The Grasshopper and the
Bell Cricket
English I p. 133-137
Read page 133
Although Kawabata’s writing is strongly connected to traditional Japanese
literature in its themes, mood of reflective sadness, and form, he was always
interested in new literary movements and experimented with several different
approaches in the early days of his career. He sought to express feeling in a
way that was fresh and powerful. His style is characterized by precise and
detailed images that imply meaning rather than explain it.
An author’s cultural background includes the values, beliefs, and customs of
his or her social or family heritage. This cultural background may influence
aspects of the author’s writing, such as setting, plot, or theme.
1. Identify details in line 1-10 that relate to the Japanese appreciation of
nature.
Think of tone as the sound of the author’s voice. Tone shows the attitude that
the author wants to communicate to readers about the characters and events
in a story. The author’s choice of words develops the tone.
2. What tone is suggested by the words in these lines: exclaimed, surprised,
gleaming, and hurried.
Share your answer with your shoulder partner. (2 min.)
Read page 134
The way in which the author arranges words in sentences affects
the tone.
3. Re-read lines 44-52: Which words best describe the sentences
in this paragraph: long, short, simple, or complex? Give
examples to support your response.
4. How does the sentence structure help to communicate this
tone?
5. Explain the effect of having round, triangular, and lozengeshaped openings in the lanterns.
6. What specific details is the author able to observe as he loiters
near the lanterns?
7. What feelings might emanate from the narrator when he
notices the light from the children’s lanterns?
Share your answer with your shoulder partner. (2 min.)
Read page 135
The behavior of characters in a short story can reveal the author’s
values. These values are shaped by his or her culture.
8. What can you glean about the narrator’s feelings toward nature
from the description of the children’s behavior in lines 73-84?
Cite specific examples.
To make inferences, you should combine details in the text with
your own knowledge to make assumptions about what is not
stated.
9. Reread lines 85-94. What does the narrator’s reaction to the
boy’s actions allow readers to infer?
10. How might someone who feels sheepish look?
11. Why might the name on the girl’s kimono not be discernible to
the children?
Share your answer with your shoulder partner. (2 min.)
Read page 136
The sentences and words an author uses can help convey specific
feelings about particular characters or events.
12. Identify the sentences, phrases, and specific words that convey
the narrator’s amazement and joy from seeing the children’s
names projected onto one another.
A symbol is anything that stands for something more than itself.
Authors use symbols to help convey their message. To understand
a symbol, students should look at how the object is presented
throughout the story and what feelings are associated with it.
13. Reread the passage and explain what each insect represents in
the story.
14. How does the narrator react to the scene on the hill? What
does he feel as he watches?
Share your answer with your shoulder partner. (2 min.)