Teacher’s Guide by
Jan McDonald
Rocky Mountain Readers
Teacher’s Guide by Jan McDonald Rocky Mountain Readers
CONTENTS
I. BEFORE READING
Description of the Story
About the Author
About the Illustrator
3
3
3
Kosovo – The Setting
Standards 1, 8
3
Ethnic Albanians and Serbs - The Conflict
Standards 1, 8
4
KLA – Kosovo Liberation Army – Chapter 1
Standards 1, 8
5
Slobodan Milosevic – Chapter 1
Standards 1, 8
5
Caricatures - Chapter 2
Standards 1, 3, 4, 6, 8
5
Propaganda - Chapter 3
Standards 1, 3, 6, 7, 11
5-6
NATO - Chapter 10
Standards 1, 8
7
Word Splash for Chapter 1
Standards 3, 4
7
Anticipation Guide
Standards 1, 3, 7, 11
8
Pronunciation Key for Story Names
Standard 9
9
II. DURING READING
CHAPTER BY CHAPTER
Vocabulary/Context/Definition
Question/Predict/Evaluate
Extending the Story
Standards 3, 4
Standards 3, 6, 9, 11
Standards 1, 2, 4, 5, 6,
7, 8, 11, 12
10 - 28
III. AFTER READING
Extending the Story
Responding to a Serialized Story
RAFT Writing
Double Entry Diary
Essential Questions
Answers to Question/Predict/Evaluate
National Standards
Standards 3, 4, 5, 6
Standards 4, 5, 12
Standards 3, 4, 5
Standards
29
30
30
31
31 - 35
35-36
2
I. BEFORE READING
DESCRIPTION OF THE STORY
When Meli, an Albanian 11-year-old girl, begins her story, she and her large, close-knit family are
happily—if not securely—living in their ancestral community in Kosovo. But in 1999 Slobodan
Milosevic’s rule drives ethnic Albanians from their homes. Family closeness is not enough. The
intervention of US forces is not enough. As Meli tells her gripping tale, the family must flee, embarking
on a dangerous journey in search of safety. Though family ties and tradition are severely tested, they
eventually reach the U.S., and the tranquility of a Vermont town. But it is there that Meli experiences
both the welcoming American spirit and the post-9/11 distrust of Muslims. Her response is an
inspiration for all.
ABOUT THE AUTHOR – Katherine Paterson
Born in China in 1932 to missionary parents, Katherine Paterson received master’s degrees
in English Bible and Religious Education and was at one time a teacher and a missionary in
Japan. Ms. Paterson has published more than thirty books for children, including sixteen
novels for young people. She received the National Book Award for The Master Puppeteer and
The Great Gilly Hopkins (which also was a Newbery Honor Book in 1979). Two of her books,
Bridge to Terabithia (1978) and Jacob Have I Loved (1981), won the Newbery Award. Jip, His
Story won the 1997 Scott O’Dell Award for Historical Fiction. With books published in more
than twenty-five languages, Ms. Paterson is also the recipient of the prestigious 1998 Hans
Christian Andersen Award for her body of work. She lives in Vermont with her husband, a
Presbyterian minister. They are the parents of four children and grandparents of seven. You
can visit Katherine’s website at http://www.terabithia.com.
ABOUT THE ILLUSTRATOR – Emily Arnold McCully
Emily Arnold McCully, born in Galesburg, Illinois, grew up writing and illustrating her own stories,
which she sold at the end of her driveway. She received a B.A. in Art History from Brown University and
an M.A. from Columbia University in the same subject. After graduation Emily held various jobs in the
art world until an editor suggested she illustrate Greg Panetta's book Sea Beach Express. Emily
accepted—and went on to illustrate more than 100 children's books. In 1969 she illustrated Meindert de
Jong's Journey from the Peppermint Express, the first children's book to receive the National Book
Award. In 1985 she received the Christopher Award for writing and illustrating Picnic. In 1993, Emily
was awarded the Caldecott Medal for Mirette on the High Wire. Ms. McCully also writes for adults; A
Craving was nominated for an American Book Award. Emily divides her time between New York
City and her country home.
KOSOVO: The Setting
Kosovo is located in the center of the Balkan Peninsula, landlocked in the southwest corner of Serbia
and bordering Albania. The Balkans is comprised of those countries surrounded by the Black, Aegean,
Mediterranean, and Adriatic Seas. The word Balkan is Turkish for ―mountain‖, and this peninsula
consists of winding mountains that create pockets where as many as 12 different and separate ethnic
groups live. These same mountains prohibit efforts to unify the regions. Though there are valuable
farming lowlands, wooded rocky high lands, and valuable mineral deposits, over half the population live
in poverty.
As Meli must leave her home in Chapter 5 she says, ―It is a lovely place, an ancient town on the banks
of the River Drim, nestled between the hills that divide our country right down the middle and the
snowcapped Sharr Mountains. In the high pastures of those great mountains, wild horses run free.‖ It
is now a war torn land.
3
Marshall Tito granted Kosovo autonomy in
1974 as a province within Yugoslavia and its
own vote on the Yugoslav federal council.
It was considered a republic in all but
name. As Slobodan Milosevic rose to
power, he rescinded that autonomy in
1989 and enforced Serbian military control.
Kosovo was then considered a region of
Serbia under Milosevic as Yugoslavia
disappeared under his rule. Kosovo’s present
designation (territory? province? republic?) is
unclear as they work to solve their problems
under the direction of NATO and the United Nations.
The latest information on Kosovo
can be accessed at this site of the
United Nations Interim Administration
Mission in Kosovo at http://www.unmikonline.org/.
ETHNIC ALBANIANS AND
SERBS - The Conflict
This chart shows the two sides of
the conflict and how different they
are in language (even having two
different alphabets), religion, and history.
These differences created hatred among the
2 million people of Kosovo. The BBC has a site offering a timeline of Kosovo and its people at
http://news.bbc.co.uk/2/hi/europe/country_profiles/3550401.stm. CNN also has an excellent site on
Kosovo at http://www.cnn.com/SPECIALS/1998/10/kosovo/.
Ethnic Albanians
Serbs
Language
Indo-European language
Slavic
(each language has its own alphabet)
Religion
Muslim
Orthodox Christian
History
―We were here first.‖
Illyrian ancestors settled here
as early as 1200 B.C.
Holds great cultural significance
for Serbs since their arrival in
500-600 A.D. Kosovo is heart of the Old
Serbian kingdom of 16th century.
Population
90% or 1.7 million people
less than 10% of 2 million total pop.
Politics
Granted autonomy by Tito in 1974
and its own vote on the Yugolslav council.
It was a republic in all but name.
Autonomy rescinded in 1989 under
Milosevic. Military rule brings
Kosovo under the control of Serbia.
KLA – Kosovo Liberation Army – Chapter 1
Meli refers to the KLA often in this story and lives in their camp for a time. The KLA is a liberation
movement or a terrorist organization depending on the side one takes in the conflict. The goal of the
KLA is Kosovo independence. Their stronghold was in Drenica and Adem Jashari was considered their
4
rebel leader. Drenica is where the slaughter of Jashari and his family took place – 83 people were
killed, 24 were women and children. This tragedy became a turning point in the conflict and many of
who had espoused non-violence turned to join the KLA. As Meli says ―Jashari was every Albanian boy’s
hero…determined to free Kosovo from Serbian rule.‖ http://www.infoplease.com/spot/kosovo1.html
SLOBODAN MILOSEVIC, Serbian Dictator – Chapter 1
Slobodan Milosevic, Serbian dictator, became president of Serbia in May 1989 and in 1997 became
Yugoslav President. He ignited the long smoldering ethnic and national rivalries among Yugoslavia’s
six republics (which are now only two, Serbia and Montenegro). As Meli says, Milosevic ―had armies
and weapons and a great hatred of us…yelling that Kosovo truly belonged to Serbia and that the
Albanians must be driven out.‖
In the spring of 1998 – the time of our story – conflicts between the minority Serbs and the majority
ethnic Albanians worsened. Albanians fled to the hills by the summer. Peace talks were convened in
February 1999 but Milosevic rejected the proposed agreement. The bombings that NATO promised, if
Milosevic did not agree to peace, began in March 1999 and lasted for 78 days.
