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Series 3–5
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Book One
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About Junior Great Books
Welcome! This edition of Junior Great Books preserves the features that have made
the program unique and exciting—a focus on high-quality literature and studentcentered discussion—while providing additional support for the discussion leader
and tools for teaching specific language arts skills. Whether you and your students
are familiar with Junior Great Books or are new to the program, you will find that it
provides a superb framework for teaching reading comprehension, critical thinking,
and writing, all in the context of students sharing ideas about great literature.
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, The Junior Great Books program employs a method of interpretive reading and
discussion known as Shared Inquiry.™ This distinctive approach to learning enables
leaders—the teachers, parent volunteers, and other adults who lead Junior Great
Books programs—to foster a vibrant environment in which students acquire the
habits and strategies of self-reliant thinkers, readers, and learners. Through their own
curiosity and attentive questioning, leaders serve as partners in inquiry with their
students, helping the group work together to discover meaning in a reading selection and to build interpretations. The process reaches its fullest expression in Shared
Inquiry discussion, where leaders and students think and talk about an interpretive
question that arises from a particular story.
Junior Great Books has been widely recognized as an exemplary program by numerous independent educational organizations for its research base and its positive effect
on student achievement and interest level in reading. Research demonstrates that
regular, sustained use of the program improves student achievement. Reading and
critical-thinking skills were measurably improved for students across the academic
spectrum—from at-risk to highly capable—as both strong and struggling readers
engaged in an inquiry process that unlocks even the most challenging texts.
Ale`fi>i\Xk9ffbj=\Xkli\j
?`^_$hlXc`kpc`k\iXkli\% Junior Great Books includes outstanding works of literature by award-winning authors. The stories are specially selected for their engaging,
vivid writing and their ability to support multiple interpretations.
@e$[\gk_i\X[`e^#k_`eb`e^#Xe[ni`k`e^XZk`m`k`\j% In the course of a semester,
students will read ten stories, exploring each through a sequence of activities that
includes two readings, directed note taking, Shared Inquiry discussion, and writing.
Junior Great Books activities have language arts objectives, stated in clear, standardsbased language, in reading comprehension, critical thinking, and writing (see pages
6–9 for more about the program’s focus on these learning strands).
=lik_\ijlggfik]fik_\ni`k`e^gifZ\jj% Expository and creative writing activities in each unit emphasize the writing process and the exploration of writing forms.
Student writing is guided by graphic organizers, prompts, and other tools.
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K\XZ_`e^Xe[c\Xie`e^`ejkX^\j% Objectives in the three learning strands—reading
comprehension, critical thinking, and writing—advance in difficulty and sophistication over three stages in the course of a semester, ensuring that students achieve success
early and develop mastery over time. Each stage begins with a summary of learning
goals and key features. At the end of each stage, activities are provided to help students
review concepts, compare ideas across stories, and integrate their skills. Book Two
introduces strategies and objectives that extend the learning begun in Book One.
C\X[\ic\Xie`e^% Through activity instructions, marginal notes, and boxed features,
the Leader’s Edition provides support for your development as a Shared Inquiry leader
as well as regular opportunities to expand your questioning skills. The Great Books
Foundation also offers a series of professional development workshops, on-site consultation days, and planning sessions to introduce leaders to Shared Inquiry and to
provide continuing support.
@e]fidXcXe[]fidXcXjj\jjd\ekj% Student learning mini-rubrics in each unit help
you make quick, informal assessments of your students’ levels of success in meeting an
activity’s main objective. Story comprehension tests, instructions for grading discussion participation and writing, and leader reflection guidelines help you assess your
students’ progress as well as your own.
Ale`fi>i\Xk9ffbjDXk\i`Xcj
K_\jkl[\ekXek_fcf^p% Praised for their rich language and international range,
and chosen carefully for their ability to support multiple interpretations, the stories
in Junior Great Books capture students’ attention and imagination and engage the
best of their thinking. Progressing in reading level, conceptual complexity, and length
throughout the series, the stories are the foundation for a thoughtful process of reading, discussion, and writing.
I\X[\iËjAflieXc% The Reader’s Journal gives students a convenient and enjoyable
way to collect their thoughts and ideas about each story. Students draw or write in
response to the story, practice specific reading comprehension skills, and respond to
discussion. The Reader’s Journal also contains organizational tools for prewriting
and drafting, a glossary of challenging words found in the student anthology, and a
Writing Notebook section for students’ revised written material.
:;j% These professionally recorded audio versions of each selection give students
another chance to listen to the story as it is read aloud with fluency, and help lessproficient readers increase their comprehension of the story.
C\X[\iËj<[`k`fe% Each Leader’s Edition contains the full text of the student anthology, with marginal notes and definitions for selected vocabulary; detailed support for a
full complement of activities for each story; preparation suggestions for Shared Inquiry
discussion; and assessment tools and rubrics. The ten units and three review sections
constitute a progressive program of both instruction and learning, enabling you to
teach reading comprehension, critical-thinking, and writing skills in a systematic way.
-
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Junior Great Books Activities
Each semester of Junior Great Books is composed of ten units. Work on a unit consists
of two readings of the story, questioning and note-taking activities, Shared Inquiry
discussion, writing activities, and further related reading. Following is a typical schedule for a unit’s work. Activities are grouped into sessions to indicate those activities
that we recommend be done together. A session is generally 40 to 50 minutes, about
the length of a traditional class period.
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The prereading activity engages students in a brief discussion of a topic related to the
story, or invites them to preview features of the story they are about to read.
In the first reading, you read the story aloud while students take simple notes related
to a featured reading comprehension strategy.
The sharing questions activity encourages students to ask questions that reflect their
curiosity—or struggles—after a first reading of the story, and to write down a question that particularly intrigues or confuses them (their “keeper question”).
The second reading with directed notes gives students an opportunity to read or
listen to the story a second time. Students start by marking passages about which they
are confused or curious, and move on to taking notes in response to interpretive issues
in the story. After the reading, students explore their notes in pairs, small groups, or
with the whole class.
The vocabulary activity, based on Bringing Words to Life: Robust Vocabulary
Instruction, by I. L. Beck, M. G. McKeown, and L. Kucan (New York: The Guilford
Press, 2002), features three words from each story that are valuable to understanding
the story and appropriate for grade-level vocabulary development. Students investigate
the meaning of these words by drawing on their own knowledge and the story context
to hear and use them in a variety of ways.
