On a Wing and a Tear

Share this book

Like the reports Mel and Ray gave in Mrs. Flores’ class about things that mattered to them, have students choose from topics introduced in On a Wing and a Tear that they want to learn more about. Ask them to look back through the novel and make a list of things that interested them—this might include places the characters visited, animals they encountered, tribal nations or histories mentioned, cultural practices, environmental issues, or anything else that sparked curiosity.

Have students select one topic that stands out to them and develop a guiding question to explain what they are hoping to find out about it—be it bats, ball games, or barbeque. When they have their question, have them gather information from at least three reliable sources, take organized notes, and look for key facts, surprising details, and different perspectives.

Ask students to prepare a short oral presentation that takes their audience of classmates on their learning journey—showing what they explored, why it interested them, and what questions or insights they’re still thinking about. Presentations can include visuals, props, or creative elements, if students choose.

After reports have been shared, invite students to reflect on the ground the class has covered and consider how learning, like a road trip, can be shaped by side roads, detours, unexpected stops, and the people you travel with. End by asking them to name one stop on someone else’s learning journey that surprised or stuck with them—and one direction they might want to go next.

Questions for Discussion or Reflective Writing

1. What ways could the title On a Wing and a Tear be read? Which way do you think the author intended for it to be read? Why?
2. Why do you think Bat seeks help from those who live in the Halfmoon bungalow? Were you surprised that Bat and Gray Squirrel could talk?
3. How do Ray, Mel, Grampa Halfmoon, Bat, and Gray Squirrel support one another? What about their relationships challenge or expand your ideas of what makes a family?
4. What personal journeys are Ray, Mel, Grampa Halfmoon, Bat, and Gray Squirrel taking as they journey together? How do these internal journeys shape or change them? What else do the travelers learn about change?
5. What did the Buttinskys symbolize to you?
6. Why weren’t Grampa Halfmoon, Ray, and Mel invited to watch the ball game? How do you imagine the rematch between the Animals and the Birds turned out, and why?

Related Resources

Heartdrum Educator Guide from HarperCollins Publishers
Cherokee Stories: The Ball Game of the Birds and Animals from Native History Association