grandfather's journey questions

"Grandfather's Journey": Test Questions & Materials for 4th Grade

• Patricia Gable
• Categories : Lesson plans & worksheets for grades 3 to 5
• Tags : Teaching grades pre k to 5

Enrich the Lesson

Use the Grandfather’s Journey to provide background information about Japan, stories from culturally diverse families and for

additional crafts and projects. This beautifully illustrated Caldecott Medal winner recounts the story of a young Japanese man who is torn between his love for the land of his birth and his home in California. Provided here are some test questions and suggested materials to complement the book.

Short Answer Questions

Describe the difference between the young man’s clothes in Japan with the European clothes he wore.

• What happened to each man as he moved from California to Japan or from Japan to California?
• List the ways Japan and America are alike and different.
• Draw a family tree with the three generations of Grandfather’s family.
• Why do you think the book was chosen to be a Caldecott Medal winner?
• Which page of the book illustrates how America was a “melting pot” and why?
• Describe a time when you have been homesick. What things did you miss?

Fill In the Correct Word

1. The young man crossed the __________Ocean to travel from Japan to America. (Pacific)

2.The young man traveled on a _________________ to get to America. (Steamship)

3. It was ________________weeks before the young man saw land when traveling across the ocean to America. (three)

4. The young man used these three ways to travel around North America.

___________________________,________________________.__________________

(train, riverboat and walking)

5. Farm fields reminded the young man of _________________. (the ocean)

6. The young man thought the rivers were as clear as ______________________. (the sky)

7. He shook hands with _________men, ____________men,_____________men and _____________men (What colors?) (red, white, yellow, black)

8. The young man liked ______________________the best. (California)

9. He went back to ______________________to marry his sweetheart. (Japan).

10. The young man and his bride lived by this bay city_____________________. (San Francisco)

11. When the man started to think of his homeland he surrounded himself with __________________. (Songbirds)

12. A _____________ destroyed the man’s house in the city. (war or bomb)

True or False

1. After he married his sweetheart they stayed in Japan. (False)

2. The more the young man traveled the more he missed his home. (False)

3. The young man was bewildered and excited by the huge cities and factories. (True)

4. The young couple first had a baby boy. (False)

5. He took his daughter to see his homeland when she was young. (False)

6. When the man returned to his homeland he bought a house in the village because his daughter liked it there. (False)

7. The man raised birds in his home in Japan. (True)

8. When his home was destroyed, the man returned to California. (False)

9. The man’s daughter met her husband in California. (False)

10. The man missed the mountains, rivers and old friends in his homeland. (True)

Read More About It

Other useful resources you might consider are:

All About Japan: Stories, Songs, Crafts and More by Willamarie Moore has instructions for doing origami, dances, songs and haiku. Included also are Japanese stories and recipes.

Japanese Immigrants, 1850-1950 by Rosemary Wallner is a book, which is part of the Coming to America series.

The East-West House: Noguchi’s Childhood in Japan by Christy Hale provides a picture-book biography of the early life in Japan of a famous artist whose heritage is Japanese and American.

Japanese Traditions: Rice Cakes, Cherry Blossoms and Matsuri: A Year of Seasonal Japanese Festivities by Setsu Broderick shares memories of childhood in Japan. The book includes games, food, toys and festivities.

The Way We Do It in Japan by Geneva Cobb Iijima is the story of a young boy who suddenly has to move from California to Japan when His father gets a job transfer. Learn how the cultures are alike and different.

Japan: Over 40 Activities to Experience Japan - Past and Present by Debbie Michiko Florence provides activities to learn to speak and write Japanese words, practice origami and more.

Time for Assessment

If you have included some of the above supplemental materials, you may want to add an individual or group project in your assessment along with the Grandfather’s Journey test questions. Consider some of the following ideas:

• Cook a Japanese recipe
• Write a haiku
• Draw a map of Japan
• Research what happened to Japan in World War II, or
• Teach the class how to do an origami figure.

This book can be used as a springboard for many different lessons: Learning about Japan, cultural differences, Caldecott winners, World War II or even feelings such as home sickness. The <em>Grandfather’s Journey</em> materials will help you expand your lesson and the test questions and projects will simplify your assessment of what students have learned.

Zurlo, Tony. _The Japanese Americans._Lucent, 2001.

Wallner, Rosemary. Japanese Immigrants, 1850-1950. Blue Earth Books,2002.

