Standards Correlations

R.1, R.3, R.4, R.7, W.3, SL.1, SL.2, L.4, L.6

Learning Objective

Students will read a play and make inferences about the plot and characters.

Key Skills

inference, text features, vocabulary, elements of fiction, character motivation, cause and effect, text evidence, critical thinking, narrative writing

Complexity Factors

Levels of Meaning: Based on historical events, the play explores themes of adventure, bravery, and women’s rights.

 

Structure: The play is chronological and has seven scenes. 

 

Language: The play includes some figurative language.

 

Knowledge Demands: No special knowledge is required.

Levels

Guided Reading Level: T 

DRA Level: 50

SEL Connection

This play and lesson plan promote responsible decision making and social awareness skills.

Lesson Plan: Fly Girl

Essential Questions

  • What inspires individuals to challenge social expectations?
  • How can courage shape the course of history?
  • What motivates people to serve and sacrifice for others?

Literature Connection

  • Novel: Flygirl by Sherri L. Smith 

1. Preparing to Read 

Preview Text Features (10 minutes)

Guide students to locate the play in their magazines or online. Then preview the text features using the following prompts:

  • Look at the illustration on the title page. Describe what you see. Sample answer: The image shows a young woman looking up at the sky as three airplanes fly above her. The sky is bright. The woman appears inspired.
  • Examine the character list and read the brief character descriptions. What do you think Margie’s goals and challenges will be in this story? What qualities might she need to overcome these challenges? Make a prediction. Sample answer: Margie is a young woman who wants to fly military planes to help with the war effort. She probably hopes to become a skilled pilot despite what others think women can or can’t do. She will need focus and courage to reach her goal.

Preview Vocabulary (10 minutes)

  • Point out the vocabulary box. Read the terms (underestimate, passion, encouragement, skeptical, determination) aloud and discuss their definitions.
  • Play the Vocabulary Slideshow

Make a Plan for Reading

  • Before students read the play, set a purpose for reading by telling them that they will make inferences about “Fly Girl.” Explain that making an inference means using clues from the text to figure out something that isn’t directly stated. (You may also consider showing our “Skills in Action: What Is an Inference?” video.)

 2. Reading and Unpacking the Text

  • Assign parts to students and read the play aloud as a class. Stop after each scene and ask students to summarize what happened.
  • After reading, discuss the following close-reading and critical-thinking questions.

Close-Reading Questions (20 minutes)

  • In Scene 1, what is Margie’s goal? Why does she want to achieve this goal? (character 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? (cause and effect) Margie’s father is upset when he hears that Margie wants to become a pilot. His sister was a pilot who died in a plane crash before Margie was born. He is worried that something bad will also happen to Margie.
  • Based on Scene 3, what can you tell about the way women in the program are viewed? (inference) Based on Scene 3, women in the program are not highly valued. The Army doesn’t have flight suits that fit the women because they never expected to have female pilots. Also, male instructors make rude comments to the women. For example, an instructor says to Margie, “This plane is big, heavy, and fast. Sure you can handle it, little lady?” These details show that many in the Army view flying planes as men’s work.
  • In Scene 7, Dad tells Margie, “Her determination, her sense of adventure—I see those things in you.” What details in 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 from her instructor discourage her. In Scene 5, she writes in her letter about flying a plane to a military base even after two male pilots insulted her by saying she should be at home cooking and sewing. In Scene 7, Margie shows her determination when she says, “Where’s the doctor? I need to get back in the cockpit!” just moments after waking up from her accident. 

Critical-Thinking Questions (10 minutes)

  • How did women help the U.S. win World War II? 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 to fight overseas. Women became shipbuilders, welders, and engineers to keep our country going. The WASPs flew military planes to bases so that male pilots could fight overseas. The hard and brave work of women helped the U.S. win the war. 
  • Why do you think women like Margie were willing to risk their lives to become pilots during World War II, even though it was rare for women to fly military planes? Answers may vary. Students might say that women like Margie wanted to help their country during a time of war. They may also have wanted to show that women could be strong and brave, even though society didn’t expect it. Some might suggest that the excitement of flying and the chance to prove people wrong motivated them to take risks.

3. Skill Building and Writing

  • Have students work in pairs to complete the Spotlight Skill Workout: Inference activity at the end of the play.
  • Assign students to work independently on our Elements of Fiction Skill Builder. (Click here to see all your Skill Builders for this feature.)
  • Writing prompt: Reread Margie’s letter to her parents in Scene 5. Imagine you are one of her parents, and write a response letter back to her. What might you say to your daughter who is bravely flying planes to support the war effort? Share your pride, any worries you might have, and words of encouragement.

Learn-Anywhere Activity

An enrichment activity to extend the learning journey at home or in the classroom

Project the task below on your whiteboard or share it with students in your LMS.

Learn About a Trailblazing Female Pilot—and Compare Two Stories

The play “Fly Girl” is a work of fiction, but it’s based on real events. The WASPs really existed, and they helped the U.S. win the war. Their struggle to be respected and taken seriously was also real. Female pilots were rare at the time, and not everyone thought they could do the job.  

It’s likely that some of the WASPs were inspired by Amelia Earhart, a brave female pilot who became famous in the 1920s and 1930s. Young women like Margie Canfield would have grown up reading about Earhart’s daring adventures.

To learn more about Earhart, read the story “Vanished” from the March 2024 issue of Action. Then compare the story with “Fly Girl” by answering the following questions:

  • What ideas about female pilots can be found in both stories?
  • How old is Margie when she learns to fly a plane? How old was Earhart?
  • Why does Margie want to be a pilot? Why do you think Earhart wanted to?
  • Which text tells you more about the challenges that early female pilots faced?
  • Which text do you find more interesting? Why?

Language-Acquisition Springboard

Teach acronyms and initialisms to boost fluency

After reading the play, ask students if they remember what WASP stands for (Women’s Airforce Service Pilots). Let them know that when we refer to a term by its initials (the first letter of each word), that’s called an initialism. Some examples are FBI (Federal Bureau of Investigation), DIY (do- it-yourself), and TMI (too much information). These are sometimes called acronyms.

More commonly, the word acronym refers to a word you can pronounce that is made up of initials. Some examples are NASA (National Aeronautics and Space Administration), BOGO (buy one, get one), and PIN (personal identification number).

Ask students to think of some more examples of initialisms and acronyms. If they need help, remind them that these are very common in texting! (Examples include: ASAP, BRB, BTW, IRL, LOL, TTYL.)

If students come across an acronym or an initialism and aren’t sure how to pronounce it (as individual letters or as a word), tell them to ask themselves, “Can I pronounce it as a word?” If they can, they probably should!

Looking for more ELL support? Download our full lesson plan and scroll to p. 5 to find questions that will help your ELLs respond to the text at the level that’s right for them.

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