Bud, Not Buddy - Defining Our Personalities Through Objects
Learning Ally Bookshelf # HV757
Title
“Bud, Not Buddy” by Christopher Paul Curtis
Theme
Defining Our Personalities Through Objects
Subject
Language Arts
Time
2-3 class periods
Grade Range
5-8
Standards
CCSS.ELA-LITERACY.SL.5.2
Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively
and orally.
CCSS.ELA-LITERACY.RL.7.3
Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
CCSS.ELA-LITERACY.RL.8.3
Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character or
provoke a decision.
Objectives
Students will:
• Make text-to-self connections.
• Understand the historical importance of the Great Depression and relay how it affects the story.
• Identify character traits of Bud Caldwell.
• Use a Venn diagram to compare/contrast.
Materials and
Preparation
Introduction /
Hook
• “Bud, Not Buddy” by Christopher Paul Curtis, Learning Ally
bookshelf # HV757
• Character Traits worksheet (available on website)
• Bud, Not Buddy Suitcase Graphic Organizer (available on
website)
• One cereal box per child
• Cardstock or other thick material
• Twine, string or yarn (decorative)
Optional:
• Venn Diagram Available on Website
Write on the board:
If I had to leave my home, and could only pack one suitcase, what items might I bring in that suitcase? Why?
Have students do a quick write (or type) for 3-5 minutes coming up with ideas.
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Bud, Not Buddy - Defining Our Personalities Through Objects
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Learning Ally Bookshelf # HV757
Instructional
Activities
Tell students that we will be reading the book “Bud, Not Buddy” by Christopher Paul Curtis. This story is about a 10-year-old boy
named Bud during the Great Depression. The Great Depression, in the United States in the 1930s, was a time when many banks
failed and most Americans were out of work, making it hard to sustain living conditions. Bud is 10 years old, and was orphaned
when his mother died when he was only 6 years old. We begin the story of Bud at an orphanage where he is just being told that
he will be going to a new foster home.
Day 1 — Read or listen to Chapter 1-3 of “Bud, Not Buddy” as a class.
1. Pass out the Character Traits worksheet available from Learning Ally to the class. Review that a character trait is something the
author tells you directly, or something you infer from the character’s thoughts, actions, feelings or conversations.
2. While students are reading/listening to “Bud, Not Buddy,” have them fill out the traits worksheet about Bud using textual
evidence from the story (Pg. #s).
3. When finished with ch. 1-3, ask students to share out some of the traits they’ve come up with about Buddy (brave, mature,
scared, strong, young, alone). Next ask students to identify what happens in the story so far that tells us about the historical
period known as the Great Depression. Have students share out answers and write on the board. Keep this on the board
throughout the time you are reading the novel.
Day 2 — Bud’s suitcase as a way of relating to character:
1. Read or listen to Chapters 4-5 of “Bud, Not Buddy”
2. Class discussion: Bud’s suitcase is invaluable to him. What are some of the items that Bud has in his suitcase? Why are these
special to him? What do they say about Bud?
3. Have each student draw a suitcase on a piece of paper or use the Bud, Not Buddy Suitcase Graphic Organizer. Have students
draw the items that Bud describes from in his suitcase. Next to each drawing, have students write each item’s significance to
Bud.
Project: Have each student recreate a suitcase, similar to Bud’s, in that each suitcase will be filled with items that portray who
each students is through objects.
1. Students will use a cracker or cereal box to create their own suitcases.
2. The box can be slit open on one side and turned inside out (the suitcase will now be a cardboard material and color.) The box
should open in a similar fashion to a suitcase.
3. Students will glue down the flap on the top of the box.
4. Make a handle pattern and have students trace it on tag board. Each student will create two handles.
5. Decorate the box like a suitcase and create a special tie with a piece of twine/string/yarn that makes each suitcase original.
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Bud, Not Buddy - Defining Our Personalities Through Objects
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Learning Ally Bookshelf # HV757
Instructional
Activities (cont.)
6. Each student will place three to four personal possessions (can be real items or can be made to represent the things in life
that are important to them) that are invaluable to his or her life’s journey.
7. Next, have students present or write about the items they chose for their suitcase and how it represents who they are.
Optional: After students have had time to present their suitcases, have them reflect on how they are similar to Bud and how
they are different. Students may use a Venn diagram (available on website) to compare/contrast themselves to the character.
Then, students may write 2-3 paragraphs about how they are similar/different to the character Bud.
Wrap Up
After all students have presented on their individual suitcases, have students do a “museum walk” to allow for each student to
view their peers’ work. Once finished have students come back together to discuss some of the common items people put in
their suitcases. Were there any unique items? Does anyone have anything similar to what Bud has in his suitcase?
Differentiated Instruction
• Allow students to work in groups by interest or ability level
• Allow for alternative project to be completed to help students engage with Bud’s character
• Allow students to use a computer
Extension: Have students research the Great Depression of the 1930s. In what areas of the novel do we see things that are a
result of this time period? Have students cite examples directly from the story.
Assessment
Formal:
• Character Traits worksheet completion
• Suitcase Project
• Venn Diagram
Accommodations /
Modifications
LearningAlly.org
• Allow students to listen to audiobook at home and school
• Provide extended time
• Do not make presentations aloud to class mandatory
Informal:
• Class discussion and participation
• Suitcase Graphic Organizer- completed with
items from Bud’s suitcase in story
• Read assignments or questions aloud
• Grade based on content, not spelling or grammatical errors