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You’ve probably come across the term samurai before. Maybe
you know that it has something to do with warriors, or with
martial arts, or with Japan. But did you know that the samurai
go all the way back to the tenth century? If you’re wondering
why a way of life that old is still a part of Japanese culture,
you’ll appreciate this informative article.
The Samurai 83
10
A samurai is “one who serves.” In ancient times, the term
described lowly servants supplied to the households of
elderly people by the Japanese government. Later it became
one of several terms used for members of the warrior class
that developed in the provinces of Japan during the tenth
century. Although the word bushi (“military gentry”)
appears most often in old official records, the term samurai
has become widely known among people outside Japan.
Today the Japanese themselves also use this word when
they refer to the fighting men of their country before
modern times.
The samurai first appeared in the eastern provinces of
Japan—that is, in the Kant£ plain that contains the modern
city of Tokyo. In the tenth century, the central government
consisted of court officials in the service of the emperor in
Kyoto, then the capital city. The samurai arose because
these officials paid little attention to affairs in the provinces
Paul Varley
Locate the author’s nameand the captions in this article. Circle them.
samurai (sam√¥•r¢≈) n.:Japanese warriors. Note themeaning of the word givenin the text.
provinces (präv√ins•¥z )n.: administrative divisions of a country.
• • • • • • Notes • • • • • •
ReadingStandard 2.4Clarify anunderstandingof texts bycreatingoutlines,logical notes,summaries,or reports.
“The Samurai” by Paul Varley from Faces: The Magazine About People, vol. 6, no. 7, April 1990. Copyright © 1990 by Cobblestone Publishing Company. All rights reserved. Reprinted by permission of publisher.
except for making sure that they received the income from
their agricultural estates. Without effective oversight from
the Kyoto court, men in the provinces took up arms to
become a professional military class.
In that period, the Kanto was a frontier area, rich in
farmland and especially in need of men to maintain order
as the territory developed. The samurai in the Kant£ and
elsewhere organized themselves into bands whose members
were joined together as lords and vassals (followers under
a lord’s protection), much like the knights of medieval
Europe.
Although Japan is far from Europe and had no contact
with Europeans until the mid-sixteenth century, the
Japanese developed a system of organizing society remark-
ably similar to that of medieval Europe. This system,
known as feudalism, took root in Japan with the founding
of its first military government, or shogunate (government
headed by a shogun, or “great general”), in 1185. As in
Europe, feudalism in Japan was based almost entirely on
agriculture. Land divided into estates, or manors, was
worked by peasants called serfs who had to remain on the
land and could not move about freely. Feudalism also
featured a ruling warrior or military class made up of lords
and their vassals.
In samurai society, a vassal was supposed to give
absolute, unquestioning loyalty to his lord and even be
prepared to die for him in battle. In fact, the relationship
between a lord and vassal went both ways: In return
for performing military service, a vassal expected rewards
and protection from his lord. The idea of the loyal,
self-sacrificing vassal was often ignored. Many vassals,
20
30
40
84 Characters: The People You’ll MeetChapter 2
Read the boxed passagealoud as if you were readingto a group of classmates whoare taking notes as you read.Make sure you emphasizethe words and phrases thatare given special treatmentin the paragraph—those initalics, in parentheses, andwithin quote marks.
You can often find a clue tothe meaning of an unfamiliarnew word by breaking it upinto smaller words that youknow. Look at the wordoversight (line 19). Whatsmaller words do you see?Circle the words. Use themeanings of the smallerwords to help you defineoversight.
frontier (frun•tir√) n.: devel-oping, often still uncivilizedor lawless region of acountry.
shogun (◊£√gun≈) n.: any ofthe military governors ofJapan who, until 1868, hadabsolute rule.
Underline the definitions ofthese words, which are givenright in context on this page:vassals; shogunate; serfs.
50
The Samurai 85
especially in the tumultuous fifteenth and sixteenth
centuries, betrayed or rebelled against their lords.
The samurai continued to rule Japan until the begin-
ning of the modern period in 1868. During the time of the
last military government, the shogunate of the Tokugawa
family (1600–1867), Japan remained almost entirely at
peace. Deprived of their profession of warfare, many
tumultuous(tº•mul√¬º•w¥s) adj.:full of disturbance orupheaval; unsettled.
• • • • • • Notes • • • • • •
Frightening the enemy was part of the strategy of thesamurai. In battle, these warriors wore fierce-lookingmasks and fought fiercely, too.
samurai lived idly on payments provided by their lords.
