B O O K
P U B L I S H E R S
Teachers Notes
by Dr Wendy Michaels
A Step From Heaven
An Na
ISBN 9781865087931
Recommended for ages 11-14
These notes may be reproduced free of charge for use and study within schools but they may not be
reproduced (either in whole or in part) and offered for commercial sale.
Background to the Author ......................... 2
Background to the Novel ........................... 2
Korea ......................................... 2
Immigration ................................ 3
Introducing the Book ................................ 3
Prologue – Sea Bubble .............................. 4
Life in Korea............................................ 4
Magic Words – Mi Gook............................. 4
School .................................................... 5
The Borrowed House and New Baby............ 5
Sibling Rivalry ......................................... 6
Increasing Despair and Violence................. 6
Amanda.................................................. 7
Apa’s Disappearance ................................ 7
Young Ju’s GPA Award .............................. 7
The Confrontation .................................... 8
The Violence Erupts.................................. 8
The Resolution......................................... 8
And Finally…............................................ 9
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BACKGROUND TO THE AUTHOR
The author, An Na was born in Korea and grew up in San Diego, California. She is a graduate of Amherst College
and has a Master of Fine Arts in Writing Children’s Literature from Norwich University. She is a former teacher who
now works as a writer. A Step from Heaven is her first novel.
An Na wrote about her inspiration for writing her first novel. ‘A Step from Heaven grew from a need to express
some of the longings and frustrations that I felt as an immigrant growing up in America. Many people ask me if this
novel is autobiographical and I always respond with yes and no. As with all writing, the novel draws on past
emotions, but the story is not of my life. What the protagonist and I do share are some of the feelings of yearning,
joy and shame that come with trying to negotiate a foreign culture.’
This novel traces the story of the immigrant family from Korea who seek in America a better life. Told through the
voice of Young Ju from her earliest memories until her departure for College, it evokes a strong sense of the
growing child’s developing awareness and understandings of the family’s situations.
BACKGROUND TO THE NOVEL
Central to understanding Young Ju’s story is the notion of Heaven. For Young Ju this notion is a Christian one.
Have students discuss the notion of Heaven in the context of the Christian religion. What ideas are associated with
Heaven? Encourage them to consider ways in which small children might conceptualise Heaven.
Point out to students that the title of the novel they will be reading is ‘A Step from Heaven’ and encourage them to
consider what the implications of this title might be.
KOREA
The country that the Park family is leaving forever is Korea. Have students work in small groups using the internet
and other library sources to research information about Korea – its history, society and lifestyle. Have students
present their information to the rest of the class. Encourage them to speculate about the lifestyle of poor working
class people and contrast this with the lifestyle of the wealthy urbanized population. Have them consider why
Korean people might want to migrate to a western country.
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IMMIGRATION
Immigration is not a new phenomenon in the history of the whole world – but it has become an issue of particular
significance within the past century as large numbers of peoples leave their homelands seeking a better life in
other places. Have students discuss what would make an individual, a family or group of people leave their
homeland to establish a new life elsewhere. Encourage them to discuss the problems that might be encountered in
the process – e.g. language and communication, cultural and religious differences, ethnic and racial intolerances
etc. How do the inhabitants respond to migrants? How do migrants respond to the experience?
If there are students in the class who have had first-hand experience of immigration, or who know people who have
migrated, encourage them to tell these stories. Be sure to elicit understanding and empathy for the stories. Guide
students away from any tendency towards gross generalisations that risk demonising immigrants by reminding
them of the conditions that might have brought immigrants to the new country.
Have students research issues associated with immigration in Australia. They could, for instance, find out statistics
for Australia’s immigration program – noting, for instance, countries of origin. Or, they could explore the wave of
migration to Australia that followed World War II and the wars in Vietnam and Cambodia. Have students research
immigration to the United States of America and compare this with the information that they have found about
Australian immigration. Allow time for presentation and discussion of the issues raised.
INTRODUCING THE BOOK
Show students the cover page image of part of a girl’s face visible and the other part concealed by a curtain-like
fabric. Point out the layers of fabric that veil the girl’s face. Note the penetrating eye that seems to confront the
viewer through this veil. Point out that the image is repeated on the spine of the book as well as on the title page.
Encourage them to discuss the ideas associated with this image and to suggest what expectations it sets up for the
reader of the novel. Point out the title – A Step from Heaven – and ask students to discuss the ideas associated
with the notion of ‘step from’.
Have students read the blurb on the back cover, focusing particularly on the story summary – ‘When Young Ju’s
parents…strong enough to break free?’ Encourage students to talk about their expectations of the kind of story
they are about to read. Draw students’ attention to the connection between America and Heaven. Encourage them
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to speculate on how the story will develop that idea. Point out the reference to ‘divided by cultural values’ and ‘ties
of tradition’. Have students draw on their research to predict what conflicts might emerge in the story.
