Refugee Boy Notes

Spelling Bee & Holiday Homework

  • Spelling Bee Round 1 today.

  • Independent reading.

  • Holiday homework: read Refugee Boy.

Diagnostic Snapshot

  • Diagnostic Snapshot to be completed by Tuesday, 25th. The IXL window closes after this date.

  • Grade 8: Complete snapshot on Monday/Tuesday.

  • Grade 10B: Complete snapshot during Tuesday’s lesson.

  • Grade 10C: Complete snapshot during mentor times, PS (tomorrow P5) and any other free time/homework.

Spelling Bee Process

  • Order will be determined by student preference or alphabetical order.

  • Everyone needs to participate.

  • Words will be chosen randomly using a spinner.

  • Face the front; do not look at the board.

  • Definitions will be provided upon request.

Unit 4 - Refugees (Grade 8)

  • Statement of Inquiry (SOI): Literature can enable us to explore other people's perspectives.

Refugee Word Bank

  • Exile, fugitive, alien, émigré, expatriate, emigré, patriot, evacuee, deportee

  • Expat (british), outcast, pariah, loyalist, castoff, help

  • Border, Country, Immigrant, Asylum

  • Crisis, Migrant, Poor, Journey

  • Tragedy, Camp, Border, Grief

  • People flee from violence, war, hunger, extreme poverty, sexual or gender orientation, climate change, or natural disasters.

  • Migrating to a safer country to escape war or racism.

  • The word refugee carries a sad yet empathetic connotation.

  • It suggests vulnerability and resilience.

  • It is often seen through a humanitarian lens.

  • It can also carry political weight depending on context.

Synonyms for Refugee

  • Immigrant, Emigrant, Displaced Person, Asylum Seeker, Runaway, Fugitive, Forcibly Moved Person, Forcibly Displaced Person

  • Example 1: People from Sudan escaping war are refugees.

  • Example 2: A man from Nigeria seeking food due to famine is a refugee.

Refugee Word Bank Expansion

  • Synonyms / Related Words:

    • Asylum seeker

    • Displaced person

    • Migrant

    • Immigrant

    • Exile

    • Foreigner

    • Stateless person

    • Evacuee

  • Places / Situations related words:

    • Refugee camp

    • Border crossing

    • War zone

    • Host country

    • Homeland

    • Safe haven

    • Conflict zone

    • Resettlement center

  • Emotional / Social Words:

    • Displacement

    • Trauma

    • Fear

    • Hope

    • Loss

    • Belonging

    • Isolation

    • Courage

    • Adjustment

    • Survival

Key Concepts - Perspective

  • Statement of inquiry: Literature can enable us to explore other people's perspectives.

  • Related concepts: Context, theme, style

  • Global context: Fairness + Development (Power + Privilege)

  • Inquiry questions:

    • Factual: Why do people become refugees? What is life like for refugees? What stylistic features are used in novels and how are they used?

    • Conceptual: In what ways can a book help us relate to other perspectives?

    • Debatable: Are refugees given fair coverage in the media? Are they victims or plagues?

  • Key Vocabulary:

    • immigration

    • permission

    • investigation

    • asylum

    • refugee

    • human rights

    • mongrel

    • atmosphere

    • persecution

    • adjudicator

    • compassionate

    • idyllic

    • intimidated

    • political

Expats vs. Immigrants

  • Differentiating between expats and immigrants.

Free Writing Prompts

  • My favorite place in the world is…

  • A place that feels like home is…

  • A place I don’t/didn’t feel comfortable is…

Practical Learning (PL) & Next Steps

  • Care, consideration, and sensitivity when dealing with serious topics.

  • First 20 mins: 10 minutes reading/re-reading Refugee Boy, 10 minutes IXL Test Monday.

  • Next learning (NLs) for low scores (non-completion of homework).

  • PLs for high scores.