Others entered government service or professions such
as teaching. As a substitute for actual fighting, the samurai
of the Tokugawa period developed the martial arts still
practiced by many people in Japan and elsewhere.
Members of the samurai class overthrew the Tokugawa
shogunate and brought Japan into the Western-dominated
modern world in the late nineteenth century. Although
samurai status was officially dissolved in the 1870s, many
people of samurai background continued to provide lead-
ership in modernizing Japan. Moreover, samurai values
remained deeply ingrained in the behavior of many
Japanese at least through World War II.
60
86 Characters: The People You’ll MeetChapter 2
Re-read lines 51–60.According to the article, whathappened to the samuraiduring the shogunate of theTokugawa family? Underlinethis information. How didthis historical happeningcontribute to the develop-ment of the martial art thatis still practiced today?
This samurai was photographed in 1860.
The Samurai 87
Clarify the Text Re-read “The Samurai.” As you read, highlight
with a marker or circle the most important information revealed in
the article. Then, use another color highlighter to call out or draw a
box around supporting details. Create an outline of the article on
which you plot its main ideas and details. Your outline should follow
this style:
I. Major topic
A.Main idea
1. Detail
2. Detail
B. Main idea
1. Detail
2. Detail
Personal Word List Record new words in your Personal Word List.
Put a star next to words you might use in a conversation.
Personal Reading Log As you add this selection to your Personal
Reading Log, tell whether or not you’d like to read more about the
samurai. Give yourself 1 point on the Reading Meter for completing
the article.
Checklist for Standards Mastery You’ve just clarified a text by using
the skill of outlining. Now, track your progress by using the Checklist
for Standards Mastery.
The Samurai Interactive Reading, page 83
Go Beyond an Informational Text
Research Template The samurai of long ago provide a fascinatingtopic for research. Use the template below to learn more about thesewarriors of feudal Japan.
Questions for Research Resource
Who were the samurai?
When did they live?
What was their purpose?
Why were they so feared?
Why did they cease to exist?
Project Samurai
88 Characters: The People You’ll MeetChapter 2
Chapter 2 21
DIFFERENTIATING INSTRUCTION
The Samurai
■ Learners Having DifficultyThis selection contains a greatdeal of detailed informationabout the topic. Learners hav-ing difficulty may stumbleover the many facts anddetails. Suggest to these stu-dents that they take notes asthey read or stop and summa-rize each section to a partner.
■ Benchmark Students Directon-level students to use thefootnotes and sidenotes asthey read.
■ Advanced Students Thisselection should pose no diffi-culties for advanced learners.You may wish to ask advancedstudents to do more detailedresearch and to report on oneof the topics mentioned in thearticle. For example, theycould do research on whyexactly the fifteenth and six-teenth centuries were sotumultuous in Japan.
TEACHER TO TEACHER
Explain to students that aninformational article such as thisis an excellent source of facts fora research report or topic paper.Discuss how students often out-line and take notes from infor-mational articles to providethemselves with reference mate-rial for later use.
READING OPTION
As they read, students have anumber of options that will helpthem clarify the text. As theyread the selection independently,they can create an outline, takenotes on the content either inthe margins of their books or onseparate index cards, or stop andsummarize each page.
The SamuraiPaul Varley ■ page 83
■ Discuss with the class how the format of an informational articlediffers from the format of a literary work, such as an autobiogra-phy, a short story, or a novel. Point out that informational arti-cles—unlike short stories and novels—often contain features suchas illustrations, photographs, subheadings, and captions.
■ Have students read the Before You Read note to themselves as youread it aloud. Ask volunteers to relate experiences with or knowl-edge of martial arts.
■ Read the Text Structure note aloud. Have volunteers respond to thequestion posed in the note. Guide the class to make predictionsabout the content of this article, based on a preview of the article’sfeatures and the Before You Read information. Then ask volunteersto read and discuss the captions.
■ Read the Decoding Tip on page 84 aloud. Ask students what theythink oversight means. Suggest to students that if a word looksunfamiliar, they might look for smaller words within it that theycan understand. Point out other words from the article that aremade from smaller words, such as farmland in line 23 and warfarein line 55.
■ Have students read the rest of the article on their own, using thesidenotes to guide them.
■ Have volunteers read aloud the passage referred to in the Fluencynote. Have the listening students evaluate the readings on the basisof clarity of expression and interpretation.
■ After students have finished reading, they can record this selectionin their Personal Reading Logs.
■ Use the Vocabulary Check on Teacher’s Edition page 27 to evaluatemastery of the vocabulary standard.
■ Use the Comprehension Check on Teacher’s Edition page 28 toevaluate mastery of the literary standard.
