AZZI IN BETWEEN

Azzi and her parents are in danger

They have to leave their home and escape to another country
on a scary journey by car and boat. But Azzi learns to face her
new life with courage and fortitude
Winner of the first Little Rebels Book Award in 2013
Chosen as one of the Diverse Voices 50 Best Childrens Book
celebrating cultural diversity
Title: Azzi in Between
Author: Sarah Garland
Why is appropriate for your students: Azzi in between its
an amazing graphic story about the troubled experience of
immigration. The refugees crisis and the immigration are current topics and pupils hear about these
topics in the news, their homes and the school, in subjects like Social Science. This graphic storybook
may help them understand that the causes of migration are many and varies and they can realize that
refugees leave their countries because they are forced to do so. Above all they can develop empathy and
solidarity towards the refugees. On the other hand the pictures and graphics make the story more
attractive for pupils and help them to understand the text.
Course: 6th
Stage: Primary education stage
Activities: Susana Garca Muiz ABP Refugiados School Project

CROSS-CURRICULAR TOPICS
Peace, integration, solidarity, refugees, immigration, diversity, citizenship. Its related to Civic
education and Social Science subjects.

Aims

To encourage pupils to use reading strategies and creativity

To develop reading and writing skills
To help pupils to build vocabulary about refugees and immigration.
To develop empathy and solidarity towards the migrants and refugees
To discover several reasons to migrate and to apply for asylum
To
improve
competence.

literacy

To use context to identify new words.

To promote positive peer interactions.
To anticipate content before reading
To check comprehension while reading and after reading
To develop the habit of making connections with their experiences and events happening in the
world

AZZI IN BETWEEN: SESSIONS

SESSION 1

Teacher reads the title of the book and shows the cover and some
illustration of the story to help pupils visualize it and creating a desire to
continue learning.
PREDICTING ACTIVITIES
1. Look at the picture on the cover of Azzi in Between. Discuss in terms
of what you can see and what do you think about the topic. What do you
think is it that Azzi is in between? What do you think she is looking at in
the picture?
2. After discussion, teacher shows pupils these pictures of the story on
the IWB and asks them: What happen? Why they are running into their home? Why are trying to take
the boat? Why do you think Azzi has to sleep in a sofa? Why do you think she is sad? What do you
think these people try to ask? Discuss their predictions and thoughts.

3. Teacher introduces vocabulary about the storybook and refugees, explaining the meaning.
Glossary of words
Teacher makes flashcards with some new words and pupils play a MEMORY GAME
Then, while reading, teacher projects the book on the interactive whiteboard and highlights some
difficult words

Refugee, migrant, border, persecution, war, the right to asylum, country of asylum, humanitarian aid,
refugee status, refugee center, refugees camp, repatriation, host country, solidarity, asylum request,
volunteer, shelter.
To apply for asylum, to cross the border, to flee their homes or countries, to find asylum, the authorities,
to settle down, to live in camps, to seek asylum, to be rejected by, to be afraid of/for, to smuggle, to take
a boat, to gain asylum, to flee, to bomb, to require, to integrate, to send back, to argue, to enforce the
law

TO WOVE

TO SKIP

REFUGEES CAMP

TO SEED BEANS

TO SHAKE/SHOOK/SHAKEN

TO SPARKLE

BLANKET

TO SWAP LUNCHES

TO TUCK UP

SESSION 1

Teacher uses the projector or the IWB for the class to listen and read. Its
preferable uses the IWB for highlighting the new words. We will read in this
session pages 1 10 with skimming and previewing techniques

Buddy Reading SKIMMING AND PREVIEWING

Teacher splits class into pairs. One book per couple. Teacher asks pupils skimming the book, using a
quick survey of the text to get the main idea about the three parts of the story, looking the pictures and
first lines of each page.
4

Teacher helps children with difficult words and encourages them to use comprehension strategies
more efficiently: rereading, questioning, and using the context...
4. Read the title, look at the illustrations and read the first sentence of
each paragraph. Let your eyes skim over the text during five minutes and try to
identify the main idea and the characters. Dont read the whole text!

