Adrift at Sea A Vietnamese Boy’s Story of Survival READING

GUIDE

Story Summary Marsha Forchuk Skrypuch’s award-winning books for

It is 1981. In the young people include Last Airlift, a Red Cedar Information
middle of the Pacific Book Award winner and OLA Red Maple Honour Book.
Ocean, a fishing boat Its sequel, One Step at a Time, won the OLA Silver Birch
overloaded with 60 Non-Fiction Award. Her YA novel Dance of the Banished
Vietnamese refugees was a Junior Library Guild Selection for 2015. In 2008,
drifts. The motor has in recognition of her outstanding achievement in the
failed; the hull is development of Ukraine’s culture, Marsha was awarded
leaking; the drinking the Order of Princess Olha. She lives in Brantford, Ontario.
water is nearly gone. This is the dramatic true story www.calla.com
recounted by Tuan Ho, who was six years old when
he, his mother, and two sisters dodged the bullets of Tuan Ho escaped Vietnam at age six in 1981 among
Vietnam’s military police for the perilous chance of thousands of other boat people refugees. Through author
boarding that boat, hoping to gain safety and a new Marsha Forchuk Skrypuch, he has told the story of how
life in a new country. he, his mother, and two sisters survived five days adrift
on the ocean with dwindling fresh water before being
rescued by a U.S. aircraft carrier. Joining the rest of his
Additional Resources
family in Canada, he went on to attend school in Toronto
Pair this book with:
and is now an accomplished physiotherapist. Tuan and his
My Beautiful Birds by Suzanne Del Rizzo,
wife Edae have two young daughters, Madeline and Emily.
A Brush Full of Colour:The World of Ted Harrison
by Margriet Ruurs and Katherine Gibson Brian Deines is a fine artist and the award-winning
illustrator of over 20 children’s books, including A Bear in
War, Bear on the Homefront, The Road to Afghanistan, and
On a Snowy Night. Dragonfly Kites, part of a trilogy written
by Tomson Highway, was shortlisted for the Governor
General’s Award for illustration and the Ruth & Sylvia
Schwartz Children’s Book Award. A graduate of the
Alberta College of Art, Brian lives in Toronto, Ontario
with his wife and daughter.
www.briandeines.com

Tuan’s family, reunited in Canada

Nonfiction Picture Book Ages 6+ | ISBN: 978-1-77278-005-5 | Pages: 40

Themes
refugees, war, courage, perseverance, compassion

BISAC Codes
JNF053240 – JUVENILE NONFICTION / Social Topics / Emigration & Immigration
JNF007020 – JUVENILE NONFICTION / Biography & Autobiography / Historical
JNF038020 – JUVENILE NONFICTION / People & Places / Asia

Adrift at Sea: A Vietnamese Boy’s Story of Survival

Written by Marsha Forchuk Skrypuch with Tuan Ho, Illustrated by Brian Deines www.pajamapress.ca 1
Adrift at Sea: A Vietnamese Boy’s Story of Survival READING
GUIDE

Curriculum Connections
This guide contains a read-aloud guide and four robust follow-up activities.

Activity Main Subject Area Specific Skills and Topics

Read-Aloud Reading Comprehension Visualization, prediction, similes, metaphors

Tuan’s Journey Social Studies Mapping, research, diversity, global citizenship

Image Impact Media Literacy Camera angles and distances affect message

I can’t give up Character Education Courage, perseverance

Multi-colored Skies Visual Arts Using an element of design (color) to convey a feeling

The Read-Aloud
Written in the present tense, from a child’s perspective, How to Proceed:
replete with rich sensory descriptions and stunning oil Before Reading
paintings, Adrift at Sea provides an immediacy and intimacy Read the title, subtitle, authors and illustrator. Make sure
that will draw students into the story. Teachers can choose everyone understands what “adrift” means. Invite students
the guiding questions that best suit the age, grade, and to look carefully at everything on the cover. After a
experiences of their own students. moment, ask:

“What do you see?” (boat, sea, sun)

Learning expectations:
Students will “Do you have any predictions about this book?”
• Use comprehension strategies (visualization and
other sensory images, prediction, inference, making “What might “with Tuan Ho” mean?” Explain that Tuan Ho
connections) has told his story to author Marsha Skrypuch, who then
• identify elements of style (similes and metaphors) wrote it down, and that he is, in fact, the Vietnamese boy
mentioned in the subtitle. “So, is this fiction, or is it a true
story?”
You Will Need:
• Adrift at Sea “The authors provide many sensory descriptions to help
• A list of the five senses on chart paper or on the board us create images in our minds.” Draw students’ attention
to the list of five senses and invite them to imagine the
sights, sounds, smells, feelings, and tastes described in the
story. You will later prompt them to do this at different
times.

