Grandfather’s Journey
BUILD BACKGROUND
Theme 1, Grade 4
Copyright © 2009 Sacramento County Office of Education
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California State Standards
Reading
•  Comprehension and Analysis of Grade-Level-Appropriate
Text 2.2
–  Use appropriate strategies when reading for different
purposes (e.g., full comprehension, location of information, personal
enjoyment).
•  Comprehension and Analysis of Grade-Level-Appropriate
Text 2.3
–  Make and confirm predictions about text by using prior knowledge and
ideas presented in the text itself, including illustrations, titles, topic
sentences, important words, and foreshadowing clues.
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California State Standards
Reading
•  Comprehension and Analysis of Grade-Level-Appropriate
Text 2.4
–  Evaluate new information and hypotheses by testing them against
known information and ideas.
•  Narrative Analysis of Grade-Level-Appropriate Text 3.3
–  Use knowledge of the situation and setting and of a
character’s traits and motivations to determine the causes
for that character’s actions.
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California State Standards
Reading
•  Narrative Analysis of Grade-Level-Appropriate Text 3.5
–  Define figurative language (e.g., simile, metaphor, hyperbole,
personification) and identify its use in literary works.
Listening and Speaking
•  Using the speaking strategies of grade four 2.3
–  Deliver oral summaries of articles and books that contain the main
ideas of the event or article and the most significant details.
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California State Standards
Listening and Speaking
•  Comprehension 1.1
–  Ask thoughtful questions and respond to relevant questions with
appropriate elaboration in oral settings.
•  Comprehension 1.3
–  Identify how language usages (e.g., sayings, expressions) reflect
regions and cultures.
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Connecting to the Theme
“Grandfather’s Journey”
•  The stories in this theme
deal with different
personal journeys.
•  You will now read about
an immigrant’s travels
in the early part of the
twentieth century in
“Grandfather’s Journey.”
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Connecting to the Theme
“Grandfather’s Journey”
•  Volunteer to read “Far Away from Home.”
•  Discuss what the pictures and captions tell about
the differences between Japan and California in
the late 1800s and 1900s.
•  Define the boldfaced Vocabulary words and
use them to discuss trips you have made to
faraway places.
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Key Vocabulary
•  bewildered
•  homeland
•  longed
•  marveled
•  reminded
•  surrounded
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bewildered
•  John was very bewildered
about how to fix the broken
pipe in his kitchen.
•  To be bewildered is to be
really puzzled, or confused.
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homeland
•  Mr. O’Hara went to visit
his homeland of Ireland
for a family reunion.
•  One’s homeland is
the country where one
was born.
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longed
•  Mary has longed for a
beautiful diamond ring since
her childhood.
•  To have longed for, is to
have wished for, or wanted
very much.
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marveled
•  The tour group marveled
at the giant sequoia trees.
•  To have marveled is
to have been filled with
surprise or wonder.
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reminded
•  The flowers reminded
Sally of a beautiful
spring day.
•  Reminded is made
someone remember.
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surrounded
•  The waterfall was
surrounded by beautiful
trees and flowers.
•  Surrounded is put all
around.
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Strategy Focus: Predict/Infer
“Grandfather’s Journey”
•  Turn to page 62 and read
the selection’s title and author.
•  Skim the selection and look
at the illustrations.
•  What are your initial
predictions about what the
story will be about?
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Author’s Viewpoint
“Grandfather’s Journey”
•  You will focus on the author’s
viewpoint as you read
“Grandfather’s Journey.”
•  To develop and practice this
skill, you will complete word
web on the next slide to
determine the author’s attitude
toward his subject.
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Author’s Viewpoint
“Grandfather’s Journey”
Download this graphic organizer at www.curriculumcompanion.org
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Focus Questions
“Grandfather’s Journey”
•  Turn to Responding on
page 76.
•  Read the questions.
•  Keep these questions
in mind as you read
“Grandfather’s Journey.”
