Paired Texts > Sweetened Condensed Milk
We've identified these texts as great options for text pairings based on similar themes, literary devices, topic, or writing style. Supplement your lesson with one or more of these options and challenge students to compare and contrast the texts. To assign a paired text, click on the text to go to its page and click the "Assign Text" button there.
In "Papadum Pizza," Devon bonds with Siroj, an Indian exchange student, while cooking together.Pair “Papadum Pizza” with “Sweetened Condensed Milk” and have students discuss how our experiences with food can help ease our feelings of homesickness when we are in a new place. Compare Siroj’s feelings about making papadums in “Papadum Pizza” to Ishmael’s fondness for condensed milk in “Sweetened Condensed Milk.” How do the foods in both texts help the characters feel connected to their family and home?
In Jyoti Singh Visvanath's "Summer with Papaji," Visvanath discusses spending time on her grandfather's farm during the summer.Pair “Summer with Papaji” with “Sweetened Condensed Milk” and have students examine how both characters connect with their relatives. How does Jyoti spend time with her grandfather in Punjab in "Summer with Papaji"? How does Ishmael spend time with his family in Trinidad in "Sweetened Condensed Milk"? How are their experiences similar and different? After spending time with their family members, how do both Jyoti and Ishmael feel?
In Karen O'Connor's "Free at Last: A Kurdish Family in America," O'Connor talks to a Kurdish family about their experiences as refugees.Pair “Free At Last: A Kurdish Family In America” with “Sweetened Condensed Milk” to provide students with another perspective on the immigrant culture in America. How does the Ahmet family stay connected to their culture while adjusting to life in America in “Free at Last: A Kurdish Family in America”? How does Ishmael’s visit to Trinidad help him stay connected to his culture in “Sweetened Condensed Milk”? How do both families of immigrants feel about their home?
In "Miami by Fujian," a fifth-grade girl revisits her birthplace in China with her family and learns to appreciate her multicultural identity.Pair “Miami by Fujian” with “Sweetened Condensed Milk” and have students explain the thematic connections between both texts. How does Muriel’s trip to the Chinese orphanage make her feel about her adopted family in “Miami by Fujian”? How does Ishmael’s visit to Trinidad help him learn about family in “Sweetened Condensed Milk”? How are the themes of both texts similar?
In "Border Kid," a boy spends a special Saturday with his father in a Mexican border town.Pair “Sweetened Condensed Milk” and “Border Kid” and ask students to discuss what it means to belong to a place. How does Ishmael change when he visits Trinidad in “Sweetened Condensed Milk”? How does the speaker in “Border Kid” feel when he visits Mexico? What do both texts show about how visiting places can affect someone’s identity?
In "When to Eat Pan Dulce," the speaker shares a memory of eating a special bread cooked by their grandmother.Pair “Sweetened Condensed Milk” with “When to Eat Pan Dulce…” and ask students to discuss how food can connect people to each other or to places. Why is sweetened condensed milk special to Ishmael in “Sweetened Condensed Milk”? Why is the speaker’s grandmother’s bread special to them in “When to Eat Pan Dulce…”? How do the foods in both texts connect people to other people or places?
In "A Fishy Christmas," a young boy's family and local community help rescue a fisherman who is lost at sea.Pair “Sweetened Condensed Milk” with “A Fishy Christmas” and have students talk about how the characters navigate a different culture. How does Ishmael in “Sweetened Condensed Milk” adjust to life on the island of Trinidad? What does Walter from “A Fishy Christmas” find challenging about living in Zanzibar? What do both characters miss about their lives in the United States, and how are they able to overcome these feelings of being homesick?