Lesson Plan Format for

Specially Designed Academic Instruction in English (SDAIE)

with SIOP Elements

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

Time/Duration of the lesson: 30-45 minutes

English Language Proficiency of Students:

It i

Standards:
Theatre:

1.0 Artistic Perception

Processing, Analyzing, and Responding to Sensory Information Through the Language and
Skills Unique to Theatre
Students observe their environment and respond, using the elements of theatre. They also
observe formal and informal works of theatre, film/video, and electronic media and respond,
using the vocabulary of theatre.

1.1- Use the vocabulary of theatre, such as plot (beginning, middle, and end), scene, sets,
conflict, script, and audience, to describe theatrical experiences.

2.0 Creative Expression

Creating, Performing, and Participating in Theatre
Students apply processes and skills in acting, directing, designing, and scriptwriting to create
formal and informal theatre, film/videos, and electronic media productions and to perform in
them.
2.1- Perform in group improvisational theatrical games that develop cooperative skills
and concentration.
2.2- Retell stories, sequencing story points and identifying character, setting, and conflict

3.0 Historical and Cultural Context

Understanding the Historical Contributions and Cultural Dimensions of Theatre
Students analyze the role and development of theatre, film/video, and electronic media in past
and present cultures throughout the world, noting diversity as it relates to theatre.

3.2- Identify universal characters in stories and plays from different periods and places.

Unit/Theme:
Important African American Figures

Lesson Topic:
Who was Rosa Parks?Sy
Objectives: You must include content objectives and language objectives as indicated below.
(What will students be able to do at the end of the lesson?)

Content:
Students will be able to perform a skit, re-enacting the Rosa Parks bus scenario.

Language: At the end of the lesson and skit, students will be able to explain how the key
vocabulary words were present in the skit. Also, students will be able to re-tell the Rosa
Parks bus scenario.

Assessment:
The teacher can informally assess through observation. Additionally, the teacher will also assess
for student understanding after the lesson, when students are to explain the vocabulary words,
and how they were present in the skit.

Key Vocabulary:
-Character
-Plot
-Setting
-Beginning
-Middle
-End

Supplementary Materials:
-Script
-Costumes
-Chairs (for bus)

Technology in Support of Learning:

Technology will not be used in this lesson.

Anticipated Misunderstandings/Difficulties:
Students might have trouble remembering their lines for the skit. If this is the case, the teacher
can help students remember the lines, or the teacher can provide students with notecards that
have the lines written on them.

Element Rationale
Describe what will happen. Why did you choose to do it this way?
Introduce the Lesson:
The teacher will explain that the class will be
performing a skit about Rosa Parks. The class will
be re-enacting the bus scenario that Rosa Parks is
most known for.
Since the lesson will be based on theatre, the
teacher will first do theatre exercises with the
students to make them more comfortable.
Develop Understandings (Instruction):
Students would have previously learned
information about Rosa Parks, throughout the unit.
However, the teacher will review the script with
the class. Each student will have previously been
given a character. The teacher will review lines
with the students, to ensure that everyone is
prepared. The teacher will also review vocabulary
for the lesson- character, plot, setting, beginning,
middle, end.
Practice/Application:
The bulk of the lesson will be students performing
a skit. The teacher will be the narrator throughout
the skit, while the students each have their own
independent role. The skit will be about ten
minutes. After the skit, the teacher will assess
students. The teacher will ask students to identify
the beginning, middle, and end of the skit. The
teacher will also ask students to explain the
vocabulary words character, setting, and plot, as
pertaining to the skit.
Wrap-up:
After the skit and informal teacher assessment, the
class will have a discussion. The class will decide
if they think they have met expectations, or if the
skit should be performed again. The teacher will
close the lesson by thanking all students for
participating and doing a great job.
Extension:
Students can perform a skit for the other African
American Figures focused on for the lesson-
It is important for the teacher to let the
students know what they will be doing,
so that they do not feel lost. Also, it helps
students prepare for what is being asked
of them. Doing the theatre exercises will
help students become more comfortable,
and they might be more willing to
participate.
The teacher reviewing the script is an
important step, because it will help
students prepare for the skit, as well as
answer any questions students might
have. Reviewing vocabulary is another
important step because it will be easier
for students to apply the key words while
they are performing the skit, and once
they are finished.
Performing a skit is a fun way for
students to bring the material to life.
Rather than just painting a picture of
Rosa Parks or writing a poem, the skit
will really give students a feel for what
Rosa Parks endured while she was alive.
Also, applying the vocabulary words to
the skit not only helps students meet the
standard, it is also another fun way to
learn vocabulary words, rather than just
reading them, or talking about them.
As a teacher, it is important to thank
students for participating, and
acknowledging that although some tasks
might be difficult, they did a great job.
Giving students some control of the
classroom, such as asking them if they
think they met expectations, or if they
would like to go back to something.
If students enjoy doing the skit for Rosa
Parks, the same thing can be done for the
other African American figures focused
on for the unit. Additionally, students can
Frederick Douglass and Harriet Tubman. The class
can also perform the skit for parents and family.
Differentiating Instruction for EL focus student:
For a student whose English is not their native
language, the teacher can provide the student with
notecards that contain his/her lines. The teacher
can also give the student a role that does not have
many lines, so that the student does not feel
pressured.
Differentiating Instruction for a focus student with
Special Needs:
(Describe student(s) special need and relevant IEP goals.
What will you do specifically to support this student for this
lesson?)
(What will you do for those students who already "get it"
and need to be challenged in different ways?)
For a student who might seem more advanced and
might be bored with the lesson, the teacher can
give the student a bigger role. For example, this
student can help the teacher be the narrator. This
role requires more involvement and might be more
fun for a student who seems to be gifted.
choose if they want to perform the skit
for parents and family. This would also
be a great way to get parents involved in
the classroom.
(How do your choices support this student?)
Giving the student notecards can reduce
the stress of having to remember lines. It
can essentially be a backbone for the
student to rely on, if he/she needs it.
Also, giving the student a role that does
not require much speaking, can perhaps
reduce stress and pressure, and the
student might be more willing to
participate.
(How do your choices support this student?)
Providing a gifted student with a more
“advanced” role, might avoid him/her
getting bored. It might also be more
challenging, which might be what a
gifted student needs.