■ To extend their reading of the selection, have students completethe Research Template project in Interactive Reading, page 88.
Chapter 2 27
Co
pyr
igh
t ©
by
Ho
lt, R
ineh
art
and
Win
sto
n. A
ll ri
gh
ts r
eser
ved
.
Name ______________________________ Class _____________ Date _____________
Vocabulary CheckVocabulary CheckThe Samurai ■ Interactive Reading, page 83
Reading Standard 1.3 Recognize the origins and meanings offrequently used foreign words in English.
A. Words in ContextUse words from the word box to complete the paragraph below. Use eachword only once.
The situation in the various (1) _______________ of sixteenth-century Japan
could be described only as dangerous and (2) _______________. All month long a
(3) _______________ had ridden through the land to announce that the (4)
_______________ was going to visit to check on each area’s defenses. There were
rumors that hostile forces were gathering on the (5) _______________, and the
leaders were taking no chances.
B. Foreign WordsFill in the best word from the list below. If necessary, check the meanings of thewords in the article or in the dictionary.
1. The great leader was the most powerful _______________ inJapan’s history.
2. The _______________, or government, was in an uproarwhen its leader died.
3. In films set in feudal Japan, the _______________ is oftensimilar to the hero of an American western.
warrior in feudal Japan
administrative divisions of a country
developing, often still uncivilized or lawlessregion of a country
military governors of Japan who, until 1868, hadabsolute rule
full of disturbance and upheaval; unsettled (a tumult is a disturbance)
samurai, noun
provinces, noun
frontier, noun
shogun, noun
tumultuous, adjective
Vocabulary DevelopmentVocabulary Development
samurai shogun shogunate
28 Interactive Reading
Co
pyr
igh
t ©
by
Ho
lt, R
ineh
art
and
Win
sto
n. A
ll ri
gh
ts r
eser
ved
.
Name ______________________________ Class _____________ Date _____________
Comprehension CheckComprehension CheckThe Samurai ■ Interactive Reading, page 83
Reading Standard 2.4 Clarify an understanding of texts bycreating outlines, logical notes, summaries, or reports.
author’s key point in a piece of writing
main points in an informational text, arranged as a list
brief but complete retelling of the main details inan essay or of the main events in a story
A. Circle the letter of the correct response to each item below.
1. Which would you not include in a summary of “The Samurai”? A The term samurai changed its meaning over time.B The city of Tokyo is in the Kanto plain.C Samurai society was organized by class.D The Tokugawa family ruled Japan from 1603–1868.
2. The main idea of “The Samurai” is best stated as—F a samurai is “one who serves”G many vassals lost their lives in the service of their lordsH the samurai tradition has a long and interesting historyJ it was unjust to treat some people cruelly
3. In an outline, which information would not go under theheading “Tokugawa rule”?A Japan was at peace.B Samurai values lasted through World War II.C Martial arts were developed.D Samurai lived on payments provided by the lords.
B. Suppose you were to take a short trip to medieval Japan in a time machine.Would you want to live as a vassal, a lord, a samurai warrior, or a shogun? Write asentence or two explaining your choice.
main idea
outline
summary
Academic VocabularyAcademic Vocabulary
Answer Key 111
Chapter 2
Practice Read: SparringVocabulary Check, page 23
A: 1. neutral2. karate3. glowering4. samurai5. solution
B: Sentences will vary, but should show an under-standing of the meanings of the words.
Comprehension Check, page 24A: 1. A
2. F3. D4. H
B: Answers will vary. Strong answers will cite spe-cific details from the story.
Foreigner in JapanVocabulary Check, page 25
A: 1. mosquito2. gong3. saunter4. bouillon5. turmoil6. belied7. kimono
B: 1. bunches of cut flowers2. large room for gathering together3. stir-fried Japanese food dish, prepared
tableside
Comprehension Check, page 26A: 1. C
2. H3. D4. H
B: Answers will vary. A rebellious or insecure ornarrow-minded Yoshiko would not haveaccepted her dual heritage so wisely.
The SamuraiVocabulary Check, page 27
A: 1. provinces2. tumultuous3. samurai4. shogun5. frontier
B: 1. shogun 2. shogunate 3. samurai
Comprehension Check, page 28A: 1. B
2. H3. B
B: Answers will vary. Strong answers will state whothey would choose to live as and will provide anexplanation for their choice.
Two Japanese Folk TalesComprehension Check, page 29
A: 1. A2. J3. B4. J
B: Answers will vary. A good answer would explainhow the couple would have been punished,instead of rewarded, for their behavior.
