Illustration of a S'more in a forest surrounded by marshmallows on sticks
Illustration by Sam Ward

How to Make S’mores

The trip is supposed to be fun. But Raniya has never felt more alone.

By Hena Khan
From the November 2022 Issue

Learning Objective:  to analyze a dynamic character in a work of fiction

Lexile: 680L
Other Key Skills: inference, theme, author’s craft
AS YOU READ

Consider how Raniya feels about her new home.

“It’s almost time for our big adventure!” Ms. Wehrle drops a yellow permission slip on my desk.

I must be hearing wrong when she says our class is taking a three-day trip to “study science and nature, and things you can’t learn in a classroom.”

Three days? In Pakistan, I took trips at the Lahore Grammar School—my school until we moved to America this summer—but we visited places like Shalimar Gardens for a few hours. We didn’t sleep there. 

“No.” Abbu shakes his head when I show him the paper. “I won’t send my daughter to the jungle with strangers!” Ammi agrees, and I sigh with relief.

It’s bad enough I’m stuck in middle school every day. It’s taken me a month to stop getting lost in the enormous building. But I’m finally beginning to understand how things work in America (HERE) compared with Pakistan (THERE). 

THERE we stayed in one room all day and teachers came to us. HERE we rush to different rooms in crowded hallways before a bell rings. THERE everyone wore neat uniforms. HERE kids wear whatever they want—even jeans with holes and numbered T-shirts. THERE my school was all girls. HERE half the students are boys. THERE I had one English class and the rest in Urdu. HERE I think, write, and speak in English all day long and go to a special English-learning class. THERE I had my best friend, Deena. HERE I have nobody to talk to, share secrets with, or trade lunches with.

Jim McMahon/Mapman ®

A week later, Ms. Wehrle calls me to her desk. 

“Raniya, I don’t have your permission slip for Outdoor Ed.” 

“Yes, ma—I’m not going.” I stop before saying “madam,” like I called my teachers THERE. It slipped out of my mouth during the first week of class, and everyone snickered. 

“Why not?” Ms. Wehrle frowns. 

“My parents said I can’t go,” I say. 

“Oh dear. Is it a matter of...finances?” Ms. Wehrle half whispers the last word.

“Pardon me?” I whisper back. 

“If it’s a matter of cost, we can talk to the PTA, and I’m sure—” 

“No, thank you,” I interrupt. My face grows warm, and I look around to see if anyone is listening. THERE, Abbu had a job at an office, where he wore fancy suits and shiny shoes. HERE, he goes to work in jeans and sneakers at a shop. But Abbu says we still have plenty of money. 

“Well then, may I ask why?” 

“Oh, um, I don’t know,” I mumble. A boy named Tony with dark hair is definitely listening from his desk. 

“Would it be okay if I called your parents to discuss?” Ms. Wehrle asks. 

“Yes. May I return to my seat?”

Ms. Wehrle nods, frowning again. As I walk past, Tony shrugs at me.

By the time I get home, everything has changed. 

“Your teacher called.” 

My father is home. By “home” I mean the basement we’re staying in for now that belongs to a nice old lady. 

“She told me about the learning that happens there that can’t happen in a classroom. She said it’s safe, and she will sleep in the same cabin as you—all girls. I told her thank you very much and gave you permission.” 

HERE I watch TV shows where kids roll their eyes and say things like “But, Dad,” stretching out their words so it sounds like “Daaa-ad.” 

“Yes, Abbu,” is all I say. 

Why didn’t I just tell Ms. Wehrle my parents don’t speak English? 

Later, I confess my apprehension to mother. 

“You will be fine, meri jaan.” Ammi always calls me her “heart.” “Your teacher said it is most students’ favorite part of the year.” 

“It won’t be for me.” 

“You always enjoy school outings.” Ammi brushes my hair out of my face. 

“Please don’t make me go.” 

“You will be fine.” Ammi smiles, but I can see the worry in her eyes.

There’s a list of things we have to bring to Outdoor Ed. At the home store, Abbu purchases a bright-green sleeping sack for me, and I pick out a hat and gloves. 

And now I’m on the bus with my Outdoor Ed group, called the Frogs. I’m sitting on a hard green bench by the window, alone, while everyone chatters about what we’re going to do at this place called Skycroft. The bus pulls away from school, and I watch Ammi shrink into the distance. Just before she disappears from view, she wipes her eyes. As my chest tightens, I’m grateful she didn’t cry in front of me—I would have crumbled into pieces and Ms. Wehrle would have had to sweep me off the sidewalk. Ammi never cries. Even when we waved goodbye to our cousins and left our happy life THERE in Pakistan and everything I’ve known to board a plane HERE to Maryland three months ago, she forced a smile at me. 

