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Lesson Plan Format for

Specially Designed Academic Instruction in English (SDAIE)

with SIOP Elements

Grade/Class/Subject: 4th/ History/Chinese Exclusion Teacher: Alissa Barcena

Time/Duration of the lesson: 40 mins

English Language Proficiency of Students:

Level of Proficiency depends on each individual student; planned accordingly

4.4.3. Discuss immigration and migration to California between 1850 and 1900,
including the diverse composition of those who came; the countries of origin and their relative
locations; and conflicts and accords among the diverse groups (e.g., the 1882 Chinese Exclusion

Chinese Exclusion Act

Lesson Topic:
Beginning of the Chinese Exclusion Act of 1882

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?)

 Students will provide basics facts about the Chinese Exclusion Act (Who, what,
when, where, and why)
 Students will create a brace map based on the Chinese Exclusion Act and the
components that create that point in History
 Students will share and exchange ideas amongst the class
 They will actively listen and participate in discussion spoken in English
 Students will express ideas using the correct specific vocabulary (shown on key

Students will be assessed throughout the lesson, based on their feedback.
Students will also be assessed on their brace map, and their understanding of the basic facts
involved in the Chinese Exclusion Act.
Key Vocabulary:
 Chinese
 Exclusion Act
 Immigration

Supplementary Materials:
 Paper
 Pencils
 Worksheet of a brace map
 Poster Paper
 Projector
 Access to YouTube

Technology in Support of Learning:

 Screen Projector (for video)
o Students will watch video to gain insight on the Chinese Exclusion Act

Anticipated Misunderstandings/Difficulties:
 Students may misunderstand the time frame of the event.
 Students may have difficulty breaking up the point in history into small components for
the brace map.

Element Rationale
Describe what will happen. Why did you choose to do it this way?
Introduce the Lesson:  Going over the objective, and
 As a class, we will go over the objective plan for the lesson really helps
for the day, and what we plan to do in students get into what they are
order to meet those objectives about to learn
 Objectives will be posted in the front of the  It also helps students to start
classroom thinking about what they are
 We will go over key vocabulary, and looking for throughout the lesson.
retouch the meaning of an Act This is very helpful for ELLs and
 Students will pair share their what they students with anxiety
remember about an Act  Having the students partner-share
 Teacher will go around listening to their and talk about what they know
conversations, to ensure they are on track about artistic elements gives the
and how much they remember teacher quick feedback on how
 The teacher will discuss the topic with the much they on the subject. It also
whole class gives the students a chance to
communicate with one another
and build their oral skills.
Develop Understandings (Instruction):  Going over key vocabulary will
 Teacher will start the lesson by going over help refresh student’s memories
the objective and key vocabulary in order for them to succeed with
 Teacher will then ask students what they the lesson
know/or what they have heard about the  Asking students what they
Chinese Exclusion Act already know is a great way for
 Students will popcorn out, after they have teachers to find out some
been given some time to think about it. background knowledge on the
 If students do not seem to know, teacher class. He/she can also use this to
will ask students what they think it figure out where to start the
involves (can be done by breaking down lesson
the key words)  It is important for students to
 The teacher will then begin to talk about gather their thoughts before
the Chinese Exclusion Act, and give sharing, especially for EL’s.
students a small summary on the topic  Braking down the words, and
 Teacher will then inform students that they having students talk about what
will be watching a short 10minute film on the topic might be about is a way
the topic, and they will be taking notes on to get the students’ creative
the video minds going
 The teacher will ask students to focus on  The video will help students gain
the “5 w’s” (who, what, when, where, and some basic knowledge on the
why) as well as the cause and effect of the lesson/topic. It is also helpful by
Act. providing visuals, and actual
 The teacher will provide students with images from that point in time
notebooks and pencils  Telling the students what to focus
 Teacher will play the video and make sure on, before watching the video is
students are writing down some facts, by very helpful to students,
observing the students during the film especially EL’s, and it will help
 Once the video has finished, the teacher them with the application
will have the students pair-share some of  Pair share is a great way for
the facts they wrote students to share their ideas with
 The teacher will bring out a poster board one another, and help each other
with the 5 w’s on it, visible for all students understand certain concepts
to see  Going over the 5 w’s as a class,
 As a class, they will go over the answers to ensures that students are grasping
the questions on the poster board the correct information, and gives
 The teacher will then have students share them basic facts about the topic
some more facts about what they got from  Sharing facts with the whole class
the video helps students collaborate with
one another, and also helps
students who seemed to not really
get much information from the
Practice/Application:  A brace map is a great form of
 Students will stay at their assigned seats analysis in the classroom
 The teacher will provide students with a  The map really brakes down a
worksheet of a brace map subject into key components, and
 The teacher will explain to the students that helps students understand all the
they will be filling out a brace map aspects that are involved in the
(students will know about brace maps from subject
past assignments)  Having students use their notes,
 The teacher will go over the instructions on and the notes the class did as a
how to fill out the map, and what the map whole, is a way to provide
should contain students with some resources to
 Students will be instructed to use their fill out the map.
notes, and the poster questions created as a  Walking around and observing
class, in order to fill out the map the students is a great way to
 The teacher will walk around to check if make sure students are on task,
students seem to be understanding the understanding the lesson, and
activity, as well as making sure they are gives students an opportunity to
understanding the topic. ask for help. It also provides the
teacher with some feedback to
see if she/he needs to retouch on
a certain idea
Wrap-up:  Going over the facts they learned
 Students will turn in what they have, even about is a way to go over the
if they are not finished with their maps objects, without being so direct
 The teacher will inform students that they about it.
will have time to finish their maps at  It is also a way to repeat the facts
another time to students again, in order for
 As a class, they will then go over the facts them to really pick up on what
that they learned for the day they are learning
 The teacher will inform students that they  Letting students know that they
will continue to focus on the Chinese will continue to learn about the
Exclusion Act for the next month, and that subject helps set students up for
they will have fun projects throughout the what is to come, and they are able
unit to know what they will be
learning about
 Including the projects can also be
a way to get students motivated to
learn more on the subject
Extension:  There are many maps that can be
 Creating maps can be brought into many brought into different lessons and
lessons/ content area subjects. Each map provides
students with a way to understand
and break down a topic
Differentiating Instruction for EL focus student:  Slowing down the process will
 Giving more time and slowing down the really help EL learners to stay on
process, and demonstration on how to fill track, and be able to really
out the map process the information without
 Informing students what they will learning being rushed
about, and the important ideas to pay  Letting the students know what
attention to they should focus on, and what
they will be doing can ease a lot
of anxiety that tends to build up
for EL learns when doing an
 It also always them to know what
they should be focusing on,
instead of getting so
overwhelmed by the information
Differentiating Instruction for a focus student with  Providing one-on-one support is
Special Needs: important for the student to
 One on one support may be provided to the understand the lesson and figure
student if needed out how to do the mandala
 Students will be given a worksheet at their  The worksheet will give students
desk with key vocabulary/ definitions, and some support on how she/he can
the process of filling out a brace map fill out the map.
 The student will be provided with  The vocabulary definitions at
examples of brace maps their desk, gives them easy
 Student will be asked to collect the access to look back on what
drawings from students who are done certain words, that are being
discussed, mean.
 The student has a difficult time
staying in one spot for a long
period of time, by allowing him
to collect the maps it helps keep
the student moving

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

 Students will be asked to write a short

summary or story about what they know so
far on the Chinese Exclusion Act