After that pupils pair up to discuss what they think the main idea is and who are the characters
5. Buddy Reading Questions
Teacher encourages children to talk about the book using buddy reading questions (in pairs). He/she
encourages pairs to ask each other about what was read:
Who are the characters
What is the setting
What is the problem
What are their feelings: They have to recognize at least two feelings (positive and negative)in
the main characters
Something bad happens/good happens
6. Difficult words - GUESSING FROM CONTEXT
Teacher asks pupils to read the story in pairs using the context to guess the meaning or unknown
words. Teacher highlights the most difficult words on the IWB and the words that
the pupils ask about the meaning and teacher provides clues about them. Teacher
reminds them context clues can be found in other words nearby.
SHOVE DAMP FROWN SWAPPED MOORING CUDDLE - STIFF SKIP PEG BEANS SPARKLE - PODS
Teacher asks pupils to stop at the end of each page to check comprehension and difficult words,
helping each others.
7. What do you think its going to happen? - PREDICTING
After reading the first ten pages teacher asks pupils to stop and think what they
think its going to happen, encouraging the creativity and the pupils imagination,
listening closely to one another. We will do the same with the page 21, but we will
read in this session only until page 26.

FIRST STOP 1

SECOND STOP 1
5

SESSION 2 DURING READING 2-26 + POST READING ACTIVITIES - PLAYING WITH PHONICS

Teacher asks pupils to read the second part of the story in pairs using the context to guess the meaning
or unknown words, like the previous session. Teacher highlights the most difficult words on the IWB
and the words that the pupils ask about the meaning and teacher provides clues about them. Then we
will do some simple post reading activities to work phonics and description:
8. PLAY WITH PHONICS
8.1 MAGIC E AND OBB BOB - Synthetic phonics
Teacher sounds loud and writes on the board some words with
silent e that they are in the book while pupils are reading: wove,
made, noise, face, pale, wave, shove, escape, rope, shape, voice,
silence, language, alone
But he/she writes them without the e with
another trap words. When we finish
reading the section, we will play a phonic
game. Teacher has written some mistakes,
like voic, instead voice. Teacher splits class into 6 teams. Pupils have to add
the magic e or silent e to words, but only to the real words and blend the
sounds together. Correct Silent e words are rewarded with points and they are thrown into the bob
bin. Nonsense words are thrown into the obb bin.
8.2. PHONIC FAMILY FORTUNES - Synthetic phonics - Analytic phonics
8 answers words with ee digraph like Refugee and flee are covered with
moveable rectangle over each word into the IWB. Teacher says a phoneme,
introduces the sound and shows the spelling.
He/she asks one pupil to write the grapheme on their board for this sound. Pupils
have to write a list of words with this sound on their mini whiteboards/paper (2
minutes). When the times is up the pupils say the words they have written in
shifts. As correct answers are rewarded with a bell sound teacher reveals the
answer on the board and gives the pupils points.
9. Describe the Azzis old home and her new home in the host country

10. Describe this picture. What are the characters doing? Use the present-continues tenseGrammar

11 What would you take if you have to flee your home in 10 minutes? Speaking activity
SESSION 3 BUDDY READING PAGES 27 35. Buddy questions
Teacher asks pupils to read the last part of the story in pairs using the context to guess the meaning or
unknown words, like the previous sessions. Teacher highlights the most difficult words on the IWB and
the words that the pupils ask about the meaning and teacher provides clues about them.

12. Order the Azzis story with numbers and then write a sentence that describe the passage

13. Tell your partner what you would do if

you were Azzi Speaking activity
14. Roll the reading comprehension dice
Speaking activity
Teacher cuts and glues the big reading
comprehension dice and asks one pupil rolls the
dice and answers the question. Then the other
pupils roll the dice in shifts and answer the
questions.
15. WORKSHEET Check comprehension
Answering comprehension questions Writing
Why Azzis family has to flee their
country?
Why is Grandma staying behind?
How could they flee their country?
What papers does the policeman ask to
her father?
Why is Azzi sad in their new home?
How do you think Father is feeling? Why?
What job did Father do in his old country?
Why didnt he find a job in the new
country?
Whats a camp?
Why is Sabeen a refugee?
How did the new teacher speak to Azzi?
How could the teachers help Azzi to feel welcome and to understand what they were saying?
How could you help Azzi to feel welcome if she came into your class?
How does Azzi decide to help her father?
What do the beans symbolize?
16. Write a short diary from the perspective of Azzi Shared writing 3
teams
Teacher split classroom into three teams, each team has to write the Azzis
diary in the different stages: The flight, At the beginning in the new country and
the Azzis new life. Write and remember the new vocabulary on the blackboard
Remember: Firstly plan what you are going to write. Think aloud with your
team. Write the vocabulary you can use and write your ideas down, brainstorm
ideas and organize information in a project sketch. Write sentences and revise with the teacher and
other pupils assistance. Tell your partners your part of the Azzis diary.
SESSION 4
17. MY FLOWER BOOK REPORT Writing
10

Answer these questions about

the book writing on the flower
and leaves template.
Then you have to cut the flower,
leaves and stem to put them on
the garden of reading wall

18. Retell your partner the Sabeens story Speaking Grammar

(past tense)
19. Summarize what happened to Grandma Writing Grammar
(past tense)
20. Change the end Writing
21. Practice in pairs: - Speaking
I am very good at skipping. Lets skip!
I am very good at. Lets _____!

