LESSON PLAN FORMAT

Lesson Title: Under the Royal Palms Vocab Mini-Lesson

Name
Rosaleen
Faggiano
Donna Kiessling

Date
11/13/2014

Grade /Age
Grade 6
Age ~11

Number
2 groups; 4
students per
group

Length
30 minute minilesson for each
group

Context
The first group of four students is comprised of 6th grade students who are approximately 11
years old. There are two girls and two boys in this group. They are all literate native Spanish
speakers, and they are at a WIDA level 4 in English.
The second group of four students is also comprised of 6 th grade students who are
approximately 11 years old. There are 3 girls and 1 boy in this group. They are literate native
Spanish speakers. They are at a WIDA level 3 in English.

The vocabulary in this lesson will be taught in the context of a Language Arts class. The
vocabulary will be taught prior to beginning the book Under the Royal Palms by Alma Flor Ada.
The vocabulary lesson will be used to prepare students for the words they will encounter in the
text so that they can feel more confident and comfortable when they come across these words.

Rationale
The text Under the Royal Palms is an ideal text to use with this population of students in both
groups. The book is an autobiography that explores the authors childhood memories from
Cuba. Both groups of students will find this text engaging because of the connections to
another country and the exploration of childhood. Since the students are all literate native
Spanish speakers they will be able to use some of their Spanish reading skills when they come
across certain parts of this text. For example, on page 11 of Under the Royal Palms there are
excerpts in both English and Spanish. There are also a few Spanish words sprinkled throughout
the text.
The language and content in this book will help the students make a connection to the ways
that they can discuss and share their own experiences. The story retells childhood memories,
and having access to this type of language will help the students build the knowledge of how to
talk about their childhood experiences, particularly if they are from another culture. As Vardell

suggests, Finding books that are culturally connected to the lives of the students is an
important variable in building a beginning library that is both reassuring and relevant for English
Learners (p. 736). These students will find a cultural and personal connection to having a
childhood that has spanned more than one country.
Vardell (2006) states that Highly visual books help provide scaffolding as students begin by
reading the pictures (p. 735). This book contains several photographs that will help scaffold
student learning and can especially assist students at the WIDA level 3 connect to the text. For
example, on page 86 of the text there is a photo of the authors family relaxing together on the
porch. There are many photos of the author and her family that can help the students relate to
the author and the text.
Reference:
Vardell, S. M., Hadaway, N. L., & Young, T. A. (2006). Matching books and readers: Selecting
literature for english learners. Reading Teacher, 59(8), 734-741.

Standards
Standard
Determine the meaning of words and phrases
as they are used in a text, including figurative
and connotative meanings, analyze the impact
of a specific word choice on meaning and tone
(MA Curriculum Frameworks (2011): English
Language Arts and Literacy Reading Standards
for Literature 6-12)
English language learners communicate for
social and instructional purposes within the
school setting. (WIDA ELD Standard 1)

Activity
The closing activity will ask students to use the
specific vocabulary words that were taught in
the lesson. The activity will ask students to
either create a meaningful sentence using the
word, or it will ask them to select the
appropriate vocabulary word that completes
the sentence.
The opening activity will ask students to
discuss a childhood memory, either orally or
through a drawing. This activity will require
students to use language in a social way to
communicate to their peers about a childhood
memory. The developing activity will allow
students to use language in an instructional
purpose when they are asking questions and
clarifying information about the vocabulary
words.

The language of Language Arts: English

2

language learners communicate information,

ideas, and concepts necessary for academic
success in the content area of language arts.
(WIDA ELD Standard 2)

The vocabulary words that the students will be

learning will be used in the text Under the
Royal Palms. Learning the vocabulary words in
this lesson will prepare the students for
academic success in language arts because
they will be prepared when they come across
these difficult words in the text. They will also
be engaged and motivated in the text after
connecting it to their own memories from
when they were little.

Prior knowledge and new learning

In earlier lessons, students will have acquired the skill of defining words. They will understand
the concept and language used to define specific words in a text. For concepts, the students will
already know that a definition is usually structured as such (word: definition). They will have
been taught this structure in previous lessons. The students will also understand the language
that is typically used to discuss definitions (this word means)

The new content the instructor will be teaching is the five new vocabulary words. The
instructor will also informally be introducing the concept of retelling a story or a childhood
memory in the opening activity. However, the core of the lesson will be focused on specifically
teaching these students five new vocabulary words that appear in the text Under the Royal
Palms.

Understandings
By the end of this lesson students should be able to understand the five newly defined words
that were discussed in the lesson. The students should understand the definition and also the
appropriate sentence context in which to use these words. The will also be beginning to
understand how to discuss a memory, however that will be in the opening activity and will not
be the primary content of the lesson.

Objectives
Content Objectives
The core content of the lesson for both groups is that that the students will know the meaning
of the five vocabulary words below. We will measure the outcome of this objective by asking
students to complete a specific task with these words. The task will be differentiated based on
the group, and the task will be specifically oriented to asses if the students understand the
word and how it is used in context.
Vocab Words:
Trinkets: small items of little value
Humble: not rich or important
Meticulous: extremely careful and exact
Figurines: small molded or sculpted statues
Accessible: easy to get
Language Objectives
In order to participate fully in this lesson, students should be able to understand the language
that is used to describe definitions. This will be prior knowledge as discussed above.
For the WIDA level 4 students, they will use language to orally describe a memory from their
past. This will require them to use past tense language which the instructor will assess while
they are speaking. In order to demonstrate their knowledge of the vocabulary content,
students in the WIDA level 4 group should be able to write a sentence that uses the new word
in the correct context.
For the WIDA level 3 students, they will use their reading skills to recognize and identify the
correct sentential context for a newly defined word. The instructor will assess their ability to do
so by reviewing the completed worksheet after the closing activity.

