Literature going where i am coming from

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aliaakudmani.ak@gmail.com

OBJECTIVES
1.Cite textual evidence to support inferences
2.Analyze how a text makes connections
3.Determine the meaning of words
4.Read for a purpose
5.Summarize events.

Reread lines 1–18.
What details help you understand what life was like in Jerusalem

What details help you understand what life was like in Jerusalem
• The grandmother is wearing an embroidered Palestinian dress.
• The family moves into a second-story apartment in a stone house
surrounded by fields in which sheep are kept.
• The author is one of seven girls in the high school, because most local
girls go to Arabic-speaking schools after eighth grade.

In lines 19–23,
think about the U.S. culture from which the author comes. What do you
think this interview with the counselor does to her sense of belonging in
her new school?

In lines 19–23,
think about the U.S. culture from which the author comes. What do you
think this interview with the counselor does to her sense of belonging in
her new school?
After living in the United States, being
reprimanded for speaking to boys probably
makes the author feel like she is in a very
strange and foreign place.

VOCABULARY
WORD LINE PART OF
SPEECH
MEANING/SYNONYME EXAMPLE
embroidered to decorate cloth or clothing with patterns or pictures am embroidering this picture for my mother.
guttural produced at the back of the throat and thereforedeep: Two Egyptians
were arguing outside the room, their voices loud and
guttural.
wandering to walk around slowly We spent the morning wandering around the old part o
f the city.
enrolled to put yourself or someone else on an official list for
an activity or formembership in a group,
We have enrolled eighty children in this day-
care program.
confused
bulged out
rapped on
inappropriate
institution

SUMMARY
PARAGRAPH 1:
PARAGRAPH 2:
PARAGRAPH 3:
PARAGRAPH 4:

TITLE
AUTHOR
TYPE
GENRE
PURPOSE
THEME
MOOD
CHARACTERS
SETTING
POINT OF VIEW
FIGURATIVE LANGUAGE
PLOT
Conflict
TEXT ANALYSIS

Reread line 39.
Note Nye’s reaction to the school’s rule about boys and girls. How do
you respond to rules you think are unfair?

Reread line 39.
Note Nye’s reaction to the school’s rule about boys and girls. How do
you respond to rules you think are unfair?
“When I think rules are unfair, I get
frustrated and try to see if I can change
the rules.”

In lines 50–78
What would be the hardest adjustment for you if you attended this school?

In lines 50–78
What would be the hardest adjustment for you if you attended this school?
wearing a uniform would be a difficult adjustment.

In lines 50–78
Will Nye try to follow the rules of this school?

In lines 50–78
Will Nye try to follow the rules of this school?
Yes. After the previous
school, she knows that
there are not many
options for her.
No. She seems unwilling
to follow rules she does
not agree with. She has
already thrown her
physics book out the
window.

lines 29–35
Why is Nye asked to leave the school? In what way does the
experience affect her?

lines 34–46
Are her mother and brother happy in their new home? Explain.

lines 45–49
Why do the author and her brother let the chickens out?

VOCABULARY
WORD LINE PART OF
SPEECH
aisles
stacked
giant
conferred
insolence
puffy
fussy
flap
waggled
requesting
transfer
solemnly
stipulation

SUMMARY
PARAGRAPH 5:___________________________________________________________
PARAGRAPH 6:___________________________________________________________
PARAGRAPH 7:___________________________________________________________
PARAGRAPH 8:___________________________________________________________
PARAGRAPH 9:___________________________________________________________
PARAGRAPH 10:___________________________________________________________
PARAGRAPH 11:___________________________________________________________
PARAGRAPH 12:___________________________________________________________
PARAGRAPH 13:___________________________________________________________

Think of a time when you felt frustrated in class. What did you do to solve
the problem?

Think of a time when you felt frustrated in class. What did you do to solve
the problem?
Author’s Experiences:
She gets so frustrated
in class that she
throws her textbook
out the window
(lines 75–76).
Insights:
The language barrier
must have made Nye
feel that she couldn’t
get the help she
needed, either from
her teacher or from
her classmates.
My Experiences:
When I get frustrated in class,
I ask for help from the teacher
or another student.

