Lesson Plan Format for

Specially Designed Academic Instruction in English (SDAIE)

with SIOP Elements

Grade/Class/Subject: 4th grade/ Social Studies Teacher: Marysol Martinez

Time/Duration of the lesson: 45

English Language Proficiency of Students: Proficient

Standards:
Social Studies- Students describe the social, political, cultural, and economic life and interactions among people of California
from the pre-Columbian societies to the Spanish mission and Mexican rancho periods.

Describe the Spanish exploration and colonization of California, including the relationships among the soldiers,
missionaries, and Indians (e.g., Juan Crespi, Junipero Serra, Gaspar de Portola).

Visual and performing arts- Students analyze the role and development of the visual arts in past and present cultures
throughout the world, noting human diversity as it relates to the visual arts and artists.

3.2 Research and describe the influence of religious groups on art and architecture, focusing primarily on buildings in
California both past and present.

Unit/Theme: The impact of the California Missions.

Lesson Topic: How was religion a big influence on the art and architecture of the California Missions? 

Objectives: Students will gain an understanding of how Spanish exploration led to the teaching of
Christianity and building Missions. To describe the influence of religious groups on art and architecture.

Key Vocabulary: architecture, neoclassical, gothic, baroque, plateresque, religion

Supplementary Materials: Graphic organizers, pictures of the missions and materials they used to build
missions, posters,

Technology in Support of Learning: video, pictures, graphic organizers

Anticipated Misunderstandings/Difficulties: Students might have a hard time with the new vocabulary.
Some words are hard for them to pronounce. I will use a Pictionary to help out with definitions and use
google pronunciation.

Element Rationale
Pre-Assessment of Students’ Knowledge or
Ability:
Students will be introduced to the topic by reading
the objective and discussing it as a class. I will ask
open-ended questions to test their knowledge.  
Example questions:
What were some of the things that the Spanish
change when they took over California?
How does religion relate to the building of the
missions?
What were the missions made of?
What materials did they use to build the Missions?
Do you know the definition of the word architecture?
If so, can you define it?
Motivation:
Students will watch a video about different types of
Spanish architecture.
Students will be given small architecture pictures to
match with the right vocabulary word.
Youtube: Spanish colonial architecture
Presentation (Instruction):
I do: Explain how the California mission period has
greatly influenced architecture in California. Give
examples and show pictures of the California Missions.
Mention how religion was an important factor in the
architecture back in that time period.   EL students often benefit more from this
We do: Go over popular architectural styles. Show
pictures and discuss them as a class.
Two do: Students will be assigned to do research with a
partner about one California mission. The goal is to take
notes on who founded the mission and what architecture
style did he used to build his mission. Talk about how
religion could have influenced the architecture of their
mission.
The pre-assessment will be done for the
teacher to have an idea of how much
knowledge the students have about the topic.
Based on the results, the teacher will adjust if
needed. Open-ended questions are a good
way to start a lesson and create conversations
with the class.  
A video is always a good way to engage students to
learn. This video will explain and show pictures of the
different types of Spanish architecture.
Students will continue to be engaged by playing a mix
match game with a partner. The cards will have
pictures of different architectural buildings and they
will have to match it to the right architecture definition.
Students will have fun while learning new terms.
I decided to follow the teaching methodology
because it’s a way to allow students to learn
from me, their peers and themselves. Students
get to learn in different ways and that allows
them to make connections to the objective.
methodology because it allows them to share
and receive knowledge from their peers.
First, students listen and figure out what they
will learn. Second, they get to work as a class
to discuss. Third, they have the chance to
share comfortably with a partner. Last, they
challenge themselves to work independently
to master their objective goals.
I do: Students will write a complete paragraph about the
architecture used in their mission. Students need to also
add how their architecture relates to religion.
Practice/Application:
Students will be working with a partner. I will pair them
by reading level and give every group adequate
resources to find information that is on their level.
Review/Post-Assessment:
At the end of the lesson, students will be given an exit
ticket.
Example: How did religion influence the architecture of
the missions? has the mission architecture influenced
our architecture now?  
Extension:
This lesson can be extended by learning about the art
pieces that were used in the church or the way they
decorated the missions. Elements of art can also be
introduced to discuss the paintings in the church.
Differentiating Instruction for EL:
This lesson contains a few videos for EL students to feel
more comfortable with the lesson. Students are also
provided with pictures that will help them understand
more what they are focusing on. Partner interaction is
also a great method for EL students to learn from each
other and not just from the teacher.
It is important for students to work on
activities that are at grade level.  
The exit ticket gives the teacher an idea of
what to go over to the next lesson. It is also a
good guide to create groups based on their
results. With this information, we can also
modify our lessons. 
Learning about art is often a fun way to teach
other subjects. I can add a hands-on art
activity in the next lesson to maintain the
engagement. 
EL students often need extra help. They need
to be exposed to different methods of learning
in order for them to have options and grasp
the information.
Although my lesson includes many visuals, I
would also include one-on-one assistance for
students who need extra help. 
Differentiating Instruction for Special Needs:

One-on-one assistance There are many ways to help a special need

Intervention student. It just depends on what are their
After school tutoring needs. It is important for teachers to
More visuals understand that it is essential to always have a
back-up plan for those students that struggle.