Coming to America the Story of Immigration Read Aloud

March 05, 2022 Post a Comment

Instructor'Southward GUIDE FOR:

Coming to America

By Bernard Wolf
Illustrations by Bernard Wolf

Synopsis
Hassan Mahmoud, an Egyptian, comes to the U.s.a. to make a meliorate living for his family. After four years he is able to bring his wife and iii children to live with him in a crowded apartment in Queens, New York. The story of the Mahmoud family in the U.S. is told in text and photographs that capture their home life, meals, schools, sports, food shopping, work, and observance of their religion equally Muslims. Similar thousands of other immigrants, the Mahmouds endeavour to balance their lives between the new American ways and the traditions they have brought with them.

Background
Equally the author Bernard Wolf says, "In contempo years a new moving ridge of immigrants has come to the United States from countries in the Center East, Africa, Asia, Europe, and South America." Many of these immigrants are Muslims. Wolf besides notes that "today there are between five and vii million Muslims in America." Like thousands of other immigrants, many of these recent newcomers have settled in the borough of Queens, a office of New York Metropolis. Queens is unique in that more languages are spoken there—approximately ane hundred 40—than in whatsoever other place in the world. According to the 2000 demography, although the vast majority speak English language, more than than half of Queens residents ages v and older speak a language other than English at home. Foreign-born residents brand upwardly about forty-six percentage of the Queens population of some 2,230,000 people. The homelands of these foreign-built-in residents represent more than than one hundred nations, making Queens the most diverse place in the globe. Information technology is a borough teeming with food, apparel, customs, religions, languages, festivals, and holidays of many nations. And it is here that the Mahmouds make their new life in America.

Earlier Reading
Prereading Focus Discussion and Questions
Before introducing the book, y'all may wish to accept students talk over one or more of the following questions every bit a motivation for reading.

What is the hardest thing you've ever done? Why was information technology so hard?
What is an immigrant? How would existence an immigrant be hard?
Accept you ever had to learn a new linguistic communication? What was it (would it exist) similar to learn a new language?
What is unique or special about your family?
Why do people take pride in and gloat their heritage? How does heritage affect peoples' lives?

Teacher Tip

Y'all might consider using this book when discussing the observance of Mother's Day, which falls in mid-May, and/or Begetter's Day, which is historic in mid-June, with students.

Exploring the Book
Display the volume encompass and read aloud the title. Ask student what they wait to learn from the volume. What story practice they think the people in the comprehend photo might tell?

Review the parts of the book including the dedication, title page, and afterword. Bespeak out the copyright date (found on page 2) and mention that the children in the Mahmoud family would now exist several years older.

Setting a Purpose for Reading
Have students read to observe out what life is like for a Muslim family that has recently moved to the The states.

Teacher Tip

Y'all will want to be sensitive to the specific experiences of whatsoever students who are recent immigrants or whose parents are nevertheless struggling to suit to life in the United states. Encourage these students to think about and make comparisons between their stories and the 1 they will read about.

Vocabulary
Write the following words and phrases on the chalkboard and tell students that the words/phrases are related to the immigrant experience. Have students explore the meaning of each and and so use it in a written sentence. Challenge students to add other words related to the immigrant feel to the list.

light-green card	traditional	custom
legally	adjusted	multiethnic
lottery	nations	memories
native linguistic communication	foreign	extended family

READING AND RESPONDING
Discussion Questions
After students have read the book, employ these or similar questions to generate discussion, review comprehension, and develop students' understanding of the book. Encourage students to refer to passages or photographs in the book to support their responses.

Why did Hassan Mahmoud come to the United States? Why did he come up alone? Why might this be a common thing for many immigrants to do?
What are Hassan's dreams and goals? What are the dreams and goals of his wife and children?
Are the children's dreams and goals similar to or different from the things you and your friends dream about and want to do?
Why is prayer an important part of the twenty-four hour period for the Mahmouds?
Why is school easier for Amr in the United States than in Egypt? How is schoolhouse hither different for Dina?
How do you remember Rowan feels about life in America? What does she miss about her quondam neighborhood in Alexandria?
How does Hassan's job touch his life and the life of his family?
What is the main meal of the day like for the Mahmoud family?
Why exercise you call up education ways so much to the family?
Why is it important for Soad to become back to school?
What are the things that give the family unit comfort and force?

Literature Circles
If you use literature circles during reading time, students might find the following suggestions helpful in developing the roles of the circumvolve members.

The Questioner might utilise questions similar to those in the Discussion Question section of this guide.
The Passage Locator might await for passages that tell about the struggles the family faces to make a new life in a new country.
The Illustrator might draw scenes of the family unit's arrival in the U.s., or other parts of the story that are not illustrated by the photographs.
The Connector might discover other books about immigrant families.
The Summarizer should provide a brief summary of the group'due south reading and word points for each coming together.
The Investigator might discover books about contemporary life in Arab republic of egypt.