Adrift at Sea: A Vietnamese Boy’s Story of Survival

Written by Marsha Forchuk Skrypuch with Tuan Ho, Illustrated by Brian Deines www.pajamapress.ca 1
Adrift at Sea A Vietnamese Boy’s Story of Survival READING
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During Reading
Be sure to read the dedication page and show the Ninth spread: “‘My throat is like paper’ is a simile. What
photographs there. does it mean?”

First spread: “What is the setting here? How do you Tenth spread: After viewing the painting, invite students
know? Whose voice is telling the story?” to close their eyes and create sensory images while you
read.
Second spread: After they have had a chance to see the
painting, draw students’ attention to the list of five senses. Eleventh spread: “Why might people not volunteer to
Invite them to close their eyes and create sensory images help bail the boat?”
as you read the pages. After reading, ask, “What did you
smell? What did you feel? What did you see? Who did you Twelfth spread: Compare the wide-angle of this image
not see? What did you hear?” with the close-up perspective of a previous spread (e.g. the
tenth). “What is the illustrator trying to communicate to
Third spread: “What does ‘careen’ mean? What is a the reader by doing this? How would it feel to be six years
skiff?” (Don’t tell them what a skiff is. They can confirm old and find yourself in a situation where even the adults
their prediction on a future page.) are frightened?”

Fourth spread: “How does the author’s choice of font Thirteenth spread: Whether you discuss the tragic
size help us understand the words ‘Soldiers shout. My events of this page beyond reading it will depend on the
heart pounds’”? age and experiences of your students.

Fifth spread: Sixteenth spread: “Why doesn’t Tuan understand the

“What is a skiff? Were you right?” “Imagine you are Tuan. American sailor?”
How do you feel when strangers crawl in? When you
realize your sisters, aunt, and cousins are missing? When Seventeenth spread: Invite students to keep their eyes
your mother is not yet on the boat and the boatman open but to be ready to create another sensory image (this
pushes off?” time, taste), as you read this page. “What does ‘The sailor
beams’ mean? Why is the sailor happy? Have you ever felt
Sixth spread: After reading this page, simply pause and let good after helping someone?”
the enormity of the situation sink in.
After Reading
Seventh spread: “Brian Deines has painted this picture Invite responses from students. Honor their observations,
so that the viewer is looking up from below. Why might he questions, and feelings. Write down their questions on
have done that?” chart paper to begin to shape further investigations into
the topic of refugees. Unless your students are quite young,
you will want to read the historical background provided
Eighth spread: Before reading the second paragraph, at the end of the book, and discuss it as it relates to the
invite students to close their eyes and create sensory curriculum for your grade.
images, and to imagine trying to fall asleep under those
conditions. Draw attention to the metaphor “the lullaby of
slapping waves.”

Adrift at Sea: A Vietnamese Boy’s Story of Survival

Written by Marsha Forchuk Skrypuch with Tuan Ho, Illustrated by Brian Deines www.pajamapress.ca 2
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Tuan’s Journey
In this activity, students will trace Tuan’s journey from Ho How To Proceed:
Chi Minh City in Vietnam to Toronto, Ontario, Canada.This 1. First on a globe and then on a large world wall map or
will provide a springboard for a number of curriculum- interactive digital map, identify your own community
related Social Studies investigations. Teachers can choose and Ho Chi Minh City. Using the information at the
the one that is most suited to their grade-level curriculum. end of Adrift at Sea, have the students mark the path
of Tuan’s journey from Ho Chi Minh City to Toronto.
Learning Expectations: Icons of a truck, a boat, and a plane could be used to
Students will show his modes of transportation on the various legs
• understand that many people have come to our country of his journey. This is a good time to point out various
as refugees. map features that are appropriate to your grade such
• grow in their role as global citizens and in their as cardinal directions, legend, how land and water are
awareness of global communities marked, how font is used differently for cities, towns
• develop an appreciation of diversity and countries, etc.
• demonstrate empathy
• explore rights and responsibilities of self and society 2. Find out if there is a Vietnamese Association in or near
• trace their own family’s journey to this country or, in your community. Invite a member to come and speak
the case of indigenous students, explore the changes to your class about their culture or about how they
experienced by their own family and community over came to this country.
time
• compare communities around the world 3. Using the attached data collection sheet, students will
• identify international organizations and accords to use primary sources (e.g. parents, grandparents) to
which our country belongs (e.g. the UN). Investigate trace the journey of their own family (even if it’s
the actions taken by such organizations and our entirely within this country). Have them mark the
country’s participation in them, especially with respect journey on a small world map (with care-giver’s help if
to refugees. necessary). They can present their findings orally and
• on a world map, locate current areas of unrest leading use photographs, timelines, or other visual aids
to refugee situations, as well as the refugee camps and to enhance their presentation. They can add their
the countries to which refugees relocate. family’s journey to the large world map. An alternate
• plan a project in response to a current global issue assignment for students whose families have been in
(refugees, disaster relief, global health, etc.) their current location throughout living memory is to
create a family tree or a timeline of significant family
You Will Need: events. They have still had a journey, but it has been
• a globe through time and experience, rather than across lands
• a large world map and oceans. Spend some time comparing the journeys
• data collection sheet (included) of the students’ families with Tuan’s journey and with
• news sources (television, radio, internet, newspapers) each other’s, encouraging a spirit of appreciation of
• photographs of people in different countries their diversity as well as looking for similarities.
(countries identified in first three activities)