PROLOGUE - SEA BUBBLE
Explain that this novel is not written in numbered chapters but rather in segments that are given metaphorical or
imagistic titles. It begins with a kind of prologue, entitled ‘Sea Bubble’, that comprises two voices – one adult and
one child voice – without any narrative intervention. Explain that one voice is that of Young Ju who is established
as the narrator of the rest of the novel, and that the other voice is an adult, but that the owner of this voice is not
revealed until the end of the novel. Select two students to read the two voices aloud. Encourage discussion of the
situation and actions. Have them speculate on the relationship between the two characters – child and adult.
Encourage discussion of the final sentence and exclamation. Why is this in italics?
Have students develop a storyboard for the actions and characters in this opening moment. Allow time for sharing
and discussion.
LIFE IN KOREA
Have students read the opening segments (pp.10-12). You might need to explain words such as Apa (father),
Uhmma (mother), Halmoni (grandmother), Harabugi (grandfather). Point out that Young Ju is the narrator – and at
this stage she is very young. Ask them to identify ways in which the child narrator is established through her
language. Have students discuss the ways in which the narrator evokes her view of the other family members
through images such as ‘sleepy blanket face’ and comments such as ‘That Apa of yours needs a good spanking’.
Note the references to Heaven and the child’s impression of Heaven as being in the sky.
Have students write a portrait of their family using An Na’s imagistic style as a model. Allow time for drafting and for
sharing of completed portraits.
MAGIC WORDS - MI GOOK
Explain that Mi Gook means America. Have students read pages 13-29. Encourage discussion of the characters’
different responses to the migration to America. Have students examine references to loss and leaving and the
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ways these are juxtaposed with the notion of magic words and hope. Why does Uhmma insist on ‘curls’? Why is
Young Ju so resistant to change?
Explain to students that the ‘American Dream’ – that ‘you can grow up to be anything you want’ – has attracted
many migrants to that country. Have them discuss Uhmma’s comment ‘someday you will be better than a
fisherman’s wife’ (p.20). Encourage them to consider what this suggests about Uhmma herself.
Have students examine the narrator’s view of the airplane trip and the arrival. Draw attention to the way in which
the child’s naivety is highlighted through her discovery of the toilet and Coca Cola. Have students examine the way
in which the narrator leads the reader to her realisation that she is not in heaven (p. 29).
Have students work in small groups to create a visual and verbal collage or montage that represents Young Ju’s
first impressions of America. Allow time for presentation and discussion of the issues raised.
SCHOOL
Have students read the segment that describes Young Ju’s first impression of school and the ‘giant person’ who is
her ‘witch teacher’. Encourage discussion of the perspective that the reader has of Young Ju’s feelings. How has
the author used language to create this perspective?
Ask the students to consider how the teacher might be feeling in the situation. Have them write a report for the
school that documents Young Ju’s first day at the school. Allow time for sharing of the reports.
THE BORROWED HOUSE AND NEW BABY
Have students read the segments ‘Not Forever’ and ‘Park Joon Ho’ in which the family moves into a rented
apartment and the new baby arrives. In this section also, the reader sees a premonition of the later trouble as
Young Ju begins to question her father’s authority. Have students discuss the issues raised in Apa’s ridiculing of
Young Ju’s ambition to be ‘president’ and Uncle Tim’s whispered statement to her that ‘in America, women can do
almost anything men can do’.
Have students imagine that they are Young Ju at this stage. Have them write a diary entry following on from her
statement – ‘I am not a baby anymore’. Allow time for sharing and discussion.
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SIBLING RIVALRY
Have students read the sections ‘Burying Lies’, ‘Being Older’ and ‘Disappearing Bubbles’ which deal with her
growing relationship with her brother. In these episodes, the reader sees Young Ju’s growing understanding and
the beginning of the relationship of responsibility that she will adopt not only to her brother but also towards her
mother as she grows older.
Have students discuss the ‘lie’ that Young Ju tells and the Mother’s deception in taking the children to the fair.
Have students examine Uhmma’s response to the burst balloon – ‘She raises her knuckles to thump him again but
then changes her mind. She hides behind her hands. Like she can disappear.’ (p.52). Ask students to imagine that
they are Uhmma at this point. Consider carefully what she is thinking and feeling as Joon screams and the Owner
of the house knocks and points at Joon. Have individual students improvise a stream of consciousness monologue
that captures her thoughts and feelings. Allow time for discussion of the issues raised in these monologues.
Have students examine Apa’s response to Joon’s urinating in public – ‘For one second, the time it takes to blink, I
imagine throwing my sponge into the air. Running fast, fast down the street. So fast that I begin to fly. Away. From
here. From me.’ (p.58). Why does she feel this way? Point out the recurring reference to the bubbles and
encourage discussion of the significance of this image for Young Ju. Point out that the author juxtaposes this
moment with the following excerpt, ‘The Blob’, which presents moments of happiness in their lives.
INCREASING DESPAIR AND VIOLENCE
Have students read the sections pp.62-104. These span the years of struggle in the new country as the parents
work at various jobs in an attempt to make ends meet and Young Ju works hard at school. Encourage students to
identify words that point to the feeling of being trapped – eg ‘jailed’, ‘hate’, ‘no fun’. Encourage them to discuss their
responses to Apa’s growing violence. How do they account for this hostility to his family?
