Topics: life journey / diversity / integration / human rights/ kindness
Level: A1 / A 2
Skills:
LOTS
remember: recall characters and settings
understand: discuss why characters are suspicious of the newly arrived
HOTS
apply: reflect on students’ friendships with peers from other countries. What do they do together? What are the benefits? and the challenges?
analyze: reflect on immigration in your Country. Why do people decide to leave their country of origin?
evaluate: discuss whether it is ok to open someone else’s suitcase
create: design a comic on same topic, different characters
Language focus: speaking and listening
Pre-reading
Activating
Prepare a story box with pictures and objects relating to the story. For example, you can include a postcard from a faraway place, a tea cup, pictures of a house in the countryside, household objects.
With older students you can project images on a whiteboard.
Discuss how the objects may relate to lesson activity and elicit any unknown vocabulary.
Show students the book cover and start discussing the characters. Ideally, your students should realize that one of the characters is not easily classifiable.
Guiding understanding
Review vocabulary relating to "household objects". Using flashcards, introduce adjectives used to describe characters, adjectives to describe objects and adjectives used for both.
Examples of adjectives you will find in the story are: dusty, tired, sad, frightened, strange, big, little, old, tiny.
Reading
Open the book and start telling the story. Telling is more personal than reading or watching a video but, depending on your type of students, you can choose either.
Ensure the reading of the story is as interactive as possible. Module your voice according to the situation, ask students to anticipate events or describe situations. Ask students to raise their hand every time they hear an adjective from the newly introduced vocabulary.
Post-reading activities
Check what your students remember of the story. Ask "who is the protagonist", "where does the story take place?", "what happens at the beginning/in the middle/at the end?".
Check what your students understood: debate why some characters are suspicious of the newly arrived.
Work on vocabulary: create grammar sets with adjectives from the story. Ask students to organize them in a Venn diagram
Create: draw an imaginary character in an imaginary setting, describe picture using adjectives from the Venn diagram
Try it oiut and let us know how it goes!
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