Lesson Plan Format for

Specially Designed Academic Instruction in English (SDAIE)

with SIOP Elements

Grade/Class/Subject: 2nd grade Social Studies Teacher: Ms. Babb

Time/Duration of the lesson: 45 minutes

English Language Proficiency of Students: The majority of the class is proficient in

English, with the exception of a few students who are English Language Learners.

Standards:

History-Social Science standards:

2.5 Students understand the importance of individual action and character and explain
how heroes from long ago and the recent past have made a difference in others’ lives.

Unit/Theme:

Heroes of Our Past

Lesson Topic:

What makes a hero?

What can we learn from heroes in the past?

Students will study examples of a heroic figure, Harriet Tubman, to understand that
individual actions can positively impact society and the lives of others’ through
determination and persistence.

Objectives:

Content: Students will be able to create a vocabulary “fan” to help them

remember important terms about Harriet Tubman as a hero of our past.

Language: Students will be able to describe their fans by using key vocabulary
to explain the definitions of the terms.

Assessment:

I will walk around the classroom to ensure that everyone is engaged in the
construction of his or her fans and to ensure that all students understand what they are
being asked to do. I will listen in on their group conversations to get a taste of what they
are talking about and whether or not they have questions about any of the meanings of the
vocabulary terms. If I see students struggling to find the correct definition for the term I
will give them one-on-one assistant in order to guide them in the right direction.
As an assessment towards the end of the lesson I will ask all the students to come
together for a group discussion. We will go around the room re-stating the proper
definition for each term. This gives the students an opportunity to practice their verbal
speaking skills. It also gives the teacher an opportunity to assess those who understand
the vocabulary and those that might need extra help. I will also maneuver around the
room to look at the different fans and to see what the students were able to produce.

Key Vocabulary:

Students are to understand the following brief definitions for the vocabulary terms.
These terms are important for students to understand because they reveal aspects of the
harsh life of slavery and how a woman like Harriet Tubman experienced these terms
personally. It’s important for students to realize that Harriet Tubman was able to
overcome all of these hardships and she is to be honored as a hero for her contribution
towards ending slavery.

Slave: People who were forced to work without pay and were considered to be
the “property” of their masters.
Possession: A term for how slaves were treated. Slaves were not treated as
people, but instead they were bought and sold like objects or “possessions.”
Plantation: Where most slaves lived and worked.
Abolitionist: People who spoke and protested against slavery in the United
States.

Supplementary Materials:

“Freedom & Equality” article, a photo of each vocabulary term, magnets, pre-cut
vocabulary terms and definitions, highlighters, glue, and a brad.

Technology in Support of Learning:

Photos taken from the Internet can enhance student learning of the vocabulary terms
and definitions. For instance, photos of “slaves” and “plantations” can be displayed for
students to visualize important terms that they will be reading about in the article
“Freedom and Inequality.”
https://docs.google.com/document/d/1QqRC4C_BCAPJZpYXiphtZ4Q9Li1pCWbvkx8A
TOGS_BA/edit?usp=sharing

Anticipated Misunderstandings/Difficulties:
 Some students might have difficulty with following along with the article. Therefore,
it is important to read the article slowly with the class and to pause periodically to
emphasize important points.
Students might also have difficulty with vocabulary comprehension, as they might
misunderstand the definitions. To ensure that students comprehend the proper
definitions, I will provide context for each term. For example, I will utilize visuals (like
online images) to show the students a visual representation of the term as well as putting
the term in my own words and describing to students some example scenarios in which
that term is generally used.

Element Rationale

Introduce the Lesson:

Ask the class if anyone has heard of the
following terms before: slave, possession,
plantation, and abolitionist. If so, have those
students state what they believe those terms mean
to the entire class. If not, tell the students that we
are going to read an article to learn about these
terms.
It is important to assess student
learning prior to beginning a lesson.
Students may be a different levels and
it’s important to know whether or not a
lesson needs to be slowed down or
altered to make it more challenging or to
cover additional content.