I take a breath and wipe my eyes. Three girls in sparkly T-shirts and fluffy boots are whispering across the aisle. Behind them, boys are yelling to others in the back of the bus, while another kid taps the edge of the window, like he’s playing drums. I sink into my seat and wait for the ride to be over.

wake up when the bus stops. I look down and something is missing—my lunch bag! I turn and see Tony, in the bench behind me, clutching my lunch and grinning. I don’t know what to do, so I turn around and say nothing.

“Don’t you want this?” Tony asks, touching my arm. “I mean, what’s left?” he adds. “I tried half your sandwich. Was that sriracha mayo?”

I can’t help turning around and staring at him. He really ate my lunch? 

“Just kidding. Here. It fell on the floor while you were snoring.” 

He holds out the bag.

“Did I snore?” My face warms.

“Kidding. Relax. It’s so loud on this bus I wouldn’t know if you were.”

I don’t have a response, so I turn around again. 

“You forgot something.” 

I feel a tap on my shoulder and turn to see the bag waving in my face.

“Thanks.” I grab it as Heather, a Skycroft counselor, steps onto the bus. 

“Listen up! We’re hiking for the next hour. Leave your lunches in that bin, and we’ll bring them to the dining hall. Your other belongings will be brought to your cabins.”

We file off the bus, and it’s much colder than it was at home. Trees tower everywhere, and autumn leaves cover the ground. My hat and gloves are in my bag, so I shove my hands into my jacket and join the others trailing Heather and Ms. Wehrle. I look at the ground, trying to keep mud from getting on my white tennis shoes. A pair of red sneakers is staying near mine. It’s Tony.

“I was in ESL for a while too,” he volunteers. “I’m from El Salvador. Where are you from?”

“Pakistan.” I say it the way we do THERE, “Pock-iss-TAHN,” and can tell he doesn’t understand.

“PACK-iz-stan,” I offer again.

“Right.” He nods.

Tony is quiet for a while, and I wonder if he knows anything about THERE. Abbu says most Americans have only heard negative things about our country, like terrorism and poverty, and he thinks it’s our job to tell people about all the beautiful things THERE and what millions of real Muslims believe. No one’s ever asked me anything about that, and I hope Tony doesn’t either. 

“Well, see you later.” Tony catches up to another boy, who has blond hair. I glance around. A girl from my math class—Eva—is looking at me, a little smile on her lips. 

I keep walking.

In the dining hall, I locate my lunch and sit on a bench while Heather explains the remainder of the day. Everyone groans when she announces there’s another hike and cheers about something called s’mores. Tony catches my eye from another bench as I bite into my sandwich. I can’t help smiling and hold out half in his direction. He smiles back, shakes his head, and takes a bite of his own.

I’m assigned to the Laurel Cabin. My group heads along a path to a box-shaped building. Inside are bunk beds, and everyone rushes to grab one. I start to worry that I’ll be sharing with Ms. Wehrle when I spot Eva next to a set of beds. I snatch my bag from the pile and walk over.

“Can I share with you?” I ask.

“Sure. But can you take the top? I’m afraid of heights,” she says.

“Okay.”

“Nice sleeping bag.” Eva points at her own, which is identical to mine.

“Yeah.” I smile.

“You’re in my math class,” Eva continues. “You’re new, right?” 

“Yeah.” I wait for her to ask me where I’m from, but she doesn’t.

“I moved here from France in the middle of fifth grade,” she continues. 

“Really?” I’m surprised. Eva speaks just like the other kids.

“We lived in France for three years because my dad’s in the Navy. We move around a lot.”

“Oh.” That’s why she doesn’t sound French. 

“You’re lucky you started here in sixth grade.” 

“Lucky?”

“The end of fifth grade had parties and a promotion ceremony with a slideshow. I wasn’t in any of the pictures, and I didn’t know anyone.”

“I don’t know anyone,” I say.

“Yeah, but four elementary schools feed into our middle school, so everyone doesn’t know some people.”

“I guess.” I don’t see how that is the same as not having any friends, but I don’t say so.

The second hike is better because I have my hat and gloves and Eva with me. Heather and Ms. Wehrle take us on a trail to the original Washington Monument. It’s nothing like the tall, pointy white tower my family saw in Washington, D.C. This one is made of gray stones and resembles a giant barrel. 

“What are s’mores?” I finally work up the nerve to ask Eva. 

Eva smiles mysteriously. “Oh, you’ll see.” 

After the hike, we return to the dining hall. The Frogs have dinner duty, so we set the tables. Tony walks in, grabs a handful of forks, and drops them next to the plates I put down.

“Hey,” he says. 

“Hey,” I answer.

Eva motions to me. “They want us to bring out the drinks.”

