Now Is The Time For Running | Michael Williams | Zimbabwe
Little, Brown Books for Young Readers | 2013 | ISBN: 0316077887
Awards or Honors
Awards or Honors
- A Kirkus Reviews Best Book of the Year (2011)
- An ALA Best Fiction Book for Young Adults (2012)
Just down the road from their families, Deo and his friends play soccer in the dusty fields of Zimbabwe, cheered on by Deo's older brother, Innocent. It is a day like any other... until the soldiers arrive and Deo and Innocent are forced to run for their lives, fleeing the wreckage of their village for the distant promise of safe haven in South Africa. Along the way, they face the prejudice and poverty that greet refugees everywhere, but eventually Deo finds hope, joining dozens of other homeless, displaced teens on the World Cup Street Soccer team--a possible ticket out of extreme hardship to a new life.
Captivating and timely, Now Is the Time for Running is a staggering story of survival that follows Deo and his brother on a transformative journey that will stay with readers long after the last page.
Rationale for Use in the English Classroom
*Style/Author’s Purposeful Use of Language – the author uses a variety of colorful language and vocabulary (especially within the scenes of danger and action (soccer matches)). He writes in a crisp and clean fashion, opting for short chapters and dense scenes. There is a variety of syntax that really accelerates the plot.
*Vocabulary – the specialized vocabulary that is specific to the culture of Deo and Innocent (Zombabwe) are ripe for direct instruction as well as the vivid verbs and descriptive adjectives.
*Theme/Characterization – Powerful themes of equality, community and purpose dominate the pages of the text and the characters undergo much development. Rich characterization (especially for Deo)
Before-Reading Activity
*Pre-Voc – an activity before each chapter where you ask students to split their pages in half and have (either pre-written or have them write) several new vocabulary words from the upcoming chapter(s). Have them do a quick-write with each word, writing down their closest guess as to what each word means (time this part to bring excitement and some engagement to the activity). Finally, have them try to anticipate the upcoming theme(s) based solely on the vocabulary. (You certainly can have them guess anything from themes to character changes)
During-Reading Activity
*Close Reading - as students are reading, they should simply turn over their already folded papers and smooth it out. Next, they should draw a line where the crease is. On the left side should be the title - significant words/phrases and on the right side should be the title – meaning to the book/meaning to me. Students should then read silently or in pairs, fill out their notes independently and then share with their neighbor for clarifying or revising. (They should pay special attention to the words that were given in the pre-voc)
After-Reading Activity
*After students have gotten great notes together as a result of reading, writing and discussion – they are to go back to the opposite side of the sheet and revisit the question about themes and have an open discussion about what the prevalent theme(s) within the chapter/passage they read. Finally, they should write a short answer articulating this theme with text supports (of course, they can use their notes).
Connections to Other Content Areas
*Social Studies – a clear apartheid connection and a general connection to world cultures (Social Studies).
Rationale for Use in the English Classroom
*Style/Author’s Purposeful Use of Language – the author uses a variety of colorful language and vocabulary (especially within the scenes of danger and action (soccer matches)). He writes in a crisp and clean fashion, opting for short chapters and dense scenes. There is a variety of syntax that really accelerates the plot.
*Vocabulary – the specialized vocabulary that is specific to the culture of Deo and Innocent (Zombabwe) are ripe for direct instruction as well as the vivid verbs and descriptive adjectives.
*Theme/Characterization – Powerful themes of equality, community and purpose dominate the pages of the text and the characters undergo much development. Rich characterization (especially for Deo)
Before-Reading Activity
*Pre-Voc – an activity before each chapter where you ask students to split their pages in half and have (either pre-written or have them write) several new vocabulary words from the upcoming chapter(s). Have them do a quick-write with each word, writing down their closest guess as to what each word means (time this part to bring excitement and some engagement to the activity). Finally, have them try to anticipate the upcoming theme(s) based solely on the vocabulary. (You certainly can have them guess anything from themes to character changes)
During-Reading Activity
*Close Reading - as students are reading, they should simply turn over their already folded papers and smooth it out. Next, they should draw a line where the crease is. On the left side should be the title - significant words/phrases and on the right side should be the title – meaning to the book/meaning to me. Students should then read silently or in pairs, fill out their notes independently and then share with their neighbor for clarifying or revising. (They should pay special attention to the words that were given in the pre-voc)
After-Reading Activity
*After students have gotten great notes together as a result of reading, writing and discussion – they are to go back to the opposite side of the sheet and revisit the question about themes and have an open discussion about what the prevalent theme(s) within the chapter/passage they read. Finally, they should write a short answer articulating this theme with text supports (of course, they can use their notes).
Connections to Other Content Areas
*Social Studies – a clear apartheid connection and a general connection to world cultures (Social Studies).
