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Lesson Plans

Parvana's Journey


40
The 40-Minute Lesson Plan is essential elements of the CBL lesson plan. We suggest the teacher reads aloud or uses an audio book for the reading portion. 40-min includes: Background, Wordwall, Key Paragraph, and Writing Prompt
60
The 60-Minute Lesson Plan uses the same elements as the 40-minute plan, but also covers a visual activity and discussion. 60-min includes: Background, Wordwall, Key Paragraph,Writing Prompt and adding the Key Questions
90
The 90-Minute Lesson Plan contains all elements of the lesson plan. If time is available, we recommend using this version to get all of the benefits of CBL. The full lesson includes: Background, Wordwall, Key Paragraph, Writing Prompt, and Key Questions of the 40 and 60 minutes options while incorporating the Mapping Activity, Visual Activity and creating the Timeline as a class.

Day

Outcomes for Today

Prepare

Background

Gather background knowledge about a place, time, event, person, or thing.

The Taliban regime in Afghanistan

  • Only 23 per cent of the population has access to safe water, and only 12 per cent have access to adequate sanitation, thereby increasing the incidence of diseases. At least 15,000 Afghans die of tuberculosis every year, of which 64 per cent are women.
  • Malnutrition of women, which negatively affects pregnancies and deliveries as well as the health of children, is not only caused by the food scarcity linked to the conflict and the drought, but is also related to traditional preferences for males which makes women reduce their own food allowance in favor of men and children.
  • The poor health situation has been aggravated by the lack of basic health services and resources, particularly in rural areas; the strict segregation of medical staff and the small number of trained women doctors, nurses and midwives that remained in the country after the rise of the Taliban.
  • 23 years of war have destroyed the infrastructure of the educational system and further increased the illiteracy rate in Afghanistan. Only 5 % of women are able to read and write (during the 1980s, the female adult literacy rate was only 8 %).
  • 54 % of girls under the age of 18 are married. Families of girls and young women were reportedly forced to marry them to the Taliban or give them large amounts of money instead. Often, families married young girls at an earlier age in order to use the bride price to assist in the family's survival.
  • The conflict in Afghanistan during the Taliban rule and the militarization of society led to an increased number of abductions of young girls and women by Taliban fighters. The exact numbers are unknown, as families have been reluctant to come forward and report cases of abductions for fear of reprisals and due to the social stigma attached to a daughter or sister kidnapped or sold for sex.

Word Wall

Here are five vocabulary words to teach and add to the Word Wall.

Introduce 5 important, useful words from today’s reading. 

haphazard

resolved

urged

parcel

scuff

 

Read

Review

Review the timeline from the beginning every day.

Read

Read the selection, usually in a Shared Reading Read React Predict Cycle of 2-3 pages.

Read p. 9-22

Setting

Characters

Pages

Afghanistan

Parvana (disguised with boy’s nameàKaseem)

9-22

 

Village people

 

Respond

Timeline

Agree on the facts in today’s reading, and list the 3-5 most important on the Timeline.

Discuss the reading and add 3-5 events to the timeline.

  • Discuss the story to fix the facts: who, what, when, where, and why.
  • Decide on the 3-5 most important events and add these to the timeline.

Students might mention:

  • Parvana buries her father.
  • She is 13 now and still has to dress like a boy to survive.
  • She does not know where the rest of her family is but wants to find them.
  • Local village people take her in and feed her for a week.
  • She has to sneak out in the middle of the night because someone was going to turn her into the Taliban for money.
  • She is on her own.

 

Map

Add to ongoing class activities like a KWL chart or map: where did the characters go?

Courage Chart

Start a class Courage Chart. This can be a live, online document that students have shared access to (Google Document or Google Spreadsheet).

  • Title the chart “Courage”
  • During this unit, encourage students to write examples of courage from the novel.

Explore

Activity

Explore the reading more deeply with a visual or oral language activity.

Open Mind Portrait

Start your OMP for Parvana. What do you think she is thinking and feeling in this chapter? Add 5-7 thoughts to your OMP.

Discussion

Ask discussion questions of all 9 types.

Key Questions

  1. What is Parvana doing at the beginning of the novel?
  2. Why was there “no reason to hurry?”
  3. How does she feel about burying her father?
  4. Why would someone dig up her father?
  5. What has happened to the all the young men in her country?
  6. How are men affected if their country is fighting in a war?
  7. Who takes her in?
  8. Why does the man rebuild his house five times?
  9. Why does she need to leave?
  10. How does Parvana show courage in this chapter?

Analyze

Analyze the key paragraph.

Key Paragraph

“‘You must leave now,’ the girl said once they were outside. ‘I heard the old men talking. They are going to turn you over to the Taliban. Some soldiers are coming by here any day, and the men think the Taliban will pay them money for you.’”

Extend

Write

Have each student write a short product based on today’s prompt to connect to the unit theme.

Pretend you are Parvana and write a letter to your mother and siblings informing them of Father’s funeral. Use transitional words to convey a sequence. Describe the surrounding environment. Include 2-3 reflective sentences to express Parvana’s feelings on this event.

Close 

Close by extending today’s lesson to life and the world.

Day 2

Outcomes for Today

Prepare

Background

Gather background knowledge about a place, time, event, person, or thing.

Positive thinking can make you more resilient

Resilience refers to our ability to cope with problems. Resilient people are able to face a crisis or trauma with strength and resolve. Rather than falling apart in the face of such stress, they have the ability to carry on and eventually overcome such adversity. It may come as no surprise to learn that positive thinking can play a major role in resilience. When dealing with a challenge, optimists typically look at what they can do to fix the problem. Instead of giving up hope, they marshal their resources and are willing to ask others for help.

Word Wall

Here are five vocabulary words to teach and add to the Word Wall.

Introduce 5 important, useful words from today’s reading. 

recited

fury

barren

glimpse

wailing

Read

Review

Review the timeline from the beginning every day.

Read

Read the selection, usually in a Shared Reading Read React Predict Cycle of 2-3 pages.

Read p. 23-29

Setting

Characters

Pages

Traveling across the countryside

Parvana, old woman

23-29

Respond

Timeline

Agree on the facts in today’s reading, and list the 3-5 most important on the Timeline.

Discuss the reading and add 3-5 events to the timeline.

  • Discuss the story to fix the facts: who, what, when, where, and why.
  • Decide on the 3-5 most important events and add these to the timeline.

Students might mention:

  • Parvana tries to keep her mind sharp by saying math facts aloud to herself.
  • She is tired and out of food.
  • She hears an awful sound and investigates.
  • It is a woman wailing. The woman is unresponsive.

Map

Add to ongoing class activities like a KWL chart or map: where did the characters go?

Courage Chart

Collaborate with students through a class Courage Chart. Encourage students to write examples of courage from the novel.

Explore

Activity

Explore the reading more deeply with a visual or oral language activity.

Map

Draw a map of Afghanistan and the bordering countries. Label areas that Parvana has been in the past or is presently. If the text isn’t specific, that’s intentional because Parvana herself does not know. Talk about how that feels.

Discussion

Ask discussion questions of all 9 types.

Key Questions

  1. Why is Parvana stating her math facts?
  2. Why do you think Parvana’s father waited until they were alone to teach Parvana English?
  3. What does her father tell her about her mind being a muscle?
  4. What kind of food is Parvana eating?
  5. What does Parvana find that is making all the noise?
  6. Where do you think the women came from?
  7. What happens when Parvana tries to help?
  8. Why is Parvana so mad at the women?

Analyze

Analyze the key paragraph.

Key Paragraph, p. 28

“The eyes were dead. There was no life left in them. Parvana had seen that look before, in the camp for internal refugees. She had seen people who had lost everything and had given up hope that they would ever have love or tenderness or laughter again” (p. 28).

Extend

Write

Have each student write a short product based on today’s prompt to connect to the unit theme.

Parvana’s father taught Parvana many lessons before he died. He taught her how to speak a little English, history lessons, and about people who have given up on hope. Write a narrative dialague between Parvana and her Father about why it is important to remain hopeful. In one paragraph establish the context of the dialogue. The dialogue should be between 25-40 lines.

Close 

Close by extending today’s lesson to life and the world.

Day 3

Outcomes for Today

Prepare

Background

Gather background knowledge about a place, time, event, person, or thing.

The Five Basic Needs of Life

Food: All organisms need some form of food. Food provides energy to perform their life functions (reproduce, grow and develop, metabolize, respond to stimuli, and move). The expression “You are what you eat” is true if you consider that our bodies grow and repair themselves using the materials that we ingest in our food.

Water: All organisms require water largely because an organism’s cells are about 70% water. Doctors recommend that humans drink 8 8oz. glasses of water (64 oz.) daily to maintain good health. Water is necessary for many reasons:

It keeps the cells full and operating properly.

