5 2 1 juans journey TG

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5.2.1

Juan’s Journey
SUMMARY

Juan, a child in a migrant worker
family, longs for a permanent home as he
deals with the harsh realities of migrant
worker life.

LESSON VOCABULARY

caterpillar
disrespect
migrant
unscrewed

cocoon
emerge
sketched

INTRODUCE THE BOOK
INTRODUCE THE TITLE AND AUTHOR

Discuss with
students the title and the author of Juan’s
Journey. Based on the title, whom do students
think the story will be about? What does the
word Journey in the title tell them?

BUILD BACKGROUND

Explain that migrant workers are people who travel around the country
picking crops. Discuss with students what
they know about the lives of migrant workers.

PREVIEW/USE TEXT FEATURES

As students
preview the book, draw their attention to the
map on page 3 and discuss that it shows the
route migrant workers travel as they look for
work. Then have students look at the pictures.
What do they think they might find out about
the migrant workers in this story?

Review the map on page 3 and then
compare it to a classroom map that gives the
names of all the states. Point out the states
mentioned on page 3.

COMPARE AND CONTRAST
ANSWER QUESTIONS

READ THE BOOK
SET PURPOSE

Have students set a purpose
for reading Juan’s Journey. If they need help
setting a purpose, ask them what they hope
the story will be about and what they hope

they will learn about Juan or migrant workers.

STRATEGY SUPPORT: ANSWER QUESTIONS Remind
students that answering questions is the
ability to give complete, correct responses
to questions. Read page 3 aloud. Then ask
students: Why did the Garcias leave Georgia?
(They were migrant workers and the harvest
was over.) Lead students to see that the
answer came from information found in
several places, or sentences, on the page.
Then discuss that answers to other questions
might be found in only one sentence, by
using prior knowledge or by using what
is in the story plus prior knowledge. As
students answer the following comprehension
questions, have them tell you how they came
up with the answers.

COMPREHENSION QUESTIONS
PAGE 8

Why would Juan buy his mom a red
car? (because it was her favorite color)
PAGE 13 Where can you find the answer to
the question: “What was the weather like the
week that Juan picked strawberries?” (first
sentence, second paragraph)
PAGE 14

What generalization can you make
about picking strawberries for a living?
(Possible Response: It is hard work.)

PAGE 17

Were you surprised that Manuel
quit working for Spike? Why or why not?
(Responses will vary.)

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REVISIT THE BOOK
READER RESPONSE

1. Advantages: Crew leader arranged work,
housing, car rides; Disadvantages:
Farmworkers had to give money to crew
leader.
2. Responses will vary, but they should relate
to text.
3. Responses will vary, but they should show
understanding of how a cocoon is a tight

wrapping that covers something.
4. Responses will vary, but students might say
they would do just as Manuel did or call the
police on Mr. Spike.
EXTEND UNDERSTANDING

Ask students to define
character. (Possible response: person or animal
who takes part in the events of a story) Who
is the main character in this story? (Juan) Ask
students to describe Juan. Do they think he
is a hard-working boy? Is he a boy who cares
about others? Have them find places in the
text that supports their answers.

RESPONSE OPTIONS
SPEAKING

Have students work in small groups
and discuss whether or not children Juan’s
age should be allowed to be migrant workers.
They should create a list of reasons supporting
their decision or decisions. Afterwards,
have the groups share their decisions
and supporting reasons.

SOCIAL STUDIES
CONNECTION
Encourage students to find
out more about migrant

workers and their lives. They can
read biographies of César Chávez and other
books about migrant workers. They might be
especially interested in information about
children who were migrant workers.

Skill Work
TEACH/REVIEW VOCABULARY
Review the meaning of the words and then
give students word cards. Have them sort
the words by parts of speech (noun, verb,
adjective). Students can play charades using
the verbs (sketched, unscrewed, emerged).
To give the answer, students should hold up
the correct card.

TARGET SKILL AND STRATEGY
COMPARE AND CONTRAST

Remind
students that to compare is to tell how two
or more things are alike. To contrast is to tell
how two or more things are different. Invite
students to compare and contrast what
they are learning to what they already know.
Does anything in Juan’s life remind them of
their own lives? For example: Some of them
might want a dog; some of them might have
had to move around a lot. Ask if comparing
their own lives to Juan’s helped them better

understand what he was going through.
ANSWER QUESTIONS Remind students
that answering questions can help them
understand the text (helps them focus,
checks comprehension, relates what they
know to what they are reading). After reading, have students ask questions comparing what is happening in Juan’s life to what
he wants to happen. Students should then
answer each other’s questions.

ADDITIONAL SKILL INSTRUCTION
GENERALIZE

Remind students that as they
read, they are given ideas about several
things or people, and they can make one
statement about all of them. This is called
a generalization. Some are valid; some are
faulty. Ask: Is the generalization, All kids like
to listen to music, valid or faulty? (Faulty:
All kids may not like to listen to music.) Is
the generalization, Many kids like to listen
to music, valid or faulty? (Valid: Many kids
do like to listen to music.) Invite students to
make generalizations as they read. Remind
them to back up generalizations with examples. Have the class share generalizations
and discuss whether they are valid or invalid.
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Juan’s Journey

Name

Compare and Contrast
• To compare is to tell how two or more things are alike.
• To contrast is to tell how two or more things are different.

Directions Fill in the following chart to compare what Juan wants to what Juan has.
Circle the one thing Juan wanted and then got.

What Juan Wants

What Juan Has

© Pearson Education 5

Directions Look at your chart. Draw a picture of Juan leading the kind of life he would like to have.

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Juan’s Journey

Name

Vocabulary
Directions Find and circle the following words. All words go from left to right.

Check the Words You Know
caterpillar
migrant

cocoon
sketched

disrespect
unscrewed

emerge

C

O

C

O

O

N