Activity Overview
Having students choose a favorite quote or scene from the book allows them to express which parts of the story resonated with them on a personal level. In this way, students are making a text-to-self connection that demonstrates their understanding of the characters and their development or the themes of the novel. Students can share their storyboards afterwards and have a short discussion about what the quotes mean to them.
Some students may end up choosing the same quote, but have different perspectives. This is always interesting for students to see and can open up a discussion as to how not everyone can read the same lines in the same way based on their own perspectives and personal experiences.
Examples of Quotes from Other Words for Home
I know that is strange to say, childish maybe—it felt strange even then—but it also felt like the rest of the world saw me.
I would squeeze my eyes shut at night and pretend that Fatima and I were dreaming the same dream. When I was little, it was easy to imagine that. Fatima and I were always in step, four feet pointed in the same direction.
“Lucky. I am learning how to say it / over and over again in English. / I am learning how it tastes— / sweet with promise / and bitter with responsibility.”
“Just like I am no longer / a girl. / I am a Middle Eastern girl. / A Syrian girl. / A Muslim girl. / Americans love labels. / They help them know what to expect. / Sometimes, though, / I think labels stop them from / thinking.”
“I wonder if it is exhausting / to be a tree. / To lose something, / year after year, / only to trust that it will / someday grow back"
“Too much sunshine makes a desert.”
“Mama says the word cake like it's just an ordinary food / which is strange since everyone knows that cakes are / made of magic.”
“I want women like Aunt Michelle / to understand / that it is not only women who look like them / are free / who think / and care about other women.”
“There is a long break. / I have learned Americans love to say you know and then / stop / talking. / They force you to fill in the hard parts, / the things they are not brave enough to say.”
“I have learned that sometimes / the simplest things are / the hardest things to say. / That sometimes there is no word / for what you feel, / no word in any language.”
“Sometimes all you can do is hold on.”
“Proud of each other, proud of what we have created together. It is lovely to be a part of something that feels bigger than you.”
“You will belong here. . .You will make anywhere beautiful.”
“It seems like the kind / of place where dreams / could grow and / live.”
“You should care about our country, too, he says. I do, I say, but what I mean is that I care about my brother and my baba and my mama and I just want to live in a country where we can all have dinner again without shouting about our president or rebels and revolution.”
“My school is filled with kids who do not look like me. Kids with pale freckled skin, kids with / hair the color of summertime corn. And kids with skin darker than mine, kids shorter than / me, and kids taller than me. I have never seen so many different types of people in one place. / I write to Fatima and tell her that sometimes it feels like the whole world lives at my new / school.”
“I think of the Arabic proverb that says: She cannot give what she does not have. I have never / really understood what that means, but it seems wise and like I might be learning to better / understand it now.”
“What word would you miss the most? she asks. I laugh and shake my head. I’m not going to / forget a single word. And then Grace gives me that look that I’ve seen before on Layla’s face, / on Sarah’s face, even once on Fatima’s face— like they are waiting for me to understand / something they have already learned. I don’t think you have to forget in order to learn, I say, / making sure my English is perfect. Grace smiles at this, and I think she’s as proud as I am / that my English is getting better every day.”
“It feels like a place where ideas live. / There is an energy in the room that excites / and frightens me.”
“Hoping, / I'm starting to think, / might be the bravest thing a person can do."
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Due Date:
Objective: Create a storyboard that identifies your favorite quote or scene in Other Words for Home. Illustrate your quote and write what it means to you.
Student Instructions:
- Click "Start Assignment".
- Choose a favorite quote or scene from Other Words for Home.
- Create an image that represents this quote using appropriate scenes, characters and items.
- In the description box, write the quote and at least one sentence about what this quote means to you.
Requirements: Quote or Scene, Illustration, 1-2 sentences about what it means to you.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 7 Points | Emerging 4 Points | Beginning 1 Points | |
|---|---|---|---|
| Explanation | The explanation of what the quote means to the student is clear and at least two sentences. | The explanation of what the quote means to the student can be understood but it is somewhat unclear. | The explanation of what the quote means to the student is unclear and is not at least two sentences. |
| Illustrations | The illustration represents the quote or explanation using appropriate scenes, characters and items. | The illustration relates to the quote or explanation, but is difficult to understand. | The illustration does not clearly relate to the quote or the explanation. |
| Evidence of Effort | Work is well written and carefully thought out. | Work shows some evidence of effort. | Work shows little evidence of any effort. |
Activity Overview
Having students choose a favorite quote or scene from the book allows them to express which parts of the story resonated with them on a personal level. In this way, students are making a text-to-self connection that demonstrates their understanding of the characters and their development or the themes of the novel. Students can share their storyboards afterwards and have a short discussion about what the quotes mean to them.
Some students may end up choosing the same quote, but have different perspectives. This is always interesting for students to see and can open up a discussion as to how not everyone can read the same lines in the same way based on their own perspectives and personal experiences.
Examples of Quotes from Other Words for Home
I know that is strange to say, childish maybe—it felt strange even then—but it also felt like the rest of the world saw me.
I would squeeze my eyes shut at night and pretend that Fatima and I were dreaming the same dream. When I was little, it was easy to imagine that. Fatima and I were always in step, four feet pointed in the same direction.
“Lucky. I am learning how to say it / over and over again in English. / I am learning how it tastes— / sweet with promise / and bitter with responsibility.”
“Just like I am no longer / a girl. / I am a Middle Eastern girl. / A Syrian girl. / A Muslim girl. / Americans love labels. / They help them know what to expect. / Sometimes, though, / I think labels stop them from / thinking.”