Most of the chemical reactions involved in metabolism require water. For

Oxygen: Living organisms require oxygen to combine with food to release the energy in the food— a process called cellular respiration. Even plants (that use carbon dioxide to make their food) require oxygen to burn the food they have made.

Living Space: All organisms require an area in which to live that will provide them with the resources they need to survive.

Proper Temperature: Organisms usually can only live within a small range of temperature—outside of this range their metabolism cannot be maintained and they will probably die. In other words, they cannot maintain their homeostasis.

Word Wall

Here are five vocabulary words to teach and add to the Word Wall.

Introduce 5 important, useful words from today’s reading.

eerie

grime

scrape

squawking

stale

Read

Review

Review the timeline from the beginning every day.

Read

Read the selection, usually in a Shared Reading Read React Predict Cycle of 2-3 pages.

Read p. 30-37 

Setting

Characters

Pages

Tiny village

Parvana and Hassan

30-37

Respond

Timeline

Agree on the facts in today’s reading, and list the 3-5 most important on the Timeline.

Discuss the reading and add 3-5 events to the timeline.

  • Discuss the story to fix the facts: who, what, when, where, and why.
  • Decide on the 3-5 most important events and add these to the timeline.

Students might mention:

  • Parvana finds a tiny village in ruins.
  • The village had been bombed.
  • She walked through the settlement and found a baby crying.
  • The baby’s mother had been crushed by the rubble.
  • She cleans and feeds the baby.
  • She names him Hassan and vows to take care of him.
  • The village is deserted.

Map

Add to ongoing class activities like a KWL chart or map: where did the characters go?

Courage Chart

Collaborate with students through a class Courage Chart. During this unit encourage students to write examples of courage from the novel.

Explore

Activity

Explore the reading more deeply with a visual or oral language activity.

Storyboard

Storyboard the chapter’s major events.

Discussion

Ask discussion questions of all 9 types.

Key Questions

  1. Why does Parvana wait before entering the village?
  2. Predict what you think had happened to the baby’s family?
  3. How does the author describe the setting?
  4. What conflict has arisen for Parvana and how does she resolve it?
  5. What does she do to feed the baby?
  6. What are two languages of Afghanistan?
  7. What are the differences between the women and the baby?
  8. Why would Parvana take care for the baby but leave the women?

Analyze

Analyze the key paragraph.

Key Paragraph, p. 32

“‘Did they leave you all alone? Come on, you poor thing.’ She lifted the little creature into her arms. ‘Did your people get scared and forget about you?’…Parvana took the baby to the least damaged of the houses…” (p. 32).

Extend

Write

Have each student write a short product based on today’s prompt to connect to the unit theme.

Describe how Parvana demonstrates responsibility. Provide three examples in chronological order from this chapter. For each example, explain how that shows Parvana is responsible.

Close 

Close by extending today’s lesson to life and the world.

Day 4

Outcomes for Today

Prepare

Background

Gather background knowledge about a place, time, event, person, or thing.

Time Capsules

You can use a time capsule to place your predictions in, or your hopes of a certain project. A time capsule can be as simple as a shoebox full of items reserved (or even forgotten) on a high closet shelf until a later date. Other time capsules may need to last a very long time, in which case a strong stainless steel container is recommended, with a proper seal. Keep in mind that creating a capsule for unveiling at some future date is really a two-sided adventure involving both you and those who will uncover it once again.

Word Wall

Here are five vocabulary words to teach and add to the Word Wall.

Introduce 5 important, useful words from today’s reading. 

scavenged

long-handled

bundle

cooking-oil

whisk

Read

Review

Review the timeline from the beginning every day.

Read

Read the selection, usually in a Shared Reading Read React Predict Cycle of 2-3 pages.

Read p. 38-44

Setting

Characters

Pages

Village

Parvana and Hassan

38-44

Respond

Timeline

Agree on the facts in today’s reading, and list the 3-5 most important on the Timeline.

Discuss the reading and add 3-5 events to the timeline.

  • Discuss the story to fix the facts: who, what, when, where, and why.
  • Decide on the 3-5 most important events and add these to the timeline.

Students might mention:

  • Parvana gathers materials to help her with Hassan.
  • She cooks a meal, cleans this house that she was ‘staying’ in and falls asleep.
  • She tries to catch a chicken to kill and ate but is scared off by a sound.
  • She hears the Taliban and runs away with Hassan and all her belongings.
  • Her bundles were too heavy, so she had to bury her father’s books.

Map

Add to ongoing class activities like a KWL chart or map: where did the characters go?

Courage Chart

Collaborate with students through a class Courage Chart. During this unit encourage students to write examples of courage from the novel.

Explore

Activity

Explore the reading more deeply with a visual or oral language activity.

Cartoon

Even at times of great sorrow and hardship, we can find humor in life. Draw a cartoon of Parvana trying to catch the chickens and Hassan laughing.

Discussion

Ask discussion questions of all 9 types.

Key Questions

  1. How do you think it feels for Parvana to think of someone else other than herself?
  2. Would you consider Parvana stealing, why or why not?
  3. Why do you think she cleaned the house?
  4. Do you think there is comfort in doing things you used to do?
  5. What does Parvana take for the rest of her journey?
  6. In what way is Parvana showing responsibility?
  7. Explain how flowers can symbolize peace.

Analyze

Analyze the key paragraph.

Key Paragraph, p. 38

“‘I don’t like taking other people’s things,’ she said to Hassan, ‘but if I’m going to take care of you, your village will have to help me.’ Paravana looked at everything she had scavenged and carefully chose what she could carry with her” (p. 38).

Extend

Write

Have each student write a short product based on today’s prompt to connect to the unit theme.

Write a letter to your family. Narrate the events of Parvana’s experience at the abandon village. Describe the steps Parvana takes to take care of the baby. Explain how Parvana problem solves and is resourceful given her circumstances.

Close 

Close by extending today’s lesson to life and the world.

Day 5

Outcomes for Today

Prepare

Background

Gather background knowledge about a place, time, event, person, or thing.

Afghanistan Child Victims On The Rise: U.N Report

An increasing number of children have been killed and injured in the conflict in Afghanistan, mostly by the Taliban and other anti-government groups, according to a U.N. report released Monday.

Secretary-General Ban Ki-moon said in the report, which covers a two-year period from September 1, 2008 to Aug. 30, 2010, that children continue to be victims of suicide and rocket attacks, improvised explosive devices, and military operations by the Taliban and other armed groups as well as Afghan and international forces.

The report cites examples of children used to carry out suicide attacks and plant bombs, and the recruitment of youngsters by armed groups as well as by the Afghan National Security Forces, despite a government ban on including anyone under the age of 18 in the military or police.

The report said civilian casualties linked to pro-government forces have decreased.

During the two-year period, the secretary-general said 1,795 children were injured or killed because of conflict-related violence, but he said that figure is assumed to be "underreported" because of the difficulty in gaining access to conflict areas.

"The reporting period was marked by increased military activity and a continued deterioration in security, which heightened children's vulnerability to conflict-related violations," Ban said.

In 2010, the report said women and children made up a greater proportion of those killed and injured than in 2009, with child casualties increasing 55 percent from the same period in 2009.

Word Wall

Here are five vocabulary words to teach and add to the Word Wall.

Introduce 5 important, useful words from today’s reading. 

glowered

matted

taunted

fistfuls

fussed

Read

Review

Review the timeline from the beginning every day.

Read

Read the selection, usually in a Shared Reading Read React Predict Cycle of 2-3 pages.

Read p. 45-54

Setting

Characters

Pages

Cave

Parvana and Hassan

45-54

 

Boy- Asif

 

Respond

Timeline

Agree on the facts in today’s reading, and list the 3-5 most important on the Timeline.

Discuss the reading and add 3-5 events to the timeline.

  • Discuss the story to fix the facts: who, what, when, where, and why.
  • Decide on the 3-5 most important events and add these to the timeline.

Students might mention:

  • Parvana keeps walking and finds a cave.
  • She meets someone in the cave.
  • It ends up being a young boy who has lost his leg.
  • He is very unpleasant to her.
  • She cooks him a meal.
  • She is frustrated at how ungrateful the boy is. 

Map

Add to ongoing class activities like a KWL chart or map: where did the characters go?

Courage Chart

Collaborate with students through a class Courage Chart. During this unit encourage students to write examples of courage from the novel.

Explore

Activity

Explore the reading more deeply with a visual or oral language activity.

Poster

Create a missing ad poster for Parvana or for Parvana’s Mother and siblings.

Discussion

Ask discussion questions of all 9 types.

Key Questions

  1. How is Parvana trying to help and what response does she get?
  2. How does this make her feel?
  3. Why do you think Asif is acting unkind?
  4. How would you compare and contrast Asif and Parvana?
  5. How is Asif similar to Nooria (Parvana’s sister)?
  6. Why do you think Parvana mentions France?
  7. Why do you think Asif knows how to change a diaper?

