Kira-Kira CC2513© 4

Assessment Rubric..................

Kira-Kira

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Kira-Kira CC2513

Before You Teach

Introductionhis study guide is designed to give the teacher a number of helpful ways of making

the study of this novel a more enjoyable and profitable experience for the students. The guide features a number of useful and flexible components, from which the teacher can choose. It is not expected that all of the activities will be completed.

One advantage to this approach to the study of this novel is that the student can work at his/her own speed, and the teacher can assign activities that match the student’s abilities.

The study guide generally divides the novel by chapters and features reading comprehension and vocabulary questions. Themes include coming of age, family/parental relationships, peer pressure, role models, societal prejudice, illness and death, and the acceptance of responsibilities. Kira-Kira provides a wealth of opportunity for classroom discussion because of its vivid portrayal of family life in the Takeshima household.

How Is Our Literature Kit™ Organized?STUDENT HANDOUTSChapter Activities (in the form of reproducible worksheets) make up the majority of our resource. For each chapter or group of chapters there are BEFORE YOU READ activities and AFTER YOU READ activities.

• TheBEFORE YOU READ activities prepare students for readingbysettingapurposeforreading.Theystimulatebackground knowledge and experience, and guide students to make connections between what they know and what they will learn. Important concepts and vocabulary from the chapter(s) are also presented.

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• TheAFTERYOUREAD activities check students’ comprehension and extend their learning. Students are asked to give thoughtful consideration of the text through creative and evaluative short-answer questions and journal prompts.

Six Writing Tasks and three Graphic Organizers are included to further develop students’ critical thinking and writing skills, and analysis of the text. (See page 6 for suggestions on using the Graphic Organizers.) The Assessment Rubric (page 4) is a useful tool for evaluating students’ responses to the Writing Tasks and Graphic Organizers.

PICTURE CUESOur resource contains three main types of pages, each with a different purpose and use. A Picture Cue at the top of each page shows, at a glance, what the page is for.

Teacher Guide •Informationandtoolsfortheteacher

Student Handout •Reproducibleworksheetsandactivities

Easy Marking™ Answer Key •Answersforstudentactivities

EASY MARKING™ ANSWER KEY Marking students’ worksheets is fast and easy with our Answer Key. Answers are listed in columns – just line up the column with its corresponding worksheet, as shown, and see how every question matches up with its answer!

T

Teacher GuideOur resource has been created for ease of use by both TEACHERS and STUDENTS alike.

Kira

-Kira

CC

2513

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23 24 25 26 2827

1.

A4

2.

D4

3.

C4

4.

A4

5.

B4

1. a

2. b

3. c

4. d

5. c

6. b

Answers will vary.

Answers will vary.

1.

2.

Vocabulary

Her mother told her to shut up.

They were probably exhausted and

frustrated with Lynn’s illness and their

finances.

Answers will vary. (i.e. being attacked, being overcome by

heat.)

She thought Katie was joking. Made

Katie feel immature.

Answers will vary.

Answers will vary.

1.

2.

3.

4.

5.

6.

Vocabulary

Answers will vary

Answers will vary

1. obstinate

2. vague

3. mesmerized

4. magnolia

5. radiant

6. furtive

7. gurney

8. disdainful

9. veered

1.

2.

a)

b)

c)

d)

e)

1.

a) 5

b) 3

c) 1

d) 6

e) 2

f) 4

2.

Answers will vary. (i.e. to disguise her hurt).

She has a lot of confidence in herself.

They nodded 7 times and frowned only 3

times.

Katie sacrificed by choosing the poorer

spot.

She was very impressed with him.

1.

2.

3.

4.

5.

NAME:

Kira-Kira CC2513

...................After You Read

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Chapters Eight to NinePart A

Put a check mark (4) next to the answer that is most correct.

