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Novel Guide Teacher Edition Grade 6Inside Out &Back Againby Thanhha LaiPublished and Distributed by Amplify.

Copyright 2019 by Amplify Education, Inc.55 Washington Street., Suite 800, Brooklyn, NY 11201www.amplify.comAll rights reserved. No part of this publication may be reproduced or distributed in anyform, or by any means, or stored in a database or retrieval system, without the priorwritten consent of Amplify Education, Inc., except for reprinting and/or classroom uses inconjunction with current licenses for the corresponding Amplify products.

Table of ContentsTeacher EditionWelcome to Amplify ELA’s Novel Guides1Part 1: Introduction2–3Part 2: Text Excerpt and Close Reading Activities4–6Step 1: Close Reading ActivityRL.6.56–7RL.6.1, RL.6.2, RL.6.4, RL.6.5Step 2: Connected Excerpts to Continue Close Reading7RL.6.1 , RL.6.2, RL.6.4, RL.6.5Step 3: Writing Prompt8W.6.1Part 3: Additional Guiding Questions and ProjectsStep 4: Guiding Questions to Read the Whole Book8–14SL.6.1.AStep 5: Extended Discussion Questions14–15SL.6.1Step 6: Writer’s Craft15–16RL.6.5Part 4: Summative ProjectsStep 7: Writing Prompt16W.6.1Step 8: Final Project17RI.6.4, RI.6.7, SL.6.1.A, SL.6.2Step 9: Challenge18Step 10: Extended Reading19RL.6.4, SL.6.2, W.6.3.DNote: The student worksheets can be found on pages 21–37. Teachers can make copies ofthese pages to distribute to students.

InsideThe HateOut U& GiveBack AgainTeacher Teacher

Inside Out & Back Again TeacherWelcome to Amplify ELA’s Novel GuidesWe created a series of Novel Guides to provide you with a flexible resourcefor the books you most want to teach. Some of the titles are in the digitallibrary while others will need to be accessed through your school, public,or classroom libraries. We selected one strong aspect of each novel andare having students focus on this element as they explore and analyze akey theme.Rather than fully built-out lessons, these guides offer lean, targetedinstruction that follows Amplify ELA’s pedagogy as students explore greatliterature. Each Novel Guide provides activities and questions with sampleanswers for the Teacher Edition, including: A complete close reading session,including the text excerpt C onnected excerpts to extendreading and skill practice G uiding questions and activitiesto support reading the whole book A n introduction to the book andthe author A ctivities that focus on a rangeof literacy skills Discussion questions Writing Prompts Exploration of Writer’s Craft Role-playing opportunities Collaborative learning Social-emotional learningdiscussion questions, WritingPrompts, or activities Standards alignment Project-based learningThe diverse selection of books we chose comprises a range of genresfrom mystery to non-fiction, and themes from social justice to identityand courage. Students explore classics and contemporary award winners,expand their literacy skills, and discover the rewards that come with closereading compelling texts. The guides are designed to be used flexibly andoffer suggestions for implementation.All the guides are housed in the Amplify Library as downloadable,printable PDFs. They include student worksheets and instructions for theteacher that will take students through a close reading of a passage all theway to the end of the novel.Inside Out & Back Again Novel Guide1

InsideThe HateOut U& GiveBack AgainTeacher TeacherPart 1IntroductionAbout the storyInside Out & Back Again tells the story of Hà, a ten-year-old girl who mustflee Saigon with her family during the Vietnam War and seek refuge in theUnited States. Debut author Thanhha Lai based Hà’s story on her ownchildhood experiences and wrote the book as a series of first-person versepoems, each 1–3 pages in length, that span the course of a single year. InHà, Lai has created an original voice that a Kirkus reviewer described as“enlightening, poignant and unexpectedly funny.” Inside Out & Back Againis a Newbery Honor book, a National Book Award winner, and a New YorkTimes bestseller.Themes that align with this guideInside Out & Back Againby Thanhha LaiHarperCollins e-booksEPub Edition January 2011ISBN: 978-0-06-206972-6This guide focuses students’ attention on the author’s use of free verseand poetic imagery to communicate Hà’s voice, her use of symbolism todevelop themes, and the ways in which the characters, particularly Hà,evolve over the course of the book.About the authorThanhha Lai was born in Ho Chi Minh City, Vietnam in 1965 andimmigrated to Alabama as a young girl. In 2011, she won the NationalBook Award for Young People’s Literature and in 2012 she received aNewbery Honor for Inside Out & Back Again. In 2015, she published Listen,Slowly, a New York Times Book Review Notable Book and a PublishersWeekly Best Book of the Year. She lives in New York with her family. Youcan hear her pronounce her name here: 155732 Inside Out & Back Again Novel Guide

Inside Out & Back Again TeacherWhen and how to use the Novel GuideAmplify’s Novel Guides can provide flexible teaching options. They can beused at any point in the year or paired with thematically related core units,before or after teaching the units. Or, if you would like to build out lessons,the guides can be used as the foundation for a more fully developedcurriculum, based on the titles.The Inside Out & Back Again Novel Guide aligns with thefollowing core units:6A: Dahl & NarrativeSub-Unit 3: Boy: Tales of Childhood by Roald DahlIn Boy, Roald Dahl uses a first-person narrator tocommunicate the frightening and funny experiences of hischildhood.6E: Summer of the MariposasSub-Unit 1: Summer of the Mariposas byGuadalupe Garcia McCallIn Summer of the Mariposas, Guadalupe Garcia McCall usesa first-person narrator to tell the story of a group of sisterswho must brave the unknown as they travel from Texas toMexico and back.Inside Out & Back Again Novel Guide3

InsideThe HateOut U& GiveBack AgainTeacher TeacherPart 2Focus standard for Part 2:CCSS.ELA-LITERACY.RL.6.5Text Excerpt andClose Reading ActivitiesPart I: Saigon“Papaya Tree”Skill: Analyze how aparticular chapter fits intothe overall structure of atext and contributes to thedevelopment of the theme.It grew from a seedI flicked intothe back garden.Hà describes how her papayatree has grown and vows towitness its first ripe fruit beforeher brothers do.A seed likea fish eye,slipperyshinyblack.The tree has growntwice as tallas I standon tippy toes.Brother Khôi spottedthe first white blossom.Four years older,he can see higher.Brother Vũ later founda baby papayathe size of a fistclinging to the trunk.At eighteen,he can see that much higher.4 Inside Out & Back Again Novel Guide

Inside Out & Back Again TeacherBrother Quang is oldest,twenty-one and studying engineering.Who knows what he will noticebefore me?I vowto rise first every morningto stare at the dewon the green fruitshaped like a lightbulb.I will be the firstto witness its ripening.Inside Out & Back Again Novel Guide5

InsideThe HateOut U& GiveBack AgainTeacher TeacherStep 1: Close Reading Activity (with sample answers)Possible answers are providedunder each L.6.51. In one color, highlight the places where the author uses figurativelanguage to describe the appearance of something.Sample answer: “A seed like / a fish eye, / slippery / shiny / black” (4–8), “ababy papaya / the size of a fist / clinging to the trunk” (18–20), “.the dew /on the green fruit / shaped like a lightbulb” (29–31).2. Annotate each highlighted description with a note about thefeelings or ideas that the language brings to mind for you.Sample answer: “A seed like / a fish eye, / slippery / shiny / black” (4–8)—The seed seems alive, mysterious; “a baby papaya / the size of a fist / clingingto the trunk” (18–20)—The new papaya is like a human baby holding on forits life; “.the dew / on the green fruit / shaped like a lightbulb” (29–31)—Thepapaya is growing bigger and changing shape.3. In a second color, highlight any language that communicates ideasabout how the papaya tree is changing and growing.Sample answer: “The tree has grown / twice as tall / as I stand / on tippytoes” (9–12), “the first white blossom” (14), “a baby papaya” (18), “.itsripening” (33).4. In a third color, highlight any language that communicates ideasabout how people change and grow.Sample answer: “Four years older, / he can see higher” (15–16), “Ateighteen, / he can see that much higher”” (21–22), “twenty-one and studyingengineering” (24), “I vow / to rise first every morning” (27–28), “I will be thefirst / to witness its ripening” (32–33).5. With a partner, create a list of 2–3 themes (central ideas) that aredeveloping in this chapter. Choose the theme that seems mostimportant and explain how it is developed in this chapter. Thenmake a prediction about how this theme may evolve in the story.Sample answer: Growth / change / determination / hope / beauty: Hà hasgrown a papaya tree from a seed and watched it grow twice as tall as her.She has been awed and delighted by its beauty and strangeness throughoutits development and is excited to see how it continues to grow and change.She also seems possessive of her special tree. She is frustrated that herbrothers are taller and better able to observe it, but she doesn’t give up. Sheis determined to take any advantage she can think of—like being the first torise every morning—to make sure she gets the first peek at the first fruit’sripening. Although Hà doesn’t make explicit connections between the papayatree’s development and her own, the way she presents the stairsteps of herbrothers’ growth seems to hint at the changes in her own future. It seems fairto predict that Hà will keep feeling tenderness and stubbornness for the things6 Inside Out & Back Again Novel Guide

Inside Out & Back Again Teachershe cares about, and that she will continue to be frustrated by any limitations.But she will grow and change just like her papaya tree, and maybe even herrelationships with her brothers will develop into something sweeter and morenourishing.Step 2: Connected Excerpts to ContinueClose ReadingContinue your work with theme in the chapters that mention papayas.Use the same steps as above when close-reading these pages. When youget to steps 3 and 4, you can substitute other ideas (like “love” or “home”)if they feel more relevant in those moments than “change” or CY.RL.6.5Part 1, “Kim Hà”: Hà is tormented by her brothers.Part 1, “Sssshhhhhhh”: Brother Khôi tells Hà that he must protect his chickand she must protect her papayas.Part 1, “Wet and Crying”: The family decides to harvest an underripe papayabefore they leave.Part 2, “Rations”: Hà thinks of papayas while she eats plain rice.Part 3, “Can’t Help”: Hà compares her yearning for papayas to Mother’syearning for Father.Part 3, “War and Peace”: Miss Scott shows the class pictures from war-tornVietnam.Part 3, “MiSSSisss WaSShington’s Response”: Miss Washington shows Hàpictures that her son took in Vietnam.Part 3, “Not the Same”: Miss Washington gives Hà dried papaya for Christmas.Part 3, “But Not Bad”: Hà tries the dried papaya after it has soaked in water.Inside Out & Back Again Novel Guide7

InsideThe HateOut U& GiveBack AgainTeacher TeacherStep 3: Writing PromptCCSS.ELA-LITERACY.W.6.1.Analytical:The word "papaya" occurs over 15 times in Inside Out & Back Again. Whyare papayas so important to Hà? What do they represent for her? Chooseat least three chapters that include the word “papaya” and that relateto a single theme. Discuss how the author develops this theme over thecourse of the book, and in these chapters in particular.Part 3Possible answers are providedunder each activity.CCSS.ELA-LITERACY.SL.6.1.AAdditional Guiding Questionsand ProjectsStep 4: Guiding Questions to Read theWhole Book (with sample answers)Use the discussion questions below to guide reading throughout thewhole book. Students should come prepared to discuss their answers byreferring to evidence from the text. Students should also be prepared torespond to comments made by classmates.Part 1: Saigon1. In “1975: Year of the Cat” (the first chapter in the book), what cluesoffer hints about the narrator’s character traits?CCSS.ELA-LITERACY.RL.6.1Sample response: The narrator feels “An old, angry knot” (35) expand in herthroat when her mother says that “.only male feet / can bring luck” (33–34).This suggests that she does not believe that boys or men should be moreimportant than girls or women. She shows determination, secrecy, and astubborn loyalty to her own beliefs (rather than tradition) when she “.decided/ to wake before dawn / and tap [her] big toe / to the tile floor / first” (37–41).2. What clues in “Kim Hà” offer hints about the relationships that thenarrator, Hà, has with her brothers and mother?CCSS.ELA-LITERACY.RL.6.18 Inside Out & Back Again Novel Guide

Inside Out & Back Again TeacherSample response: Each brother tells the narrator, Hà, a different made-upstory about her name. This suggests that her older brothers all like to teaseher, each in his own way. Hà gets revenge on her brothers: “I can’t makemy brothers / go live elsewhere, / but I can / hide their sandals” (18–21).This shows that she is not a passive victim—she pays them back when theytorment her. Her mother tells her the true story of her name and insists thather brothers tease her because they adore her (38–39). Hà thinks that hermother is “wrong” (40) but she still loves “being near her, even more than Ilove / my papaya tree” (41–43) and vows to “.offer her / its first fruit” (44–45). This shows that Hà is devoted to her mother.3. These three back-to-back chapters offer insight into how Hà’smother’s life has changed since losing her husband: “Missing inAction,” “Mother’s Days,” and “Eggs.” What challenges does sheface?CCSS.ELA-LITERACY.RL.6.3Sample response: In “Missing in Action,” it says that Hà’s mother locksaway the portrait of her husband every year “as soon as her chant ends” (34)because “She cannot bear / to look into Father’s / forever-young / eyes”(35–38). This shows that she must cope with a very painful loss. In “Mother’sDays,” it says that Mother works as a secretary by day and designs and cutsup baby clothes at night. Even though “hardly anyone buys anymore” (21)she “continues to try” (25). This shows that she is determined to provide forher family, even as this becomes increasingly difficult. “Eggs” shows just howextreme her financial challenges have become: eggs, rice, and gasoline are allas expensive as gold.4. In “Unknown Father,” how does Hà feel about not knowing herfather? How can you tell?CCSS.ELA-LITERACY.RL.6.6Sample response: Hà says that she sometimes whispers “tuy t sút” toherself “to pretend / I know him” (27–30). This shows that she wishes she hadknown him and could share the inside jokes that the rest of the family shares.She also starts the chapter by saying that she only knows “.the small things /Mother lets slip” (3–4) and ends the chapter with “I would never say tuy t sút/ in front of Mother. / None of us would want / to make her sadder / than shealready is” (31–35). This suggests that she would probably ask more questionsabout her father if she weren’t worried about upsetting her mother.5. These two back-to-back chapters offer insight into the conflict inVietnam: “TV News” and “Birthday.” How serious does the conflictseem to be?CCSS.ELA-LITERACY.RL.6.3Inside Out & Back Again Novel Guide9

InsideThe HateOut U& GiveBack AgainTeacher TeacherSample response: The conflict seems very serious. In “TV News,” it says thata pilot for South Vietnam, who was a spy for the Communists, bombed thepresidential palace. This suggests that the conflict is very violent. In “Birthday,”we learn that land and houses are being taken by the state. “The countrydivided in half” (47) and “North and South / closed their doors” (59–60) alsoshow that there is some sort of civil war happening within Vietnam and peopleare losing their money, their property, and even their connections to family inother parts of the country.6. In “Bridge to the Sea,” what plan does Uncle S n share with Hà’smother?CCSS.ELA-LITERACY.RL.6.1Sample response: Uncle S n says that, when the time comes to flee, theywill go through the back door of their house, into an alley which bypasses acheckpoint, and go to the port, where they’ll board a navy ship.7. The narrator in "Sssshhhhhhh," "Quiet Decision," and "ShouldWe?" includes details that show how each of her brothers and theirmother feel about leaving. What is each character’s point of viewabout this decision?CCSS.ELA-LITERACY.RL.6.6Sample response: Brother Quang doesn’t want to go because he believesit will be dishonorable (“Should We?” 11–16). Brother Khôi is worried aboutleaving because their father, who may still be alive, won’t know how to findthem (“Should We?” 17–19). He is also determined not to leave his pet chickbehind (“Sssshhhhhhh,” 10–13). Brother Vũ is positive about going to the USbecause his idol, Bruce Lee, lived there (“Should We?” 20–24). Their motheris conflicted but seems to feel that they must go. At the end of “Should We?”she predicts the bad things that will start happening once a different party isin power (25–35). At the end of “Quiet Decision,” she says that her childrendeserve to grow up “where you don’t worry about / saving half a bite / of sweetpotato” (19–22).Part 2: At Sea1. What are the living conditions on the ship like for Hà’s family in thefirst four chapters of Part 2—”Floating,” “S-l-o-w-l-y,” “Rations,”and “Routine”?CCSS.ELA-LITERACY.RL.6.2Sample response: They are living in cramped conditions with barely any foodand fresh water. They seem to have less food than some of the other families.Using the bathroom is embarrassing. Hà’s mother has Brother Quang giveEnglish lessons to the children onboard.10 Inside Out & Back Again Novel Guide

Inside Out & Back Again Teacher2. In “Brother Khôi’s Secret,” what do you learn that Brother Khôi hasbeen hiding? And what does Hà do in “Last Respects” to make himfeel better?CCSS.ELA-LITERACY.RL.6.1Sample response: Khôi has been hiding his pet chick in his pocket. Atsome point it died, and the corpse has begun to stink: “He keeps clutchingsomething / in the left pocket, / where the stench grows” (“Brother Khôi’sSecret,” 10–12). Hà ties the chick into a bundle with her doll and their mother’shandkerchief and gives it a burial at sea.3. Why does Hà pluck one hair from the man’s arm in “Golden Fuzz”?CCSS.ELA-LITERACY.RL.6.1Sample response: She takes it as a “souvenir” (31) because she doesn’t knowif she will “have another chance to touch golden fuzz” (18–19).4. What are the living conditions like for Hà’s family in Guamaccording to these three chapters in Part 2—”Tent City,” “Life inWaiting,” and “N c M m”?CCSS.ELA-LITERACY.RL.6.2Sample response: They settle into a routine that involves English lessonsand American movies. The food doesn’t taste good until Brother Vũ, whoprepares much of the food they eat, adds fish sauce. Everyone seems morecomfortable and happy than they did on the ship.5. Summarize the major events in the last four chapters of Part2—”Choose,” “Another Tent City,” “Alabama,” and “Our Cowboy.”Where is the family going next, and how did they end up goingthere?CCSS.ELA-LITERACY.RL.6.2Sample response: Hà’s mother chooses America as their final destinationbecause she believes her sons will be able to earn scholarships and go tocollege. They live in another tent city in Florida and wait for a family to sponsorthem. When Hà’s mother learns that Christians have a better chance of beingsponsored, she “amends [their] faith” on their application (“Another TentCity,” 35). They are sponsored by a man who lives in Alabama. He was lookingto sponsor a single person because he “.wants to train / one young man/ to be a mechanic” (“Alabama,” 4–6). He is impressed by Brother Quang’sengineering studies, and Hà’s mother convinces him to sponsor the wholefamily by “staring, blinking, / wiping away tears, / all without speaking English”(“Alabama,” 17–19). The man’s appearance convinces Hà that he must be acowboy.Inside Out & Back Again Novel Guide11

InsideThe HateOut U& GiveBack AgainTeacher TeacherPart 3: Alabama1. What clues in “Unpack and Repack” and “English Above All” offerhints about how the cowboy’s wife feels about Hà’s family?CCSS.ELA-LITERACY.RL.6.1Sample response: When she first sees them, her “arms, lips, eyes” are all“contorted into knots” (“Unpack and Repack,” 19–20). This body languagesuggests that she’s unhappy. The fact that they immediately have to packback up the clothes that they have just unpacked suggests that she does notwant them to live with her. They have to “sleep in the lowest level / of [their]cowboy’s house, / where [they] never see / the wife” (“English Above All,” 1–4).The wife also insists that they “keep out of / her neighbors’ eyes” (“EnglishAbove All,” 11–12), which suggests that she is ashamed to be associated withtheir family.2. Why does English seem like such a strange language to Hà?CCSS.ELA-LITERACY.RL.6.6Sample response: Adding “es” to plural nouns and “s” to certain verbsmakes her feel like she’s hissing like a snake in “First Rule,” and causes herto spit a lot, which she says gets better in “Second Rule.” She also finds theinconsistent rules of English grammar frustrating in “Third Rule,” “FourthRule,” and “Spelling Rules.” Even the sound of a horse whinnying is conveyedin an unfamiliar way in English in “Neigh Not Hee.”3. Besides not knowing the language, why does Hà feel out of place atschool?CCSS.ELA-LITERACY.RL.6.6Sample response: First, she notices how different she looks from everyoneelse: “I’m the only / straight black hair / on olive skin” (“Rainbow,” 13–15). Atlunch, she doesn’t know where to sit or how to eat the food (“Black and Whiteand Yellow and Red”). Then at recess she is surrounded by the other students,who laugh when a classmate pulls her arm hair and pokes at her cheek andchest (“Loud Outside”).4. How do Hà’s brothers help her after her classmates at school starttormenting her?CCSS.ELA-LITERACY.RL.6.1Sample response: In “Fly Kick,” Brother Vũ agrees to teach her self-defense.Then in “Chin Nod,” Brother Khôi agrees to take her to and from school everyday on his bicycle.12 Inside Out & Back Again Novel Guide