Analyze

Analyze the key paragraph.

Key Paragraph, p. 53-54

“Dear Shauzia: I met a strange creature today. He’s part boy and part wild animal. One of his legs is missing, and he’s been hiding in a cave…(read the rest of the letter)” (p. 53).

Extend

Write

Have each student write a short product based on today’s prompt to connect to the unit theme.

Parvana has mixed emotions about the cave boy. Explain how Parvana is able to persuade the cave boy into doing what she wants. Narrate the interactions between Parvana and the cave boy. Use the following

           

Close 

Close by extending today’s lesson to life and the world.

 

Day 6

Outcomes for Today

Prepare

Background

Gather background knowledge about a place, time, event, person, or thing.

Appreciating our lives

Life is precious. Most of us can understand that we should make the most of what we have and not let life pass us by, but in reality it can be difficult to do that. It's unrealistic to appreciate every single second - however there are a number of things we can do to be more appreciative of life.

  1. Write a list of ALL the people and things you are thankful for.
  2. Make a list of things you’ve always wanted to do.
  3. Photograph memories; try taking one photo per day.
  4. Talk to your loved ones.

Word Wall

Here are five vocabulary words to teach and add to the Word Wall.

Introduce 5 important, useful words from today’s reading. 

snarled

lousy

annoying

swill

faintest

Read

Review

Review the timeline from the beginning every day.

Read

Read the selection, usually in a Shared Reading Read React Predict Cycle of 2-3 pages.

Read p. 55-61

Setting

Characters

Pages

By the cave

Parvana, Hassan and Asif

55-61

Respond

Timeline

Agree on the facts in today’s reading, and list the 3-5 most important on the Timeline.

Discuss the reading and add 3-5 events to the timeline.

  • Discuss the story to fix the facts: who, what, when, where, and why.
  • Decide on the 3-5 most important events and add these to the timeline.

Students might mention:

  • Parvana and Asif quarreled about who smelled worse.
  • Asif helped wash Hassan in the stream.
  • They all put on clean clothes and went to sleep.
  • Parvana wrote Shauzia a letter telling her about how her life was so different now.

 

Map

Add to ongoing class activities like a KWL chart or map: where did the characters go?

Courage Chart

Collaborate with students through a class Courage Chart. During this unit encourage students to write examples of courage from the novel.

Explore

Activity

Explore the reading more deeply with a visual or oral language activity.

Postcard

Write a postcard from Parvana to her father. What do you think she would tell him? Ask him?

Discussion

Ask discussion questions of all 9 types.

Key Questions

  1. In what ways are Asif and Parvana helping each other?
  2. What did Parvana find on Asif’s back?
  3. What do you think caused those marks?
  4. Predict how Asif got scares on his back?
  5. What would happen if you did not show for years?
  6. What do you think the crutches symbolize?
  7. Why do you think Asif is so angry?
  8. What does Parvana miss about the way her live use to be?

Analyze

Analyze the key paragraph.

Key Paragraph, p. 61

“It’s hard to remember that I used to sleep in a bed and had to do homework before I could watch television and play with my friends. It’s hard to remember that we used to have ice cream and cakes to eat. Was that really me? Did I really leave a big piece of cake on my plate one day because I didn’t feel like eating it? That must have been a dream. That couldn’t have been my life” (p. 61).

Extend

Write

Have each student write a short product based on today’s prompt to connect to the unit theme.

Before conditions got so bad, Parvana had many luxuries that she took for granted. Imagine you were suddenly living in a war zone with Parvana, Hassan, and Asif. Write a letter to your family describing your living conditions. Explain what you might have taken for granted (food, shelter, hot water, TV, etc.).

Close 

Close by extending today’s lesson to life and the world.

Day 7

Outcomes for Today

Prepare

Background

Gather background knowledge about a place, time, event, person, or thing.

Who is Alexander the Great?

Alexander the Great, also known as Alexander III or Alexander of Macedonia   (born 356 bce, Pella, Macedonia—died June 13, 323 bce, Babylon), king of Macedonia (336–323 bce). He overthrew the Persian Empire, carried Macedonian arms to India, and laid the foundations for the Hellenistic world of territorial kingdoms. Already in his lifetime the subject of fabulous stories, he later became the hero of a full-scale legend bearing only the sketchiest resemblance to his historical career.

Word Wall

Here are five vocabulary words to teach and add to the Word Wall.

Introduce 5 important, useful words from today’s reading. 

encrusted

adjusted

emerged

grunt

insisted

Read

Review

Review the timeline from the beginning every day.

Read

Read the selection, usually in a Shared Reading Read React Predict Cycle of 2-3 pages.

Read p. 62-70

Setting

Characters

Pages

Stream and cave

Parvana, Asif, Hassan

62-70

Respond

Timeline

Agree on the facts in today’s reading, and list the 3-5 most important on the Timeline.

Discuss the reading and add 3-5 events to the timeline.

  • Discuss the story to fix the facts: who, what, when, where, and why.
  • Decide on the 3-5 most important events and add these to the timeline. 

Students might mention:

  • Parvana cleans the cave.
  • She tells Asif perhaps there is treasure in it.
  • She confronts him of being a know-it-all.
  • They started digging for treasure in the cave and found a box.
  • They opened it and it was full of bullets.

Map

Add to ongoing class activities like a KWL chart or map: where did the characters go?

Courage Chart

Collaborate with students through a class Courage Chart. During this unit encourage students to write examples of courage from the novel.

Explore

Activity

Explore the reading more deeply with a visual or oral language activity.

Venn Diagram

In what ways are Parvana and Asif alike and different?

Discussion

Ask discussion questions of all 9 types.

Key Questions

  1. List three reasons why the cave is a good shelter.
  2. How do Alexander the Great and Father’s books have in common?
  3. What do Parvana and Asif say they will each do with their part of the treasure?
  4. Do you think there is any symbolism in the fact that the boy with only one legs doesn’t want to stop moving?
  5. Why does Parvana want a house?
  6. What part of the house is Parvana missing the most?
  7. What do you think bullets symbolize?
  8. Why do you think someone would bury bullets?

Analyze

Analyze the key paragraph.

Key Paragraph, p. 66

“‘Horses,’ he answered. ‘I’ll buy lots of horses, fast ones. I’ll ride and ride, and when the horse I’m riding gets tired, I’ll buy another one, then another. I’ll never have to stop moving’” (p. 66).

Extend

Write

Have each student write a short product based on today’s prompt to connect to the unit theme.

Describe how Parvana’s story compares to the factual story of Alexander the Great. Explain what part is factual and what is fiction. Why do you think the author mentioned this person in history? How does it relate to Parvana’s story? Use the Internet to gather information about Alexander the Great.

Close 

Close by extending today’s lesson to life and the world.

 

Day 8

Outcomes for Today

Prepare

Background

Gather background knowledge about a place, time, event, person, or thing.

How does reverse psychology work?

Parvana uses reverse psychology to pursue Asif to follow her leadership. Reverse psychology refers to getting another person to do or say something by telling them the opposite of what you really want them to do. It's a form of manipulation that doesn’t always work.

Word Wall

Here are five vocabulary words to teach and add to the Word Wall.

Introduce 5 important, useful words from today’s reading. 

grateful

superior

soiled

patience

flicker

Read

Review

Review the timeline from the beginning every day.

 

Read

Read the selection, usually in a Shared Reading Read React Predict Cycle of 2-3 pages.

Read p. 71-77

Setting

Characters

Pages

Cave

Parvana, Hassan, Asif

71-77

Respond

Timeline

Agree on the facts in today’s reading, and list the 3-5 most important on the Timeline.

Discuss the reading and add 3-5 events to the timeline.

  • Discuss the story to fix the facts: who, what, when, where, and why.
  • Decide on the 3-5 most important events and add these to the timeline.

Students might mention:

  • Parvana announces that she is going to leave.
  • They decide to all go together.

Map

Add to ongoing class activities like a KWL chart or map: where did the characters go?

Courage Chart

Collaborate with students through a class Courage Chart. During this unit encourage students to write examples of courage from the novel.

Explore

Activity

Explore the reading more deeply with a visual or oral language activity.

Character Profile Chart

Make a character profile chart of Parvana or Asif.

Discussion

Ask discussion questions of all 9 types.

Key Questions

  1. Does Parvana really want Asif to go with her?
  2. What was Asif reason for deciding to travel with Parvana?
  3. What were some of the underlying motives behind Asif wanting to go with Parvana?
  4. What challenges would a disable person face while traveling during a time of war?
  5. Why couldn’t Parvana leave Asif behind?
  6. Rice and bullets were spilled on the ground, why was the rice more important to pick up.
  7. What are the challenges of traveling with three people?
  8. What are the benefits of traveling with three people?
  9. How might it be particularly difficult to travel with Hassan and Asif?

Analyze

Analyze the key paragraph.