1. Katie’s parents didn’t really have time for her anymore because:

ABCD

they spent all their energy thinking about LynnKatie’s mother became very illKatie’s dad was having a lot of problems with his boss at workUncle was causing a lot of trouble for the family

2. What did Katie think she saw near the swamp?

ABCD

a deer and her fawna family of possumstwo little orphan boys a young girl with a dog at her side

3. Katie’s name on her birth certificate was:

ABCD

KatieKatarinaKatherine none of the above

4. Katie met a young girl at her mother’s plant. The girl’s name was:

ABCD

Silly Kilgore Sally KilbrainSylvia KalhounSandy Kaldacott

5. What board game did they play near the end of Chapter 9?

ABCD

MonopolyScrabble Ticket to RideSettlers of Catan

Every question matches up with its answer!

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Kira-Kira CC2513

Before You Teach

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Kira-Kira CC2513©

..................Word Web

55

Choose a topic that is important to this novel (i.e. Japan, poultry industry, lymphoma, Georgia, camping out, 1950’s). Write the name of the topic in the center circle and

then add details about this topic in the smaller circles.

TOPIC

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53

Different Perspectives

Choose an important incident from the novel that involved at least three characters (i.e. Katie’s dad smashing Mr. Lyndon’s car window). Now consider the same incident from

different perspectives and complete the chart below.

Incident: __________________________________________________________

View Points Thoughts/Feelings Impact Reflections

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Graphic OrganizersThe three Graphic Organizers included in our Literature Kit™ are especially suited to a

study of Kira-Kira. Below are suggestions for using each organizer in your classroom, or they may be adapted to suit the individual needs of your students. The organizers can be used on a projection system or

interactive whiteboard in teacher-led activities, and/or photocopied for use as student worksheets. To evaluate students’ responses to any of the organizers, you may wish to use the Assessment Rubric (on page 4).

1,2,3

1DIFFERENTPERSPECTIVESTheDifferentPerspectivesChartisausefultooltohelpopentheminds of students as to how a particular incident in a novel(or in life itself) is viewed differently by those who witness the event.Theassignmentasksthestudentsfirstofalltoidentifyan incident from Kira-Kira which was witnessed by several characters, or in which several characters participated. (An example is given, but it is suggested that teachers ask each studenttochoosetheirownincident.)Thestudentsarethenrequired to identify the participants; describe the thoughts and/or feelings of each participant; discuss the impact that the incident had on each participant. Finally they are required to reflect on the experience of each character from their own unique point of view.Found on Page 53.

2FLOWCHARTKira-Kira is peopled with an array of fascinating charactersand includes many exciting incidents. In this activity the students again are asked to select an incident which appealed to them in the reading.Thiseventisfeaturedinthewordboxatthetopentitled,Topic.Apreliminaryactivitymightentailbrainstormingalistofexciting events from Kira-Kira that the students can choose from. InthefourtextboxesbeneaththeTopicstudentsthenlistthemainevents of the incident in the order they happened, providing enough detail to make each event an interesting read.Found on Page 54.

3WORD WEB Either as a whole group or in small groups, the class beginsby brainstorming topics of interest from the novel (i.e. Japan, Georgia, chickens, camping, President Eisenhower, the 1950’s, etc.).Thechosentopicisthenplacedinthecircleatthecenterof the page. Secondary topics are then placed in the circles connectedtotheTopicCircle.Finallysubtopicsofthesesecondary topics are placed in the circles farthest from the TopicCirclecompletingtheWordWeb.Found on Page 55.

Kira-Kira CC2513© 54

..................Flow Chart

Choose an incident from the novel (i.e. Uncle Katsuhisa almost driving everyone off a cliff). List the events comprising this incident in time order.

TOPIC

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Kira-Kira CC2513

Before You Teach

BLOOM’S TAXONOMY:6 LEVELS OF THINKING

*Bloom’s Taxonomy is a widely used tool by educators for classifying learning objectives, and is based on the work of Benjamin Bloom.

