by boot | Mar 10, 2025
Ask students to keep an Issues Journal (in writing or on audio or video) in which they comment on what they have read and/or discussed. Encourage frequent updates throughout the study of Genocide. Let students know from the outset whether the journal is for personal...
by boot | Mar 10, 2025
Show students some materials (photographs or videos) about genocides, or read aloud a passage from the book that describes a genocide (see pp. 7, 34, 38, 48, 66, 73, 84). Ask students to free-write about their thoughts and feelings after hearing and/or seeing the...
by boot | Mar 6, 2025
The title of this book draws the reader’s attention to the connection between the fox and Jane Eyre. One way to read this story is to see the encounter with the fox as a parallel with Jane’s encounters with Rochester. A wild, colorful creature enters the life of a...
by boot | Mar 6, 2025
Have students reflect individually on what constitutes figurative language. Next, break students into pairs and send them on a “scavenger hunt” through the text for metaphors, similes and other figurative language. Have students come together as a class to share their...
by boot | Mar 6, 2025
When Géraldine joins Hélène and the outcasts in their tent, she says that it is because of a disagreement with a group of classmates. Have students review the text closely and write an opinion piece on what Géraldine is referring to and how she reacted and what she is...