Key Paragraph, p. 77

“Dear Shauzia: I hate it when I make things worse. Why do I behave so badly? Why can’t I be nice?” (p. 77).

Extend

Write

Have each student write a short product based on today’s prompt to connect to the unit theme.

Describe the turning point between Parvana and Asif. Explain how they went from being unkind to each other to deciding to continue their journey together. What happened first, second, and third? 

Close 

Close by extending today’s lesson to life and the world.

Day 9

Outcomes for Today

Prepare

Background

Gather background knowledge about a place, time, event, person, or thing.

Singing makes you happy!

What do you do when you are happy? What do you do when you are excited? What do you do when you are not so happy? How do you express your emotions? Emotions are the details of the human mind and psychology. They form the basis for thought and expression. Our emotions and how we express them make us who we are. Music always has a special place in every person’s heart. It makes you sway, it makes you dance, it moves you and touches your soul! Music is rightly called as ‘food for the soul’. And when we are vocal with music, then it’s even better!

All types of singing have positive psychological effects. The act of singing releases endorphins, the brain's "feel good" chemicals. Singing in front of a crowd, a la karaoke, or choir naturally builds confidence, which has broad and long-lasting effects on general well-being.

Word Wall

Here are five vocabulary words to teach and add to the Word Wall.

Introduce 5 important, useful words from today’s reading. 

dwindled

urn

sloshing

realized

grant

Read

Review

Review the timeline from the beginning every day.

Read

Read the selection, usually in a Shared Reading Read React Predict Cycle of 2-3 pages.

Read p. 78-89

Setting

Characters

Pages

Walking

Parvana, Asif, Hassan

78-83

Village

Parvana, Asif, Hassan, villagers

83-89

Respond

Timeline

Agree on the facts in today’s reading, and list the 3-5 most important on the Timeline.

Discuss the reading and add 3-5 events to the timeline.

  • Discuss the story to fix the facts: who, what, when, where, and why.
  • Decide on the 3-5 most important events and add these to the timeline.

Students might mention:

  • The kids continue walking with no food and little water.
  • They construct a different way of carrying Hassan on Asif’s back.
  • They stumble into a village and Parvana works to get some food for them.

Map

Add to ongoing class activities like a KWL chart or map: where did the characters go?

Courage Chart

Collaborate with students through a class Courage Chart. During this unit encourage students to write examples of courage from the novel.

Explore

Activity

Explore the reading more deeply with a visual or oral language activity.

Song

Create a song to help you forget that you are hungry, tired, cold, or just uncomfortable.

Open Mind Portrait

Parvana doesn’t want to steal eggs. How do her thoughts and feelings shift? Write her conflicting thoughts and feelings in two different colored pens.

Discussion

Ask discussion questions of all 9 types.

Key Questions

  1. Why does Asif drink the water last?
  2. Predict what happened to Asif’s family.
  3. What do you think Parvana would wish for if she had three wishes?
  4. Why are Parvana and Asif more willing to trust children than adults?
  5. What does the village man make Parvana do for food?
  6. Does the man treat the children well?
  7. What is he afraid of?
  8. Does stealing the eggs have any ill effect if he hadn’t seen them anyway?
  9. How does singing help easy the fear and uncomfortable circumstance?

Analyze

Analyze the key paragraph.

Key Paragraph, p. 86

“But she couldn’t do it. Her father would not be proud of her if she stole. They were often hungry when they were traveling together, and although the opportunity to steal came up, her father wouldn’t hear of it. ‘Our bellies would be full tonight,’ he would say, ‘but could we live with ourselves in the morning?’” (p. 86).

Extend

Write

Have each student write a short product based on today’s prompt to connect to the unit theme.

Parvana is in a bit of a dilemma about whether or not to take the eggs. Describe what would have happened to Parvana if she was caught taking the eggs. What would happen to her? Asif and Hassan? How would this punishment change the rest of her life? How is this scene different from when she was gathering pots and things from the bombed out town to help her and Hassan survive?

Close 

Close by extending today’s lesson to life and the world.

 

Day 10

Outcomes for Today

Prepare

Background

Gather background knowledge about a place, time, event, person, or thing.

Ramadan

Ramadan, is the holy month of fasting that begins and ends with the appearance of the new moon. Islamic tradition states that on the night of 27 Ramadan—the “Night of Power”—Allah (God) revealed to the Prophet Muhammad the Qurān (Islam’s holy book) “as a guidance for the people.” For Muslims Ramadan is a period of self-examination, communal prayer in the mosque, and reading of the Qurān. Allah forgives the past sins of those who observe the holy month with fasting, prayer, and faithful intention.

Word Wall

Here are five vocabulary words to teach and add to the Word Wall.

Introduce 5 important, useful words from today’s reading. 

uncomfortable

complain

flung

foolish

jutted

Read

Review

Review the timeline from the beginning every day.

Read

Read the selection, usually in a Shared Reading Read React Predict Cycle of 2-3 pages.

Read p. 90-100

Setting

Characters

Pages

On the road

Parvana, Asif, Hassan

90-100

Respond

Timeline

Agree on the facts in today’s reading, and list the 3-5 most important on the Timeline.

Discuss the reading and add 3-5 events to the timeline.

  • Discuss the story to fix the facts: who, what, when, where, and why.
  • Decide on the 3-5 most important events and add these to the timeline.

Students might mention:

  • Parvana and Asif try to sleep. It is cold and they are hungry.
  • Their chicken only lasted one week.
  • Parvana writes about an imaginary place that is wonderful.
  • They start throwing stones and suddenly a mine explodes.
  • They were very scared

Map

Add to ongoing class activities like a KWL chart or map: where did the characters go?

Courage Chart

Collaborate with students through a class Courage Chart. During this unit encourage students to write examples of courage from the novel.

Explore

Activity

Explore the reading more deeply with a visual or oral language activity.

Sketch

Draw what you think Green Valley looks like.

Discussion

Ask discussion questions of all 9 types.

Key Questions

  1. What did Parvana’s father mean by, “if we stop, we die” ?
  2. What does Parvana have to remember about pond water? Why is it important?
  3. Describe Hassan’s conditions?
  4. What do you think Hassan would say if he could talk?
  5. Why does Parvana have to wash Hassan’s clothes all the time?
  6. Describe the Green Valley.
  7. What power does Green Valley have for Parvana?
  8. What are land mines?
  9. What impact did the juxtaposition of this paradise called Green Valley and the mine exploding have on you as a reader?

Analyze

Analyze the key paragraph.

Key Paragraph, p. 97-98

“Green Valley is full of food….Maybe Asif’s leg will even grow back” (read entire passage p. 97-98).

Extend

Write

Have each student write a short product based on today’s prompt to connect to the unit theme.

Describe the Green Valley and all of its riches. In 1-2 paragraphs write about your own “Green Valley.” Where is it located? What foods are of unlimited supply? Who lives there? What does everyone do? 

Close 

Close by extending today’s lesson to life and the world.

Day 11

Outcomes for Today

Prepare

Background

Gather background knowledge about a place, time, event, person, or thing.

What are landmines?

Anti-personnel mines explode from the contact or presence of a person. They are often designed to injure rather than kill, causing injuries like blindness, burns, destroyed limbs and shrapnel wounds. Some types of anti-personnel mines can also damage the tracks or wheels of armored vehicles.

Landmines are unpredictable weapons that injure (maim) or kill civilians every year. There are between 70 and 80 million landmines in the ground in one-third of the world's nations. The presence of landmines threatens people’s lives, and also prevents much-needed economic growth and development. Long after wars are over, landmines make land unusable for farming, schools or living, preventing people from rebuilding lives torn apart by conflict.

Word Wall

Here are five vocabulary words to teach and add to the Word Wall.

Introduce 5 important, useful words from today’s reading. 

shielded

subsided

stunned

sluggish

bangles

Read

Review

Review the timeline from the beginning every day.

Read

Read the selection, usually in a Shared Reading Read React Predict Cycle of 2-3 pages.

Read p. 101-111

Setting

Characters

Pages

Mine field

Parvana, Asif, Hassan

101-106

Leila’s house

Parvana, Asif, Hassan , Leila, grandmother

106-111

Respond

Timeline

Agree on the facts in today’s reading, and list the 3-5 most important on the Timeline.

Discuss the reading and add 3-5 events to the timeline.

  • Discuss the story to fix the facts: who, what, when, where, and why.
  • Decide on the 3-5 most important events and add these to the timeline.

Students might mention:

  • A young girl comes and offers to take them to her house.
  • The stench was horrible.
  • She has a very frail grandmother.
  • Leila gives them some food.
  • Leila’s mother went off to find her husband the son, but that was months ago.
  • Leila has essentially been fending for herself and the grandmother this whole time.

Map

Add to ongoing class activities like a KWL chart or map: where did the characters go?

Courage Chart

Collaborate with students through a class Courage Chart. During this unit encourage students to write examples of courage from the novel.

