Grandfather's Journey
On-Level Reader
Childhood in
Pre-War Japan
Unit 1 Week 3
SEQUENCE GRAPHIC ORGANIZERS
LESSON VOCABULARY amazed,
bewildered, homeland, longed, sculptures, still, towering
SUMMARY This book tells of life in Japan before World
War II. It describes life not only in the big cities, but also
in the country. This book looks at everyday life, as well
as the history of this period.
INTRODUCE THE BOOK
BUILD BACKGROUND Ask students to tell what they know
about Japan. What image do they have of Tokyo? What
do they know about sports in Japan? automobiles? arts
and crafts? Do they know what a Japanese home looks
like? What do they know about the Japanese language?
PREVIEW/USE TEXT FEATURES Have students look at the
chapter headings illustrations, and photos. Discuss how
these text features help to organize the book.
Ask students to skim the story and write down
any unfamiliar words. Suggest they look up the words in
the dictionary and write the meaning in their notebooks.
TEACH/REVIEW VOCABULARY Review the vocabulary
words. Then play Vocabulary Master with students. Give
students three different definitions for each vocabulary
word, including one that is fantastical or silly. Have
them select the correct definition and use the word in a
sentence.
TARGET SKILL AND STRATEGY
SEQUENCE Remind students that the
sequence
in a story is the order in which the events occur. Ask
students to write a short paragraph about what they
do each morning to get ready for school. They should
keep the actions in sequence. Have students read their
paragraphs out loud to the class.
GRAPHIC ORGANIZERS Remind students that
graphic
organizers can be used to organize information. Have
students create a time line of how they spent last
summer. The time line should start on the day school
let out and end the day that school started again.
READ THE BOOK
Use the following questions to support comprehension.
PAGE 8 According to the ancient tale, how did Japan
come to be? (Water
dripped from a spear creating
islands.)
PAGE 11 How did Japanese writing develop?
(The Japanese adapted
Chinese character writing.)
PAGE 14 What significant thing happened in 1853?
(Admiral Perry sailed into
a Japanese harbor wanting to
trade with them.)
TALK ABOUT THE BOOK
READER RESPONSE
- Portugal
- Girls learned to be polite, took care of little sisters
and brothers, learned
traditional dances. Boys
learned martial arts, learned how to be strong,
helped fathers with work.
- b; still (verb): make quiet.
- She longed to return to her homeland.
RESPONSE OPTIONS
WRITING Have students reread pages 15–18. Encourage
students to
imagine that they are a Japanese child living
in traditional Japan. Have
them write about a typical
day, including work, school, and family life.
CONTENT CONNECTIONS
SOCIAL STUDIES Have the students
research Matthew
C. Perry's trip
to Japan in 1853. How did the
Japanese
government receive
him? What effect did Perry's
trip have on Japan?
