It is Frank Hopkins is miserable.

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1 Collection A, Unit 3 Relationships Juan Verdades When Marian Sang Pearl Harbor Is Burning! Pearl Harbor Is Burning! by Kathleen V. Kudlinski Reading Level (Lexile) 490L Format/Length Chapter book; 80 pages Picture Support Some Language Register Conversational, narrative, familiar Content Load Historical Related Skills Vocabulary Context Clues Comprehension and Critical Thinking Main Idea and Details Sequence Reading and Learning Strategies Paraphrase It is Frank Hopkins is miserable. He wishes his family never moved to Hawaii. The island boys call him haoli and knock him down. But then Frank meets Kenji, a Japanese American boy who loves baseball as much as he does. Could they be friends? As they play on Frank s tree fort they witness Japanese planes attack Pearl Harbor. With Frank s parents needed elsewhere for the emergency, he stays overnight with Kenji s family. Their customs feel strange to Frank at first, but he soon feels safe and accepted there and knows that no matter what happens with the war, he and Kenji will be good friends. About the Author A former teacher, Kathleen Kudlinski continues to connect with children through her writing and school visits. A lover of nature and history, she has written biographies, science books, and historical fiction. As a student, she recalls how history was just an endless stream of facts. However, by creating the story part of history for her novels, she began to care more deeply about the real people who lived through the events. Inspired by the anniversary of Pearl Harbor s bombing, Pearl Harbor Is Burning! is just one of several of her stories based on historical events. Others are about a variety of topics including World War I, an earthquake in San Francisco, and a journey west on the Oregon Trail. page 1 of 8

2 Think About What You Know Friendship and Trust The friendship described in this story is special because Kenji is part Japanese, a member of the same culture that bombed Pearl Harbor. To help students understand the war-time friendship: Explain: In 1939, Europe was at war. The United States joined the war after the Japanese bombed Pearl Harbor in Hawaii in Point out Hawaii and Pearl Harbor on a map. Then say: Hawaiians are from many different Asian and Caucasian cultures. They all work hard and live together peacefully just like they did in At that time, Hawaii was a territory of the United States. Next, have students brainstorm what it might have been like in Hawaii during and after the bombing. Prompt with questions such as How did the people feel when the harbor was bombed? Were they suspicious about their neighbors? Which ones? Was it fair not to trust them? Why or why not? Then students can use Student Journal, page 3 to name and describe a person they trust no matter what happens. Preview and Predict Have students look at the front cover, read the title, and then read the summary on the back cover. Say: Kenji is a Japanese American. But, it s the Japanese who bomb Pearl Harbor. How did this make some people in Hawaii feel about Japanese Americans? Do you think Frank will feel the same way? Then point out The Exchange question on the title page: What makes a good friend? Explain that when they finish reading, they ll share their ideas about this and other questions with a group. Next, have students complete Student Journal, page 3 to preview the book and make predictions about the events and the boys friendship. As students page through the book, identify the story as historical fiction: a story based on facts with made-up characters. Point out pages and explain that the author included the pages to tell readers which events really happened. Prepare to Read Think About What You Know Student Journal, page 3 If you trust someone, you believe that the person will always be truthful and fair. A person you trust will act in your best interest all the time, no matter what happens. Who do you trust? Why? Preview and Predict Look at the front cover. Read the summary on the back cover. Read The Exchange question on the title page. 1. Page through the book and look at the pictures and chapter names. What is this story mostly about? 2. Do you think the war will stop Frank and Kenji from becoming friends? Why or why not? page 2 of 8 HP_LL_SJ_A3_1.indd 3 6/15/05 9:34:31 PM

3 Use a Reading Strategy Preview the graphic organizer on Student Journal, page 4 with students. Explain that as they read Pearl Harbor Is Burning!, they can complete the to compare Frank and Kenji. Have students add to their Venn Diagrams after they finish reading each section. Student Journal, page 4 Use a Reading Strategy Use a As you read Pearl Harbor Is Burning!, use a to compare and contrast Frank and Kenji. Frank Both Kenji American from mainland ate ham and biscuits for breakfast American loved baseball wanted to help community after bombing slept on a bed; ate with a fork were surprised by and scared of the bombing helped at school after the bombing were curious and went outside to see the blackout Japanese American from Hawaii ate rice balls for breakfast wanted to go to his family after the bombing slept on a futon; ate with chopsticks HP_LL_SJ_A3_1.indd 4 page 3 of 8 6/16/05 11:27:28 PM