In that location are many resource books available with more information nigh organizing and implementing literature circles. 3 such books you may wish to refer to are: *Getting Started with Literature Circles* by Katherine 50. Schlick Noe and Nancy J. Johnson (Christopher-Gordon, 1999), *Literature Circles: Voice And Choice in Book Clubs and Reading Groups* past Harvey Daniels (Stenhouse, 2002), and *Literature Circles Resources Guide* by Bonnie Campbell Hill, Katherine L. Schlick Noe, and Nancy J. Johnson (Christopher-Gordon, 2000).

Reader'southward Response
Use the following questions or similar ones to help students practice active reading and personalize what they have read. Advise that students reply in reader's journals, oral give-and-take, or drawings.

What are some things you would like to enquire the Mahmouds well-nigh their religion or traditional community?
How well do you think the Mahmouds are doing in becoming members of their new customs in the United States? Give examples.
- How well is the family doing in keeping alive their own customs? Give examples.
- Why might information technology be important for them to exercise both?
What practise you adore about people similar the Mahmouds, who leave a place and people they know well to move to someplace far away and very dissimilar from what they know? Why?

Other Writing Activities
You may wish to take students participate in 1 or more than of the following writing activities. Fix aside fourth dimension for them to share and discuss their work.

Have students write a few paragraphs in which they compare and dissimilarity their family life with that of the Mahmouds. Students might commencement make a chart to identify points of comparison.
Tell students to imagine they are Rowan. Then ask them to write an e-mail or a letter to a friend in Alexandria telling almost her solar day.
Let students make a birthday or graduation carte for Amr. Have them include a note in it congratulating him.
Take students research things that the Mahmouds might do or run into in New York City during summer vacation. Have them prepare a list with descriptions of each possible activeness.
The Mahmouds came from Arab republic of egypt. Have students talk nearly where their families are from. Are they from some other place in the The states, or from some other country? Encourage students to interview a family unit member to detect out about where their family is from, and and so write a description of it.

ELL/ESL Pedagogy Strategies
These strategies might be helpful to use with students who are learning to speak English equally a second language.

Make a chart showing different words from the book in English language and in other languages spoken by students in the class. Mail service the nautical chart in a prominent place.
Utilise the photographs in the book equally clues to help brand cardinal words concrete.
Prove students how to use the photographs every bit an aide to comprehending the story.
If students are having difficulty with verb tenses, use a calendar to help them understand when to use the past, present, or future.

Interdisciplinary Activities
S Social Studies

Locate Egypt on a map or earth. Accept students respond questions such as:
- On what continent is Egypt?
- What bodies of water border it?
- What is its major river?
- What is the capital of Egypt?
- What countries are Egypt's neighbors?
Students might research and write reports about Islam. Advise that they start with the facts in the Afterword of Coming to America and then notice other data in books and on the Net. Students might present their reports using maps, posters, photographs, or other visual materials.
Remind students that Hassan, the father in this story, works at night in a grocery store that is open 20-four hours a day. Ask students to brainstorm a list of other jobs that people exercise at dark. Compile a listing on the chalkboard, then discuss why these night jobs are necessary. If possible, take students interview someone who has a dark job and report their findings to the class.

Food and Diet
Have students review the text to make a listing of foods that the family eats. If possible, find some simple recipes for Middle Eastern dishes that students might endeavor in class or at habitation with their families.

Collect menus from restaurants in your community that offer different indigenous foods. Make a message board display featuring menus and recipes of various cultures that students might enjoy trying.

Math
Chico hopes to stay at his schoolhouse long plenty to take part in the Math Fair. Organize a class Math Fair for your students. Encourage students to retrieve of activities to include at the fair.

Art and Religion
Have students work in groups to make a mural showing dissimilar places of worship, such as mosques, temples, churches, and synagogues, that are used by various religions. Students might too include symbols or artifacts related to each religion.

Virtually the Author and Photographer
Bernard Wolf is a photojournalist who lives in New York Urban center. He has traveled extensively and has had his camera aimed at the world for many years. Wolf's offset book, The Little Weaver of Agato, was published in 1969. Since then he has produced candid explorations of many serious social issues and other cultures. In 1981, during the International Year of Disabled Persons, Wolf was honored by the American Library Association for his books featuring children with disabilities. More recent books include Cuba: Later on the Revolution and HIV Positive. Wolf has also had photographs in publications such as Fourth dimension, Life, National Geographic, Fortune, New York, and Travel/Holiday.

About This Title

Interest Level:

Grades 1 - five

Reading Level:

Grades 3 - iii

Themes

Nonfiction, Religion/Spiritual, Muslim/Muslim American Interest, Immigration, Domicile, Families, Cultural Diverseness, People In Motion, Childhood Experiences and Memories, Courage, Dreams & Aspirations, Empathy/Compassion, New York, Optimism/Enthusiasm, Photographic Illustrations, Pride, Religious Multifariousness, Respect/Citizenship, Tolerance/Acceptance

Collections

Fluent Dual Linguistic communication , Fluent English, Appendix B Diverse Collection Grades 3-6, Diverse Background English Collection Grades iii-six, Nonfiction Grades iii-vi, Muslim/Muslim American Interest Collection, Loftier-Low Books for Preteens (Grades 4-half dozen), New York Past and Present Collection, Family unit Diverseness , RITELL Middle & High School Collection , Immigration Collection, English Guided Reading Level South

Diverse Backgrounds Collection English language 6PK

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