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Lesson Plan Format for

Specially Designed Academic Instruction in English (SDAIE)


with SIOP Elements

Grade/Class/Subject: 4th/ Multi/ History: Art 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

Standards:
1.3 Identify pairs of complementary colors (e.g., yellow/violet; red/green; orange/blue) and
discuss how artists use them to communicate an idea or mood.
5.3 Construct diagrams, maps, graphs, timelines, and illustrations to communicate ideas or tell a
story about a historical event.

Unit/Theme:
Visual arts- Immigration Expression

Lesson Topic:
Becoming aware of the way artists expressed emotion during time of the Chinese Exclusion Act

Objectives: You must include content objectives and language objectives as indicated below.

Content:
 Students will be able to identify artist skills in order to identify meaning, and
communication through art
 Students will be able to create their own artwork in order to show their
understanding of the emotions felt during the Chinese Exclusion Act

Language:
 They will actively listen and participate in discussion spoken in English
 Students will express ideas using the correct specific vocabulary
 Students will be able to use artistic vocabulary such as, shading, complementary
colors, shape/form, etc.

Assessment:
Students will be assessed throughout the lesson, based on their feedback.
Students will also be assessed on their way of expression through their artwork, and small
paragraph, explaining their piece.
Key Vocabulary:
 Communicate
 Chinese Exclusion Act
 Shape/form
 Complimentary colors
 Elements of art
 Mandala

Supplementary Materials:
 Pieces of artwork during the Chinese Exclusion Act
 Notebook
 Pencil
 Pastel colors/ container
 Drawing paper
 Clip Boards
 Wet paper towels

Technology in Support of Learning:


 Image projector

Anticipated Misunderstandings/Difficulties:
 The use of artistic elements
 What they have to exactly draw
 Thinking they have to imitate the examples provided, instead of their own interpretations

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 have looking for throughout the lesson.
students pair share what they understand This is very helpful for ELLs and
about artistic elements students with anxiety
 I will go around and listen to their  Having the students partner-share
conversations and talk about what they know
 Students will then share with the whole about artistic elements gives the
teacher quick feedback on how
much they on the subject. It also
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 begin by going over the help refresh student’s memories
objective and key vocabulary in order for them to succeed with
 Teacher will then have the students pair the lesson
share, then share with the class  Pair share is a great way for
 The teacher will then project the artistic students to share their ideas with
drawings that were created during the one another, and help each other
Chinese Exclusion Act understand certain concepts
 Students will view the images from their  Using images for students to find
seats meaning to is a great way to
 Students will be provided with their art provide examples on the way that
notebook, and a pencil different artists use different
 The students will be instructed to write a elements to express emotion
small description of the emotion and  The specific images used is a
meaning that is being expressed in the great way to help students truly
images understand the emotions going on
 The teacher will give students 5 mins in during the Chinese Exclusion Act
order to really inspect the images, and  Having students reflect, and
reflect on their meaning explain certain elements, really
 In the students’ reflections, they will be helps the students to start
instructed to explain what elements the thinking creatively and it makes
artists used in order to express certain them become aware of the
emotion and meaning techniques used
 After the students have written their  Going over the images in detail is
interpretations, the students will share their a great way to make sure students
meanings as a class are understanding the true
 A class discussion will then be held on the meaning of the images and how
use of elements, and what the images are they are being expressed
trying to express.
 The teacher will make sure to connect the
expression to the time period, and the
emotions that were happening during the
Chinese Exclusion Act
 The teacher will then go over a detailed
instruction on the application practice

Practice/Application:  Having the students create a


 Students will stay at in their assigned seats mandala gives them the
 The teacher will provide students with opportunity to express the
drawing paper, clip boards, sufficient Chinese Exclusion Act in their
amount of pastels, and wet paper towels own way
 The teacher will then explain to the  The students are given the
students that they will be working on a freedom to show their own
mandala based on the Chinese Exclusion interpretations, while still
Act learning the art vocabulary
 Students will be instructed to use artistic  Walking the students through
elements in order to really express meaning demonstration can be very helpful
in their art pieces to most students, especially visual
 Teacher will walk students through the learners
process of creating the mandala  Having the students walk
 Once students have created their images, through their own process really
they will then provide a small reflection on helps them understand
their image, and the process they went themselves as artists and why
through to get there they did what they did

Wrap-up:  The wrap-up really connects the


 Students’ work will be placed on the wall, lesson all together
and a discussion about the representations  It is a way to review everything,
will be held and connect it with the history
 The class will talk about how one can use lesson
certain elements to express meaning
 The teacher will also talk to students about
the emotions that went on during that
historical time
Extension:  Established the mandala is a great
 Creating a mandala can really be for any way to have students show their
lesson/ content area understanding in a lesson
 A teacher can have students show different  They become comfortable with
images, and drawings through mandalas to the mandala and are able to
express their understanding progress, showing more and more

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 track, and be able to really
 Having the student give the teacher an oral process the information without
response to his or her artwork, instead of being rushed
writing it down  Having the student give an oral
response can really benefit the
student if he/she has trouble with
writing

Differentiating Instruction for a focus student with


Special Needs:
 One on one support may be provided to the • Providing one-on-one support is
student if needed important for the student to understand
the lesson and figure out how to do the
mandala
 Students will be given a worksheet on the • The worksheet will give the student
drawing vocabulary, along with examples some support on how he/she can create
on what different techniques interpret expression in their drawing
 Student will be asked to collect the • The student has a difficult time staying
drawings from students who are done in one spot for a long period of time, by
allowing him to collect the drawings 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 go more in-depth


with their drawings, and explain more
artistic techniques that can be used