Escape from Saigon: How a Vietnam War Orphan Became an American Boy by Andrea Warren

Dangerous. Diverse. Best of Both Worlds. 

Thought-Provoking. Love.

Pg. 92, "Matt and his wife,
Laura are the proud parents of
Christian and Kate" (Warren, 2004).

Pg. 24, "Long (on the right) and
several friends pause for a moment
during their play" (Warren, 2004).

Escape from Saigon: 

How a Vietnam War Orphan Became an American Boy

Written by Andrea Warren.

Published by Melanie Kroupa Books, 2004.

“War, no end to it, people scattered in all directions…” 

–Phung Khac Khoan, Vietnamese poet, 1528-1613 (Warren, 2004)

"'I want my children to know that war isn't just about guns and soldiers, that families get separated and many innocent people are kiiled. But even in the middle of war, sometimes good things happen. In this war, there were people trying to help kids like me. I'll tell them I was one of the lucky ones, because I was able to escape and I had a wonderful family waiting for me.'"  –Hoang-V-Long/Matt Steiner (Warren, 2004)

"'I love my adopted country and I'm proud to be an American. But I will never forget that my American heart is half Vietnamese.'" –Hoang-V-Long/Matt Steiner (Warren, 2004)

From Booklist
*Starred Review* Gr. 5-12. At the end of the Vietnam War, eight-year-old Amerasian orphan named Long fled his country and found a loving home with his adoptive family in Ohio. With a new name, Matt Steiner, he grew up to be high-school valedictorian and athletic star, and now he is a doctor with his own happy family. But this stirring photo-essay is more than a rags-to-riches story. Always true to the child's viewpoint, Warren's clear narrative, with many documentary photos, begins as the boy struggles to survive in Vietnam, then describes the anguish of his abandonment by a loving grandmother no longer able to care for him; the kindness of rescuers at the orphanage, who arranged his adoption; and his terrifying evacuation on a plane under fire. The child-at-war story and the facts about the Operation Babylift rescue are tense and exciting. Just as gripping is the boy's personal conflict: his struggle to become American; his attempt to deny his sadness at what he left behind; and, finally, his pride in his roots ("I will never forget that my American heart is half Vietnamese"). Framing the biography is fascinating information, including Warren's account of the evacuation of her own adopted baby daughter on Operation Babylift; discussion about international adoption and Amerasian children; and a lengthy annotated list of sources. --Hazel Rochman

Recommended for the Orbis Pictus Award for Outstanding Nonfiction for Children, 2005.

Winner of the Society of Midland Authors Book Award: Children's Non-Fiction, 2004-2005.
IRA Notable Books for a Global Society
Society of Midland Authors Book Awards: Honorable Mention
Booklinks Lasting Connection
Booklist Editors' Choice
Louisiana YR Choice Book Award Master List, 2007
NCSS-CBC Notable Trade Book in the Field of Social Studies

Born on May 15, 1966 in Saigon, Vietnam, Hoang-V-Long lived his childhood life during the sorrowful and dreadful Vietnam War. He was no ordinary Vietnamese boy, but an Amerasian, half American and half Vietnamese, a mixture that is looked down upon in Vietnam. His father left him at a young age, leaving his mother the only caretaker. His mother and him left the city and went through many homes till they reached their relative's village. Long made many new friends, went to school, and met his grandmother, Ba. Ba was very special to Long and soon will be his only caretaker. As time passes, the United States withdraw their American soldiers leaving South Vietnam vulnerable to the Vietcong and North Vietnam. Ba and Long leave their village in hopes to escape the guerrilla warfare from the Vietcong. Traveling out of the country, they reach Saigon, which is considered the "Orient of Paris," the safest place to be in South Vietnam. Ba works long hours so that she can take care of Long. However, as the war increases with the North Vietnamese invading South Vietnam, employment and food is scarce. This puts Ba in a difficult situation, in which she chooses to place Long at Holt, an American-sponsored orphanage where Long may be adopted by an American family; to give Long food to eat, to have a family, overall to have a better life. Long feeling helpless and family-less still learns to enjoy his time at the orphanage. He meets new friends and is an eager student. He is then later adopted by an American family and is named Matthew Ray Steiner. As the war continues, orphanages all around Vietnam scramble to have their orphans be saved from the enemy through Operation Babylift. More than 2,000 orphans were evacuated, giving these children life. Andrea Warren portrays this story with a first-hand account by Matthew Ray Steiner. One is able visualize themselves in his journey as he lives his life in Vietnam to the United States.

Pg. 74, "Long, now known as Matt, with
his new family, the Steiners, two weeks
after arriving in America" (Warren, 2004).

Extras: This inspirational book includes an introduction where the author describes her life experience of adopting her Vietnamese daughter during the Vietnam War in the 1970s. She tells the readers what inspired her to write this book and how one can make a difference in the world by helping and volunteering. It also includes a brief history about Vietnam and how war brought Vietnam to its sorrow condition, which affected many lives. A descriptive map of Vietnam is also included to show the setting of the book and a variety of pictures that helps illustrate the story. This book is also formatted as a chapter book, so have students read the heading for each chapter, as it describes the theme or main idea for that part. At the end of the book, it includes a brief postscript on the people in the story, brief history on Operation Babylift, International Adoption, Amerasian Children, and statistics of the war. Multimedia recommendations for young, middle, and mature readers are included so that these readers can learn more about Vietnam. Recommended website, videos, and movies are also provided. For the author to be credible, she includes sources and photo credits. She also wrote an Acknowledgment, where she thanks the people who have helped her write this book. Lastly, an index where students can find keywords in the book and a brief biography of the author is located on the inside jacket.