Mind Maps: Connecting Concepts

  • Create mind-maps to connect words like immigrant, refugee, emigrant, expat, economic migrant, foreign worker.

  • Identify similarities, differences, and connotations.

Geographical Exercise

  • Whiteboards exercise: put the continents in place.

  • Statements: "My maternal grandmother was born in…", "I was born in…", "I have moved to…", "I would like to live in…"

  • Memorize moves and move quickly without speaking/touching.

  • Discuss: What does it mean to be a citizen of the world?

"I am/I am not…." Exercise

  • "I am/I am not…." "Because…"

  • Categories: Immigrant, Emigrant, Refugee, Expat, Economic migrant, Foreign worker

Learning Objectives (LO)

  • What do we learn about the experiences of refugees?

  • How can we use language to articulate and express the difficulties refugees must go through?

  • How can we persuade others to treat refugees well?

Comparative Phrases

  • Explain the differences and similarities between the words immigrant, expat, foreign worker, and refugee.

  • Use at least 4 comparative words/phrases.

  • Peer assessment.

Key Questions: Refugee vs. Immigrant

  • An immigrant chooses to leave their country.

  • A refugee is compelled to seek asylum.

  • Create a key words list for the unit, starting with Refugee, Immigrant, Asylum.

Video Analysis - See, Think, Wonder

  • Three columns: See, think, wonder.

  • Individually: Record observations in the ‘see’ column.

  • Pair up, discuss, and write down think and wonder sentences.

  • Examples: “It makes me think that…”, “I think that…”, “It makes me wonder…”, “I wonder if…”

  • Goal: get the most ‘think/wonder’ sentences.

Thinking Routine - See, Think, Wonder

  • See:

    • What are the things that you see, observe or notice in this animation?

  • Think:

    • What does it make you think will happen next?

    • Why do you think this might have happened?

  • Wonder:

    • What does it make you wonder?

Vocabulary List - Image Association

  • Write down as many nouns and adjectives as you can for each image.

  • Two minutes per image.

Synthesizing Vocabulary

  • As a pair, write a paragraph using nouns/adjectives: "In general, people treat refugees…. We think that the life of a refugee is ……… We think people become refugees because…. We should try to help refugees because….. The best way to help refugees would be….."

  • Use rhetorical devices- create a one-sentence slogan, persuading us to help refugees.

  • Pair with the best ideas and the most persuasive slogan wins!

Learning Objectives and Focus

  • Understand some of the challenges that refugees face.

  • Think about what we can do to help refugees and the difficulties they face.

  • Practical Learning (PL): effort.

  • A lot to take in, a lot to write down.

Reading Comprehension

  • Corrections- ignore the school question, Who is Ruth- write down the correct answer

Free Writing - See, Think, Wonder (Refugee Camp in Vucjak, Bosnia)

  • Use the See, Think, Wonder routine.

Researching Conflicts

  • Why have these two countries been at war?

  • Which side do you sympathize with most?

  • Do you know any other situations that it is similar to?

  • What would it be like for people stuck between the two countries?

Research Activity

  • In pairs, spend some time researching the issue of global refugees:

    • Where do people go from/to?

    • What statistics can you find for 2024?

    • What kinds of challenges or dangers do refugees face?

  • Use the 5Ws and 1H.

  • Vote- which conflict/dispute has your interest?

  • Work in pairs, or individually with Maps, Infographics, Images, Key Words, and Statistics.

Poster Task

  • ATL SKILL: Thinking - VIII: Critical thinking skills (gather and organise relevant information to formulate an argument)

  • Demonstrate critical thinking skills by formulating an argument on a conflict and its impact on refugees.

  • Step 1: Choose a conflict/dispute (of the last 20 years), then a subtopic

  • Step 2: Collect and organise information

  • Step 3: Formulate an argument

  • Step 4: Decide on the tool used to create the poster

  • Step 5: Present

  • What should we include:

    • Information

    • Maps, Infographics

    • Images

    • Key Words

    • Statistics

Poster Task: Subtopics

  • Historical Background: Highlight the historical context of the conflict between Eritrea and Ethiopia, including the roots of the conflict, key events, and contributing factors.

