Common Core Standards
Theme, Motif and “Change” in
“Air Space”
Book: Right of Way
Author: Andrew Wingfield
Grade Level: 9-12
Lesson Type: Theme and Motif
Concept: Theme and Motif
Primary Subject Area: English
Secondary Subject Areas: N/A
Common Core Standards Addressed:
Language Standards, 9-12
Reading Standards for Literature, 9-12
Grades 9-10
Key Ideas and Details
2. Determine a theme or central idea of a text and
analyze in detail its development over the course
of the text, including how it emerges and is shaped
and refined by specific details; provide an
objective summary of the text.
Craft and Structure
5. Analyze how an author’s choices concerning
how to structure a text, order events within it (e.g.
parallel plots), and manipulate time (e.g. pacing,
flashbacks) create such effects as mystery, tension,
or surprise.
Grades 11-12
3. Analyze the impact of the author’s choices
regarding how to develop and relate elements of a
story or drama (e.g. where a story is set, how the
action is ordered, how the characters are
introduced and developed).
5. Analyze how an author’s choices concerning
how to structure specific parts of a text (e.g. the
choice of where to begin or end a story, the choice
to provide a comedic or traffic resolution)
contribute to its overall structure and meaning as
well as its aesthetic impact.
Integration of Knowledge and Ideas
9. Analyze how an author draws on and transforms
source material in a specific work (e.g. how
Shakespeare treats a theme or topic from Ovid or
the Bible or how a later author draws on a play by
Shakespeare).
Grades 9-10
Vocabulary Acquisition and Use
6. Acquire and use accurately general academic and
domain-specific words and phrases, sufficient for
reading, writing, speaking, and listening at the
college and career readiness level; demonstrate
independence in gathering vocabulary knowledge
when considering a word or phrase important to
comprehension or expression.
Grades 11-12
6. Acquire and use accurately general academic and
domain-specific words and phrases, sufficient for
reading, writing, speaking, and listening at the
college and career readiness level; demonstrate
independence in gathering vocabulary knowledge
when considering a word or phrase important to
comprehension or expression.
Theme, Motif and “Change” in “Air Space”: Common Core Standards
1
Lesson Plan
Theme, Motif and “Change” in
“Air Space”
Book: Right of Way
Author: Andrew Wingfield
Grade Level: 9-12
Lesson Type: Theme and Motif
Overview:
Materials:
This lesson will discuss the overarching theme and motif in
Andrew Wingfield’s “Air Space” from the story collection,
Right of Way.
•
Copies of Right of Way
•
Notebook/Paper
Objectives:
Students will be able to:
•
Define and explain the literary devices of ‘theme’ and
‘motif.’
•
Identify the ways in which the author uses these
devices in the story.
•
Explain the significance of each of these devices
within the plot and use them to think critically about
intention and meaning.
Other Resources:
•
Supplementary Materials Chart
Warm-Up Activity:
With your class, brainstorm the types of associate
connections that students have with both “change” and “air
travel”. Focus on each prompt individually – near the end of
the activity, you can ask the class what links both “change”
and “air travel.”
It might be best to go to the board and write students
answers on the board as they shout them out. With the class
try to push your students to think of creative connections to
the original prompt. What does the word bring to mind?
Why? Do you have explanations for the reasons why you
associate things/actions with “change” and “air travel”?
Once students have exhausted both subjects, you can move
on to the short lesson plan.
Theme, Motif and “Change” in “Air Space”: Lesson Plan
2
Lesson Plan
Theme, Motif and “Change” in
“Air Space”
Book: Right of Way
Author: Andrew Wingfield
Grade Level: 9-12
Lesson Type: Theme and Motif
Short Lecture & Partner Activities:
To begin, ensure that the students have a good
understanding of both “theme” and “motif.” Have the
students provide definitions for each, and then discuss
why/how an author utilizes these literary devices within a
story. There are definitions provided on the Key Vocabulary
page of this packet for reference, should the students need
guidance.
Next, present “change” as the central theme of the story and
“air travel” as the central motif. Divide the class in half and
assign theme to half, and motif to the other half. Within this
division, have the students choose a partner (or assign a
partner) with whom he or she will work closely for the next
20 minutes.
Ask students to look through the story for key moments
when they feel that the theme or motif is being employed in
an obvious way. Have one student in each pair record their
findings. Students should cite specific examples from the
text.
Reconvene as a class to share your answers. The leader of
each student pair should read the selected passage(s) and
then give a short argument for why their passage aligns
with either the theme or motif.
Discussion Wrap-Up:
Once all of the groups have shared their answers, ask the following question: Why do you think
the author chose the motif of “air travel” to tell his story? How does it relate to, or contribute to,
the theme of change? In other words, how does the motif add to/enhance the overall theme of
the story? How do motifs and themes work with one another?
Theme, Motif and “Change” in “Air Space”: Lesson Plan
3
Lesson Plan
Theme, Motif and “Change” in
“Air Space”
Book: Right of Way
Author: Andrew Wingfield
Grade Level: 9-12
Lesson Type: Theme and Motif
Writing Activities/Evaluations:
Analytical:
The motif of air travel is ever-present in this story, from the title (“Air Space”) to the event that
brings Ward and Camille together (9/11) to Ward’s hobby (model airplanes) to the central
tension in the story (Camille flying to France) and even to the names of Ward’s dogs (Charles—
for Charles Lindbergh, and Amelia, for Amelia Earhart). Why do you think Wingfield chose to
build on this motif? How does it contribute to the theme of change that is portrayed in the story?