Pg. 89, "During his trip to Vietnam, Matt especially
enjoyed time spentwith children at orphanages" (Warren, 2004).

Literary Genre: Diversity, Nonfiction, History & Social Studies, Military, Travel & Places

Reading Level: Lexile Framework 930L, Grade 6

Suggested Delivery: Independent Read

ISBN-13: 978-0374322243

****************************************************************************

Teachers... Here are some resources to help 

you teach Escape from Saigon: How a Vietnam War Orphan Became an American Boy

Pg. 81, "Matt's sixth-grade photo,
taken as he is about to become
an American citizen" (Warren, 2004).

Electronic Resources:

Andrea Warren

Author's Site: Andrea Warren - This source provides a brief biography about the author, books that she written, interviews, Q&A, contact information, and how to have Andrea Warren visit one's school. Great for teachers and students to view before reading.

Asia Society: Education - This source provides teachers, who are focusing on an Asian themed curriculum, educational resources to teach about Asia. This source provides lesson plans, photographs, videos, fun activities and games, maps, a link to a student's website, and many more. Great source for teachers to use as a way to gain student's interest.

Adopt Vietham: Operation Babylift - This source provides more information to teachers and students about Operation Babylift that occurred in Vietnam during the Vietnam War. It includes photographs, videos, reasons for the Babylift, and many more that will give teachers and students insight of this life-saving event. Great to use during or after reading.

Youtube: PBS's 35 Years After the Fall of Saigon - This PBS source is a documentary that describes the 35 years aftermath of the Fall of Saigon. This is a great source for students to view before, during, or after reading the book.

(Warren, 2004).

Vietnam's Factbook - This government source provides facts about Vietnam, including a brief history, capital, geography, people and society, and many more. This is a great source for students to use before reading this book.

PBS: Vietnam War - This source provides more information about the Vietnam War during the late 1900s. It provides a timeline of the battles during the war, brief history, tactics, and web sources that teachers could use in their lesson plans or for students to browse. Great to view before, during or after reading.

Pg. 36, "Long, in the photo
sent to the Steiners" (Warren, 2004).

Key Vocabulary: Operation Babylift, suicide, causalities, civilian, Communists, Amerasian, reprisal, marines, citizenship, homeless, emigration, evacuation, refugee, Vietcong, rural, malnutrition, minorities, 

Teaching Suggestions: 

1. Use this text in History and Social Studies as a supplement to educate students the social/civilian aspect of the Vietnam War.
2. Use this text in Geography to locate where Saigon is in Vietnam, Hoang-V-Long's home, and where Vietnam was divided into two countries: North and South Vietnam.
3. Use this text in Mathematics to calculate how many miles it took for Hoang-V-Long/Matt Steiner in Saigon, Vietnam to reach his new family in the United States.
4. Use this text to have students make text-to-self connections on how it feels to leave one's homeland and then adjust to a new culture.
5. Use this text to have students make text-to-world connections on how the wars today are affecting lives. Are occurrences such as adoption happening during these wars? If not, what is?

Comprehension Strategies:

Map of Vietnam (Warren, 2004)

• Before Reading: 
• Introduce to students that they will be entering a topic that may be sensitive to some people and to history itself. Have students complete a KWL chart. Have students first complete the "K" part, which asks students to activate their prior knowledge about what they know about the Vietnam War and Operation Babylift. Have students also complete the "W" part, which will ask students to write what they "WANT" to know about the Vietnam War and Operation Babylift. After, have a whole group discussion about what they know and want to know and write the information on the board as a visual. It is also important to educate students the content-specific vocabulary as it relates to having students construct meaning as they read; this will help clarify student's misunderstandings or misconceptions as well.
• During Reading: 
• While reading, have students create a timeline of Hoang-V-Long's life through his birth to his adoption by an American family. Also, have students make text-to-world connections by relating his life events to the events in Vietnam War and how each effected his life and the overall, Vietnamese population.
• After Reading: 
• Have students complete the "L" portion of the KWL Chart. Then, have students create an Acrostic Poem with the main character's name, either his Vietnamese name: Hoang-V-Long, or his American name, Matthew Ray Steiner. With each name, have students describe his life according to where he used his name (his name in Vietnam was Hoang-V-Long; his name in the United States was Matthew Ray Steiner). Model this for the students: for example, for his Vietnamese name, for H, I would write Hunger because during his life in Vietnam, he was hungry most of his life. When finished writing, have students in small groups describing their Acrostic Poems and the significance of the words/phrases they chose.

Pg. 21, "Seven-Year-Old
Long, shortly after his
arrival at the Holt Center,
holding a card with his name
and birthdate" (Warren, 2004).

Student Writing Activity: Students will play the role of Matthew Ray Steiner. He recently joined his new American family and is excited about having a family and living in the United States. He has the ability to send a letter to his grandmother, Ba because someone was able to track her address. Have students write a letter to Ba, as Matt Steiner, describing his life/experience in the United States. Be sure to have students use key details and examples, such as who the family members are, where he lives, etc., from the book in the letter. This is a great writing activity because students are able to pretend that they are Steiner and this will give teachers an assessment to see if students understand who Steiner is by what they are writing to Ba.