  • Political and Ethnic Tensions: Discuss the political and ethnic tensions that have fueled the conflict, including issues related to governance, territorial disputes, and ethnic identity.

  • Human Rights Violations: Address the human rights violations that have occurred as a result of the conflict, such as displacement, forced conscription, and restrictions on freedom of movement and expression.

  • Impact on Refugees: Explore the impact of the conflict on refugees, including the reasons for their displacement, challenges they face in seeking asylum, and the conditions of refugee camps.

  • International Response: Evaluate the response of the international community to the conflict, including diplomatic efforts, peacekeeping missions, and humanitarian aid.

  • Long-term Solutions: Propose potential long-term solutions to the conflict, such as dialogue, mediation, and reconciliation efforts, and discuss the role of education and youth empowerment in promoting peace and stability.

  • Personal Stories: Share personal stories or testimonies of individuals affected by the conflict, such as refugees, displaced persons, or activists working for peace and reconciliation.

Practical Learning and Rewards

  • Today’s Practical Learning (PL): persistent, consistent staying on task.

  • Today’s rewards:

    • Last 20 minutes: (1) Writing P>E>A>L paragraphs. (2) IXL and/or reading time

    • Reward Plus: Above, plus candies.

Understanding Refugee Boy - Themes and Ideas

  • How can we gain an empathetic understanding of the experiences and difficulties of being a refugee?

  • Using Carol Ann Duffy’s Poem Foreign for ideas.

Starter Activity

  • What does the word ‘foreign’ mean?

  • What are all the connotations around this word? Are they positive or negative?

  • Create a quick mind-map

  • A time I felt foreign…

  • Discuss and share on your table a time that you felt ‘foreign’ - what happened/why were you foreign/how did it make you feel?

Descriptive Writing Review

  • In pairs…

  • Think of the first time you came to Qatar (or first visit to another country)…

  • Write a descriptive paragraph detailing the experience…

  • Winning description?

Example Descriptive Writing

  • Example provided of descriptive writing detailing sensory experiences in a new place.

Examining the poem 'Foreign'

  • Each group takes a stanza each

  • What do you learn from your stanza about the experience of the foreigner’s life in the poem ‘Foreign’?

  • Write your answer together on a whiteboard

  • Perform the stanza, including reading the text

Synthesis Activity

  • From both the poem 'Foreign' and my own experiences, I think that being foreign is….

Introduction to Refugee Boy - Benjamin Zephaniah

  • Title and Author information.

Exploring Identity

  • Create a quick mind-map about your identity. Examples include: religion, ethnicity, etc.

  • Put circles around each word.

  • Increase/decrease the size of the circle based on how important it is to you.

  • Feedback.

Reading the Prologue of Refugee Boy

  • Read through the Prologue - what is happening?

  • What is the effect of there being two different versions of it?

  • Start your journal / diary as if you are Alem. Record what happened, what you are feeling, and what you think might happen next. Dear Diary…

Performance Activity

  • Performances involving Alem, father, mother, and soldiers with various lines.

  • Example lines include: “What kind of man are you?”, “I am an African”, “You are a traitor”, “He/she is the enemy”, “And he is a mongrel”, “Leave Ethiopia or die/leave Eritrea or die”.

P.E.A.L. Structure Focus in Refugee Boy

  • Benjamin Zephaniah uses an structure as the two prologues ‘E_ ’ and ‘E____ ’ both ___ each other.

  • The reason the writer has done this is.. (make sure to use some specific quotations)

Returning to Good Habits

  • 15 minutes on IXL in lesson- this should be continued for 30 more minutes outside of class, every week (REMINDER!)

