Building Background for
Bud, not Buddy
A novel by Christopher Paul Curtis
Lori Guidry
Fall 2014
CIEP 475 Workshop-Teaching with Primary Sources
Unit Topic
Great Depression, 1929-1940
Essential Question
How did living during the Great Depression affect people?
Background
Students will be completing a novel study for Bud, not Buddy written by Christopher Paul Curtis. This unit
was designed to build background knowledge about the time period during the Great Depression 19291940. This unit fit within the Chicago Public Schools Social Science Curriculum Framework for fourth grade
quarter 3. The theme of the CPS Social Science Curriculum Framework discusses U.S. Regional Movement
and culture specifically Illinois and the Midwest region. Although this novel takes place in Flint, Michigan
students will be able to understand that the Great Depression affected everyone living in the United States
including Illinois and the Midwest region. Students will also understand that Michigan and Illinois are in the
same region.
This unit was designed for my fourth grade class, but it can be adapted to meet the needs of 3rd-5th grade
students as needed. The students in my fourth grade classroom have come with varying levels and learning
styles. They are used to working in collaborative groups and follow team building norms they created for
themselves. There are 22 students in my general education classroom. I have one student that is included
in my class for Reading and Math. This unit was designed to incorporate Reading and Social Studies content.
Table of Contents
Lesson 1: Building Background with a Gallery Walk ........................................................................…...3
Resources for Lesson
……………………………………………………………………….………………………………………….….5
Lesson 2: Close Reading of “I'd Rather Not Be on Relief” …………………………………………………………..…… 15
Resources for Lesson 2…………………………………………………………………………………………………………………..… 17
Lesson 3: Comparing Theme: “Wasted Life Blues” and “I'd Rather Not Be on Relief”…….………………… 24
Resources for Lesson 3………………...……………………………………………………………………………………………….... 27.
1
LESSON ONE
Essential Question: What was the Great Depression?
Building Background for Bud, Not Buddy: The Great Depression
Overview
Students will work in groups to develop an understanding of the events in the Great Depression. They will
work in groups to complete a “Gallery Walk” and use discussion techniques to come up with a prediction
about what happened during the Great Depression. The “Gallery Walk” will consist of 6 photos from the
Library of Congress. This is a lesson developed to build background for the novel Bud, Not Buddy.
Objectives
Students will complete a “Gallery Walk” to observe images of the Great Depression. They will use and
complete an “ORQ” graphic organizer to record observations, reflections and questions. Students will work
with their group to come up with a prediction about the Great Depression and complete an exit slip.
Standards (State and Common Core)
CCSS.ELA-LITERACY.W.4.8
Recall relevant information from experiences or gather relevant information from print and digital sources;
take notes and categorize information, and provide a list of sources.
CCSS.ELA-LITERACY.RL.4.1
Refer to details and examples in a text when explaining what the text says explicitly and when drawing
inferences from the text.
Illinois Learning Standard-SOCIAL EMOTIONAL LEARNING (SEL)
2C.2b. Analyze ways to work effectively in groups
Time Required
One 60 minute class period
Recommended Grade Range
3rd-5th grade
Subject/Topic
Social Studies, Social Emotional Learning (SEL)
PREPARATION
Materials Used
For students:


For teacher:





ORQ Organizer (Observe, Reflect, Question)
Exit Slip (copied on the back of the ORQ)
Internet access
Chart paper to write down student ideas.
Document camera or Overhead projector to show example ORQ
Photos displayed around the classroom or hallway for the “Gallery Walk”. Label the photos
with a letter or number to correspond with the ORQ graphic organizer that students will use
Photo to “Hook” students http://www.loc.gov/pictures/resource/fsa.8b29525/
2


Identical Number cards (or shapes, etc) to heterogeneously put students in groups (SEL).
Before the lesson, pass out cards (or shapes, etc.) to students and tell them to keep up with
them for the lesson. Make sure to have enough cards, etc. for each student group
Jazz music to play during “Gallery Walk”
Resources Used
The following primary sources used in this lesson are as follows:
Title: Hooverville. Portland, Oregon
URL: http://www.loc.gov/pictures/resource/fsa.8b27933/
Author/Creator: Rothstein, Arthur, 1915-1985, photographer
Date: 1936 July
Title: Bayou Bourbeau plantation, a FSA cooperative, Natchitoches, La. A Negro family (?) seated on
the porch of a house
URL: http://www.loc.gov/pictures/resource/fsac.1a34359/
Author/Creator: Wolcott, Marion Post, 1910-1990, photographer
Date: 1940 August
Title: Migrant mother.