Explore

Activity

Explore the reading more deeply with a visual or oral language activity.

Prop

If you were going to make this chapter into a one act play, what props would be essential and why?

Discussion

Ask discussion questions of all 9 types.

Key Questions

  1. Why isn’t Leila afraid of the landmines?
  2. Why does Leila talk so much?
  3. What is wrong with her grandmother?
  4. Provide two examples that show Leila is not afraid of death.
  5. How long has Leila been alone?
  6. What does Leila feed them?
  7. Why do you think Leila buries some of the stew?
  8. What do you think happened to Leila’s mother?
  9. How has Leila been resourceful?

Analyze

Analyze the key paragraph.

Key Paragraph, p. 110

“Leila talked non-stop as she put some food on a plate, lifted her grandmother’s head cover a little and placed the plate underneath it. Parvana watched closely. Eventually she saw slow movements under the cover as the old woman lifted morsels of food from her plate to her mouth” (p. 110).

Extend

Write

Have each student write a short product based on today’s prompt to connect to the unit theme.

In two narrative paragraphs, explain why Leila is a hero and how has she displayed courage. Provide three examples of Leila’s courage. How has she lived for purposes greater than herself? How is she selfless?

Close 

Close by extending today’s lesson to life and the world.

Day 12

Outcomes for Today

Prepare

Background

Gather background knowledge about a place, time, event, person, or thing.

Hygiene

When should you wash your hands:

  • Before, during, and after preparing food
  • Before eating food
  • Before and after caring for someone who is sick
  • Before and after treating a cut or wound
  • After using the toilet
  • After changing diapers or cleaning up a child who has used the toilet
  • After blowing your nose, coughing, or sneezing
  • After touching an animal, animal feed, or animal waste
  • After handling pet food or pet treats
  • After touching garbage

How should wash your hands:

  • Wet your hands with clean, running water (warm or cold), turn off the tap, and apply soap.
  • Lather your hands by rubbing them together with the soap. Be sure to lather the backs of your hands, between your fingers, and under your nails.
  • Scrub your hands for at least 20 seconds. Need a timer? Hum the "Happy Birthday" song from beginning to end twice.
  • Rinse your hands well under clean, running water.
  • Dry your hands using a clean towel or air dry them.

Word Wall

Here are five vocabulary words to teach and add to the Word Wall.

Introduce 5 important, useful words from today’s reading. 

rusty

peddler

thermos

flask

hobbled

Read

Review

Review the timeline from the beginning every day.

Read

Read the selection, usually in a Shared Reading Read React Predict Cycle of 2-3 pages.

Read p. 112-117 

Setting

Characters

Pages

Leila’s house

Parvana, Asif, Hassan, Leila

112-117

Respond

Timeline

Agree on the facts in today’s reading, and list the 3-5 most important on the Timeline.

Discuss the reading and add 3-5 events to the timeline.

  • Discuss the story to fix the facts: who, what, when, where, and why.
  • Decide on the 3-5 most important events and add these to the timeline.

Students might mention:

  • Parvana wakes up and starts looking around the house.
  • There are supplies everywhere.
  • Leila tells her they came from a peddler who got blown up in the field.
  • Parvana decides she wants to stay here awhile.
  • It feels safe to her.

Map

Add to ongoing class activities like a KWL chart or map: where did the characters go?

Courage Chart

Collaborate with students through a class Courage Chart. During this unit encourage students to write examples of courage from the novel.

Explore

Activity

Explore the reading more deeply with a visual or oral language activity.

Recipe

Create a recipe for pigeon soup. What are all the ingredients? What are the cooking directions? Draw a picture of the soup.

Discussion

Ask discussion questions of all 9 types.

Key Questions

  1. Why do you think Leila is not bothered by death?
  2. What are Leila’s treasures?
  3. How do Leila and the landmines symbolize a spider and spider’s web?
  4. How are Leila and Parvana dreamers?
  5. In what ways are people who aren’t related to us still our ‘brothers and sisters’?
  6. What do you think Parvana finds comforting here?
  7. Does Asif really want to stay?
  8. What were some of the motives behind Parvana’s decision to stay?

Analyze

Analyze the key paragraph.

Key Paragraph, p. 115

“‘Let’s be sisters,’ she said. Being sisters sounded fine to Parvana.

‘All right. We’ll be sisters.’

‘Can your brothers be my brothers?’

‘You mean Asif and Hassan? They’re not my brothers. We sort of just found each other.’

‘That makes them your brothers,’ Leila said” (p. 115).

Extend

Write

Have each student write a short product based on today’s prompt to connect to the unit theme.

Pretend you are Asif and write a letter to your family telling them you are safe and staying at a girl’s house. Describe Parvana, Hassan, Leila, and her grandmother. Describe the surrounding environment using a quote from this chapter. 

Close 

Close by extending today’s lesson to life and the world.

 

Day 13

Outcomes for Today

Prepare

Background

Gather background knowledge about a place, time, event, person, or thing.

Worms and Parasites

Dracunculiasis or also known as the Guinea worm disease (GWD) is an infection by a type of worm or parasite. People become infected with Guinea worm by drinking water from ponds and other stagnant (still) water containing tiny "water fleas" that carry the Guinea worm larvae. The larvae are eaten by the water fleas that live in these water sources. After drinking the contaminated water, the larvae are released from copepods in the stomach and penetrate the digestive track, passing into the body cavity. During the next 10-14 months, the female larvae grow into full-size adults. These adults are 60-100 centimeters (2-3 feet) long and as wide as a cooked spaghetti noodle.

When the adult female worm is ready to come out, it creates a blister on the skin anywhere on the body, but usually on the legs and feet. This blister causes a very painful burning feeling and it bursts within 24-72 hours. Immersing the affected body part into water helps relieve the pain. It also causes the Guinea worm to come out of the wound and release a milky white liquid into the water that contains millions of immature larvae. This contaminates the water supply and starts the cycle over again. For several days, the female worm can release more larvae whenever it comes in contact with water.

Word Wall

Here are five vocabulary words to teach and add to the Word Wall.

Introduce 5 important, useful words from today’s reading. 

carcass

fetched

forehead

realize

wiggling

Read

Review

Review the timeline from the beginning every day.

Read

Read the selection, usually in a Shared Reading Read React Predict Cycle of 2-3 pages.

Read p. 118-128

Setting

Characters

Pages

Leila’s house, “Green Valley”

Parvana, Asif, Leila, Hassan, grandmother

118-128

Respond

Timeline

Agree on the facts in today’s reading, and list the 3-5 most important on the Timeline.

Discuss the reading and add 3-5 events to the timeline.

  • Discuss the story to fix the facts: who, what, when, where, and why.
  • Decide on the 3-5 most important events and add these to the timeline.

Students might mention:

  • Asif and Parvana help Leila get some worms out of a sore on her face.
  • They cleaned up “Green Valley” so it is more habitable.
  • Parvana finds herself moody for reasons she cannot understand.
  • Hassan is growing and beginning to stand up.
  • They make the house stronger, plant a garden, keep the mice out of the food, and so forth.

Map

Add to ongoing class activities like a KWL chart or map: where did the characters go?

Courage Chart

Collaborate with students through a class Courage Chart. During this unit encourage students to write examples of courage from the novel.

Explore

Activity

Explore the reading more deeply with a visual or oral language activity.

Beginning-Middle-End Chart

Walk through the events of the chapter, especially noting improvements to Green Valley.

Discussion

Ask discussion questions of all 9 types.

Key Questions

  1. How did Leila get worms in her sore?
  2. Why is hygiene so important?
  3. What is a latrine?
  4. What are the children doing to Green Valley?
  5. What improvements have they made?
  6. How does it feel for Parvana when Asif assumes control sometimes?
  7. How is she getting better at appreciating his unique gifts?
  8. What has happened to Asif’s family?
  9. How did Asif get the scares on his back?
  10. How long do you think they have been living in Green Valley?

Analyze

Analyze the key paragraph.

Key Paragraph, p. 120

“‘I can take over,’ Parvana said.

‘Why? We don’t need you.’ Asif finished with the worms and gently dabbed at the wound with a cloth soaked in hot water. ‘You need to keep your face clean,’ he said to Leila. ‘In fact, you need to keep your whole self clean’” (p. 120).

Extend

Write

Have each student write a short product based on today’s prompt to connect to the unit theme.

In two narrative paragraphs, describe how Asif taking on more and more responsibility? How does it feel to Parvana not to be the only one ‘in charge’ anymore?

Explain how it can be challenging when there are two strong leaders? How do Parvana and Asif manage that? Is she getting better at appreciating his unique gifts? In what ways does it take courage to let someone else lead when you are used to leading?

Close 

Close by extending today’s lesson to life and the world.

Day 14

Outcomes for Today

Prepare

Background

Gather background knowledge about a place, time, event, person, or thing.

