Lesson Plan Format for

Specially Designed Academic Instruction in English (SDAIE)

with SIOP Elements

Grade/Class/Subject: Kindergarten Teacher: Hali Crow

Time/Duration of the lesson: 45 minutes

English Language Proficiency of Students: Native English Speakers, Emerging EL students, and
Expanding EL students.

Standards:
K.1—Students understand that being a good citizen involves acting in certain ways.
2. Learn examples of honesty, courage, determination, individual responsibility, and
patriotism in American and world history from stories and folklore.
K.6—Students understand that history relates to events, people, and places of other times.
1. Identify the purposes of, and the people and events honored in, commemorative
holidays, including the human struggles that were the basis for the events (e.g.,
Thanksgiving, Independence Day, Washington’s and Lincoln’s Birthdays, Martin Luther
King Jr. Day, Memorial Day, Labor Day, Columbus Day, Veterans Day).

Unit/Theme:
Students are learning about Black History Month within the larger context of bravery and social
responsibility. They have learned about Rosa Parks and her influence on the Civil Rights
movement. They have created a circle map for her, asking the question, “How is Rosa Parks
brave?” They have begun exploring Martin Luther King Jr.’s role in desegregation, as well. They
have watched a video about his life and created a circle map to describe him, as well. At this
point, the students are developing an understanding of his beliefs and how he used kindness to
solve problems.

Lesson Topic:
The topic of this lesson is kindness and diversity. The students will explore the concept of skin
color—does it really make us different? The goal is for students to understand that they all have
the same hearts. This is what Martin Luther King. Jr. was trying to teach throughout his lifetime.
His role in the Civil Rights movement has made it possible for students of all skin colors to learn
in the same classroom. It has helped create a world that is more accepting of diversity.

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

Content: The students will develop more background on Martin Luther King Jr.’s life,
specifically, his role in desegregation. They will further understand his beliefs and how
he chose to use kindness to change the world. They will also learn the concept of
diversity. They will be able to connect Martin Luther King Jr.’s beliefs with the idea that
although we are all different, we have the same heart. They will understand the
importance of treating all individuals equally. Because of Martin Luther King Jr., diverse
learners can all learn in the same classroom.

Language: Students will be able to share ideas, verbally, about Martin Luther King Jr.’s
beliefs. They will be able to verbally provide “describing” words, or adjectives. They
can participate in discussion surrounding diversity within their classroom. They will be
able to provide written responses to demonstrate what they learned from the activity.
Assessment:

Through the discussions and check-ins throughout the lesson I will be able to assess whether the
students are understanding the content and language. I ask questions throughout the lesson in
order to do this. I even provide a final check-in prompt during the wrap-up by asking, “What did
Martin Luther King Jr. teach us?” The formal assessment is the written prompt based on the
activity that they performed. This helps me see what they have learned about Martin Luther King
Jr.’s beliefs and from their discussion about diversity.

Key Vocabulary: Martin Luther King Jr., same, different, equal, diverse/diversity.

Supplementary Materials: one white egg, one brown egg, two bowls, word cards, markers, poster
paper.

Technology in Support of Learning: Document camera, Youtube: “Martin's Big Words: The Life
of Martin Luther King Jr.” by Doreen Rappaport
(https://www.youtube.com/watch?v=Rc39Ka8ut6k&t=47s) and “Martin Luther King Jr. Song”
by the Kiboomers: https://www.youtube.com/watch?v=1bitFKzQoNo.

Anticipated Misunderstandings/Difficulties:
Sometimes students at this age don’t know what they look like—they don’t know what color hair
they have or what skin color they have. If students have trouble understanding this, I may
provide mirrors during the lesson. This may give them a visual understanding of their own
diversity. Students may have the misunderstanding that one type of egg is “better” than the other.
Some students may eat white eggs at their house and have this misconception because they
haven’t seen any other types of eggs. If the language of the lesson is not careful, as well, it may
suggest one is not as “good” as the other. This would defeat the whole purpose of the lesson—
the students should understand that the eggs are equal. Using equality in the language of the
lesson and asking students about their experiences (“Have you ever seen a brown egg?” “Do you
know why some eggs are brown?” “Did you know there are blue eggs, too?”) should help with
these misunderstandings.

Element Rationale
Describe what will happen. Why did you choose to do it this way?
Introduce the Lesson: I ask what the students know to pre-
assess what the students have learned
To introduce the lesson, I will ask students, first, from the last lesson and what I may need
“What do you remember about Martin Luther to remind them. This also helps focus
King Jr.?” “What have we discussed?” “What does them onto the topic of this lesson.
he believe in?”

