NEATE Fall Conference 2017

NEATE Fall Conference 2017

Session: Creating an Understanding of an Unfamiliar Culture (Islam) Through Young Adult Literature

Presenters: Danielle King-Watkins () and Arianna Drossopoulos ()

Book Descriptions

IbtisamBarakat is the author of Tasting the Sky, winner of the Arab American National

Museum Book Award for Children&s/YA Literature. In this groundbreaking memoir set in

Ramallah during the aftermath of the 1967 Six-Day War, Ibtisam captures what it is like to be a

child whose world is shattered by war. With candor and courage, she stitches together memories

of her childhood: fear and confusion as bombs explode near her home and she is separated from

her family; the harshness oflife as a Palestinian refugee; and her unexpected joy when she

discoversAlef, the first letter of the Arabic alphabet. This is the beginning of her passionate

connection to words. Language becomes her refuge, allowing her to piece together the fragments

of her world.

Sara Farizan is the author of If You Could Be Mine, winner of the Lambda Literary Award for

LGBT Children’s and Young Adult Fiction. Seventeen-year- old Sahar has been in love with her

best friend, Nasrin, since they were six. They’ve shared stolen kisses and romantic promises. But

Iran is a dangerous place for two girls in love; Sahar and Nasrin could be beaten, imprisoned,

even executed. So they carry on in secret until Nasrin’s parents suddenly announce that they’ve

arranged for her marriage. Afraid of losing her Nasrin, Sahar discovers what seems like the

perfect solution: homosexuality may be a crime, but to be a man trapped in a woman’s body is

seen as nature’s mistake, and sex reassignment is legal and accessible. Sahar will never be able

to love Nasrin in the body she wants to be loved in without risking their lives, but she wonders if

saving their love is worth sacrificing her true self.

Wendy Mills is the author of All We Have Left, named a Best Book by Kirkus, Amazon, and

Bank Street. The novel interweaves stories from past and present, bringing one of the most

important days in our recent history to life and showing that love and hope will always triumph.

Sixteen-year- old Jesse is used to living with the echoes of the past. Her older brother died in the

September 11th attacks, and her dad since has filled their home with anger and grief. When Jesse

gets involved with the wrong crowd, one momentary hate-fueled decision turns her life upside

down. The only way to make amends is to face the past, starting Jesse on a journey that will

reveal the truth about how her brother died.In 2001, sixteen-year- old Alia is proud to be Muslim…

it’s being a teenager that she findsdifficult. After being grounded for a stupid mistake, Alia decides

to confront her father at hisManhattan office, putting her in danger in ways she never could have imagined. When the planescollide into the Twin Towers, Alia is trapped inside one of the buildings. In the

final hours, shemeets a boy who will change everything for her as the flames rage around them.

N. H. Senzai is the author ofShooting Kabul, which received the Asian/Pacific American Award

for Young Adult Literature and the Middle East Book Award for Youth Literature.

In the summer of 2001, twelve-year-old Fadi’s parents make the difficult decision to illegally

leave Afghanistan and move the family to the United States. When their underground transport

arrives at the rendezvous point, chaos ensues, and Fadi is left dragging his younger sister Mariam

through the crush of people. But Mariam accidentally lets go of his hand and becomes lost in the

crowd, just as Fadi is snatched up into the truck. With Taliban soldiers closing in, the truck

speeds away, leaving Mariam behind.

Adjusting to life in the United States isn’t easy for Fadi’s family, and as the events of September

11th unfold, the prospects of locating Mariam in a war torn Afghanistan seem slim. When a

photography competition with a grand prize trip to India is announced, Fadi sees his chance to

return to Afghanistan and find his sister. But can one photo really bring Mariam home? Based in

part on the Ms. Senzai’s husband’s own experience fleeing his home in Soviet controlled

Afghanistan in the 1970s, Shooting Kabul is a powerful story of hope, love, and perseverance.
Weekly Writing Prompts

Name:______Date: ______

Drawing from your own thinking and experiences, please respond to the questions below. Keep in mind that there are no right answers here. You are welcome to use the back of the page, if necessary.

As you are reading your novel, what are you learning about the Islamic faith and Muslim culture? What are you finding most interesting or thought-provoking? What are you finding most challenging or surprising?

______

ConcentricCircles (Perceptions)

EQ: What initial perceptions do you have of the Islamic culture? Where do these perceptions come from?