Warren, A. (2004). Escape from Saigon: How a Vietnam war orphan became an American boy. New York, NY: Melanie Kroupa Books.

Kira Kira by Cynthia Kadohata

Hardships. Culturally Diverse. 
Beautifully-Written. Glittering. Real.

Kira Kira
Written by Cynthia Kadohata.

Published by Atheneum, 2004.

From School Library Journal
Grade 6-8--Katie's first word is "kira-kira," the Japanese word for "glittering," and she uses it to describe everything she likes. It was taught to her by her older sister, Lynn, whom Katie worships. Both girls have trouble adjusting when their parents move the family from Iowa to a small town in rural Georgia, where they are among only 31 Japanese-Americans. They seldom see their parents, who have grueling jobs in chicken-processing plants. Then Lynn becomes deathly ill, and Katie is often left to care for her, a difficult and emotionally devastating job. When her sister dies of lymphoma, Katie searches for ways to live up to her legacy and to fulfill the dreams she never had a chance to attain. Told from Katie's point of view and set in the 1950s, this beautifully written story tells of a girl struggling to find her own way in a family torn by illness and horrendous work conditions. Katie's parents can barely afford to pay their daughter's medical bills, yet they refuse to join the growing movement to unionize until after Lynn's death. All of the characters are believable and well developed, especially Katie, who acts as a careful observer of everything that happens in her family, even though there is a lot she doesn't understand. Especially heartbreaking are the weeks leading up to Lynn's death, when Katie is exhausted and frustrated by the demands of her sister's illness, yet willing to do anything to make her happy. Girls will relate to and empathize with the appealing protagonist.--Ashley Larsen, Woodside Library, CA 
Copyright © Reed Business Information, a division of Reed Elsevier Inc. All rights reserved.

"This novel shine[s]." -Publishers Weekly, Starred Review

"Will speak to readers who have lost someone they love or fear that they could." -Booklist, Starred Review

"An unforgettable story." -San Diego Union-Tribune

Winner of the John Newbery Medal, 2005
Winner of the American Library Association Notable Books for Children, 2005
Winner of the Asian Pacific American Award for Literature, 2005

Nominated for the Dorothy Canfield Fisher Children's Book Award, 2006
Nominated for the Nene Award, 2006

Nominated for the Garden State Teen Book Award, 2007
Nominated for the Young Reader's Choice Award, 2007
Nominated for the Colorado Blue Spruce Young Adult Book Award, 2007
Nominated for the Nene Award, 2007

Written by a Newbery Award Medalist, children's author Cynthia Kadohata introduces this glittering story about two Japanese sisters named Lynn and Katie Takeshima. Set in the 1950s, Katie and her family have no choice, but to move down to Georgia. Both Katie and Lynn suffer with tears as they drive down with all their belongings in their moving truck to Georgia, leaving their past behind. Now living in Georgia, the Takeshima's suffer through many hardships, primary with discrimination and awful working conditions. With all this discomfort, Lynn and Katie find a way to work through the turmoil together by looking at life through the word kira kira, which means glittering in Japanese. Throughout this story, Lynn plays an important role in Katie's life and when Lynn is unfortunately diagnosed with lymphoma, the family collapses. How will the Takeshima's get through this tragic hardship? Who will Katie look to? Is there still hope in their family that there will be kira kira in their life?

"Here at the sea - especially the sea - I could hear my sister's voice in the waves: 'Kira-kira! Kira-kira!" (Kadohata, )

Extras: In Kira Kira, at the end of the book, there is a guide for reading groups, in which the author has provided a variety of discussion questions that could be used for your reading groups. Great addition to your lesson plan if you have not already have this sort of activity. Also towards the end of the book, there is a brief summary of the author on how she received the John Newbery Award Medal for Kira Kira and the publication of her other novels. She also gives acknowledgement to the people who supported her. Lastly, students are able to view an excerpt of Kadohata's Weedflower, which is one of her new novels.

Literary Genre: Diversity, Fiction & Literature, Juvenile, Social Issues

Reading Level: Lexile Framework 740L, Grade 5/6

Suggested Delivery: Independent Read or Small Group Read

ISBN-13: 978-0689856393

****************************************************************************

Teachers... Here are some resources to help 

you teach Kira Kira

Electronic Resources:

Author's Site: Cynthia Kadohata - This is a great source for teachers and students to view before reading, especially since the author is a Newbery Award Winner for her book, Kira Kira. This link provides a biography of the author, books that she has written for younger and older readers, Q&A, how to contact her, galleries and pictures of dogs, and a variety of links about Japanese Americans, her passion of recusing animals, primarily dogs, and leukemia, which is a type of cancer. As said before, great to review before reading as a way to engage and interest readers.

More Info on Cynthia Kadohata - This is another great source to learn more about the author. This site includes more Q&A, biography, book club tips, blogs and news about Cynthia Kadohata, and many more. Great to review before or during reading.