I give Tony a half-smile, and as we walk away, I feel him watching us. 

“You like Tony,” Eva says in a hushed voice, gripping my arm. “I think he likes you too.” 

It feels like Eva wants me to say something, but I don’t know what it is.

“So?” She looks at me like we’re sharing a secret, and I feel a pang of missing Deena. “Do you like him?”

“Yes. He’s my classmate.” I’m relieved he didn’t actually eat my lunch and that he’s being kind to me.

Eva tilts her head as though she’s trying to decide something. Then she hands me a pitcher of water.

I learn what s’mores are after we eat cheeseburgers and fries. We head outside to a giant fire and put big fluffy squares called marshmallows on long sticks to cook. They catch fire and we blow them out, and they turn black on the outside and gooey on the inside. Then we make a little sandwich with them on sweet crackers and chocolate.

Eva is sitting next to me and also speaking to another girl named Laurie. Tony and his friend approach with an enormous stack of s’mores.

“We’re making a s’mores tower—the biggest ever. Wanna get in the Guinness Book?” Tony says.

“That’s not very big.” Eva seems unconvinced. 

“That’s why we need yours.”

Eva starts to hand him the squares she just finished assembling, but midway, she stops and shoves them in her mouth. She laughs as marshmallow oozes through the sides.

We all tear into the s’mores tower, causing it to topple over, and catching the pieces before they fall to the ground. Melted chocolate and marshmallow goo coat my fingers. It’s the best thing I’ve tasted in America.

“SNAKE!” someone shrieks.

“Just a twig, people!” Heather holds up a branch. “Relax!”

I tell Eva and Laurie about when Abbu picked up the hose in our garden THERE to water our jasmine bushes. “But it wasn’t the hose—it was a long, black snake,” I say. 

“Did it bite him?” Eva asks, her eyes wide.

“No—he dropped it and it slithered away.”

“I would’ve died right there.” Laurie shivers.

“Me too,” I agree. This is the first time I’ve told anyone HERE anything about my life THERE.  

It’s brisk outside, but cozy by the fire with my classmates. I feel the warmth of the flames on my face-and on my insides. Tony, who is back on the other side of the circle now, meets my eyes and smiles.

That night, I climb up to the top bunk and crawl into my sleeping bag as Eva settles into hers. 

“Tomorrow we’re playing Predator and Prey,” she announces. “And there’s a reptile guy.”

I don’t ask what a reptile guy is, but I hope it’s another good surprise and that it has nothing to do with snakes. 

“Good night, Raniya,” she says. 

“Good night, Eva.”

The room falls quiet. Someone sneezes and we all start giggling, and then someone snorts, which makes us laugh harder. Suddenly, I realize this is the first time I haven’t kissed my parents goodnight. I say my prayers in my head but pause before asking to go back THERE to Pakistan—as I do every night. I still want to return, but maybe not just yet. 

And if we stay HERE, in Maryland, Outdoor Ed might be my favorite part of the year. 

Maybe there are some things you can’t learn in a classroom. 

Like how to make s’mores.

Abridged from “How to Make S’mores” © 2018 by Hena Khan. Used by permission of the author.

Writing Prompt

How does Raniya change over the course of the story? How do you know? Answer both questions in a short response.

This story was originally published in the November 2022 issue.

Audio ()
Activities (7)
Quizzes (1)
Answer Key (1)
Audio ()
Activities (7)
Quizzes (1)
Answer Key (1)
Step-by-Step Lesson Plan

Close Reading, Critical Thinking, Skill Building

Essential questions: How do friendships form? How can we cope with change? What does it mean to be an outsider?

1. PREPARING TO READ (15 MINUTES)

Do Now: Get to Know a Classmate (5 minutes)

  • Ask students to find a partner—a classmate they don’t know particularly well, if possible. Then instruct each pair to find one thing they have in common that they didn’t already know about. Students should be looking for something beyond being in the same school, grade, class, etc.

  • Invite any pairs who are comfortable doing so to share what they discovered and how they figured it out.

  • Tell students they are going to read a story about a girl who has recently moved to Maryland from Pakistan and doesn’t feel like she has much in common with her new classmates.

Look at a Map

  • Ask students to locate Pakistan and Maryland—the former and current homes of the story’s main character—on a map.

Preview Vocabulary (10 minutes)

  • Project the Vocabulary: Definitions and Practice. Review the definitions as a class. Highlighted words: apprehension, pang, promotion, Shalimar Gardens, Urdu. Optionally, print or share the interactive link directly to your LMS and have students preview the words and complete the activity beforehand. (Audio pronunciations of the words and a read-aloud are embedded in the interactive slides.)