Hale, Christy. The East-West House: Noguchi’s Childhood in Japan. Lee and Low Books, 2009.

Broderick, Setsu. Japanese Traditions: Rice Cakes, Cherry Blossoms and Matsuri: A Year of Seasonal Japanese Festivities . Tuttle Publishing, 2010.

Iijima, Geneva Cobb. The Way We Do It in Japan Albert Whitman and Company, 2002.

Florence, Debbie Iijima. Japan: Over 40 Activities to Experience Japan - Past and Present. Williamson Books, 2009.

Moore, Willamarie. All About Japan: Stories, Songs, Crafts and More. Tuttle Publishing, 2011.

Image Source: http://commons.wikimedia.org/wiki/File:Origami-crane.jpg

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Further Expanding Questioning, Grandfather's Journey

This lesson is designed to help primary students continue to learn about the importance of asking questions before, during, and after reading by having the students generate all of the during-reading questions and some of the after-reading questions. Students should progress to this lesson once they have completed The Mitten lesson plan , Koko's Kitten lesson plan , and Frog and Toad Together lesson plan .

In this lesson, students will generate their own questions about the Caldecott Medal winner- Grandfather's Journey , by Allen Say. This is the fourth lesson of a set of questioning lessons designed for primary grades.

Grandfather's Journey by Allen Say

Double-entry journal template

Writing or drawing paper

Planning and Diangositics

Students will need some writing skills to complete this lesson, as they will be writing in a double-entry journal . You may want to pair struggling writers with a partner who can write. Students should have a good understanding of how to ask and answer questions before, during, and after reading.

Hook/Engagement

Explain to students you want them to come up with "during-reading" questions as you read aloud to them, but you are going to ask them several before-reading questions to get them thinking about Grandfather's Journey . Show students the cover of the book and read the title aloud to them. Then, ask students the following questions:

What do you know about any of your grandparents' lives? Do you know where they grew up? Have you visited there?

Have you ever been on a boat on the ocean or taken a long journey?

How do you think that you would feel if you left America and moved to another country? Would you be afraid, excited, and so forth.

After hearing the title of this story, what would you predict this story to be about?

Give students time to answer your questions; their answers will engage one another and get them ready to read the story. These questions will help them focus their "during-reading" questions more sharply by encouraging them to put themselves in the author's shoes and think about the idea of this story. Tell students that it is a true story; they are going to learn about the author's grandfather's journey to America, and how the author eventually had the same feelings about his "home" as his grandfather and therefore felt he really understood his grandfather.

• Riverboat : a boat that is used on a river
• Sculptures : three three-dimensional works of art such as a statue
• Bewildered : to be confused
• Warbler : a small singing bird
• Silvereye : a very small bird

Measurable Objectives

Explain to students that you are going to read Grandfather's Journey aloud to them. Then you will ask them to think of some questions that they have about the story as you are reading to them. You will record their questions in a double-entry journal .

At designated stopping points, they can tell you the answers they found, and you will record their answers. Then, after you've finished reading aloud to them, you'll ask them to write or draw an answer to a question they had about the book.

Focused Instruction

Draw a double-entry journal on the blackboard, a piece of chart paper, or use an overhead projector. Read pages 4-13 aloud to students and then stop. Ask students to tell you some questions that they thought about as you read to them. Have them show you the page of text or picture that made them think about the question they asked. Record their questions in the left-hand column of the double entry journal. (Some sample questions include: When did the author's grandfather leave for North America? What do I already know about the author's grandfather? What new places will he go to next in America? Will he get homesick and want to go back to Japan?)

Explain to students that there are no right or wrong questions to ask during reading. The important detail is that they are asking themselves questions as you read to them to help them think about the story and the main character (the grandfather) and to help them predict what might happen next in the story. Overall, asking questions makes them curious and want to know more about the story, which keeps their interest and helps them understand the story.

Read pages 14-17 aloud to students. Again, stop and review the questions you recorded for them in the first section of your read-aloud. Can they answer any of the questions yet? If they can, then record their answers. Then, ask students to ask any new questions they have about the pages you just read to them. Write their new questions in the double-entry journal. (Sample questions include: What do I know about California? Will the grandfather's wife and daughter like America? Will the grandfather take his family to live in Japan?) You may choose to show students on a map where Japan is in relation to California and show them the Pacific Ocean – the ocean the grandfather sailed on in the steamship.

