AZZI IN BETWEEN

Azzi and her parents are in danger…
They have to leave their home and escape to another country
on a scary journey by car and boat. But Azzi learns to face her
new life with courage and fortitude
Winner of the first Little Rebels Book Award in 2013
Chosen as one of the Diverse Voices 50 Best Children´s Book
celebrating cultural diversity
Title: Azzi in Between
Author: Sarah Garland
Why is appropriate for your students: Azzi in between it´s
an amazing graphic story about the troubled experience of
immigration. The refugee´s crisis and the immigration are current topics and pupils hear about these
topics in the news, their homes and the school, in subjects like Social Science. This graphic storybook
may help them understand that the causes of migration are many and varies and they can realize that
refugees leave their countries because they are forced to do so. Above all they can develop empathy and
solidarity towards the refugees. On the other hand the pictures and graphics make the story more
attractive for pupils and help them to understand the text.
Course: 6th
Stage: Primary education stage
Activities: Susana García Muñiz – ABP Refugiados School Project

CROSS-CURRICULAR TOPICS
Peace, integration, solidarity, refugees, immigration, diversity, citizenship. It´s related to Civic
education and Social Science subjects.

Aims




To encourage pupils to use reading strategies and creativity
To develop reading and writing skills
To help pupils to build vocabulary about refugees and immigration.
To develop empathy and solidarity towards the migrants and refugees
To discover several reasons to migrate and to apply for asylum
 To
improve
competence.

literacy

1

To anticipate content before reading To check comprehension while reading and after reading To develop the habit of making connections with their experiences and events happening in the world AZZI IN BETWEEN: SESSIONS SESSION 1 Teacher reads the title of the book and shows the cover and some illustration of the story to help pupils visualize it and creating a desire to continue learning. 2 . PREDICTING ACTIVITIES 1. After discussion. Discuss in terms of what you can see and what do you think about the topic. To promote positive peer interactions. teacher shows pupils these pictures of the story on the IWB and asks them: What happen? Why they are running into their home? Why are trying to take the boat? Why do you think Azzi has to sleep in a sofa? Why do you think she is sad? What do you think these people try to ask? Discuss their predictions and thoughts. What do you think is it that Azzi is “in between”? What do you think she is looking at in the picture? 2. Look at the picture on the cover of Azzi in Between.     To use context to identify new words.

to be rejected by. refugee status. to bomb. persecution. to integrate. to enforce the law TO WOVE TO SKIP REFUGEE´S CAMP 3 . repatriation. the right to asylum.  To apply for asylum. to live in camps. Glossary of words Teacher makes flashcards with some new words and pupils play a MEMORY GAME Then. to require. shelter. the authorities. refugee center. to send back. to gain asylum. to flee their homes or countries. migrant. host country. asylum request. to find asylum. war. refugee´s camp. to be afraid of/for. country of asylum. volunteer. to smuggle. while reading. to seek asylum. Teacher introduces vocabulary about the storybook and refugees. humanitarian aid. explaining the meaning. border. to take a boat.3. solidarity. teacher projects the book on the interactive whiteboard and highlights some difficult words  Refugee. to cross the border. to settle down. to argue. to flee.

4 . One book per couple. Teacher asks pupils skimming the book. We will read in this session pages 1 – 10 with skimming and previewing techniques Buddy Reading – SKIMMING AND PREVIEWING Teacher splits class into pairs. using a quick survey of the text to get the main idea about the three parts of the story. looking the pictures and first lines of each page. It´s preferable uses the IWB for highlighting the new words.TO SEED BEANS TO SHAKE/SHOOK/SHAKEN TO SPARKLE BLANKET TO SWAP LUNCHES TO TUCK UP SESSION 1 Teacher uses the projector or the IWB for the class to listen and read.

Read the title.PREDICTING After reading the first ten pages teacher asks pupils to stop and think what they think it´s going to happen. FIRST STOP 1 SECOND STOP 1 5 . questioning. We will do the same with the page 21. SHOVE – DAMP – FROWN – SWAPPED – MOORING – CUDDLE . Buddy Reading Questions Teacher encourages children to talk about the book using buddy reading questions (in pairs). but we will read in this session only until page 26. 7. encouraging the creativity and the pupil´s imagination. look at the illustrations and read the first sentence of each paragraph. He/she encourages pairs to ask each other about what was read:  Who are the characters  What is the setting  What is the problem  What are their feelings: They have to recognize at least two feelings (positive and negative)in the main characters  Something bad happens/good happens 6. What do you think it´s going to happen? . Teacher reminds them context clues can be found in other words nearby. and using the context..GUESSING FROM CONTEXT Teacher asks pupils to read the story in pairs using the context to guess the meaning or unknown words. listening closely to one another. 4. Teacher highlights the most difficult words on the IWB and the words that the pupils ask about the meaning and teacher provides clues about them.PODS Teacher asks pupils to stop at the end of each page to check comprehension and difficult words. helping each others. Let your eyes skim over the text during five minutes and try to identify the main idea and the characters.STIFF SKIP – PEG – BEANS – SPARKLE .Teacher helps children with difficult words and encourages them to use comprehension strategies more efficiently: rereading. Don´t read the whole text! After that pupils pair up to discuss what they think the main idea is and who are the characters 5.. Difficult words .

