C&I Lesson Plan Template
Unit 1/Week 3
Grade 4
LESSON Grandfather’s Journey
SUBJECT:  ELA  SS  SCI  Math
PREPARATION
CONTENT OBJECTIVES:
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LANGUAGE OBJECTIVES:
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Students will be able to read closely to determine what the text
says explicitly and to make logical inferences from it, using
specific evidence when writing and speaking to support
conclusions drawn from the text.
Through discussion and writing students will demonstrate an
understanding of word relationships and nuances in word
meaning.
*Teachers should review the text dependent questions in order to specifically identify
which language features being addressed. Those language features should be inserted
into the objective.
*Teachers can write or adjust content objectives to meet the needs of their students.
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Students will engage in a range of collaborative discussions and
build on others’ talk in conversation by responding to the
comments of others through multiple exchanges.
*Collaborative discussion includes one-on-one partnerships with students and/or
adults, small groups, and the whole class.
*Teachers should identify and incorporate those language features necessary for
students to effectively communicate their ideas to one another.
ACCOMMODATIONS (IEP/504): Use appropriate accommodations as
MATERIALS
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designated by students’ IEPs and in response to students’ needs.
ELA/LITERACY STANDARDS: RL.4.1, RL.4.2, RL.4.3, RL.4.4; RF.4.4; W.4.2,
Teacher’s Edition
Student Anthology
CONTENT AREA STANDARDS: N/A
W.4.4; SL.4.1, SL.4.2, SL.4.6; L.4.1, L.4.2, L.4.3, L.4.4, L.4.5, L.4.6
INSTRUCTIONS: First Reading: During the first reading students will read to understand the purpose of the text. On level students will read the text
independently. Below level readers will read the text with the teacher, a partner or using the listening center. Rereading (2 lessons): During the
next readings, done over two days, students will carefully examine the author’s choice of vocabulary, syntax, and literary elements. Students will
cite evidence from the text to gain deeper meaning. During these lessons students may be asked to record their ideas in writing. Culminating
Writing Task: Students are challenged to organize their thinking and cite evidence to explain the big ideas of the text.
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C&I Lesson Plan Template
BUILDING ACADEMIC VOCABULARY
EMBEDDED INSTRUCTION (Tier 3 & Tier 2)
Identify vocabulary words that require some attention in order for
students to comprehend the text. Define these words quickly in
context, using a student friendly definition.
EXTENDED INSTRUCTION (Tier 2)
Identify vocabulary words that build academic language and are
essential to comprehending the text. These words may be defined
quickly in context, but will be revisited for students to integrate
into their vocabulary.
journey (pg 72) – a trip from one place to another
astonished (pg 72) – to be amazed or surprised
New World (pg 72) – another name for America
bewildered (pg 73) – amazed and surprised
appeared (pg 72) – to come into sight and be seen
marvel (pg 74) – to be filled with wonder or surprise
sculptures (pg 73) – art made from stone
towering (pg 74) – very tall and large
longed (pg 74) – wished
surround (pg 76) – to be all around (someone or something)
homeland (pg 76) – the place where you grow up
exchanged (pg 77) – shared
still (pg 80) – to calm
homesick (pg 80) – to miss your home very much
TEACHER OVERVIEW
BIG IDEAS AND KEY UNDERSTANDINGS: When you have something in
SYNOPSIS: As a young man tells the story of his grandfather’s journey
common with someone, it helps you to understand and know him or her
better.
from Japan to the United States he reveals that the two actually have a
lot in common with each other. After visiting North America, his
Grandfather ends up settling there in San Francisco, California and
raising a family. After some time in California he longs to return to Japan
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C&I Lesson Plan Template
and does so once his daughter is nearly grown. When he returns to
Japan it is as he remembers and he is happy to be back with childhood
friends. While in Japan, he still thinks of California and longs to return
one last time to see the mountains and the ocean. Although
Grandfather is not able to visit one last time, his grandson who is telling
the story is able to travel to California and he too comes to love the
land. Like his grandfather the narrator travels back and forth between
California and his homeland always missing one while in the other.
LESSON
INTRODUCTION/OPENING: “Today we will read Grandfather’s Journey. All good readers pay close attention to the
text. As we read today I want you to be thinking about the text and its meaning.”
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TEXT DEPENDENT QUESTIONS
Begin with a “winnable” question that will help orient
students to the text.
