Wit & Wisdom® Grade 2 Module 3: Civil Rights Heroes
Set 1: Right to Learn, Book 3
Literary Nonfiction
Fundations® Focus Concept: Double Vowel Syllable
(ai /ā/ rail; ay /ā/ day; ee /ē/ free; ea /ē/ speak;
ey /ē/ hockey)
91% Decodable at Fundations® Level 2, Unit 11
92% Decodable with Recurring Content Words
Book Summary
In the city of Amman, Jordan, Miss Maha’s school for girls sits among a mix of shops and other buildings. When war broke out in the neighboring country of Syria, many Syrians fled to Jordan for safety. These families wanted their children to go to school in their new home. Syrian mothers asked Miss Maha to enroll their daughters, but she turned them away because her school was full. When one mother, Lina, persisted in asking, Miss Maha agreed, as long as Lina’s daughter brought her own chair. Soon, other mothers arrived with chairs so their daughters could attend the school, too. Today, girls from Jordan and Syria learn together at Miss Maha’s school.
Teacher Note
This book refers to refugees. Students may have questions and need additional support to process this subject. Before beginning the book, consider sharing the More section (on the inside back cover) to provide some context about this topic.
Also, consider modeling how to read Amman, Jordan, Lina, Miss Maha, and Syria. Students may benefit from practice with these words.
World Connection
Maha Salim Al-Ashqar is the principal of Khawla Bint Tha’alba Elementary School for Girls. She has been welcoming refugee girls into her school in Amman since 2013. Amman is the capital and largest city in the country of Jordan.
Fundations® Alignment
Fundations® Decodable Words through Level 2, Unit 11 afraid after all and ask at became before begun belong between bring but by called came cannot chair(s) child children class(es) complete day disrupted each even everyday far filled find first fled for girl(s) give go(ing) gratefully had help her here hilly homeland homes I if in Jordan kinds leading left lessons let life like long made make Miss modern more my name near nearby need(ed) next no not offer OK old on open or plastic pleaded read remain returned safe same say seats see seeking she shelter shops shut side sit small so spots stand started stay stone stores streets students teach that them things this time today told trying tucked turned unsafe up visited we will with years
Fundations® Alignment
Fundations® Trick Words through Level 2, Unit 11 a another any away been change come country do down every family from has have how is learn looked looking many mother(s) new of one other our own people place please said school(s) the their there they to wanted was were who would write your
Words Not Yet Decodable in Fundations® through Level 2, Unit 11 ago
Amman buildings daughter fighting floor Lina Maha Maha’s room slowly Syria Syrian(s) thousands war women
Recurring Content Words Routine Additional Vocabulary Practice
One of the words you will see in this book is women.
This word is women
Read it with me: women.
In this book, the word women is a plural noun that means “adult humans who are female.”
The Syrian women asked Miss Maha if their daughters could go to her school.
Women.
Read it with me: women.
Turn to your partner and use women in a sentence.
Let’s talk about another word in this book.
This word is disrupted
Read it with me: disrupted.
In this book, the word disrupted is a verb that means “caused activities to stop or change significantly.”
The war in Syria disrupted everyday life (p. 4).
Disrupted.
Read it with me: disrupted.
Turn to your partner and use disrupted in a sentence.
Choose two events and describe the connection between them.
Specific
In this book, why did many Syrians leave their homeland?
Many Syrians left their homeland because a war had begun.
They left because fighting caused the streets to be unsafe and stores and schools to shut down.
What situation led the Syrian mothers to go to Miss Maha for help?
The Syrian mothers went to Miss Maha for help because their daughters needed to go to school.
Their daughters needed to learn to read and write.
What challenge did Miss Maha face?
Miss Maha’s challenge was that she wanted to help the Syrian families, but there were no spots in her school.
Notes:
How did Miss Maha respond to this challenge?
Miss Maha responded by saying she would teach any girl who came to class with her own chair.
Why is Bring a Chair a good title for this book?
Bring a Chair is a good title for this book because the principal, Miss Maha, said she would teach any girl who came to class if she brought a chair with her.
Image Discussion Guide
Possible Opening Questions
What do you notice about the images? What do you wonder?
What can you learn from the images? How do the images build your knowledge? Page Things to Notice
1 Two countries are a brighter yellow on this map.
5
Some people are looking back at the damaged buildings.
7 The women are wearing scarves on their heads.
14 Many students are in the class.
Notes:
These two countries are Syria and Jordan. Syria is to the north and Jordan is farther south. Both countries are in a region of the world called the Middle East.
War broke out in Syria in 2011. Since then, millions of people have fled the country. Many have settled in the surrounding countries of Lebanon, Turkey, and Jordan, and others have left the region entirely.
In many Muslim cultures, it is customary for girls and women to cover their heads with scarves called hijabs. The word hijab can be translated to mean “cover, veil, or screen.”
In just three years, Miss Maha’s school for girls enrolled more than 65 girls from Syria. In 2016, 1 out of every 5 students was a refugee.
Teachable Moments
Vocabulary | Clarifying Multiple-Meaning Words
Some words can be used in different ways. For example, the word spots can be a plural noun that means “marks, such as dots, that are different from the area around them.” It can also be a plural noun that means “spaces.”
Ask: “On page 7, what does the word spots mean in the sentence ‘But there were no open spots in her classes’?”
Encourage students to return to the book to support their thinking with details.
Text Structure | Repeated Language
Identifying words or phrases that are repeated can help you understand the lesson or central message in books.
Ask: “What phrase repeats on pages 1 and 14?”
Encourage students to discuss what this phrase tells them about the central message of this book.
Response Journal Ideas
Describe a challenge a person faced in this book and how she responded to the challenge.
Describe a connection between two events in this book.