Pupil Pages with Answers 161
You
’ve
pro
bab
ly c
om
e ac
ross
th
e te
rm s
amu
raib
efo
re. M
ayb
e
you
kn
ow
th
at it
has
so
met
hin
g t
o d
o w
ith
war
rio
rs, o
r w
ith
mar
tial
art
s, o
r w
ith
Jap
an. B
ut
did
yo
u k
no
w t
hat
th
e sa
mu
rai
go
all
the
way
bac
k to
th
e te
nth
cen
tury
? If
yo
u’r
e w
on
der
ing
wh
y a
way
of
life
that
old
is s
till
a p
art
of
Jap
anes
e cu
ltu
re,
you
’ll a
pp
reci
ate
this
info
rmat
ive
arti
cle.
The
Sam
ura
i83
10
Asa
mu
rai
is “
one
wh
o se
rves
.”In
an
cien
t ti
mes
,th
e te
rm
desc
ribe
d lo
wly
ser
van
ts s
upp
lied
to t
he
hou
seh
olds
of
elde
rly
peop
le b
y th
e Ja
pan
ese
gove
rnm
ent.
Late
r it
bec
ame
one
ofse
vera
l ter
ms
use
d fo
r m
embe
rs o
fth
e w
arri
or c
lass
that
dev
elop
ed in
th
e p
rovi
nce
sof
Japa
n d
uri
ng
the
ten
th
cen
tury
.Alt
hou
gh t
he
wor
d bu
shi(
“mili
tary
gen
try”
)
appe
ars
mos
t of
ten
in o
ld o
ffic
ial r
ecor
ds,t
he
term
sam
urai
has
bec
ome
wid
ely
know
n a
mon
g p
eopl
e ou
tsid
e Ja
pan
.
Toda
y th
e Ja
pan
ese
them
selv
es a
lso
use
th
is w
ord
wh
en
they
ref
er t
o th
e fi
ghti
ng
men
of
thei
r co
un
try
befo
re
mod
ern
tim
es.
Th
e sa
mu
rai f
irst
app
eare
d in
th
e ea
ster
n p
rovi
nce
s of
Japa
n—
that
is,i
n t
he Ka
nt£
plai
n t
hat
con
tain
s th
e m
oder
n
city
of
Toky
o.In
th
e te
nth
cen
tury
,th
e ce
ntr
al g
over
nm
ent
con
sist
ed o
fco
urt
off
icia
ls in
th
e se
rvic
e of
the
empe
ror
in
Kyo
to,t
hen
th
e ca
pita
l cit
y.T
he
sam
ura
i aro
se b
ecau
se
thes
e of
fici
als
paid
litt
le a
tten
tion
to
affa
irs
in t
he
prov
ince
s
Pau
l Var
ley
Loca
te t
he
auth
or’
s n
ame
and
th
e ca
pti
on
s in
th
is
arti
cle.
Cir
cle
them
.
sam
ura
i(sa
mô
•r¢
≈)n
.:Ja
pan
ese
war
rio
rs. N
ote
th
em
ean
ing
of
the
wo
rd g
iven
in t
he
text
.
pro
vin
ces
(prä
v√in
s•¥z
)n
.:ad
min
istr
ativ
e d
ivis
ion
s o
f a
cou
ntr
y.
• •
•
•
• •
No
tes
• •
•
•
• •
Readin
gSta
ndard
2.4
Clar
ify
anun
ders
tand
ing
of t
exts
by
crea
ting
outl
ines
,lo
gica
l not
es,
sum
mar
ies,
or r
epor
ts.
“Th
e Sa
mu
rai”
by
Pau
l Var
ley
fro
m F
aces
: Th
e M
agaz
ine
Ab
ou
t Pe
op
le,v
ol.
6, n
o. 7
, Ap
ril 1
990.
C
op
yrig
ht
© 1
990
by
Co
bb
lest
on
e Pu
blis
hin
g C
om
pan
y.A
ll ri
gh
ts r
eser
ved
. Rep
rin
ted
by
per
mis
sio
n o
f p
ub
lish
er.
Fore
igne
r in
Jap
anIn
tera
ctiv
e R
ead
ing
,pag
e 74
Go
Bey
on
d a
Lit
erar
y Te
xt
Au
thor
Tim
e Li
ne
As
you
lear
ned
fro
m “
Fore
ign
er in
Jap
an,”
Yosh
iko
Uch
ida
had
a r
ich
,in
tere
stin
g,an
d so
met
imes
dif
ficu
lt li
fe.
