The Meaning of Home

• Explain to students that today they will begin a unit called “Reimagining Home.” Over the next two to three weeks, the class will engage with a diverse set of texts, discussions, and writing assignments. The main objective is to deeply investigate and broaden their perspective on the essential question:

How can reimagining “home” empower us to define where and how we belong in the world? 

• Let students know that they will begin to answer this question by forming initial ideas about the meaning of “home.” Explain that they will participate in a gallery walk, where they’ll read quotations about “home” displayed around the classroom. The quotes for this activity are available on the Reimagining Home: Gallery Walk Quotations teacher handout.  
   
• Review or introduce the gallery walk procedure so that students are clear about the goals and objectives for this activity. 
   
• Distribute the Exploring “Home” through Notable Quotes handout. Students will use this as a guide to capture thoughts, questions, and ideas while moving from one quotation to the next. Let students know that they will have one to two minutes at each station, so they should aim to keep discussions and notes succinct.

• After finishing the gallery walk, explain to students that they will draft a preliminary “working definition” of home in their journals. 
   
• Provide students the following explanation of a “working definition” (you may want to project this on a screen while students are working):
   

  • Working definitions are a way to unpack and explore a word or phrase that appears simple but has layers of complexity that emerge as you think more deeply about it. Therefore, don’t stress about crafting the perfect definition right away. Begin in any format that comes naturally to you, like a list, word web, or free writing. Today’s goal isn’t to finalize your definition but to start shaping it.
     

• Before students begin, explain that in addition to developing this definition over the course of this unit, they will also capture their thoughts, ideas, drawings, and questions on a two-pager.
   
• To do this, direct them to prepare a two-page layout on a blank page in their journals. They should title the left side “Working Definition & Brainstorming” and the right side “Thoughts, Quotes, Questions & Ideas.” Have them begin working on the left side of the two-pager now while keeping the right side blank to collect thoughts and insights that emerge throughout the unit.
   
• Explain to students that they should use their current knowledge and understanding to create a working definition for the word home. Remind them to think of this as a starting point; this definition will evolve as they progress through the unit. If appropriate for your class, students may collaborate to spark the thinking process, but ultimately they should each complete their own definition in their journal.
   
• At the close of this activity, solicit volunteers to share their working definitions or any thoughts that arose while they were brainstorming.

• Explain that the conceptual meaning of “home” has been explored globally and throughout history. This unit invites students to join that conversation by encouraging them to reimagine their personal understanding of home.
   
• Introduce Pico Iyer—a British novelist and travel writer—as a contemporary voice who shares his complex journey to define “home” in a TED Talk delivered to an international audience in 2013.
   
• Before viewing the clip, pass out copies of the ”Where Is Home?” Viewing and Reflection Guide handout to students. As a class, read over the previewing section of the guide. Then ask students to answer the two questions independently.
   

  • Directions: Before listening to the TED Talk, respond to the following: 
    • While reflecting on the concept of home, Pico Iyer shares the tragic experience of watching his house burn down. In his recollection, he says, “If anybody asked me . . . , ‘Where is your home?’ I literally couldn’t point to any physical construction. My home would have to be whatever I carried around inside me.” 
      • What do you think Iyer means when he says that home is “whatever I carried around inside me”? 
      • Try to imagine your home as something you carry around inside. What words would you use to describe it?
         

• Play the TED Talk segment: “Where Is Home?” by Pico Iyer (00:00–04:29). Stop the video at the 4:29 minute mark.
   
• After viewing the clip, have students work in pairs or small groups to discuss and complete the “Where Is Home?” Viewing and Reflection Guide handout. During the discussion, circulate to observe conversations and provide support as needed. For groups that need an extra challenge or that complete the questions early, we have included an “Argument Challenge (Bonus Question)” at the end of the handout. 
   
• Provide time for groups to share any insights, thoughts, or questions from this activity with the whole class. 

• Give students a moment to reflect on any changes in their perspective following Pico Iyer’s presentation. Prompt them to capture their reflections in their journals or on an exit ticket that you create to gauge their understanding.

• Student Prompt: 

Revisit the “two-pager” journal entry where you initially defined home at the start of this lesson. How has Pico Iyer’s “Where Is Home?” talk changed, challenged, or reinforced your initial definition? Write your answer in the same entry location, and then add any quotations or ideas that you’d like to record from today’s lesson on the right side of the entry.