Each Shared Inquiry discussion begins with independent thought: students write
their own answers to an interpretive question that you pose as the focus question for
discussion. Guided by your follow-up questions, students then discuss and develop
their ideas, supporting the ideas with evidence from the story. As the discussion comes
to a close, students individually record their conclusions in writing.
In the expository and creative writing activities, students are given a writing assignment to extend and express their thinking about a story. They follow explicit strategies for generating, developing, and organizing their ideas, and then translate their
ideas into drafts, exploring a variety of writing forms including paragraphs, beginning
essays, letters, lists, and poems.
The Curriculum Connections pages, at the end of each unit, list other works by the
story’s author and resources that link the story to other subjects in your curriculum.
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Three or four units compose a stage of learning in the Junior Great Books program;
there are three stages per semester. At the end of each stage, Reflect and Connect
gives your students a chance to review the reading, writing, and discussion activities they have completed so far. The Reflect and Connect section also allows you to
examine students’ progress in meeting the learning objectives for that particular stage.
Specific topics for student and leader reflection include: reading comprehension strategies, Shared Inquiry discussion, story-to-story comparisons, and writing revision.
Reflect and Connect also directs you to the assessment kit (for more information
about assessment, see pages 11–12).
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Junior Great Books and Learning Strands
Each unit in Junior Great Books presents an engaging sequence of activities that
clearly and consistently develop students’ reading comprehension, critical thinking,
and writing. Most activities in the sequence involve two or even all three of these
learning strands, but, for ease of planning and assessment, only one strand is explicitly highlighted in each activity’s student learning objective box and in the chart in
each Leader’s Edition. Shaded diamonds (U) below indicate which learning strand is
highlighted as an objective in each activity. Open diamonds ( ) indicate which of the
other learning strands play a significant role in the activity.
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It is important to remember that, while only three language arts learning strands are
featured as objectives, listening and speaking skills are integral to the Junior Great
Books program.
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Students develop effective reading comprehension strategies by having repeated
opportunities to practice them for different purposes across a wide variety of activities. The first five activities in each unit (Sessions 1–3) have a strong focus on reading
comprehension:
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While reading comprehension is not the highlighted objective in Shared Inquiry
discussion and the writing activities, it is an important component of both. When
engaged in Shared Inquiry discussion, students must consistently return to the story
to support their ideas, gaining understanding through multiple readings of key
passages. Students also practice comprehension strategies through the writing activities, closely examining elements of a story, or their own interpretations of it, as they
take prewriting notes and develop drafts.
1
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The Junior Great Books program identifies three basic elements of critical thinking
about a story:
@[\XÇgenerating and clarifying ideas about a story’s meaning
<m`[\eZ\Çsupporting and checking these ideas, based on what is in the story
I\jgfej\Ç considering alternative ideas and adjusting an interpretation
Each unit focuses on one of these elements, rotating this focus from unit to unit
within each stage. Thus, in each stage of the program, your students practice all three
elements of critical thinking—most explicitly through Shared Inquiry discussion, but
during other activities as well.
At the heart of the Junior Great Books program is Shared Inquiry discussion, where
students explore and discuss their own answers to questions about a story—questions
that have more than one reasonable answer, thus reflecting multiple meanings in a
story. By focusing on such questions, students are encouraged to think critically and
deeply about the meaning of what they read, and to use evidence from the story to
support their ideas.
By participating in Shared Inquiry discussion, students engage naturally and consistently in critical thinking. As they learn to build their answer to an interpretive
question, students form a model for exploring a story’s meaning that can guide
their individual reading later on. Furthermore, by collaborating with classmates
during discussions, students experience a model of productive and respectful public
discourse—an experience that can guide, inform, and enrich their thinking in school
and in life.
The sharing questions, second reading with directed notes, and writing activities also
contribute strongly to critical thinking. While sharing questions, students progress
from merely voicing their confusion to recognizing different types of questions and
then choosing which questions to pursue. This understanding—a grasp of the nature
of questions and of strategies for asking questions—reflects sophisticated critical
thinking. Each directed notes assignment during the second reading activity is based
on an important issue in the story. Sharing notes with classmates, aided by your questions, makes students aware that there is more than one way to understand a story.
The second reading’s Spotlight on Follow-Up Questions and the student learning
mini-rubrics also address the three basic elements of critical thinking to help you
encourage and assess your students’ progress. The expository and creative writing
assignments allow students to render their interpretations of a story in writing. These
activities often build on discussion questions, and include many strategies for developing and organizing ideas.
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Writing is an integral part of the Junior Great Books program. At the end of each
unit, options for expository writing (Writing to Explain in the Reader’s Journal) and
creative writing (Writing to Explore in the Reader’s Journal) complement reading
and critical thinking by helping students extend or consolidate their ideas into more
complete interpretations. These options focus on two aspects of effective writing:
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Expository writing activities (Writing to Explain) emphasize essay development and
writing, using focus questions from Shared Inquiry discussion as the starting point
for student drafts. Creative writing activities (Writing to Explore) allow students to
experiment with a variety of writing forms and use personal experience and their own
imagination for inspiration, while still adhering to an explicit writing process. You
can choose which activity best complements your students’ work on a particular unit,
and use either or both at your discretion. Because the activities are largely process
oriented, you may choose to focus on one portion of an activity if your students are
struggling with writing.
Writing prompts, graphic organizers, and partnered writing activities in the Reader’s
Journal give students consistent, structured writing practice that supports their learning in reading comprehension and critical thinking. Students use the journal to record
a body of questions and responses to the story. This accumulated material provides the
foundation and inspiration for the prewriting and writing assignments at the end of
each unit. At the end of each stage, students may revise their work as part of Reflect
and Connect and collect those drafts in the Writing Notebook section of the Reader’s
Journal.
In addition, the Reader’s Journal includes Curious Words, a section for students to
create their own glossary of words that surprise or delight them.
3
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Your Role in Shared Inquiry
As a Shared Inquiry leader, you create an effective environment for learning by consistently asking questions in response to your students’ ideas. As you gain experience
conducting discussions, asking questions will become natural and comfortable for
you and your students.
Your role as a leader of learners will be most pronounced in Shared Inquiry discussion. Below are the five guidelines for Shared Inquiry discussion. These guidelines,
observed by Great Books discussion participants of all ages, will help you and your
students contribute to focused and lively conversations about each story.