Teacher says a phoneme. wave. silence. escape. Pupils have to add the “magic e” or “silent e” to words. When we finish reading the section.Synthetic phonics . we will play a “phonic game”. As correct answers are rewarded with a bell sound teacher reveals the answer on the board and gives the pupils points. made. Nonsense words are thrown into the “obb” bin. 8. 9.1 MAGIC E AND OBB BOB . noise.Synthetic phonics Teacher sounds loud and writes on the board some words with “silent e” that they are in the book while pupils are reading: wove. Correct “Silent e” words are rewarded with points and they are thrown into the “bob” bin. alone But he/she writes them without the “e” with another “trap” words. voice. but only to the real words and blend the sounds together. pale. Then we will do some simple post reading activities to work phonics and description: 8. Teacher splits class into 6 teams. Pupils have to write a list of words with this sound on their mini whiteboards/paper (2 minutes). PLAY WITH PHONICS 8. face. Describe the Azzi´s old home and her new home in the host country 6 . rope. instead “voice”. shove. PHONIC FAMILY FORTUNES .Analytic phonics 8 “answers” words with “ee” digraph like “Refugee” and “flee” are covered with moveable rectangle over each word into the IWB. He/she asks one pupil to write the grapheme on their board for this sound.PLAYING WITH PHONICS Teacher asks pupils to read the second part of the story in pairs using the context to guess the meaning or unknown words. language. like the previous session. introduces the sound and shows the spelling. like “voic”. Teacher highlights the most difficult words on the IWB and the words that the pupils ask about the meaning and teacher provides clues about them.SESSION 2 – DURING READING 2-26 + POST READING ACTIVITIES . When the times is up the pupils say the words they have written in shifts.2. Teacher has written some mistakes. shape.

What are the characters doing? Use the present-continues tenseGrammar 11 What would you take if you have to flee your home in 10 minutes? – Speaking activity SESSION 3 BUDDY READING PAGES 27 – 35. like the previous sessions. 7 . Describe this picture. Buddy questions Teacher asks pupils to read the last part of the story in pairs using the context to guess the meaning or unknown words. Teacher highlights the most difficult words on the IWB and the words that the pupils ask about the meaning and teacher provides clues about them.10.

12. Order the Azzi´s story with numbers and then write a sentence that describe the passage 8 .

9 .

Tell your partner what you would do if you were Azzi – Speaking activity 14. Write and remember the new vocabulary on the blackboard Remember: Firstly plan what you are going to write.13. SESSION 4 17. Tell your partners your part of the Azzi´s diary. Then the other pupils roll the dice in shifts and answer the questions. Think aloud with your team. each team has to write the Azzi´s diary in the different stages: The flight. 15. Write the vocabulary you can use and write your ideas down. Roll the “reading comprehension” dice – Speaking activity Teacher cuts and glues the big “reading comprehension” dice and asks one pupil rolls the dice and answers the question. WORKSHEET – Check comprehension Answering comprehension questions Writing  Why Azzi´s family has to flee their country?  Why is Grandma staying behind?  How could they flee their country?  What papers does the policeman ask to her father?  Why is Azzi sad in their new home?  How do you think Father is feeling? Why?  What job did Father do in his old country? Why didn´t he find a job in the new country?  What´s a camp?  Why is Sabeen a refugee?  How did the new teacher speak to Azzi?  How could the teachers help Azzi to feel welcome and to understand what they were saying?  How could you help Azzi to feel welcome if she came into your class?  How does Azzi decide to help her father?  What do the beans symbolize? 16. At the beginning in the new country and the Azzi´s new life. Write sentences and revise with the teacher and other pupils´ assistance. brainstorm ideas and organize information in a project sketch. Write a short diary from the perspective of Azzi – Shared writing – 3 teams Teacher split classroom into three teams. MY FLOWER BOOK REPORT – Writing 10 .

leaves and stem to put them on the garden of reading wall 18.Speaking I am very good at skipping. Let´s skip! I am very good at…. Let´s _____! 11 . Summarize what happened to Grandma – Writing – Grammar (past tense) 20. Practice in pairs: . Retell your partner the Sabeen´s story – Speaking – Grammar (past tense) 19.Answer these questions about the book writing on the flower and leaves template. Then you have to cut the flower. Change the end – Writing 21.