Reread line 89.
What details help you to picture the Armenian houses and to
understand Armenian customs?

Reread line 89.
What details help you to picture the Armenian houses and to
understand Armenian customs?
The girls must keep their
nails trimmed and
cannot wear rings.
In the Armenian
houses, the author eats
spinach pies, white
cheese, and sesame
cakes, and she dips her
bread in olive oil.
The houses are “a thousand
years old, clustered beehive-
fashion behind ancient walls,
stacked and curled and tilting
and dark, filled with pictures of
unsmiling relatives and small
white cloths dangling
crocheted edges.”

VOCABULARY
WORD LINE PART OF
SPEECH
crocheted
bellows
falafel
pleated
scribbled
humbled
frustrated
flapping
clustered
stacked
tilting
smocks
stuffed

SUMMARY
PARAGRAPH 14:___________________________________________________________
PARAGRAPH 15:___________________________________________________________
PARAGRAPH 16:___________________________________________________________
PARAGRAPH 17:___________________________________________________________
PARAGRAPH 18:___________________________________________________________

Reread line 118.
Think of a serious conversation you have had with friends. Based on how you
felt afterward, how do you think Nye might have felt after having this
conversation?

Reread line 118.
Think of a serious conversation you have had with friends. Based on how you
felt afterward, how do you think Nye might have felt after having this
conversation?
After seeing the barbed
wire separating Jordan from
Israel, she has a serious
conversation with friends
about the fighting in the
world.
Insights:
This conversation
might make the
author feel angry,
sad, hopeless,
resentful, or
introspective.
My Experiences:
When I talk to my friends
about serious topics, we
sometimes argue or
realize that we think the
same way.

VOCABULARY
WORD LINE PART OF
SPEECH
intricate
interweaving
cultures
barbed
wire
bleak
uninhabited
blows
shrugged
separating

SUMMARY
PARAGRAPH 19:___________________________________________________________
PARAGRAPH 20:___________________________________________________________

TITLE
AUTHOR
TYPE
GENRE
PURPOSE
THEME
MOOD
CHARACTERS
SETTING
POINT OF VIEW
FIGURATIVE LANGUAGE
PLOT
TEXT ANALYSIS

Reread line 143.
Note Nye’s reaction to her friend’s problem. In what ways is she
being affected by her experiences in Jerusalem?

Reread line 143.
Note Nye’s reaction to her friend’s problem. In what ways is she
being affected by her experiences in Jerusalem?
She is also becoming angry at some of
the cultural differences she sees.

What details help create a sense of place?

What details help create a sense of place?
Woven mats
and brightly
covered
mattresses
are piled on
the floor.
Shepherds pass
through town with
their multicolored
flocks.
Chickens
and
donkeys
roam
freely.
Rice and eggplant
are served on silver
trays with wheels of
bread ripped into
triangles.

VOCABULARY
WORD LINE PART OF
SPEECH
dignitaries
modest
beat-up shoes
sweatshirts
symphony
orchestra
patriotic
citizen
shipped off
refuse
sobbing
stroking
emigrated

SUMMARY
PARAGRAPH 21:___________________________________________________________
PARAGRAPH 22:___________________________________________________________
PARAGRAPH 23:___________________________________________________________
PARAGRAPH 24:___________________________________________________________
PARAGRAPH 25:___________________________________________________________
PARAGRAPH 26:___________________________________________________________
PARAGRAPH 27:___________________________________________________________

_ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _

OBJECTIVES
1.Solve the problem of Naomi
3.Summarize events.

What problems can you see in these 5 pictures?

Problem definition
“ How can I……………………...?”

Naomi`s Story……
Problem definition
“ How can I……………………...?”
“How can Naomi……………..?”
“How can the father/ mother/ brother Others)…..?

Summary
3,850 words
44 sentences only!

Summary
Pg. 396
1. Naomi and her family just moved from the USA
to Jerusalem.
2. Naomi enrolled in a high school in Ramallah.
3. Naomi was called to the office of the school
counselor.
4. Unlike Naomi`s old school, it is an inappropriate
behavior in the new school to talk to boys.