Adrift at Sea: A Vietnamese Boy’s Story of Survival

Written by Marsha Forchuk Skrypuch with Tuan Ho, Illustrated by Brian Deines www.pajamapress.ca 3
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4. Study recent and current refugee situations. Read 6. What does it mean to be a global citizen? Review
My Beautiful Birds by Suzanne del Rizzo. Encourage the information in the afterword of Adrift at Sea
students to watch the media (online, television, radio, that describes the involvement in 1979 of the UN
newspapers) for stories of refugees and share them and western countries in the resettlement of the
with the class. If your community has welcomed Vietnamese refugees. Research the UN and other
refugees recently, allow your students to tell how they intergovernmental organizations, as well as NGO’s, and
were involved. Add to the world map the countries how they responded to recent situations such as Syria,
of origin, locations of refugee camps, and paths to the Myanmar, South Sudan, or natural disasters. Research
displaced people’s new homes, if known. If any of your current events to find out about any immediate
students were themselves refugees, be sensitive to the humanitarian crises around the world and how our
rawness of this topic for them, but allow them to talk country or your community is involved in assisting.
about their story or culture if they wish. Have a class meeting to create a plan of action to
become involved in a current relief effort (e.g. have
5. Investigate the location, climate, physical features, a used toy sale to raise money to send to an NGO
homes, and lifestyles of the various countries you have for hurricane relief; learn some words in the language
marked on your map. Discuss how proximity to the of refugees who are coming to your community; have
equator affects climate and how various factors affect a multicultural food fair and give the proceeds to an
the way people meet their survival needs. Look at organization that helps refugees; arrange for a speaker
photographs from the different countries. What can from a relief organization to speak to your class; write
you learn about how people live from these photos? letters to government leaders either supporting or
How would their lifestyles have changed when they opposing the government’s stand on a particular
came to this country? humanitarian issue).