Cre
ate
a ti
me
line
show
ing
at le
ast
ten
key
eve
nts
in h
er li
fe,i
ncl
udi
ng
her
bir
th,h
er e
duca
tion
,her
dep
orta
tion
to
an in
tern
men
t ca
mp,
the
publ
icat
ion
of
her
maj
or b
ooks
,an
d h
er d
eath
.You
can
fin
din
form
atio
n a
bou
t Yos
hik
o U
chid
a in
th
e re
fere
nce
tex
t So
met
hing
Abo
ut t
he A
utho
ror
on
-lin
e at
Con
tem
pora
ry A
utho
rs O
n-lin
e.
1921
: Yo
shik
o
Uch
ida
bo
rn
Year
/Eve
nt
Year
/Eve
nt
Year
/Eve
nt
Year
/Eve
nt
1942
: BA
,
Un
iver
sity
of
Cal
ifo
rnia
,
Ber
kele
y
1942
–43:
Rel
oca
ted
to
an
inte
rnm
ent
cam
p
in U
tah
1944
: M. E
d.
Smit
h C
olle
ge
1949
:Th
e
Dan
cin
g K
ettl
e
and
Oth
er
Jap
anes
e Fo
lk
Tale
sp
ub
lish
ed
Year
/Eve
nt
Year
/Eve
nt
Year
/Eve
nt
Year
/Eve
nt
1962
:Ro
kub
el
and
th
e
Tho
usa
nd
Ric
e
Bo
wls
pu
blis
hed
1971
:Jo
urn
ey t
o
Top
azp
ub
lish
ed
1982
:Des
ert
Exile
: Th
e
Up
roo
tin
g o
f
a Ja
pan
ese-
Am
eric
an F
amily
pu
blis
hed
1992
:Th
e
Invi
sib
le T
hre
ad
pu
blis
hed
Year
/Eve
nt
Year
/Eve
nt
Year
/Eve
nt
Year
/Eve
nt
1992
: Yo
shik
o
Uch
ida
die
s
(Ber
kele
y, C
A)
1993
:Th
e
Bra
cele
t
pu
blis
hed
Sug
ges
ted
en
trie
s ap
pea
r b
elo
w.
82
Ch
arac
ters
:Th
e Pe
op
le Y
ou
’ll M
eet
Chap
ter
2
Chapter 2Pupil Pages 56–97
162 Interactive Reading: Teacher’s Edition
50
The
Sam
ura
i85
espe
cial
ly in
th
e tu
mu
ltu
ous
fift
een
th a
nd
sixt
een
th
cen
turi
es,b
etra
yed
or r
ebel
led
agai
nst
th
eir
lord
s.
Th
e sa
mu
rai c
onti
nu
ed t
o ru
le J
apan
un
til t
he
begi
n-
nin
g of
the
mod
ern
per
iod
in 1
868.
Du
rin
g th
e ti
me
ofth
e
last
mili
tary
gov
ern
men
t,th
e sh
ogu
nat
e of
the
Toku
gaw
a
fam
ily (
1600
–186
7),J
apan
rem
ain
ed a
lmos
t en
tire
ly a
t
peac
e.D
epri
ved
ofth
eir
prof
essi
on o
fw
arfa
re,m
any
tum
ult
uo
us
(tº
•m
ul√¬
º•w
¥s)
adj.:
full
of
dis
turb
ance
or
up
hea
val;
un
sett
led
.
• •
•
•
• •
No
tes
• •
•
•
• •
Frig
hte
nin
g t
he
enem
y w
as p
art
of
the
stra
teg
y o
f th
esa
mu
rai.
In b
attl
e, t
hes
e w
arri
ors
wo
re f
ierc
e-lo
oki
ng
mas
ks a
nd
fo
ug
ht
fier
cely
, to
o.
exce
pt f
or m
akin
g su
re t
hat
th
ey r
ecei
ved
the
inco
me
from
thei
r ag
ricu
ltu
ral e
stat
es.W
ith
out
effe
ctiv
e ov
ersi
ght
from
the
Kyo
to c
ourt
,men
in t
he
prov
ince
s to
ok u
p ar
ms
to
beco
me
a pr
ofes
sion
al m
ilita
ry c
lass
.
In t
hat
per
iod,
the Ka
nto
was
a f
ron
tier
area
,ric
h in
farm
lan
d an
d es
peci
ally
in n
eed
ofm
en t
o m
ain
tain
ord
er
as t
he
terr
itor
y de
velo
ped.