How the elderly are treated around the world

How cultures view and treat their elderly is closely linked to their most prized values and traits. Here, a sampling of the experience of aging in different cultures around the world:

Korea: Celebrating old age
Not only do Koreans respect the elderly, but they also celebrate them. For Koreans, the 60th and 70th birthdays are prominent life events, which are commemorated with large-scale family parties and feasts. As in Chinese culture, the universal expectation in Korea is that roles reverse once parents age, and that it is an adult child's duty — and an honorable one at that — to care for his or her parents.

Japan: An elderly predicament
Like the Chinese and the Koreans, the Japanese prize filial piety and expect children to dutifully tend to their parents. But Japan also faces the unique problem of tending to an increasingly elderly population. According to Social Gerontology: A Multidisciplinary Perspective, 7.2 percent of the Japanese population will be 80 or older in 2020 (compared to 4.1 percent in the U.S.), which will likely lead to a host of new problems for the country. Adult diapers are already outselling baby diapers, and the pension system is on course to dry up.

The U.S. and U.K.: Protestantism at play
Western cultures tend to be youth-centric, emphasizing attributes like individualism and independence. This relates back to the Protestant work ethic, which ties an individual's value to his or her ability to work — something that diminishes in old age. Anthropologist Jared Diamond, who has studied the treatment of the elderly across cultures, has said the geriatric in countries like the U.K. and U.S. live "lonely lives separated from their children and lifelong friends." As their health deteriorates, the elderly in these cultures often move to retirement communities, assisted living facilities, and nursing homes.

France: Parents also protected by law
It's difficult to imagine such an Elderly Rights Law being a legislative priority in many Western cultures. France did, however, pass a similar decree in 2004 (Article 207 of the Civil Code) requiring its citizens to keep in touch with their geriatric parents. It was only enacted following two disturbing events, though: One was the publication of statistics revealing France had the highest rate of pensioner suicides in Europe, and the other was the aftermath of a heat wave that killed 15,000 people — most of them elderly, and many of whom had been dead for weeks before they were found.

The Mediterranean and Latin culture: One big, happy family
Mediterranean and Latin cultures place similar priority on the family. In both cultures, it's commonplace for multiple generations to live under one roof, (à la My Big Fat Greek Wedding) sharing a home and all the duties that come with maintaining one. In the contemporary iteration of this living arrangement, the oldest generation often is relied on to assist with caring for the youngest, while the breadwinners labor outside the home. As such, the aged remain thoroughly integrated well into their last days.

Word Wall

Here are five vocabulary words to teach and add to the Word Wall.

Introduce 5 important, useful words from today’s reading. 

landscape

entwining

vowed

mimic

satisfied

Read

Review

Review the timeline from the beginning every day.

Read

Read the selection, usually in a Shared Reading Read React Predict Cycle of 2-3 pages.

Read p. 129-138

Setting

Characters

Pages

Green Valley

Parvana, Asif, Leila, Hassan, grandmother

129-138

Respond

Timeline

Agree on the facts in today’s reading, and list the 3-5 most important on the Timeline.

Discuss the reading and add 3-5 events to the timeline.

  • Discuss the story to fix the facts: who, what, when, where, and why.
  • Decide on the 3-5 most important events and add these to the timeline.

Students might mention:

  • The girls take care of grandmother.
  • They bring her outside, clean some of her clothes and comb her hair.
  • Grandmother seems to appreciate the sunshine.
  • Parvana decides she will teach Leila and Grandmother how to read.

Map

Add to ongoing class activities like a KWL chart or map: where did the characters go?

Courage Chart

Collaborate with students through a class Courage Chart. During this unit encourage students to write examples of courage from the novel.

Explore

Activity

Explore the reading more deeply with a visual or oral language activity.

Open Mind Portrait

Create an OMP of Leila’s grandmother.

Discussion

Ask discussion questions of all 9 types.

Key Questions

  1. In what ways do Leila and Parvana take care of Grandmother?
  2. How does she respond to the sunshine?
  3. What does Parvana vow to do?
  4. Why won’t the war reach Green Valley?
  5. Why does Parvana insist that the grandmother go outside?
  6. What changes do you see in Grandma in this chapter?
  7. How are elders and babies similar?
  8. Why would her father be pleased with her actions?

Analyze

Analyze the key paragraph.

Key Paragraph, p. 138

“‘I have a present for you, Grandmother,’ Parvana said, sliding the book onto the mattress. She placed the old woman’s hand on the book’s cover. ‘It’s a book, for your very own. And I will teach you how to read it’” (p. 138).

Extend

Write

Have each student write a short product based on today’s prompt to connect to the unit theme.

Pretend you are Grandma. From her point of view, write 2-3 narrative paragraphs to describe the changes of the house. Explain the changes of the outside and inside of the house. How has everyone become more hygienic and clean? How has the food become healthier? Describe the new routines and rules the children have created. Include 2-3 reflective sentences about Parvana’s gift.

Close 

Close by extending today’s lesson to life and the world.

Day 15

Outcomes for Today

Prepare

Background

Gather background knowledge about a place, time, event, person, or thing.

5 Stages of Coping with Death

While all five stages are common, there is no set range of time for each stage. The order in which the stages occur is typical, but it can be in different order for different people. Someone who has lost a loved one also may pass through one stage to another only to go back and experience the previous stage once more before the grieving process continues.

  1. Denial: Denial, numbness and disbelief are normal first reactions to the loss of a loved one. This reaction serves as an immediate way to protect you from the intensity of the loss and diminishes the shock of the death. Sometimes seen as a lack of caring, the denial stage will fade as you gain the ability to cope with the loss.
  2. Anger is a typical reaction when you feel powerless and helpless, as in the death of someone close. The loss of death may give a feeling of abandonment as well as feeling of resentment for being "left behind." As you begin to acknowledge your anger, the anger will begin to diminish and allow you to enter the next stage of the grieving process.
  3. Bargaining: According to the University of Iowa, bargaining manifests itself when you feel as if there may have been something you personally could or should have done to prevent the death. A manifestation of guilt, if not dealt with and absorbed, the bargaining stage can allow guilt and remorse to overcome you. This may in turn "stall" you in the healing process and deter you from entering the next stage.
  4. Depression: Depression may manifest itself as loss of appetite, inability to sleep, depletion of energy and lack of concentration. Other symptoms may be feelings of loneliness, emptiness, self-pity and isolation as you learn to cope with the loss and move on with your life.
  5. Acceptance: Once you reach the acceptance stage, you are able to come to terms with the death of your loved one and continue with your life. The loss becomes integrated into your life and time allows you to assimilate the death as part of your life experience.

Word Wall

Here are five vocabulary words to teach and add to the Word Wall.

Introduce 5 important, useful words from today’s reading. 

tattered

debris

vibrate

writhed

clamped

Read

Review

Review the timeline from the beginning every day.

Read

Read the selection, usually in a Shared Reading Read React Predict Cycle of 2-3 pages.

Read p. 139-147

Setting

Characters

Pages

 

Parvana, Asif, Leila, Hassan, grandmother

139-147

Respond

Timeline

Agree on the facts in today’s reading, and list the 3-5 most important on the Timeline.

Discuss the reading and add 3-5 events to the timeline.

  • Discuss the story to fix the facts: who, what, when, where, and why.
  • Decide on the 3-5 most important events and add these to the timeline.

Students might mention:

  • They are running out of food.
  • They hear bombs for many nights.
  • Parvana taught school in the afternoons.
  • A goat gets killed in the minefield. They roast it and have a party.
  • A bomb fell on Green Valley and killed Grandmother.

Map

Add to ongoing class activities like a KWL chart or map: where did the characters go?

Courage Chart

Collaborate with students through a class Courage Chart. During this unit encourage students to write examples of courage from the novel.

Explore

Activity

Explore the reading more deeply with a visual or oral language activity.

Poster

How do you envision the minefield? How is it like a spider’s web? Draw the scene as you see it in your mind’s eye.

Discussion

Ask discussion questions of all 9 types.

Key Questions

  1. Why do you think Leila feels bad about killing the pigeons?
  2. In what ways is it ironic that the minefield provides them with food?
  3. Can you think of a better solution in getting the goat from the minefield?
  4. How would you answer Leila when she asks questions about war and dead children?
  5. What did the dinner party, flowers, and singing represent?
  6. What would happen if Parvana let Leila grab Grandma?
  7. Why do you think it was only a matter of time until their paradise was destroyed?
  8. Predict what will happen next?

Analyze

Analyze the key paragraph.

Key Paragraph, p. 143

“They each took hold of one of the dead goat’s legs and dragged it back across the minefield. Parvana thought again about a spider snatching a fly that flew into its web” (p. 143).

Extend

Write

Have each student write a short product based on today’s prompt to connect to the unit theme.

It is very ironic that the minefield—something to violent—is their source of food. We don’t often think about it, but when we eat, something has to die in order for us to eat it. This is the cycle of life.

