Lesson Plan Format for

Specially Designed Academic Instruction in English (SDAIE)

with SIOP Elements

Grade/Class/Subject: 3/ Social Studies Teacher: Nicole Galvan

Time/Duration of the lesson:  45 minutes

English Language Proficiency of Students: 

Standards: 3.2. Students describe the American Indian Nations in their local region long ago and in the
recent past.

Unit/Theme: Tongva Indians, Our Local Native American Indians

Lesson Topic: Natural Resources of the local region.

Objectives: Students will be able to identify the type of physical location and the natural resources of our
local Indians.

Content: Trace the ways in which people have used the resources of the local region.

Language: Comprehension and Collaboration. Engage effectively in a range of collaborative

discussions ( one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts,
building on others’ ideas and expressing their own clearly. Explain their own ideas and understanding in
light of the discussion.

Key Vocabulary: Natural resources, coastal area, shelter, tools

Supplementary Materials: Overhead projector, and Computer

Technology in Support of Learning: Music, Original photos of Native American Indians.

Anticipated Misunderstandings/Difficulties: Students might have difficulties in understanding that the

Indians made everything they needed by hand.
 Element Rationale
Pre­Assessment of Students’ Knowledge or Ability: 
 I will review with the students all that we learned about  I did it this way, so the class can have a
discussions of past lessons.
Native American Indians, especially about the Tongva 
Indians. I will refer to the book; “The Sign of the 
Beaver”, and how they made hunting tools and used 
them to catch small animals and fish. As a class, we will
go over how and what foods the women gathers (e.g. 
acorns, berries, and plants). 

Motivation:
I will project pictures of Tongva Indians on the board. I’m providing visual and auditory stimulations
One photo will be of a woman in front of a shelter. for the class. This will help the students to
Tools will also be presented; for hunting ( traps, and concentrate, while enjoying the native music.
arrows), gathering( baskets), and to prepare food. I will
present and describe the physical locations, food, tools
and shelters of the Tongva Indians. Music will be
playing in the background; rain and thunder sounds-
Native American Flute music.

Presentation (Instruction):
I will project a graphic organizer ( on an over head The large projection of the graphic organizer
projector). I will model for the class, how to record will help the class concentrate. This visual,
information in the correct columns. There will be four will help those students with visual problems.
columns; Physical location, food and how obtained,
types of shelter and how obtained, and types of tools and
how obtained. Below the four columns will be a section
where “ how obtained” information will be written.

Practice/Application:
 Students will be paired up. Each pair will work on
their graphic organizers. Students will work together to
find the information to finish their graphic organizers.
Native American flute music will be playing quietly in
the background.
Review/Post-Assessment:
Students will present their graphic organizers to the
class. After presentations, students are recommended to
ask any questions.
Extension:
More columns can be added to the graphic organizer.
The new columns can be on transportation and/ or
economy/trade.
Differentiating Instruction for EL:
I will have individual vocabulary lists, in both
languages, available for students. On the board, I will
have a vocabulary list along with visual aids ( pictures)
Differentiating Instruction for Special Needs:
I will have a graphic organizer with two columns only.
Students can draw or place photos in the appropriate
columns. The photos will be provided to glue on the
organizer.
In groups, the students can help each other
and discuss what information to place in the
columns. They will be reviewing all the
information they know about the Tongva
Indians.
The graphic organizer is a physical object that
they could hold, a tactile object. The students
can learn from their peers.
I added more columns for future lessons. The
class can also choose which are the new
topics.
The vocabulary lists can be reference for the
EL students, in their native language.
The option for students to place photos or
drawing in the columns can show their
understanding.