URL: http://loc.gov/pictures/resource/fsa.8b29516/
Author/Creator: Lange, Dorothea, photographer
Date: 1936 Feb.
Title: Evicted sharecropper boy
URL: http://www.loc.gov/pictures/resource/fsa.8a10441/
Author/Creator: Rothstein, Arthur, 1915-1985, photographer
Date: 1939 Jan
Title: Mississippi Delta Negro children
URL: http://www.loc.gov/pictures/resource/fsa.8b29649/
Author/Creator: Lange, Dorothea, photographer
Date: 1936 July.
Title: The Band at the Savoy Ballroom
URL: http://www.loc.gov/pictures/resource/fsa.8c00885/
Author/Creator: Lee, Russell, 1903-1986, photographer
Date: 1941 Apr
Hook Photo:
Title: Migrant Agricultural Worker
URL: http://www.loc.gov/pictures/resource/fsa.8b29525/
Author/Creator: Lange, Dorothea, photographer
Date: 1936 Feb.
PROCEDURE
1. Teacher will show students a photo to “hook” students. Teacher will tell students about
the photo. Teacher will ask the students to “turn and talk” to their partner about the
3
2.
3.
4.
5.
6.
7.
8.
9.
photo. Teacher will monitor student conversations focused around the photograph. (5
minutes)
Teacher will begin with a brief discussion about the Great Depression era and tell
students that they will build background to their novel study of “Bud, Not Buddy”. (5
minutes)
Teacher will explain to that they will work in groups to complete a “Gallery Walk”.
Teacher will explain to students what a “Gallery Walk” is by comparing it to being in a
museum. (3 minutes)
Teacher will review with students the procedure for completing a “Photo Analysis” using
an Observe, Reflect, and Question (O, R, Q) graphic organizer by going over the
template. Explain that each picture has a letter on it that matches the letter on the
graphic organizer. Students should enter their responses in that space. (5 minutes)
Teacher will divide students into groups of 3 randomly using number cards or objects.
Teacher will remind students of the card or object they received at the start of the
lesson. Students that have the same number card or object will be a group. Students
will form their groups and stand back to back to listen to further instructions from the
teacher. (SEL) (3 minutes)
Teacher will explain to students that they will spend 3 minutes at each picture for a total
of 18 minutes on task. They will rotate around to each Primary Source picture that is
labeled with a letter indicated on their ORQ graphic organizer. They will work with their
partners to complete their ORQs for each Primary Source. The teacher will use a timer
and monitor students as they collaborate and play jazz music in the background while
students walk. (18 minutes)
After the gallery walk, teacher will explain to students that they will work with their
group to come up with a brief group summary of what they think happened during the
Great Depression. (5 minutes)
Teacher and students will come together to create an idea web of the student’s
responses while the teacher writes on chart paper. (10 minutes)
Students will complete an exit slip located on the back of their ORQ. (6 minutes)
Extension Ideas
1. Have students choose their favorite photo and write a journal from the point of view of the subject of
that photo.
2. Have students create a caption for one or more of the photos.
3. Have students make up a title for one or more of the photos.
EVALUATION
Students will complete the ORQ and the exit slip using a rubric.
CREDITS
Designer
Lori Guidry
4
Name ___________________________________________________ Date ___________________________________________
Analyzing Photographs & Prints (adapted from the Library of Congress)
OBSERVE: Identify and note details.
REFLECT: Generate and test hypotheses about the QUESTION: ask questions to lead to more
image.
observations and reflections.
PHOTO A
PHOTO B
PHOTO C
PHOTO D
PHOTO E
PHOTO F
5
Name ______________________________________ Date _____________________________
EXIT SLIP
Write 3 things you learned about the Great Depression.
Write 2 questions you have for further research about the Great Depression.
Write 1 prediction about the novel “Bud, Not Buddy”.