Read pages 18-23 aloud to students. Review the questions they have asked already to see if the can answer any and then write their new questions in the double-entry journal. (Some sample questions include: How do I think that Japan and America were different at this time? Will the grandfather's daughter stay in Japan with her baby?)

Read pages 24-32 aloud to students and follow the same process of reviewing previous questions and recording students' new ones. Point out that after reading this section you will record the questions they had while you were reading these pages. For example, after you read page 26, they might have wondered what war the author was talking about. (You may choose to give students a very brief explanation of WWII or just talk about the war generally to help them understand the setting of this part of the story.)

Review the process of asking questions during reading. Point to several questions that students asked and answered and show how asking those questions, and finding the answers to them later on in the book, helped students understand the book and the characters even more.

Guided practice

Review the idea of asking questions after reading. Explain that many of the questions that readers ask themselves after they have read a book are not questions that can be answered from the book. The stories or facts in books can make readers wonder about topics beyond what they just read. Model several questions that you had after reading Grandfather's Journey :

Why does the author end the story by saying that he thinks he knows his grandfather now?

Have I ever really felt homesick before?

Pair students and have them think about a question that they had after you finished reading Grandfather's Journey to them. Give students some time to formulate a question and accept any reflective question that can somehow be connected to the story. Ask pairs to relate their question and explain why they had that question.

Independent Practice

Explain to students that you want them to think more about Grandfather's Journey now that you have finished reading the story to them. Ask each student to write or draw an answer to the "after-reading" question they asked with their partner in the Guided Practice activity. Once students are finished, ask them to share their writing or drawing and explain to the class why they came up with the answer they did.

To assess whether students have learned the types of questions that you ask before, during, and after reading, write several questions about Grandfather's Journey on the blackboard or on a piece of chart paper. Ask them to explain whether each question is a before-, a during-, or an after-reading question. Then, assess whether the questions have aided their reading comprehension level by having students answer the questions. To further assess students' understanding of asking questions before, during, and after reading, select a new book that you have not read aloud to them and have them model the types of questions they should ask before you read, while you are reading to them, and after you have finished reading to them.

Reflection and Planning

Determine which students understand how and when to ask good questions before, during, and after reading by seeing if they correctly label the questions you gave them about Grandfather's Journey in the Assessment activity. Encourage students to use this questioning process with any new book that you read with them in class or those they read at home. If students are struggling with this strategy, review previous lesson plans that use different books and review the strategy of asking and answering questions.

Present this lesson plan for the strategy of asking questions before, during, and after reading using the book <em>Grandfather's Journey</em> by Alan Say.

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Lesson Plans and Teaching Resources for Grandfather’s Journey

Use Grandfather’s Journey by Allen Say to strengthen your students' comprehension skills, build their vocabulary, and help them understand how words work.

Explore lesson plans and activities to help you teach with Grandfather’s Journey in the drop down below.

Asking questions with grandfather’s journey.

• L.3.6 RI.3.1 RI.3.4 RI.3.10 RF.3.3 RF.3.4 SL.3.1c SL.3.1d SL.3.2 SL.3.3 W.3.8
• 3.7E 3.1A 3.7F 3.1C 3.7G 3.1D 3.9D(i) 3.1E 3.9D(ii) 3.6A 3.9D(iii) 3.6B 3.13A 3.6I 3.13C 3.7B 3.13E 3.7C 3.13H 3.7D

Making Inferences with Grandfather’s Journey

• SL.3.3 W.3.8 L.3.6 RI.3.1 RI.3.4 RI.3.7 RI.3.10 RF.3.3 RF.3.4 SL.3.1d SL.3.2
• 3.7A 3.13E 3.7B 3.13H 3.7C 3.1A 3.7D 3.1C 3.7E 3.1D 3.7F 3.1E 3.7G 3.6A 3.9D(i) 3.6B 3.9D(ii) 3.6F 3.9D(iii) 3.6I 3.13C

Retelling & Summarizing with Grandfather’s Journey

• RF.3.4 SL.3.1d SL.3.2 SL.3.3 W.3.8 L.3.6 RI.3.2 RL.3.4 RI.3.7 RI.3.10 RF.3.3
• 3.6G 3.9D(iii) 3.6I 3.13C 3.7B 3.13E 3.7C 3.13H 3.7D 3.7E 3.1A 3.7F 3.1C 3.7G 3.1D 3.8D 3.1E 3.9D(i) 3.6A 3.9D(ii)