Have students examine the Lego incident, which ends with Joon’s comment ‘I hate him’ and the burial of the dead
bird, Harry, which ends with the comment, ‘It never happens the way that we want. Never’. Ask them to imagine
that they are Joon at this stage of the story. Write a diary entry that expresses the thoughts and feelings that Joon
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is experiencing. Remember that he has been born in America and has no experience of the life that the others
experienced in Korea.
Have students examine the Green Card incident when Young Ju is thirteen years of age. Note that it is Young Ju
who manages the situation between ‘Piano Fingers’ and her father. Have some students recount the incident from
the point of view of Apa and others from the point of view of ‘Piano Fingers’. Discuss the different perspectives that
these characters have on the situation. How do they account for these?
Have students examine the segment that announces Halmoni’s death and Apa’s response to it – ‘this man crying
like an abandoned child’ (p.96). Note that Apa’s drinking becomes a problem after this and is accompanied by
hostility and violence towards his wife. Point out the references to money problems (‘unfamiliar nakedness of her
ring finger’ p.99) and Uhmma’s return to the church.
AMANDA
Have students read the segment, ‘Becoming Too American’ which relates the incident of the Beach Party that
Uhmma lets Young Ju attend. This incident highlights the cultural conflicts that are developing. Point out that
Uhmma says ‘We are Korean. Do not forget.’ (p.106) and Apa forbids her to see Amanda again because she ‘is a
bad influence’ (p.111) and stands over Young Ju saying ‘do not get up until you know how to be a Korean girl
again’ (p.112). Encourage discussion of the issues raised in this incident. Should immigrants try to hold onto the
values of the culture that they have left behind? Should parents be prepared to accept different values for their
children?
Have students write an editorial for a newspaper that explores issues about conflicting cultural values in the
families of immigrants.
APA’S DISAPPEARANCE
Have students read the segment, ‘Punishment’. Encourage them to discuss why Apa is behaving in this way. Ask
them to predict what the outcome of the story might be.
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YOUNG JU’S GPA AWARD
Have students read the segment ‘Daughter’ in which Young Ju receives an award for the highest grade point
average for her class. Ask them to discuss why the author might have given this title to this segment. Have them
talk about what the parents are thinking and feeling by this stage. Note that the father appears to be totally
oblivious of his daughter’s achievement.
Have students examine the last sentence: ‘An ache as deep and wide as the sea threatens to drown my heart.’
Have them use this sentence as the starting point for a piece of creative writing. It does not necessarily have to be
connected with this story.
THE CONFRONTATION
Have students read the section in which Young Ju becomes aware of the extent of her father’s brutality to her
mother. Have them look closely at the mother’s sense of resignation ‘Your life can be different’ and Young Ju’s
response ‘You have choices’ (p.134). Ask them how they account for Uhmma’s acceptance of the situation for
herself and Young Ju’s refusal to do so.
Have students work in groups of three taking on the roles of Young Ju, Uhmma and a social worker. Improvise a
discussion that might take place between these three characters about Apa’s situation.
THE VIOLENCE ERUPTS
Have students read the segments, ‘Disclosure’ and ‘Seeds of Life’. Why does Apa erupt in this way? Examine the
ways in which the author has captured his feelings in his outbursts. Notice the way in which he blames his wife and
she later blames Young Ju. Have students discuss who is to blame. Have students look at the moment of decision
when Young Ju rings the emergency number. Why is this such a struggle for her, as a Korean- American? Have
students examine the moment of confrontation between Uhmma and Young Ju (p.145). Why is this such a big
decision for Uhmma?
Have students imagine that they are Apa. Write a letter to the family explaining your decision to return to Korea.
Allow time for sharing of these letters and discussion of the issues.
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THE RESOLUTION
The novel is neatly resolved with the family doing well enough to move into a small house and Young Ju winning a
scholarship to college. Perhaps the most significant aspect of the resolution is the uncovering of their Korean past
through the discovery of the photos and the unravelling of the memory on the beach – the moment that we
encountered in the prologue. Young Ju’s discovery that it was Apa, her father ‘a different man back then’ who had
taught her ‘how to jump in the waves’ and more importantly had taught her ‘to be brave’ (p.151). Have students
discuss their responses to this disclosure. How does it affect their understanding of the character, Apa?
Have students read the epilogue and discuss how it rounds off the story that has spanned so many years.
AND FINALLY ...
Have students make a list of the titles of the sections of the novel, noting any patterns. What does this suggest
about the issues in the book and the way in which An Na has pointed to their significance?
Have students examine the critical comments by Chris Lynch, Brock Cole, Norma Fox Mazer, Jacqueline Woodson
and Agnes Nieuwenhuizen, on the cover and half title page. Point out the references to An Na’s fine use of
language. To what extent do the students agree with these comments? Have students collect examples of images
in the novel that they found particularly vivid or engaging. Have them select one or two and use them as the basis
of their own writing.
Have students write their own critical review of the book for publication in a magazine about young adult fiction.
Have students imagine that they are going to make a movie of this novel. Write the treatment for the movie,
including the script for one or two pivotal scenes.
Have students imagine that they are to migrate to another country. Ask them to write about what they have learned
from this novel that might help them deal with the experiences of the new country.
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