Milosevic was on trial in The Hague for 66 war crime charges (including genocide) for starting three
wars during the breakup of the former Yugoslavia. More than 200,000 people lost their lives in these
conflicts. He was accused of using ethnic cleansing in order to create a greater Serbia and rid the
country of ethnic Albanians. The trial ended when Milosevic died March 11, 2006. This New York
Times site offers articles on his life and death.
http://topics.nytimes.com/top/reference/timestopics/people/m/slobodan_milosevic/in
dex.html?inline=nyt-per&excamp=GGGNmilosevic
For mature readers only, the U.S. State Department has published Ethnic Cleansing in Kosovo: An
Accounting December 1999 which details the atrocities against ethnic Albanians and is found at:
http://www.state.gov/www/global/human_rights/kosovoii/homepage.html
CARICATURES - Chapter 2
Meli gets in trouble in Chapter 2 for drawing a caricature of her teacher, Mr. Uka. Meli is bored in
school and draws Mr. Uka as a pelican because of his big nose. Caricatures are drawings that
exaggerate aspects of a person’s features or personality for the purpose of satire, comedy, or ridicule.
Caricature is an important part of an editorial cartoonist’s art.
An outstanding site for editorial cartoons is located at Cartoons for the Classroom created by Felix
Grabowski and The Detroit Newspaper Agency: http://nieonline.com/detroit/cftc.cfm. Do not miss
this site. You will find free:
a downloadable cartoon analysis worksheet
downloadable lessons every two weeks on important issues such as stereotyping, attack ads, etc.
an archive of all past lessons since the site was created in 2003
blank cartoons for students to create their own copy
excellent sites to connect for caricatures, worldwide editorial cartoons, etc.
PROPAGANDA - Chapter 3
In Chapter 3 Meli says ―…I did my homework and tried to watch TV for a while. But all the
propaganda just made me more anxious.‖ Propaganda is one-sided communication that attempts
to influence the opinions, emotions, attitudes or behavior of a group in order to benefit the sponsor.
Propaganda is meant to persuade or influence thinking. It is important that students develop the
critical thinking skills necessary to understand these techniques and become informed consumers of
information in the media.
There are many types of propaganda. Use this list to identify techniques used by the media.
Testimonial: This strategy relies on famous people to endorse the candidate, product, or idea. The famous lend
their credibility and fame to add prestige to the venture.
5
Bandwagon: This technique bases its persuasion on the idea that ―everybody is doing it or needs it‖. Join the
crowd and be part of the winning side is the message. Example: Every kid wants an Elmo doll.
Transfer: This technique connects something or someone we like with a product or message. Symbols are a key.
Example: Every hat and shirt that Tiger Woods wears has the Nike swoosh logo on it.
Plain Folks: This type connects the idea, person, or product to everyday, ordinary people.
Example: Reporters follow President Bush to his Texas ranch where he wears jeans and boots and builds a fence.
Glittering Generalities: This technique uses words with positive connotations to create positive emotional
responses in the audience. Example: The latest diet fads connect low-carb to good food and good for you food.
Name Calling: This technique slams the competition and places negative connotations on the person, product,
or idea. Example: Dr. Condoleezza Rice, National Security Advisor to President Bush, is called an Aunt Jemima.
Card Stacking: This technique shows the positives and best features only of a product, person, or idea perhaps
telling half-truths and omitting any problems. Example: Drug ads show happy, healthy people but gloss over or
put in very fine print any harmful side effects of their products.
Fear: This technique connects dreaded consequences to happen and the kind of behavior necessary to avoid
these consequences with a candidate, choice, etc. Examples: If Republicans are elected, poor people will suffer.
If Democrats are elected, terrorists will strike again.
Propaganda Analysis Chart: Propaganda shares many techniques with advertising. Use the
news media to find print ads and analyze them according to the following chart.
1. Identify Propaganda Technique
______________________________________________________________
2. What are you analyzing?
What is the source of this item?
______________________________________________________________
3. What is the message?
______________________________________________________________
4. Who is the intended audience?
______________________________________________________________
5. What reaction is hoped for?
______________________________________________________________
6. What does it use to persuade, grab attention, or make a statement?
______________________________________________________________
7. Is it successful?
NATO - Chapter 10
The North Atlantic Treaty Organization (NATO) is an alliance of 26 member countries first formed in
1949 to safeguard their collective freedom and security through political and military means. NATO
issued an ultimatum to halt the fighting in Kosovo in September 1998. As a result Milosevic withdrew
some forces, but he refused to sign a peace agreement in March 1999. NATO bombing began on March
6
24, 1999. There are NATO forces in Kosovo today as they attempt to hold elections (October 2004) and
become stable. There are 2,000 U.S. troops in Kosovo as part of NATO’s Kosovo Force (KFOR).
NATO has an excellent website at http://www.nato.int. You can find the answers to these questions:
What is NATO? What does NATO do? How does NATO work? For Kosovo updates and history, click
on Issues, then Operations, then Kosovo.
At this same site click on e-generation to find education services for teachers and students including
free maps, games, and ―goodies‖.
WORD SPLASH for Chapter 1 of Long Road Home
1.
2.
3.
4.
5.
6.
7.
Objectives: Assess prior knowledge
Provide motivation for reading
Set a clear purpose for reading
Decipher vocabulary
Allow for a variety of modes of learning
Steps:
Select 7-10 meaningful words or phrases from the reading selection. Be sure to include not only similar words
that will indicate the subject of the selection but also some of the words and phrases that seem contradictory to
the others.
Give each student a sheet and ask him/her to spend a little time thinking about what kind of story or article could
include all of these words or phrases.
Ask students to form small groups of 3-5 (or you can assign them to groups). In their groups, they should decide what
the story will be about. They should also create a narrative/explanation that will include all the words or phrases.
Ask each group to share their narrative or explanation. As they listen, students should look for common elements.
Ask students to list the common elements they heard on the board (or you could list them if students have trouble
doing this.)
Individually, students now read the selection.
In small groups or as a whole class, discuss the similarities and differences between the narratives they
constructed prior to reading the story and the actual story. It is very important to discuss the reasons for the
differences. This discussion can highlight the number of possible approaches authors have available to them
when deciding to write about a particular subject. Students’ constructions may be perfectly logical without being
exactly the same as the story or explanation the author constructed.
An advanced step: Once students have done a few of these word splashes, they could independently prepare them
for themselves or each other. They should skim an article or story, selecting seven to ten words and phrases. If
working independently, they could write those down in a log and then construct a story using them. If working in
groups, they could prepare a word splash sheet for someone else to use before reading a selection.
My name is Meli Leshi
every Albanian boy’s hero
grown-up business
land
playing war
my native
Vermont USA
leave Kosovo
the Serbian dictator
you mustn’t eavesdrop
more oppressive
senseless hatred
they killed him
little brothers
terrorists
7
Anticipation Guide
An anticipation guide is a list of generalizations that connect to the theme of a selection. This guide
activates prior knowledge. It encourages students to make personal connections to the text and to be active
readers as they approach the text for the first time. Students can revisit their opinions at any time
throughout the story and these opinions provide good discussion material.
Directions: Read each statement and write Agree in the blank if you believe the statement and could
support it or put Disagree in the blank if you do not believe the statement and could not support it. After you
finish reading the selection, revisit the statements. Have you changed your thinking on any item? Now
decide how a character in the story would react to each statement.