Japanese American National Museum - This book is focused primarily on the Japanese-American heritage; thus, this link is a great source to view the history and culture of Japanese-Americans in the United States. Also, this website includes an interactive link to a student webpage where they are able to explore more about Japanese cuisine, music and theatre. Moreover, teachers are able to set up group visits and engage students by having students look through the different type of collections or exhibitions that the museum is hosting. Great to view before, during, or after reading.

Japanese Flag

Reading Group Guide: Kira Kira - This source is a great link for teachers, especially if they are creating their lesson plan for this book. Included in this website are pre-reading activities, biography of the author, summary of the book, discussion questions that could be asked during literature circles or small groups, and research activities. Great to review before reading so teachers are prepared.

Japanese Americans During the 1950s - Great link for students to view before reading the story as it will give students the mindset of what the setting and the theme/culture of the book will illustrate. As they learn a brief history of Japanese Americans during the 1950s, they will be able to connect to the story better with the knowledge they gained from this pre-reading activity.

People in the 1950s - This is another link to place student in the mindset of what the 1950s were like and how life was different then to now. Also, students are able to differentiate how society viewed certain aspects in that time period. Overall, students are able to relate and connect to the story better from this activity by having this pre-reading strategy. Great for students to view before or during reading.

Japanese Culture for Students - This link is an interactive source for students to explore before, during, or after reading. This website focuses on Japanese culture and it provides different activities for students such as videos, articles, maps, Japanese history and language, folktales, traditions, type of schooling and government, and many more. Great way to engage and interest students as they begin to read Kira Kira.

Lymphoma Research Foundation - As students read Kira Kira, they will learn that Katie will die from Lymphoma, which is a type of cancer. Having students view this website while they are reading will help them understand what type of sickness this is and how it can affect daily and family life. This will also have students make text-to-self connections especially if students have anyone in their family affected by cancer. Teachers could encourage students to create a Lymphoma bulletin board explaining the disease and how one can prevent or help treat the disease.

Key Vocabulary: hatchery, incubators, sexers, burly, emanating, unionize, clattered, disdainful, unabashedly, 

Teaching Suggestions:

1. Use this text as a supplementary unit in Social Studies to discuss the economic hardships and cultural differences/discrimination that many races have faced throughout the United States. Also to make text-to-self and text-to-world connections to see if they ever or saw someone else face economic hardships or cultural discrimination. 
2. Use this text in Mathematics to determine the daily wage that laborers usually received during the 1950s through 1960s and to compare it to the current wage today. How much of inflation since 1950s? 1960s? 2012? Use this calculator to determine the inflation.
3. Use this text in Social Studies to explore the Japanese Culture and to compare and contrast the culture to America.
4. Use this text in Social Studies as supplement when teaching the American Dream or transnationalism.
5. Use this text in Social Studies to explore if the United States during this time is a melting pot. Discuss what a melting pot is so that students are aware of the concept.
6. Use this text in Reading and Language Arts to explore Japanese literature and poetry, i.e. haikus. How is it different to American Literature?
7. Use this text in Reading and Language Arts to discuss narrative elements such as point of view. Was this book written in the first, second or third person? How does that effect the perspective of the story?

Comprehension Strategies (You do not necessarily have to do all the activities, they are just suggestions):