  • New Leaderboard- ‘The Final Push’- also, post it notes.

  • Write down what you like about IXL

  • Reading Sundays/Mondays: What are you reading?

Free Writing - Languages

  • What languages do you speak?

  • What language do/did you find hardest to learn? Easiest?

  • What language would you like to know?

  • What memories do you have of learning languages?

Teaching a Word

  • Teach a word to a classmate in a language you know that they don't.

  • Tell them the ‘story’ behind the word- why does it stick in your head?

  • They need to share back your word.

Class Discussion

  • Two PLs for those that don’t speak over others, put their hand up and wait to speak, showing respect for me and over classmates.

  • What are the reasons for why we shouldn't do this?

Reading and P.E.A.L Activity

  • Reading 1: Page 5-12

  • Individual P>E>A>L: How do we link together?

  • “(P) In chapter one of the novel Refugee Boy, Benjamin Zephaniah uses dialogue to explore Alem/Alem’s father’s identity (E) “ ………………………………………………….. ” . (A) This humorous/interesting use of dialogue reveals ………………………………………………………………………………………………. (L) this exploration of identity links to the prologue, as this also explores the theme of how we define ourselves- in the prologue, Zephaniah describes how ………………………………….. Similarly, here……………………………………………………………………………………….."

  • If you finish…List all of the London attractions featured in Chapter 1

Sensory Language

  • Discover a food that is loved in pairs. On a whiteboard, draw an image of the food and enclose it with adjectives that describe the taste and flavors.

Reading & Irony

  • Reading 2- P.15-21

  • Irony- the expression of one's meaning by using language that normally signifies the opposite, typically for humorous or emphatic effect. "‘Don't go overboard with the gratitude,’ he rejoined with heavy irony"

  • P>E>A>L Alem’s love of food. How does it show an interesting use of irony?

Class Contribution

  • Consistent, respectful, positive contributions

Quick Recall Questions

  • Define a prologue

  • Define irony

  • Define dialogue

  • Who said ‘I am an African’?

  • ‘Red, red like sunset’ What technique is this? What is being described?

  • Write a quick summary of Chapter 1 (in particular- what places does he visit? How many can you list?)

  • P.15-17 How many places are mentioned in this video?

  • WHOOSH chapter 1 for me…

Postcard Creation

  • Read through the chapter.

  • Design and write a message on a postcard from Alem to his mother in. Africa.

  • Use pages from London tourist guide for picture ideas.

Defining Culture Shock

  • Write about a time you experienced culture shock…

  • Stages of Culture Shock:

    • Honeymoon

    • Anxiety

    • Adjustment

    • Acceptance

Stereotypes of British Culture Exercise

  • Discuss in pairs and write down what stereotypes you have about Britain/what stereotypes you think people believe….

  • What do you think Alem might find strange/different about the UK?

  • How well do you know British culture?

Dialogue Exercise

  • Chapter 2, Reading, p.28- EoC

  • P.E.A.L: How does Zephaniah use humorous dialogue/description to explore themes of identity and culture?

Backstory Activity

  • Chapter 3: This is My Life- My Own Backstory

  • First, complete your backstories. Put the information into a paragraph

  • Then- share your backstories with each other. Find someone who has the most in common with you…

  • List of personal background questions provided.

Literary Terms and Struggles

  • Meeting Benjamin Zephaniah

  • Literary Terms So Far…(Do you know them?). Backstory, prologue, dialogue, irony write it down- autobiographical- relating to the author’s life

  • Do It Now- Struggles that Alem faces E.g. Chapter 5- bullying at the children’s home

  • Struggles the writer faces (autobiographical elements?)

Alem’s Backstory

  • Chapter 3- Alem’s Backstory

  • Let’s read, p.32-35

  • A WHOOSH of Alem’s backstory. Pick, write out on a whiteboard, then FF the 5 most important moments from Alem’s life so far.