Bloom’s Taxonomy* for Reading ComprehensionThe activities in this resource engage and build the full range of thinking skills that are essential for students’ reading comprehension. Based on the six levels of thinking in Bloom’s Taxonomy, questions are given that challenge students to not only recall what they have read, but move beyond this to understand the text through higher-order thinking. By using higher-order skills of applying, analysing, evaluating and creating, students become active readers, drawing more meaning from the text, and applying and extending their learning in more sophisticated ways.

This Literature Kit™, therefore, is an effective tool for any Language Arts program. Whether it is used in whole or in part, or adapted to meet individual student needs, this resource provides teachers with the important questions to ask, inspiring students’ interest, creativity, and promoting meaningful learning.

LEVEL6Creating

LEVEL5Evaluating

LEVEL4Analysing

LEVEL3Applying

LEVEL2Understanding

LEVEL1Remembering

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Teaching Strategies WHOLE-CLASS, SMALL GROUP AND INDEPENDENT STUDY

This study guide contains the following activities:

Before Reading Activities: themes are introduced and thought-provoking questions put forward for the students to consider.

VocabularyActivities: new and unfamiliar words are introduced and reviewed.

After Reading Questions: the first part of this section includes short answer questions dealing with the content of the play. The second part features questions that are more open-ended and feature concepts from the higher order of Bloom’s Taxonomy.

WritingTasks: creative writing assignments based on Bloom’s Taxonomy that relate to the plot of the particular scenes

A comprehension quiz is also included comprised of short-answer questions.

Graphic Organizers: three full-page reproducible sheets. One has been designed as an alternative to the traditional book report.

Bonus Sheets are also available online.

The study guide can be used in a variety of ways in the classroom depending on the needs of the students and teacher. The teacher may choose to use an independent reading approach with students capable of working independently. It also works well with small groups, with most of the lessons being quite easy to follow, and finally in other situations, teachers will choose to use it with their entire class.

Teachers may wish to have their students keep a daily reading log so that they might record their daily progress and reflections.

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Kira-Kira CC2513

Before You Teach

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When Lynn grows increasingly ill, Katie and her family go through a terrible crisis. Barely able to pay the medical bills and mortgage payments, the parents work longer and longer hours to survive. As a result Katie takes on more of the family responsibility.

Lynn’s eventual death makes Katie realize that she must assume even more responsibility. Removed from the shadow of her high-achieving older sister, she even begins to improve in her schoolwork.

This novel deals with family relationships and the illness and death of a close family member in a sensitive, realistic manner. It is certainly a novel that will resound in the minds of the reader long after putting the book down.

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ira-Kira (Japanese for sparkling) is the Newbery Medal winning story of a Japanese-American family, set in Georgia during the 1950’s and

1960’s. The story features Katie, her older sister, Lynn and their younger brother, Sammy. Katie’s parents work in the poultry industry and are determined to earn enough money to purchase a house. The story is a coming-of-age tale of one family’s difficulties in adapting to a post-World War II society that is reluctant to welcome a Japanese family into their midst and looks down their collective nose at the those laboring in Georgia’s hatcheries and poultry plants.

Katie, however, receives an abundance of positive support from her parents and older sister, and grows into a self-assured young lady, yet still one who does not excel at her schoolwork.

K

Summary of the Story

Suggestions for Further Reading

OTHER BOOKS BY CYNTHIA KADOHATA

OTHER RECOMMENDED RESOURCES

Cracker!: The Best Dog in Vietnam © 2007

Weedflower © 2006

In the Heart of the Valley of Love © 1997

The Floating World © 1989

The Glass Mountains © 1993

Outside Beauty © 2008

Jennifer B. Reed, The Falling Flower © 2005

Lois Lowry, Number the Stars © 1989

Lois Lowry, The Giver © 1993

Katherine Patterson, Bridge to Terabithia © 1977

Yaeko Sugama Weldon, Cherry Blossoms in Twilight: Memories of a Japanese Girl © 2005

