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Sadako and the ThousandPaper Cranesby Eleanor CoerrSReading Level (Lexile) 630LFormat/Length Chapter book; 80 pagesPicture Support SomeLanguage Register Conversational, historical, culturalContent Load Historical, culturalRelated Skills Comprehension and Critical ThinkingDraw Inferences and Conclusions Literary AnalysisFigurative Language: Exaggeration, MetaphorsCompare Across Texts Reading and Learning StrategiesMonitor Readingadako was only a baby whenan atom bomb was dropped onHiroshima in 1945. Nine years later, sheis an energetic sixth grader who lovesto run and wants to join the racingteam. But then she starts getting dizzyspells. She tries to keep it a secret butone day she gets sick at school. Shehas leukemia, the atom bomb disease.Her best friend tells her the story of thecranes. If she folds one thousand papercranes then she can get well. For nearlya year, Sadako folds cranes and remainsoptimistic. She folds 644 cranes beforeshe dies. This story of one little girl’scourage and determination continues toinspire people around the world.Selected AwardHawaii Library of Congress AwardAbout the AuthorAfter World War II, Eleanor Coerr went to Japan to live and work as a reporter.During her stay, she was shocked to see the terrible destruction caused by theatom bomb. Years later, she saw the statue of Sadako in Hiroshima Peace Parkand heard the brave little girl’s story. Coerr was inspired by Sadako’s courageand determination, and she knew she had to share her story with the world.page Hampton-Brown1 of 8
Sadako and the Thousand Paper CranesThink About What You KnowReal Life Stories Sadako’s courageous story became aninspiration to people around the world. To prepare students forunderstanding how one person’s story can be valuable, sharea story about someone whose life has had an impact on you.Explain why you think the person’s life story is valuable. Thenwork with students to brainstorm more stories.Real Life StoriesIn thenewsIn moviesand booksIn ourlivesfirefightersAbe LincolnRosa Parksour librarianNia’s Aunt JoAfter completing the chart, have students use Student Journal,page 3 to describe one person whose story is valuable to them.Preview and PredictHave students look at the front cover, read the title, and thenread the summary on the back cover. Say:Student Journal, page 3 This story tells about a girl named Sadako who livedin Japan many years ago. Why do we tell stories aboutPrepare to Readpeople who lived in the past?Think About What You KnowThen point out The Exchange question on the title page:What is the value of one person’s story? Explain thatwhen they finish reading, they’ll share their ideas aboutthis and other questions with a group.Next, have students complete Student Journal, page 3to preview the book and make predictions about howSadako shows bravery during her life.Think about someone whose life story has been important to you. Describethe person’s story in your own words and explain why it has value to you.Preview and Predict Look at the front cover. Read the book summary on the back cover. Read The Exchange question on the title page.1. Page through the book and look at the illustrations. How do you thinkSadako’s friends and family feel about her?2. Why do you think Sadako’s story is important to so many people?page Hampton-Brown2 of 8HP LL SJ A5 3.indd 37/14/05 3:05:51 PM
Sadako and the Thousand Paper CranesUse a Reading StrategyCause and Effect Chart Preview the graphic organizer onStudent Journal, page 4 with students. Explain that as they readSadako and the Thousand Paper Cranes, they can complete theChart to show what happens as a result of the atom bomb. Havestudents add to their Charts after they finish reading each section.Student Journal, page 4Use a Reading StrategyUse a Cause and Effect ChartAs you read each part of Sadako and the Thousand Paper Cranes, use a Cause andEffect Chart to show what effects the atom bomb has on Sadako and Hiroshima.ChaptersEffectsCauses1–2Every year onAugust 6th thereis a Peace Daycelebrationbecausemany people died orwere injured from theatom bomb.Sadako does nottell anyone abouther dizzy spellsbecauseshe is afraid andhopes the dizzinesswill go away.Chizuko tellsSadako the storyof the cranesbecauseSadako has leukemiaand Chizuko wants tomake her better.Sadako feelsgrateful for herfamilybecauseSadako meets Kenjiwho has leukemiaand no family.becauseSadako dies and herclassmates want tohonor her.34–56–78–EpilogueSadako’s classmatesfold the rest of thecranes and raise moneyfor a monumentHP LL SJ A5 3.indd 4 Hampton-Brownpage3 of 87/14/05 3:05:51 PM