Understanding Text Structure with Grandfather’s Journey

• RI.3.10 RF.3.3 RF.3.4 SL.3.1d SL.3.2 SL.3.3 W.3.8 L.3.6 RI.3.5 RI.3.7 RI.3.8
• 3.1E 3.9E(iii) 3.6A 3.10B 3.6H 3.10C 3.6I 3.13C 3.7B 3.13E 3.7C 3.13H 3.7E 3.7F 3.1A 3.9D(i) 3.1C 3.9D(ii) 3.1D 3.9D(iii)

Visualizing with Grandfather’s Journey

• RI.3.5 RI.3.7 RI.3.10 RF.3.3 RF.3.4 SL.3.1d SL.3.2 SL.3.3 W.3.8 L.3.6 RI.3.1
• 3.1C 3.7F 3.1D 3.9D(i) 3.1E 3.9D(ii) 3.6A 3.9D(iii) 3.6D 3.10C 3.6E 3.13C 3.6I 3.13E 3.7A 3.13H 3.7B 3.7C 3.1A 3.7E

Compound Words with Grandfather’s Journey

This word work lesson plan and set of teaching resources use  Grandfather's Journey  by Allen Say as a springboard for instruction focused on compound words.

By anchoring word study to the text, students will benefit from seeing how compound words are used inside of the text before engaging in both guided and independent practice with words.

Vocabulary Connections with Grandfather’s Journey

This set of vocabulary development resources for  Grandfather's Journey  highlights the words that are most important for students to know and understand while reading the book. Through engaging in fun word games, matching words to definitions and pictures, and practicing how to categorize words, students will develop the vocabulary necessary to comprehend this story and many others.

Comprehension Assessment with Grandfather’s Journey

Running Record with Grandfather’s Journey

Use this Running Record to assess oral reading fluency with  Grandfather's Journey . Track meaning, structure, and visual accuracy using the first 100 words of the text to determine whether or not this book is a good fit for the readers in your classroom.

Cause and Effect Matching with Grandfather’s Journey

Cause and Effect Sentence Stems with Grandfather’s Journey

Writing with Grandfather’s Journey

Asking Questions with Grandfather’s Journey (Spanish)

• Student Practice Page and Answer Key
• Reader's Notebook Prompt
• Graphic Organizer

Making Inferences with Grandfather’s Journey (Spanish)

Retelling & summarizing with grandfather’s journey (spanish), understanding text structure with grandfather’s journey (spanish), visualizing with grandfather’s journey (spanish), get full access to the entire library of resources when you join today.

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Grandfather's Journey

16 questions

Introducing new   Paper mode

No student devices needed.   Know more

• 1. Multiple Choice Edit 1 minute 1 pt When did the author write this story? before his grandfather returned to Japan while his grandfather lived in California during the war that changed their lives after his grandfather passed away
• 2. Multiple Choice Edit 1 minute 1 pt Which of the following happened last? The author's grandfather lived in California The author missed his old friends  The author's grandfather traveled to North America The author had a child of his own 
• 3. Multiple Choice Edit 1 minute 1 pt Of all the places he visited, why do you think California was the grandfather's favorite? Its mountains and rivers reminded him of Japan He earned a good living by selling fish he caught in the ocean it was the only place he met people from different cultures it had the same kind of songbirds as his childhood home
• 4. Multiple Choice Edit 1 minute 1 pt When did the author's grandfather return to live in his childhood village for the last time? before he lived in San Francisco after the war had destroyed the city he lived in before he left Japan after the author was born
• 5. Multiple Choice Edit 1 minute 1 pt Why did the author's grandfather raise songbirds? to sell to world travelers to give to his granchildre to make him feel less homesick to keep him company
• 6. Multiple Choice Edit 1 minute 1 pt Why was a village not a good place for the grandfather to raise a daughter who had grown up in San Francisco? The village was too small and quiet The village was not as safe as a city His daughter did not have any friends in the village His daughter missed the mountains and rivers
• 7. Multiple Choice Edit 1 minute 1 pt Which detail suggests that the author's grandfather like his journey through North America? He never thought of going home He walked for days on end He wore a new kind of clothes He did not see land for three weeks
• 8. Multiple Choice Edit 1 minute 1 pt Why was the author's grandfather amazed and bewildered by the sights in North America? He had never seen mountains before It was very different from his home The war had destroyed many cities
• 9. Multiple Choice Edit 1 minute 1 pt Which of the following events happened first in the story? The author's grandfather married his childhood sweetheart the author's grandmother had a baby girl The author's grandfather traveled in America The author's mother moved to Japan with her family
• 10. Multiple Choice Edit 1 minute 1 pt What does the word still mean? collect calm help direct
• 11. Multiple Choice Edit 1 minute 1 pt What does the word sculptures mean? boulders bicycles chairs statues
• 12. Multiple Choice Edit 1 minute 1 pt What does the word towering mean? decorated grand high or tall modern
• 13. Multiple Choice Edit 1 minute 1 pt What does the word longed mean? expected wanted badly strained paused
• 14. Multiple Choice Edit 1 minute 1 pt What does the word homeland mean? clubhouse schoolyard science class native country
• 15. Multiple Choice Edit 1 minute 1 pt What does the word bewildered mean? pleased confused convinced aided
• 16. Multiple Choice Edit 1 minute 1 pt What does the word amazed mean? surprised disturbed saddened fooled