+( I\X[k_\jkfipZXi\]lccpY\]fi\gXik`Z`gXk`e^`ek_\[`jZljj`fe% If participants have not read the story, they cannot support their opinions with evidence
from the story or respond to other participants’ ideas about the story.
,( ;`jZljjfecpk_\jkfip\m\ipfe\_Xji\X[% This gives everyone an equal chance
to contribute, as all participants in the discussion will be familiar with the discussion topic. By keeping the focus on the story, no one is excluded and the discussion
does not drift off on tangents about personal experiences or film versions of stories.
-( Jlggfikpfli`[\Xjn`k_\m`[\eZ\]ifdk_\jkfip% Discussion improves reading comprehension and critical-thinking skills when students analyze the story
carefully. The Shared Inquiry method helps students learn to go beyond just agreeing with a classmate or a discussion leader as they explain their reasoning and link
it to evidence in the story.
.( C`jk\ekffk_\igXik`Z`gXekjXe[i\jgfe[kfk_\d[`i\Zkcp% Shared Inquiry
discussion is about the give-and-take of ideas, a willingness to listen to others and
to talk to them respectfully. By directing comments and questions to other group
members, and not always to the leader, students will find the discussion more spirited and dynamic.
/( <og\Zkk_\c\X[\ikffecpXjbhl\jk`fej% It may feel strange not to tell students
what the story means; however, readers must learn to develop their own ideas about
meaning. Asking questions also helps to show students that you, too, wonder about
the story’s meaning—that you do not have a specific answer that you are waiting
to hear. Additionally, avoid offering judgments, positive or negative, about participants’ ideas. Even praising an early response may inadvertently discourage other
students from disagreeing with that idea. Students need to feel that when they try
new ways of thinking, their ideas are being listened to and supported without being
evaluated.
Your own intellectual curiosity about your students’ ideas and about the literature itself
is the foundation for leading a strong discussion. Posing interpretive questions about
which you have genuine interest or uncertainty will make you a model of a thoughtful
reader to your students; listening and responding to them with true enthusiasm will
encourage them to participate in discussion.
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To support you as you develop your own questioning skills, each unit includes a brief
explanation and sample questions that illustrate a particular strategy you can practice
to follow up on your students’ comments. This Spotlight on Follow-Up Questions
changes from unit to unit to help you develop a repertoire of follow-up questions that
support the critical-thinking elements of idea, evidence, and response. The questioning strategies build on each other logically from stage to stage, and those you learn
first will continue to be valuable parts of your leadership throughout the program.
The Spotlight on Follow-Up Questions appears in the second reading activity in each
unit. Additional sample follow-up questions also appear in the Shared Inquiry discussion activity of each unit.
It takes time and practice to become a skilled Shared Inquiry leader, but the rewards
are significant. This Leader’s Edition offers structure and support to help leaders
scale the learning curve. You can find further support through the Great Books
Foundation’s professional development offerings. Customized workshops and on-site
consultations are designed to help you learn, practice, and then master the Shared
Inquiry approach.
Assessment
The Junior Great Books program calls for distinct assessment strategies. The program
defines three kinds of assessment to enable you to judge how well activities are going
for your class, to evaluate each student’s individual progress, and to allow your students to reflect on their learning and you to reflect on your own learning.
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You perform informal assessments when you ask yourself, “How is this going?” and
look for signs that your students are learning as you think they should. The Leader’s
Edition orients you to the kinds of classroom behaviors that signify increasing success
as you and your students progress from story to story.
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The more you use these tools, the better you will be able to gauge your students’ reactions and guide their progress in Junior Great Books.
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We recommend that you use several different assessments to get a true picture of how
students are doing. Ideally, some assessments should focus on revised, fully completed
work and others should be adapted for students’ work in progress.
The assessment kit in appendix A of each Leader’s Edition includes the following ways
for you to assess each student’s achievement and progress in the program:
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Each assessment is accompanied by comprehensive instructions for evaluating student
learning. The assessment kit also provides suggestions for planning a multifaceted
student assessment based on your learning objectives for Junior Great Books, and
offers ideas on assessment scheduling.
Jkl[\ekXe[C\X[\iI\]c\Zk`fe
Reflection, or self-assessment, is a powerful learning tool for both students and leaders.
As you and your students think over, discuss, and write about your experiences with
the stories, you will become more aware of how these experiences help you learn.
At the end of each stage, in Reflect and Connect, students review what they learned
during reading and discussion and apply it in new ways. The Reflect and Connect
activities will help deepen students’ understanding of the stories themselves as well as
the various elements of Shared Inquiry learning.
The assessment kit includes a leader reflection form for each stage to help you consider
your students’ progress, evaluate your own implementation of stage-specific strategies,
and set your goals for the next stage. The leader reflection increases your insight into
your students’ needs and how to meet them.
You will also find a form labeled Our Collaboration in appendix C of each Leader’s
Edition. You may wish to give a copy to students at the end of each stage to help them
reflect on their participation and progress in Shared Inquiry discussions.
+, Gif^iXdFm\im`\n
About the Great Books Foundation
The Great Books Foundation is an independent, nonprofit educational organization
whose mission is to help people learn how to think and share ideas. Toward this end,
the Foundation offers workshops in Shared Inquiry discussion and publishes collections of classic and modern texts for both children and adults.
The Great Books Foundation was established in 1947 to promote liberal education
for the general public. In 1962, the Foundation extended its mission to children
with the introduction of Junior Great Books. Since its inception, the Foundation has
helped thousands of people throughout the United States and in other countries begin
their own discussion groups in schools, libraries, and community centers. Today,
Foundation instructors conduct hundreds of workshops each year, in which educators
and parents learn to lead Shared Inquiry discussion.
The Great Books Foundation offers workshops in Shared Inquiry to help people
get the most from discussion. Participants learn how to read actively, pose fruitful
questions, and listen and respond to others effectively in discussion. All participants
also practice leading a discussion and have an opportunity to reflect on the process
with others. For more information about Great Books materials or workshops, call the
Foundation at 800-222-5870 or visit our website at www.greatbooks.org.