Before Reading
After Reading
______ 1. At 13 a child should be considered grown up.
______
______ 2. Children should be shielded from bad news.
______
______ 3. Family is more important than anything.
______
______ 4. Information is dangerous.
______
______ 5. There are advantages to never having been rich.
______
______ 6. Children should not be given pretend guns or allowed to play war.
______
______ 7. The country is safer than the city.
______
______ 8. The nations of the world help each other.
______
______ 9. The United States is the safest nation in the world.
______
______ 10. The powerful have an obligation to help the powerless.
______
______ 11. Children should be exposed to life’s problems so they can deal with them.
______
______ 12. If nations cannot be peaceful on their own, they must be forced to be peaceful. ______
______ 13. In war the innocent always suffer.
______
______ 14. Hate makes no sense.
______
______ 15. Children are strong.
______
______ 16. We don’t want any Muslim terrorists here.
______
______ 17. America accepts all religions.
______
______ 18. It is impossible for people to live in peace.
______
______ 19. All Muslims are terrorists.
______
______ 20. In America everyone has a new beginning, no matter what their religion.
______
8
PRONUNCIATION KEY FOR STORY NAMES
Story Word
Haxjiu
Muhamet
Safeta
Elez
Yllka
Almedina
Aridon
Meli
Lleshi
Fadil
Adem
Jashari
Vlora
Burbuqe
Mehmet
Isuf
Prestina
Uka
Neshim
Sevdie
Hashim
Zara
Drim
Sharr
Racak
Hamza
Nexima
Redusa
Albanian Pronunciation
Ha-xhi-u
Mu-ha-met
Sa-fe-ta
E-lez
Yll-ka
Al-me-di-na
Ari-don
Me-li
Lle-shi
Fa-dil
A-dem
Ja-sha-ri
Vlo-ra
Bur-bu-qe
Meh-met
I-suf
Pri-shti-na
U-ka
Ne-shim
Sev-di-je
Ha-shim
Za-ra
Dri-n
Sha-rr
Ra-çak
Ham-za
Ne-xhi-ma
Ra-du-sha
English Pronunciation
Hă-geé-ooh
Moo-ĥa-met
Să-feta
Ĕll-lez
Ŏol-kă
Ál-ma-dean-ă
Áhree-đon
Mél-lee
Lāy-shē
Fă-dǐll
Ă-dem
Yá-sha-re
Va-lóra
Bór-boo-ché
Mám-mĕt
Ē-soof
Prēsh-tí -nă
Oóh-kă
Néy-sheam
Sev-de-ā
Hă-shēam
Zár-ă
Drēan
Śh-ărr
Ră-chućk
Hămm-ză
Né-gee-mă
Ră-du-shă
9
1
A Family of Kosovars
Vocabulary/Context/Definition
liberation
―Ever since the KLA – the Kosovo Liberation Army – had started fighting back….‖
n. freedom
terrorists ―It didn’t matter to us that the outside world thought of the KLA as terrorists…‖
n. those who engage in the unlawful use or threat of violence
patriots
―…we Albanian Kosovars regarded them as patriots.‖ n. loyalists
oppressive ―The Serbs in Kosovo were becoming more and more oppressive.‖ adj. cruel, harsh
dictator
―…Milosevic, the Serbian dictator, had armies and weapons…‖ n. one ruler with all power
eavesdrop ―Come away from the door, boys…you mustn’t eavesdrop.‖ v. listen in
Question/Predict/Evaluate
1. What information do we learn in the first paragraph about Meli Lleshi? As the chapter progresses
make a family tree to identify all the family members.
2. Explain how Meli’s brothers play. Why do they admire Adem Jashari? How does their play mimic
what is happening in Kosovo?
3. Why do the children worry when they see Uncle Fadil drive up?
4. Why do the children want to eavesdrop on the grownups? Have you ever eavesdropped on an adult
conversation? Why?
5. Do you think all the children should have been included in the conversation in the parlor and not just
Mehmet?
6. What horrible news do the children overhear? What could it mean to the family?
7. What are you wondering about at the end of this chapter?
Extending the Story
1. This story is about the struggle within Kosovo between the Albanian Kosovars and the Serbs.
Watch the international sections of the news media for articles about this part of the world. What
is happening now in Kosovo or in the area of the Balkans?
2. Where else in the world are people fighting for their independence? The news media can help
you in your search for articles to answer this question.
3. Meli says that ―Adem Jashari was our George Washington‖, a patriot. Whom would you
consider a modern day American patriot? Use the news media to help you in making your
decision. Explain the reasons for your choice.
10
2
A Costly Caricature
Vocabulary/Context/Definition
caricature
slaughtered
forestalling
crisis
massacre
loitering
―A Costly Caricature‖ n. a funny, exaggerated drawing or cartoon meant to ridicule
―The butchers just went in and slaughtered them.‖ v. murdered
―He patted Adil’s head, forestalling a whine.‖ v. preventing
―If there is a crisis, your own daughter will want to return…‖ n. disaster, catastrophe
―…what could be worse than the massacre of the Jashari family? n. mass murder
―A Serb policeman was loitering outside.‖ v. hanging around
Question/Predict/Evaluate
1. Why is Uncle Fadil’s news so shocking?
2. Do you think the children in the Lleshi family should be included in ―the grownups business‖ as they
talk about the massacre?
3. What does Mama mean when she says, ―you will have to be grownups now‖?
4. What does Uncle Fadil want his brother to do?
How would this affect everyone? How will it affect Meli?
5. What are the reasons Papa decides to stay? Do you think this is a good decision for everyone?
6. Why isn’t Meli in the regular school? Do you think Meli’s punishment for drawing the caricature is
fair?
7. How does Meli’s drawing become ―a costly caricature‖ as in the title of this chapter?
8. What questions do you have as this chapter ends?
Extending the Story
1. Two languages are spoken in Kosovo: Serbian and Albanian. How does this affect Meli? Do
language differences divide a country or bring its people together? Can you find evidence in the
news media for your ideas…on an international level, a national level, in your state, or in your
community?
2. Meli gets in trouble for drawing a caricature of her teacher: a humorous, exaggerated, cartoonstyle picture. Caricatures are an important part of an editorial cartoonists work. Find an example
of a caricature in the news media. What qualities of that person are exaggerated by the cartoonist?
What is the point being made? What is its purpose?
11
3
Mehmet is Missing
Vocabulary/Context/Definition
anxiety
etched
trace
posturing
propaganda
―Anxiety was etched into her face.‖ n. worry, fear v. carved, imprinted
―We lived in a country where people disappeared without a trace.‖ n. sign, hint, suggestion
―But for all his posturing, my brother Mehmet was only a boy.‖ n. bluster, swagger
―But all the propaganda just made me more anxious.‖ n. misinformation, half truths
Question/Predict/Evaluate
1. How do Papa’s actions at the beginning of this chapter show his fear and the tension in the family?
2. What could possibly have happened to Mehmet? What does Meli mean when she says ―sometimes
Albanian men just disappeared‖?
3. How can Mama stay so calm, as Meli wonders?
4. How has Papa’s appearance and behavior changed since he found Mehmet missing?
5. What is known about Mehmet’s activities since he left school?
6. In what ways is Meli’s life in Kosovo like yours and in what ways is her life in Kosovo strikingly
different? What does she have to fear that you do not?
7. Do you think Papa’s idea to go to the police is wise? Is it wise for Meli to go with him? Explain.
8. What questions do you want answered in the next chapter?
Extending the Story
1. Meli tries to watch TV to take her mind off things, but ―all the propaganda just made me
more anxious.‖ What is propaganda? What kind of propaganda do you think would be on TV
in Kosovo? Who would be in charge of TV and its content in Kosovo?
2. Find examples of the types of propaganda (outlined at the beginning of this guide) found in
the media. Choose one example and discuss.
12
4
Searching for Mehmet
Vocabulary/Context/Definition
politics
custody
humiliate
gaunt
―He knows nothing of politics.‖ n. government affairs or policy
―Do you have him in custody?‖ n. under arrest
―It hurt to hear him humiliate himself…‖ v. humble, disgrace
―The gaunt figure nodded.‖ adj. thin, emaciated
Question/Predict/Evaluate
1. What qualities do Meli and Papa show at the police station? Why does Papa humiliate himself in
front of the policeman? Do you think less of Papa because he did this?
2. What help does Papa get from the police? How does this compare with how a father would be
treated here in the United States?
3. How is Meli affected by Mehmet’s disappearance? Should she feel guilty?
4. Why is Mehmet so gaunt? Why do you think he was let go to return to his family?
5. Why does Mehmet say that ―Uncle Fadil was right, we have to leave…‖? Do you think Papa will
listen to Mehmet after this experience?
6. What questions do you have about the story now?
Extending the Story
1. A good reporter must learn to ask the important questions. Write an interview with Mehmet
after he has returned home to his family. What questions would you ask and how would Mehmet
answer them?
2. What political news is on the main page of your news media today? Choose articles that
illustrates politics on a national level, state level, and local level. What are the issues?
13
5
Leaving Home
Vocabulary/Context/Definition
unreasonable ―Maybe it was unreasonable, but I was angry.‖ adj. unfair, out of proportion
paramilitaries ―…I was afraid we would be stopped by…the Serbian paramilitaries who acted as
though they were more powerful than the police.‖ n. civilians organized in a
military fashion to operate in place of or assist regular army troops
sympathizers ―Maybe he was on some secret list of KLA, or KLA sympathizers? I shuddered.
n. supporters
agitated
―…I could see how agitated she was.‖ adj. nervous, distressed, fearful
Question/Predict/Evaluate
1. Why does Meli refer to Mehmet as ―this stranger who was our Mehmet?‖
2. Is it unreasonable for Meli to be angry about what is happening? Explain.
3. What is the importance of the wedding plate?
4. Describe the trip the family took in Uncle Fadil’s truck? How does leaving affect Meli?
5. What would it mean to the family if Mehmet was ―on some secret list of KLA or KLA
sympathizers‖?
6. What do you think is the cause of Aunt Burbuqe’s agitation?
7. What happens to the Lleshi family now? What do you think the next chapter will hold for them?
Extending the Story
1. KLA stands for the Kosovo Liberation Army. KLA is an acronym for the title of this group.
Find as many acronyms as you can in the news media. Write out what each letter stands for.
2. Fear is a terrible and strong emotion that Meli feels as she leaves her home. Find examples
of others in the news who share this emotion. What is the cause of their agitation? Is there a
solution?