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Purpose Setting
“Grandfather’s Journey”
•  Recall the predictions you
made for the Strategy
Focus on Anthology page 62.
•  Read to confirm or change
your predictions as the
story unfolds.
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Supporting Comprehension
“Grandfather’s Journey”
•  How could farm fields remind
someone of the ocean?
What does the author mean?
•  How does the author contrast
Grandfather’s feelings in the
last sentence on page 64?
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Supporting Comprehension
“Grandfather’s Journey”
What is the author
saying about the
power of travel?
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Cross-Curricular Connection
“Grandfather’s Journey”
•  It was in his “Letters from an American Farmer”,
written in 1782, that Michel Guillaume Jean de
Crevecoeur first referred to an America in which
“individuals of all nations are melted into a new
race of men.”
•  By the time Allen Say’s grandfather visited this
country, the notion of America as a “melting pot”
of races and cultures was well-established.
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Cross-Curricular Connection
“Grandfather’s Journey”
•  English writer Israel Zangwill
may have coined the phrase
with his 1908 play, called
“The Melting Pot.”
•  This idea that people from
many cultures could melt into
one culture called “America”
was popular for years.
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Author’s Viewpoint
“Grandfather’s Journey”
•  An author’s viewpoint
reflects the author’s ideas
about what is important.
•  It is up to the reader to
infer the viewpoint from
the selection.
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Author’s Viewpoint
“Grandfather’s Journey”
•  Reread the second
paragraph on page 65.
•  The author does not give
an opinion about his
grandfather’s encounters
with many diverse peoples,
but nevertheless, his
viewpoint is clear.
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Author’s Viewpoint
“Grandfather’s Journey”
•  How would the paragraph
change in meaning if the
author had chosen the words
“He stared at” instead of
“He shook hands with?”
•  How would it change if he
had used the words “African
Americans, European
Americans, Asian Americans,
and Native Americans?”
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Strategy Focus: Predict/Infer
“Grandfather’s Journey”
Readers who are actively
involved in a story constantly
make predictions about what
might happen next.
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Strategy Focus: Predict/Infer
“Grandfather’s Journey”
•  To make logical or accurate
predictions, you need to pay
close attention to the clues
the author gives.
•  You can then infer certain
things about the story.
•  For example, from the last line
on page 65, a reader might
predict that Grandfather will
never return to Japan.
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Strategy Focus: Predict/Infer
“Grandfather’s Journey”
•  Volunteer to read aloud
the paragraph on page 66.
•  Write a prediction in your
journals, based on the
clues given on that page.
•  Check your prediction
against the story as you
continue reading.
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Supporting Comprehension
“Grandfather’s Journey”
•  How do you think the
author himself feels about
California? What makes
you think so?
•  Are you surprised that
Grandfather brought his
wife to California? How did
the author let you know
that this might happen?
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Supporting Comprehension
“Grandfather’s Journey”
Why might his daughter’s
existence have caused
Grandfather to think
of Japan?
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Sequence of Events
“Grandfather’s Journey”
The sequence of events
so far are:
–  First Grandfather came
to America.
–  Then he returned
to Japan.
–  Finally, he returned to
San Francisco.
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Sequence of Events
“Grandfather’s Journey”
•  Notice the words first,
then, and finally.
•  They signal the sequence,
or order of events.
•  Find phrases on page
67 that indicate order
of events.
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Sequence of Events
“Grandfather’s Journey”
•  Imagine three events that
might have happened to
Grandfather during his
first trip to America.
•  Write the events in
sequence, using words
or phrases to signal the
order of events.
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Supporting Comprehension
“Grandfather’s Journey”
•  What do you think
surrounding himself
with songbirds does
for Grandfather?
•  Are you surprised that
Grandfather is now
moving back to Japan?
–  How did the author let
you know that this
might happen?
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Supporting Comprehension
“Grandfather’s Journey”
Why does the author
repeat the words
“Once again” on
page 69?
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Comprehension/Critical Thinking
“Grandfather’s Journey”
•  How does the author
himself feel about America?