  • Analysis paragraph… What kind of a life has Alem had? Use at least three examples from his backstory

PEAL Paragraph About Story

  • In Chapter 3, we learn about Alem’s backstory. The writer does this through____ __

Short Story Writing Task (In Pairs)

  • End of Year Assessment- Empathetic Writing "I awoke to silence."

Journaling & Diary Writing Styles

  • Quick mind-map Text Type, Audience, Purpose
    -0

Diary Writing Specifics

  • Must follow chronological order.

  • Personal, confessional, emotional, informal.

  • First person!

  • Lists details/significant things that happened.

  • Often about a paragraph for each day, length varies depending on what happened that day.

  • Anecdotal often humorous seeing events from one perspective.

Breaking the News Through Children's Home Experience

  • What emotions is Alem going through at this stage:?

  • Write a 3 part paragraph from this chapter

Evaluation Criteria

  • I) Produce Text
    **II) Makes Perceptive Stylistic Choices
    Finalize Exam

Earliest Memory Writing

Children at Home Analysis

  • Reading, 45-53
    Class Half class made a home to guide Alem around to

Quick Test

*Sensory Language P.E.A.L Indidvually Formative Assesemnt

To achieve a 'perfect' answer based on IB Grade 8 standards for descriptive writing, consider the following enhanced version of your initial response:

The overwhelming stench of acrid cigarette smoke and cheap alcohol assaulted my nostrils—a stark contrast to the familiar, comforting aroma of spiced stews simmering back home. Instead of the earthy fragrance of injera bread wafting through our streets, here, the air hung thick with an alien pungency that made my stomach churn.

Amidst this olfactory chaos, the cacophony of voices rose and fell—market vendors hawking their wares with rapid-fire Cockney accents, their words tumbling over each other like a rush of water. Unlike the melodic Amharic of my childhood, their clipped, posh tones were a wall of sound I couldn't yet penetrate.

Yet, my gaze was irresistibly drawn upwards, towards the stoic grandeur of the Elizabeth Tower. Despite the grime clinging to its aged facade, the clock tower pierced the sky with an indomitable majesty. I traced the intricate web of cracks marring its surface, each line a testament to centuries of history. Why, I wondered, did this awe-inspiring edifice not claim its rightful place among the wonders of the world?

Dragged along by the throng, I stumbled onto the iconic London Bridge, its steel girders humming with the ceaseless thrum of traffic. A greasy film coated the air, heavy with the metallic tang of exhaust fumes—a far cry from the clean, sun-baked earth of Addis Ababa. Yet, even this sensory assault could not diminish the sheer spectacle of this engineering marvel, arching gracefully across the murky Thames.

Key Improvements:

  • Specificity: Instead of general terms (e.g., "cultural food"), use specific examples ('injera' bread)..

  • Enhanced Sensory Detail: Intensify sensory descriptions to create a more visceral experience for the reader.

  • Contrast: Sharply contrast the new environment with the narrator's familiar homeland to highlight the sense of displacement.

  • Figurative Language: Incorporate more sophisticated figurative language (e.g., similes, metaphors) to elevate the writing.

  • Personal Reflection: Infuse the description with personal thoughts and emotions to reveal the narrator's inner state.

Revised Grade 7/7 Justification:

This enhanced response elevates the descriptive writing to a level of excellence, characterized by:

  • Exceptional Sensory Engagement: Demonstrates a mastery of sensory detail, immersing the reader in Alem's experience.

  • Vivid Imagery: Creates striking and memorable mental images through precise and evocative language.

  • Sophisticated Style: Employs a range of stylistic devices and techniques to enhance the overall impact and artistry of the piece.

  • Depth of Reflection: Reveals a profound level of personal reflection and emotional depth, providing insight into the narrator's perspective.

  • Coherence and Unity: Maintains a clear focus and purpose throughout, with all elements working together harmoniously to create a cohesive and compelling description.