Sadako and the Thousand Paper CranesRead the BookForm the group that will read Sadako and the Thousand PaperCranes. Plan how the group will read and respond. Someoptions are: Read with a Group Group members read an agreed-uponnumber of pages, complete the corresponding Student Journalpage(s), and meet to discuss. When they finish the book, theymeet again for The Exchange. The group can use the planneron Student Journal, page 2 to establish meeting times. Read Independently Group members read the book ontheir own and then meet for The Exchange. The group canuse the planner on Student Journal, page 2 to establish themeeting time. Guided Reading Read aloud the summary at the beginningof each chapter to give students an overview of the chapter.Use the Before You Move On questions to check comprehensionas students read. Use Look Ahead to set a focus for readingthe next set of pages. At the end of each section, assign theappropriate Student Journal page. Discuss the page beforestarting the next section. Establish a date for The Exchangeand record it on the planner.Whichever option you choose, use pages 5–8 for anat-a-glance view of Student Journal pages, as well asanswers to the Before You Move On questions.Student Journal, page 2Plan Your ScheduleMy group members are:We plan to read Sadako and the Thousand Paper Cranes and meet on these dates:ChaptersDate We Will Finish ReadingDate We Will Discuss1–23–56–78–EpilogueOur Exchange meeting will be on this date:page Hampton-Brown4 of 8HP LL SJ A5 3.indd 2.7/14/05 3:05:51 PM
Sadako and the Thousand Paper CranesPages 5–16Student Journal, page 5Chapters 1–2Pages 5–16Respond to Chapters 1– 2ANSWERS TO “BEFORE YOU MOVE ON”Cause and Effect ChartReview what happened in the chapters. Begin filling in the Cause and EffectChart on Journal page 4.PAGE 101. Summarize Reread pages 6–7. What was Peace Day?Peace Day was a memorial day for those who died when the atombomb fell on Hiroshima; to Sadako, it was like a carnival.2. Conclusions The atom bomb was dropped nine years beforethe story began. Why did Mr. Sasaki still pray that his familywould be protected from the bomb?The bomb left radiation in the air that was still killing people.Think It OverWrite the answers to these questions.1. Personal Response Sadako was very excited for Peace Day. What holidaysor celebrations excite you. Why?2. Setting This story is based on true events that happened in Hiroshima,Japan. What happened only in Hiroshima that makes the settingimportant in this story?the atom bomb was dropped on Hiroshima, Peace Daycelebrations, and Sadako really lived in HiroshimaPAGE 161. Conclusions What tells you that the Thunderbolt, or the atombomb, was a tragic, horrible event?Sadako’s grandmother was killed by it; people were still dyingnine years later; there was a yearly memorial for all those who died;people and buildings were left scarred.2. Character What was Sadako like?energetic, happy, positive, good friend, fun3. Character Reread pages 6 and 12. What was Mrs. Sasaki like? How canyou tell?She was a protective and loving mother. She wantedSadako to act like a young lady and not a child. She didnot want Sadako to run fast in the heat and was upsetthat she was always in a hurry and did not listen.HP LL SJ A5 3.indd 5page Hampton-Brown5 of 87/14/05 3:05:51 PM
Sadako and the Thousand Paper CranesPages 17–35Student Journal, page 6Chapters 3–5Pages 17–35Respond to Chapters 3–5ANSWERS TO “BEFORE YOU MOVE ON”Cause and Effect ChartReview what happened in these chapters. Add causes and effects to yourChart on Journal page 4.PAGE 231. Character’s Motive Sadako started getting dizzy. Why did shekeep this a secret from her family and friends?She hoped that it would go away and she wanted to focus onrunning. Maybe she was afraid that she had the atom bomb disease.2. Inference Mrs. Sasaki told Sadako, “I’ll buy a kimono for you.A girl your age should have one.” What did she mean?Sadako had become a young woman that her mother was proud of.It was a rite of passage.Think It OverWrite the answers to these questions.1. Personal Response Sadako’s family was very proud of her for makingthe relay team. What have you done that made people proud of you?2. Judgment At first Sadako’s parents didn’t tell her that she had leukemia.They just said she might be in the hospital for a few weeks. Do youthink they were right to say this? What would you have said?PAGE 281. Evidence and Conclusions When Sadako falls, her secretdizziness is discovered. How do you know that the hospitalwas a scary place for Sadako?Parts of this hospital were for patients with the atom bomb sickness,or leukemia; Sadako had to take a lot of tests; she heard her mothertalk about leukemia; many people who went into this hospital nevercame out.2. Inference Reread page 25. Why did Sadako cover her earswhen she heard the word leukemia?She was scared; she didn’t want to hear that she had leukemia.PAGE 351. Cause and Effect A story said that if a sick person made 1,000paper cranes, she would be healthy again. How did this storyaffect Sadako?She immediately started making cranes. It gave her hope and madeher feel safe and lucky.2. Inference Reread page 30. Chizuko did not believe in goodluck charms. Why would she tell the story about the craneand bring paper to fold?She knew that Sadako believed in good luck charms, so it mightcheer Sadako up; maybe if Sadako thought she was going to getbetter, then she would.page Hampton-Brown6 of 83. Compare Across Texts At first Sadako had problems folding the cranes.Look at “How to Fold a Paper Crane” on page 63. How does the “how-toarticle” help you understand why Sadako would have problems?There are over 30 steps to folding a paper crane andmany hints so it seems it would be difficult to do at first.HP LL SJ A5 3.indd 67/14/05 3:05:52 PM