11

22. Worry monster box Writing - Playing

Everybody is worried about something. Azzi and her family are worried about their future. Who says
that sentences?
She was thinking of Grandma, all alone in the old country - .
Was Grandma in danger at home?
I dont want her to forget the language of her own country ..
Im still not allowed to work here
I was afraid they would send me back ..
Ask pupils to write on paper planes Azzis and her familys worries and fly them to the Worry
Box. Use different colour paper for each character.

23. Act it out. Make a list of five questions you could ask in pairs Speaking
Three pupils are going to act like Azzi, Sabeen and Grandma. The rest of the
pupils are the interviewers. They work in teams, three teams (Azzi, Sabeen
and Grandma) in order to prepare the questions and answers
* Make a list of five questions you could ask Azzi
* Make a list of five questions you could ask Sabeen
* Make a list of five questions you could ask to Grandma
24. Learning NEW WORDS - Write down ten new words you have learnt
from this book and explain their meaning Writing - Phonics
Hello Goodbye

My name is

Id like that

How much
is that

Can I have?

Bananas

SKIP

Azzi learned lots of words at school:

Please

Monday

Write the new words you have

learned in this storybook and tell the
others. Sound your words out. Firstly
each phoneme and secondly blend the
phoneme to make the whole word.
Finally, put them into the New word
box

12

SESSION 5 CROSS-CURRICULAR VALUES - ETHICS

25. Write a brief persuasive paragraph about the right to asylum

with the OREO technique (Opinion Reason Example
Conclusion): Writing
I
think
asylum
is/isnt
an
human
right
because
____________________ and ______________________ For example
___________________________ so this is/isn a human right
26. Making connections! Speaking and writing
Text to self Text to text Text to world
Help the pupils to make connections with their experiences or
events happening in the world. The refugee crisis is shaking
Europe since last year. Pupils are listening news about refugees
trying to reach Europe.
Text to self: How do the ideas in this story relate to
your own life and experiences?
What I have read reminds me when I
Text to text: How do the ideas in this story remind
you another story?
These ideas are similar to the ideas in. because
Text to World: How to the ideas in this story makes
me think about (Something that its happen in the world around us or in the past)
Write the connections on links and form chains with coloured cardboards. Each pupil has to
write at least one connection on a coloured piece of cardboard and then he/she will form a chain in a
poster or a wall like this picture.
27. What message do you take away from this book? Do you think the story has a moral? Write
and post it on the Reading post-it wall

28. Speaking and writing activity: Do you know whats the

meaning of this set phrase?
What is the relation between this set phrase and empathize?
WALKING A MILE IN A REFUGEES SHOES

Empathize means to be capable of identifying and understanding

other persons feelings. Its the ability to walk in their shoes and to feel what he/she feels.
13

Write a message for a refugee like Azzi in a shoe template Then post your shoe message on
the Storybook Wall

29. Letters to refugees - Writing

Note: Pupils may not end this task at school, so they may finish it at
home if teacher considers it appropriate.
This year some refugees have reached Europe fleeing war and looking for a
better life. They live in shelters or in refugees camps. Write letters to send to
children refugees. Teacher will send them with the help of some NGOs. You
can ask them why they have fled their home, how they have reached Europe,
how they got over the difficulties along the way and wherever you want to ask
or share. Dont forget to wish them all the best in their new life.
30. Do a role play - Speaking
Note: Teacher may prepare the roles cards previously. Then splits class into 3 teams and the head of
the office and he/she gives each team one card with their role
- Refugees: Azzi and her family, mother and son, women
- Volunteers (two or three)
- Staff members
-The head of the asylum office (he can work
with the staff members)
Teacher shows the picture in page 10 and reads
aloud this short text with the following scenario:
Azzi and her family are in the Asylum and
Refuge Office. They are seeking asylum, like
other people in the office. Staff members are
doing their job and some volunteers are trying
to help with the papers and the asylum
applications because they need to have papers
in order to work and live in Europe. But staff members tell them the process is slow and lots of
asylum request are delayed for more than a year, so they advise them to wait in a refugees transit
camp. Refugees are becoming upset and angry and they ask to speak to the head of the asylum
office