Reiko Yoshida, Howl’s Moving Castle © 1986

Pam Munoz Ryan, Esperanza Rising © 2000

Cynthia Rylant, Missing May © 1992

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Kira-Kira CC2513

Before You Teach

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VocabularyCHAPTER 1 •dismay•misuse•vow•expectant•sweltering•delicate•variation•frank•prefer•glitter•tongue•huddle•genius•envelope•unfortunately•Oriental•refrigerator•deformed•palomino•stomach

CHAPTERS 2 TO 3 •peril•technique•hysterics•glum•deprive•spacious•foremost•envy•interval•inherit•eventually•reflection•handkerchief•saliva•delicate•pretend•embroider•sass•squint•restrain

CHAPTERS 4 TO 5•complain•canopy•sultry•solemn•celebrity•horrified•chronicled•preen•fatigue•consistent•obviously•scholarship•capitalistic•enterprise•chiffon•ravishing•commotion•empress•feverish

CHAPTERS 6 TO 7•fluster•mature•concentrate•confidence•dandelion•legendary•fascinate•complicated•temporarily•bask•poultry•relent•impress•irate•alternate•invisible•Okefenokee•Eisenhower•azalea•acknowledge

CHAPTERS 8 TO 9 •contagious•exception•exasperated•precise•hygiene•convention•lopsided•gross•jealous•whine•ordinarily•restrain•sternly•anemia•certificate•rectangular•permanent•lopsided•stoop•possessed

CHAPTERS 10 TO 11 •obstinate•vague•mesmerized•magnolia•radiant•furtively•gurney•disdainful•veered•profusely•vault•satisfaction•magnolia•commotion•precious•inherit•grove•apprehension•frequently

CHAPTER 12 •pallor•deformed•grim•obsessed•virulent•tolerated•ritual•inhale•admiringly•incubator•seasonal•immature•generator•pecan•bizarre•homecoming•revolved•fascinating•alcove•antiseptic

CHAPTER 13 •exhale •despair•surveyor•deflate•recede•ransack•destination•swatch•capable•commented•nuclear•bolster•exhaled•instruments•radioactive•refreshed•celebrate•soundlessly•Georgians•mechanical

CHAPTERS 14 TO 15 •comprehend•surreal•feeble•fervor•sane•festive•inexpensive•precious•cremation•panic•resided•miracles•maggot•doggedly•coyote•protective•surge•indigestion•perpetrator•eulogy

CHAPTER 16 •repertoire•regret•exquisite•drought•gestured•hesitated•intimidate•dignity•glum•insert•drafty•zombies•recreation•consistent•cemetery•majestic•occurrence•eventually•injustice•acknowledge

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Spotl iGht On......................

© 10

Cynthia Kadohata

ynthia attended the University of Southern

California where she graduated with a BA in journalism.

The first story Cynthia ever wrote was one about a planet that was inhabited entirely by ducks that had just one leg apiece. It was called The One-Legged Ducks.

Cynthia lived in Georgia and Arkansas for several years and spoke with such a heavy Southern accent that when she moved up north people found it very difficult to understand her because of her thick southern accent.

Cynthia describes herself as a road hawg and loves to travel around the United States. Traveling and seeing the

C

Cynthia was born in Chicago in 1956. She and her family (including a brother and sister) moved to Georgia, where her father found a job as a chicken sexer. After a year or two her father found a chicken-sexing job in Arkansas, where the family lived until Cynthia was almost nine. Her sister lived in Asia for twenty years but now lives in Boston and her brother lives nearby in the Los Angeles area.

country is one of the things from which she derives her “writing energy.”

Cynthia published her first novel, The Floating World, in 1989. Since that time she has become viewed as one of the most compelling novelists in the

United States. Although she is flattered to be seen as a Japanese-American writer, she feels her books have a more universal appeal. She draws many of her novels (such as Kira-Kira) from her own childhood experiences. Another reason her stories are so compelling is that they are all coming-of-age stories that explore common themes such as feeling different and struggling to find an identity.

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