6
PHOTO A:
Hooverville. Portland, Oregon
Library of Congress
7
PHOTO B:
Bayou Bourbeau plantation, a FSA cooperative, Natchitoches, La. A Negro family
8
Library of Congress
PHOTO C:
Migrant Mother
Library of Congress
9
PHOTO D:
Evicted sharecropper boy
Library of Congress
10
PHOTO E:
Mississippi Delta Negro Children
Library of Congress
11
PHOTO F:
The Band at the Savoy Ballroom
Library of Congress
12
“HOOK” Photo:
Migrant Agricultural Worker
Library of Congress
13
SCORING RUBRIC FOR ORQ
RATING REQUIREMENTS
Student completes all sections.
4
Student references descriptive details from the primary source.
Student thinks of four reflections about the primary source.
Student thinks of four questions about the primary source.
3
Student completes most sections.
Student references some descriptive details from the primary source.
Student thinks of three reflections about the primary source.
Student thinks of three questions about the primary source.
2
Student completes some sections.
Student references few descriptive details from the primary source.
Student thinks of two reflections about the primary source.
Student thinks of two questions about the primary source.
1
Student attempts to complete some sections.
Student work lacks details from the primary source.
Student thinks of one reflection about the primary source.
Student thinks of one question about the primary source.
Student makes no attempt to complete the task
0
Created by Lori Guidry
14
Lesson Two
Essential Question: How does the author use literary devices to interpret a poem?
Close Reading of “I'd Rather Not Be on Relief”
Overview
Students will complete a close read of the poem “I’d Rather Not Be On Relief” by Lester Hunter.
Students will have had some knowledge of the time period from the previous lesson. Students will
read and annotate the poem. They will identify details about structure and determine literary
devices. Students will have had experience with determining literary devices.
Objectives
Students will close read the poem using annotations. They will complete a Poetry Analysis
worksheet to determine the literary devices used in the poem.
Standards (State and Common Core)
CCSS.ELA-LITERACY.RL.4.1
Refer to details and examples in a text when explaining what the text says explicitly and when
drawing inferences from the text.
CCSS.ELA-LITERACY.RL.4.5
Explain major differences between poems, drama, and prose, and refer to the structural elements of
poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions,
dialogue, stage directions) when writing or speaking about a text.
Time Required
One 60 minute class period
Recommended Grade Range
 3rd-5th grade
Subject/Topic
Reading/ Social Studies
Students will be completing a close read about an event in American History.
PREPARATION
Materials Used
For Students:
 “I’d Rather Not Be on Relief” Handout
 ORQ for Analyzing Manuscripts
 Highlighters, pens or pencils
For Teacher:
 “I’d Rather Not Be on Relief: Handout
 Document Camera or Overhead Projector
Resources Used
Poetry Analysis Worksheet
Title: Heavy black clouds of dust rising over the Texas Panhandle, Texas
15
URL: http://www.loc.gov/pictures/item/fsa1998018491/PP/
Author/Creator: Rothstein, Arthur
Date: 1936 Mar
Title: I’d Rather Not be On Relief
URL: http://www.loc.gov/item/toddbib000454/
Author/Creator: Lester Hunter Shaffer
Date: 1938
PROCEDURE
1. Teacher will tell students that they will close read a poem effectively using close reading
strategies. (2 minutes)
2. Teacher will introduce the lesson by using the document camera or overhead projector to
show students a photograph of a farm in the middle of the Dust Bowl (Primary Source A). As a
review from the previous lesson, the teacher will ask students to observe the photograph and
note any details they see. Students will “turn and talk” to a partner about what they observe,
reflect and question. (Students will have experience from this activity from the previous lesson.)
5 minutes
3. Teacher will tell students to imagine they were a farmer living in the area in the photograph.
Teacher will ask “How would you feel? What are you thinking?, Where is your family? Etc. (5
minutes)
4. Teacher will tell students that they will analyze a poem called “I’d Rather Not be on Relief”.
Teacher will display the original manuscript (Primary Source B) using a document camera or
overhead projector but provide students with a hard copy for ease of reading. (5 minutes)
5. Teacher will do a shared reading of the poem while students follow along to model fluency.
(3 minutes)
6. Teacher will reread the first stanza to model close reading and annotating text strategies. (10
minutes)
6. Teacher will tell students that they will independently close read using annotations. Teacher
will then allow students to share their annotations with a partner. (2 minutes)
8. Students partnerships will complete the Poetry Analysis Worksheet to gain a better
understanding of the poem structure. Teacher will monitor students as they complete the
Poetry Analysis Worksheet. (20 minutes)
10. Teacher and students will come together to briefly share the information on their Poetry
Analysis worksheet. (5 Minutes)
11. Teacher will close the lesson by reviewing. (3 minutes)
Extension Ideas
1. Draw a picture to illustrate the poem.
2. Write the poem in your own words.
3. Rewrite the poem to incorporate a different mood.
EVALUATION
Students will be evaluated using a rubric for the graphic organizer and questions.
CREDITS
Designer(s)
Lori Guidry
16
Primary Source A
Title: Heavy black clouds of dust rising over the Texas Panhandle, Texas
17
Primary Source B
18
URL: http://www.loc.gov/item/toddbib000454/
The Library of Congress
www.loc.gov
19
Library of Congress
I'd Rather Not Be on Relief http://www.loc.gov/resource/afc1985001.afc1985001_st045
I'd Rather Not Be on Relief
Lester Hunter Shafter, 1938
We go around all dressed in rags While the rest of the world goes neat, And we have to
be satisfied With half enough to eat. We have to live in lean-tos, Or else we live in a
tent, For when we buy our bread and beans There's nothing left for rent.
I'd rather not be on the rolls of relief, Or work on the W. P. A., We'd rather work for the
farmer If the farmer could raise the pay; Then the farmer could plant more cotton And
he'd get more money for spuds, Instead of wearing patches, We'd dress up in new
duds.
From the east and west and north and south Like a swarm of bees we come; The
migratory workers Are worse off than a bum. We go to Mr. Farmer And ask him what
he'll pay; He says, “You gypsy workers Can live on a buck a day.”
I'd rather not be on the rolls of relief, Or work on the W. P. A., We'd rather work for the
farmer If the farmer could raise the pay; Then the farmer could plant more cotton And
he'd get more money for spuds, Instead of wearing patches, We'd dress up in new
duds.
We don't ask for luxuries Or even a feather bed. But we're bound to raise the dickens
While our families are underfed. Now the winter is on us And the cotton picking is done,
What are we going to live on While weirs waiting for spuds to come?
I'D RATHER NOT BE ON RELIEF
Now if you will excuse me I'll bring my song to an end. I've got to go and chuck a crack
Where the howling wind comes in. The times are going to better And I guess you'd like
to know I'll tell you all about it, I've joined the C. I. O.
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Name __________________________________________________ Date ___________________________
Poetry Analysis Worksheet
Poem
I’d Rather Not be on Relief”
Rothstein, Arthur
1936 March
Literary Device
Used
(Rhyming words,
stanzas, metaphor,
simile, etc)
We go around all dressed in rags While the rest of
the world goes neat,
And we have to be satisfied
With half enough to eat. We have to live in leantos,
Or else we live in a tent,
For when we buy our bread and beans
There's nothing left for rent.
I'd rather not be on the rolls of relief, Or work on
the W. P. A., We'd rather work for the
farmer If the farmer could raise the pay; Then the
farmer could plant more cotton And he'd
get more money for spuds, Instead of wearing
patches, We'd dress up in new duds.
From the east and west and north and south Like a
swarm of bees we come; The migratory workers
Are worse off than a bum. We go to Mr. Farmer
And ask him what he'll pay; He says, “You gypsy
workers Can live on a buck a day.”
I'd rather not be on the rolls of relief, Or work on
the W. P. A., We'd rather work for the farmer If the
farmer could raise the pay; Then the farmer could
plant more cotton And he'd get more money for
spuds, Instead of wearing patches, We'd dress up
in new duds.
21
Lyrical Interpretation with Text Evidence
We don't ask for luxuries
Or even a feather bed. But we're bound to raise the
dickens
While our families are underfed. Now the winter is
on us
And the cotton picking is done,
What are we going to live on While weirs wqiting
for spuds to come?
I'D RATHER NOT BE ON RELIEF
Now if you will excuse me
I'll bring my song to an end.
I've got to go and chuck a crack
Where the howling wind comes in. The times are
going to better And I guess you'd like to know
I'll tell you all about it, I've joined the C. I. O.
Complete the questions below.
