Zafeiriades, N.

2014
Lesson planning :
design and suggestions
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Nelly Zafeiriades, ELT School Advisor of Thrace
nelzafeir@sch.gr
www.zafeiriades.weebly.com


ELT Seminars
Komotini, Alexandroupolis, Xanthi, 16-20 October 2014
Zafeiriades, N. 2014
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Zafeiriades, N. 2014
A Lesson Plan
My Family Heritage: A Lesson for Honoring Cultures
Overview
This lesson is designed to use with The Rainbow Tulip by Pat Mora,
but can easily be adapted for other books. Students will analyze the
main character, Stella, and develop an understanding of how culture
can influence a persons thoughts and actions.

________________________________
http://www.scholastic.com/teachers
Zafeiriades, N. 2014
The Rainbow Tulip by Pat Mora

About This Book
Stella loves her family and her
Mexican heritage, but she
doesn't always like being
different from the other kids at
school. Now her class is going
to dance around the Maypole
at the school's May parade,
and Stella wants her tulip
costume to be special, even if
she won't look like the other
girls at school. Sometimes
being different can be exciting.
Theme/Subject
Elementary School
Immigration
Hispanic and Latin American
Pride and Self-Esteem

Zafeiriades, N. 2014
About this book
Grade Level Equivalent: 2.3
Lexile Measure: 310L
Guided Reading Level: M
Age: Age 6, Age 7, Age 8
Genre: Realistic Fiction
Subject: Elementary School, Hispanic and Latin American,
Immigration, Pride and Self-Esteem
Zafeiriades, N. 2014
Objectives

Students will:
Describe characters their traits, motivations,
and feelings and explain how their actions
contributed to a sequence of events
Develop an understanding of various cultures
Complete questions describing and analyzing
Stella, the main character in The Rainbow
Tulip by Pat Mora
Complete a reflection and comparison of self to
Stella
Zafeiriades, N. 2014
Materials

The Rainbow Tulip by Pat Mora
Guiding Questions and Writing Prompts for The
Rainbow Tulip (below)
The Rainbow Tulip Comparison Sheet or a Venn
diagram
Self-Reflection Questions for The Rainbow Tulip
Whiteboard or chart paper
Whiteboard markers or markers for chart paper
Zafeiriades, N. 2014
Set Up and Prepare

Post the Guiding Questions on the whiteboard or
chart paper.
Make copies of the Guiding Questions and The
Rainbow Tulip Comparison Sheet or Venn
diagram for each student.
Post or make copies of the Self-Reflection
Questions.
Zafeiriades, N. 2014
Directions
Step 1: Introduce Hispanic Heritage Month. (See the Introduction
to Bring Hispanic Heritage Month to Life: A Collection of Resources.)
Step 2: Read and review the Guiding Questions for students to think
about as you read the book aloud.
Step 3: Read The Rainbow Tulip. Stop to check for understanding
throughout the story and discuss the story and questions with your
students.
Step 4: When you are finished with the read aloud, have the
students write their own answers to the Guiding Questions. Model
how to use textual evidence when stating thoughts and answers. For
example: She feels this way because on page ___ she said
_______.
Step 5: Ask students to compare themselves to Stella using The
Rainbow Tulip Comparison Sheet or aVenn diagram to write short
paragraphs describing how they act at home and school and to
compare their values to Stellas. Students should look for similarities
and differences between themselves and Stella.

Step 6: Have students complete the Self-Reflection Questions.
Zafeiriades, N. 2014
Guiding Questions and Writing Prompts for
The Rainbow Tulip

How did Stella feel in the beginning, middle, and end of
the story? What caused those feelings?
What words would you use to describe Stella?
Did Stella change during the story? What caused her to
change?
Describe the relationship between Stella and her mother.
How did Stellas culture affect her feelings?
What is the central message or lesson of the story? Why
do you think that?


Zafeiriades, N. 2014
Self-Reflection Questions for The Rainbow Tulip

Put yourself in Stellas place. How would you
feel at the May Day parade?
Have you ever been in a situation that made you
feel different from other people? How did it make
you feel? Did your feelings change?
Why or why not?
______________________
Reproducibles
The Rainbow Tulip Comparison Sheet
Venn Diagram
Zafeiriades, N. 2014
Zafeiriades, N. 2014
Zafeiriades, N. 2014
Assess Students

Did the student answer questions accurately?
Did the student use textual evidence to support
answers?
Does the students work exhibit self-reflection?
___________________________________________
Common Core State Standards
Reading Literature
Key Ideas and Details
RL. 2.3 Describe how characters in a story respond to
major events and challenges.
RL. 3.3 Describe characters in a story (e.g., their traits,
motivations, or feelings) and explain how their actions
contribute to the sequence of events.
Zafeiriades, N. 2014
Pat Mora
i was born in El Paso, Texas, and grew up
in a bilingual home where books were an
important part of my life. I can speak and
write in both English and Spanish am I
lucky! I've always enjoyed reading all kinds
of books and now I get to write them too to
sit and play with words on my computer.

Family, Mexican-American culture, and the
desert are all important themes in my
children's books as well as in my poetry
and nonfiction for adults. Many of my book
ideas come from the desert where I grew
up the open spaces, wide sky, all that sun
and all those animals that scurry across the
hot sand or fly high over the mountains. I
also like to write about my family, like my
aunt who danced on her 90th birthday, and
my mother who wanted to be a rainbow
tulip when she was in grade school.





Zafeiriades, N. 2014
Pat Mora.
I take pride in being a Hispanic writer. I will
continue to write and to struggle to say what no
other writer can say in quite the same way. I
write, in part, because Hispanic perspectives
need to be part of our literary heritage including
children's literature and juvenile poetry. I have
strong feelings that Chicano children need good
children's books, well illustrated, and from big
publishing houses that is something I would
really like to pursue. I want to establish pride in
heritage for young Chicanos.