14
6
Flight to the Hills
Vocabulary/Context/Definition
maddening
fretful
craned
protest
―Sometimes he could be so maddening.‖ adj. infuriating, frustrating
―Questions tumbled all over themselves in my fretful mind…‖
adj. worried, agitated
―He craned around the canned goods and squinted toward the light.‖
v. stretched to see better
―For once Mehmet didn’t protest being called a child.‖ v. object to
Question/Predict/Evaluate
1. Answer Meli’s question: ―But why can’t we stay here?‖
2. Why would the paramilitary be threatening everyone and telling them to leave Kosovo? Why
doesn’t Meli’s family just leave?
3. Where is the family going now that they cannot stay at Uncle Fadil’s farm? What will it mean to
the family?
4. Describe Meli and Mehmet’s conversation in the back of the truck. What do they talk about?
5. What are Meli’s fears? How does she handle them?
6. Does Mehmet act more like a child or an adult in this chapter? Include reasons and examples for
your answer.
7. What questions are you hoping to have answered in the next chapter?
Extending the Story
1. The Lleshi children have to handle a great deal in this story. Find examples in the news media
of children facing difficult situations at a very young age. What is the situation and how do they
survive? Are there any connections between their story and Meli’s?
2. What qualities in these children help them to handle their situations? Is anyone there to
support them?
15
7
Camping with the KLA
Vocabulary/Context/Definition
makeshift
luxury
relieved
offensive
―…more families came to join the makeshift camp.‖ adj. crude, temporary, do it
yourself
―…a bed and a roof and warm water to bathe in seemed like the height of luxury to me.‖
n. lavishness, comfort
―I was relieved when most of the KLA left the camp and were gone for several weeks.‖
v. reassured, thankful, calmed, comforted
―…by the end of August Milosevic had launched another offensive…‖ n. attack
Question/Predict/Evaluate
1. When the truck finally stops, where are Meli and her family?
2. Describe ―camping with the KLA.‖ What does it mean that the camp continues to grow in size?
3. How is Meli able to stand it in the camp? Do you agree with Meli that there are advantages to never
having been rich? Are there any other advantages you can think of?
4. In the same situation, would your attitude have been more like Meli’s or the new girl’s? Which is
better?
5. How does Mehmet adjust to camp life? Does he fit in? Is he treated as an adult or as a child?
6. What is going on outside of the KLA camp? Why is Meli relieved when the KLA leave the camp?
7. What do you believe has happened to Mehmet this time? What can the family do? What would your
family do in this situation?
8. Predict what may happen in Chapter 8?
Extending the Story
1. This chapter speaks of the fighting in Kosovo between the Serbs and President Milosevic and the
KLA. Unfortunately there are other areas of conflict in the world. Choose another country in the
news that is in conflict and read to determine what the sides represent and what they are fighting for.
Is the United States involved?
2. Follow one of these conflicts in the news media through the end of Long Road Home. What do you
learn, what is the status of their fight, what are the hopes for peace? Are there any similarities
between the two stories? How are children affected in each?
3. Write a letter from Meli to Zara. What would she say to her? What would she want Zara to know?
Keep in mind that Mehmet said information is dangerous.
16
8
Mehmet Goes Missing Again
Vocabulary/Context/Definition
latrine
frantically
encampment
guerilla
defy
fuel
―…Mehmet had probably just made a trip to the latrine.‖ n. toilets
―…I began to pat frantically along the front of the tent.‖ adv. worriedly
―There was enough moon for me to see my way around the tents in the family
encampment.‖ n. military camp
―I took a deep breath and started…towards the campfires of the guerilla
fighters.‖ adj. rebel
―At least my brother still had enough respect left for Papa not to defy him.‖
v. disobey
―I’m making the fire now, so it’s up to you to organize the fuel gathering.‖
n. firewood
Question/Predict/Evaluate
1. Meli goes in search of her brother again. How does this compare to the last time she looked for him in
Chapter 4?
2. In Chapter 2 Mama said that the children will have to be grown ups now. How does Meli act like a
grown up in looking for Mehmet?
3. Do you believe at 13 a boy can take care of himself? What about a girl? At what age is a person
considered grown up? Does war time change this?
4. Do you think the family is safe in this camp?
5. Why does Mehmet return with Papa to the family tent? What words does the author use to tell you
what happened?
6. Where has Papa gone and why did he leave?
7. What does Mama mean by the last line of this chapter? Why can’t they stay and how could they lose
Mehmet?
Extending the Story
1. The news media is critical to the success of a democracy. The U.S. Constitution guarantees
freedom of the press in the First Amendment and protects it from government interference. Why is
this so important?
2. How would an independent media report what has happened in Kosovo differently than a
government controlled media? What are the consequences of having government controlled
media?
17
9
A School in the Hills
Vocabulary/Context/Definition
offended
refuge
―It offended his ―dignity as a man‖ to be curled up like a puppy in a litter…‖ v. insulted
―But the sound would turn out to be…the arrival of some new family seeking refuge…‖
n. safe haven
relished
―…I knew he relished being in charge as much as he liked the funny little fuzz…on his…
upper lip. v. enjoyed, took pleasure in
revolution ―When the revolution is won, there will be no more need for Serbian obscenities.‖
obscenities n. rebellion, uprising n. cursing
insolent
―Mehmet gave his horse snort. How I hated that insolent noise!‖ adj. rude,
disrespectful
recruit
―…the KLA would have been happy to have a 14 year old boy as a recruit…‖ n. trainee
Question/Predict/Evaluate
1. Where has Papa gone? What are the options for the family; where can they go?
2. Do you think if only Meli had not drawn the caricature of her teacher things would be alright? Is Meli
to blame for all that has happened?
3. Why is the makeshift school a blessing for everyone involved especially Mehmet?
4. Why doesn’t Mehmet let the girls play football with the boys?
5. Why did it take so long for Papa’s return?
6. Meli worries about the changes in Mehmet. What has caused these changes? Are they normal?
7. What do you think Papa wants for his son and what does Mehmet want for himself? Compare and
contrast what each think is best for Mehmet.
Extending the Story
1. Mehmet starts a school and clears a spot for football practice. Sports and schools are important to a
community. How does each contribute to building a community and keeping it strong?
2. Read stories from two or three different sports from the news media. What can be learned about
leadership and teamwork and goals from these stories?
3. Read a story about two major teams in a sport and their upcoming game. Analyze their strengths
and weaknesses and decide who has the advantage over the other. Whom do you predict will win the
contest?
18
10
Life at Uncle Fadil’s
Vocabulary/Context/Definition
generals
brigade
luxurious
content
―Uncle Fadil and Papa were like generals in a little army.‖ n. commanders
―I was in charge of the water brigade.‖ n. team, crew
―A backyard pump and a proper outhouse seemed luxurious…‖ adj. grand, lavish
―Even Mehmet seemed more content than he had since the spring before.‖ adj. happy
Question/Predict/Evaluate
1. The cousins, Nexima and her children, are living with Uncle Fadil as well. What does it mean that her
husband may be KLA? What could that mean to the whole family?
2. Compare/contrast the family’s living situation now with Uncle Fadil and with the KLA up in the
mountains?
3. Describe the ―little army‖ that is created by Uncle Fadil and Papa.
4. Do you think it unusual that Meli thinks this was one of the happiest times of her life? Explain.
5. Papa and Uncle Fadil treat Mehmet ―as one of the men.‖ Why do they do this?
6. While the family is happy on Uncle Fadil’s farm, what is happening politically in Kosovo? How could
this affect Meli’s family?
7. Do you expect a friend or foe knocking at the door? Explain.
Extending the Story
1. What is NATO? Research this organization. Where is NATO involved in the world today? Use
the newspaper to discover NATO’s work. Are they still involved in Kosovo?
2. Create a political cartoon to express what is happening between the Serbs and the KLA, and the
peace talks in this chapter.
3. Create an important news story that reports one of the many clashes between the Serbs and
ethnic Albanians. Create the headline and the lead; then write your story.
19
11
Packing Up, Again
Vocabulary/Context/Definition
mercy
motions
resent
―They have no mercy, Hamza said.‖ n. compassion
―The next day I went through all the motions of living…‖ n. activities
―I nodded, too numb even to resent being left out…‖ v. dislike, be upset about
Question/Predict/Evaluate
1. What news does Meli learn by eavesdropping at the door?
2. What do you think Hamza meant when he said, ―Knowledge can kill‖?
3. What are the problems involved in leaving the farm?
4. Why didn’t the family hurry to leave? Is this wise?
5. What does moving to Macedonia mean to the family? Though near in location, why does it seem so
far?