Th
e sa
mu
rai i
n t
he Ka
nt£
and
else
wh
ere
orga
niz
ed t
hem
selv
es in
to b
ands
wh
ose
mem
bers
wer
e jo
ined
tog
eth
er a
s lo
rds
and
vass
als
(fol
low
ers
un
der
a lo
rd’s
pro
tect
ion
),m
uch
like
th
e kn
igh
ts o
fm
edie
val
Eu
rop
e.
Alt
hou
gh J
apan
is f
ar f
rom
Eu
rope
an
d h
ad n
o co
nta
ct
wit
h E
uro
pean
s u
nti
l th
e m
id-s
ixte
enth
cen
tury
,th
e
Japa
nes
e de
velo
ped
a sy
stem
of
orga
niz
ing
soci
ety
rem
ark-
ably
sim
ilar
to t
hat
of
med
ieva
l Eu
rope
.Th
is s
yste
m,
know
n a
s fe
uda
lism
,too
k ro
ot in
Jap
an w
ith
th
e fo
un
din
g
ofit
s fi
rst
mili
tary
gov
ern
men
t,or
sh
ogu
nat
e (g
over
nm
ent
hea
ded
by a
sho
gun
,or
“gre
at g
ener
al”)
,in
118
5.A
s in
Eu
rope
,feu
dalis
m in
Jap
an w
as b
ased
alm
ost
enti
rely
on
agri
cult
ure
.Lan
d di
vide
d in
to e
stat
es,o
r m
anor
s,w
as
wor
ked
by p
easa
nts
cal
led
serf
s w
ho
had
to
rem
ain
on
th
e
lan
d an
d co
uld
not
mov
e ab
out
free
ly.F
euda
lism
als
o
feat
ure
d a
rulin
g w
arri
or o
r m
ilita
ry c
lass
mad
e u
p of
lord
s
and
thei
r va
ssal
s.
In s
amu
rai s
ocie
ty,a
vas
sal w
as s
upp
osed
to
give
abso
lute
,un
ques
tion
ing
loya
lty
to h
is lo
rd a
nd
even
be
prep
ared
to
die
for
him
in b
attl
e.In
fac
t,th
e re
lati
onsh
ip
betw
een
a lo
rd a
nd
vass
al w
ent
both
way
s:In
ret
urn
for
perf
orm
ing
mili
tary
ser
vice
,a v
assa
l exp
ecte
d re
war
ds
and
prot
ecti
on f
rom
his
lord
.Th
e id
ea o
fth
e lo
yal,
self
-sac
rifi
cin
g va
ssal
was
oft
en ig
nor
ed.M
any
vass
als,
20 30 40
84
Ch
arac
ters
:Th
e Pe
op
le Y
ou
’ll M
eet
Chap
ter
2
Rea
d t
he
bo
xed
pas
sag
eal
ou
d a
s if
yo
u w
ere
read
ing
to a
gro
up
of
clas
smat
es w
ho
are
taki
ng
no
tes
as y
ou
rea
d.
Mak
e su
re y
ou
em
ph
asiz
eth
e w
ord
s an
d p
hra
ses
that
are
giv
en s
pec
ial t
reat
men
tin
th
e p
arag
rap
h—
tho
se in
ital
ics,
in p
aren
thes
es, a
nd
wit
hin
qu
ote
mar
ks.
You
can
oft
en f
ind
a c
lue
toth
e m
ean
ing
of
an u
nfa
mili
arn
ew w
ord
by
bre
akin
g it
up
into
sm
alle
r w
ord
s th
at y
ou
kno
w. L
oo
k at
th
e w
ord
ove
rsig
ht
(lin
e 19
).W
hat
smal
ler
wo
rds
do
yo
u s
ee?
Cir
cle
the
wo
rds.
Use
th
em
ean
ing
s o
f th
e sm
alle
rw
ord
s to
hel
p y
ou
def
ine
ove
rsig
ht.
Her
e, o
vers
igh
tm
ean
s
“su
per
visi
on
.”
fro
nti
er(f
run
•ti
r√)
n.:
dev
el-
op
ing
, oft
en s
till
un
civi
lized
or
law
less
reg
ion
of
aco
un
try.
sho
gu
n(◊
£√g
un
≈)n
.:an
y o
fth
e m
ilita
ry g
ove
rno
rs o
fJa
pan
wh
o, u
nti
l 186
8, h
adab
solu
te r
ule
.
Un
der
line
the
def
init
ion
s o
fth
ese
wo
rds,
wh
ich
are
giv
enri
gh
t in
co
nte
xt o
n t
his
pag
e:va
ssal
s; s
ho
gu
nat
e; s
erfs
.