4 Read the Book Form the group that will read Pearl Harbor Is Burning!. Plan how the group will read and respond. Some options are: Read with a Group Group members read an agreed-upon number of pages, complete the corresponding Student Journal page(s), and meet to discuss. When they finish the book, they meet again for The Exchange. The group can use the planner on Student Journal, page 2 to establish meeting times. Read Independently Group members read the book on their own and then meet for The Exchange. The group can use the planner on Student Journal, page 2 to establish the meeting time. Guided Reading Read aloud the summary at the beginning of each chapter to give students an overview of the chapter. Use the Before You Move On questions to check comprehension as students read. Use Look Ahead to set a focus for reading the next set of pages. At the end of each section, assign the appropriate Student Journal page. Discuss the page before starting the next section. Establish a date for The Exchange and record it on the planner. Whichever option you choose, use pages 5 7 for an at-a-glance view of Student Journal pages, as well as answers to the Before You Move On questions. Plan Your Schedule Student Journal, page 2 My group members are: We plan to read Pearl Harbor Is Burning! and meet on these dates: Aloha, Dummy Island Boy Chapters Date We Will Finish Reading Date We Will Discuss Attack! The Race Chopsticks Air Raid About this Book Our Exchange meeting will be on this date:. page 4 of 8 HP_LL_SJ_A3_1.indd 2 6/15/05 9:34:31 PM

5 Pages 7 26 Chapters 1 2 PAGE Conflict The story started with a problem. What was it? Island boys were mean to Frank because he was a newcomer and different from them. 2. Inference Why did Frank think that Kenji was not American? Because he s Japanese and looks different from him. PAGE Conflict Weston and Frank did not become good friends. Why? Because they had different interests. 2. Character How can you tell that Frank s mom did not trust people who were not like her? Because she questioned Frank about Kenji, wanted him to play with kids like Weston, and didn t want him to be like a native. Chapters 1 2: Pages 7 26 Respond to Aloha, Dummy and Island Boy Student Journal, page 5 Review what has happened in the story so far. Start a on Journal page 4 that compares and contrasts Frank and Kenji. Think about what you have read so far and answer these questions. 1. Personal Response Frank and Kenji were alike because they both liked baseball. How are you similar to your friends? 2. Opinion Do you think that Frank gave Weston a fair chance at being his friend? Why or why not? 3. Character s Motive Why do you think Kenji decided to be friendly to Frank? What does this tell you about Kenji? Kenji was a nice person. He did not mind that Frank was not an island boy. Kenji might have liked mainland things a lot, like baseball. He felt sorry for Frank. Pages Chapter 3 HP_LL_SJ_A3_1.indd 5 6/15/05 9:34:31 PM PAGE Character Did it seem like Frank and Kenji would be friends? How did you know? Yes, because they shared food, Frank gave the rice balls a chance even though they tasted strange at first, they had fun playing ball, they seemed comfortable together. 2. Plot Reread pages 30 and 31. How can you tell a war was starting? Navy fleet in harbor; air raids PAGE Conclusions Reread page 34. What showed you that Frank and Kenji were surprised by the bombing? They screamed, Frank thought it couldn t be real, they cried and yelled. 2. Cause and Effect Reread page 35. What happened that made Kenji and Frank cheer? The United States started fighting back. Chapter 3: Pages Respond to Attack! Student Journal, page 6 Add to your on Journal page 4 to show more ways that Frank and Kenji were alike and different. Write the answers to these questions. 1. Personal Response What do you think it was like to be Japanese American during the war between Japan and America? 2. Paraphrase Reread page 28. What is Pidgin English? Why did some people in Hawaii speak it? a form of English that includes words from many languages, created so people coming from many places could understand each other; probably used in Hawaii because there were people from all over the world living there 3. Sequence Read pages List the order of events of the attack on Pearl Harbor. The Japanese planes attacked. Air raid sirens screamed. Some battleships got hit. The attack ended. Then a second attack began. page 5 of 8 HP_LL_SJ_A3_1.indd 6 6/15/05 9:34:32 PM

