Lesson Plan Format for

Specially Designed Academic Instruction in English (SDAIE)

with SIOP Elements

Grade/Class/Subject: 2nd Grade, Social Studies Teacher: Ms. Rebecca Barron

Time/Duration of the lesson: 30-45 min

English Language Proficiency of Students:

The teacher will understand that their students will be at different English Language levels. Therefore, the
lesson can and should be modified according to their proficiency level. Any additional support that may
be needed such as visuals or auditory supports, will be implemented when deemed necessary

Standards:
Social Studies Common Core Standards
2.2 Students demonstrate map skills by describing the absolute and relative locations of people, places,
and environments.
1. Locate on a simple letter-number grid system the specific locations and geographic features in
their neighborhood or community (e.g., map of the classroom, the school).

Unit/Theme: Locations on a Map

Lesson Topic:
Students will learn the importance of using directions and locations on a map by reflecting on their own
locations and directions.

Objectives:

Content:
~Students will be able to identify the order of locations in their lives: that their street is within their
community or neighborhood, their community or neighborhood is within their city, their city is within
their state, their state is within their country, and their country is within their continent.

Language:
~Students will be able to explain the vocabulary terms using examples from their personal lives.
~Students will be able to describe their process of

Key Vocabulary:
State
City
Country
Map
Continent
Community/Neighborhood
Street

Supplementary Materials:
Visuals
Globe
Map of the USA
Photographs of diff communities, street names
( especially school address)

Technology in Support of Learning:

No technology will be used in this lesson.

Anticipated Misunderstandings/Difficulties:
Some areas of confusion may occur when the teacher is explaining the idea that a community or
neighborhood is within a city, a city is within a state, a state is within a country, and a country is within a
continent. This might be confusing for some students because they will not be able to visualize it at the
beginning. This will then be addressed when specific examples are given pertaining to each vocabulary
term, therefore, bringing the idea to life.

Element
Pre-Assessment of Students’ Knowledge or Ability:
Before, the teacher will ask students basic
questions such as: What country do we live in? What
state do you live in? The teacher will then have students
write down their answers on a small piece of paper
(post-it). They will then post it in a designated area of
the classroom where the teacher can quickly see the
range of answers. After this, they will have an
opportunity to verbally answer one of the questions of
their choosing. This would be the jumping point to start
off the conversation about their personal locations.
Rationale
I chose to start by asking the series of
questions so that the students will grasp the
meaning of the terms that they would need to
understand going into the activity. These
questions allow for students to apply any
knowledge that they may have pertaining to
their country and state that they live in.

Motivation:
To ensure that the students are engaged, the teacher will
start with a discussion asking students where they live.
The conversations would include asking some questions
like: What city is our school in? What city do you live
in? The teacher will build background knowledge by
sharing that some people come to the United States from
other countries. That will then lead to another discussion
relating to different backgrounds represented in the
classroom. The teacher will also make sure that the idea
that a community or neighborhood is within a city, a
city is within a state, a state is within a country, and a
country is within a continent.
I chose to start off with another discussion to
get their creative juices flowing. This would
then get them thinking about cities and
locations going into reading the story.
Presenting the vocabulary before the story is a
way for them to anticipate what is yet to
come. They will then be thinking about the
terms and remember that they were
introduced prior.

Presentation (Instruction):
I chose to have them read the story because it
The vocabulary terms will be introduced from the very will allow for them to see that a child, just
beginning when the discussions are happening. If they
have questions about the vocabulary, the teacher will
make sure to clarify the meanings of the words using
different examples. The activity will be introduced using
a text called Me on the Map by Joan Sweeny. The
teacher will gather the students in a circle on the floor
and have them listen to the story. After the story is read,
the teacher will choose volunteers to help in trying to
define the vocabulary terms on their own, since the book
was read and provided examples.
like them, can understand all of the concepts
that they were given in the beginning. The
examples that are provided in the story will
allow for students to think of their own
examples which will prepare them for the
activity.

Practice/Application:
The teacher will have students work individually during
the activity. Any students who require assistance can
work with a high student as support or in a small group
with the teacher. The students will produce the activity
pertaining to Me on the Map. This activity will consist
of students having to identify and write what continent,
country, state, city, community/neighborhood, and
street that they are a part of. Once students have
completed the flip book, they will present the activity to
a partner or small group to ensure accuracy.
I chose to have the students produce a flip
book consisting of the vocabulary terms
because it will show the relationship between
them. It will also allow them to think about
their own personal lives which always keeps
them engaged. Students love being able to
talk about themselves or share something
specifically about them.

Review/Post-Assessment:
I chose to have the students complete the
Th teacher will know if the students learned the content post-it questions again so that they could have
and language objectives by revisiting the questions from the opportunity to try again if they got the
the beginning What country do you live in? The teacher answer wrong the first time. They will be able
would also add in the question: What continent do you to show progress if they have not yet
live on? This will then ensure that they know the correct mastered the concept. I chose the quiz as
answer and have mastered the concept and terms. another part of assessment to see if the
Students will also have an opportunity to answer these activity worked in helping them identify their
questions on another post-it and post it in the designated continent, country, state, and city.
area once again. Once they are back in their seats the
teacher will allow them to share their answers with a
partner. The teacher could also give the students a short
quiz that will act as their exit slip. The short quiz would
have them identify their continent, country, state, and
city that they live in. Then it would have a question such
as: Why is it important to know where things are
located? This short quiz will let the teacher know if they
fully grasped the content and language standards.

Extension:
I chose for the students to create their own
The extension of the activity would be to create their map of their neighborhood because it will
own map of their neighborhood. Students would be able allow for them to use their own perception of
to show on paper what their neighborhood or what they see. There is no right or wrong
community looks like to them. They will be able to use answer to this map, it is just a way for them to
pictures and words to represent the different places express what they see and how they see it.
within their neighborhood. After they finish their map,
they would be able to share it with the class and describe
the place that they identified on it. This extension would
then go into the visual arts aspects by using their ability
to draw different figures.

Differentiating Instruction for EL:

The teacher can differentiate for EL students by having
them work with a higher student or in a small group
with the teacher. This will help them complete the
activity at a pace that is best for them. When they are
being able to listen to the directions at their own pace,
they will be able to understand the steps of what the
objective is.
I chose to have the EL work with a partner or
with the teacher because that will allow for
them to grasp the concepts better. The one-
on-one help usually helps them because they
receive support in everything they need to
accomplish.

Differentiating Instruction for Special Needs:

The teacher would differentiate for a student who has an
auditory problem by making sure that they are at the
front of the group when the story is being read. They
will also make sure that they are paired with someone
who they are used to so that they can clarify any
directions that they may have missed during the time
that the teacher was explaining. This will benefit them
because they will not fall behind on any directions for
the tasks that they must complete.
I chose to have them in the from of the group
next to the teacher so that they can hear the
story clearer. I also chose for them to work
with a partner so that their partner can slowly
clarify the directions pertaining to the
assignment, which in this case is the flipbook.