I will play this video reading: “Martin's Big
Words: The Life of Martin Luther King Jr.” by
Doreen Rappaport
(https://www.youtube.com/watch?v=Rc39Ka8ut6k attention.
&t=47s).
I will ask students what they thought about those
beginning questions after watching the video
reading. I am looking to see if they notice that
people of different skin colors were not included
during the time. I am looking to see if they notice King Jr., at first, which allows students to
that Martin Luther King Jr. felt sad that he wasn’t get drawn in with that connection to
included and that he thought all people should be
included. I wanted them to notice that he believed also imagine what they would feel like if
love could solve problems.
Develop Understandings (Instruction):
I will tell students that I have a brown egg and a
white egg. I show them the two eggs. I wonder
what is similar and different about the two that we
can see. “What can we see that is the same and
what can we see that is different?” I let the
students look at the eggs underneath the document
camera and to just describe what they notice. I
I like the use of this video reading
because it visually engages the students
and uses music to support the tone of the
book. The music also helps capture their
The book discusses the past—it talks
about segregation with images of what
that would look like. This is all done in
an age-appropriate way. I like that it is
based around a young Martin Luther
someone closer to their age. They can
they didn’t feel included. They can
imagine what they would do.
The book gives ideas for how Martin
Luther King Jr. believed in love. He
would rather use peace than violence.
This connects nicely to the theme of the
lesson and the unit. The students are
asked to explore how to solve problems
using kindness.
This book’s ideas will also lead into a
deeper exploration of inclusion—does
skin color separate us? Students will
explore this in the next activity.
I ask them what they think after the
reading of the book to assess for
comprehension of the material. This also
provides an introduction to the ideas they
will be thinking about throughout the
lesson.
I think this is an easy way for students to
understand the concept of equality.
I use the double-bubble map to have
students notice the similarities and
differences, first, because my hope is that
the students will notice not much
separates the eggs, in appearance, other
than their color. This foreshadows the
main activity—students will watch the
create a double-bubble map on poster paper, to
show what the students notice are the same and
what is different.
I am expecting them to notice that they have a
similar shape and texture. I may show how I am
feeling the egg under the document camera and
notice both are pretty smooth. I write all the
adjectives on the poster paper that the students
describe, collaboratively. I have a picture of each
egg in the double-bubble map—one brown and
one white. They should notice that they have a
different color.
I introduce the next problem: “Do they look the
same inside?”
I tell students that we can find out by cracking
eggs. I will crack both eggs. I ask students to all
share what they think will happen—do they think
the two eggs will look the same inside when
cracked or different? If students have ideas that
they may look different—I ask, “How may the egg
look different inside (is the yolk a different color,
etc.)?” I will have students vote on what they
think—same or different? I will use tally marks.
I crack both eggs into separate bowls in front of
the class on the document camera.
“Do they look the same?”
The students should notice that the two eggs look
the same when cracked—they are the same on the
inside.
This will lead into the discussion about diversity.
I remind students of the book that we read—
people of different skin colors were treated
differently. Martin believed they all had the same
hearts. They should all be treated equally.
“Is our classroom diverse?” I place a card that has
the word “diverse” on it with an image of children
with different skin colors. The students should
notice the ways that they are different. This will be
eggs be cracked and notice that they are
the same on the inside.
I also like the brainstorming to add
language practice into the activity. The
students provide describing words, which
I can remind them are called
“adjectives.” This linguistic element can
be integrated into the lesson.
I ask the students for their hypothesis
because I want to see what they think. I
can create a vote out of this, which
allows students to use numbers. They
will see the number count on the board of
who thinks the eggs will look the same
and who thinks they will look different.
They can see tallies, etc., that are used in
mathematics. This also relies on
scientific thinking—students have to
make a guess about what they have
observed in the eggs already and what
they think they will look like when
cracked.
I chose to do this on the document
camera, so students can see everything
up-close.
I feel this is a good entry into a diversity
discussion and to have students think
about how this connects to Martin Luther
King Jr.’s ideas about inclusion.
I introduce the word “diverse” with a
word card with an image so students can
connect with it visually, as well. The
discussion is open-ended to see what the
student’s ideas are and to make it more
personal for them.
I think sharing an idea of how I am
diverse from someone else will give the
students ideas of what this means. I think
they will begin to see ways that they are
diverse from each other. Then, students
a jump-off point for students to notice their own
diversity. Students will discuss this as a whole
group. “How are we diverse?” “What does that
mean?” I may give some examples, for instance,
comparing my hair to someone else’s hair to help
students notice their own differences.
The closing point would be: “We are all different,
but we all have the same hearts.”
Martin Luther King Jr. was brave enough to
remind us that we look different on the inside, but
our hearts are all the same. We should all be
treated equally. Our classroom is diverse because
Martin Luther King Jr. was brave enough to be
kind. He spoke up about inequality. I may ask
students, “What is inequality?” I may compare this
to equal. “How do we know if something is
equal?”
We should treat all people equally and be brave
enough to say something when something isn’t
right.
Practice/Application:
The students will individually write a piece about
what they learned. They will use
a template with an image of the
two eggs and how they looked
when cracked. The students
should color these accurately.
Then, they will write a sentence
or two about what they learned.
Wrap-up:
I play this song for students: “Martin Luther King
Jr. Song” by the Kiboomers
https://www.youtube.com/watch?v=1bitFKzQoNo
I ask students, “What did Martin Luther King Jr.
teach us?”
I am looking for them to talk about the activity. I
am also looking for them to remember that
will feel comfortable to share their own
ideas about diversity.
The closing point is for students to
understand that their differences connect
them and that there is beauty in diversity.
It also helps them understand Martin
Luther King Jr.’s role and difference in
society today.
Through this practice students can
demonstrate their understanding of the
activity on a deeper level. This is visual
and linguistic. The students can create a
visual representation through their
coloring of what took place during the
activity. They can share what this means
in their writing.
I think this is a great assessment of what
the students understood through the
activity and through the discussion that
took place after the activity.
I like this song because it has a familiar
tune that the students should know--
“There was a farmer…” song. It also
allows a musical connection the content.
The song discusses the themes that the
lesson talks about, such as peace. It
prepares students to discuss the “I Have a
Dream” speech, which will come in a
later lesson.
everyone is diverse and all should be treated with
kindness.
Extension:
The next step would be to introduce Martin Luther
King’s “I Have a Dream” speech. I would ask
students to consider what their dream would be for
their community.
The unit continues to ask the students to consider
how to be kind. This may lead into activities that
ask students to consider how can I spread
kindness? How do I treat others fairly? What can I
do if someone is not being treated fairly?
Differentiating Instruction for EL focus student:
I built in visuals into the lesson. I may provide
even more to support this student. When I create
my double-bubble map, perhaps, I can draw
pictures next to the describing words, if possible. I
can also create a word bank, with these words and
a visual that the student can refer to when writing
their prompt, later on.
I might create more word cards. For instance, I
may make “same,” “different,” and “equal.” I may
have a card for “Martin Luther King Jr.” with a
picture of him on it.
I might incorporate some “Think Time” with a
partner at the carpet before sharing out whole-
group.
Although students haven’t talked about
the “I Have a Dream” speech, yet,
students should be able to understand
what Martin Luther King Jr. believed in
and what became his mission.
This closure allows me to see what
students have learned, by asking them
what Martin Luther King Jr. has taught
us? This will tell me whether they can
connect the activity about diversity with
the eggs to Martin Luther King Jr.’s
beliefs from the book, “Martin’s Big
Words.” This is acts as an informal,
summative assessment.
Now that students have a greater
background of what diversity means and
what Martin Luther King Jr. believed,
they can understand what his dream was
and why this was so important. They will
be able to create their own dream.
This also allows students to see
opportunities for kindness. If they
understand what exclusion looked like in
the past, they can now brainstorm how to
include others.
I think that building in more visuals will
keep the student interested. It will also
create more context to the language that
is being used. I will create a word bank
because this will make the student less
stressed when they have to write,
individually. They can easily look at the
word bank and use it to form their
sentences.
I think having a variety of words cards
with images will be useful to build
vocabulary.
The “Think Time” with a partner will
help the student develop thoughts in a
low-stress way before sharing. They may

