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Lesson Plan Format for

Specially Designed Academic Instruction in English (SDAIE)


with SIOP Elements

Grade/Class/Subject: 2nd grade Visual and Performing Arts 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:

Visual and Performing Arts standards:

2.1 Demonstrate beginning skill in the use of basic tools and art-making processes, such as
printing, crayon rubbings, collage, and stencils.

4.1 Compare ideas expressed through their own works of art with ideas expressed in the works
of others.

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 heroic figures, like Rosa Parks and 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 “Freedom Collage” to portray what they’ve
learned and enjoyed most about Rosa Parks and Harriet Tubman as heroes of our past.

Language: Students will be able to describe their collage by using key vocabulary to
explain the choices they made.

Assessment:

I will walk around the classroom to ensure that everyone is participating equally 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, what they are creating, and why they
are making certain choices. If I see students struggling to put together a collage I will pause to
help them one-on-one and to point 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 sharing what we created. This gives the
students an opportunity to give their artwork a voice and to practice their verbal speaking skills.
It also gives the teacher an opportunity to assess those who took away from the lesson and those
who did not quite meet the desired expectations.

Key Vocabulary:

Collage, picture, drawing, photo, unity, peace, acceptance, freedom, unique, expression, equal,
fair, brave, bold, courage

Supplementary Materials:

Magazines, picture books, newspapers, class handouts/articles, scissors, glue, tape, pencils,
crayons, markers, cardboard paper

Technology in Support of Learning:

Videos/clips, music/songs, internet photos, internet readings/articles- all of these technology


resources can be used to enhance student learning of the civil rights movement, especially about
the lives’ of Rosa Parks and Harriet Tubman. Video clips and photos of inequality and unfair
treatment of African Americans can be displayed for students to visualize what they are reading
by actually seeing visual proof of the inequality they are learning about. Also, music and songs
of inequality and the struggle for freedom can be played for students to hear. This will allow
students to empathize and feel the pains of those yearning for freedom. All of these resources
can be used to guide students and give them ideas and inspiration for their quilt they will soon
make.
Anticipated Misunderstandings/Difficulties:

Some students might find this lesson to be too general with too much freedom. As a result,
some students might be confused as to which direction to take, as they might prefer a more
structured way of learning.
In order to help these students who rely on explicit directions- I can review with them (one
on one) about the content we have learned so far. Once I have an understanding of how much or
how little the student understands- then I can proceed from there. If they understand it all- then I
can take a step back and say “Great. Now I’d like you to think about these important women and
their lives. How do you think they felt? How does learning about issues like segregation and
inequality make you feel?” After getting reactions or responses from the student I can then
encourage them to take those feelings and apply it to their artwork.
While this assignment is very general in terms of the type of collages students can make- it is
important for students to understand that they have the flexibility and freedom to create it
however they wish. There is not a right or wrong way of doing this art project- and I think that
might be difficult for some students to comprehend if they are used to copying an exact model of
what the teacher does.

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

Students will be able to create a “Freedom The introduction is very important for
Collage” to portray what they’ve learned and assessing prior learning, engaging the
enjoyed most about Rosa Parks and Harriet students, and reviewing the content.
Tubman as heroes of our past. Students will be Reviewing the content is important
able to describe their collage by using key for students to brush up on what they
vocabulary to explain the choices they made. have learned in order to complete the art
Begin the lesson by asking students a series of lesson. It’s also a great way for students
questions: “What did you enjoy learning the most to share thoughts and inspire ideas in
about Harriet Tubman and Rosa Parks?” “What other students who may want to utilize
do you think is important to remember about these those ideas in their own collage.
women?” “How did these women act like Engaging the students is important for
heroes?” “Did learning about these women make many reasons. A lesson can’t begin until
you feel sad? Inspired? Grateful?” “What were every is paying attention, focused, and
some important terms we talked about?” “What motivated and curious about what lies
do those words mean to you?”….The idea is to get ahead. This lesson must be presented as
kids thinking about what they have learned by a fun activity that everyone is going to
reviewing and opening up the floor to an open love- especially since it requires
discussion. creativity so students must be in the
Then, try to get students interested by asking: mood for thinking and actively
“Who wants to do a fun art project?!” “Has participating.
anyone ever heard of a collage before?” Give Lastly, assessing prior learning is very
students a few moments to gather their thoughts important. Some students may have
and to share out loud before beginning the activity. heard of a collage before- whereas other
maybe have not. This allows the teacher
to get an idea of how much time needs to
be allotted for the instruction of the
activity in order to make sure that
everyone is on the same page. It also
gives the teacher a sense of which
students to pair with each other based on
their prior knowledge of the activity.
Develop Understandings (Instruction):

I will emphasize that this activity is completely This is a time for students to ask
up to the students and they have the freedom and questions about the collage and what
ability to create it however they wish. There is no they are being expected to do. This time
“right” way of doing it. should be stress free and students should
Explain to students that magazines, books, feel comfortable asking for help before
articles, newspapers, and a few computers are they begin the activity.
displayed throughout the room to use at their
disposal. Students will create their collage by
selecting and cutting/printing images or ideas from
these resources to use by pasting onto their
collage.
Practice/Application:

Explain to students that magazines, books, This is meant to be a fun and creative
articles, newspapers, and a few computers are art activity with little structure. As a
displayed throughout the room to use at their result, students are encouraged to work
disposal. Students will create their collage by with their partner and walk around the
selecting and cutting/printing images or ideas from room to find their photos, etc by
these resources to use by gluing or taping onto themselves. By having the teacher give
their collage. them more freedom students should feel
This activity is a little too complex for second less pressure and should be more inspired
graders to do on their own. So, students will be to have fun and work cooperatively and
numbered off by pairs, based on ability level. creatively to create the collage.
Wrap-up:

Bring the class together as a group at the end of This gives the students an opportunity
the lesson for a final group discussion. We will go to give their artwork a voice and to
around the room sharing what we created. practice their verbal speaking skills. It
also gives the teacher an opportunity to
assess those who took away from the
lesson and those who did not quite meet
the desired expectations. Lastly, it also
gives everyone an opportunity to reflect
on his or her artwork and to appreciate
and learn from everyone else’s work.
Extension:

This lesson can be extended into many different This lesson is not simply an art
lessons and future content areas. This lesson is project based on what students have
designed to introduce students to the idea of learned in history, but the lesson has
collage making and how to compile their thoughts meaning in itself as well. By compiling
in an artistic manner to create meaning. This their thoughts into a collage in an artistic
lesson could help students in Language Arts class- manner students are required to think
as they learn to derive the most important parts of deeply about what they have learned and
texts they have read. This lesson could even what aspects resonated with them the
translate into other subject areas where students most. Not only are students asked to
are required to step back and observe the big idea reflect on their learning to create this
of the lesson and to consolidate their thoughts into project, but it also gives students an
a concise and brief way. opportunity to be creative by developing
their own meaning of what they have
learned.
Differentiating Instruction for EL focus student:

Having the teacher present a model of the Modeling with visuals is a great tool
desired activity can support an EL student. For not only for EL students, but for the
instance, the teacher can displayed different visual learners in the classroom as well.
examples of collages (of a different topic other It connects the verbal and aural
than Rosa Parks and Harriet Tubman). Each of instructions of the teacher to something
these collages can be different- with typed words practical, physical, and understandable.
versus written words, or lots of magazine photos Pairing students based on their ability
versus printed photos. is also very helpful. More advanced
Not only can the teacher display the end result students can help the struggling ones.
for students, but the teacher can also slow down This not only helps the EL student’s to
the instruction by not only telling the students how complete the activity- but it also helps
to “tape” or “glue” the images, but actually pause them to simultaneously practice their
to show them how to do so as they are verbally English speaking and writing skills to
saying it out loud. create the collage with their partner.
In addition, an EL student could also supported Lastly, a dictionary or word bank is
by being paired up with an English proficient also very beneficial for EL students.
student to complete this activity. Rather than waste their time struggling to
Lastly, an EL student might still struggle with find the right word or even sitting
the important vocabulary that has been emphasized silently by being too afraid to ask for
throughout the unit. Considering that this help- these students can be proactive.
vocabulary will most likely be helpful in the They can do so by looking up the
creation of this lesson- the teacher can provide the definition of the word themselves in their
student with either a dictionary or a printed dictionary or by quickly referring to their
handout of the important vocabulary words in handout of definitions without having to
order for the student to refer to as needed. waste class on their activity by being
stuck on a single word.
Differentiating Instruction for a focus student with
Special Needs:

For the students with Special Needs in the By eliminating some of the busy work
classroom this lesson can be altered in a few ways. for the student- the teacher is able to
The teacher can help this student out by taking guide the student in the right direction
away some of the busy work. For instance, instead and spend less time having them find
of having the student search through magazines or images or by becoming distracted in all
the internet for pictures- the teacher can cut out a the magazines by having a preset stack of
lot of different options for the study and can have options for the student to browse through
the photos already laid out on the table for the and choose from. In doing so- the
student to choose from. student is able to make their own choices
The teacher can also designate a helpful student about how they want to create their
who listens to directions well by placing them with collage and it also alleviates any stress
the student with Special Needs in order for them to that might result from them having to use
work together. technology or spend time deciphering the
right images to find online.
By placing the student with a peer
buddy- this allows for the lesson to run
more smoothly with the additional help
and reinforcement of the partner to
remind their partner to stay on task.

For the gifted and talented students in the


classroom this lesson can be altered in a few ways. By working alone for the activity- the
First, the teacher might ask this student to more advanced students have an
complete the activity on their own rather than in opportunity to challenge themselves.
pairs like the rest of the class. Also, these students have the ability to
Secondly, at the end of the collage creation the practice their analytical and writing skills
teacher can ask the student to write a paragraph to as they analyze what they created by
accompany their collage- explaining what they writing a few sentences.
created.

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