6. How does the family prepare? What can be taken and what will be left behind?
7. Who could have stolen the truck?
8. How does the stolen truck change things? What does this mean to the families’ future?
Extending the Story
1. Throughout this story, the Lleshi family is in constant turmoil and transition, moving from place
to place. Their plight is not unlike other refugees. Use the news media to find other stories of
people and families who must leave their homes for their safety whether from politics, war, weather,
etc. What special problems do they face? What help is available to them?
2. What happened to Meli’s family was happening all over Kosovo and is called ethnic cleansing.
Meli describes it herself…‖Milosevic and the Serbs…wanted to get rid of everyone who wasn’t
Serbian in Kosovo….‖ Write an editorial outlining your opinion on such a plan.
20
12
Time to Leave – Fast
Vocabulary/Context/Definition
prodded
jostling
comforting
parched
―He prodded her with the end of his long rifle.‖ v. pushed, poked
―We hurried out, jostling one another in the doorway.‖ v. crowding
―…as though Uncle Fadil was still her little boy who needed comforting…‖ v. soothing
―My mouth was parched.‖ adj. dry
Question/Predict/Evaluate
1. Why would someone steal the truck?
2. What do the gunmen in ski masks mean when they say ―This house belongs to the Serbian people.‖
3. What must Granny be thinking and feeling?
4. Why would the gunmen burn Uncle Fadil’s farm? What do they gain from it?
5. Why does Meli say that a man crying is ―a terrible sound?‖ Have you ever heard a man cry? How
did it make you feel?
6. Assess the family’s situation. Are there any positives to their situation? What are the negatives?
7. What will you be thinking about as you wait for the next chapter?
Extending the Story
1. This is a powerful chapter. Notice Katherine Paterson’s word choice to convey what
happens to Meli’s family. Highlight all the words/phrases/passages in this chapter that strike
you as powerful.
2. Choose a feature article in the news media that highlights a person and their life. A feature
is not hard news; it is informal and has more personal appeal. Highlight all the words/phrases
the writer uses in a powerful way to make the piece interesting.
21
13
A Surprise Picnic
Vocabulary/Context/Definition
sarcastically
conscious
sidled
thugs
clamor
cajole
―A good Serb,‖ Mehmet said sarcastically. adv. mockingly
―…a couple hours later I was conscious of my stomach growling…‖ adj. aware
―Adil sidled over to me.‖ v. edged
―How did you get it past those thugs?‖ n. brutes, hoodlums
―There was a constant low clamor of conversation…‖ n. uproar, din
―…and adults trying to comfort or cajole.‖ v. coax, sweet-talk
Question/Predict/Evaluate
1.
2.
3.
4.
5.
6.
7.
8.
What is the difference between a good man and a good Serb from Mehmet’s point of view?
Do you believe the farmer was a good man? Give your reasons.
What else could the farmer have done? Why didn’t he do more if he owed Uncle Fadil a favor?
How does Granny prove herself very clever?
The family is joined by many other Albanians who are walking. Describe the situation in Kosovo.
Explain the importance Papa places on the family not being separated.
Explain why it is important that Mehmet stay in control of his emotions and his words.
What questions do you have at the end of this chapter? What do you wonder about?
Extending the Story
1. What is your definition of a good man or a good woman? Find examples in the news media of
someone who fits your definition. What qualities do they have or what have they accomplished that
make them good?
2. Would you call the farmer a Good Samaritan because even in a small way he aided the family?
Read articles to find an example of a Good Samaritan in the news media. Why did they put others
first and be of help to someone they did not even know?
22
14
Terror and Tragedy
Vocabulary/Context/Definition
relieve
unaccustomed
herded
tempt
hoodlums
―…and I needed desperately to relieve myself.‖ v. use the bathroom
―Unaccustomed to the light, we blinked.‖ v. not used
―The whole crowd of Albanians…were being herded in the same direction.‖
v. driven
―We didn’t want to tempt some angry soldier to use his gun.‖ v. excite
―…who had smuggled bread right past those hoodlums?‖ n. thugs, brutes
Question/Predict/Evaluate
1. In what ways does the situation in Kosovo mirror the Holocaust in the early 1940’s?
2. Describe the conditions on the freight train. How does the family handle this latest threat?
3. What do the soldiers want the Albanians to do when they get off the train?
4. What happened to Hamza, Nexima’s husband?
5. Was Meli right to hold Nexima back from joining her husband? What else could she have done?
6. Why won’t the Macedonian border guards let the Albanians in their country? What would be the effects
of this influx of people?
7. What options are left to Meli and her family?
Extending the Story
1. Meli has no voice to her feelings. If Meli could express her ideas in a letter to the American people,
what would she say? What would she want us to know here about her situation there?
2. How do American’s express their feelings about what the government does? Find examples of our
freedom of speech in the news media.
3. Find examples in the news that show Americans being critical of their government. Why is criticism
so important and why do some governments not allow it?
23
15
Holding On
Vocabulary/Context/Definition
exhausted
refugees
mercy
soothe
accented
foreigner
―As exhausted as I was, I didn’t close my eyes.‖ adj. tired, spent
―We were refugees – left to the mercy of strangers.‖ n. people in exile n. compassion
―A younger woman was holding her and trying to soothe her. v. calm
―It was a woman’s voice, heavily accented but kind.‖ adj. foreign sounding
―She was a foreigner, one of several sitting at a long table. n. stranger, foreign person
Question/Predict/Evaluate
1. How do Meli and her family feel about the Serb policemen? Give examples of what the police are
capable of doing. Who is there to protect the family?
2. What does Meli mean when she calls herself a refugee – ―left to the mercy of strangers?‖ What does
being a refugee mean to her and her family?
3. How has Meli’s life changed in the last year?
4. Where does the bus take them? Describe the conditions there. Is this a turn for the better or the
worse? Explain
5. Mehmet is hopeful they will be home before the summer is over. What would have to happen for the
family to go home again? Do you think it is possible?
6. In serious stories there can be many ―unanswerable‖ questions – problems that seem without a
solution. Make a list of some of these questions that have come up so far in this story.
Extending the Story
1. Meli mentions the Palestinians, Bosnians, and Sudanese, and Albanians, all refugees. Check
the international sections of the news media for updates on the conditions in each of these
countries. What is their plight? Has it changed or improved in any way? What are the
conditions in which they live?
2. There are many organizations and groups which administer mercy to strangers. Find stories,
ads, or examples of these fine groups whose work has an international reach. Where do they
minister, and what are their goals? Find groups that work within our country, your state, your
community as well.
24
16
Refugees in Macedonia
Vocabulary/Context/Definition
international
bearable
column
mosque
cautious
aching
complicated
resolute
―The young international volunteers were cheerful, and tried to make camp life
bearable for us all.‖ adj. worldwide adj. endurable, manageable
―…a column of refugees was mistaken for Serb soldiers…‖ n. line, string
―Even Papa, who never went to the mosque, kept saying, Allah be praised…‖
n. Muslim temple
―We were all eager to go home, but Papa was cautious.‖ adj. careful, guarded
―…when you are aching to go home, a day can seem like years.‖
v. yearning, longing
―What is so complicated?‖ adj. complex, difficult
―…their expressions were grim but resolute.‖ adj. firm, definite
Question/Predict/Evaluate
1. This camp in Redusa is different. Explain.
2. Why is June 9th important? What is NATO’s part in this war? What are NATO’s goals?
3. What does it mean to the family that ―Milosevic has surrendered and NATO has won?‖ What
changes would you expect in Kosovo because of this?
4. What are all the reasons to go home? What are all the reasons not to go home?
5. What would independence mean to Kosovo? Can they ever have peace?
6. What do you think of the decisions made by Uncle Fadil and Papa for their families? Do you think
the families should still stay together? Explain.
7. Which family would you rather be in? What are the difficulties to be found in each choice?
Extending the Story
1. What did Papa mean when he said that in war ―the innocent always suffer.‖ Find support for
your opinion with articles from the news media. What do the ―faces‖ of the innocents look like
around the world? Who else suffers? Is anyone spared the suffering of war?
2. Papa also says that ―hate makes no sense.‖ Read through articles that illustrate these words.
Find pictures which also capture Papa’s meaning.
25
17
Vermont, USA
Vocabulary/Context/Definition
temporary
sane
apologetic
translator
torrents
immodest
relief
―…we were gone - flown from a world that, however temporary and hard to bear, felt
safe and sane compared to the confusion of the next few months.‖ adj. short-lived
adj. normal
―Finally an apologetic translator came running up.‖ adj. sorry, remorseful
n. interpreter
―I’m not sure when those torrents of words broke into sentences that I could
understand…‖ n. flood
―…I hope I am not being too immodest when I say that…I was turning into a very good
soccer player.‖ adj. boastful, conceited
―Relief teams had brought in food, and the NATO troops were trying to keep order.‖
n. aid, help
Question/Predict/Evaluate
1. Why would Meli hate to leave the refugee camp? Why would she hate to stay?
2. Why doesn’t anyone understand Meli’s English?
3. What are the challenges that await Meli in Vermont? How does it compare to Kosovo? How does
Meli adjust to American life?