Explain your answer using examples from the text in 500-800 words.
Creative:
Ward’s dogs, Charles and Amelia, are present throughout the story. In fact, the last line of
dialogue in the story is spoken to them. In 500-800 words, write one scene from this story from
their point-of-view. What might they observe about Ward’s behavior? What might they know
that Camille doesn’t know about Ward? What might they know about Ward that he doesn’t
know about himself?
Theme, Motif and “Change” in “Air Space”: Lesson Plan
4
Discussion & Comprehension Questions
Theme, Motif and “Change” in
“Air Space”
Book: Right of Way
Author: Andrew Wingfield
Grade Level: 9-12
Lesson Type: Theme and Motif
Questions for Discussion
•
What about the tragedy of 9/11 drew Camille and Ward together?
•
Describe the emotional impact that witnessing news coverage of the event had on both Camille
and Ward.
•
Do you think Camille and Ward would have reconnected if not for the moment Ward ran into
Camille outside her home?
•
What is significant about the character Vince Lyle in “Air Space”? Why do you think Wingfield
chose to include him in the story?
•
What do you think draws Ward to his model airplane hobby? What kind of sentimentality does
it hold for him? How does it impact his daily life?
•
What do you think holds Ward back from going to France with Camille and her mother? Why
does he want to stay in Cleave Springs?
•
Why does Ward lie to Vince Lyle about going to France? What do you think this reveals about
him?
•
Explain the ways in which Wingfield touches on the theme of “change” in this story. Who or
what is undergoing change—and why? Why is this significant?
Theme, Motif and “Change” in “Air Space”: Discussion & Comprehension Questions
5
Key Vocabulary
Theme, Motif and “Change” in
“Air Space”
Word:
Definition:
Theme
The theme in a story is its underlying message or ‘big idea.’ In other
words, what critical belief about life is the author trying to convey in the
writing of a novel, play, short story, or poem? This belief transcends
cultural barriers. It is usually universal in nature. Often, a piece of
writing will have more than one theme.
Motif
Book: Right of Way
Author: Andrew Wingfield
Grade Level: 9-12
Lesson Type: Theme and Motif
A ‘motif’ is any element, subject, idea, or concept that is constantly
present through the entire body of literature. Using a motif refers to the
repetition of a specific theme dominating the literary work. Motifs are
very noticeable and play a significant role in defining the nature of the
story, the course of events, and the very fabric of the literary piece.
Theme, Motif and “Change” in “Air Space”: Key Vocabulary
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Text References
Theme, Motif and “Change” in
“Air Space”
Book: Right of Way
Author: Andrew Wingfield
Grade Level: 9-12
Lesson Type: Theme and Motif
“As soon as Mooney saw her he knew something was wrong. She stood at the top of her porch
steps in a sleeveless white nightgown, pale calves and bare feet showing below the hem, slim arms
waving, orange hair vivid in the morning light. He paused at the bottom of the wooden steps and
Charles and Amelia instantly hairpinned their lean flexible bodies and pointed their snouts back at
him, two sets of moist dark eyes hungry for reassurance.” (p. 66)
“He looked back at the television in time to see one of the smoking towers crumble and fall in on
itself like a pillar of ash. Her hand slid along his lower back and laid hold of his hip. He reached
over and pulled her close. They watched as the great clouds of ash and dust billowed among
Manhattan’s giants. They kept watching as the second tower fell.” (p. 69)
“The vast, still space calmed Mooney and inspired him. He enjoyed the fellowship, too, the great
ingathering of kindred spirits with their unkempt hair, their ill-fitting pants and their manypocketed vests, the great wads of keys clipped to their belt loops. Mooney’s job required that he
keep his graying chestnut hair and beard carefully clipped, and he had stopped dressing like a
dork long ago. Still, this was his tribe, and he had standing among them. As soon as he arrived,
guys he’d flown with in the past starting coming over to him, asking what he would be flying
today. Guys from rival clubs spoke about him in low tones, trying to point discreetly.” (p. 77)
“’You’re torturing me,” he said. Tears sprang from her eyes. “I’m what?” He released her hand and
scanned the security line until he caught sight of Maman, who was having a heated exchange with
a security person just beyond the metal detector. “Go help your mother.” (p. 102)
“Eventually he sat down on the couch, propping a foot on the coffee table where the package of
CDs sat unopened. “Fools,” he said, looking into Amelia’s moist dark eyes, then Charles’ eyes,
then back at Amelia.” (p. 107)
Theme, Motif and “Change” in “Air Space”: Text References
7
Class Handout
Name:
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FILL AT YOUR DISCRETION WITH RELEVANT CLASSWORK
Theme, Motif and “Change” in “Air Space”: Class Handout
Supplementary Materials Chart
Category of
Resource
Video
Description of
Resource
Potential Educational Uses of
Resource
Link to Resource
Huffington Post—
“9/11: How TV
Networks Broke the
News”
The story—and Camille and
Ward’s relationship—begins
with the two of them
watching news coverage of
the event, which reshapes the
world around them, near and
far.
http://www.huffingtonpost.com/2011/09/09/911tv-coverage_n_940613.html
This short written
introduction and
collection of clips
shows the way that
television networks
broke the news of
the attack on the
World Trade Center.
This resource might help
students—who would not
have been old enough to
watch or even remember the
events as they unfolded—
better understand the way the
world learned of this terrible
tragedy, which then informs
Camille and Ward’s reaction
to the footage.