+-
+. Ooka and the Honest Thief
Japanese folktale as told by I. G. Edmonds
JkfipC\e^k_42j[a_m
I\X[$8cfl[K`d\4;\ion2gchon_m
U 8Yflkk_\Jkfip
U 8Yflkk_\8lk_fi
A poor man, Gonta, steals only enough rice to
C(A("CpsAil^ih#?^gih^mq[m\ilh
feed his hungry family and promises to return
chN_r[mch+3+1(B_m_lp_^chnb_O(M(
every grain he takes. In testing the man, Ooka, a
;cl@il]_&mj_h^chago]bi`bcmncg_
judge, redefines his concept of justice to include
chip_lm_[mjimnm(?^gih^mÎm\iiem
the possibility of there being an honest thief.
`ilsiohaj_ijf_l_`f_]nbcmchn_l_mnmch
bcmnils&chn_lh[ncih[f`ifefil_&[h^
nl[p_f(ËIie[[h^nb_Bih_mnNbc_`Ì
]ig_m`lig?^gih^mÎm]iff_]ncihi`
n[f_m_hncnf_^Dd`Vi]ZL^hZ/IVaZhd[
DaY?VeVc&jo\fcmb_^ch+30+(
Ooka and the Honest Thief, from OOKA THE WISE: TALES OF
OLD JAPAN, by I. G. Edmonds. Copyright © 1961, 1989 by I. G.
Edmonds. Reprinted by permission of Barry N. Malzberg.
Leo and Diane Dillon prepared the illustrations for Ooka and the
Honest Thief.
+/
!
J\jj`fe(1gX^\(.
gi\i\X[`e^ Mno^_hnmjl_j[l_nil_[^\sjl_pc_qchanb_mnils(
+ ]`ijki\X[`e^ Mno^_hnmhin_j_lmih[f]ihh_]ncihmninb_mnils[m
nb_f_[^_ll_[^mcn[fio^(
j_Xi`e^hl\jk`fej Mno^_hnmmb[l_nb_clko_mncihm[\ionnb_
+
mnils&l_]iahctchanb[nmig_ko_mncihm][h\_[hmq_l_^\snb_mnils
[h^mig_][hhin(
J\jj`fe)1gX^\))
j\Zfe[i\X[`e^n`k_[`i\Zk\[efk\j Mno^_hnmg[le
+
j[mm[a_mnihin_]ihnl[mnchac^_[mchnb_mnils(
jgfkc`^_kfe]fccfn$lghl\jk`fej Nb_f_[^_l[mem
`iffiq'ojko_mncihmni]f[lc`smno^_hnmÎ^c``_lchac^_[m(
J\jj`fe*1gX^\)+
mfZXYlcXip Mno^_hnmjl[]nc]_omchah_qpi][\of[lsqil^m(
Moaa_mn_^n[la_nqil^m4XdjgiZhn&k^gijZ&[h^hj[[^X^Zci
J\jj`fe+1gX^\) j_Xi\[`ehl`ip[`jZljj`fe Mno^_hnm^cm]ip_lg_[hchachnb_
+
mnils\s^cm]ommcha[hchn_ljl_ncp_ko_mncih(
J\jj`fe,Fgk`fej1gX^\*'
\ogfj`kfipni`k`e^ Mno^_hnmom_[al[jbc]ila[hct_lni_rjf[ch
biqnb_cl_pc^_h]_mojjilnm[hc^_[`lignb_^cm]ommcih(
Zi\Xk`m\ni`k`e^ Mno^_hnmqlcn_^c[ls_hnlc_m`lig[]b[l[]n_lÎm
jichni`pc_q(
Zlii`ZlcldZfee\Zk`fej Nb_f_[^_l][hom_nb_m_
l_miol]_mnifchenb_mnilsniinb_lmo\d_]n[l_[m(
+ =il_[]ncpcns
+0 J\jj`fe(
"/É+*gchon_m#
Mno^_hnmjl_j[l_nil_[^\sjl_pc_qchanb_mnils(
MNO>?HNF?;LHCHAI<D?=NCP?
I\X[`e^:fdgi\_\ej`fe1Ni\_]ig_
`[gcfc[lqcnbn_rn`_[nol_mi`[mnilsch
jl_j[l[ncih`ill_[^cha
+( Tell students that you are going to read a new story. Explain that
strong readers often get a sense of what to expect by taking a look
at the story’s title, pictures, and any other noticeable features
before reading.
,( Demonstrate how you preview the story by noting any features that
stand out, such as numerous paragraphs with quotation marks. Tell
students this means there is dialogue, so you know characters will
be talking to each other a lot in the story.
-( Engage students by asking them to read the title and then posing
such questions as:
U
U
Qb[n^isiohinc]_9Cmnb_l_[hsnbchamnl[ha_[\ionnb_ncnf_9
Cmcnjimmc\f_`il[nbc_`ni\_bih_mn9>i_mmn_[fchag[e_
[j_lmih^cmbih_mn9
.( Tell students to flip through the pages of the story and notice
anything else that gives them ideas about what they are
about to read.
/( Ask students to consider the brief note under the title: “Japanese
folktale as told by I. G. Edmonds.” Do not worry if students know
little about Japan or about folktales. You simply want students to
get the idea that a brief inspection can help them know what to
expect in a story. Ask such questions as:
U
U
Qb[n][hsion_ffnb_]f[mm[\ion`ifen[f_m9
Qb[n^isioehiq[\ionD[j[h9
+1
J\jj`fe(
" !
"+/É,*gchon_m#
Mno^_hnmhin_j_lmih[f]ihh_]ncihmninb_mnils[mnb_f_[^_l
l_[^mcn[fio^(
MNO>?HNF?;LHCHAI<D?=NCP?
I\X[`e^:fdgi\_\ej`fe1Nig[e_
]ihh_]ncihml_f[nchaehiqf_^a_[h^
_rj_lc_h]_ninb_mnils
9\]fi\I\X[`e^
+( Have students follow along in their books as they listen to you read
“Ooka and the Honest Thief,” a story about a judge who has
to make an unusual decision.
D8B@E>:FEE<:K@FEJ1
8I<8;@E>:FDGI<?<EJ@FE
JKI8K<>P
;msiol_[^nb_mnils[fio^&cncm
cgjiln[hn`ilmno^_hnmnim__sio
j[om_[`_qncg_m&fiie[q[s`lignb_
\iie&[h^nbche[fio^[msiol_][ffil
[l_l_gch^_^i`mig_nbcha(Gi^_f
biqsiog[lenb[njf[]_chnb_
n_rnqcnb[=(N_ffmno^_hnmnb[n
l_]iahctcha[h^hinchajf[]_mqb_l_
nb_sg[e_]ihh_]ncihm^__j_hm
nb_cloh^_lmn[h^chai`nb_mnils(
+2 ,( Explain that making connections with one’s own knowledge and
experience, along with asking questions while reading, are
strategies that strong readers use to understand the story better.