Materials
Book: Under the Royal Palms
Ada, A. F. (1998). Under the royal palms : A childhood in cuba (1st ed.. ed.). New York: New York
: Atheneum Books for Young Readers.
Other Materials:
-Paper for WIDA level 3 students to draw a picture relating to a childhood memory in
opening activity
-Whiteboard/blackboard/easel and writing utensil to write the definitions on
-Paper for the WIDA level 4 students to write down the definitions
-Paper for the WIDA level 4 students to write down their sentences for the closing

activity
-Worksheet with definition and fill in the blanks for WIDA level 3 students to learn the
definitions
-Worksheet with sentences and fill in the blanks for WIDA level 3 students to use during
the closing activity

Class Activity during Small Group Instruction

Under the Royal Palms is written as an autobiography, and the group mini-lessons will start to
prepare them for reading that text. In order to further prepare students for this genre, the students
will be asked to create a life map while the other students are in the mini-lesson. The students will
have 30 minutes to complete a map using pictures and words that will guide someone through
their life. They can make it about a specific event or the students can include a more comprehensive
history about themselves. They will be given paper and colored pencils to work on this activity while
the mini-lessons are happening.

Procedure (The How)

Opening
1) The lesson will begin with the instructor asking the students to orally respond to the question
What is your favorite memory from when you were little?
a) For the group of WIDA level 4 students, they will be given a minute to think
about their answer and a minute each to respond orally and share with their
peers a favorite childhood memory. This activity should take a total of 5 minutes.
b) For the group of WIDA level 3 students, they will be given 2 minutes to draw an
image of their favorite childhood memory. 3 minutes will be provided for any
volunteers to share their drawing and describe it orally if they feel comfortable.
This opening activity will prepare students for the subject matter that is covered in the text
Under the Royal Palms. It will also help them make a personal connection to the idea of
retelling a story from their past.
2) The instructor will then explain to the students that this lesson they are about to do will
provide them with more words that they can use to help describe their past. The instructor will
also explain that these words will appear in a new text that they will be reading, Under the
Royal Palms. The instructor will present them with the text at this time. This explanation should
take a total of 5 minutes, including handing out the text.
5

Development
1) The first activity that will follow the opening will be to go through the definitions for
each of the new words one by one. The instructor will write and orally say the student
friendly definitions for each word on the board while explaining them to students
(student friendly definitions appear in the content objectives section). This portion of
the lesson should take between about 8 minutes.
a. The WIDA level 4 group should be writing down the definitions along with the
instructor.
b. The WIDA level 3 group will be provided a worksheet with the definitions already
written down. They will be expected to be writing the appropriate word next to
the appropriate definition.
2) After completing the definitions, the instructor will allow 2 minutes for students to ask
any clarifying questions they may have about the words. If students do not volunteer
questions, the instructor can ask a prompting question such as Do any of you have a
trinket at home? Is it good to be meticulous when you are taking a test?
Closing
The closing activity will require students to recall the definitions and use those words
appropriately in a sentence. The closing activity will take about 10 minutes to complete.
a) The WIDA level 4 students will be asked to write an original sentence for each of the
words that were discussed in todays lesson.
b) The WIDA level 3 students will be given a worksheet that contains five sentences. In
each of the sentences there will be a missing word that will correspond to one of the
vocabulary words that was discussed. Students will be encouraged to use their
definitions to help fill in the correct word to the corresponding sentence.

Assessment
A formative assessment will occur during the development section of the lesson. When the
instructor asks for any clarifying questions, he or she will assess students ability to understand
the words by the types of questions they ask. If the instructor needs to prompt the discussion
during the question section, the instructor will also assess the ability for the students to answer
those questions.
The summative assessment will occur after the students have completed the closing activity.
The instructor will evaluate if students were able to understand and internalize the vocabulary
based on their independent work during that time.
a) The WIDA level 4 students will be assessed on their ability to write an appropriate

sentence
b) The WIDA level 3 students will be assessed on their ability to correctly fill in the
blank to the corresponding sentence.

Extensions
Within the lesson:
a) The WIDA level 4 students will be encouraged to write more sentences using these new
vocabulary words, but as an extension they will be encouraged to write a sentence or
two about a childhood memory. This will help connect further to the book that they will
be reading and will help improve their motivation and engagement with the text.
b) The WIDA level 3 students will be encouraged to draw a picture from their childhood,
and prepare an oral description of the photo that uses the new vocabulary word. This
will help connect to the content of the book that they will be reading and it will help
improve their motivation and engagement with the text.
Beyond the lesson:
For the next lesson, all students will be encouraged to make note of where these
vocabulary words are used in the text when they are reading. They will be able to use
the knowledge of these words to inform their new learning about the content of Under
the Royal Palms. Students of both levels will be encouraged to copy down the sentence
from the book where one of the vocabulary words that were covered in this lesson
appears.