Summary
Pg. 397
5. There were 7 girls only at the school and Anna , the Italian,
was her best and only friend.
6. Nomi does not understand the new rule.
7. The counselor conferred with the headmaster and sent
Naomi home with a transfer request.
8. Naomi is asking her brother about his school rules.
9. Naomi`s brother is reminiscing his old days in the USA.
10.When feeling sad, Naomi and her brother would play with
chicken.
11.Naomi`s father enrolled her in an Armenian school.
12.At the beginning the school refused to take Naomi in until her
father discussed the problem with the headmaster.

Summary
Pg. 399
13. Naomi`s classmates started to call her Shihabian.
14. The hands and nails must be clean when checked in this
school.
15. Naomi described the lifestyle of the Armenians.
16. Naomi used to attend the Arabic classes in the KG every
afternoon.
17. Naomi found some difficulties in learning Arabic and the
children helped her.

Summary
Pg.400
18. People have different ideas and think that
fighting solve problems.
19. Fighting and war can happen anywhere around
the world.

Summary
Pg. 401
20. After school, Naomi and her brother would spend time in the
refugee camp playing with kids
21. Naomi and her brother wish they could return back to the
united states
22. Naomi learns that people in Jerusalem don`t usually say “NO” to
their parents.
23. Naomi`s family would spend the weekends with relatives who
treated them like movie stars.
24. Naomi`s father would translate to her the stories told in Arabic
during the family gatherings.

Summary
Pg. 402
25. Naomi used to cry noiselessly.
26. Naomi`s father would make
excuses to people on why she cries to
help her.

Problem Solving
WORK IN
5 GROUPS
5 PERSONSIN EACH

Problem Solving
1.What is the problem?

Problem Solving
1.What is the problem?
How canI…… ?
How canNaomi……. ?
How can others ( father/ mother )…. ?
How can others ( friends)…. ?
How can others ( brother / relatives)… .?

Problem Solving 1.What is the problem?
How can I…………?
How Can Naomi………..?
How can Naomi`s parent`s…….?
How can Naomi`s relatives…….?
How can Naomi`s friends……..?

Problem Solving
2. What are the possible
solutions to the problem?

Problem 1:
How can
I
?
Solution 2:
Solution 1:
Solution 4:
Solution 5:
Solution 3:
Problem Solving
2. What are the possible solutions to the problem?

Problem 2:
How can
Naomi
?
Solution 2:
Solution 1:
Solution 4:
Solution 5:
Solution 3:
Problem Solving

Problem 3:
How can
Naomi`s
parents
?
Solution 2:
Solution 1:
Solution 4:
Solution 5:
Solution 3:
Problem Solving

Problem 4:
How can
Naomi`s
relatives
?
Solution 2:
Solution 1:
Solution 4:
Solution 5:
Solution 3:
Problem Solving

Problem 5:
How can
Naomi`s
friends
?
Solution 2:
Solution 1:
Solution 4:
Solution 5:
Solution 3:
Problem Solving

Problem Solving
1.What is the
problem?
2. What are the
possible
solutions?
1.
2.
3.
4.
5.
How Can Naomi………..?
How can Naomi`s
parent`s…….?
How can Naomi`s
relatives…….?
How can Naomi`s
friends……..?

Problem Solving
3. What are the
consequences for each
solution?

Problem 1:
How can
I
……..?
Solution1:
Consequence 2:
Consequence 1:
Consequence 4:
Consequence 5:
Consequence 3:
Problem Solving
3. What are the consequences for each solution?