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Grandfather's Journey Book By Allen Say

This is for my students no one else

What is the setting of the story?

Around the world in differen contries.

At the clube house.

In his room.

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Is he a traviler?

Does he travel in a train, does he like to travel, who is the auther of this story, what did he like to ware the most, did he every ware hats, _____________________ left his home to go see the world., do you like this story, would you recomend this book to a friend.

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Introducing an Immigration-Themed Reading Unit with Grandfather’s Journey

As I’ve mentioned before, using a great picture book is one of my favorite activities for introducing a new reading unit.  Short and sweet, with lots of engaging pictures, it’s a sure way to get kids interested in the theme and a quick way to introduce a reading skill or two that you plan to incorporate into the unit.

For a reading unit with a theme of immigration, I’ve chosen the picture book Grandfather’s Journey  by Allen Say.  It’s the story of a young man who comes to love both his new country and his home country and to appreciate the experiences of his grandfather who made a similar journey years before.

Through a tale about the lifetime journey of his grandfather, the narrator, and the readers, learn an appreciation for many things in each country – Japan and the United States, and we see how the immigrant experience is really a lifetime experience, or even longer as in this four-generation story that begins with the narrator’s grandfather and ends after the narrator has a daughter of his own.

This tale of two cultures focuses on beautiful things and positive ideas about both Japan and the United States that students can expand on with research or more stories as the reading unit progresses.  For example, the grandfather spent a long time exploring parts of North America where he was impressed by the great variety of landscapes that he saw – deserts, fields of wheat, mountains, and industrial cities.  Students could follow-up with a mini-research project to find images, facts, and descriptive language about these different regions of the country.

Later in his life, on a return visit to Japan, grandfather enjoyed visiting the countryside and the small village that he remembered, but his daughter, a modern young woman, felt more at home in a big Japanese city.  American students might have an image of Japan that is mainly one or the other, all simple and rural or all crowded cities.  It might be interesting for them to learn more about the setting that they are less familiar with.

Grandfather’s Journey is also a good book for introducing the story element of setting: it is set in two very different locations, takes place in an interesting period in history that many students will be studying in history class, and has a duration of four generations, long enough for talking about the changes that might have happened over the years but short enough for kids to make sense of.

Interesting discussion questions might include:

• How would you compare the narrator to his grandfather?  What are some similarities?  Differences?
• How would you compare Grandfather’s journey to the journey of immigrants that you know or have heard of recently?
• Why might people from one culture at first mistrust people from another culture that they know very little about?
• How could learning about something as simple as the everyday life of someone in a village or a city in another part of the world contribute to better understanding between cultures?
• What else have you read with a theme of immigration?
• What other country would you most like to visit?  What part of the United States?

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"Grandfather's Journey"

By allen say (author and illustrator).

When he was a young man, Allen Say’s grandfather left his home in Japan to explore the world. He began his journey by crossing the Pacific Ocean on a steamship, then wandered the deserts, farmlands, and cities of North America. Allen Say lovingly tells the story of his own family’s cross-cultural history in elegant watercolor paintings that earned him a Caldecott Medal in 1994.

Read by Kendyl Yokoyama , who is in the Ensemble in the North American Tour of Hamilton

Published by Houghton Mifflin Harcourt

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