• Before Reading: 
• A great way to introduce this story is to have students participate in a Text Impressions, in which they will think/predict what the book may be about by looking at the cover or the title. Have students write their ideas down in a student writing journal. Then, ask students if they know what type of race the two girls may be on the front cover. If students respond Japanese, ask students if they are familiar with the Japanese culture or if they have any family friends or relatives that are Japanese. If so, have students discuss their experiences to the whole group. Moreover, to engage and interest students, discuss with students that they will be reading a story that primarily focuses on Japanese Americans during the 1950s-1960s. Provide students an Anticipation Guide that will discuss the major concepts of the novel, i.e. the history and culture of Japanese Americans during the 1950s-1960s in the United States. Also discuss with students the events that are going around the world during the time, not only in the United States, but other countries. This will give students a broader view/setting and how different aspects/events can affect the character's lives within the story. Students, in small groups, also research more about Japanese-American culture to increase their scheme before reading.
• Ask students if they have a sibling and how that sibling is important to them. Ask students to describe how their brother(s) or sister(s) affect their daily lives and how if one day they were not here, how would they feel.
• Ask students what they believe the word discrimination means and how they feel about that word or how they feel when they see someone or themselves being discriminated by their race, heritage, gender, age, socioeconomic status, etc. Discuss with students how they would feel in that current situation and how would they deal with that. Moreover, discuss with students the importance of diversity and equality and how these terms may not mean the same during the different periods in America. Also discuss with students that during these different periods in America, many races were not treated with the same respect or attitude of life. Discuss the hardships that these people face and how it affects the daily lives of people during that time. 
• Communicating and answering these questions/concepts will have students think about their reading and make text-to-self and text-to-world connections, and it will boost student's prior knowledge.
• During Reading: 
• While reading Kira Kira, Katie learns from her sister Lynn that kira-kira means glittering or shiny. It is the first word that she ever learns from Lynn. Everything that Katie sees or likes, she believes it to be kira kira. Ask students why the word kira kira is important to Lynn and Katie and how this word affects their daily life. Why do you think Lynn taught her sister this first word and not any other word? Have students also write a list that Katie or Lynn thinks to be kira kira and explain why they think it is. Students may also create a list of their own interest that is kira kira and share their list with another student.
• Have students participate in a story map, in which they will discuss the major themes, settings, main plot/events, climax, resolution and characters throughout the story. They will work in small groups to discuss these categories. This will increase student's literal and inferential comprehension because it is assessing if students are constructing meaning from the story and deciding what are and are not the main or key details. Students may also use sticky notes to monitor or review their reading.
• Discuss immigration within in the United States with students. Ask students if they know what the word means and if they know of anyone who left their home country to live in the United States or if student are immigrant themselves. Ask students if they believe that Katie and Lynn's parent are immigrants? How can one tell that they are not truly born and raised Americans? Next, students will read over a part on how Katie and Lynn's mother hope that they do not lose their Japanese heritage because she thinks that her daughters are assimilating to the American lifestyle. Have students make text-to-self connections by discussing how it might feel for Katie and Lynn to live in America, but to also follow the Japanese lifestyle. What might be some complications that they will run into? How does it feel to live with two identities: an American and Japanese life? What types of practices do Katie and Lynn do to keep to their heritage?
• Have students participate in a cause and effect map/worksheet, in which students will write down an action that was done by one of the characters and they must write down the effect from the action. For example, Katie and Lynn's parents business was not doing well or making enough money => they had to close their business down. Have students review other cause and effects so that they are able to understand that an action always has a consequence.
• After Reading: 
• To pretend (this does not actually happen), before Lynn passed away, she leaves a secret letter for Katie under her pillow. Katie finds the letter and reads it. Have students write an inspirational letter that Lynn would write to her sister. Discuss with students the characteristics of Lynn and how she plays a major role in Katie's life. In the last letter, students should realize what Lynn wants for her sister or aspires for her sister to do, i.e. even though she passes, what does she want Katie to do to move on? This is a great way to evaluate or assess if students acknowledges who the characters are in the story and if they are able to put themselves in the character's shoes.
• Have a whole group discussion in which students will discuss the story's narration. In this case, it is narrated by the younger sister Lynn. Ask students to communicate how the story may have been told if it were narrated by the older sister, Katie, the Father or Mother. Would the story be similar or different? Why is it significant that Lynn is narrating the story? After the discussion, have students choose their favorite scene/part in the story, in which they will have to re-write the scene/part in a different view or another character's point of view. Have students share their writing to another student so that both students could agree or disagree with the perspective or to improve the writing.
• Students will soon realize that Katie's family starts to fall apart when Lynn is diagnosed with Lymphoma and soon dies from this awful illness. Even though the family is in a bad place, discuss how Katie brings their family back to life, to have happiness back? What does she have to do in order to instill hope in the family? Have students discuss this question in small groups where students are able to share their answers or a Think-Pair-Share. Have students make text-to-self connections if they have ever been in a similar situation (bad place/time/things are not going the way they are supposed) and how they supported their families.

Student Writing Activity:

• Have students create a Haiku, which is type of Japanese poetry. Introduce to students what a haiku is by preparing this lesson plan on how to write in this particular style. After they are comfortable with the criteria and structure, have students create a Haiku for either Katie or Lynn, or any concept or theme they see interesting. Discuss with students that their haikus must represent the person or theme that they are writing about. Students may also use this Haiku template to brainstorm. Students can either share their Haikus to another student or to the whole class. Create a bulletin board and display student's Haikus. Encourage to students to be original and creative.
• Students may create an Acrostic Poem for either Katie and/or Lynn.

Kadohata, C. (2004). Kira-kira. New York: Atheneum Books for Young Readers.

Amelia Earhart: This Broad Ocean by Sarah Stewart Taylor and Ben Towle

Daring. Highly Determined. A Woman's Right. 
Individual. Role Model.

Amelia Earhart: This Broad Ocean

Written by Sarah Stewart Taylor. 
Illustrated by Ben Towle.

Published by Disney/Hyperion Books, 2010.

"Women must try to do things as men have tried. When they fail, their failure must be but a challenge to others."  -Amelia Earheart

From Booklist
*Starred Review* Although this first woman of flight has been the subject of many juvenile biographies, Taylor and Towle have combined their talents for research, narrative, and image to offer a fresh view of one particular chapter of her life. In June 1928, Earhart became the first woman to fly across the Atlantic—not as the pilot but as a passenger. The bulk of the story takes place in a small Newfoundland village, the takeoff point for the historic flight, and is told from the point of view of a young girl. The unromanticized depiction portrays the drunkard pilot and reveals the often-harsh preconceptions that both the locals and reporters had of this unconventional woman. As Earhart invested in her own dreams, in the end so too does the young girl she inspires. Endnotes authenticate the underlying historical significance and accuracy of some images, including those of her last, apparently failed, flight, 10 years later. Towle’s black-and-white cartooning, washed with aqua blue, nicely suits the period and displays the excellent work of James Sturm’s Center for Cartoon Studies, through which this book was developed. This is a true sequential art narrative, requiring the reader to attend to the visual as well as the verbal components; but it is also a well-told story of an episode in Earhart’s life that has particular appeal to readers looking for insight on how celebrity is both made and misunderstood, and how it matures. Grades 4-7. --Francisca Goldsmith

Sarah Stewart Taylor and Ben Towle's Amelia Earhart: This Broad Ocean is an illustrative graphic novel that depicts to students a heartfelt lesson that one should never stop believing in their dreams or aspirations. According to this story, Amelia Earhart learns that she will never let a single man destroy her dream to fly across the Atlantic. Set during the late 1920s in Trepassey, Newfoundland, a young-driven reporter from the Trepassey Herald, Gracie learns of Amelia Earhart, a social worker from Boston, whose dream is to fly across the Atlantic Ocean. With high fascination, Gracie does all she can to learn more about Amelia and her dream of flying.

