Lesson Plan Format for

Specially Designed Academic Instruction in English (SDAIE)

with SIOP Elements

Grade/Class/Subject: 4th Grade- Art Teacher: Maira Ramirez

Time/Duration of the lesson: One class session

English Language Proficiency of Students: (Before classroom instruction, teachers must understand
their students’ English language proficiency, and the language demands of the lesson’s instructional materials.)
The language demands are quite minimal as a lot of the instruction will be modeling and visuals.

Standards:
4.2.5 Convey a range of feelings through shape/postures and movements when performing for
peers
4.2.7 Demonstrate additional partner and group skills (e.g. imitating, leading, mirroring)
4.3.4 Perform and identify folk/traditional and social dances from California history.

Unit/Theme:
Japanese American Internment/Incarceration Camps

Lesson Topic: How did the Japanese Americans preserve their traditions during their time in
internment camps?

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 execute and duplicate the Japanese traditional dance,
buyo, using their own form of expression.

Language: Students will identify traditional Japanese dance words and traditional dance
movements.

Assessment:
The students’ dance performance of the buyo dance amongst their peers will demonstrate
understanding of the content and language objective.

Key Vocabulary:
Buyo
Mai
Mirroring
Shamisen
kasuminagashi, matsubanagashi, and awasegaeshi (dance movements)
Supplementary Materials:
None

Technology in Support of Learning:

YouTube video will be necessary to show the traditional Japanese dance to the students and to
help students with the music needed for the dance.

Anticipated Misunderstandings/Difficulties:
(What areas of confusion or difficulty do you anticipate students might encounter with this material? How will you
address them?)
A misunderstanding or difficulty amongst the students can be that some students might not want
to participate in the dance. In order to make sure that all students participate, asking students how
they would like to participate can be essential. If the students do not want to dance, they can play
the instrument.

Element
Describe what will happen.
Introduce the Lesson:
(Clearly identify the objectives for the lesson. Also, how will
you ensure students are engaged and can access the content?
-How will you link information to student’s lives? What will
you do to teach unknown vocabulary?)
As students are learning about life inside the
internment camps, the instructors will introduce
the focus question and ask students what cultural
tradition will they bring if they were living inside
an internment camp?
Rationale
Why did you choose to do it this way?
I chose to ask students about their own
cultural traditions as a way to relate the
lesson to their own life. It is also a way
to lead into the different types of
traditions from the Japanese culture such
as music and dance which is a great
introductory.

Develop Understandings (Instruction): It is important to have students do their

own movements to the music’s rhythm.
(How will you make input comprehensible – scaffold the
content-, convey information to be learned, and integrate the
By having the students interpret their
concept and language objectives?)
own movements reflects the buyo dance
Prior to introducing the focus question, the
as it is based on expressions which gives
instructor will play the Japanese music used during
students the understanding that any form
buyo so students can get a better understanding of
of expression is allowed in the dance.
the rhythm and sound the dance will be used. With
The introduction to the proper
the use of the music, the students will move based
movements of the buyo dance will come
on the rhythm. Once the instructor looks at the
as the students’ interpretations start to
different movements he/she will scaffold the dance
incorporate the actual movements with
by introducing simple movements such as slow
the given props.
movements with their hands and doing axial
movements with their arms. As the students are
practicing their movements the instructor will then
introduce props such as a hand towel and fan to
display different movements such as
kasuminagashi, matsubanagashi, and
awasegaeshi. Visuals of the movements will be
posted.
Practice/Application:
(What activities will help students grasp and practice
concepts/skills? How will students be grouped?)
The instructor will divide the class into three large
groups by count off. Once they are grouped have
them select a setting or a form of expression:
happiness, anger, sadness, etc. They will then be
instructed to shuffle around the room and do
simple movements that match their expression.
The instructor will make sure to give each group a
set of the props to include onto their dance.
Wrap-up:
(Review objectives and have students assess progress.)
As a wrap-up, the instructor will demonstrate a
buyo dance using a YouTube video. The instructor
will review the different movements the dancers
are doing in the video and show the similar
movements the students did to demonstrate the
similarities between both. The students will then
mirror the performance of the buyo dance as a
class.
Extension:
(How might this lesson be extended into future lessons or
other content areas?)
The lesson can be further extended to have them
do an additional artistic Japanese tradition such as
look into the musical instrument used to play in
buyo dance which is the shamisen.
Differentiating Instruction for EL focus student:
(Describe the challenges and ELD goals of this EL student.
What will you do specifically support this student for this
lesson?)
Challenges that some EL students might face as
well as other students because the music and the
movements are Japanese is not being able to
comprehend the movements. Therefore, I will
make sure to provide the movements with
modeling and visuals along with the name of each
movement.
By having the students separated intro
groups alleviates the pressure from
performing the buyo dance in front of
everyone. The use of props will make it
easier for the students to do their
movements seeing as they provide the
necessary hand expressions.
Showing the YouTube video of the buyo
dance at the very end of the lesson
provides the students with less stress of
how the actual dance was supposed to be
performed. The idea behind the buyo
dance is to show expression, and even if
the movements differ from the actual
Japanese traditional dance the students
incorporated their own form of
expression, which is much more valuable
than having them simply mirror a
choreographed dance.
The buyo dance has many different
facets and additional Japanese traditions
which includes musical instruments. The
shamishen is a great asset to the culture
as it is a unique three string instrument.
The students can create alternatives
rhythms and sounds to go with new form
of movements.
(How do your choices support this student?)
It is important to display visual cards and
have them posted throughout the
classroom so that students can reference
them as they are doing their traditional
dance. The visuals will be helpful not
only for EL students but for everyone as
it is a new language they will be
learning.
Differentiating Instruction for a focus student with (How do your choices support this student?)
Special Needs: By providing students with a kinesthetic
(Describe student(s) special need and relevant IEP goals. lesson that gives them the ability to do is
What will you do specifically to support this student for this beneficial to grasp the concept of the
lesson?) Japanese traditional buyo dance.
There will not be a great difference in instruction Students with special needs and IEP
for students who require differentiated instruction goals are supported in this lesson as it
seeing as there are visuals for auditory processing gives the flexibility to move and they
students and the activity is kinesthetic. If there are have visuals to guide their movements.
some students who do not want to participate in
the dance they can lead the group choreography or
play the shamisen.
(What will you do for those students who already "get it"
and need to be challenged in different ways?)
For those students that want to be challenged
differently they can play the shamisen or do an
alternative Japanese dance.