……………………………………………………. Firstly each phoneme and secondly blend the phoneme to make the whole word. Make a list of five questions you could ask …in pairs Speaking Three pupils are going to act like Azzi. They work in teams.Write down ten new words you have learnt from this book and explain their meaning – Writing . Ask pupils to write on paper planes Azzi´s and her family´s worries and fly them to the Worry Box. Worry monster box – Writing . Sabeen and Grandma) in order to prepare the questions and answers * Make a list of five questions you could ask Azzi * Make a list of five questions you could ask Sabeen * Make a list of five questions you could ask to Grandma 24.22. Act it out. Who says that sentences? She was thinking of Grandma..Playing Everybody is worried about something. Sabeen and Grandma. Was Grandma in danger at home? ……………………………………………………… I don´t want her to forget the language of her own country ………………………………………………………. put them into the “New word box” 12 . The rest of the pupils are the interviewers. Sound your words out. Azzi and her family are worried about their future. Use different colour paper for each character. Learning NEW WORDS . all alone in the old country . 23. three teams (Azzi. I´m still not allowed to work here ……………………………………………………… I was afraid they would send me back ……………………………………………….Phonics Hello Goodbye My name is I´d like that How much is that Can I have? Bananas SKIP Azzi learned lots of words at school: Please Monday Write the new words you have learned in this storybook and tell the others.. Finally.

The refugee crisis is shaking Europe since last year.ETHICS 25. 13 . Each pupil has to write at least one connection on a coloured piece of cardboard and then he/she will form a chain in a poster or a wall like this picture. Write a brief persuasive paragraph about the right to asylum with the OREO technique (Opinion – Reason – Example – Conclusion): Writing I think asylum is/isn´t an human right because ____________________ and ______________________ For example ___________________________ so this is/isn´ a human right 26. What message do you take away from this book? Do you think the story has a moral? Write and post it on the “Reading post-it wall” 28. 27.SESSION 5 – CROSS-CURRICULAR – VALUES . because”  Text to World: How to the ideas in this story makes me think about… (Something that it´s happen in the world around us or in the past) Write the connections on “links” and form chains with coloured cardboards. It´s the ability to walk in “their shoes” and to feel what he/she feels.  Text to self: How do the ideas in this story relate to your own life and experiences? “What I have read reminds me when I…”  Text to text: How do the ideas in this story remind you another story? “These ideas are similar to the ideas in…. Speaking and writing activity: Do you know what´s the meaning of this “set phrase”? What is the relation between this “set phrase” and empathize? WALKING A MILE IN A REFUGEE´S SHOES Empathize means to be capable of identifying and understanding other person´s feelings. Pupils are listening news about refugees trying to reach Europe. Making connections! Speaking and writing Text to self – Text to text – Text to world Help the pupils to make connections with their experiences or events happening in the world.

30. mother and son.Volunteers (two or three) . so they advise them to wait in a refugee´s transit camp. how they have reached Europe. women… . Staff members are doing their job and some volunteers are trying to help with the papers and the asylum applications because they need to have papers in order to work and live in Europe.Write a message for a refugee like Azzi in a “shoe template” Then post your “shoe message” on the Storybook Wall 29.Refugees: Azzi and her family. Teacher will send them with the help of some NGOs. Letters to refugees . This year some refugees have reached Europe fleeing war and looking for a better life.Writing Note: Pupils may not end this task at school. Refugees are becoming upset and angry and they ask to speak to the head of the asylum office…” 14 .Staff members -The head of the asylum office (he can work with the staff members) Teacher shows the picture in page 10 and reads aloud this short text with the following scenario: “Azzi and her family are in the Asylum and Refuge Office. like other people in the office. They live in shelters or in refugee´s camps. But staff members tell them the process is slow and lots of asylum request are delayed for more than a year. Do a role play . You can ask them why they have fled their home.Speaking Note: Teacher may prepare the roles cards previously. how they got over the difficulties along the way and wherever you want to ask or share. They are seeking asylum. Write letters to send to children refugees. so they may finish it at home if teacher considers it appropriate. Don´t forget to wish them all the best in their new life. Then splits class into 3 teams and the head of the office and he/she gives each team one card with their role .