First, you will answer the questions in the “Your Response” column. Next, you will rotate through talking to different partners in our class to share your answers and record their answers in the “Your Partner’s” column.

Your ResponseYour Partner’s response

How comfortable do you feel talking about religions and cultures outside of your own? Why?

What do you know (or think you know) aboutthe Islamic culture? Where does this information come from?

How do you think people in your own community feel about the Islamic culture, and how can you tell?

What questions do you have about the Islamic culture? What is something you’d like to learn more about?

What is your book about so far? (You’re telling someone who isn’t in your group)

Does religion seem like an important element of your book? How?

How you see Islam/ Muslim culture featured in your book?

Can you make any personal connections to your book? Or can you connect it to any other text, TV show, movie, ect? (What are they?)

Reflection:

Which question was the hardest for you to answer and why?

Which question led to the most interesting discussion? Why do you think it did?

What was the one most interesting comment you heard today? Why did you find it so interesting?

Is there something you’d like to discuss in the future? Can you think of any questions you would add to this worksheet for next time/ use for future discussion topics?

Gallery Walk (Culture)

EQ: How would you define “culture”? How does it play a role in your life? How is culture woven into the text you are reading?

As you walk around and read the responses of your peers write down 2 interesting comments from each poster (10 total)

How would you define “culture”?
What things/people/ideas/customs/etc. make up your own culture?
How does culture play a role in your life?
What are some elements of culture in the text you’re reading?
Is culture important in the book you’re reading? Explain why or why not.

Facts of Five(Stereotypes)

In what ways do you experience or witness stereotyping in your own life? How do we critically evaluate stereotypes that exist in texts?

QUESTION: In what ways do you experience or witness stereotyping in your own life?

Part I: Independent List

Independently, list five thoughts/responses/answers to the question.

1. ______

2. ______

3. ______

4. ______

5. ______

Part II: Partner List

With a partner, discuss your list from Part I, and list the five points you both feel are the strongest. Please note: you may combine/change/reword your thoughts from Part I as you create your new list.

1. ______

2. ______

3. ______

4. ______

5. ______

Part III: Group List

With your small group, discuss your list from Part II, and list the five points you all feel are the strongest. Please note: you may combine/change/reword your thoughts from Part II as you create your new list.

1. ______

2. ______

3. ______

4. ______

5. ______

Notes from class discussion:

QUESTION: How do we critically evaluate stereotypes that exist in texts?

Part I: Independent List

Independently, list five thoughts/responses/answers to the question.

1. ______

2. ______

3. ______

4. ______

5. ______

Part II: Partner List

1. ______

2. ______

3. ______

4. ______

5. ______

Part III: Group List

1. ______

2. ______

3. ______

4. ______

5. ______

Notes from whole-class discussion:

Conversation Playing Board

Whose voices are heard in the text? Whose voices are denied? How can we connect the text to issues of equity?

Conversation Playing Board Activity

Before you play: Read assigned pages from your novel. Answer the assigned questions on a sticky note (one response per sticky note for a total 7).

Write your answers to the questions on a sticky note. One response per sticky note:

Whose voices are heard in the text? Whose side of the story do you hear?
Whose voices are denied? Think about all the different sides of the story you don’t hear. What characters don’t you hear from? Whose side is missing?
How can we connect the text to issues of equity?
How would you describe the culture of your novel’s main character?
Imagine your character comes to visit East Hartford. What kinds of stereotypes might he/she face?
How do you think your character would feel about these stereotypes?
Come up with a question that you’d like to ask your group.

How to play:

Each member takes their sticky notes and stacks them in a pile on an individual square of the playing board.
One member selects an idea and places it in the center. The idea in the center is now “in play.” All group members focus on talking about one idea that is “in play” for as long as possible. When it feels like the idea is talked about, then a different group member takes a new idea from his or her pile, reads it, and moves that one to the center so that it becomes “in play.” Keep your group on topic by saying: Check the center of the board. Does what you just said match this? Do you think we can keep going with this topic or is it time to switch to another one?
Move on to a new sticky note when there is nothing left to say about the one in the center.

While your group is talking:

Listen intently to your group members and respond respectfully.

At the end of the conversation write about who in your group would win an award for “Literature MVP.” You must write about why they would win this award (what did they say that was so brilliant?). Saying “they’re smart” does not count. 4 sentences. Example: Miss Vargas would win “Literature MVP” for our group. She pointed out things I never noticed in the book like how Walter tells Ruth to “just be a nurse like other girls” and how sexist that was. She also said how during the 50’s that was how most women were treated so it wasn’t considered sexist during that time. She was always on tasks and always made me think!

