Leaving+Home

=**Leaving Home**= By Kaylee Campbell

War Adventure Legend & Myth || * Graphic Novel Prejudice Growing up Finding yourself || * Have students conduct character interviews. One student can be the interviewer and the other can be the interviewee War Violence Drugs || * Compare/Contrast this book with //Run, Boy, Run// and discuss with your class Solitude The Holocaust Prejudice Survival Violence || * This book has the potential to teach the students about the Holocaust from a perspective in which they probably have never explored the topic before War High Society Royalty Coming-of-Age || * Have students write in a journal, just like Sophie does in the book. Have them act as though they were exiled and forced to live with an old-fashioned relative.
 * **Title** || **Author** || **Synopsis** || **Themes** || **Potentials/Activities** || **Publishing Information** ||
 * //The Odyssey// || Homer || Odysseus is trying to return home after 19 years of being away. This classic covers his journey with anecdotes of everything that has happened to him since he left. || Leaving/Returning Home
 * This version of the old classic makes it easy for students to read and understand and gives visual learners pictures to help them comprehend the plot
 * Have students fill in Kate Monin's "Eye" Chart so that they understand conflicts and characters better
 * Have students set up a tableau of certain assigned scenes in the book and have them act it out. In chronological order, have them display their version of their scene to classmates and read one line or sentence from their assigned section to illustrate what they are acting out. This activity allows them to quickly summarize the plot without just simply summarizing the plot || Homer. //The Odyssey//. Illus. Ben Caldwell, Rick Lacy, and Emanuel Tenderini. Comp. Tim Mucci. New York: Sterling, 2009. ||
 * //The Absolutely True Diary of a Part-Time Indian// || Sherman Alexie || Junior is a young teenager living on an Indian Reservation. When he decides to leave the reservation to attend a "white" school, many things happen: he loses his best friend, he falls in love with a "white girl" and he finally is accepted by people at his new school. This book is full of jokes and is sure to make you laugh. || Leaving Home
 * Discuss what students think of this book as a banned book. Do they think it deserves to be on the banned book list or not? Why or why not?
 * This book is easy for high school aged students to connect to because the characters are so universal and easy to connect with. Have students dress up as the character that they most connected with and "be" that character for the class period || Alexie, Sherman. //The Absolutely True Diary of a Part-Time Indian.// Illus. Ellen Forney. New York: Little, Brown and Company, 2007. ||
 * //A Long Way Gone: Memoirs of a Boy Soldier// || Ishmael Beah || As a young child, Ishmael is forced to become a soldier in a rebel army. He is forced to take drugs and kill innocent people. This book tells of his time as a child soldier, and his life after. || Leaving Home
 * Have students create a musical playlist for Ishmael, the main character in the book. Take time in class to play some of the students' selections, then discuss their meaning to the character and the book
 * Research the various wars in Africa and share with students. Watch a documentary. "Invisible Children" documentaries are really eye-opening and informational, although they tend to focus on Uganda, instead of Sierra Leone (www.invisiblechildren.com) || Beah, Ishmael. //A Long Way Gone: Memoirs of a Boy Soldier.// New York: Farrar, Straus, and Giroux, 2007//.// ||
 * //Run, Boy, Run// || Uri Orlev || The man character of the story is named Srulik. Srulik is a young, Polish Jew who escapes the Nazis during a round-up in his ghetto. He survives the war all alone out in the wildnerness, away from Nazi concentration camps. This story is like nothing you have ever read before, and the best part about it? It's based on a true story! Would be a great book to compare to //The Diary of Anne Frank.// || Leaving Home
 * Have students write essays about what they would have done in this situation. Would they have been as strong as Srulik was in the book or would they have given themselves up to the Nazis just so that they could have something to eat and a place to sleep? Discuss with the entire class
 * As a teacher, research the authenticity of this book. Were there other Jews who survived the entire Holocaust on the run, outside of the camps? || Orlev, Uri. //Run, Boy, Run//. Trans. Hillel Halkin. Boston//:// Houghton, 2003. ||
 * //The FitzOsbornes in Exile// || Michelle Cooper || Sophie was exiled from her home at the outbreak of WWII and is forced to live with her very old-fashioned aunt. This book is written in journal form and tells the story of her everyday life in exile. This is a great book for female students, because they will love the royal, high society plot mixed in with history. || Leaving Home
 * Have students create a Venn diagram comparing their lives with the characters' lives in the book. Once completed, have students contribute their thoughts to a class diagram || Cooper, Michelle. //The FitzOsbornes in Exile.// New York: Alfred A. Knopf, 2010. ||

**Books**
//Song For Night// by Chris Abani //Enrique's Journey// by Sonia Nazario //The Adventures of Huckleberry Finn// by Mark Twain //The Grapes of Wrath// by John Steinbeck

**Songs**
"She's Leaving Home" by The Beatles "I'm Movin' On" by Rascal Flatts "Leaving Town" by Dexter Freebish "Breakaway" by Kelly Clarkson

**Poems**
"Leaving" by Robert Elliott "A Daughter Leaving Home" by Ray Hansell

**Movies**
"Toy Story 3"

The Absolutely True Diary of a Part-Time Indian Sorry if the above link doesn't work. I am still having problems with Glogster...
 * Glog**