-( Ask students to mark with a C places where they are
something in the story to their knowledge or experience and mark
with a #
places where they have
about the story. After
listening to the story they will have a chance to share their
connections and questions.
J\jj`fe(
;li`e^I\X[`e^
.( Read the story aloud with expression.
/( Pause several times while reading to model how you make
connections. Share ways the story reminds you of your own
knowledge or experience, and explain how those connections help
you make sense of the story; or use the Think-Alouds in the
margins of the story.
8]k\iI\X[`e^
0( Ask students to look back in the story to identify a connection they
would like to share.
1( Have students take a few minutes to share with a partner a
connection they made while listening to the story. If time allows,
have a few students share their connections with the class.
2( Tell students to review the story to find the passages they marked
with a #
and to think about questions they would like to share with
the class.
+3
J\jj`fe(
!
"+/É,*gchon_m#
Mno^_hnmmb[l_nb_clko_mncihm[\ionnb_mnils&l_]iahctchanb[nmig_ko_mncihm
][h\_[hmq_l_^\snb_mnils[h^mig_][hhin(
MNO>?HNF?;LHCHAI<D?=NCP?
I\X[`e^:fdgi\_\ej`fe1Ni[me
ko_mncihm[\ionnb_mnils&c^_hnc`scha[h^
[^^l_mmcha^c``_l_hnnsj_mi`ko_mncihm
FIIE@ILMNO>?HNMNI
G_hncihjottfcha&]ih`omcha&ilchn_l_mncha[mj_]nmi`nb_mnils
;meko_mncihm[\ionnb_mnils
L_]iahct_^c``_l_hnnsj_mi`ko_mncihm[\ionnb_mnils
+( As students ask questions, write each question on the board, along
with the student’s name. Or have students write questions on
sentence strips to post around the room.
,( Encourage students to clear up factual and vocabulary questions
using the text, the Reader’s Journal glossary, a dictionary, or
classmates for help.
98:B>IFLE;HL<JK@FEJ
Ofncg[n_fs&siolai[fchnbcm[]ncpcnscm
nib_fjmno^_hnml_]iahct_chn_ljl_ncp_
ko_mncihmÊko_mncihmnb[n_rjfil_nb_
g_[hchai`nb_mnils(Qbcf_qilecha
niq[l^nbcmai[f&b_fjmno^_hnm[fmi
l_]iahct_ko_mncihmnb[n[l_p[fo[\f_&
\on][hhin\_[hmq_l_^`ligqcnbch
nb_n_rn(@il_r[gjf_&c`mno^_hnmf[]e
h_]_mm[ls\[]ealioh^ehiqf_^a_&
bihilnb_cl]olcimcns[h^mojjilnnb_cl
f_[lhcha\smn__lchanb_gniq[l^
l_miol]_mnb[nqcffb_fjnb_g`ch^nbcm
ch`ilg[ncih(
,* -( Point to a question that asks for information not given in the story,
or use a question of your own, such as Why does Yahichi call
Ooka “Lord Ooka”?
.( Decide whether answering the question is necessary in order to
understand the story. If not, you may want to ask students to find
the answer for extra credit or homework, or you can simply bypass
the question.
/( If answering the question is necessary to understand the story,
ask if anyone knows the answer, have the class research the
question for homework, or simply give the class the needed
information before the next reading. The action you take depends
on the time available, your knowledge of the subject, and the
nature of the question.
J\jj`fe(
0( After the class has resolved fact-based and vocabulary questions
and identified needed outside information, post the list of
remaining questions somewhere in the classroom. Ask students to
choose their keeper question from the list and write it down in the
Reader’s Journal (page 42).
1( Use your Leader Discussion Planner (page 27) to jot down posted
questions that you will want to remember later for Shared Inquiry
discussion.
B<<G<IHL<JK@FE
L_g_g\_lnb[n]biimcha[e__j_l
ko_mncihninbche[\ion^olchanb_
m_]ih^l_[^chaqcff_h]iol[a_
mno^_hnmÎ]olcimcns[h^aoc^_nb_cl
oh^_lmn[h^chai`nb_mnils(Mno^_hnm
h__^hinm__e[^_`chcn_[hmq_lni
nb_cle__j_lko_mncih(
2( Have students turn to the Reader’s Journal (page 43) to practice
making connections as a reading strategy. This can also serve as
homework.
N_\eKfGifm`[\Flkj`[\@e]fidXk`fe
GIFM@;<@E=FID8K@FEN?<E1
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@E=FID8K@FEN?<E1
Cncml_[^cfs[p[cf[\f_nimno^_hnm
U
Sioq[hnmno^_hnmni^_p_fij
ch^_j_h^_h]_[ml_[^_lm
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ch`ilg[ncihnb_sh__^
U
U
Sio][h]iggohc][n_cnkoc]efs
[h^_``_]ncp_fs
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ionmc^_miol]_m
,+
J\jj`fe)
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I``_l[h_rjf[h[ncihi`nb_clc^_[m\sl_j_[nchanb_mojjilnchaj[mm[a_
I``_l[fcn_l[f_rjf[h[ncihil[j[l[jbl[m_i`nb_j[mm[a_
Ch`_lgincp_m[h^][om_m`lignb_j[mm[a_qb_hjligjn_^
on Follow-Up Questions
on Follow-Up Questions
@ilnbcmohcn&nb_mjinfcabncmih[mecha`iffiq'ojko_mncihmni
b_fjmno^_hnml_]iahct_^c``_lchac^_[m(>olchanbcm[]ncpcns&sio
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qcffjli\[\fsb[p_g[le_^nb_m[g_jf[]_&j_lb[jm`il^c``_l_hn
l_[mihm(Fcmn_h][l_`offsninb_qil^mmno^_hnmom_ni_rjf[chnb_cl
c^_[m&[h^[meko_mncihm`il]f[lc`c][ncih5mcgcf[l_rjf[h[ncihm
i`n_hg[mep_lsl_[f^c``_l_h]_mchqb[nmno^_hnm[l_nbchecha(
<sfcmn_hcha]fim_fs`ilp[lc[h]_m[h^[mecha`iffiq'ojko_mncihm&
sioqcffb_fjmno^_hnml_]iahct_qb_hnb_s[l_&ch`[]n&
jl_m_hncha^c``_l_hn[hmq_lm(
FOLLOW-UP QUESTIONS: i\Zf^e`q`e^[`]]\i`e^`[\Xj
U
U
U
,, BiqcmIie[\_chaoh`[clchnb_j[mm[a_siol_[^9
Qbig[le_^nbcmj[mm[a_^c``_l_hnfs9Qbs9
=[hsio_rjf[chqbssionbcheIie[cm\_cha`[clb_l_9
J\jj`fe)
9\]fi\I\X[`e^
+( Tell students that during the second reading they will be taking
notes. Write the following on the board:
@7Iie[cm\_cha`[cl( O@7Iie[cm\_chaoh`[cl(
,( Ask students to mark places where they think Ooka is being
with an F or
with a UF, as they reread the story.