Sadako and the Thousand Paper CranesPages 36–48Student Journal, page 7Chapters 6–7Pages 36–48Respond to Chapters 6–7ANSWERS TO “BEFORE YOU MOVE ON”Cause and Effect ChartReview what happened in the chapters. Add new causes and effects to yourChart on Journal page 4.PAGE 421. Comparisons Reread pages 38 and 40. How were Kenji andSadako alike? How were they different?They both had leukemia; Sadako had many visitors, but Kenji hadfew; Kenji was pessimistic, but Sadako was hopeful.2. Inference How did making the cranes help Sadako andher family?It gave them hope and something to focus on.PAGE 481. Paraphrase Sadako is angry that she made her mother sad.What did she mean when she said, “I’m such a turtle!”?Sadako feels like now she is the slow one because she cannot runaround or even eat her favorite foods.2. Character Sadako forced herself to eat some of the specialfood. Why? What did this show about her?She knew it was a sacrifice for her family to buy this expensive foodand she didn’t want to make her mother sad. She was selfless andconsiderate.Think It OverWrite the answers to these questions.1. Personal Response Everyone tried to help Sadako make a thousandpaper cranes. How do people help you when you are sick?2. Plot Who did Sadako meet in the hospital? What happened soon afterthey met? What did Sadako learn from meeting him?Sadako met Kenji, a boy with the same disease who diedsoon after they met. Sadako learned that she was lucky tohave such a loving family to support her, because Kenji hadno one. She learned she was sick but could do somethingfor someone else, and made a paper crane for Kenji.3. Metaphors A metaphor is a comparison that does not use like or as.Page 37 says, “her bones seemed to be on fire.” Tell the two thingsthat are compared. Then, tell what the metaphor showed aboutSadako.The pain in Sadako’s bones is compared to fire. Itshowed that Sadako’s sickness had gotten worse. It hadchanged her from being energetic and lively to beingvery weak.HP LL SJ A5 3.indd 77/14/05 3:05:52 PMPages 49–62Chapters 8–EpilogueStudent Journal, page 8Pages 49–62ANSWERS TO “BEFORE YOU MOVE ON”Respond to Chapters 8 – EpiloguePAGE 56Cause and Effect Chart1. Sequence The doctor surprised Sadako by letting her gohome for a few days. What happened during her visit?She had visitors, but became very tired. She felt she was making thefamily sad. Finally, she was glad to return to the hospital.2. Conclusions Why did Mrs. Sasaki make Sadako a kimono?She wanted her daughter to be a young woman, even for a shorttime before she died; she wanted to remember Sadako inthe kimono.PAGE 621. Inference Sadako’s classmates made the rest of the cranes.What did the cranes mean to Sadako at the end of her life?They meant strength, beauty, and freedom.2. Author’s Purpose Why do you think the author wrotethis book?to honor a brave girl; to make people think about the consequencesof war; to show how to hopepage Hampton-Brown7 of 8Review what happened in the chapters. Complete your Cause and EffectChart on Journal page 4.Think It OverWrite the answers to these questions.1. Personal Response Is there a memorial or other place that you go toremember something or someone? Describe where it is and what itmeans to you.2. Conclusions How did Sadako affect people while she lived and aftershe died? Why do you think she caused people to feel this way?She caused people to remember her because she startedmaking the cranes and she was so hopeful and brave;later, her death caused people to realize even more howhorrible war was if it could kill a young girl like Sadako.3. Monitor Reading Reread pages 61–62. Choose a part of what you justread that was difficult to understand. Ask two questions about thatpart. Write the answers below.HP LL SJ A5 3.indd 87/14/05 3:05:52 PM
Sadako and the Thousand Paper CranesAllow time for groups to meet for The Exchange. If you plan to participate, usethese tips for guiding students in discussing the big question:What is the value of one person’s story?Sadako was a brave girl. How did her strength and hope inspire herclassmates after she died?She never gave up and she still had hope and a goal even though she knew she wasreally sick. That inspired her classmates to complete Sadako’s goal of making a thousandpaper cranes.Sadako’s story of courage is still told today. People make wishes by herstatue. What stories inspire you? Why?The events in this story are from a specific time and place. What parts of thestory are meaningful to people from any time or place? How does this storyaffect you?Meaningful parts: sickness, family, friendship, and the effects of war.Extend the ReadingWrite a LetterMake a Time LineCreate a Wishing WallHave students write a letterfrom one of Sadako’s friendsto a Japanese official,explaining why a monumentshould be built in honor ofSadako and other childrenkilled by the atom bomb.Have small groups worktogether to create a timeline of Sadako’s life based oninformation from the novel.Encourage them to drawillustrations or downloadphotographs that representimportant people and events.Have students write wishesthey have for themselves, afriend, and the community.Invite them to share theirwishes with the group. Thenhave them fold their papersinto paper cranes and displaythem on a class wishing wall.page Hampton-Brown8 of 8
After completing the chart, have students use Student Journal, page 3 to describe one person whose story is valuable to them. Preview and Predict Have students look at the front cover, read the title, and then read the summary on the back cover. Say: This story tells about a girl named Sadako who
