The Arabic Quilt
Do you speak any other languages? Learners explore the beauty of bilingualism alongside Aya Khalil in The Arabic Quilt: An Immigrant Story.
Grade Level 2nd
Subject English Language Arts
Included Materials
Needed Materials
✎ The Arabic Quilt: An Immigrant Story by Aya Khalil
✎ Whiteboard and markers
✎ Plain paper
✎ Colored pencils/crayons/markers
Launch
Gather learners to the carpet, “Learners, I’m going to share a story with you about a time when I felt left out and embarrassed. One time I was invited to my friend’s house to ride bikes. I was really nervous because I actually didn’t know how to ride a bike that well and I was scared I would fall. I went anyway. My friends Nadia and Yusef rode around in circles but I was too scared to get on. They yelled for me to join them. I nervously got on and choppily tried to move the wheels. Before I knew it, I was on the floor. Nadia and Yusef laughed at me before they rode back to help me up. What do you think I was feeling at the time? What words would you use to describe that feeling?” (Teachers-make this your own! Learners love to hear anecdotes from our childhoods and proof that we also have conflict, make mistakes, and feel embarrassed.
Gather input from learners. Arrange learners in pairs to do a turn and talk. Invite learners to think of a time they felt different, left out, or embarrassed. They may utilize this frame.
A time I felt embarrassed was _________________.
Bring learners back and ask them to share what they wished could have gone differently that time. “Learners, if I could turn back time I really wish I stood up for myself and said “Please don’t laugh at me. I’m still learning and that hurts my feelings.” What do you wish you could do differently? Or do you wish someone else acted differently instead? They may utilize this frame.
If I could change something, I would change ___________________________.
Introduce Skills
“Learners, just like us, the protagonist of our story, The Arabic Quilt, also experienced a time when she felt left out or embarrassed. When we talk to people in real life, we can look for clues like our facial expressions or body language to figure out how people are feeling. Sometimes, when we are reading picture books, we have picture clues from illustrators to rely on too. There is another clue that authors use to guide us!”
Introduce the learning target: dialogue tags can help us learn which character is speaking and how they are speaking. This helps us to become more fluent readers. Dialogue tags also clue us in to how characters might be feeling or thinking. Present Dialogue tag poster.
Practice the Gradual Release Model. Write the sentence “I think it’s going to rain” on the whiteboard. “Learners, right now I have some dialogue written down. I’m not sure how to read this yet. Authors like to give us clues as to how to read this dialogue or what the character might be feeling or trying to express. Add the words, “she screamed” to the dialogue. Now I have a better idea! When I read this, I’m going to scream it! It’s going to rain!”
Model this with a few other examples. Erase “she screamed” and add “she sighed.” With input from learners, model how that dialogue might sound different. Continue modeling with “she said excitedly” and “she said sadly.”
Tell learners that they will have an opportunity to practice reading dialogue tags during our read aloud, The Arabic Quilt. Prepare learners for an interactive read aloud. During the interactive read aloud, learners will have an opportunity to respond to questions about the text and practice reading the dialogue tags. Below is an example of a question during the interactive read aloud:
Page 5 “When it is Kanzi’s turn, she says bravely, ‘I am Egyptian-American. I love to swim. I love to write poetry!’” Turn to your partner and take turns reading that sentence using the dialogue tag, “she says bravely.”
Page 7 “‘Oh, Kanzi, being bilingual is beautiful,’ says Mrs. Haugen. ‘Don’t let anyone make you feel ashamed. You are special.’” Do you speak any other languages? What language would you like to learn? How does it make you feel to speak your language? Turn and tell your partner.
After the read aloud, release learners to practice this skill with their own books independently during reading time. You may choose to float to different learners and observe their ability to fluently read dialogue tags or you may choose to pull a small group and practice this skill collaboratively.
Art Activity
After independent reading time, bring learners back to the carpet for an art activity inspired by The Arabic Quilt. Teachers, if you are able to co-teach this lesson with your Arabic partner teacher this would be an excellent opportunity to celebrate bilingualism.
“Learners, Kanzi was so lucky to have Mrs. Haugen and her Mama standing up for her and reminding her that being bilingual is a superpower.” Invite learners to turn and tell an elbow partner what they would do if someone says theirs or someone else’s culture or language is weird or sounds funny.
“Learners, we have an opportunity to celebrate being bilingual every single day! Kanzi and Mama were able to share the beauty of the Arabic language with her classroom community, and we are going to do the same.”
Learners will each be given a plain piece of paper as their quilt square. Invite learners to add pictures to their quilt square that represents their identities (their favorite hobbies, colors, flowers, places). Share student samples as well as the completed quilt from the book.
Closing
Encourage learners to bring their completed quilts to the carpet in a community circle.
Extension
Invite learners to learn about how enslaved people in America used quilt codes to communicate escape routes, showing their community care, brilliance and resilience.
