Picture walk, make predictions, and build schema.

First, students will read the provided summary and the jacket flap to learn more about the novel's plot and characters.

Then, students will take a "picture walk" of the novel. Specifically, students will observe and develop questions about the maps included at the beginning, middle, and end of the novel.

Next, students will make predictions about characterization, plot, and theme. Students will write these predictions down to check whether or not they are accurate.

Lastly, students will read about the Rube Goldberg Machine, as it is a landmark in the airport that plays an important role in the story.

Answer teacher generated questions.

Throughout the novel, students will take notes and gather information to answer the following questions:

1. What is each character like at the beginning of the novel? How do Feek, Hanna, Nora and Sami change by the end of the novel?

2. Which characters have conflicts or disagreements? Which characters get along easily?

3. How do each of the main characters express or suppress their Muslim identity? Consider how they dress, speak, and think about being Muslim.

4. Why is it important that Feek is a Black Muslim? How does his race affect how people treat him in the novel?

Review & extend the text.

First, students will re-read their predictions from before the read the novel. Students will evaluate whether their predictions were accurate.

Then, students will listen to the Black birthday song by Stevie Wonder, as mentioned in the novel. Have students heard it before? Is this the version they sing in their family or community?

Lastly, students will read about Muslim beliefs and practices on Britannica Kids. Students will make connections between the informational text and the beliefs and practices included in the novel. In a few sentences, describe whether the characters in the novel displayed these beliefs and practices. Finally, describe any practices that were included in the novel but not in the article.