4. Make a list of all the problems that you would face if you did not know the language of the country
you live in. What simple things would become very difficult? How would you learn the language?
5. In what ways is America a positive experience for both Meli and Mehmet? How do their
experiences compare to what has happened to Uncle Fadil and his family?
6. What do you think was running through their minds when terrorists hit on September 11 th and the
World Trade Centers were destroyed? Ask older family and friends what was running through their
minds when this happened?
Extending the Story
1. For many Americans September 11th was their first encounter with terrorists. How did the
U.S. react to this invasion? How has the world changed since September 11th? Use the news
media to document these changes. Can you find evidence of both positive and negative
changes?
2. Ask family members, friends, and classmates: How has the world changed since September
11? Discuss your findings. Then write a class article and submit it to your local news media.
3. Throughout this story sports have proved a positive aspect of the families’ lives. Recall
examples from the story. How important is sports in America? Use the news media for your
support.
26
18
A New Kind of War
Vocabulary/Context/Definition
Muslim
―…the terrorists who crashed the planes were Muslim fundamentalists…‖
fundamentalists adj. believing in the religion of Islam n. people involved in a religious movement
characterized by a return to basic beliefs or principles, by rigid adherence to
those principles and often by intolerance of other views and opposition to
secularism
Allah
―This is not the way of Allah, Papa said.‖ n. Muslim name for God
cowardly
―I wondered if I should just stay in the shower, but I knew that was cowardly…‖
adj. weak, spineless
resigning
―I scribbled a short note resigning from the team…‖ v. quitting
defiantly
―Never, Mehmet said, tossing his head defiantly.‖ adv. rebelliously
Question/Predict/Evaluate
1. Meli feels the atmosphere has changed in school since September 11. Explain what people are
feeling. Are there a right and a wrong to these feelings?
2. How do the girls come to the conclusion that Meli is a Muslim terrorist?
3. Why does Rachel allow the other girls to use her to ask Meli questions? What does this show about
Rachel? Will this destroy their friendship?
4. How is Mehmet’s experience similar to Meli’s? Is Mehmet right to hate America?
5. What do you think of Papa’s idea that they must go back or ―the terrorists will win‖? What does
Papa mean when he says, ―This is America?‖
6. How would you handle this problem?
7. What will tomorrow bring for Meli and Mehmet at school? Could this happen at your school?
Extending the Story
1. Is America safer than other countries in the world? Find evidence for your ideas in the news
media. Are Meli and Mehmet safer in Vermont than in Kosovo?
2. Use the travel news in the media to find ―a safe spot‖ in the world. What makes it safe? Would
you want to live there? Why or why not?
3. How many different religions are practiced in your community? Find examples of their place
in your town through the news media.
4. Papa says, ―In America everyone has a new beginning, no matter what religion.‖ Because
America is not perfect, this is not always true. Find examples in this country where people can be
―despised because of their religion.‖ What does this show about Americans?
27
19
Home at Last
Vocabulary/Context/Definition
visa
seething
tolerate
despised
dissolve
republic
―He didn’t have any money for airfare, or any idea of how to get a visa.‖ n. travel permit
―…I could feel the anger seething behind his stony face.‖ v. burning
―I will not tolerate this kind of behavior.‖ v. stand for, put up with, accept
―They wish to be respected as fellow teammates and not despised because of their
religion.‖ v. hated
―I wish that his bitterness would completely dissolve…‖ v. disappear, vanish
―…he will go home to Kosovo, but only when it is a full republic…‖ n. state, nation
Question/Predict/Evaluate
1. What damage has been done to Mehmet? What does Meli mean when she says, ―It was as though I
had lost my brother for a second time.‖
2. Why is the arrival of both soccer coaches and a translator so important?
3. Papa shows his wisdom in how he responds to the coaches. What may have happened if the guilty
students had been kicked off the team?
4. What do you think the coaches said to their players? How do you think the players reacted?
5. Should the guilty players from both teams have been punished? What would you do?
6. Papa said that his children are strong. Think back through the story and find examples of their
strength.
7. Explain why the title of this story is a fitting one. Where is home and what does the idea of home
mean to this family? What does it mean to you? How are Meli and Mehmet different in their feelings
about ―home‖?
8. What do you still want to know about Meli and her family? If there were a follow up to this story,
what would you like to ask?
Extending the Story
1. Meli says that she will work to make America a place ―where everyone – Muslim, Jew, Christian,
some other religion, or no religion at all – can live happily together and at peace.‖ Look in the
news media for evidence that America is making progress on this goal. What is happening in your
school, your community, your state, our nation?
2. What does it mean to be an American? Think about how you feel to be a citizen of this country.
Use the news media to help you define what America means to you. What does America mean to
others who are outside of our country?
3. Home can have many different meanings to different people. Find ideas and words in the news
media to help you make a collage displaying your thoughts.
28
III. AFTER READING
Extending the Story
Here are four ways to extend the story. Use after each chapter or when the story is
completed. Students can be encouraged to use all the different ideas over the course of the
story.
1. Response Web for a Serialized Story
2. RAFT Writing
3. Double Entry Diary
4. Essential Questions
1. Response Web for a Serialized Story
Write the next
chapter in the
author’s style,
predicting what
could happen.
Write a
critique of this
chapter using a
news media
review as a
guide.
Write a summary
of this chapter
using 5 important
vocabulary
words.
Find a news
article that
reflects a similar
idea or theme and
make
connections.
Response
Web for a
Serialized
Story
Visualize what is
happening and
create a picture of
it in any medium.
Practice reading a
part that includes
20 lines or more
and work on
fluency.
Identify words
the author uses to
paint his pictures
and use them in
your own writing.
Ask your own
questions
about this
chapter and
share with a
classmate.
29
2. RAFT WRITING
RAFT is an acronym that describes four important parts of writing: role,
audience, format, and topic. RAFT gives structure to a student’s writing, allows for creative and critical
thinking about the characters and the content, and encourages students to make connections, inferences
and predictions from text already read. In pre-writing, students decide the following:
R
A
F
T
Role of the writer
Audience for the writing
Format the writing will take: poem, news article, comic strip, obituary, etc.
Topic covered in the writing
An Example:
Role:
Audience:
Format:
Topic:
Zara, Meli’s friend from her school in Kosovo
Meli and her family
a letter
what has happened to her and her family since they last saw each other
Examples of Writing Formats:
article
list
report
comparison description
directions
summary
history
journal
interview
letter
song
obituary
memo
poem
song
invitation
verse
chart
notes
jingle
story
headline
play
diary
log
captions
advertisement
editorial
log
3. Double Entry Diary Students make a T chart, pulling a quote or passage from the
text and writing it on the left hand side of the chart. The space on the right is for their own
responses.
Quote or passage
from the text
Students share their thinking,
questioning, inferring, connecting…
Teacher: Use these responses to
guide instruction
form the purpose for reading the next chapter
review the content
30
4. Essential Questions This story can also be extended with discussion of the following
guiding questions. Students can respond in essay or editorial form writing as well. Students
can also create their own question to add to the list.
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
l.
m.
n.
o.
p.
q.
r.
s.
t.
Should America welcome all immigrants who want to come?
Why is peace such a difficult goal?
Why does religion divide us?
How does war affect families?
When does a person become an adult?
What holds families together?
How does American treat people who are different?
What do we learn about ourselves from a story?
What makes a Good Samaritan?
Is war ever justified?
What does it mean to be different?
What makes a country safe? What makes a person safe?
Does anyone win a war?
How important is a free press to a free society?
Is war the only way to achieve lasting peace?
What is the goal of terrorism?
What should be done in school about bullying?
Should children be exposed to or sheltered from life’s problems?
How can schools promote peace?
Is the United States a model for peace?
ANSWERS TO QUESTION/PREDICT/EVALUATE
AWV=Answers will vary.
Chapter 1
1. Meli is telling her story looking back. Now she lives in Vermont, speaks English, has emigrated from Kosovo
where she spoke Albanian and Serbian. She is going back to tell you what happened to her family in Kosovo.
The family tree starts with Granny
Uncle Fadil and Aunt Burbuqe
Papa, Mama, Mehmet 13, Meli 11, Isuf 8, Adil 6 and the youngest Vlora
2. The brothers play war with the Serbs against the Albanians. Both want to be Adem Jashari, the Albanian
hero. This war play mimics the two sides fighting in Kosovo and the country at war.