Inside Out & Back Again Teacher5. How does Hà’s family’s relationship with the neighborhood evolve,and what causes it to change?CCSS.ELA-LITERACY.RL.6.2Sample response: In “Neighbors,” the neighborhood kids egg and toilet paperthe cowboy’s house. Then someone throws a brick through the window with arude or threatening note. When they knock on doors to introduce themselves,they are met with slammed doors and shouts. Only Miss Washington is kindand offers to tutor the children. In “HA LE LU DA,” some community membersbegin to act welcoming after they start attending the Del Ray Southern BaptistChurch.6. What qualities make Miss Washington such a good tutor for Hà?CCSS.ELA-LITERACY.RL.6.1Sample response: In “New Word a Day,” Miss Washington is good atmotivating Hà: she makes her learn new words and rewards her with food.She’s also very understanding when Hà voices her frustrations and seemsto have “an answer for everything” (32), even English’s “illogical rules” (30).She is concerned not just about Hà’s academic performance, but also herhappiness. In “Someone Knows,” she finds out Hà has been eating lunchalone in the bathroom every day, and she promises to “fix that” (35). In “MostRelieved Day,” Hà is allowed to begin eating her lunch in the classroom, andshe is joined by two students who become her friends: Pam and Steven.Part 4: From Now On1. What makes Hà’s mother accept that their father has really gone?How does this change the family?CCSS.ELA-LITERACY.RL.6.3Sample response: First, in “Letter From the North,” they receive a letter fromFather’s brother that has no word of Father. They are unsure what to make ofit. In “What If,” each brother imagines a scenario where their father still lives,but when Hà suggests that he might really be gone, she can tell by her family’sfacial expressions that “they have begun to accept” this possibility (26).Mother keeps chanting and Hà says that she is “.waiting / for a sign” (“A Sign,”9–10). After Mother loses her amethyst ring in “Gone,” she seems to take it asa sign because, after one more session of chanting, she announces that “Yourfather is / truly gone” (“Truly Gone,” 16–17). Although everyone is sad, Mothersays “At least / we no longer live / in waiting” (“Eternal Peace,” 35–37) andshe predicts good things for their future in “An Engineer, a Chef, a Vet, andNot a Lawyer” and “1976: Year of the Dragon.” It seems that she is somewhatrelieved that they are able to move on.Inside Out & Back Again Novel Guide13

InsideThe HateOut U& GiveBack AgainTeacher Teacher2. How has Hà changed since her first days living in Alabama? Howcan you tell?CCSS.ELA-LITERACY.RL.6.3Sample response: Hà seems happier, more confident, and more content inher new life. When Hà accidentally wears a nightgown to school, her friendsPem and Steven shrug it off, and she takes it in stride: “I look down / at the tinyblue flower / barely stitched on. / I rip it off. / Nightgown no more (“No More,”40–44). She seems much less sensitive to the other students’ teasing. This isreiterated when she tells the story to her mother, since she seems much morefocused on wanting a present for Pem than on feeling embarrassed in “Seeds.”She’s also grown more willing to speak in English, to speak up for what shewants, and to make optimistic plans for the future in “Start Over.” The storyends with the sense that Hà is going to be okay in Alabama.Step 5: Extended Discussion QuestionsQuestions for social andemotional learning(with sample answers)Possible answers are providedunder each activity.CCSS.ELA-LITERACY.SL.6.11. In Part 2, Hà makes a sacrifice after her brother loses somethingimportant to him. Why do you think she does this? What messagewas she communicating without using words? How do you thinkthis made her brother feel?Sample answer: After Brother Khôi’s dead chick is discovered, she ties it up ina bundle with her doll and Mother’s handkerchief and throws them overboard.I think she is trying to give the chick, which Brother Khôi really cared about, aproper burial. By sacrificing her doll, the only non-essential personal item shewas allowed to take with her, she is showing Brother Khôi that she is willing toshare this loss with him. She’s also showing him that they will be okay withoutthese things. I think this made Brother Khôi feel comforted and loved.2. In Part 3, Hà is teased and bullied by her classmates. Whatdifferent kinds of strategies did Hà use in response? Which onesseemed most effective?Sample answer: At first, Hà tries to avoid conflicts. She walks away afterPink Boy and his friends bother her. Then she realizes she needs protection.Brother Vũ agrees to teach her self-defense and Brother Khôi agrees to takeher to and from school. Mrs. Washington helps Hà by talking to Miss Scott,who allows Hà to eat in the classroom and invites two other students. Mrs.Washington also tells the cowboy about Pink Boy’s bullying, which leads tothe school conference. When Pink Boy retaliates, Hà learns to insult him back.Finally, when he tries to attack her after school, she uses self-defense andhe falls down and hurts himself. I think that asking for help from her brothersand from adults was important in helping Hà feel safe enough to developconfidence to deal with her problems on her own. Ultimately, I think thatstanding up for herself and showing she wasn’t afraid was the most effectiveway to get the bullying to stop.14 Inside Out & Back Again Novel Guide

Inside Out & Back Again Teacher3. In Part 3, Hà makes some friends. What do you notice about thefriendships that Hà builds with Pam and Steven? What kinds ofactions do they take to support one another?Sample answer: Pam and Steven are kind to Hà, smiling at her when sheexpects them to laugh at her. Pam shows concern for Hà when she outwitsPink Boy in math class. Pam and Steven help her interpret social cues, likenodding to show it’s okay when the girls want to put barrettes in Hà’s hair. Thefriends stick together, even after Hà becomes more popular. And they help Hàrelax when she accidentally wears a nightgown to school: they both shrug andtell her it’s not a big deal. On gift-exchange day, Pam gives Hà a doll to replacethe mouse-bitten one Hà had told her about. Hà adores the doll, but feelsterrible embarrassment until she and Mother can think of a gift Hà can givein return. Once they become friends, Hà, Pam, and Steven continue to showeach other kindness, support, and consideration.Step 6: Writer’s Craft (with sample answers)CCSS.ELA-LITERACY.RL.6.5Poetic ImageryIn an interview at the end of the book, Thanhha Lai explains why she toldHà’s story in free verse poetry: “One day I just started jotting down exactlywhat Hà would be feeling, lonely and angry on the playground. The wordscame out in quick, sharp phrases that captured her feelings in crisp images.These phrases reflected what Vietnamese sounded like. Remember, Hà wasthinking in Vietnamese because she hadn’t learned English yet. Then I knewI would be able to penetrate her mind by writing in phrases choked withvisuals.”Lai uses many visual images that communicate important informationabout plot and characters without long explanations.Example 1Part 3, “Unpack and Repack”: “One look at / our cowboy’s wife, / arms, lips, eyes / contorted intoknots, / and we repack.” (17–21)»» Lai’s description of the wife’s body language shows

2 Inside Out & Back Again Novel Guide Inside ut ac AgainThe ate Give Teacher Teacher Inside ut ac Again Teacher About the story Inside Out & Back Again tells the story of Hà, a ten-year-old girl who must flee Saigon with

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meniscal stitcher set for inside-out repair (Smith & Nephew), while that used for the all-inside component was from the FAST-FIX 360 Meniscal Repair System (Smith & Nephew) (Fig. 2). Passage of inside-out reduction sutures The next step involves passage of the inside-out r

7 Shade 50% of the whole figure. 8 Shade 75% of the whole figure. Fill in each blank. 9 43 out of 100 % 10 out of 100 1% 11 5 out of 100 % 12 out of 100 10% 13 90 out of 100 % 14 out of 100 87% 15 21 out of 100 % 16 out of 100 2% 17 8 out of 100 % 18 out of 100 3% 19 4 out of 100 % 20 out of 100 9% 21 35 out of 100

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Amplify ELA’s Novel Guides can provide flexible teaching options. They can be used at any point in the year or paired with thematically related core units, before or after teaching the units. Or, if you would like to build out lessons, the guides can be used as the foundation f

BSc Accounting and Finance Department of Accounting Pie chart showing breakdown by country yet to place *Data for registered BSc Accounting and Finance students in years 1-3 in 2013-14 This guide is printed on recycled stock. The programme The BSc Accounting and Finance programme is widely regarded as being at the forefront of international teaching in its field. It is known for pioneering .