The sequence of questions should build a gradual
understanding of the key meanings.
Questions should focus on a word/phrase, sentence or
paragraph.
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RESPONSES
Answers that reference the text.
Multiple responses may be provided using different
pieces of evidence
Inferences must be grounded logically in the text
Pages 72-73
What does the author tell us about what the
Grandfather did when he was a young man?
He left his homeland of Japan to see the world. He went on
a journey on a steamship. He traveled by boat, train and
foot. He explored new places in North America and saw
new things that amazed and excited him. He saw things
that reminded him of home.
Page 74
He marveled at the mountains because of their size and the
Marvel means to feel wonder about or be astonished rivers because they were so clear. Students may infer that
by something. For example, the little boy marveled at he marveled at the mountains and the sky because they
the magician in the park who turned a feather into a
were new and different from things Grandfather had seen in
bird. What did Grandfather marvel at and why?
his country of Japan.
Pages 74-75
The more Grandfather traveled, the more he wanted to
What does the author tell us on pages 74 and 75
travel. He wanted to see more new places and didn’t think
about how Grandfather feels in regards to his travels
of going back home. He liked California best because of the
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Teacher Notes:
C&I Lesson Plan Template
in North America?
Page 76
How does the illustration on page 76 help you to
understand the meaning of the word “surround”?
Page 76
Why did Grandfather “wait no more” and take his
family back to his homeland?
Page 77-78
What was life like when Grandfather returned to
Japan?
Page 79
Scattered means to separate, to go in different
directions. For instance, the ants scattered in
different directions when they were splashed with
water. How had the war “scattered lives like leaves in
a storm”?
Page 79
What evidence does the author provide on page 79 to
show that Grandfather was upset by the war?
What do the narrator and his grandfather have in
common?
On the last page of the story, the narrator says, “I
sunlight, the mountains and the seacoast. He enjoyed his
travels so much that he returned home only to marry his
childhood sweetheart and then settled in San Francisco
making it his home.
The picture shows birdcages all around Grandfather, so I can
infer that to surround means to have all around you.
Watching his daughter grow reminded Grandfather of his
own childhood back in Japan. He remembered his old
friends and other things like the mountains and rivers of his
homeland. He was homesick and missed Japan the place
where he grew up.
Things were as he remembered. He was happy with his old
friends again. After raising his daughter in the city of San
Francisco he moved to a large city in Japan and bought a
house. His daughter fell in love, got married and had a son.
He missed the mountains and rivers of California. He was
homesick for California.
After the war, the city had been destroyed by bombs and
grandfather had to move back to his childhood village. Just
like leaves being scattered, people were scattered. People
had to move to different places.
He never kept another songbird.
They both go on a journey as young men. They both love
California. They both have a daughter. They both miss the
place of their childhood. They both miss one place when
they are in another.
Not only do they have things in common, but the narrator
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C&I Lesson Plan Template
think I know my grandfather now.” What does he
mean by this?
understands how his grandfather felt when he was
homesick. These feelings make him feel more connected to
his grandfather and help him [the narrator] to understand
him [his grandfather] better.
GUIDED PRACTICE (Gradual release leading to students independently completing task): Text dependent task includes text
dependent questions leading to a culminating question that allows students to demonstrate understanding of the big ideas and
key understanding by citing evidence from multiple places in the text.
TEXT BASED QUESTIONS (Taken from close reading):
1. What does the author tell us about what the Grandfather did when he was a young man?
2. What do the narrator and his grandfather have in common?
3. On the last page of the story, the narrator says, “I think I know my grandfather now.” What does he mean by this?
CULMINATING QUESTION:
Compare the narrator to his grandfather. Describe their similarities, using evidence from the text, and explain how
these similarities lead the narrator to feel as though he truly “knows” his grandfather now. Be sure to use specific
details from the text in your answer.
Sample responses: They both go on a journey as young men. They both love California. They both have a daughter.
They both miss the place of their childhood. They both miss one place when they are in another. Not only do they
have things in common, but the narrator understands how his grandfather felt when he was homesick. These
feelings make him feel more connected to his grandfather and help him [the narrator] to understand him [his
grandfather] better.
CLOSING: Highlight key skills and strategies students used while making meaning of the text. For example: I like the
way Bryce cited evidence from the text. I noticed Joe was inferring meaning when he recognized that Jessie was
feeling guilty.
ASSESSMENT: observation checklist, written response
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