, the instructor

performing arts standard 1.2, which states that could activate and build upon student’s

students should be able to “identify and describe background knowledge. The stimulation

characteristics of representational, abstract, and and development of background

nonrepresentational works of art” (Curriculum knowledge has been shown to enhance

Development and Supplemental Materials understanding and achievement

Commission, 2004, p. 64). (Echevarría et al, 2014). Furthermore, it

will activate students’ cognition.

Differentiating Instruction for EL focus student: The sentence starters will help expanding

The expanding English learner will be challenged English learners construct linguistic

to lengthen his or her compositions (California structures (Rothenberg & Fisher, 2007)

Department of Education, 2014). The instructor that they will need to express

will provide the EL with sentence starters to help comprehension of the subject matter

him or her expand the length of his or her written (Rothenberg & Fisher, 2007).

explanations. Sentence starters will be provided in Furthermore, the starters will promote

the following format: participation (Rothenberg & Fisher,

. I modeled my piece after…because… 2007).

.The elements of my painting/drawing that reflect The drawing will serve as a hands-on,

Native American basketry include… visual way of reinforcing the concept of

.My creation is abstract because… abstraction in a manner that reduces the

Additionally, the EL focus student may require linguistic demands on the student.

comprehensible input in order to achieve his or her Guessing is a language learning strategy

goal of understanding new content vocabulary (Echevarría et al, 2014).

(California Department of Education, 2014).

Comprehensible input to aid in the understanding

of the word ‘abstract’ will be provided in the form

of a drawing (Echevarría et al, 2014) on a Four

Corners Vocabulary chart of the word. The

expanding English language learner will also be

aided in comprehending new vocabulary through

the guessing activity incorporated into the

introduction of the lesson.

Differentiating Instruction for a focus student with Repetition is a strategy for managing
Special Needs:
problems pertaining to short-term
The special needs student suffers from Attention
memory (Jensen, 2010).
Deficit Hyperactivity Disorder (ADHD). It is
The timer will serve as an external
noted on the student’s IEP that he needs particular
reminder system that will be introduced
support with memory and time management
as a strategy to help the student to learn
(Jensen, 2010). The student will be supported in
how to manage tasks (Jensen, 2010).
remembering important instructions by having
By asking students who finish the
them repeated to him (Jensen, 2010). Finally, the
student with a learning disability will be supported authentic performance task early to

in the area of time management by being provided provide further written information, the

with a pre-set timer before the commencement of instructor is providing a verbal scaffold

the practice/application activity (Jensen, 2010). that is intended to advance their language

Students who already “get it” and need to be abilities (Echevarría et al, 2014).

challenged in different ways will probably finish

the performance task early. If such a case arises,

the students will be asked to expand upon the

written explanation they provided in

correspondence to their art piece.

 References

Curriculum Development and Supplemental Materials Commission. (2004). Visual and

Performing Arts Framework for California Public Schools Kindergarten Through Grade

Twelve. Retrieved from https://www.cde.ca.gov/ci/cr/cf/documents/vpaframewrk.pdf

Echevarriá , J., Vogt, M., & Short, D. (2014). Making content comprehensible for elementary

English learners: the SIOP model (2nd ed.). Boston, MA: Pearson.

English Learner Support Division, California Department of Education. (2014). California

English Language Development Standards Kindergarten Through Grade 12. Retrieved

from https://www.cde.ca.gov/sp/el/er/documents/eldstndspublication14.pdf

Inner-City Arts Professional Development Institute. (2018). Introduction to Drawing: Mandala.

Los Angeles, CA: Author.

Jensen, E. (2010). Different brains, different learners: how to reach the hard to reach (2nd ed.).

Thousand Oaks, CA: Corwin Press.

Wiggins, G. P., & McTighe, J. (2005). Understanding by design (2nd ed.). Alexandria, VA:

Association for Supervision and Curriculum Development.

Rothenberg, C., & Fisher, D. (2007). Teaching English language learners: a differentiated

approach. Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.