Lesson
2
:
Learning Optimism from a Nonfiction Text
Grade
Grade 8
UNIT
1
•
Optimism
In Unit 1, Lesson 2, “Learning Optimism from a Nonfiction Text,” students will learn examples of optimism from a contemporary work of young adult nonfiction: Born to Fly: The First Women's Air Race Across America by Steve Sheinkin and illustrated by Bijou Karman. Students will develop their reading comprehension skills by reading this text. Additionally, they will develop their critical thinking skills by answering questions about the text and advance their academic dialogue skills by participating in a class discussion about the book.
SUGGESTED TIME:
- 1 class period to introduce the text; 1 class period to discuss the text; if desired, additional class periods can be devoted to in-class silent reading of the text
- The book for this lesson, Born to Fly: The First Women's Air Race Across America by Steve Sheinkin and illustrated by Bijou Karman, is 228 pages and 20 chapters.
- Suggested reading assignments, to be completed either in class or for homework are:
- Assignment 1: Chapters 1-3
- Assignment 2: Chapters 4-6
- Assignment 3: Chapters 7-9
- Assignment 4: Chapters 10-12
- Assignment 5: Chapters 13-15
- Assignment 6: Chapters 16-18
- Assignment 7: Chapters 19-20
- Have students complete the worksheet questions as they read.
- Allow at least 50 min for in-class discussion of the book.
RELATED SUBJECT:
English Language Arts
LEARNING OUTCOMES:
- Read a nonfiction text and demonstrate an understanding of the central ideas
- Write answers to questions about the book, demonstrating an understanding of standard English sentence structure and grammar
- Engage effectively in collaborative discussions about the book
REQUIRED MATERIALS:
- Book: Born to Fly: The First Women's Air Race Across America by Steve Sheinkin and illustrated by Bijou Karman
- Video: Book Trailer for Born to Fly by MacKids Books (~1 min)
- Video: Film Trailer for Breaking Through the Clouds Documentary by Breaking Through the Clouds (~1 min)
- Prohuman Grade 8 Unit 1 Worksheet 2: Learning Optimism from a Nonfiction Text
ELA COMMON CORE STANDARDS MET
CHARACTER AND SOCIAL EMOTIONAL (CSED) NATIONAL STANDARDS MET
LESSON PROCEDURE
Step 1:
- Show students the second image in this article (the one that shows a lineup of airplanes) — “A 1929 Air Derby Helped Female Pilots Break Barriers,” by Mark Athitakis. HUMANITIES, Spring 2023, Volume 44, Number 2, published by the National Endowment for the Humanities.
- Without providing any information about the image, ask the students what they notice about the photograph.
- Ask the students what they wonder about when viewing the photograph.
Step 2:
- Explain that we will be reading a book about the twenty female pilots who competed in the 1929 Women’s Air Derby.
- Play the book trailer video: Book Trailer for Born to Fly by MacKids Books (~1 min)
Step 3:
- Explain that this short video shows some original footage from the event. Play the video: Film Trailer for Breaking Through the Clouds Documentary by Breaking Through the Clouds (~1 min)
Step 4:
- Have students read the book, Born to Fly: The First Women's Air Race Across America by Steve Sheinkin and illustrated by Bijou Karman, either as a series of in-class reading assignments or for homework.
- Have students write the answers to the worksheet questions while reading the book.
Step 5:
- Set aside a class period to discuss the book. Invite students to a whole-class discussion of the worksheet questions.
GRADE 8 UNIT 1 WORKSHEET 2: LEARNING OPTIMISM FROM A NONFICTION TEXT
QUESTIONS TO ANSWER WHILE READING THE BOOK Born to Fly: The First Women's Air Race Across America by Steve Sheinkin and illustrated by Bijou Karman:
- How does the author describe what life was like for American women in the late nineteenth and early twentieth centuries?
- Why do pilots and historians refer to the years between World War I and World War II the “Golden Age” of aviation?
- Select two female pilots who interest you the most and create a Venn Diagram to compare and contrast their stories.
- Why did female pilots fight for an air race to compete in? Why was having the same opportunities as male pilots important to them?
- What were the other names used when covering the race in the media? How did the racers react to the nicknames for the race and themselves?
- Do you think the issues the pilots found with their planes were unintentional or sabotage? Provide evidence from the text to support your position.
- After the death of Marvel during the race, critics argued the race was too dangerous for female pilots and should be ended immediately. Why did the female racers continue with the race?
- Halliburton said, “women are lacking certain qualities that men possess, as men are lacking in certain qualities that women possess. Handling essential to safe flying is one of the qualifications women have not mastered successfully.” How did the female pilots who raced in 1929 refute his claim?
- How did the women who competed in this race pave the way for women in aviation?
- What are 3 ways you see optimism being shown in this book?
- What did you learn about optimism from reading this book, and how can you show more optimism in your life?
Prohuman K-12 Curriculum © 2025 by Prohuman Foundation is licensed under CC BY-NC 4.0.
To view a copy of this license, visit https://creativecommons.org/licenses/by-nc/4.0/
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