Extras: Few pages in the book, there is a short introduction written by Eileen Collins, that teachers could have students read independently or small group read. The introduction briefly discusses about Amelia Earhart's journey of flying and how Earhart's words has inspired Collins to take on her dreams and to never let go. Towards the end of the book, included are panel discussions that provide factual notes describing the illustration or person on the given page. There are also suggested readings and a bibliography which allow students to further engage or to research more about Amelia Earhart, and to show that this book gathers information from other sources. Moreover, authors are given credit for their hard work and if one would like to become a cartoonist or like to make comics, please click here for more information.

Literary Genre: Juvenile Nonfiction, Graphic Novel, Biography, Social Issues

Reading Level: Lexile Framework GN1080L, Grade 5

Suggested Delivery: Independent Read or Small Group Read

ISBN-13: 978-1423113379 

****************************************************************************

Teachers... Here are some resources to help 

you teach Amelia Earhart: This Broad Ocean?

Electronic Resources:

Taylor, 2010.

Sarah Stewart Taylor Homepage - This link is the official homepage of Sarah Stewart Taylor. One is able to view the author's biography, her mailing list, her novels that she wrote, why she became a writer, latest news about her, the ability to schedule her for a book signing or reading, and more. Great for teachers to view before having students read the novel.

Ben Towle: Cartoonist - This link provides a biography of the cartoonist, his portfolio, and many more. Great way for teachers and students to learn about the cartoonist's drawing style.

Taylor, 2010.

Story Structure - This link helps readers break down the structure of the story into three acts. It also gives explanations of the images so that students who are struggling will be able to comprehend and connect to the story. Great for students during reading.

Teacher's Guide to Amelia Earhart: This Broad Ocean - This link is a wonderful teaching guide to this story. It provides teachers a variety of discussion questions, book reviews, cross-curricular projects, and Q&A with the authors. Great for teachers to use during and after reading.

Taylor, 2010.

Women Who Changed the World - This link is an interactive website where students and teachers could meet other women who changed the world. The source includes fun activities, biographies, teaching resources, and news about these women. Great for during and after reading so that students are able to make text-to-world connections.

Video Biography - This link provides a video biography of Amelia Earhart. It also includes content of her early and personal life, photographs, her flying career, and many more. Great for students to view before they read, a way to engage and interest students.

Key Vocabulary: herald, spare, newsreels, navigator, brolly, plagued, confirmed, telegram, dandy, petrol, easterly, exclusive, fiance, airborne, Newfies, kraut, ambition, shipwrecks, humble, obstacle, promoter, aviation

Teaching Suggestions:

"She'll be the first woman to make the
Atlantic Crossing by Air... If she does it soon" (Taylor, 2010).

1. Use this text in Geography to pinpoint her destinations on a map of where she was flying to and from across the Atlantic.
2. Use this text in History to make text-to-world connections about other powerful women who made a difference in the world.
3. Use this text to compare and contrast aviation production or technology during Amelia Earhart's time to now.
4. Use this text in Science to practice finding and applying longitude and latitude coordinates of the Amelia Earhart's flying destinations across the Atlantic.
5. Use this text in Reading and Language Arts to create Poems for Two Voices or poems about people who they like to aspire or who inspire them.

Comprehension Strategies:

Taylor, 2010.

• Before Reading: 
• Have students complete an Anticipation Guide about the story of Amelia Earhart as a strategy to activate student's prior knowledge and interest and to make predictions about the book. Be sure to describe the setting or time period of the book so that students will understand the context and to develop schema. Also describe what graphic novels so that students are familiar with the genre they are reading.
• Have a guest speaker come into the classroom to talk about Amelia Earhart and her goal to fly across the Atlantic. Have students have a set of questions ready to ask the presenter. This is a great to engage and interest readers and a way to set a purpose for reading.
• During Reading: 
• Display this statement to students on the chalk or white board: It was challenging for women to participate in certain occupations or activities during the 1920s. Have students discuss if they agree or disagree with the statement and explain their reasoning with support from the book and their own personal reasons. How would Amelia Earhart or Gracie view this statement? What would they say? Would they agree or disagree?
• After Reading: 
• Have students participate in a Popcorn Review by discussing these questions in small groups. OR have students complete an Exit Slip that has the same questions that they must complete before they go to lunch, special, or recess, depends on one's classroom schedule. Great way to assess if students fully understand the reading: to measure student's literal and inferential comprehension.
• Sample Questions for Popcorn Review or Exit Slip:
1. Why does Grace seem interested in Amelia Earhart?
2. Why does Amelia Earhart seem interested in Grace?
3. Why does the people in the town not believe in Amelia Earhart's goal of flying across the Atlantic?
4. How did Amelia Earhart become interested in flying?
5. What were some of the conflicts that delayed Amelia Earhart's flight?
6. Who were the other two characters that competed against Earhart? What were their roles in the story and Earhart's flight across the Atlantic?
7. What was Grace's aspiration?
8. Did Amelia Earhart accomplish her goal? How?
9. What is the major theme in this story?
10. What did Gracie learn from Earhart?
11. Name/identify the setting of the story.
12. Who believed in Amelia Earhart? Why?
13. What happened to Amelia Earhart at the end of the story?
14. How do you think the town felt when Amelia Earhart accomplished her goal?
15. If you were Amelia Earhart, describe your life in a few words/phrases. Explain.