Literature MVP name: / Explanation:

Conversation Playing Board

Fishbowl (Othering)

What does it mean to “Other”? Why do we Other? How do we Other? How do you see Othering in your text?

Write the answers to these questions in the space provided. You can use this paper during your fishbowl discussion to help you while you talk. You can write your answer in complete sentences or bullet form. Your answers should be thoughtful and insightful (really think before you write- don’t rush!)

Othering is perceiving or treating someone as different than the expected and desired social norm.That person is somehow viewed or treated as an outsider.

What does it mean to be an insider vs. an outsider?
Why might people put others on the outside (whether on purpose or not)?
How have you seen “Othering” in your own life/ the world/the media?
Have you ever “Othered” anyone and why (on purpose or unknowingly)?
In what ways are characters in your text pushed away? Why? How do they respond?
Does anyone in your text stand up for those who are “Othered?”
How do stereotypes create "othering?"
What are some stereotypes the characters in your text face or might face if they came to the US?

Food for thought… here are some other things to THINK about and that you can bring up when you talk/ relate to the questions you’ve already prepared for. Why do we push people away that are different? Why are “Others” scary to some people? What are stereotypes you face in your life or have you seen people face?

Name: ______

For this Fishbowl discussion, you will participate in two different ways:

Outer Circle:

Take notes
Reflect on what is said
Record questions you may want to ask
Jot down your own ideas and comments

/ Inner Circle:

Select a leader
Share your ideasask questions
Jot down ideas to comment on
Respectfully listen & stay engaged

Criteria / 5 / 3 / 1
Respect & Attentiveness / Student is carefully listening to and respecting the ideas expressed by his or her peers throughout the entirety of the discussion. / Student is listening to and respecting the ideas expressed by his or her peers throughout most of the discussion. / Student spends a little time listening to and respecting the ideas of others. Throughout the discussion, the student carries on side conversations.
Participation / Student shares his or her ideas or responds to the ideas expressed by others between 5-7 times. / Student shares his or her ideas or responds to the ideas expressed by others between 2-3 times. / Student does not take part in discussion.
Depth and Insight / The quality of ideas discussed demonstrates the student’s thorough understanding of the novel and the important points made throughout the novel. The student demonstrates his or her ability to connect these ideas to the essential question. / The ideas discussed are focused and demonstrate the student’s basic understanding of the narrative and the important points made throughout the narrative. Some attempt is made to connect ideas to the essential question. / The ideas discussed are literal and demonstrate little understanding of the narrative. The comments made show limited depth and lack connection to the essential question.
Notes / Student takes thorough notes during the discussion and specifically refers to the thoughts and ideas of his or her peers. / Student takes notes during the discussion and refers to the thoughts and ideas of others. / Student does not take sufficient notes during the discussion.
Total Points: _____/20 points

What would you give yourself as a score? Why?

Who are you tracking? / Name: / Name:
Tally how many times he or she participates:
Rate the student’s overall participation. According to the rubric, what would you score him or her for “Depth and Insight”? Why?
(The student will not see this, so you can be honest!) / Rate the student’s overall participation. According to the rubric, what would you score him or her for “Depth and Insight”? Why?
(The student will not see this, so you can be honest!)
Peer’s Comments, Questions, & Ideas(For each time the inner circle rotates, please write down 3 commentsand the name of the speaker of each comment. Note: The speaker does not have to be the person you are tracking.) / Your Response(How would YOU respond to the comment you wrote down?What would you say to the speaker if you were in the inner circle? Note: Saying simply “I agree” does not count; use this space to explore your ideas thoughtfully.)
Peer name:
Peer name:
Peer name:
Peer name:
Peer name:
Peer name:

Type 1 Exit Slip: Fishbowl Discussion

What brilliant insight did you carry out of the fishbowl? In other words, what did you learn from your peers?

What were your five seconds of fame? What was your best contribution to the discussion?

Body Biography (Personal Connections)

What personal connections can you make with the text? How are you similar and different from the characters and their experiences?

Planning Sheet

Your names: ______

For this activity, you and your group members will work together to think about how different physical elements of one character from your novel might suggest something about his/her personality, motives, interests, etc.

1) Choose the character you wish you explore and write his or her name below: