The Arrival

(Tan, S. (2007). The arrival. New York: Arthur A. Levine Books.)

Summary: This graphic novel, using no words and only images, traces the journey of an immigrant from his homeland to the United States. It describes the hardship, frustrations, and perils of finding a new life in America in the late 1800s/early 1900s and the struggles that come with separating from his wife and child to look for new opportunities.  

Reading Level: Ages 9-12

Key words/phrases:

1.      Immigration & emigration

2.      Family

3.      Ellis Island

4.      New communities and environment

5.      Graphic Novel

Suggested Delivery: Small group

Electronic Resources:

1. The Statue of Liberty-Ellis Island Foundation, Inc.: This site has depth information on Ellis Island, including history, immigration experience, and photos.
2. Shaun Tan’s Website offers information on The Arrival, as well as his other books, information on the dramatization of The Arrival, and background information on the author.

Teaching Suggestions:

Key Vocabulary: There are no words in this book; therefore there are no vocabulary words which would need to be mastered.

Reading strategies to increase comprehension:

         Before: Before students read this book, give students an anticipation guide to check their beliefs about immigration.

1.      All immigrants are illegal.

2.      Immigrants must be inspected before they can enter the country.

3.      All immigrants are rich.

4.      Immigrants have a hard time finding work when they arrive in America.

5.      Immigrants often leave family behind when they immigrate.

6.      The U.S. is familiar and comforting to new immigrants.  

Have students defend and explain there beliefs to in a small group before reading.

         During: Have students write in their reading journals comments and questions in response to the book which arise during reading. These questions and comments would be discussed while meeting in a small group with the teacher and peers.

         After: The student should outline the different struggles the main character faces in the story.

  

Writing activity demonstrating inferential comprehension: Students in a small group can write and perform a reader’s theater of the book (On the process of Reader’s Theatre: http://teacher.scholastic.com/products/instructor/readerstheater.htm). Students should write the script outlining an immigrant’s journey from their homeland to America and the struggles they faced arriving in America, coming though Ellis Island, finding work and shelter, facing persecution, etc. The play should have at least four characters (main immigrants, official at Ellis Island shopkeeper, second immigrant, for example).

Shaun Tan