2. READING AND DISCUSSING (45 MINUTES)

  • Read the As You Read box on page 25 or at the top of the digital story page.
  • Point out the directions at the top of the column on the far-right side of page 25 and read them aloud to your students.
  • Optionally, for students’ first read, have them follow along as they listen to author Hena Khan read her story aloud. The audio read-aloud is located in the Resources tab in Teacher View and at the top of the story page in Student View.
  • Divide students into groups to read the story again, pausing to discuss the close-reading questions that appear in the margins of the print magazine or by clicking on the bolded words on the digital story page. Have students record their answers in their own document or on the Close-Reading Questions activity.  

Close-Reading Questions (30 minutes)

  • What sorts of things do you think Ms. Wehrle is talking about? (inference, theme) Students may suggest that Ms. Wehrle is talking about learning about nature in a first-hand, interactive way that’s not possible in the classroom—about how seeing something in person, whether it’s a toad hopping across the ground or fungus growing on a tree, gives you a different kind of understanding and appreciation for it than you can get from just reading about it and looking at photos.

  • When does the author put “here” and “there” in all capital letters? Why might she have made this choice? (author’s craft) The author puts “here” in all capital letters when Raniya is using it to refer to Maryland, where she lives now, and she puts “there” in all capital letters when Raniya is using it to refer to Pakistan, where she lived before moving to Maryland. The author may have made this choice to emphasize that Raniya thinks of her life as divided into two parts and to reflect how huge the concepts of “here” and “there” are for Raniya.

  • What are Raniya’s expectations for the trip? Why does she feel this way? (character) Raniya has low expectations for the trip. She does not want to go because she has never gone on a trip like this before; she mentions that in Pakistan, she went on field trips with her class but never stayed anywhere overnight. She tells her mom that she is scared to go and seems upset that she will be separated from her family for so long. Raniya hasn’t made any friends at school yet, so the idea of spending 24 hours a day with her classmates for three days probably makes her very anxious; she may be imagining that she will feel lonely and isolated the whole time.

  • Why might Raniya hope that Tony won’t ask her about Pakistan? (inference, character) Perhaps Raniya doesn’t want the burden of trying to explain what millions of Muslims believe; perhaps she feels like she shouldn’t have to do this. She might also feel uncomfortable with the idea of talking about her home country with someone who might be misinformed and hold negative stereotypes about where she comes from. She may feel that if Tony asks her questions about Pakistan, it means he’s focusing on what makes her different.

  • Why do you think Eva tells Raniya about moving from France in fifth grade? (inference) Eva likely shares this information with Raniya because she is trying to connect with Raniya and let her know that she, Eva, knows how Raniya feels as the new kid who doesn’t know anyone. 

  • Why do you think Raniya never told anyone about her life in Pakistan before now? How does telling this story affect Raniya? (character) Perhaps Raniya never told anyone in Maryland anything about her life in Pakistan because she was worried about American kids having negative stereotypes of Pakistan—like what her dad said about most Americans having heard only bad things about it. It could also be that Raniya didn’t want to talk about her life somewhere else out of a desire to fit in. And Raniya may have just been feeling shy, or like she just never had an opportunity to say much about herself. In any event, sharing the snake story helps her connect with the other kids.

  • What did Raniya learn during the trip besides how to make s’mores? (character, theme) Raniya learned that there are other kids who have had experiences similar to hers: Tony also moved to Maryland from another country and went to ESL classes, and Eva moved around a lot and didn’t know anyone when she moved to Maryland in fifth grade. Raniya learns that there are kids who would like to be friends with her, and she learns that by sharing something about herself, she is able to bond with others. Finally, Raniya learns that she is OK being away from her family for a few days—and that maybe life in her new home isn’t as bad as she thought.

  • As a class, discuss the following questions.

Critical-Thinking Questions (5 minutes)

  • How do you think Raniya’s life might be different after the Outdoor Ed trip? Answers will vary. Students may suggest that Raniya and Eva will be friends, that Raniya and Tony will become girlfriend and boyfriend, or that Raniya will feel more comfortable talking about her life in Pakistan with her classmates in Maryland. 
  • How do you think discovering what you have in common with other people affects the way you feel about them or relate to them? Answers will vary. Students may say that finding something in common with someone else creates a feeling of connection to that person or makes you realize that you might be similar in other ways too

  • In general, do you think it’s harder for kids or adults to move to a new place—or do you think it’s about the same? Explain your answer. Answers will vary.

3. SKILL BUILDING AND WRITING (30 MINUTES)

  • Have students complete the Writing Planner: Raniya’s Outlook. This activity will help them organize their ideas in preparation for the writing prompt on page 28 in the printed magazine and at the bottom of the digital story page.
  • Alternatively, have students choose a culminating task from the Choice Board, a menu of differentiated activities.

4. CONNECTED READING

Text-to-Speech