Student Writing Activity: Pretend that students are Amelia Earhart and that they are on the plane that is bringing her over the Transatlantic. Have students create a diary entry of what Amelia Earhart is feeling at the moment during this voyage. Have students also possibly write down what islands or landmarks that she passed while crossing. Students may also create a drawing depicting her emotions while flying over. Great way to assess if students fully understand Amelia Earhart's dream of flying and her ambition to never give up.

Taylor, S. S., & Towle, B. (2010). Amelia Earhart: this broad ocean. New York: Disney/Hyperion Books.

Mighty Jackie: The Strike-Out Queen by Marissa Moss and C.F. Payne

Perseverance. Righteousness. Motivation. 

Practice Makes Perfect. Striking.

Mighty Jackie: The Strike-Out Queen
Written by Marissa Moss. Illustrated by C.F. Payne.

Published by Simon & Schuster Books for Young Readers, 2004.

"Jackie was known for her mighty curve ball and is still remembered as 'The Girl Who Struck Out Babe Ruth." -Marissa Moss

"'Go out there and pitch just like you pitch to anybody else.'" -Marissa Moss

From School Library Journal
Kindergarten-Grade 3--When Jackie Mitchell was a pitcher for the Chattanooga Lookouts, she made baseball history on April 2, 1931, by striking out both Babe Ruth and Lou Gehrig. Moss begins this brief chronicle of the young woman's moment in the sun by setting the scene at the stadium that day, quoting the skepticism expressed by sports reporters. She then moves back to Mitchell's childhood and describes her early interest in the game and the support and encouragement offered by her father. When the scene returns to the big day, the author indulges in some minor fictionalizing as she imagines the teen's thoughts and feelings when she faced the baseball giants. The narrative captures the tension and excitement, and has the air of an experience remembered. Payne's mixed-media illustrations with their judicious use of sepia increase the nostalgic feel. Pair this title with Shana Corey's Players in Pigtails (Scholastic, 2003) or Doreen Rappaport and Lyndall Callan's Dirt on Their Skirts (Dial, 2000) for a close look at a previously neglected piece of history.--Grace Oliff, Ann Blanche Smith School, Hillsdale, NJ 

Nominated for the Virginia Reader's Choice Awards, 2007.

Nominated for the South Carolina SCASL Book Award, 2007.

Nominated for the Garden State Children's Book Awards, 2007.

Nominated for the Washington Children's Choice Picture Book, 2006.

Nominated for the Black-Eyed Susan Book, 2006.
Selected for the International Reading Association Teachers' Choice, 2005-2006.
Nominated for the Bill Marin, Jr. Picture Book Award, 2005.

Won the American Library Association Notable Books for Children, 2005.
Top Ten Youth Sports Books of the Year - Booklist, 2004

A prominent, children's book author, Marissa Moss depicts a beautifully illustrated picture book of a young girl dreaming to become one of the first women pitcher in the Major Leagues. The story of Jackie Mitchell's determination and courageousness presents to students to never give up on their dreams or aspirations because of one's gender. Set during the Chattanooga vs. Yankees game in April 2, 1931, seventeen-year-old Jackie Mitchell realizes that she will be pitching against the legendary team, Yankees. Bleachers are full with people watching her, hoping she will make a mistake. They say that women can not throw a ball or that baseball is too strenuous for women. However, Jackie believes differently. Ever since she was a young girl, her father told her that she could anything she want as long as she put hard work. For seventeen years, she worked hard; she worked so hard at baseball that she is pitching to a real baseball team. As she stands on the mound, she puts all her determination and inspiration, striking out the two most prominent baseball players. Standing on the mound as the crowd goes wild, Jackie "shown the world how a girl could throw - as hard and as fast and as far as she wanted" (Moss).

Extras: With C.F. Payne's wonderfully illustrative images and Marissa Moss's writing style, readers are able to visualize history in the making. Readers will feel that they are in the crowd, watching Jackie making female and baseball history. Inside the jacket cover, there is brief summary written by the author. The back cover of the jacket displays a Jackie Mitchell baseball card revealing her baseball status and other interesting facts that will engage students. There is also an Author's Note illuminating what happened to Jackie Mitchell after she strike-out the two most famous male baseball players in a Chattanooga vs. Yankees baseball game.

Literary Genre: Juvenile Nonfiction, Sports & Health, Women's Rights

Reading Level: Lexile Framework 770L, Grade 3/4

Suggested Delivery: Read-Aloud

ISBN-13: 978-0689863295

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Teachers... Here are some resources to help 

you teach Mighty Jackie: The Strike-Out Queen

Jackie Mitchell pitching.

Electronic Resources:

Author's Site: Marissa Moss - This link is an interactive website for students and teachers. Included in this source, one will be able to learn more about Marissa Moss and why she became the author who she is today, email her, view teacher tips, see her planned events, look through her list of books that she wrote and the fun activities provided. Great for teachers to view before reading to the students; have an idea of who the author is.