Problem 2:
How can
Naomi……..?
Solution1:
Consequence 2:
Consequence 1:
Consequence 4:
Consequence 5:
Consequence 3:
Problem Solving

Problem 3:
How can
Naomi`s
parents
……..?
Solution1:
Consequence 2:
Consequence 1:
Consequence 4:
Consequence 5:
Consequence 3:
Problem Solving

Problem 4:
How can
Naomi`s
relatives
……..?
Solution1:
Consequence 2:
Consequence 1:
Consequence 4:
Consequence 5:
Consequence 3:
Problem Solving

Problem 5:
How can
Naomi`s
friends
……..?
Solution1:
Consequence 2:
Consequence 1:
Consequence 4:
Consequence 5:
Consequence 3:
Problem Solving

Problem
Solving
1.What is
the
problem?
2. What
are the
possible
solutions?
1.
What are the
consequences
of the solution?
Consequence 1
Consequence 2
Consequence 3
Consequence 4
Consequence 5
2.
3.
4.
5.
How Can
Naomi………..?
How can
Naomi`s
parent`s…….?
How can
Naomi`s
relatives…….?
How can
Naomi`s
friends……..?

Problem Solving
4. Based on the results,
is it a good solution?

Problem Solving
4. Based on the results, is it a good solution?
Problem 1
Solution
4
good Bad
Solution
1
good Bad
Solution
3
good Bad
Solution
2
good Bad
Solution
5
good Bad

Problem Solving
Problem 2
Solution
4
good Bad
Solution
1
good Bad
Solution
3
good Bad
Solution
2
good Bad
Solution
5
good Bad

Problem Solving
Problem 3
Solution
4
good Bad
Solution
1
good Bad
Solution
3
good Bad
Solution
2
good Bad
Solution
5
good Bad

Problem Solving
Problem 4
Solution
4
good Bad
Solution
1
good Bad
Solution
3
good Bad
Solution
2
good Bad
Solution
5
good Bad

Problem Solving
Problem 5
Solution
4
good Bad
Solution
1
good Bad
Solution
3
good Bad
Solution
2
good Bad
Solution
5
good Bad

Problem
Solving
1.What is
the
problem?
2. What
are the
possible
solutions?
Is it a good
solution
Yes
No
1.
What are the
consequences
of the solution?
Consequence 1
Consequence 2
Consequence 3
Consequence 4
Consequence 5
2.
3.
4.
5.
How Can
Naomi………..?
How can
Naomi`s
parent`s…….?
How can
Naomi`s
relatives…….?
How can
Naomi`s
friends……..?

Thinking of Thinking
 What stepsdid wefollowto find outthe solution?

Thinking of Thinking
Is itpossible to modify the steps andimprove
the process? why? How?

If you were one of the author’s relatives, how would you feel if you
saw her crying?

If you were one of the author’s relatives, how would you feel if you
saw her crying?
I would feel concerned, worried and responsible

Why does Nye’s father make up excuses for her crying?

Why does Nye’s father make up excuses for her crying?
Her father can’t tell her relatives that she is crying because
she wants to go home. It would hurt their feelings.

Do you agree with Nye’s father when he says that later she will
“have no idea” what made her so unhappy? Explain.

Do you agree with Nye’s father when he says that later she will
“have no idea” what made her so unhappy? Explain.
Yes. She is overwhelmed by the
differences between Jerusalem
and the United States. Later
she will come to appreciate
these differences and see them
as enriching her life.
No. She may look back on the
experience as a positive one, but the
fact that she has written this vivid
memoir describing her feelings
shows that she never forgot what
made her unhappy.

VOCABULARY
WORD LINE PART OF
SPEECH
stained
taboon
mounded
billow
jags
valiant
overtired
homesick
stony
splendor

SUMMARY
PARAGRAPH 28:___________________________________________________________
PARAGRAPH 29:___________________________________________________________
PARAGRAPH 30:___________________________________________________________

What is it about Jerusalem that makes Nye feel sad and angry?

What is it about Jerusalem that makes Nye feel sad and angry?
She becomes sad when she sees the Jerusalem skyline on her
way to school, perhaps because it looks so different from the
United States. She is tired of being stared at and has been in
fights with boys. Jerusalem depresses her

Reread lines 194.
Which of your own experiences can help you understand what Nye is
feeling?