The stems of Azzi´s bean plants were brown and dry…In my old country that means ready to pick” Now she has lots of beans to make her favourite supper “Spicy beans” 31.seletsucre. resulting in a more collaborative achievement. The players adopt their roles.com/english/recipes/bean-stew-with-rice-fasoulia-w-rizz-920 http://thepioneerwoman. express their feelings about the situation and explain their arguments with respect for the others. links and videos about the recipes. pictures. so teacher allows their pupils to edit the wiki project. They are special red beans from her country. maybe she was cooking “Fasoulia”.com/recipes/spicy-beans-toast 15 . WIKI ACTIVITY– “Beans Recipes around the world” Research and create a wiki about the “Beans recipes around the world” in pairs for collection and presentation of student research.bbcgoodfood. Pair work: Look for recipes. After that the role play starts.. She has pushed sticks into the earth and she has planted them. Firstly pupils have to look for information about the different beans around the world and their recipes. Pupils can collaborate on work during and after school and they can edit each other´s work as they complete a class project. Teacher promotes collaborative work with the creation of a wiki about the “Beans recipes around the world” Wikis are websites which can be edited by anyone. Secondly they have to summarize this information and finally they have to upload documents. Azzi´s mother cooks “spicy beans” from dried beans..com/cooking/spicy-beans/ http://www. Teacher works with pupils and provides feedback and redirection of ideas. Beans have grown and… “Now summer was nearly over.com/fasoulia-middle-eastern-spiced-kidney-beans/ http://shahiya. http://www. SESSION 6 – COOKING SPICY BEANS – Wiki ACTIVITY – Natural Science – Cross curricular – Digital /Cultural competence Azzi has found eight beans to grow in the school garden. Teacher helps children to build the wiki with prompts and clues to help develop ideas and organization.Each team has to think in 10 in their arguments and viewpoints. like an e-portfolio for collection and presentation of pupils work.

nice words you should say all your schoolmates: “Thank you/Good luck/Smile/Happy/I like you/Sorry/Happy everyday…” Choose one and seed it in a pot. Magic beans are small beans that grow to reveal these “nice messages” on its petals.playagainstallodds.ca/ Pupils may play the online UNHCR game “Against all odds” for walking a mile in refugees´ shoes It´s a game which lets your pupils experience what it is like to be a refugee. like Azzi. especially if you go to a foreign country. 16 . Teacher will give you beans with secret messages on them. SEED A MAGIC BEAN! Everybody needs love and nice words. Your pupils will walk a mile in refugees´ shoes since they were forced to leave their countries of origin to the beginning of their new life abroad.32. When Azzi went to school she was worried about she couldn´t speak the new language. FOLLOW UP ACTIVITY Online UNHCR Game: http://www. but teacher and schoolmates treated her with great affection and “nice words”.

com/susanagm33/refugees-storytelling-azzi-in-between/ http://www.readwritethink. cooperation.readwritethink. stimulating their curiosity and promoting cooperation between pupils.org/professional-development/strategy-guides/shared-writing-30686. Assessment will be continuous. grammar.org/offices/lis/writing/secondary/writingprocess.html http://www.EVALUATION OF THE SESSIONS Evaluation will be global.pinterest. vocabulary. There are variety activities according to the different learning styles: visual. work in pairs/groups and the different tasks.ca/ MAGIC BEANS: https://www.com/pernilleripp/status/662097391005401089 17 . as direct observation and controlled practice in order to correct and improve the learning process. contents and activities. He/she will check the comprehension during and in post-reading activities. After each six sessions teacher writes her/his observations in the classroom diary and there will be a control list that includes items like participation. behavior… and a grading scale with items like pronunciation. a key element in the development of quality education. Teacher will apply varied evaluation techniques. It will take places during the whole process of reading and it´s a tool to improve. reading and writing.co.uk/mojo-bean-wishes-luckymagic/dp/B00QZD9VYW/ref=pd_sim_sbs_86_4?ie=UTF8&dpID=41B1SwOS6L&dpSrc=sims&preST=_AC_UL160_SR160%2C160_&refRID=K7VKNSZMDCBVX0QK64A6 Shoes message: https://twitter.html Online UNHCR Game: http://www. formative and continuous.playagainstallodds.bcps. Finally we will do the self assessment. interest. RESOURCES https://es.amazon. auditory and kinaesthetic learners and teacher will try to improve students’ motivation in materials.org/classroom-resources/lesson-plans/literature-catalyst-social-action105.html http://www. providing feedback on progress and identifying problems at an early stage to allow corrective action.

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