-( Tell students that as they make their notes they should think about
why they chose to mark those places.
K8B@E>EFK<J89FLK
:FEKI8JK@E>@;<8J
>olchaMn[a_,&mno^_hnmqcffjl[]nc]_
n[echahin_mihnqi]ihnl[mnchac^_[m
[mnb_sl_l_[^nb_mnils(Ch^icha
nbcm&mno^_hnmqcff_r[gch_nb_
mnilsgil_nbioabn`offs(Nb_[]ncpcns
qcff[fmib_fjmno^_hnmm__[
]ihh_]ncih\_nq__hnb_clc^_[m
[h^_pc^_h]_chnb_mnils(
;li`e^I\X[`e^
.( Have students read the story on their own or with a partner, or
have them listen to the story read aloud (by you or on the CD),
making notes as they go.
8]k\iI\X[`e^
/( Ask students to share places where they marked an F or a UF by
reading that passage aloud and explaining why they think it shows
Ooka being fair or unfair.
0( Ask follow-up questions to help students clarify or elaborate on
their opinions.
1( Use your Leader Discussion Planner (page 27) to jot down
questions or ideas to explore later.
2( Have students turn to Head in the Clouds in the Reader’s Journal
(page 44) and choose a topic for writing or drawing.
=CL<E:PK@G
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,-
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jl^^\jk\[kXi^\knfi[j1!
%
!
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Choose the target words you want your class to learn, or use the
suggested target words above. As you present a word, have students
say it with you. Work on one word at a time, using the following
procedure as a guide:
I<@E=FI:@E>E<NMF:89LC8IP
L_g_g\_lni_h]iol[a_mno^_hnmni
a[ch`[gcfc[lcnsqcnbnb_h_qpi][\of[ls
nblioabionnb_q__e\somchanb_
qil^mchinb_l]ihn_rnm[h^\sb_fjcha
mno^_hnmch]iljil[n_nb_qil^mch
]ihp_lm[ncih(
+( Place the word in context. Review how the word is used in
the story.
,( Define the word. Use active language in your definition. Include a
few examples of how to use the word in situations students will
understand. For example:
U
U
U
=ioln_msg_[hm\_chajifcn_[h^nbioabn`of[h^b[pchaaii^
g[hh_lm(Siombiq]ioln_msqb_hsioqlcn_nb[he'siohin_m`ilsiol
\clnb^[sjl_m_hnm(Siolfcnnf_mcmn_lcmf_[lhcha]ioln_msqb_hsio
n_[]bb_lbiqnimb[l_nism[h^n[e_nolhm(
C`sio[l_[j_lmihi`pclno_&cng_[hmsioehiq[h^^iqb[ncmaii^(
Qb_hsio[l_bih_mn&ech^&ilb_fj`of&sio[l_mbiqchapclno_(
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q[hn(C`sioq_l_hÎnp_lsbohals&b[f`[m[h^qc]bgcabn\_mo``c]c_hn
`ilfoh]b(C`siob[p_[mg[hs]l[sihm[msioh__^nig[e_[hc]_
jc]nol_&siob[p_[mo``c]c_hn[giohn(
-( Use the word. Encourage students to make the word their own by
asking a few students to use it in a sentence or to apply it to reallife situations.
,. J\jj`fe*
.( Ask a question about the story, using the word. Have several
students apply their knowledge of the word to answer the question.
/( Optional: Have students turn to Curious Words in the Reader’s
Journal to write down some of their favorite words from the story.
O V E R H
EARD IN THE CLASSROOM
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,/
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Use the Leader Discussion Planner on the facing page to prepare
yourself for Shared Inquiry discussion. To prepare your group, have
everyone sit in a circle or a square; remind them of the five
discussion guidelines and any behavioral guidelines you want to
share. Then use the following procedure to conduct the discussion:
+( Write the focus question on the board and have students copy it on
the Building Your Answer page of the Reader’s Journal (page 45).
,( Give students a few minutes to review the story and to write their
answers on the Building Your Answer page.
-( Begin the discussion by asking the focus question. Use your seating
chart to keep track of students’ participation and ideas (see Using
the Seating Chart, page 29).
.( Lead the discussion by asking follow-up questions to help students
clarify ideas (see the sample questions in your Leader Discussion
Planner, page 27), provide evidence, and respond to each other.
Aim to have the discussion last 20 to 30 minutes.
/( As the discussion winds down, have students finish the Building
Your Answer page. Then ask volunteers to share what they wrote.
0( Spend a few minutes talking about the discussion. Ask students
what they liked about it, what was hard about it, what they think
makes a good discussion, and what might go better next time.
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page 51, to “Ooka did not try to stop him,” on page 52
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the end of the story
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Ni`k`e^1Ni^_p_fij_pc^_h]_\s
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+( Remind students of the discussion about whether Ooka was fair or
unfair. Ask students to recall evidence and passages supporting
both sides, and list these examples on the board.
,( Have students turn to the Reader’s Journal (page 46), choose
or
, and write the evidence from the board in the left-hand
column, as well as any other evidence they can think of that
supports their choice.
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-* -( Tell students that it is important to explain why their evidence
supports their idea, because explaining their evidence shows they
can think through their idea and back it up. In the right-hand
column in the Reader’s Journal, have students explain how the
evidence they listed supports their idea.
.( If time allows, have volunteers read their explanations to
the class.
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+( Introduce diaries by explaining that people use them to remember
their thoughts and feelings as daily events occur. Briefly discuss
why students might want to keep a diary.