•  What do you think of
Grandfather’s decision
to move his family back
to Japan?
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Grandfather’s Journey
SEGMENT 2
Copyright © 2009 Sacramento County Office of Education
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Purpose Setting
“Grandfather’s Journey”
•  Summarize the story so far
and use the clues given to
predict whether
Grandfather will stay in
Japan or return to America.
•  Read pages 70-75 to check
your predictions.
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Making Inferences
“Grandfather’s Journey”
•  Authors do not always tell everything they want
their readers to know.
•  By leaving some information out, they allow
readers to become active participants in the
reading process.
•  As you read, you need to “read between the lines”
– to apply what you know about the world to clues
in the story you are reading.
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Making Inferences
“Grandfather’s Journey”
Skim pages 70 and 71 to
find details that help you
infer the following:
–  How does Grandfather
feel about his daughter?
How do you know?
–  How does his grandson
feel about Grandfather?
How do you know?
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Making Inferences
“Grandfather’s Journey”
•  Use the graphic organizer
on the next slide to answer
the question:
–  How does the author feel
about America?
•  Add more clues as you
continue to read.
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Making Inferences
“Grandfather’s Journey”
Download this graphic organizer at www.curriculumcompanion.org
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Supporting Comprehension
“Grandfather’s Journey”
•  How has Grandfather’s
life come full circle, or
back to where it began?
•  How does the author
tell the reader how upset
Grandfather was about
the war?
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Supporting Comprehension
“Grandfather’s Journey”
•  Why did Grandfather
never see California again?
•  Why doesn’t the author
say this directly?
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Cross-Curricular Connection
“Grandfather’s Journey”
•  The Pacific arena of World
War II saw many cities in
Japan bombed from the air
by the Allies.
•  The most famous bombing
was the dropping of atomic
bombs on Hiroshima and
Nagasaki, which obliterated
those cities and effectively
ended the war.
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Similes
“Grandfather’s Journey”
•  A simile is a figure of
speech in which one thing
is compared to another,
unlike thing.
•  Writers use similes to
add color and interest to
their work.
•  Many similes include
the words like or as to form
comparisons.
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Similes
“Grandfather’s Journey”
•  Read the following sentence
from page 72: “Bombs fell
from the sky and scattered our
lives like leaves in a storm.”
•  The author is comparing lives
to leaves.
•  What is the image that this
sentence projects?
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Similes
“Grandfather’s Journey”
•  Return to page 64 to find
two more similes.
•  What is being compared
in each one?
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Similes
“Grandfather’s Journey”
Complete your own similes
about Grandfather’s journey:
–  The cliffs of California rose
like _____________.
–  His garden in Japan was as
quiet as ____________.
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Strategy Focus: Predict/Infer
“Grandfather’s Journey”
Model the strategy by working
backward and naming the
clues that led you to predict
the author’s feelings and
actions as detailed on
page 74.
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images
used
used
under
under
license
license
from
from
Shutterstock,
Shutterstock,
Inc.Inc.
Supporting Comprehension
“Grandfather’s Journey”
•  Where are “the mountains
and rivers of my childhood?”
•  How is the author’s
homesickness like that
of his grandfather’s?
•  Why does the author
believe that he knows
his grandfather now?
Copyright
Copyright
© 2007
© 2009
Sacramento
Sacramento
County
County
Office
Office
of Education
of Education
Some
Some
images
images
used
used
under
under
license
license
from
from
Shutterstock,
Shutterstock,
Inc.Inc.
Comprehension/Critical Thinking
“Grandfather’s Journey”
•  Would you say that the
author is at home in two
worlds or at home in neither?
Explain your answer.
•  Where would you expect
the author to spend his old
age? Why do you think so?
Copyright
Copyright
© 2007
© 2009
Sacramento
Sacramento
County
County
Office
Office
of Education
of Education
Some
Some
images
images
used
used
under
under
license
license
from
from
Shutterstock,
Shutterstock,
Inc.Inc.