Fly Girl

Introduce the Story (5 minutes)  

Build Knowledge, Introduce Vocabulary, and Set a Purpose for Reading

• Build background knowledge about World War II by showing our Background Builder Slideshow. 
• Draw students’ attention to the image on page 22. Call on a volunteer to read the Up Close box on that page. Then ask students to preview the photos on pages 24-27. Ask students to make a prediction about how women helped the U.S. win World War II based on the photos. 
• Follow up by showing the video “Beyond the Story: American Women During WWII.”
• Distribute or digitally assign the Vocabulary Skill Builder to preview challenging words. Highlighted words: allies, bases, cockpit, skeptical, sputter, frantically, winces, determination

• Assign parts and read the play aloud as a class or in groups. Students can also listen to our Author Read-Aloud of the play as a first read. Note that larger speaking roles are marked with an asterisk in the characters box on page 23; the smaller roles can be a good fit for students who feel less comfortable reading aloud in class.
• After reading, put students in small groups to discuss the close-reading questions. Then talk about the critical-thinking questions as a class. 

Close-Reading Questions

• What setting details do you learn from the Prologue? Why are these details important? (setting) The Prologue explains that it is 1943, and World War II has been going on for the past four years. This is important because thousands of men are leaving home every week to fight overseas. As a result, millions of women step in to take over the jobs they leave behind. 
• In Scene 1, what is Margie’s goal? Why does she want to achieve this goal? (character’s motivation) In Scene 1, Margie’s goal is to apply to the training program to fly military planes. She is impressed by the skill and bravery of female pilots. She also wants to do what she can to help the U.S. win the war. 
• Why is Margie’s father upset in Scene 1? (key details) Margie’s father is upset when he hears that Margie wants to become a pilot. His sister, Margie’s aunt Margaret, was a pilot who died in a plane crash before Margie was born. He is worried that something bad will also happen to Margie.
• In Scene 3, what can you tell about the way women in the program are treated? (text evidence) Based on Scene 3, women in the program are not always treated fairly. The Army didn’t order new jumpsuits to fit the women since they never expected them to be there and don’t plan to keep them around after the war. Also, male instructors make rude comments to the women. For example, an instructor tells Margie, “This plane is big, heavy, and fast. Sure you can handle it, little lady?” These details show that many in the Army considered flying planes to be a man’s job.
• In Scene 4, why does Margie’s mom give her a photo of Aunt Margaret? How does this scene relate to Scene 1? (key details) Margie’s mom gives her the old photo of Aunt Margaret that Margie first saw in Scene 1 to keep with her when she is in the air. Her mom believes Aunt Margaret will help keep Margie safe when she is flying. Knowing the photo is with Margie will help Margie’s mom and dad feel better about her flying. 
• What is Scene 5 mainly about? (main idea) Scene 5 is mainly about a letter that Margie has written to her parents. In it she says that two male pilots have refused to fly with her because she is a woman. Margie does not let the men stop her. She remains excited for her first assignment. 
• What problem occurs in Scene 6? Who helps Margie? (problem and solution) In Scene 6, Margie and Nell realize an engine is out when they begin to smell smoke. The other engine soon catches fire. The women need to jump out of the burning plane, but Margie’s buckle is stuck. Nell tries to help her, but she is unsuccessful. With no other options left, Margie holds her hand against her shirt pocket, where she had placed the photo of Aunt Margaret, and asks her aunt for help. The buckle suddenly comes loose and Margie is able to escape from the plane. 
• In Scene 7, Dad’s attitude toward Margie flying has softened. He says, “Her determination, her sense of adventure—I see those things in you.” What details from the play support the idea that Margie is determined? (text evidence) Margie shows her determination throughout the play. In Scene 3, she doesn’t let the rude comments by her instructor discourage her. In Scene 5, she says “But they can’t stop me,” when talking about the male pilots who said Margie should be at home cooking instead of flying. In Scene 7, Margie proves her determination when she says “Where’s the doctor? I need to get back up in the air,” just moments after waking up from her accident. 

Critical-Thinking Questions

• What challenges did the WASPs face during and after the war? Do you think the WASPs received the recognition they deserved? (key details) Answers will vary. During the war, the WASPs faced gender discrimination. Many people believed that a woman’s place was at home cooking and cleaning. Many didn’t believe women should be working at all, especially not flying planes. The women faced these beliefs and comments from people both within and outside the Army. Some students might say that these brave women did not receive the recognition they deserved. Toward the end of the war, the WASP program was shut down and the female pilots were not considered an official part of the military. In fact, it would be more than 30 years before their effort was officially recognized. Others might say that they received the recognition they deserved, even though it was much later than it should have been.
• What role did women play in helping the U.S. win World War II? (main idea) During World War II, women were not allowed to fight on the battlefield, but they were still a huge help in winning the war. Millions of women took over the jobs that men left behind while they were overseas fighting. From offices to factories, where they built planes, tanks, and other gear, women kept our country going. The WASPs were responsible for flying military planes to bases for repairs and testing new planes. The hard and brave work of women helped the U.S. win the war. 

Featured Skill: Main Idea

• Distribute or assign the Main Idea Skill Builder. Have students complete it independently or together with a partner. This skill builder will help prepare students to respond to the writing prompt on page 27. Then you can send their work to our writing contest (see page 2 of the magazine for details)!