Chapter 2Pupil Pages 56–97
Pupil Pages with Answers 163
The
Sam
ura
i87
Clar
ify
the
Text
Re-
read
“Th
e Sa
mu
rai.”
As
you
rea
d, h
igh
ligh
t
wit
h a
mar
ker
or
circ
le t
he
mo
st im
po
rtan
t in
form
atio
n r
evea
led
in
the
arti
cle.
Th
en, u
se a
no
ther
co
lor
hig
hlig
hte
r to
cal
l ou
t o
r d
raw
a
bo
x ar
ou
nd
su
pp
ort
ing
det
ails
. Cre
ate
an o
utl
ine
of
the
arti
cle
on
wh
ich
yo
u p
lot
its
mai
n id
eas
and
det
ails
. Yo
ur
ou
tlin
e sh
ou
ld f
ollo
w
this
sty
le:
I.M
ajo
r to
pic
A.M
ain
idea
1. D
etai
l
2. D
etai
l
B.M
ain
idea
1. D
etai
l
2. D
etai
l
Pers
onal
Wor
d Li
stR
eco
rd n
ew w
ord
s in
yo
ur
Pers
on
al W
ord
Lis
t.
Put
a st
ar n
ext
to w
ord
s yo
u m
igh
t u
se in
a c
on
vers
atio
n.
Pers
onal
Rea
ding
Log
As
you
ad
d t
his
sel
ecti
on
to
yo
ur
Pers
on
al
Rea
din
g L
og
, tel
l wh
eth
er o
r n
ot
you
’d li
ke t
o r
ead
mo
re a
bo
ut
the
sam
ura
i. G
ive
you
rsel
f 1
po
int
on
th
e R
ead
ing
Met
er f
or
com
ple
tin
g
the
arti
cle.
Chec
klis
t fo
r St
anda
rds
Mast
ery
You
’ve
just
cla
rifi
ed a
tex
t b
y u
sin
g
the
skill
of
ou
tlin
ing
. No
w, t
rack
yo
ur
pro
gre
ss b
y u
sin
g t
he
Ch
eckl
ist
for
Stan
dar
ds
Mas
tery
.
sam
ura
i liv
ed id
ly o
n p
aym
ents
pro
vide
d by
th
eir
lord
s.
Oth
ers
ente
red
gove
rnm
ent
serv
ice
or p
rofe
ssio
ns
such
as t
each
ing.
As
a su
bsti
tute
for
act
ual
fig
hti
ng,
the
sam
ura
i
ofth
e To
kuga
wa
peri
od d
evel
oped
th
e m
arti
al a
rts
still
prac
tice
d by
man
y pe
ople
in J
apan
an
d el
sew
her
e.
Mem
bers
of
the
sam
ura
i cla
ss o
vert
hre
w t
he
Toku
gaw
a
shog
un
ate
and
brou
ght
Japa
n in
to t
he
Wes
tern
-dom
inat
ed
mod
ern
wor
ld in
th
e la
te n
inet
een
th c
entu
ry.A
lth
ough
sam
ura
i sta
tus
was
off
icia
lly d
isso
lved
in t
he
1870
s,m
any
peop
le o
fsa
mu
rai b
ackg
rou
nd
con
tin
ued
to
prov
ide
lead
-
ersh
ip in
mod
ern
izin
g Ja
pan
.Mor
eove
r,sa
mu
rai v
alu
es
rem
ain
ed d
eepl
y in
grai
ned
in t
he
beh
avio
r of
man
y
Japa
nes
e at
leas
t th
rou
gh W
orld
War
II.
60
86
Ch
arac
ters
:Th
e Pe
op
le Y
ou
’ll M
eet
Chap
ter
2
Re-
read
lin
es 5
1–60
.A
cco
rdin
gto
th
e ar
ticl
e, w
hat
hap
pen
edto
th
e sa
mu
rai
du
rin
g t
he
sho
gu
nat
e o
f th
eTo
kug
awa
fam
ily?
Un
der
line
this
info
rmat
ion
. Ho
w d
idth
is h
isto
rica
l hap
pen
ing
con
trib
ute
to
th
e d
evel
op
-m
ent
of
the
mar
tial
art
th
atis
sti
ll p
ract
iced
to
day
?
The
sam
ura
i lo
st t
hei
r
skill
s b
ecau
se it
was
a
lon
g, p
eace
ful p
erio
d
in J
apan
’s h
isto
ry. A
s
a su
bst
itu
te f
or
actu
al
fig
hti
ng
, a m
arti
al a
rt
dev
elo
ped
.