1. Based on your analysis, what do you think the author’s purpose was in writing this poem?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
2. What is the main idea or theme of the poem? State it in a sentence. What parts of the poem communicate that theme?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
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Graphic Organizer and Question Rubric
Part 1 - (Graphic
Organizer- Student
accurately identifies
literary devices and
provides text
evidence to support
their analysis.
3 Points
Student accurately
identifies three or
more literary devices
for each stanza and
provides text evidence
to support their
analysis
2 Points
Student accurately
identifies two literary
devices for each
stanza and provides
text evidence to
support their analysis
1 Points
Student accurately
identifies one literary
device for each stanza
and provides text
evidence to support
their analysis
0 Points
No response;
OR
Irrelevant response.
Part 2 – (Questions)
Student accurately
answers the text
dependent
questions.
3 Points
Student provides an
accurate, response
using text evidence to
support their answer.
2 Points
Student provides a
partial response using
some text evidence to
support their answer.
1 Point
Student provides an
incorrect response
using isolated text
details.
0 Points
No response;
OR
Irrelevant response.
(adapted from Chicago Public Schools, REACH Performance Task)
23
Lesson Three
Essential Question: How can we compare two different kinds of passages with the same
theme?
Comparing Theme: “Wasted Life Blues” and “I'd Rather Not Be on Relief”
Overview
Students will listen to the song “Wasted Life Blues” by Jazz singer, Bessie Smith. Students will
have had some knowledge of the time period from the previous lessons. They will analyze the
sheet music of the song and annotate the lyrics. They will also discuss the mood of the poem and
song. Students will create a collaborative poster to answer the following question. What is the
theme that the authors want to communicate in both of the texts? What choices did the two writers
make to help you understand theme? Use text evidence to help you in your response.
Objectives
Students will analyze the sheet music with their group. They will complete an ORQ for Analyzing
Sheet Music and complete a Collaborative Poster with their group.
Standards (State and Common Core)
Common Core Anchor Literacy Standard 9
Analyze how two or more texts address similar themes or topics in order to build knowledge or
to compare the approaches the authors take.
CCSS.ELA-LITERACY.RL.4.1
Refer to details and examples in a text when explaining what the text says explicitly and when
drawing inferences from the text.
Time Required
1-2 60 minute class periods
Recommended Grade Range
 3rd-5th grade
Subject/Topic
Reading/ Social Studies
Students will be completing a close read about an event in American History.
PREPARATION
Materials Used
For Group:
 White Construction paper
 Different colored markers (one different color for each student)
For Students:
 “Wasted Life Blues” Sheet Music Handout
 “I’d Rather Not Be on Relief” Poetry Analysis from the previous lesson
 ORQ for Analyzing Sheet Music and Song Sheets
 Highlighters, pens or pencils
For Teacher:
 “Wasted Life Blues” Lyric Sheet Handout
 “Wasted Life Blues” Audio Recording
24
 Document Camera or Overhead Projector
 Prepared question for Collaborative grouping activity
Information on Collaborative Posters.
 Title: Collaborative Posters
 URL: "Collaborative Poster." Collaborative Poster. N.p., 23 Aug. 2012. Web. 7 Nov. 2014.
<http://esolonline.tki.org.nz/ESOL-Online/Teacher-needs/Pedagogy/ESOL-teachingstrategies/Reading/Collaborative-poster>.
Resources Used
Title: Wasted Life Blues
URL: http://blogs.loc.gov/music/2011/04/sheet-music-and-pic-of-the-week-happybirthday-bessie-smith/ Author/Creator: Lester Hunter Shaffer
Date: 1929
Title: Wasted Life Blues Audio Recording
URL: https://www.youtube.com/watch?v=lxuC-2J7b5k
Title: Wasted Life Blues Lyrics
URL: http://www.oldielyrics.com/lyrics/bessie_smith/wasted_life_blues.html
Date: 1929
PROCEDURE
1. Teacher will ask the students to reflect on the previous lesson and review their notes from the
poetry analysis from “I’d Rather not Be on Relief”. Teacher will tell students that they will use
their information from the previous lesson to compare two texts with the same theme and topic.
(5 minutes)
2. Teacher will tell the students briefly about Bessie Smith and play the audio recording of
“Wasted Life Blues” from YouTube. (5 minutes). Teacher will briefly review students’ knowledge
on mood and ask what they think the mood of the song is?
