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Each of the main characters in this novel left their war-torn homeland with the hope of starting a new life in a new country. Did you identify with any of these characters? Which of the narratives was most compelling to you?

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The characters lived in different places at different times, but they all possess similar qualities which help them survive.  Do you recognize any of these traits in students you have taught?

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Refugee students  who arrive in our classrooms might be suffering from physical ailments as well as emotional turmoil due to the terrifying experiences they have faced.  In addition to having limited English proficiency, these students might also have limited or interrupted education.  Which learning strategies/motivating techniques have you found helpful when teaching this population of students?

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Our refugee and immigrant students hope to be welcomed when they enter our schools and classrooms.  What can we do to foster a sense of belonging and inclusion?

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Staying together as a family is important to Joseph, Isabel, and Mahmoud. How does this relate to the students you teach?

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Joseph, Isabel and Mahmoud are traveling by boat. Two of the trips are quite harrowing as the families could drown. How does this theme of fighting from drowning apply to you or your students?

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What are some other themes that emerge during this section? How can you use one to help a student deal with something in his or her life?

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On page 155, Isabel uses a metaphor to describe her journey. How could you use these lines to help students tell their own stories and possibly begin a healing process?

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As the novel progresses, Josef, Isabel, and Mahmoud are forced to grow up very quickly. Often, these three children end up "parenting" their mothers and fathers. Have you experienced situations where students sometimes lead their families?

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There are several heartbreaking losses in this section. Which loss affected you the most? What can teachers do to support students who have lost a loved one?

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Mahmoud found that being invisible helped him survive in Aleppo, but he stars to rethink this (page 214).  Why do his feelings change? How have you seen students become invisible in the classroom (whether on purpose or not)?

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Josef, Isabel, and Mahmoud all struggle with feeling unwanted. What are some examples you saw in this section? What can schools do to make sure that students feel welcomed and wanted?

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"Tomorrow" was a common word each character heard and became highly sensitive to. Our students need to know that we are trustworthy and hold true to our word. What is one instructional practice or tip you can share that will help teachers gain students' trust when they arrive and continue developing that throughout the school year?

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Each character experienced unimaginable circumstances and tragic events in their journeys. Many times we heard them say/think, "We're going to die here." How can we support students' needs if/when they have experienced ongoing trauma in which they felt their life threatened as a normal part of life?

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Each character experienced abuse because of their refugee status regardless of their origin country and the year their story took place. After reading this novel, how can we support the call for fair treatment of refugees in the world?

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We are charged with leading our students to solve real-world problems and find new ideas to old problems. How can we encourage and support our students to think outside the box and/or take action to support those seeking asylum and/or refugee status from war-torn or oppresive countries?