14

Each team has to think in 10 in their arguments and viewpoints. After that the role play starts. The
players adopt their roles; express their feelings about the situation and explain their arguments with
respect for the others.
SESSION 6 COOKING SPICY BEANS Wiki ACTIVITY Natural Science Cross curricular Digital
/Cultural competence

Azzi has found eight beans to grow in the school garden. They
are special red beans from her country. She has pushed sticks
into the earth and she has planted them. Beans have grown
and
Now summer was nearly over... The stems of Azzis bean
plants were brown and dryIn my old country that means
ready to pick
Now she has lots of beans to make her favourite supper Spicy
beans
31. WIKI ACTIVITY Beans Recipes around the world
Research and create a wiki about the Beans recipes around the world in pairs for collection and
presentation of student research.
Teacher promotes collaborative work with the creation of a wiki about the Beans recipes around
the world Wikis are websites which can be edited by anyone, so teacher
allows their pupils to edit the wiki project, like an e-portfolio for collection
and presentation of pupils work. Firstly pupils have to look for information
about the different beans around the world and their recipes. Secondly they
have to summarize this information and finally they have to upload
documents, pictures, links and videos about the recipes.
Teacher helps children to build the wiki with prompts and clues to help develop ideas and
organization. Teacher works with pupils and provides feedback and redirection of ideas. Pupils can
collaborate on work during and after school and they can edit each
others work as they complete a class project, resulting in a more
collaborative achievement.
Azzis mother cooks spicy beans from dried beans, maybe she
was cooking Fasoulia.
Pair work: Look for recipes.
http://www.seletsucre.com/fasoulia-middle-eastern-spiced-kidney-beans/
http://shahiya.com/english/recipes/bean-stew-with-rice-fasoulia-w-rizz-920
http://thepioneerwoman.com/cooking/spicy-beans/
http://www.bbcgoodfood.com/recipes/spicy-beans-toast

15

32. SEED A MAGIC BEAN!

Everybody needs love and nice words, especially if you go to a foreign country, like Azzi. When Azzi
went to school she was worried about she couldnt speak the new language, but teacher and
schoolmates treated her with great affection and nice words. Teacher will give you beans with secret
messages on them, nice words you should say all your schoolmates: Thank you/Good
luck/Smile/Happy/I like you/Sorry/Happy everyday
Choose one and seed it in a pot. Magic beans are small beans that grow to reveal these nice messages
on its petals.
FOLLOW UP ACTIVITY
Online UNHCR Game: http://www.playagainstallodds.ca/

Pupils may play the online UNHCR game Against all odds for walking a mile in refugees shoes
Its a game which lets your pupils experience what it is like to be a refugee. Your pupils will walk a mile
in refugees shoes since they were forced to leave their countries of origin to the beginning of their new
life abroad.

16

EVALUATION OF THE SESSIONS

Evaluation will be global, formative and continuous. It will take places during the whole process of
reading and its a tool to improve. Assessment will be continuous, providing feedback on progress
and identifying problems at an early stage to allow corrective action. Teacher will apply varied
evaluation techniques, as direct observation and controlled practice in order to correct and
improve the learning process. He/she will check the comprehension during and in post-reading
activities. After each six sessions teacher writes her/his observations in the classroom diary and
there will be a control list that includes items like participation, interest, cooperation, behavior
and a grading scale with items like pronunciation, grammar, vocabulary, reading and writing.
There are variety activities according to the different learning styles: visual, auditory and
kinaesthetic learners and teacher will try to improve students motivation in materials, contents
and activities, stimulating their curiosity and promoting cooperation between pupils, work in
pairs/groups and the different tasks.
Finally we will do the self assessment, a key element in the development of quality education.

RESOURCES
https://es.pinterest.com/susanagm33/refugees-storytelling-azzi-in-between/
http://www.readwritethink.org/professional-development/strategy-guides/shared-writing-30686.html
http://www.readwritethink.org/classroom-resources/lesson-plans/literature-catalyst-social-action105.html
http://www.bcps.org/offices/lis/writing/secondary/writingprocess.html
Online UNHCR Game: http://www.playagainstallodds.ca/
MAGIC BEANS: https://www.amazon.co.uk/mojo-bean-wishes-luckymagic/dp/B00QZD9VYW/ref=pd_sim_sbs_86_4?ie=UTF8&dpID=41B1SwOS6L&dpSrc=sims&preST=_AC_UL160_SR160%2C160_&refRID=K7VKNSZMDCBVX0QK64A6
Shoes message: https://twitter.com/pernilleripp/status/662097391005401089

17