“I wonder if it is exhausting / to be a tree. / To lose something, / year after year, / only to trust that it will / someday grow back"
“Too much sunshine makes a desert.”
“Mama says the word cake like it's just an ordinary food / which is strange since everyone knows that cakes are / made of magic.”
“I want women like Aunt Michelle / to understand / that it is not only women who look like them / are free / who think / and care about other women.”
“There is a long break. / I have learned Americans love to say you know and then / stop / talking. / They force you to fill in the hard parts, / the things they are not brave enough to say.”
“I have learned that sometimes / the simplest things are / the hardest things to say. / That sometimes there is no word / for what you feel, / no word in any language.”
“Sometimes all you can do is hold on.”
“Proud of each other, proud of what we have created together. It is lovely to be a part of something that feels bigger than you.”
“You will belong here. . .You will make anywhere beautiful.”
“It seems like the kind / of place where dreams / could grow and / live.”
“You should care about our country, too, he says. I do, I say, but what I mean is that I care about my brother and my baba and my mama and I just want to live in a country where we can all have dinner again without shouting about our president or rebels and revolution.”
“My school is filled with kids who do not look like me. Kids with pale freckled skin, kids with / hair the color of summertime corn. And kids with skin darker than mine, kids shorter than / me, and kids taller than me. I have never seen so many different types of people in one place. / I write to Fatima and tell her that sometimes it feels like the whole world lives at my new / school.”
“I think of the Arabic proverb that says: She cannot give what she does not have. I have never / really understood what that means, but it seems wise and like I might be learning to better / understand it now.”
“What word would you miss the most? she asks. I laugh and shake my head. I’m not going to / forget a single word. And then Grace gives me that look that I’ve seen before on Layla’s face, / on Sarah’s face, even once on Fatima’s face— like they are waiting for me to understand / something they have already learned. I don’t think you have to forget in order to learn, I say, / making sure my English is perfect. Grace smiles at this, and I think she’s as proud as I am / that my English is getting better every day.”
“It feels like a place where ideas live. / There is an energy in the room that excites / and frightens me.”
“Hoping, / I'm starting to think, / might be the bravest thing a person can do."
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Due Date:
Objective: Create a storyboard that identifies your favorite quote or scene in Other Words for Home. Illustrate your quote and write what it means to you.
Student Instructions:
- Click "Start Assignment".
- Choose a favorite quote or scene from Other Words for Home.
- Create an image that represents this quote using appropriate scenes, characters and items.
- In the description box, write the quote and at least one sentence about what this quote means to you.
Requirements: Quote or Scene, Illustration, 1-2 sentences about what it means to you.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 7 Points | Emerging 4 Points | Beginning 1 Points | |
|---|---|---|---|
| Explanation | The explanation of what the quote means to the student is clear and at least two sentences. | The explanation of what the quote means to the student can be understood but it is somewhat unclear. | The explanation of what the quote means to the student is unclear and is not at least two sentences. |
| Illustrations | The illustration represents the quote or explanation using appropriate scenes, characters and items. | The illustration relates to the quote or explanation, but is difficult to understand. | The illustration does not clearly relate to the quote or the explanation. |
| Evidence of Effort | Work is well written and carefully thought out. | Work shows some evidence of effort. | Work shows little evidence of any effort. |
How Tos about Other Words for Home Quote Connection
Organize a Classroom Quote Gallery Walk
Arrange students' illustrated quotes around the room and invite everyone to walk through the displays, taking time to read and reflect on each. This activity encourages students to appreciate their peers’ perspectives and deepens their understanding of the book’s themes.
Prepare students for respectful peer feedback
Discuss expectations for positive, thoughtful comments before the gallery walk. Students will feel safe sharing personal connections and will learn to value diverse viewpoints.
Give each student sticky notes for feedback
Distribute sticky notes so students can leave encouraging or insightful comments on classmates’ work. This fosters a supportive classroom community and promotes critical thinking.
Model how to write a meaningful comment
Demonstrate how to compliment the artwork or explain how a quote resonated with you. For example: “I never thought about this quote that way—your drawing helped me see it differently.”
Facilitate a reflective whole-class discussion
Gather students after the walk to share what they noticed and how seeing others’ choices changed or expanded their own understanding. This strengthens comprehension and builds empathy.
Frequently Asked Questions about Other Words for Home Quote Connection
What are some powerful quotes from Other Words for Home?
Other Words for Home features many moving quotes that explore themes of identity, belonging, and hope. Examples include: “Lucky. I am learning how to say it over and over again in English. I am learning how it tastes—sweet with promise and bitter with responsibility,” and “You will belong here. . .You will make anywhere beautiful.”
How can I help students make personal connections to quotes from Other Words for Home?
Encourage students to choose a favorite quote or scene, illustrate it, and write what it means to them. This activity helps students make text-to-self connections and deepens their understanding of the story’s themes and characters.
What is a good lesson plan for using quotes from Other Words for Home in class?
A simple lesson involves students picking a quote, illustrating it, and sharing its personal significance. Follow up with a group discussion to explore different perspectives and how each student relates to the text.
Why is discussing different interpretations of the same quote valuable for students?
Discussing multiple interpretations shows students how personal experiences shape our understanding of literature. It fosters empathy, critical thinking, and appreciation for diverse viewpoints in the classroom.
What grade levels is a quote connection activity from Other Words for Home best for?
This activity is ideal for middle school students in grades 6–8, as it encourages reflection and discussion suited to their developmental stage and reading skills.
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Other Words for Home
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