My Name is Sangoel

Authors: Karen Lynn Williams
                  & Khadra Mohammed

Illustrator: Catherine Stock

Copyright: 2009

Publisher: Eerdmans Books for Young Readers

Williams, K. L., Mohammed, K., & Stock, C. (2009). My name is Sangoel. Grand Rapids, Mich.: Eerdmans Books for Young Readers.

Reading Level: 3-4

Genre: Historical fiction

Description: Diversity, new environment, problem solving, change, hardship, loss.

Delivery Suggestion: Individual.

Summary: Sangoel is an eight-year-old boy who is forced to leave his homeland with his mother and sister after his father is killed in the war in Sudan. Sangoel and is family are a part of the Dinka tribe in southern Sudan, which is the largest country in Africa. Their home life was very dangerous, as a war was taking place. Sangoel was a refugee and him, his mother, and sister finally were given the opportunity to flee from danger, and escape to America. However, Sangoel was leaving behind his friends and other special family members, including the Wise One, and his true identity. Settlement and adaption would not be easy for Sangoel, as he is very different than all his classmates and peers in America.

Electronic Resources:

Sudan Facts This resource provides viewers with many important facts about Sudan, Africa. Students can use this resource to become familiar with what Sangoel’s life was like back at home. Students will then be able to have a clear understanding of why it is so difficult for Sangoel to adapt in this new country. Students can compare the lifestyle and environment of Sudan, Africa and the United States of America.

Refugees This resource provides students with information about refugees through informative text and also through poem. Students can get a better understanding of what it is like to be a refugee and how it may feel for a young boy or girl who was leave behind everything they know and come to a new country. This can help students connect with Sangoel and see his perspective on the situation.

Vocabulary: Refugee, Sudan, shivered, Dinka, barbed, translated, scrunched.

Teaching Suggestions:

-Use this book to discuss traditions and culture. Have students identify the differences and similarities between each other’s backgrounds. Emphasize the importance of all students’ cultures and backgrounds.

-Use this book to discuss problem solving. Sangoel encounters an issue that is impacting his identity and pride. However, rather than letting it continue and spread, he comes up with a plan to solve it. Discuss the steps and sequence of events that occurred in the story, which led to Sangoel solving his problem.

-Use this book as a supplement to a social studies lesson regarding refugees, war, persecution, and resettlement.

Comprehension Strategies:

Before Reading: Instruct students to first read the Authors’ Note on the last page of the book. This will provide students with background knowledge about what is taking place in the story. While students are reading the note, have them identify any word or term that they may not know the meaning of. Such words or terms may be, persecution, political ideas, ancestors, Americanized, heritage. Then, have students locate the definitions of these words using a dictionary source. Familiarity with these words and terms will provide students with a better opportunity to comprehend the material in the story.

During Reading: Have students stop after the scene where Sangoel, his mother, and sister are at the dinner table and Sangoel is noticeably upset because he feels that in America, he has lost his name. Instruct students to make predictions of what Sangoel may do next. This is the turning part of the story where Sangoel creates a plan to solve his problem. By predicting, students can become more engaged as they anticipate what may come next, they can develop their thinking skills while interacting with the text, and they can develop problem solving skills by viewing the story through the characters perspective.

After Reading: Have students make a replica of Sangoel’s creation by using their own names. These works can be created on construction paper and displayed throughout the classroom. This reflects on the importance of each individual’s identity and their individuality.

Writing Activity:

In small groups, have student generate alternative ideas to potentially solve Sangoels problem. Then, instruct students to write an alternative ending to the story by formulating a different solution to Sangoels problem. Have students meet back in their small groups and share their composed endings.