3. Teacher will direct student’s attention to their handout of the sheet music from the song
“Wasted Life Blues”. Teacher will explain to students that they will complete an ORQ to Analyze
Sheet Music and Song Sheets. (5 minutes)
4. Students will work independently to use the ORQ to analyze the sheet music of “Wasted Life
Blues” Teacher will allow time for students to share their ORQs with their group. (15 minutes)
5. Teacher will explain to students that both texts share a theme. Teacher will explain that
theme is a way of thinking about a topic, story, or situation. The theme is also described as the
central idea or message the author is trying to portray. Teacher and students will discuss
similarities and differences between both texts. Teacher will complete and “H-diagram” to
record student ideas. (10 minutes) (Possible stopping point)
6. Teacher will explain to students that they will answer the question “What is the theme that
the authors want to communicate in both of the texts? What choices did the two writers make to
help you understand theme? Use text evidence to help you in your response. (1 minute)
7. Teacher will tell students that they will complete a Collaborative poster with their group.
Teacher will explain the how the Collaborative Poster will work. Teacher will tell students to
choose a marker color that will represent their response on the group collaborative poster.
Each student will be responsible for writing a response on the group’s construction paper, so
everyone writes with a different color marker at the same time. Teacher will stress to students
to make sure that everyone in the group has access to the poster and it doesn’t matter the
direction they are writing in. The point is everyone is writing a response. (10 minutes)
25
8. Teacher will close the lesson by reviewing and students will complete an exit slip. (9
minutes)
Extension Ideas
1. Complete a Venn diagram to compare and contrast both texts.
2. Write a letter to the character (narrator) that offers help.
3. Conduct a short research project on Bessie Smith.
Evaluation
Students will be evaluated using a rubric for the Collaborative Poster.
Exit Slip: What could be another name for both texts? Explain your thinking.
CREDITS
13. Designer(s)
Lori Guidry
26
27
Wasted Life Blues
By Bessie Smith
I've lived a life but nothin' I've gained
Each day I'm full of sorrow and pain
No one seems to care enough for poor me,
To give me a word of sympathy
Oh, me! Oh, me! Wonder what will become of poor me?
No father to guide me, no mother to care
Must bear my troubles alone
Not even a brother to help me share
This burden I must bear alone
Oh, me! Oh, me! Wonder what will become of poor me?
I'm settin' and thinkin' of the days gone by
They filled my heart with pain
I'm too weak to stand and too strong to cry
But I'm forgittin' it all in vain
Oh, me! Oh, me! Wonder what will become of poor me?
I've traveled and wandered almost everywhere
To git a little joy from life
Still I've gained nothin' but wars and despairs
Still strugglin' in this world of strife
Oh, me! Oh, me! Wonder what will become of poor me?
Retrieved from
http://www.oldielyrics.com/lyrics/bessie_smith/wasted_life_blues.html
28
Collaborative Poster Rubric
Performance
Indicators
Content
Collaboration
with Peers
2-Outstanding
1-Satisfactory
0-Needs Revision
 Poster includes two
quotes from the reading
and an original
statement.
 Poster includes one
relevant quote from the
reading and an original
statement.
 Poster lacks either a
relevant image or quote
from the reading.
 As a whole, the poster
successfully
communicates the
theme of both texts.
 As a whole, the poster
communicates
something about the
theme of both texts.
 Product is neat.
 Product is neat.
 Each student is actively
involved and contributes
ideas.
 Some group member
pays attention and
contributes.
 One or more group
members fail to pay
attention or contribute.
 All group members
encourage peers’
participation and work to
incorporate their ideas
into the poster.
 Some group members
respond to each other’s
ideas.
 One or more group
members do not
contribute to the poster.
 As a whole the poster
fails to communicate
something about the
theme.
 Product is sloppy.
(Adapted from teambsesnyc.wikispaces.com/file/view/Collaborative+Poster+Rubric.pdf)
29
Name_____________________________ Date _________________________________
Lesson Three EXIT SLIP
What could be another name for both texts? Explain your thinking.
Name_____________________________ Date _________________________________
Lesson Three EXIT SLIP
What could be another name for both texts? Explain your thinking.
30
H-DIAGRAM ANCHOR CHART
“Wasted Life Blues”
“I’d Rather Not be On Relief
Shared
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