"If you want kids to write good stuff, then you have to get them to read good stuff."--anonymous author
Christopher Paul Curtis gives us plenty of "good stuff" in his book, BUD, NOT BUDDY. This novel study/ informational text unit digs deep into citing evidence, exploring themes, understanding relationships and plot development, and figuring out meanings for words. Students will also analyze sections to find importance, be guided through the author's point of view, and dig into various non-fiction text that connects to the historical aspect of this book. Excellent unit to celebrate an excellent author!
NOTE: This unit is divided into 5 different sections (approximately 35-40 book reading pages per section). Each section has a summary, discussion questions/highlights, vocabulary/ vocabulary test, and student packet questions. It is recommended to pace the unit at one section per week. However, for higher level classes, two sections would be very doable.
Ways to use this unit:
*small group learning
*whole class activity
*independent higher level
*pick apart and use what you want
Common Core Standards in this Unit
CCSS ELA-Literacy-RL6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS ELA-Literacy-RL6.2: Determine a theme or central idea of the text and analyze its development over the course of the text; provide a summary of the text distinct from personal opinions or judgments.
Progress of Plot/ Relationships
CCSS ELA-Literacy-RL6.3: Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves towards a resolution.
Meanings of words
CCSS ELA-Literacy-RL6.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on mean and tone.
CCSS ELA-Literacy-RL6.5: Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting or plot.
Author’s point of view
CCSS-ELA-Literacy-RL6.6: Explain how an author develops the point of view of the narrator or speaker in a text.
Cite Evidence/ Infer in Non-fiction
CCSS-ELA-Literacy-RI6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Central Idea/ Summary
CCSS-ELA-Literacy-RI6.2: Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
How to use this Unit
Summary—each chapter has a brief summary. This may be used to set up the lesson or assess student understanding and comprehension.
Discussion questions—created to promote discussion within the class; may also be used to assess reading comprehension.
Highlights—specific notes about events in the book; supplemental material suggestions that may be useful to promote better understanding; “add-ons” that I have used in my own teaching to make this unit fun.
Vocabulary—specific words found in each chapter that relate to the understanding of the setting, character or plot. Definitions are provided. Students have a similar section in their packets where they will use the following strategies to define a word: apposition, word analysis, context clue.
*Vocabulary quizzes/answer key included in packet. Students should be encouraged to know definitions and be able to use vocabulary words correctly within a sentence.
Student Chapter packet questions—student packet questions to promote development of common core standards. Standards are noted (for example, RL6.2) next to the questions. Answers are provided.
Note: The student packet is meant to be used as a work packet and discussion tool. Students may assess their work and track progress on their Student Progress Trackers and use this information to guide their study for the final test.
Vocabulary—be able to define specific words in text using the following vocabulary strategies: apposition, word analysis, context clues.
Application questions—each question is specifically linked to a CCSS within this unit. All questions are labeled.
Student Progress Tracker—found at the end of the student packet. Each chapter’s CCSS are highlighted. Students are encouraged to track their overall progress for the unit. Teachers may use a percentage system or a simple scoring system, as provided below: