Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 61715
Close Reading of Bud, Not Buddy by Christopher Paul
Curtis
In this lesson, students will work with their teacher and classmates to practice a close reading of the book Bud,Not Buddy by Christopher Paul Curtis.
All of the supplemental resources needed in order to execute this lesson are included. Students will encounter multiple reading opportunities and be
asked to analyze text, identify story elements, examine characters' actions and motivations, and finally, make inferences after closely reading the
text.
Subject(s): English Language Arts
Grade Level(s): 4
Intended Audience: Educators
Suggested Technology: Document Camera,
Computer for Presenter, LCD Projector, Microsoft Office
Instructional Time: 4 Hour(s)
Freely Available: Yes
Keywords: Close reading, Great Depression, Bud, Not Buddy, character analysis, inference, opinion writing,
character development
Instructional Design Framework(s): Direct Instruction, Writing to Learn, Cooperative Learning
Resource Collection: CPALMS Lesson Plan Development Initiative
ATTACHMENTS
BudThought Sheet.docx
Bud culminating task.docx
Bud Text Based Questions.docx
Bud lesson text.docx
Bud inference sheet.docx
Opinion Writing Rubric Fourth Grade.docx
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
Students will be able to:
refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
describe in depth a character, setting, or event in a story, drawing on specific details from the text (e.g., a character's thoughts, words, or actions).
participate in classroom discussions in which they stay on topic, ask questions about information presented in the text, and use the text to support their
explanations.
write an opinion paragraph with supporting details from the text to support their claim(s) while using grade-appropriate organization, grammar, and conventions.
Prior Knowledge: What prior knowledge should students have for this lesson?
Students will be able to:
describe in depth a character, setting, or event in a story, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).
describe story elements and how a characters' actions contribute to the events in a story.
page 1 of 4 refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
write an opinion paragraph with grade-appropriate organization, grammar, and conventions.
Guiding Questions: What are the guiding questions for this lesson?
Why is it important to notice the actions and dialogue of a character?
How can that help us as a reader?
How does describing how the characters respond in the story help us to better understand the story?
Why is it important to ask questions about the text when we read?
Why is it important to cite specific textual evidence when supporting our answers?
How can making an inference help a reader understand a passage?
Teaching Phase: How will the teacher present the concept or skill to students?
DAY 1
FIRST READING
Students read the text, Chapter One, Bud, Not Buddy text independently. Students need to grapple with the text on their own. If some students struggle reading the
text independently, the teacher may choose to partner them with a higher reader and they can listen to them read. The teacher may have the struggling reader read a
smaller portion than their partner. The teacher will ask the following guiding question, but not ask for a response: Why is it important to ask questions about the text
when we read?
SECOND READING
On the second reading, the teacher will read the text aloud while students follow along. Students will record their questions on the Thought Sheet Handout.
(Depending on how complex the text is and the amount of support needed by students, the teacher may choose to reverse the order of steps 1 and 2.) Each student
may have a personal clip board and pencil for the initial read aloud. The teacher should remind students that good readers ask questions about the text as they read.
Once the teacher has finished reading the story, students need to be paired up so that they can share their questions from their Thought Sheet. Pairs will help each
other determine an answer after discussing the text.
The teacher will ask the guiding question and this time ask for a response: Why is it important to ask questions about the text when we read?
Guided Practice: What activities or exercises will the students complete with teacher guidance?
DAY 2: THIRD READING
1. The teacher will pair students up before the third read, so that they can turn and talk with their partner after they have been posed the text-based questions. The
teacher posts and asks the following guiding questions, discussing and recording the students' responses:
Why is it important to notice the actions and dialogue of a character?
How can that help us as readers?
How does describing how the characters respond in the story help us to better understand the story?
2. The teacher will read the text and ask attached text-based questions. The teacher may place the questions on sticky notes so that they are prepared and ready for
the stopping points. *Please note: One of the text based questions requires the students to visualize a scene. The students will close their eyes while the teacher
reads that portion of the text out loud. It is listed on the text-based question sheet. The teacher should allow the students to get a feeling for the setting. This will help
them feel like they are stepping into Bud's shoes and taking in the moment.
DAY 3: FOURTH READING
1. The teacher should begin the next day with the objective posted for students: Readers read closely to determine what the text says explicitly and make logical
inferences from it. The teacher may state the following: "Class, we will practice making inferences now that we have read the passage closely." The teacher will post
and ask the guiding question: How can making an inference help a reader understand the text? Discuss. The teacher will display the Inference Sheet and give each
student a copy.
2. The teacher should model the first question for the students. Students need to see how their teacher reads closely and makes an inference based on the text.
Modeling thinking out loud is very beneficial. Teachers should make it a point to discuss the amount of times that they revisited the text. A true understanding requires
multiple reading attempts. Teachers should encourage readers and role model these behaviors.