6 Pages Chapter 4 PAGE Character s Motive The school was open to hold emergency meetings. Why did Kenji not want to help at the school at first? Because he felt that his first duty was to his family. 2. Character s Point of View Reread page 49. What did Frank wish his mother would understand? that Kenji was just like him and was a good friend Pages Chapter 5 PAGE Comparisons Frank was surprised that the Imotos didn t wear shoes in the house like his family. What else is different from his home? bowing to greet people, furnishings, language 2. Character Why do you think Frank s mother was relieved she couldn t stay at the Imotos house for tea? We know that Frank s mother was wary of strangers, especially Japanese people. She probably didn t want to spend time with the Imotos. PAGE Character Frank said that dinner was loud and friendly and strange and delicious. What does this show about Frank? He is the kind of person who enjoys new experiences and doesn t judge negatively. 2. Conflict Reread page 62. Why did Mr. Imoto say no more talking in Japanese and no more Japanese flags? Because he didn t want Americans to think they supported the Japanese military. HP_LL_SJ_A3_1.indd 7 Chapter 4: Pages Respond to The Race Student Journal, page 7 Review what you just read and add more comparisons about Frank and Kenji to your on Journal page 4. Write the answers to these questions. 1. Personal Response Frank said it would have been awful to see the bombing without Kenji. Tell about a difficult time you were happy to have a friend with you. 2. Sequence What happened after the boys finished helping at the school? Why do you think that happened? The boys got stopped by a police officer. He asked who they were and wrote their names down. 3. Inference Why do you think the officer wrote the boys names down? Since Hawaii had just been bombed, the police were looking for suspicious people and trying to keep people safe. Chapter 5: Pages Respond to Chopsticks Add to your on Journal page 4. Student Journal, page 8 Write the answers to these questions. 1. Personal Response Have you ever eaten food from a culture that was different from your own? If so, what was it like? If you have not, would you be willing to try? 2. Context Clues Look at the word blackout on page 61. What words in the next sentence help you understand the meaning of blackout? could use any lights for a target These words show that you would not want the lights on because it was dangerous. So you want no lights, or a blackout. 6/15/05 9:34:32 PM 3. Character s Point of View Grandfather got upset when Mr. Imoto said no more Japanese. How do you think Grandfather was feeling? He was probably angry because he wanted to practice his traditions. He didn t want to feel ashamed of being Japanese. He didn t support the Japanese in this war and didn t want Americans to assume he did. page 6 of 8 HP_LL_SJ_A3_1.indd 8 6/15/05 9:34:32 PM

7 Pages Chapter 6 and About This Book PAGE Cause and Effect Frank and Kenji went outside to see the blackout. Why was this so dangerous? It was wartime; soldiers had orders to shoot suspicious people; the boys could have been killed. 2. Inference Reread page 72. How does Frank feel about Kenji? How do you know? Frank was thankful to have Kenji as a friend. He smiled, wanted to know how to say friend in Japanese, and felt safe at his house. PAGE Author s Point of View Did the author feel her book was realistic? Why or why not? Yes, because she talked to people who lived through the attacks. 2. Cause and Effect What happened to many Japanese Americans after the bombings of Pearl Harbor? They were taken from their homes and put into prisons called internment camps. Chapter 6: Pages Respond to Air Raid and About this Book Complete your on Journal page 4. Write the answers to these questions. 1. Personal Response How did the ending make you feel? Why? Student Journal, page 9 2. Context Clues Look at the word futons on page 64. What words in the next two sentences help you understand the meaning of futons? straw mat, thick pad, blanket These words describe a futon. 3. Author s Purpose Why do you think the author chose to tell about the prison camps? She wanted to let the reader know about the mistakes of the past. HP_LL_SJ_A3_1.indd 9 6/15/05 9:34:32 PM page 7 of 8

8 Allow time for groups to meet for The Exchange. If you plan to participate, use these tips for guiding students in discussing the big question: What makes a good friend? How would Frank answer this question? Think about why he gets upset with the way his mother feels about Kenji. Frank would probably say that a good friend sticks up for you, has similar interests, and makes you feel safe and happy. Although Frank and Kenji are different in many ways, they feel comfortable together. What does a friend do that makes you feel comfortable? In the end, we learn that Japanese Americans were put in prison camps after the war. How do you think Frank would feel if Kenji went to a prison camp? Have you ever seen a friend being mistreated? Were you able to help the friend? Frank would probably feel that it was not fair because Kenji was an American and didn t do anything against his country. He would also miss Kenji and feel sad and lonely. Extend the Reading Write a letter Give a Radio Report Friendship Debate Invite students to write a letter from Frank to a friend in Maryland describing the things he learned from Kenji. Remind them that a friendly letter has a heading with an address and date, greeting, body, closing, and signature. After students review pages 27 39, have them turn the descriptions into a radio script to announce the events to the people of Honolulu. After rehearsal, students may want to present their report to the class. Frank s father says Sometimes the best kind of friends are the ones who teach us new things. Ask groups: Do you agree or disagree that a best friend is one who teaches you something? Then have them debate the issue. page 8 of 8

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