Differentiating Instruction for a focus student with
Special Needs:
If a student needs assistance staying on task, I may
incorporate more ways for student-led activity. For
instance, I may have the student come lead the
song that is used in the lesson. I may ask for
volunteers to come up and point to words or
phrases that support their ideas or pass out
materials. I may move around the room and keep
an eye on this student. I may ask some focusing
questions, individually, to this student. I may even
ask the student to work with a partner when
writing their response to the activity. I may allow
the student to verbally respond to the written
prompt, instead of writing a response. I may allow
them to use less sentences.
If a student already “gets it”, I may challenge them
to think of ways they can include others. If
someone is not being treated equally, what can we
do? They can brainstorm some ideas on the back
of their prompt.
also have a better understanding of the
context by working with a friend, first.
They will be more prepared to respond.
This also helps them practice the
language.
(How do your choices support this
student?)
For this student, giving them an active
role where they are moving around or
providing answers in front of their peers,
may be motivation for them to stay on
task. It may help focus them by having a
role, as well. Maintaining proximity to
this student may also help because they
will know they can ask questions. It will
also be a reminder to stay on task. If the
student works with a partner for their
response, this can help them organize
their ideas, by speaking with a peer, first.
It may also be more low-stress than
working, individually, to construct a
response. If the student does work
individually, perhaps allowing a verbal
response may be a more authentic
assessment for this student than the stress
of a written assignment.
If a student already “gets it”, I think
challenging them to think of ways to
include others or how to help when
someone isn’t being treated equally
applies the knowledge they learned about
equality and diversity. This will help
them make a real-life application to the
learning that was done. It also relies on
their analytical and critical thinking skills
to develop a solution. This takes their
thinking to the next step. This would be
challenging because it requires thought
in coming up with ideas to apply their
knowledge. They may also need to sound
out words to form their ideas or reference
a word wall.