This
sam
ura
i was
ph
oto
gra
ph
ed in
186
0.
Chapter 2Pupil Pages 56–97
164 Interactive Reading: Teacher’s Edition
Folk
tal
es o
ften
pro
vid
e fa
nci
ful e
xpla
nat
ion
s fo
r ev
eryd
ay e
ven
ts.
We
do
n’t
rea
lly b
elie
ve t
hes
e ex
pla
nat
ion
s—o
r d
o w
e? B
oth
“Th
e Sp
ider
Wea
ver”
an
d “
The
Gra
tefu
l Sta
tues
” d
escr
ibe
stra
ng
e,
wo
nd
erfu
l hap
pen
ing
s. W
het
her
yo
u b
elie
ve t
hes
e st
ori
es o
r n
ot,
ther
e’s
som
eth
ing
val
uab
le t
o b
e le
arn
ed.
Her
e’s
wh
at y
ou
nee
d t
o k
no
w b
efo
re y
ou
beg
in t
hes
e fo
lk t
ales
:
•Ji
zo is
a J
apan
ese
Bu
dd
ha
wh
o is
th
e p
rote
cto
r o
f ch
ildre
n.
•Tr
adit
ion
ally
Jap
anes
e p
eop
le c
eleb
rate
th
e n
ew y
ear
by
eati
ng
sp
ecia
l fo
od
s. S
wee
t, s
tick
y ri
ce c
akes
are
a t
rad
itio
nal
new
yea
r’s
foo
d.
The
Spid
er W
eave
r
Lon
g ag
o th
ere
was
a y
oun
g fa
rmer
nam
ed Y
osak
u.O
ne
day
he
was
wor
kin
g in
th
e fi
elds
an
d sa
w a
sn
ake
gett
ing
read
y
to e
at a
spi
der.
Yosa
ku f
elt
very
sor
ry f
or t
he
spid
er.S
o h
e
ran
at
the
snak
e w
ith
his
hoe
an
d dr
ove
the
snak
e aw
ay,
thu
s sa
vin
g th
e sp
ider
’s li
fe.T
hen
th
e sp
ider
dis
appe
ared
into
th
e gr
ass,
but
firs
t it
see
med
to
pau
se a
min
ute
an
d
bow
in t
han
ks t
owar
d Yo
saku
.
Two
Jap
anes
e Fo
lk T
ales
89
reto
ld b
y Fl
ore
nce
Sak
ade
Wh
at a
maz
ing
eve
nt
isre
late
d in
th
is p
arag
rap
h?
Un
der
line
it.
The
spid
er b
ow
s in
than
ks t
o Y
osa
ku.
Readin
gSta
ndard
3.2
Ana
lyze
the
effe
ct o
f th
equ
alit
ies
of
the
char
acte
r (f
or e
xam
ple,
cour
age
orco
war
dice
,am
biti
on o
rla
zine
ss) o
n th
e pl
ot a
ndre
solu
tion
of
the
conf
lict.
Fro
mJa
pan
ese
Ch
ildre
n’s
Fav
ori
te S
tori
es,e
dit
ed b
y Fl
ore
nce
Sak
ade.
Co
pyr
igh
t ©
195
8 b
y C
har
les
E. T
utt
leC
o.,
Inc.
Rep
rin
ted
by
per
mis
sio
n o
f C
har
les
E. T
utt
le C
o.,
Inc.
of
Bo
sto
n, M
A, a
nd
To
kyo
, Jap
an.
The
Sam
urai
Inte
ract
ive
Rea
din
g,p
age
83
Go
Bey
on
d a
n In
form
atio
nal
Tex
t
Res
earc
h T
emp
late
Th
e sa
mu
rai o
flo
ng
ago
prov
ide
a fa
scin
atin
gto
pic
for
rese
arch
.Use
th
e te
mpl
ate
belo
w t
o le
arn
mor
e ab
out
thes
ew
arri
ors
offe
uda
l Jap
an.
Qu
esti
on
s fo
r R
esea
rch
Res
ou
rce
Wh
o w
ere
the
sam
ura
i?
Wh
en d
id t
hey
live
?
Wh
at w
as t
hei
r p
urp
ose
?
Wh
y w
ere
they
so
fea
red
?
Wh
y d
id t
hey
cea
se t
o e
xist
?
Pro
ject
Sam
ura
i
88
Ch
arac
ters
:Th
e Pe
op
le Y
ou
’ll M
eet
Chap
ter
2
Chapter 2Pupil Pages 56–97