,( Reread the last three paragraphs of the story aloud to refresh
students’ memories.
-( As a class, brainstorm and write on the board a list of events that
might happen during Gonta’s first days on the job or while he is
still returning the rice. Ask students what kinds of obstacles Ooka
might put in the way while Gonta is returning the rice and how
Gonta might deal with them.
.( Have students choose their favorite events from the list on the
board and write them on the left side of the chart in the Reader’s
Journal (page 47).
/( On the board, start a second list where students contribute ideas
about how Gonta might feel if each event happened.
0( Have students turn back to the Reader’s Journal (page 47) to
complete their charts independently or in small groups.
-+
J\jj`fe,Fgk`fej
+
!+
Below are resources related to “Ooka and the Honest Thief” for further reading
and investigation in a number of subject areas.
;jjlijlc[n_`il]f[mmliigl_[^'[fio^m5[\ip_'al[^_l_[^cha[h^chn_l_mnf_p_fm
;jjlijlc[n_`ilch^_j_h^_hnl_[^cha5[n'ilh_[l'al[^_l_[^cha[h^chn_l_mnf_p_fm
Xik
Dooley, Norah. Everybody Cooks Rice. Minneapolis: Carolrhoda Books, 1991.
A child is sent to find a younger brother at dinner time and is introduced
to a variety of cultures through encountering the many ways rice
is prepared at the different households visited.
Ray, Deborah Kogan. Hokusai: The Man Who Painted a Mountain. New York:
Farrar, Straus and Giroux, 2001.
Tells the life story of the Japanese artist Hokusai (1760–1849) and his rise
from poverty to become one of Japan’s most influential artists.
Spilsbury, Louise. Rice. Chicago: Heinemann Library, 2001.
Photographs and simple text teach young readers where rice comes from,
what the difference is between white and brown rice, and why rice is good
for people.
Stalcup, Ann. Japanese Origami: Paper Magic. New York: PowerKids, 1999.
Describes some specific origami figures and their significance in Japanese
culture. Includes directions for creating an origami ornament.
-, J\jj`fe,Fgk`fej
jfZ`Xcjkl[`\j
Britton, Tamara L. Japan. Edina, MN: Abdo, 2000.
An illustrated introduction to the geography, history, culture, and people
of Japan.
Iijima, Geneva Cobb. The Way We Do It in Japan. Morton Grove, IL:
A. Whitman, 2002.
Gregory experiences a new way of life when he moves to Japan with his
American mother and his Japanese father.
]fcbcfi\
Demi. One Grain of Rice: A Mathematical Folktale. New York: Scholastic, 1997.
A reward of one grain of rice doubles day by day into millions of grains of
rice when a selfish raja is outwitted by a clever village girl.
Pittman, Helena Clare. A Grain of Rice. New York: Bantam Doubleday Dell
Books for Young Readers, 1996.
A clever, cheerful, hard-working farmer’s son wins the hand of a Chinese
princess by outwitting her father, the emperor, who treasures his daughter
more than all the rice in China.
--
Jkfip
Bcabfcabn_^qil^m[l_nb_moaa_mn_^
n[la_nqil^mchnb_pi][\of[ls[]ncpcns(
Oh^_lfch_^qil^m][h\_\lc_Øs_rjf[ch_^
[msiol_[^nb_mnils[fio^&omchanb_
^_×hcncihmjlipc^_^(
OOKA AND
THE HONEST THIEF
Japanese folktale
as told by I. G. Edmonds
O
C\X[\iËjEfk\j
Xe[Hl\jk`fej
ne day, Yahichi, owner
of a rice store, came to
Ooka’s court, complaining
that each night some of his
rice disappeared.
“It is such a small amount that I hesitate to
trouble your Honorable Honor,” Yahichi said,
touching the ground with his head to show
proper respect for the great magistrate. “But I am
reminded of the story of the mountain that was
reduced to a plain because a single grain was
stolen from it each day for centuries.”
48
*
[do^a_
-. Jkfip
Ooka nodded gravely. “It is just as dishonest
to steal one grain of rice as it is to steal a large
sack,” he remarked. “Did you take proper
steps to guard your property?”
“Yes, my lord. I stationed a guard with the
rice each night, but still it disappears. I cannot
understand it,” the rice merchant said, pulling
his white beard nervously.
“What about your guard. Can he be trusted?”
Ooka asked.
“Absolutely, Lord Ooka,” Yahichi said. “The
guard is Chogoro. He has served my family
for seventy-five years.”
“Yes, I know Chogoro,” Ooka said. “He is a
most conscientious man. He could not be
the thief. But it is possible that he falls asleep
at his post. After all, he is eighty years old.”
“A man can be just as alert at eighty as at
twenty,” Yahichi replied quickly. “I am eightyone myself, and I have never been so alert.
Besides, I stood guard myself with Chogoro
these last two nights. The rice vanished
just the same.”
“In that case I will watch with you tonight,”
Ooka said. “I should like to see this for myself.”
C\X[\iËjEfk\j
Xe[Hl\jk`fej
49
-/
Jkfip
nk-Alo d
u
Thi
ËNb[nl_gch^mg_i`\_chach
gc^^f_m]biif[h^`[ffcha[mf__j
^olchagsmcmn_lÎm]bicll_]cn[f(
Cchmcmn_^Cb[^hÎn`[ff_h[mf__j(
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nih[g_ih_mihanb_sm[ha&C
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C\X[\iËjEfk\j
Xe[Hl\jk`fej
As he had promised, Ooka made his way
that evening to Yahichi’s rice store. He was sure
that both Yahichi and Chogoro had fallen asleep
and had allowed the thief to enter each time the
rice had been stolen, and it was not long before
his suspicions were proved correct. Within an
hour, both men were sleeping soundly. Ooka
smiled. He was certain that when the men
awoke neither would admit he had slept at all.
A little past midnight, Ooka heard a slight
sound outside the building. He sprang to his feet
and peered cautiously out the window. To his
astonishment, Ooka found himself staring
straight into the face of a man standing in the
shadows just outside the building. The judge
recognized him as Gonta, a laborer who had
been out of work for some time. The man
was rooted to the spot by fear.
Ooka hesitated to arrest him. After all, he had
not entered the rice store. Ooka would have no
proof that he had come to steal. He could simply
say that he had lost his way in the dark.
