Standards Correlations

R.1, R.2, R.3, R.4, R.7, W.3, SL.1, L.4, L.6

Learning Objective

Students will analyze how a character changes as she learns how to be patient with a new family member.

Key Skills

inference, text features, vocabulary, character, key details, word choice, plot, critical thinking, character’s motivation, interpreting text, narrative writing

Complexity Factors

Levels of Meaning: The story explores themes of family, personal growth, and kindness. 

 

Structure: The story is chronological and is told from the first-person perspective.

 

Language: The language is conversational. Some figurative language is used.

 

Knowledge Demands: A recently adopted sibling is central to the story. 

Levels

Lexile: 600L-700L

Guided Reading Level: S 

DRA Level: 40

Lesson Plan: Home

Essential Questions

  • What does it mean to be home? 
  • What kinds of experiences help us learn and grow as people? 

Literature Connection

  • Novel: Amina’s Voice by Hena Khan
  • Novel: Tales of a Fourth Grade Nothing by Judy Blume

1. Preparing to Read 

Making Connections (5 minutes)

  • Post this prompt in your classroom or virtual hangout: Are you the oldest, middle, youngest, or only child in your family? What’s good about being in that role? What’s difficult about it? Invite volunteers to share their responses.

Preview Text Features (5 minutes)

Guide students to locate the story. Then preview text features with the following prompts:

  • Read the story’s title and subtitle and look closely at the illustration. Based on the illustration, what are some ways Aleena’s new brother seems to have made a mess? He seems to have spilled something. He also appears to have made marks with crayons where he shouldn’t have.
  • Skim through the story and look at the side bubbles that contain questions. Read the headers, such as “Key Details” and “Word Choice.” Are there any skills you’re not familiar with? Answers will vary. 

Preview Vocabulary (10 minutes)

  • Direct students’ attention to the vocabulary box. Read the words (survey, incident, beckoning, harshness, concedes) aloud and discuss their definitions.
  • Play the Vocabulary Slideshow.

Set a Purpose for Reading

  • Before students start to read, set a purpose for reading by telling them that they will make inferences about “Home.” Explain that making an inference means figuring out something that isn’t directly stated by using clues from the text. (You may also consider showing our video “Skills in Action: What Is an Inference?”)

2. Reading and Unpacking the Text

  • Read the story aloud to the class. Stop at sentences in bold and have students answer the questions in the margins. (Sample answers are below.)
  • After each section, ask students to summarize what happened.
  • Afterward, discuss the critical-thinking question.

Answers to the Close-Reading Questions (30 minutes)

  • Key Details (p. 15) We’ve learned that Hakeem was brought from an orphanage in Morocco, that he’s 4 years old, and that he doesn’t understand English.
  • Character (p. 16) Aleena is annoyed that everyone in her family seems to give a free pass to Hakeem. She says her dad and her older brother always take Hakeem’s side. She also complains that her mom cares more about the carpet and Hakeem’s feelings than her ruined slime.
  • Inference (p. 16) Aleena feels invisible at this moment because everyone is paying attention to Hakeem. This hurts because the team is usually excited to see her and kick the ball around with her.
  • Word Choice (p. 16) The author uses the word grumble to show that Aleena is unhappy.  Answers to the second part of the question may vary. Accept answers similar to: Another line that tells us how a character is speaking is in Part 1: “‘It’s not your room,’ I sniffle.”
  • Inference (p. 17) This line shows us that Hakeem trusts Aleena and looks to her for support and comfort. It suggests that, although we haven’t seen examples in the story yet, Aleena is often kind and patient with Hakeem. 
  • Inference (p. 17) Hakeem probably says “thank you” to his things because he feels grateful. He seems to be happy to have left the orphanage and to have found a comfortable home. He adds “thank you” for home because he has just learned the word for home and he feels a sense of belonging.
  • Plot (p. 17) Some time has passed since the previous scene. It’s now the day of Aleena’s birthday party.
  • Inference (p. 18) Only part of Aleena is glad because she loves Hakeem and knows he didn’t mean any harm. The other part of her probably feels bad for him as she watches him get upset.
  • Critical Thinking (p. 18) Aleena’s friends’ comments are not particularly helpful. They are adding fuel to an already bad situation. Rather than complaining about Hakeem, they could help her see her little brother in a different light—as a young boy who wants to play and makes unintentional messes along the way.
  • Inference (p. 18) Aleena realizes that the comments her friends are making are not fair to Hakeem. She also realizes that what they’re saying echoes how she sometimes feels about him, and this realization makes her feel bad.
  • Character’s Motivation (p. 19) Aleena brings Hakeem outside so he can enjoy the birthday celebration. She wants him to know that she’s not mad at him. 
  • Interpreting Text (p. 19) Aleena has taught Hakeem that being home means being accepted and loved, no matter who you are or what you do. Even though Hakeem made Aleena upset by emptying her sand bottles, she forgives him and they move on. This is what it means to be home. 

Critical-Thinking Questions (5 minutes)

  • What makes a good home?​ Explain your answer using details from the story and your own experience. (critical thinking) ​Answers will vary but should include ideas like: A good home provides safety, comfort, love, and acceptance. 

3. Skill Building and Writing

Learn Anywhere Activity

An enrichment activity to extend the learning journey at home or in the classroom

Learn (and Teach) About Morocco

In this story, you read about a young boy, Hakeem, who was brought from an orphanage in Morocco to become part of a family in the U.S. How much do you know about the country of Morocco?

Take a look at this Britannica Kids site about Morocco. It’s broken into sections with headings such as “Geography,” “Plants and Animals,” and “People.” Choose a section to study, and find three facts in that section to share. 

Make a short video (one minute or less) to share your three facts. It can simply be a video of you talking, or you can get creative and include words and images on the screen. When you’re finished, your teacher can share students’ videos with the class. Then you and your classmates can watch the videos and learn from each other’s work. 

Language-Acquisition Springboard

Teach “saying verbs” to boost fluency..

Point out the “Word Choice” bubble on page 16 and discuss students’ answers. Let students know that “saying verbs” are words that mean say or said or saying or says, and that they can also offer clues about how dialogue is spoken. Write these examples from Part 1 of the story on the board. Ask students to try saying each one in the way indicated by the “saying verb.”

  • “Mama!” I yell. “Hakeem messed up my room again!”
  • “It’s not so bad,” she sighs.
  • “It’s not your room,” I sniffle. “Why can’t I get a lock on my door?”
  • “Aaaaah!” I cry out. “Look!”
  • “All you care about is the carpet—and his feelings,” I mutter.

Next, ask students to try saying the phrase “I need help” in the way indicated by the “saying verb” that follows it.

  • “I need help,” whispered Mia.
  • “I need help,” Ian called out.
  • “I need help,” Tara laughed.
  • “I need help,” Max whined.

As a class, discuss how the different “saying verbs” help you understand the feelings and intentions of the person who is speaking.

Looking for more ELL support? Download our full lesson plan and scroll to p. 5 to find questions that will help your ELLs respond to the text at the level that’s right for them.

Print This Lesson Plan

Text-to-Speech