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DURING READING
Guiding Comprehension
9 Target Skill Use Graphic Organizers
• Inferential
Draw a cause and effect graphic organizer on the board. Have students reread Mr. Kang's greeting on p. 316. Ask them what effect seeing Mr. Lum's birdcages has on Mr. Kang and use the information to complete the chart.
Cause: Mr. Kang sees the bird cages in the park. Effect: Mr. Kang remembers his childhood in China.
10 Character • Critical
Text to Self Describe Mr. Kang's character traits. Do you know someone who has similar traits? Explain your answer.
Possible response: Mr. Kang is thoughtful and poetic. He loves his grandson, Sam. He talks about the past. He enjoys writing and talks a lot about when he was younger.
Target Skill STRATEGY SELF-CHECK
Use Graphic Organizers
Remind students that a cause and effect graphic organizer can help them identify what happened in a selection and why it happened. Modify a problem and solution chart to reflect a cause and effect relationship graphic organizer (Graphic Organizer 20) on the board. Remind students how to read the graphic. Ask them to identify an event from pp. 316–317 and record it in the "What happened?" box. Then have them identify the cause. (Possible response: "Why did it happen?" Sam is going with his grandparents to the park early on Sunday morning. "What happened?" Sam spent Saturday night at his grandparents' house.)
SELF-CHECK
Students can ask these questions to assess their ability to use the skill and strategy.
  • Did one event cause the other event to happen?
  • How does the graphic organizer help me identify the relationship between the cause and the effect?
Monitor Progress
then… revisit the skill lesson
on pp. 304–305. Reteach as necessary.
If… students
have difficulty
identifying cause
and effect
relationships to
complete the
graphic organizer,
Target Skill Cause and Effect
Strategy Response Log
Evaluating How do you feel about Mr. Kang keeping the hua mei in the cage? Do you think he should keep the bird as a pet or set it free? Explain your thinking.
If you want to teach this story in two sessions, stop here.
Happy Birthday, Mr. Kang

"Happy Birthday, Mr. Kang"
by Susan L. Roth

Student Edition
Unit 6, pp. 308–325

Realistic fiction has characters and events that are like people and events in real life. Are the characters in this Snapshot like anyone you know?

Mr. Kang came to America many years before his grandson, Sam, was born. He spent those years cooking at a Chinese restaurant. When he retired and turned 70, Mr. Kang made three birthday wishes. Every day he wanted to read The New York Times. He wanted to write a poem each day in Chinese characters. He also wanted a hua mei. He would keep this bird in a cage with narrow slits and take it to the park every Sunday. There, he and his friends would talk together, while all their hua meis sang. Sam did not understand this wish. Why would Grandfather want to keep a bird in a cage? Sam thought birds should be free. Mr. Kang told him that a hua mei was a special bird from China that people always kept in cages.
Mr. Kang got his wishes. Every morning he reads the newspaper and writes a poem. Some poems tell of life in China and in America. In one he remembered walking to work on chilly mornings and thinking about people who stayed in China.
Every morning he takes good care of his special bird. When all the windows and doors are closed, he opens the cage to let the hua mei out. He cooks for it, using a recipe of seeds and egg yolks and chopped meat. He cleans the cage and even uses a damp silk cloth to wipe the bird's shiny gray feathers. He sometimes reads his poems to the bird, and the bird sings back to him. Always the bird walks back into its cage.
Very early every Sunday, Mr. Kang carries the birdcage to the park. Mrs. Kang follows behind him. She spends time with her friends. Mr. Kang bows his head to greet all his friends. Then he hangs his cage near their birdcages. His hua mei perches on a bar and sings its song. His friends' birds do the same.
One Sunday Sam went to the park with his grandparents. Sam listened to the hua meis sing. He said their songs were sad and meant the hua meis wanted to be free. Mr. Kang thought about this. Maybe Sam was right, he said. Maybe his hua mei did want to be free to do what it wanted. "America is the land of the free," he said.
Mr. Kang went to let his bird out of its cage. Everyone tried to stop him. "Do not be foolish. You wanted the hua mei," they said. Mrs. Kang spoke softly to her husband. "Sam does not understand about old Chinese ways," she said. Sam thought about all the things that could go wrong and tried to stop his grandfather. But Mr. Kang opened the cage. His hua mei stopped and sang one note. Then it flew away. Sam began to cry. His grandmother was very sad. Mr. Kang said it was time to go home.
When they got to their apartment, the hua mei was waiting for them. It flew over and perched on Sam's head. They all ran up the stairs. Mr. Kang sat down to write a poem while the bird sat on the table. The poem told of coming from a foreign land and choosing to be an American. The poem was for Sam and for the bird that chose to live with Mr. and Mrs. Kang.

From Happy Birthday, Mr. Kang by Susan L. Roth. Copyright © 2001 Susan L. Roth. Reprinted with permission of the National Geographic Society.

Copyright © Pearson Education.

 
   
Close  
Extend Language Have students brainstorm a list of words that can be used to describe character traits. Write their responses on the board. Then have students work together to develop/name categories in which the words belong. They can use the list to help answer question 10.
ELL
PRACTICE LESSON VOCABULARY
Students orally respond yes or no to each question and provide a reason for
each answer.
  1. Would you want a coat when it is chilly? (Yes, a coat helps
    you stay warm.
    )
  2. Would you need a recipe to cook Chinese food? (Yes, I do
    not know how to make Chinese food.
    )
  3. Mr. Kang bows to Mr. Lum because Mr. Kang is angry with
    him. Is this true?
    (No, Mr. Kang bows to show appreciation for the
    compliment.
    )
BUILD CONCEPT VOCABULARY
Review previous concept words with students. Ask if students have come
across any words today in their reading or elsewhere that they would like
to add to the Concept Web.
Develop Vocabulary