Professional Documents
Culture Documents
Introduction
This lesson is modeled after other social studies lessons I have created and taught, using
the Harcourt Arizona Social Studies textbook. This social studies lessons, similar to most other
lessons taught, is appropriate for both English Language Learners and special education students.
My students range from pre-emergent to proficient AZELLA levels, and many sheltered
strategies are used daily to support the success of these students. This lesson has many
opportunities for student engagement through small group, whole group, and individual work
times. This lesson also provides opportunities for students to link past learning with new
concepts, and practice this new learning with multiple language skills. Different learning styles
are addressed through meaningful activities and interactions with peers, materials, and the
teacher.
Target Group
Age of students: 9-11 years
First Language: Spanish and English
AZELLA levels: pre-emergent, basic, intermediate, and
proficient
Materials
Harcourt Arizona Social Studies textbook, Native
American Life Changes story (1 per student)
Specific story passages for choral reading with key
vocabulary highlighted (1 per pre-
Supplementary emergent/emergent/basic ELL student and 1 per
materials SPED student)
Slate and marker (1 per group)
Lined writing paper (1 per student)
Lined writing paper with sentence starters (1 per pre-
emergent/emergent/basic ELL student and 1 per
SPED student)
Use of Notecards (4 per group)
technology Smart Board Notebook slides
Smart Board
The teacher will revisit the objectives at the end of the social
studies lesson by reading them aloud. The purpose of this is Objectives
to show students what they have accomplished in just one displayed
lesson.
SIOP Lesson Plan Davidson 6
Works Cited
Arizona Department of Education. (2016). English Language Arts Standards: 3-5. Retrieved
March 20, 2017, from http://www.azed.gov/standards-practices/englishlanguageartsstandards/
Berson, Michael; Howard, Tyrone; Salinas, Cinthia. (2007). Harcourt Arizona Social Studies.
Orlando, Florida: Harcourt Publishers.
SIOP Lesson Plan Davidson 7
Appendix
Prompt: Do you believe that the Spanish had a positive or negative impact on the
Native Americans?
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SIOP Lesson Plan Davidson 10
Appendix 3: Lined writing paper with sentence starters for ELL and SPED students
Prompt: Do you believe that the Spanish had a positive or negative impact on the
Native Americans?
I believe that___________________________________________________________
_____________________________________________________________________________.
______________________________________________________________________________
_____________________________________________________________________________.
_____________________________________________________________________________.
______________________________________________________________________________
_____________________________________________________________________________.
_____________________________________________________________________________.
______________________________________________________________________________
_____________________________________________________________________________.
SIOP Lesson Plan Davidson 11
Appendix 4: T-chart for positive and negative impacts shown on Smart Board
What were the positive and negative impacts that the Spanish had on the Native
Americans?
Positive + Negative -
+ -
+ -
+ -
+ -
+ -
+ -
SIOP Lesson Plan Davidson 12
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