3. Uncle Fadil seldom comes to visit and Aunt Burbuqe never leaves Granny alone so something bad must have
happened.
4. AWV.
5. AWV.
6. The children learn that Adem Jashari and his family, even the children, have all been killed.
7. AWV.
Chapter 2
1. This news is shocking because Jashari is their national hero and their only hope in their fight against the
Serbs.
2. AWV.
3. This news will mean great changes and challenges will confront the whole family, so more will be expected of
the children.
4. Uncle Fadil wants Papa and family to move to the country for their safety and live with him and his family. It
would mean Papa leaves his business, the children leave their school and friends.
5. AWV. Papa stays because he feels the community needs him and his store, this is his family’s home, he has
nothing to do in the country so they would be a burden to his brother’s family. Perhaps he does not believe the
situation is that serious at this point.
31
6. AWV. The regular school belongs only to the Serbs. The Albanians have been told they must provide their
own schools.
7. There were ripple effects of Meli’s caricature that cost the whole family. Mehmet is missing, the family is
worried, and Meli feels responsible.
Chapter 3
1. Papa doesn’t notice Meli had to stay after. Papa paces in the street, looks over his shoulders for any one
coming, and won’t talk in the street about Mehmet being missing.
2. AWV. One of the terrible things happening in Kosovo is that Albanian men can disappear. Serbs can arrest
someone for any reason.
3. Mama is calm only on the outside in order not to spread alarm and fear in her children.
4. Papa walks like an old man, looks 90 years old, shoulders sagged, face is gray.
5. Mehmet’s friend, Neshim, saw him run on ahead up the street. Mehmet was angry at Meli but he was also in a
hurry to help Papa at home.
6. AWV.
7. AWV.
8. AWV.
Chapter 4
1. AWV. Papa shows bravery, strength, forcefulness, impulsivity, and desperation. Meli shows bravery,
determination, clear thinking, caring, putting another first.
2. Papa gets no help from police. The police are rude, uncaring, and intimidating. They say Mehmet is a
runaway.
3. AWV. Meli cannot go to school, she worries, wants to be home in case Mehmet returns. She helps in the store,
helps Mama at home, and waits in the window.
4. AWV. Mehmet was obviously starved and perhaps mistreated. The police may have let him go because they
realized he was not a member of the KLA or because of his age.
5. AWV. Mehmet has seen how terrible the situation is. Perhaps he realizes that no Albanian is safe.
6. AWV.
Chapter 5
1. Mehmet has changed. He is gaunt, malnourished, serious, and quiet. He has experienced things while away
that they may never know of and he may never share.
2. AWV.
3. The wedding plate must be a family heirloom and holds a ―special place in the china cabinet‖. Meli hopes it
will be handed down to her someday when she marries.
4. Mama, Papa, Vlora and Uncle Fadil are in the cab of the truck. The four other children are in the back with the
family’s belongings. Meli is consumed by fear of leaving, fear of being stopped and searched, or one of the family
men being taken.
5. If Mehmet is a suspect, the whole family is in danger.
6. AWV. Perhaps Aunt Burbuque has been warned somehow that the family is a target.
7. AWV.
Chapter 6
1. The area is unsafe. Paramilitary are all around. Everyone has been threatened and told to leave Kosovo.
2. AWV. The paramilitary are forcing Albanians out – ethnic cleansing. They are trying to rid the country of all
ethnic Albanians. How does a family leave their home and everything there and go elsewhere? It is not that easy
especially with an older grandmother, young children, a farm, a business, etc.
3. The family is going up into the hills where the KLA has their camp. It could mean they will be protected. The
living conditions may be difficult. They could be in more danger because the KLA is under attack as well.
4. Meli is full of questions. She is trying to get answers to help ease her fear. Mehmet tells her only a little,
saying that information is dangerous.
5. Meli is fearful and getting carsick. She is trying to calm herself and be strong but so many basic questions
about how the family will live are in her mind.
6. Mehmet acts very grown up. He tries to answer Meli’s questions without alarming her and he tries to comfort
her that they will be protected and have shelter. Mehmet is also very careful about what he does say. He does not
tell Meli things she does not need to know. He may be as fearful as Meli but he doesn’t express it – that is adult.
7. AWV.
Chapter 7
1. The family is in the KLA camp.
2. Camping means a tiny tent too small for six people and their belongings. They fetch water from a stream,
gather wood for a fire. It is just like camping except not knowing if they can ever return home. More and more
families are being driven out of their homes all over Kosovo.
32
3. AWV. Meli pretends she is on vacation – a camping trip.
4. AWV.
5. AWV. Mehmet is treated more as an adult. He hangs out with the soldiers; Meli believes the soldiers treat
him as a pet. One soldier teaches him to shoot.
6. There is fighting going on. For a while the KLA seemed to be winning but Milosevic launched another
offensive and the KLA suffers many casualties. Meli may feel relief because it is not so tense in the camp when the
soldiers are gone.
7. AWV.
8. AWV.
Chapter 8
1. This time Meli goes in search of Mehmet by herself. Again she is very brave. This time she faces a guerilla
fighter instead of a Serbian policeman. They are much kinder to their own. Meli believes Mehmet is with the
soldiers, not captured by the Serbs.
2. Meli goes by herself. She is stopped by the guerilla fighter when she feels the ―cold metal‖ of a gun in her
back. Through her fear she talks to the guerilla and asks for his help in finding her brother. Very grown up
actions.
3. AWV. 4. AWV.
5. Because Mehmet returns ―walking a few steps behind‖ Papa, and is ―glum-faced‖ we can infer that Mehmet
returns because Papa has ordered him back to the family and to stay away from the soldiers.
6. Papa has gone to fetch Uncle Fadil apparently because the family must move again.
7. AWV. Perhaps the family is worried that Mehmet will run away or become a guerilla fighter, or they worry
about his safety within the KLA camp.
Chapter 9
1. Papa has gone to fetch Uncle Fadil and his truck. The family could go to the farm, to their own home or ???.
2. AWV. It is possible the same fate would have befallen the family as other ethnic Albanians are being
threatened to leave.
3. The school allows Mehmet to be a leader and to feel adult and important without being a soldier. It takes their
minds off their troubles and fears and keeps them busy.
4. Perhaps Mehmet feels sports are for boys only or maybe it makes him feel powerful to keep others out.
5. Papa stayed on the farm through the harvest to help Uncle Fadil.
6. AWV. Mehmet has been jailed by Serbian police and not allowed to fight back. He is maturing, and thinking
for himself and he is idealistic and would like to volunteer, be treated like a man, and defend his country and
family. It is a normal part of growing up for children to question their parents when they are in their teens and
want to grow up fast.
7. AWV.
Chapter 10
1. It means that no one in the family talks of him; it is a family secret. It puts the family in danger. It may make
them a target of the Serbian police.
2. The family is all together now. They are very crowded, but they have a stable shelter over their heads. They
no longer have the protection of the KLA, but they are not in a rebel camp.
3. Uncle Fadil and Papa are the generals bringing in the crops, and they keep everyone busy doing chores.
4. AWV.
5. Uncle Fadil and Papa tell Mehmet the news first. This is important to include Mehmet as one of the adult
men. Mehmet is maturing and they recognize this. It will keep Mehmet feeling an important part of the family,
and lessen the chances he will run off and join the KLA.
6. While the family is content, the two sides in war shed much blood and NATO has become involved in forcing a
peace conference. Milosevic refused to attend and when Serbian troops attacked again, NATO began bombing.
Without a peace settlement, the family could again be threatened.
7. AWV.
Chapter 11
1. Meli learns the visitor is Hamza, Nexima’s husband. Hamza says the family must leave immediately. The
Serbs are destroying farms and villages close by and Uncle Fadil’s farm may be next.
2. Hamza does not want his wife to know he was there. Knowledge of him (Hamza) could be dangerous to the
family.
3. Leaving is hard with 14 people, Granny, and young children. Where should they go?
4. AWV. It does take time to prepare for such a trip.
5. The family intends to move to Macedonia to be with cousins. They love the farm and are very content.
Macedonia is another country, the cousins are strangers to Meli.
33
6. The family prepares the truck, each person can take a blanket and wear two sets of clothes. They need food,
water, diapers. The family rests in the afternoon intending to leave at dark.
7. AWV.
8. AWV.
Chapter 12
1. AWV. Other families who are fleeing may have taken it, the Serbs may have taken it, even the KLA may have
taken it for their cause.
2. The gunmen take over the house and declare it no longer belongs to Uncle Fadil and the family. It now
belongs to the Serbs in power.