Reread lines 194.
Which of your own experiences can help you understand what Nye is
feeling?
While talking to her father
about her unhappiness
about feeling out of place
in Israel, she realizes that
she is also trying to deal
with growing up.
Insights:
The realization that
she can no longer be a
carefree child is
difficult for her to deal
with and accept.
My Experiences:
Sometimes when I feel lonely
and confused, I find it difficult
to ask my parents for help.

(lines 175–183)
What does the author do on her way to school? Why?

(lines 184–188)
Why has the author been in fights?

(lines 189–192)
Why does her father want her to be more like her brother?
Why does she say she can’t be more like him?

VOCABULARY
WORD LINE PART OF
SPEECH
brocade
oud
sprawled
pockmarked
texture
incense
broody
steering
anthem
skirmishes
almonds
reckless
gypsies

SUMMARY
PARAGRAPH 31:___________________________________________________________
PARAGRAPH 32:___________________________________________________________
PARAGRAPH 33:___________________________________________________________
PARAGRAPH 34:___________________________________________________________
PARAGRAPH 35:___________________________________________________________
PARAGRAPH 36:___________________________________________________________
PARAGRAPH 37:___________________________________________________________

OBJECTIVES
1.Predict the upcoming events
3.Summarize events.

Summary
What subject are you going to study
in the next period?
Guess
1. It might be…..
2. It might be…..
3. It might be ….
4. It might be ….
5. It might be…..

Summary
What subject are you going to study
in the next period?
Guess
1. It might be….. because
3. It might be …. because
4. It might be …. because

Summary
And the actual schedule is……

Summary
Pg. 403
27. Naomi`s father promised her that one day
she will forget why she was unhappy.
28. Naomi`s new anthem was that she wanted
to go home.
29. Naomi`s father is comparing her to her
brother.
30. Naomi tried playing a gypsy role for fun
using a classic dress.

Summary
Pg. 404
31.
32.
33.
34.
35.
36.
???????????
Let`s predict what will happen next

Prediction
WORK IN
5 GROUPS
5 PERSONSIN EACH

Prediction
1. What isthe possibleprediction(whatmight happen)?
5 MINUTES

Prediction
1. What isthe possibleprediction(whatmight happen)?

Prediction
2. What evidence is available thatis relevant to whetherthe
prediction is likely?
PREDICTION 1: EVIDENCE 2:
EVIDENCE 1:
EVIDENCE 4:
EVIDENCE 5:
EVIDENCE 3:

Prediction
EVIDENCE 1:
EVIDENCE 4:
EVIDENCE 5:
EVIDENCE 3:

Prediction
3. Based on theevidence, is theprediction likely, unlikely?
PREDICTION
1
Likely Unlikely
PREDICTION
3
Likely Unlikely
PREDICTION
4
Likely Unlikely
PREDICTION
5
Likely Unlikely
PREDICTION
2
Likely Unlikely

Listen to find out
if your prediction is correct
Prediction

SUMMARY
PARAGRAPH 31:___________________________________________________________
PARAGRAPH 32:___________________________________________________________
PARAGRAPH 33:___________________________________________________________
PARAGRAPH 34:___________________________________________________________
PARAGRAPH 35:___________________________________________________________
PARAGRAPH 36:___________________________________________________________
PARAGRAPH 37:___________________________________________________________
Listen to summarize

How is Texas different from Jerusalem?

How is Texas different from Jerusalem?
Texas is “big and warm.” Nye’s family no longer has
to huddle around a space heater. Houses and jobs
are easy to find. In the grocery store, there is a
variety of food.

In lines 242–247,
how has the year away changed the author’s sense of
belonging?

In lines 242–247,
how has the year away changed the author’s sense of
belonging?
Now that she is in Texas, she misses Jerusalem. She
is not quite sure where she belongs.

(lines 243–247)
What does Nye keep remembering and wondering?
Why?

(lines 242–243)
What has she learned about belonging?

VOCABULARY
WORD LINE PART OF
SPEECH
muezzin
mosque
rumbles
cracked
roomy
burst out
bass
dusky
flapping
meteors
streaked
swooping
belonged

Assignment
Make a story poster that
includes as many information on
the story as possible.
Use illustrations, too.

Literature going where i am coming from

Literature going where i am coming from

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