Though Ooka had recognized the thief, Gonta
had not recognized the judge, for the darkness
inside the building hid his face.
50
-0 Jkfip
Ooka decided the best thing to do would be to
pretend that he, too, was a thief. In this way he
might trap Gonta into completing his crime.
Speaking in a harsh tone to disguise his voice,
he said, “You have obviously come here to
steal rice just as I have.”
Gonta was relieved to find himself face to face
with another thief instead of a guard.
“As a favor from one thief to another,” Ooka
continued, “I will pass the rice out to you, so that
you will not need to risk coming in yourself.”
C\X[\iËjEfk\j
Xe[Hl\jk`fej
51
-1
Jkfip
nk-Alo d
u
Thi
ËCnbchei`nbc_p_m[m\_cha
al__^s[h^mn_[fcha[mgo]b[m
nb_s][h(<onAihn[m__gmni\_
^c``_l_hn(Ì
C\X[\iËjEfk\j
Xe[Hl\jk`fej
Gonta thanked him profusely for his courtesy,
and Ooka picked up a large sack of rice and
handed it out to him.
“This is too much,” Gonta protested. “I want
only a few handfuls.”
Ooka was amazed. “But if you are going to
steal, you may as well take a large amount. After
all, if Ooka catches you, you will be punished
as much for stealing a single grain as you would
for a whole sack.”
“That would be dishonest!” Gonta replied
indignantly. “I take just enough to feed my family
for a single day, for each day I hope I will find
work and not have to steal anymore. If I do find
work, I intend to return all I have taken.”
Then he took out the amount of rice he
needed for his family’s daily meal and handed
the sack back to the astonished judge. Thanking
Ooka once more for his courtesy, Gonta turned
and disappeared into the darkness. Ooka did
not try to stop him.
When the shopkeeper and his guard awoke,
Ooka told them what had happened.
“But why did you let the thief go?” Yahichi
asked indignantly.
52
*
jifcn_h_mm[h^nbioabn`ofh_mm5aii^g[hh_lm
*
ch[hojm_n[h^[halsg[hh_l
-2 Jkfip
“Gonta is certainly a thief,” Ooka replied.
“But I am convinced he is an honest one, for
he refused to steal more than he needed.”
“But, Lord Ooka, how can a man be a thief
and honest at the same time?”
“I would never have believed it possible, but
it is so,” Ooka said. “It is the duty of a judge
to punish wickedness and reward virtue. In this
case, we find both qualities in the same man,
so obviously it would be unfair to treat him as
any ordinary thief.”
C\X[\iËjEfk\j
Xe[Hl\jk`fej
53
*
aii^h_mm5ehiqcha[h^^ichaqb[ncmaii^
-3
Jkfip
nk-Alo d
u
Thi
ËCl_g_g\_lih]_qb_h[
h_cab\ilbii^\is\lie_chni
iola[l[a_(Gs^[^`ioh^ion
[h^bcl_^nb_\isni`cr[h^
j[chncn(Nb[nmioh^mfce_qb[n
Iie[cm^ichaqb_hb_a_nm
Aihn[[di\(Ì
C\X[\iËjEfk\j
Xe[Hl\jk`fej
“But, Lord Ooka—”
“I have made my decision. Tomorrow I
will see that work is found for Gonta which is
sufficient to feed his family and still leave
enough to allow him to pay back the rice he
stole. We will see if he keeps his promise.
If he returns here and replaces the extra amount
each night, it will prove my belief that he is
an honest thief.”
The plan was carried out according to Ooka’s
wishes. Gonta was given a job, without knowing
that Ooka was responsible. And, as the judge
suspected, every night Gonta took the rice
left over from his day’s earnings and left it in
the rice shop.
Ooka put all kinds of obstacles in his way to
make it difficult for him to enter the shop,
but this did not prevent Gonta from returning
each night, although he became more and
more afraid of being caught.
Yahichi admitted that the thief had been
punished enough for his crime and told Ooka he
did not wish to press charges. The great judge
smiled and wrote out a small scroll which he
54
*
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*
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mig_nbchaqlihailcff_a[f
.* Jkfip
ordered Yahichi to leave for Gonta to see when
he came to pay for the last portion of rice.
When the honest thief slipped fearfully into
the rice shop for the last time, he was shocked to
find the scroll on which was written in Ooka’s
own handwriting, and bearing Ooka’s signature,
the following message:
You owe an extra ten percent for interest.
Honesty is the best policy.
C\X[\iËjEfk\j
Xe[Hl\jk`fej
55
*
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Junior Great Books
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Series 3
Series 4
Series 5
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The Banza
Thank You, M’am
The No-Guitar Blues
The Man Whose Trade
Was Tricks
The Gold Coin
Kaddo’s Wall
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The Fisherman and His Wife
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Ooka and the Honest Thief
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It’s All the Fault of Adam
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The Monster Who Grew Small
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The Selkie Girl
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The Mushroom Man
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The Princess and the Beggar
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The Fire on the Mountain
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The Dream Weaver
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Jean Labadie’s Big Black Dog
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Caporushes
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The Upside-Down Boy
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The Green Man
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The Ugly Duckling
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White Wave
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The Mousewife
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How the Tortoise Became
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Two Wise Children
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35 East Wacker Drive, Suite 400
Chicago, Illinois 60601-2105
800-222-5870
www.greatbooks.org
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Tuesday of the Other June
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Prot and Krot
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Turquoise Horse
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A Game of Catch
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Chin Yu Min and the
Ginger Cat
Oliver Hyde’s Dishcloth Concert
The Nightingale
The Hundred-Dollar Bill
Fresh
The Invisible Child
Thunder, Elephant, and Dorobo
In the Time of the Drums
All Summer in a Day
Learning the Game
Beauty and the Beast
The Bat-Poet
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Shrewd Todie and Lyzer
the Miser
Charles
The Goldfish
Podhu and Aruwa
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The Great Blackberry Pick
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The Story of Wang Li
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The Hemulen Who
Loved Silence
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The Enchanted Sticks
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The Elephant’s Child
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Mr. Singer’s Nicknames
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The Little Humpbacked Horse
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A Bad Road for Cats
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Lenny’s Red-Letter Day
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Barbie
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Ghost Cat
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Lucky Boy
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Maurice’s Room
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The Prince and the Goose Girl
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The Bermuda Triangle
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Ali Baba and the Forty Thieves
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