A Long Way Home

Use these questions or activities to help gauge students’ familiarity with and spark their interest in the context of the work, giving them an entry point into the text itself.

Short Answer

1. What distinctions exist between the genres of autobiography and memoir? What literary elements do these genres share with other types of storytelling?

Teaching Suggestion: Like many similar works of nonfiction, this text includes characteristics of both genres. Autobiography is a first-person account, but it is typically told in a straightforward, chronological order and encompasses the person’s factual life history. Memoir is told as a first-person account of the author’s life experiences, but it more often is structured around memory, theme, or other narrative elements the author chooses. In this way, memoirs offer more authorial control over the telling of one’s own story. As a linear narrative that begins with the author’s childhood, A Long Way Home can be seen as autobiographical; however, the text includes strong elements of memoir as well. Students might consider literary elements such as voice, tone, style, and authenticity in their responses. Information from these or similar resources can help students develop more context on the topic.

• Writer’s Digest’s “Defining Creative Nonfiction, Narrative Nonfiction, Memoir, Autobiography, and Biography” provides some helpful definitions of these genres.
• Grammarly offers examples of memoirs and autobiographies in this brief article to help distinguish between the two forms.

Differentiation Suggestion: Advanced learners and/or those interested in creative writing may enjoy this alternative discussion question: When (or why) might an author choose to tell their story through a novel as opposed to a memoir?

• LitHub’s “On Deciding to Tell My Story in a Novel Instead of a Memoir” may be a useful resource as student formulate their thoughts.

2. What complications may arise in the international adoption process? What impacts might international adoptees and/or families experience?

Teaching Suggestion: Sue and John Brierley, an Australian couple, are passionate about international adoption and decide to adopt Saroo from India. Their decision drastically improves Saroo’s life as he has access to necessities and resources he did not have in India. Students might brainstorm brief lists for each question and then contribute to a collective list on the board or display. These and similar resources may be helpful in learning more about India’s adoption process and the impact of international adoption on adoptees.

• This 2-minute video describes the complicated process of international adoption practices in India and the potential dangers associated with international adoption.
• This article from the American Psychological Association explores the complexities of international adoption and its impact on child psychological health.

Personal Connection Prompt

This prompt can be used for in-class discussion, exploratory free-writing, or reflection homework before reading the text.

Describe a time when you felt luck intervened on your behalf and provided you with an opportunity. What opportunity was provided for you? Why do you believe luck played a role in the opportunity?

Teaching Suggestion: Saroo feels that being separated from his family and becoming adopted by Sue and John was an act of fate and good luck, as it later enabled him to provide for his family in India. If students are willing to share, they might discuss luck and the way in which they recognize it in their own lives.