Adrift at Sea: A Vietnamese Boy’s Story of Survival

Written by Marsha Forchuk Skrypuch with Tuan Ho, Illustrated by Brian Deines www.pajamapress.ca 4
Adrift at Sea: A Vietnamese Boy’s Story of Survival READING
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Image Impact
In Adrift at Sea, illustrator Brian Deines uses a variety 2. Have the students identify camera distance and angles
of viewing distances and angles in his paintings. These in a collection of print or digital photographs, and
contribute to the mood and message portrayed on each describe how the message or mood is affected.
page. Students will experiment with using a variety of
camera angles and distances to portray a certain mood 3. Tell students they will be producing a media text
or message as they produce a media text using a tablet or using different camera angles and distances. Have
digital camera. students “Think, pair, share” to decide on a purpose
and audience for their media text. You could provide a
Learning Expectations: list of topics that would be consistent with your grade
Students will produce media texts for specific purposes and curriculum for them to choose from. For example,
audiences with a particular focus on varying the camera they might wish to create a series of photos to explain
angle and distance to enhance the mood or message. playground safety to a younger class; make a poster
illustrating a litter problem and their plan to address it;
You Will Need: or produce a digital text explaining the features of the
• Adrift at Sea local community.
• A collection of print or digital photographs from
different camera angles and distances 4. Enlist additional adult supervision and have the
• Digital cameras or tablets (ideally, one per student) students move around inside or outside the school, or
• Paper and Bristol board, glue, and writing materials go together into the community. Have students take
(optional) many photographs, keeping in mind their purpose and
audience. Encourage them to photograph each item
How To Proceed: several times, from a variety of angles and distances.
1. Review some of the illustrations in Adrift at Sea that For a playground safety series, they could stand on the
show different angles and distances. For example, ground and photograph their friend above them on the
the moderate distance of the first spread allows the monkey bars. For a litter poster, they could photograph
illustrator both to show Tuan, and to communicate candy wrappers down low and close up, from a “bug’s
several things about Tuan’s culture, including clothing, eye view.”
house style, and daily activities. Thus, both the main
character and setting are introduced, even without 5. Give students time and assistance to choose and format
reading the text. The next spread is a close-up and the photos they will use, and to print and mount them
conveys a mood of intimacy between mother and if necessary, or create a digital slideshow. Give them
son. The seventh spread, from a low angle, effectively additional time to plan, write, and practice their oral
conveys the very real danger that Tuan could fall off presentation, and then present their media text to
the plank into the ocean. The next spread, from a high their chosen audience.
angle, takes in the crowded conditions on the boat.The
twelfth spread, from a very large distance, conveys the
utter isolation and hopelessness of a single disabled
boat on a broad expanse of ocean. Have the students
identify how viewing distance and angle can affect the
mood and message of a painting.

Adrift at Sea: A Vietnamese Boy’s Story of Survival

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I Can’t Give Up
Tuan remembers his father’s last words to him: “Be brave, 2. Show the cover of Adrift at Sea. Ask if anyone remembers
Tuan.” Later he tells himself, “I can’t give up now.” Students Tuan’s father’s last words to him. Find the words in the
will learn their own capacity for courage and perseverance book, “Be brave, Tuan.” Ask if they know another word
in this activity. for bravery. Write “Courage” on the chart or board.
Read the part where Tuan is about to climb onto the
Learning Expectations: rescue ship. “I am afraid I will be too weak…But I can’t
Students will learn about others who have demonstrated give up now.” Prompt students to come up with the
courage and perseverance, and then practice showing word “Perseverance” and write that on the board with
courage and perseverance themselves. “Courage”. Ask students when they might have to
show courage or perseverance.
You Will Need:
• Adrift at Sea 3. Read other books about people who showed courage
• Other books about courage and/or perseverance and/or perseverance (e.g. Terry Fox, a story of Hope by
• An approved venue that is designed to, or likely to, Maxine Trottier; Henry’s Freedom Box by Ellen Levine;
develop these character traits. For example, climbing The Night Lion by Sanne Dufft; When the Rain Comes by
wall, ropes course, swimming lessons, obstacle course, Alma Fullerton)
fitness circuit, mock Olympics, etc.
4. Have the students make posters encouraging courage
How To Proceed: and perseverance and put them up around the school.
1. Get approval and permission to take your class to a
venue such as those listed above. If that is not possible, 5. Do the planned field trip or on-site event. Encourage
create a challenging circuit in your schoolyard or plan the students to show courage and perseverance as
to participate in an event such as the Terry Fox Run at they meet the presented challenges. If your school
your school. celebrates character traits at assemblies, be watchful
for exemplary instances of courage or perseverance
that you can highlight.

Multi-Colored Skies
Children often stick to familiar colors in their pictures— You Will Need:
green for grass, blue for sky and water. But in Adrift at Sea, • Adrift at Sea
Brian Deines incorporates red, orange, gold, tan, yellow, • A Brush Full of Colour: The World of Ted Harrison by
blue, purple, and pink into his sky and sea. In this activity, Margriet Ruurs and Katherine Gibson
students will explore how color enhances a message, and • Other works of art in which non-representational
practice using a variety of colors in their own artwork. color is used to convey ideas
• Heavy art paper
Learning Expectations: • Paint and brushes
Students will • Markers in many colors (optional)
• express their feelings and ideas about works of art
• interpret works of art and identify the moods or ideas
they convey
• produce 2-dimensional art works
• use color in a non-representational and expressive
way to communicate ideas

Adrift at Sea: A Vietnamese Boy’s Story of Survival

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Adrift at Sea: A Vietnamese Boy’s Story of Survival READING
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How To Proceed: painting around their objects. Encourage them to mix

