She gives Daisuke and his friends weapons called "String Puppets" that they can pilot, and tells them to protect Shibuya. As the monsters tear through Shibuya, someone appears to save the people: a girl with the same name, " Milo", as the one who helped Daisuke when he was kidnapped, who looks identical to her as well. and hostile beings called "Revisions" that control massive mechanical monsters. The people sent with it find nothing there but vast wastelands and forests, dotted with ruins. The center of the city of Shibuya is transported more than 300 years in the future. And when that happens, you're the only one who can protect everyone." Doujima Daisuke, a 2nd-year student in high school who was kidnapped when he was younger, experiences a strange phenomenon along with his friends Gai, Lu, Marimari, and Keisaku: "Shibuya Adrift". Someday, the five of you will be put into terrible danger. Science & Nature-Earth Sciences-Water (Oceans, Lakes, etc."This is a prophecy.People & Places-United States-Asian American.People & Places-United States-African American.People & Places-Caribbean & Latin America.People & Places – United States – Hispanic & Latino.Comics and Graphic Novels-Science & Nature.Biography & Autobiography-Social Activists.Biography & Autobiography-Science & Technology.Biography & Autobiography-Performing Arts.I am an Amazon affiliate which means I will receive a small percentage of your purchase. If you like the lesson ideas on this blog, you might want to check out my books! A worksheet is available for Milo Meets the World.
Subscribe to my blog to get access to our free lesson activity worksheets. Ask why it’s important to practice this reflection process when meeting new people. Discuss how Milo questioned his assumptions and considered different possibilities. Invite learners to reflect on how their thinking changed about Milo from the beginning of the story to the end. Step TwoĪt the end of the story, learners will know more about Milo. Record new information on the chart paper. Learners can infer how he feels and discover his living situation. Tell readers that while you read, their job is to notice new information about Milo. Ask learners to share what the illustrator wants us to know about Milo. Step Oneīegin the lesson by showing learners the cover of the book. This lesson activity will help readers to question their first assumptions of Milo after reading Milo Imagines the World. He wants readers to consider different possibilities with the people we see. Matt de la Peña wrote this book to help people like me learn to question first impressions.
I made a quick judgement about Milo just by looking at the cover of the book.
I fell into the same trap that Milo did in the story. Reading Milo’s story made me realize how wrong I was with my first impression. I made this assumption because of the cityscape drawings and the pencil behind Milo’s ear. When looking at the cover of Milo Imagines the World, what do you suppose the story is about? I thought we would learn about a boy who aspires to be an engineer. Milo Imagines the World Lesson ActivityĪASL Standards Framework for Learners: Explore/Think V.A.2: Learners develop and satisfy personal curiosity by r eflecting and questioning assumptions and possible misconceptions.
We get a full understanding of Milo by the end of the story where we read how he feels while hugging his family. Text clues help the reader learn more about Milo as he travels. The words describing the approaching train help readers see, feel, and hear the train as it comes to a stop. Readers first see Milo waiting for a subway train. His imagination opened up a world of possibilities while living in a small space without his mom.Īuthor Matt de la Peña does an incredible job unfolding Milo’s story. When Robinson felt overwhelmed as a child, drawing gave him a sense of control. Illustrator Christian Robinson based Milo’s story on his own life. Milo Imagines the World is a beautiful story that opens up a conversation about bias and empathy. Can they see that he is a poet and his aunt takes good care of him? Do they know that his mother loves him very much and is incarcerated? Milo questions what people might think of him. He wonders about the quick judgments he’s made and considers different possibilities. Milo captures his imagination by drawing his visions in his sketchpad.īut could he be making correct judgements about the people he sees? Milo begins to change his thinking when he realizes one of his stories is wrong. He studies their faces and conjures up images of what their lives must be like. In When Milo gets anxious, he imagines stories about the people around him.