In two explanatory paragraphs, describe how the minefield has been like a spider’s web for the children? Include the sequence of events that must take place in order for them to eat. What steps must take place first, second, and third?

Close 

Close by extending today’s lesson to life and the world.

Day 16

Outcomes for Today

Prepare

Background

Gather background knowledge about a place, time, event, person, or thing.

Why did the author reference the novel, “To Kill A Mockingbird” in this chapter?

The most important theme of To Kill a Mockingbird is the book’s exploration of the moral nature of human beings—that is, whether people are essentially good or essentially evil. The novel approaches this question by dramatizing Scout and Jem’s transition from a perspective of childhood innocence, in which they assume that people are good because they have never seen evil, to a more adult perspective, in which they have confronted evil and must incorporate it into their understanding of the world. As a result of this portrayal of the transition from innocence to experience, one of the book’s important subthemes involves the threat that hatred, prejudice, and ignorance pose to the innocent: people such as Tom Robinson and Boo Radley are not prepared for the evil that they encounter, and, as a result, they are destroyed. Even Jem is victimized to an extent by his discovery of the evil of racism during and after the trial. Whereas Scout is able to maintain her basic faith in human nature despite Tom’s conviction, Jem’s faith in justice and in humanity is badly damaged, and he retreats into a state of disillusionment.

Word Wall

Here are five vocabulary words to teach and add to the Word Wall.

Introduce 5 important, useful words from today’s reading. 

mockingbird

reassuring

sluggish

concentrate

cringed

Read

Review

Review the timeline from the beginning every day.

Read

Read the selection, usually in a Shared Reading Read React Predict Cycle of 2-3 pages.

Read p. 148-157 

Setting

Characters

Pages

On the road

Parvana, Asif, Leila, Hassan

148-157

Respond

Timeline

Agree on the facts in today’s reading, and list the 3-5 most important on the Timeline.

Discuss the reading and add 3-5 events to the timeline.

  • Discuss the story to fix the facts: who, what, when, where, and why.
  • Decide on the 3-5 most important events and add these to the timeline.

Students might mention:

  • The children are back on the road with barely any belongings.
  • Almost everything they had was destroyed by the bomb.
  • Leila wished Parvana would have let her go toward her grandmother as the bomb was striking.
  • They don’t have a plan except they want to find food.
  • They eventually find a stream and decide to follow the stream into the woods.

Map

Add to ongoing class activities like a KWL chart or map: where did the characters go?

Courage Chart

Collaborate with students through a class Courage Chart. During this unit encourage students to write examples of courage from the novel.

Explore

Activity

Explore the reading more deeply with a visual or oral language activity.

Rap

Create a rap to keep your spirits up in such dire circumstances. What would you need to remind yourself of? What would take your mind off of things?

Discussion

Ask discussion questions of all 9 types.

Key Questions

  1. What would you do in their situation?
  2. How would you decide which way to walk?
  3. Explain why eating was normal.
  4. List two reasons why Leila was crying.
  5. What would you do for food?
  6. Would you have eaten the book just to try it?
  7. How is life more difficult for Hassan?
  8. What happened when Parvana tried to clean Hassan? What were the challenges?
  9. Why would the author use the book “To Kill A Mockingbird” in this story?
  10. Explain why it was a good idea to follow the stream.

Analyze

Analyze the key paragraph.

Key Paragraph, p. 157

“‘If it doesn’t matter where we go, why don’t we follow the stream?’ Leila suggested. ‘At least we’ll have something to drink that way.’ Parvana sat up and looked at the girl with admiration.

‘At least one of us is thinking,’ she said…

‘There are some trees up this way,’ Asif said. ‘Maybe we’ll find something to eat’” (p. 157).

Extend

Write

Have each student write a short product based on today’s prompt to connect to the unit theme.

Describe the children’s new plan. How did they decide on this plan? What were the pros and cons? Explain why it is courageous for Parvana to travel without being covered.

Describe the similarities between Parvana’s Journey and To Kill A Mockingbird. Use the background information provided and previous knowledge of the novel To Kill A Mockingbird. How do both books use children characters to explore good and evil?

Close 

Close by extending today’s lesson to life and the world.

Day 17

Outcomes for Today

Prepare

Background

Gather background knowledge about a place, time, event, person, or thing.

Internally displaced persons (IDPs)

Internally displaced persons, or IDPs, are among the world’s most vulnerable people. Unlike refugees, IDPs have not crossed an international border to find sanctuary but have remained inside their home countries. Even if they have fled for similar reasons as refugees (armed conflict, generalized violence, human rights violations), IDPs legally remain under the protection of their own government – even though that government might be the cause of their flight. As citizens, they retain all of their rights and protection under both human rights and international humanitarian law.

Word Wall

Here are five vocabulary words to teach and add to the Word Wall.

Introduce 5 important, useful words from today’s reading. 

recover

yanks

craters

agony

huddling

Read

Review

Review the timeline from the beginning every day.

Read

Read the selection, usually in a Shared Reading Read React Predict Cycle of 2-3 pages.

Read p. 158-170

Setting

Characters

Pages

On the road

Parvana, Asif, Leila, Hassan

158-170

 

Travelers

 

Respond

Timeline

Agree on the facts in today’s reading, and list the 3-5 most important on the Timeline.

Discuss the reading and add 3-5 events to the timeline.

  • Discuss the story to fix the facts: who, what, when, where, and why.
  • Decide on the 3-5 most important events and add these to the timeline.

Students might mention:

  • The children walk for 4 days until finding someone.
  • The family they find is starving as well and their cart has a broken wheel.
  • They walk through a scary bombed out fruit orchard.
  • Many people are now walking about, trying to get away from the bombing.
  • The bombs were falling night and day.
  • There was much death and destruction.
  • Finally they see an internal refugee camp.

Map

Add to ongoing class activities like a KWL chart or map: where did the characters go?

Courage Chart

Collaborate with students through a class Courage Chart. During this unit encourage students to write examples of courage from the novel.

Explore

Activity

Explore the reading more deeply with a visual or oral language activity.

Sequel

Before we get to the end of the book, write an ending. How would you end the book?

Orchard Drawing

Using the orchard description, draw out what the orchard looks like. Find images of orchards on the web to help create the drawing.

Discussion

Ask discussion questions of all 9 types.

Key Questions

  1. What would it be like to be surrounded by bombing day and night?
  2. How are the children dealing with it?
  3. Is Leila still angry?
  4. How has Leila changed in this chapter?
  5. What does she now understand?
  6. How does Parvana help Leila cheer up instead of being sad about her grandma?
  7. Why didn’t the family help?
  8. What kind of relief do you think the children had when they saw the camp?
  9. Without using words, what do you think Parvana was telling the women under the Burqa?

Analyze

Analyze the key paragraph.

Key Paragraph, p. 168

            “Parvana would never know how she found the strength. She picked Leila up and ran with her to the side of the road, then lay on top of her to keep her from rushing out again. Her free hand found Asif’s. They stayed like that until the planes finished their bombing” (p. 168).

Extend

Write

Have each student write a short product based on today’s prompt to connect to the unit theme.

Under extraordinary circumstances, many people find extraordinary strength. In two paragraphs, explain Parvana’s strength in the beginning of the novel and in the last few chapters. Use transitional words to describe Parvana’s growth. Where do you think she found the strength? Does everyone have this kind of emotional and physical strength?

Close 

Close by extending today’s lesson to life and the world.

Day 18

Outcomes for Today

Prepare

Background

Gather background knowledge about a place, time, event, person, or thing.

What is malnutrition?

A malnourished person finds that their body has difficulty doing normal things such as growing and resisting disease. Physical work becomes problematic and even learning abilities can be diminished. For children, malnutrition at an early age leads to stunted growth and mental development during childhood.

Word Wall

Here are five vocabulary words to teach and add to the Word Wall.

Introduce 5 important, useful words from today’s reading. 

lavender

filtered

hovering

malnutrition

dehydration

Read

Review

Review the timeline from the beginning every day.

Read

Read the selection, usually in a Shared Reading Read React Predict Cycle of 2-3 pages.

Read p. 171-180

Setting

Characters

Pages

Camp

Parvana, Asif, Leila, Hassan

171-180

       

Nurses

 

Respond

Timeline

Agree on the facts in today’s reading, and list the 3-5 most important on the Timeline.

Discuss the reading and add 3-5 events to the timeline.

  • Discuss the story to fix the facts: who, what, when, where, and why.
  • Decide on the 3-5 most important events and add these to the timeline.

Students might mention:

  • They arrive at the camp and a nurse tries to help Hassan.
  • They are not sure whether he will live.
  • The nurse gives them a blanket, some tea and plastic for a shelter.
  • They will stay there for the winter.
  • Parvana goes to stand in line for food—it will take a long time.
  • Food is scarce and not guaranteed even if you wait in line.
  • Hassan is getting better in the hospital.
  • They are cold at night.
  • Parvana has given up hope of finding her mother. 