Develop Understandings (Instruction):

Pass out the article “Freedom and Inequality” to
the class. Read the article as a class.
Have the students turn and talk to a partner
summarizing what they have read. Then, initiate a
whole class discussion about the article. Ask for a
few volunteers to raise their hand and summarize.
Then have students go back to the article and
highlight the important terms listed on the board:
slaves, possession, plantation, and abolitionist.
Have students “think/pair/share” about the
vocabulary terms. Then, come together as a class
and ask for volunteers to share one definition of
one vocabulary term. Do this for all of the terms.
Make sure to correct students if they misinterpret
the term.
Before jumping into vocabulary
comprehension, it is important for
students to understand the bigger picture.
It’s helpful to first read the article about
the historical events and heroic figure,
Harriet Tubman, in order to comprehend
the unfamiliar vocabulary terms. This
allows for the vocabulary terms to make
more sense when they are given some
context beforehand.
Much of this activity may seem
redundant. However, the repetition and
reinforcement through multiple ways of
learning- reading, listening, and
discussing is very important for students
to retain the information.

Practice/Application:

After students are given a chance to verbally Now that students have a general
discuss the vocabulary terms, then have them understanding of the vocabulary they can
apply what they have learned.
The teacher will place the vocabulary terms on
the board next to a photo; each attached to their
own magnet. The teacher will also display the
vocabulary definitions; each attached to their own
magnet as well. Then, ask for volunteers to come
up to the board and match the vocabulary term to
its appropriate definition. Have students do this
for all of the vocabulary terms.
Once the students have completed this, have
volunteers read each term and definition aloud to
see if the rest of the class agrees with that
combination. Once everyone is in agreement
about the terms and definitions- then have the
students create their own “fan” to help them
memorize these important vocabulary terms.
The “fan” will be made out of pre-cut
vocabulary terms and definitions. Students are to
match the appropriate term to its definition and
glue the backside of each together in place. Then,
stack the papers together with the same side facing
up- the vocabulary term side. Finally, fasten the
papers together with a brad. The fan will be able
to naturally open to view terms on one side and
definitions on the other.
test themselves by matching the terms
and definitions at the front of the room.
It is okay if students can’t seem to
remember or memorize the definitions.
The goal of this lesson is for students to
“understand” the terms and definitions,
not to memorize them yet.
Once students understand the
concepts then they create their own fan,
which can be used over the course of the
next few weeks as a tool to help them
memorize these important vocabulary
terms.
While the “fan” only consists of four
vocabulary definitions- students are
expected to keep this fan throughout the
duration of the unit in order to add more
vocabulary terms each day.

Wrap-up:

Pair the students off with different pairs than This allows the students to verbally
they spoke with before. Ask one person in the pair restate and summarize the vocabulary
to quiz their partner on the vocabulary. Then, terms that they have learned.
have the students switch roles.
The teacher will simultaneously maneuver
about the room and listen in on student
conversations to assess for student learning.

Extension:

This lesson can be extended into many different The fan is a fun and easy tool that
lessons and future content areas. This lesson could students can use in future content areas
help students in Language Arts class- as they learn where they might need to memorize facts
to read, comprehend, and verbally summarize what or dates.
they have read. The fan is a fun and easy tool that
students can use in future content areas where they
might need to memorize facts or dates.
Differentiating Instruction for EL focus student:
An EL student can benefit from being paired
next to a student who is if proficient in English and
also one who pays attention well. This student can
help the EL and guide them during the
“highlighting” activity, by helping them locate the
important words on the board in the article. It
would also be helpful to pair the EL with an
English proficient student during the
“think/pair/share” and “turn and talk activities.”
Pairing students based on their ability
is also very helpful. More advanced
students can help the struggling ones.
This not only helps the EL student’s to
complete the activity- but it also helps
them to simultaneously practice their
English speaking and skills with their
partner.