Meet the Illustrator: C.F. Payne - Visit the illustrator's website. The source includes a brief biography of who he is, his portfolio, how to contact him, and the ability to buy his art/prints.

Short Video Documentary on Jackie Mitchell - Made by a film class at the University of Tennessee in Chattanooga, students are able to watch a short documentary on Jackie Mitchell making baseball history in the Chattanooga vs. Yankee baseball game in April 2, 1931. Great for students to watch during or after reading, to learn more about Jackie Mitchell.

Exploratorium's Science of Baseball: Jackie Mitchell - This link provides information about Jackie Mitchell's baseball career. Great for students to view while reading or after.

Mighty Jackie Activities - This link provides teacher's additional suggestions or lesson ideas to use to teach Mighty Jackie. Great for teachers to view for before, during, or after reading.

Additional Resources: Mighty Jackie - This link provides additional links that teachers could use and teaching suggestions within the different content areas to educate this story to students.

All-American Girls Professional Baseball League Players Association Homepage - This link is an excellent source for students who want to learn more about women's involvement in baseball. Students are able to view articles, photographs, interviews, and statistics about the first women to play professional baseball from 1943 to 1954. One is also able to look up women baseball players and learn more about the film, "A League On Their Own" featuring these women.

Key Vocabulary: exhibition, sneered, callused, gaped, flinched, umpire, jeering, snickering, stunned, glared, heft, fluke

Teaching Suggestions: 

1. Use this text in Social Studies to research in-depth when women started to become more involved in sports in the United States.
2. Use this text in History to have students make text-to-self by asking if they ever known someone who could not do something based on their gender and text-to-world connections by having students compare and contrast women in other countries to see if they were allowed to participate in sports such as Jackie Mitchell. What may have let women be involved or not in these sports?
3. Use this text to compare and contrast the difference between baseball and softball. Why is baseball only for men and softball for women? Is this statement true?
4. Use this text to explore the culture or origin of baseball in the United States. Why is it such a highly-viewed sport?



Mighty Jackie practicing her pitching.

5. Use this text to incorporate Physical Education by teaching students the positions/structure of baseball. Have students research how to properly hold a bat, the motion to pitch a ball, and the amount of exercise needed to become a great baseball player.

Comprehension Strategies:

• Before Reading: 
• Have students complete a KWL chart. Have students brainstorm what they already know about baseball, women involvement in baseball, and Jackie Mitchell. Students will also fill out the "W" part, which is what they WANT to learn about the topic. After, have students gather in whole group discussion to discuss their KWL charts. Write down their ideas on the board so that students can relate and look back to their ideas when listening to the read aloud.
• During Reading: 
• Pause during the read-aloud and have students make text-to-self connections by asking literal and inferential questions. Some examples could be:

1. When and where was this baseball game?
2. Who were the baseball teams?
3. Why did everyone come to see this specific baseball game?
4. Why was everyone surprised that a women would be pitching?
5. How was Jackie as a pitcher? Was she good or bad?
6. Why do you think people believe that girls cannot throw?
7. Who taught Jackie that anyone could do anything if they put in hard work?
8. Why does Jackie like baseball?
9. What was Jackie's dream goal?
10. How did Jackie felt when she saw Babe Ruth ready to bat?
11. Do you think Babe Ruth or Lou Gehrig were nice to Jackie?
12. Why did people not respect Jackie until she strike-out Babe Ruth and Lou Gerhig?
13. Why did Jackie say, "'It is my game'"?
14. Why do you think Babe Ruth does not want to bat against a woman pitcher ever again?
15. How does Jackie feel after she strike out Babe Ruth and Lou Gehrig?
16. Do you think that Babe Ruth or Lou Gehrig will talk or shake hands with Jackie after the game? Why do you think so? or Why not?
17. If you were Jackie, how would you react if someone told you that you could not do something?
18. What is the overall message or central theme that you received from the story?

• After Reading: Have students independently read the story. Then, students will complete the "L" in the KWL. Moreover, read to the students the Author's Note and have a class discussion on why women were banned from playing baseball and how it affected women during that time period. Ask students if there were any alternative sport, similar to baseball, that allowed women to play? Encourage students to use Internet sources or academic books for the discussion. Also, prompt students to make text-to-self connections by asking if they never gave up an aspiration or goal, like Jackie. How did it make them feel? How did it make Jackie feel when she stuck with her determination to pitch?

Jackie Mitchell (left) with Babe Ruth (middle) and Lou Gehrig (right).

Student Writing Activity: 

• Students will write a letter to Jackie Mitchell asking her how she became one of the famous women to play baseball and how she felt striking out Babe Ruth and Lou Gehrig. Then, students will give their letter to their partner, in which the partner will respond back pretending to be Mitchell.
• Students will also be able to make their own baseball cards of themselves like the back cover of Mighty Jackie. Have students bring in a picture of themselves and create a list of skills that they are good at with a small drawing included. Encourage students to make their card original and very creative as they will be put up on a bulletin board for display. 

Shaking hands with Babe Ruth.

Moss, M., & Payne, C. F. (2004). Mighty Jackie: the strike out queen. New York: Simon & Schuster Books for Young Readers.