Map

Add to ongoing class activities like a KWL chart or map: where did the characters go?

Courage Chart

Collaborate with students through a class Courage Chart. During this unit encourage students to write examples of courage from the novel.

Explore

Activity

Explore the reading more deeply with a visual or oral language activity.

Flipbook

Create a flipbook of Leila shouting at the airplanes.

Discussion

Ask discussion questions of all 9 types.

Key Questions

  1. Why is it positive or good to see other people? How does survival become more competitive?
  2. Describe the scene after the bomb hit the ground. How does it make you feel? How does Parvana feel?
  3. Why is keeping hope important?
  4. How does Asif help Parvana keep home in his own way?
  5. How would it feel to wait in line for food all day and then have them run out by the time you were in front?
  6. Why doesn’t the nurse give everyone blankets and food?
  7. Why would it be dangerous to tell others of receiving special privileges?
  8. Why would the enemy bomb medical supplies?
  9. Explain Parvana’s argument that she should be the one to get the food.

Analyze

Analyze the key paragraph.

Key Paragraph, p. 179

“She looked out the flap of the lean-to. Inches away was the neighbor’s tent. The man and his wife were arguing loudly in a language Parvana didn’t understand. Is this it? She wondered. Have I come so far, just to be here? Is this really my life?” (p. 179).

Extend

Write

Have each student write a short product based on today’s prompt to connect to the unit theme.

In what way does reading this novel help you appreciate what you have? The novel is written based on factual accounts. Pretend you are a foreign aid worker in the refugee camp and write a three-paragraph letter to your family about your helping people during the war. Describe the bombs, starvation, lack of hygiene and so forth. Provide one quote from this chapter.

Close 

Close by extending today’s lesson to life and the world.

Day 19

Outcomes for Today

Prepare

Background

Gather background knowledge about a place, time, event, person, or thing.

Emergency Food Aid

Natural disasters, such as floods, earthquakes and droughts, and manmade disasters, such as war or conflict, often make it impossible for affected populations to get enough food to eat.  Private volunteer organizations and intergovernmental organizations can request emergency food aid from the USAID Office of Food for Peace based on an assessment of need – identifying the nature of the crisis, the number of people who will receive assistance, the types and amounts of commodities needed, the manner in which the food aid will be given to the targeted groups, and the cost of distribution.

Some problems with food aid are that It is a donor-driven system. It promotes domestic interests of donor countries. It is a foreign policy tool. International institutions are driven by exporters. Development is not necessarily the objective.

Word Wall

Here are five vocabulary words to teach and add to the Word Wall.

Introduce 5 important, useful words from today’s reading. 

surged

convoy

shawl

jostled

 comforting

Read

Review

Review the timeline from the beginning every day.

Read

Read the selection, usually in a Shared Reading Read React Predict Cycle of 2-3 pages.

Read p. 181-189

Setting

Characters

Pages

Camp

Parvana, Asif, Leila, Hassan

181-189

 

Mother

 

Respond

Timeline

Agree on the facts in today’s reading, and list the 3-5 most important on the Timeline.

Discuss the reading and add 3-5 events to the timeline.

  • Discuss the story to fix the facts: who, what, when, where, and why.
  • Decide on the 3-5 most important events and add these to the timeline.

Students might mention:

  • Food grew even scarcer.
  • Finally a plane flew overhead and dropped food.
  • Leila raced into a land fields to retrieve some and was injured.
  • Leila dies.
  • Parvana is depressed and crying.
  • She finds her mother.

Map

Add to ongoing class activities like a KWL chart or map: where did the characters go?

Courage Chart

Collaborate with students through a class Courage Chart. During this unit encourage students to write examples of courage from the novel.

Explore

Activity

Explore the reading more deeply with a visual or oral language activity.

Open Mind Portrait

Continue OMP. A lot is happening in this chapter, between losing Leila and finding her mother. What do you think Parvana is thinking and feeling?

Discussion

Ask discussion questions of all 9 types.

Key Questions

  1. How are conditions getting worse?
  2. Why would some men want Parvana to cover up?
  3. Describe the people living in the refugee camp.
  4. What are examples of desperation?
  5. How do you think people felt when the food was dropped?
  6. Why was it dangerous to get food?
  7. Why did Leila race into the field?
  8. What misperceptions did she have about her own safety?
  9. How do you think people would have reacted if Leila was able to bring back the food?
  10. How did Parvana recognize her mother?

Analyze

Analyze the key paragraph.

Key Paragraph, p. 184

“‘There’s lots more parcels over there,’ Leila said, pointing toward the minefield. ‘They look like flowers.’ Parvana looked. The field was dotted with yellow” (p. 184).

Extend

Write

Have each student write a short product based on today’s prompt to connect to the unit theme.

In 2-3 paragraphs, describe the important events at the end of this chapter. What happened first, second, and third? Explain why Leila thought she would be sage in the land mine. Conclude your second paragraph with a reflection of Leila’s death.

Close 

Close by extending today’s lesson to life and the world.

Day 20

Outcomes for Today

Prepare

Background

Gather background knowledge about a place, time, event, person, or thing.

How to find peace in tough times?

Parvana has suffered many losses in her life but uses hope to drive positive action. Only in the dark can you see the stars.  The stars are hope.  Look for them.

The very least you can do in your life is figure out what you hope for.  The most you can do is live inside that hope as you work for what you want.  Do not admire what you hope for from a distance, but live right in it.  Get deeply involved with the thoughts and activities that keep your hope alive and your intention possible.

No, hope alone will not save you from despair.  Hope empowers you to strive and grow even when your circumstances are in shambles.  The road that is built with hope is more pleasant than the road built in despair, even though they both may seem to lead you to the same place in the short-term.  It is the positive growth you attain on your way to this temporary place that will benefit your final destination. It’s all about balance – accepting reality without giving up on what needs to be done to reach your desired destination in the long run.

Word Wall

Here are five vocabulary words to teach and add to the Word Wall.

Introduce 5 important, useful words from today’s reading. 

clinic

nanny

eventually

organization

eased

Read

Review

Review the timeline from the beginning every day.

Read

Read the selection, usually in a Shared Reading Read React Predict Cycle of 2-3 pages.

Read p. 190-197

Setting

Characters

Pages

Camp

Parvana, Asif, Hassan, Mother

190-197

 

Nooria, Maryam

 

Respond

Timeline

Agree on the facts in today’s reading, and list the 3-5 most important on the Timeline.

Discuss the reading and add 3-5 events to the timeline.

  • Discuss the story to fix the facts: who, what, when, where, and why.
  • Decide on the 3-5 most important events and add these to the timeline.

Students might mention:

  • Mother, Parvana and the rest bury Leila.
  • They are unsure how long they will stay at the camp.
  • Asif will stay with them.
  • Parvana really just wants to be with Shauzia in Paris.
  • She is comforted that she has found her family.

Map

Add to ongoing class activities like a KWL chart or map: where did the characters go?

Courage Chart

Finish the class Courage Chart. Have students write 1-2 paragraph reflection on the examples of courage from Parvana’s Journey. Allow students to share their reflections with the class.

Explore

Activity

Explore the reading more deeply with a visual or oral language activity.

K-W-L

After reading the book and the Author’s note at the end, what questions do you still have about Afghanistan and what is currently going on there? Perhaps this would be a great opportunity to do a bit of personal research online or in the newspapers to find out the current situation in Afghanistan.

Discussion

Ask discussion questions of all 9 types.

Key Questions

  1. Why did Parana place rocks over Leila’s grave?
  2. What happened to Ali?
  3. Why was Mother in the medical clinic?
  4. What do Mother and Nooria do in the camp? How is it courageous?
  5. Why does Parvana think complaining a good thing?
  6. Who is bombing Afghanistan?
  7. How did Asif decide to stay with Parvana’s family?
  8. Predict what will happen next? What do you think happened to Shauzia?
  9. What does Parvana have to be thankful for?

Analyze

Analyze the key paragraph.

Key Paragraph, p. 196

“The Taliban militia, an Afghan army, took control of the capital city of Kabul in September 1996. They imposed extremely restrictive laws on girls and women. Schools for girls were closed down, women were no longer allowed to hold jobs, and strict dress codes were enforced. Books were burned, televisions smashed, and music in any form was forbidden” (p. 196).

Extend

Write

Have each student write a short product based on today’s prompt to connect to the unit theme.

After reading the Author’s note, reflect on your reaction to the situation in Afghanistan. Use technology, including the Internet, to support that the events in “Parvana’s Journey” are based on history and facts. In one paragraph, describe one event that took place in the novel (landmines, children of war, refugee camps, bombings in Afghanistan). In a second paragraph, support your description of the event using your Internet search findings. 

Close 

Close by extending today’s lesson to life and the world.