3. Students complete the inference sheet, either independently or with a partner. When completed, students share their answers with the class while the teacher
provides feedback as needed.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
DAY 4: SUMMATIVE
1. The teacher will post the guiding question: Why is it important to cite specific textual evidence when supporting our answers? Discuss.
2. Provide students with a copy of the Culminating Task. Read the prompt:
Christopher Paul Curtis uses the phrase "here we go again" two times in this passage. Why do you believe that Bud starts his story with the phrase and restates it
right before he packs up his belongings?
Use details from the text to support your answer.
The teacher should instruct students to consider the question, make a claim, and look for evidence to support their claim. The teacher will then circulate and provide
feedback as needed.
3. Students will then write an opinion paragraph to respond to the prompt, using the evidence as support for their opinion. They will be assessed using the attached
Opinion Rubric. The teacher should review the rubric before they write to ensure understanding of the expectations for their writing piece.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
After completing the work in the teaching and guiding phases, the teacher should ask the students to answer the objective in their own words: How did reading closely
help you make logical inferences? This is the teacher's opportunity to know if the learning objective was clear. The teacher can do an informal check by having students
share their answers with a partner and then have a few students share with the whole group.
Summative Assessment
page 2 of 4 Students will complete a culminating task in which they locate evidence to answer the following prompt:
Christopher Paul Curtis uses the phrase "here we go again" two times in this passage. Why do you believe that Bud starts his story with the phrase and restates it
right before he packs up his belongings?
Use details from the text to support your answer.
Students will then write an opinion paragraph to respond to the prompt, using evidence from the text to support their opinion. They will be assessed using the
attached Opinion Rubric.
Formative Assessment
During the lesson: Students will be assessed on their ability to answer questions about the story elements, vocabulary, and characters' traits. They will also be
assessed on their ability to make inferences based on a close reading of the text.
Feedback to Students
While the teacher is posing the text-based questions in the second reading, he or she can help clarify any misunderstandings. It is important to allow students to develop
their reading theories based on their own thoughts as well as discussions with their partner. However, teachers should be mindful that these discussions can go off track
and be sure students' thoughts are based on the text. During the inference activity sheet, the teacher can circulate and monitor their work. This is a great opportunity to
clarify any misunderstandings about the passage.
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
Students that struggle with writing could be provided with a writing frame for the summative assessment.
Students can work with a partner to complete the inference sheet and final handout.
Extensions: The teacher may post photos from the time period of The Great Depression. The teacher should hold back from sharing their thoughts about the
photographs and let the students discover the pictures and discuss them without teacher input. For example, the teacher may place photos on construction paper and let
the students write comments about their thoughts as they look over the photograph (like graffiti). You could ask them what they find interesting about the photographs.
Let them do the discovering and make their own connections to the text.
Suggested Technology: Document Camera, Computer for Presenter, LCD Projector, Microsoft Office
Special Materials Needed:
Chapter 1 from Bud,Not Buddy by Christopher Paul Curtis (multiple copies)
Clip Boards
Sticky Notes for Questions
Further Recommendations: When students do a close read, they often desire to know more about the characters and their journey. In this particular piece, you
are left wondering what is happening with Bud. Consider obtaining a copy of the book for further reading.
Suggested title:Turtle in Paradise by Jennifer Holm also provides an opportunity to see a female character who deals with the struggles of family and growing up during
the Great Depression.
Additional Information/Instructions
By Author/Submitter
Bud, Not Buddy has a Lexile level of 950L.
As a close reading activity, this lesson focuses on the application of targeted skills, not as an introduction.
SOURCE AND ACCESS INFORMATION
Contributed by: elizabeth salvato
Name of Author/Source: elizabeth salvato
District/Organization of Contributor(s): Osceola
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
LAFS.4.RL.1.1:
LAFS.4.RL.1.3:
LAFS.4.RL.4.10:
Description
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from
the text.
Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a
character’s thoughts, words, or actions).
By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text
complexity band proficiently, with scaffolding as needed at the high end of the range.
page 3 of 4 LAFS.4.SL.1.1:
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners
on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and
other information known about the topic to explore ideas under discussion.
b. Follow agreed-upon rules for discussions and carry out assigned roles.
c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute
to the discussion and link to the remarks of others.
d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
LAFS.4.W.1.1:
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are
grouped to support the writer’s purpose.
b. Provide reasons that are supported by facts and details.
c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
d. Provide a concluding statement or section related to the opinion presented.
Attached Resources
Unit/Lesson Sequence
Name
Inferring How and Why
Characters Change:
Description
Because so many stories contain lessons that the main character learns and grows from, it is important for students
to not only recognize these transformations but also understand how the story's events affected the characters. This
lesson uses a think-aloud procedure to model how to infer character traits and recognize a character's growth across
a text. Students also consider the underlying reasons of why the character changed, supporting their ideas and
inferences with evidence from the text.
page 4 of 4