1. Say, “Think about the color of the sky. Think about the different tints of a color, or mix different amounts of
color of the ocean.” Hold up Adrift at Sea. “What color two primary colors together to get just the right color.
are the sky and ocean in this painting? When might the As in the sample art works, the sky can have multiple
sky and water be those colours in real life? (at sunrise colors. Continue in a similar way for the ground (or
and sunset).” Look through the book, having students water, if applicable). Once the sky and ground are dry,
identify any other instances of non-blue sky and water. the objects can be carefully painted (or, if the objects
“Why do you think Brian Deines chose to use these are small, colored in with markers—especially for
colors?” Students may say it is to identify the time of day, younger students). Encourage students to make a title
which can be correct, but prompt them to examine the for their paintings and display them proudly.
other effects the color (especially sky color) has on the
message, for example, to communicate that the family
is trying to avoid being seen leaving, to emphasize how
hot, parched, and thirsty the people feel, to illustrate
the tragedy of the burning boat, or the happiness of
being saved.

2. View and discuss other works of art in which

unexpected colors are used. A Brush Full of Colour: The
World of Ted Harrison by Margriet Ruurs and Katherine
Gibson is filled with such works. Others can be found Bibliography
online or in calendars.
Curriculum Documents
3. Have students create tempera paintings. Begin by www.edu.gov.on.ca/eng/curriculum/elementary/
having them recall an outdoor event that was filled
with strong emotion. Brainstorming a list can help Ontario Ministry of Education. The Ontario Curriculum,
students with their ideas. It might include a birthday rev. ed. Grades 1–8, Language, 05–104. Queen’s Printer for
party, a sleigh ride, a horse show, or a baseball game, Ontario, 2006. PDF.
but could also include sad or scary events that they
may have experienced, such as falling off a bike or Ontario Ministry of Education, The Ontario Curriculum, rev.
ed. Grades 1–8, The Arts. Queen’s Printer for Ontario, 2009.
looking for a lost dog. They will draw the event on the
PDF.
art paper, using pencil, but they should first think about
the distance and angle they will use. Encourage them Ontario Ministry of Education, The Ontario Curriculum, rev.
to include any people, buildings, animals, vehicles and ed. Grades 1–8, Social Studies, History and Geography, Queen’s
other objects that are important to the event. Remind Printer for Ontario, 2013. PDF.
them that they can achieve a close-up effect by making
their objects so large that they “fall off” the edges of the Reading Instruction
paper, or a far-away effect by making the objects small. www.eworkshop.on.ca/edu/resources/guides/
They can change the angle by placing objects higher Reading_K_3_English.pdf
or lower on the paper. Have them add a horizon line.
Provide tempera paints in primary colors, black, and Ontario Ministry of Education, A Guide to Effective
white, and small trays for mixing. Invite them to think Instruction in Reading Kindergarten to Grade 3.
about what colors would best represent the emotion Queen’s Printer for Ontario, 2003. PDF.
of the event they have depicted and use those colors to
paint the sky, right down to the horizon line, carefully

Adrift at Sea: A Vietnamese Boy’s Story of Survival

Written by Marsha Forchuk Skrypuch with Tuan Ho, Illustrated by Brian Deines www.pajamapress.ca 7
 Name: __________________
Data Collection Sheet: My Family’s Journey

Use this sheet to record your family’s journey, either to Canada or within Canada. Since you
have many different ancestors, they might have had different journeys, so there is room to
record more than one. You don’t need to record them all, but you may ask for another sheet if
you wish. If your family has lived in the same community for as long as anyone knows, ask your
teacher for the data collection sheet “My Family’s Story.”

You will use primary sources. That means you will ask real people for
their stories, or you will look at the letters or diaries of real people who
lived in your family in the past. Ask your parent or caregiver to help
you.

Whose story Where did they The story of how they got here
is it? come from and
when?
 Name: __________________
Data Collection Sheet: My Family’s Story

Use this sheet to record your family’s story, if they have lived in one place (here) as long as
anyone knows. Since you have many different ancestors, they will have had different stories, so
there is room to record more than one. You don’t need to record them all, but you may ask for
another sheet if you wish. If your family has moved here from another place within Canada or
outside of Canada, either recently or long ago, ask your teacher for the data collection sheet
“My Family’s Journey.”

You will use primary sources. That means you will ask real people for
information, or you will look at the letters or diaries of real people
who lived in your family in the past. Ask your parent or caregiver to
help you.
Family Tree

My grandparents

My parents

Me

Whose story When they were born; dates and details of other important
is it? things that happened in their lives.