3. AWV. Granny may be feeling confusion, terror, helplessness, and more.
4. AWV. By burning the farm they cut any connection the family may have to the farm and discourage them
from returning. It is an act of intimidation and terror that strikes fear in everyone’s heart.
5. AWV. Men are supposed to be the strong ones who protect the family. To a child, a man crying may shake
their feelings of safety and hope for the future.
6. The positives are the family is still together and no one has been hurt. The negatives are they have babies, an
older woman, no food, no water, no means of transportation, nowhere to go, and no home to return to.
7. AWV.
Chapter 13
1. Mehmet believes a good Serb could never be a good man because a good Serb would hate all ethnic Albanians.
2. AWV. The farmer did give them an old pot, but he could have done more.
3. AWV. The farmer could have taken them in, give them food, rest, etc. He was probably fearful if he did
something, the Serbs would punish him and/or his family.
4. Granny had hidden two loaves of bread under her apron. It is just what the family needed after walking so far
without food. It becomes a sign of hope.
5. There is a mass exodus of Albanians who are making the hard climb through the hills to eastern Kosovo and
then turning south toward Macedonia. Some are riding, some have household goods, Meli’s family has each other
and a pot. The noise of all these people turns to shrieks as Serbian police arrive and herd the crowd towards a tiny
rail station.
6. All they have is each other. So far they have stayed together and there is strength in that.
7. The family has no power, no control over what is happening to them. They are at the mercy of the Serbs. It is
important that Mehmet not make an outburst that he and his family could later regret.
8. AWV.
Chapter 14
1. As Meli waits for the train, she is reminded of the trains that transported Jews to their death in concentration
camps during WWII. It is a freight train, not a passenger train, no food, no water, police using their guns to push
people onto the train, police calling them lazy pigs, noise, confusion. The family is being told to leave because they
are different, unwanted in their own country. They fear death. All of this is reminiscent of the concentration
camps.
2. The family is packed tightly together on the train, no room to do anything but stand, no water, no food, no way
to relieve themselves, babies crying, old people whimpering. They stand the entire night through stops and starts
of the train. The family’s main goal is to stay together; perhaps this gives them strength.
3. The soldiers shout ―Out, Out‖, meaning get out of Kosovo. They are being thrown out of their own country.
4. A shot is heard; the inference is made that Hamza was shot and killed. They never saw Hamza again.
5. AWV.
6. The Macedonian border guards fear letting this large a group of people in – perhaps worrying about how they
will feed them, shelter them, etc. AWV.
7. AWV.
Chapter 15
1. The Serb police could hurt them at any moment, for any reason. They have done nothing wrong to be treated
this way, so they are never sure how to behave or what to do. Meli believes they could be shot at any time, like
Hamza was shot or the woman crying on the bus whose husband was shot.
2. Being a refugee means being without a homeland and without a home. They have no control over their lives –
their only hope is that strangers will help them.
3. AWV. Meli had a nice life – the family had a business, their own home, friends, school, safety. Over the last
year they have lost it all, been in a KLA camp, threatened with their lives, fleeing for their lives, gone without food
and water, traveled in fear, been thrown out of Kosovo, suffered on a train.
4. The bus takes them to a refugee camp. It is better. They have a tent, food, blankets, Granny gets medical
treatment.
34
5. AWV.
6. AWV.
Chapter 16
1. The Redusa camp is considered the best in Macedonia – cold breakfast and two hot meals daily, showers,
cheerful international volunteers, men play volleyball. But they sleep on the ground and are bored.
2. On this date, Milosevic surrendered. NATO plays a huge part in bringing the killing and ethnic cleansing to an
end. Without NATO bombing, Milosevic would have not given up and the bloodshed would continue. NATO
wants the two sides to work out an agreement for peace.
3. The family is hopeful they can now go home. AWV.
4. The reasons to go home would be to rebuild and continue the life they have known. The reasons not to go
home – the farm has been burned, the store and apartment are still there but all is smashed, will the violence
cease, and Mehmet may joint the KLA.
5. AWV. Without independence Kosovo is still a part of Serbia and Serbia is still run by Serbs.
6. AWV.
7. AWV.
Chapter 17
1. If Meli stays in the refuge camp, there is still hope they can return home. However she is anxious to move on,
to begin living again, and to do that they must leave Kosovo.
2. Someone just learning English may think they are saying the words right, but their accent makes them difficult
to be understood.
3. The language is a problem. Simply asking where the toilets are is difficult. They know no one; they are
homesick. The snow covered mountains remind Meli of her own Sharr range of mountains. Fear is hard to leave
behind, but they are free.
4. AWV.
5. The children are back in school, enjoying small summer school classes. Playing soccer for Mehmet is important
and Meli too is allowed to play soccer. Meli finds a friend in Rachel. Uncle Fadil is caring for a bed ridden
Granny, food has been brought in, NATO is trying to keep the peace but the KLA burned a neighbor’s house.
6. AWV. The family must feel that they will never be safe, fear and terror and war seem to follow them even here
in America where they had hoped to be safe.
Chapter 18
1. AWV. Both sides are feeling fear and anger and confusion. After such a terrible attack, often there is a need to
blame, to put a face on what is feared. Because Meli is different – not from around here – she is suspect.
2. Meli is different. Her speech is different, she may look, act, dress differently. So she must be ―one of them‖ –
one of the terrorists.
3. AWV. Rachel is a young girl and probably confused. Because she is friendly to Meli, the girls want to use her to
approach Meli. Rachel is not strong enough to stop this confrontation. She allows herself to be pushed and
shoved and to speak the other girl’s words. Their friendship is probably damaged; time will tell if it can be
mended.
4. Mehmet, like Meli, is confronted by the anger of a group. In his case, the boys attack him physically. Mehmet
must be very angry. He was just feeling like he fit in and a part of things and now this. He did not fit in Kosovo
and now the same is happening in America.
5. AWV. Papa means that things should be different in America and that you can and must speak up for yourself.
6. AWV. 7. AWV.
Chapter 19
1. All the good things that have been happening to Mehmet have all been undone by this attack. Just when
Mehmet had been a part of a team and had been happy again, all of that is gone. He is full of ―seething‖ anger. He
is feeling the hatred of others against him just as he experienced in Kosovo. Now the hurt and hate filled Mehmet
is back.
2. The coaches have acted quickly to attack the problem. The same day as the incident they have come to speak
personally to the family, bringing a translator so they can be understood, and they have a plan to punish the guilty.
3. AWV. The anger would probably have continued and spread involving more people, the community, etc.
Because Papa has chosen the high road, he can show his children in the best possible light and more quickly bring
the incident to a close.
4. AWV. 5. AWV. 6. AWV.
7. The family has struggled from Chapter 1 to find a place where they can be safe, work, go to school, and live
without fear. It has certainly been a long road from their own home in Kosovo, to the KLA camp in the hills, to
Uncle Fadil’s farm, to the freight cars, to the refugee camp in Macedonia to Vermont USA. Mehmet hopes
someday to return to Kosovo which he feels is home. Meli finds home in the US where she hopes to work towards
her own peaceful goals. Mehmet may not be home yet; Meli is.
35
8. AWV.
NATIONAL STANDARDS
This teacher’s guide has been prepared and noted according to the STANDARDS FOR THE
ENGLISH LANGUAGE ARTS, sponsored by National Council for the Teachers of English and
the International Reading Association.
1.
Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and
of the cultures of the United States and the world; to acquire new information; to respond to the needs and
demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and
nonfiction, classic and contemporary works.
2. Students read a wide range of literature from many periods in many genres to build an understanding of the
many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
3. Students apply a wide range of strategies to comprehend, interpret, evaluate and appreciate texts. They draw
on their prior experience, their interactions with other readers and writers, their knowledge of word meaning
and of other texts, their word identification strategies, and their understanding of textual features (e.g.,
sound-letter correspondence, sentence structure, context, graphics.)
4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to
communicate effectively with a variety of audiences and for different purposes.
5. Students employ a wide range of strategies as they write and use different writing process elements
appropriately to communicate with different audiences for a variety of purposes.
6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media
techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.
7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems.
They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts,
and people) to communicate their discoveries in ways that suit their purpose and audience.
8. Students use a variety of technological and information resources (e.g., libraries, databases, computer
networks, video) to gather and synthesize information and to create and communicate knowledge.
9. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across
cultures, ethnic groups, geographic regions, and social roles.
10. Students whose first language is not English make use of their first language to develop competency in the
English language arts and to develop understanding of content across the curriculum.
11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy
communities.
12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning,
enjoyment, persuasion, and the exchange of information).
Source: http://www.ncte.org
*******
36