Discovering Self: Bud, Not Buddy

Explain what life was like during the Great Depression.

Children of the Great Depression pp. 3–11
Bud, Not Buddy — Back of the Book

Standards

RI.4.3RI.4.7RL.4.3

Analyze and explain how Bud is more mature than other ten-year-olds.

Bud, Not Buddy — Ch. 1 and Ch. 2

Standards

RL.4.3

Defend if Bud's actions from Chapters 3 and 4 show that he is just like other ten-year-olds.

Bud, Not Buddy — Ch. 3 and Ch. 4

Standards

RL.4.3RL.4.4

Describe the memories Bud has when he looks through the suitcase and how they impact him.

Bud, Not Buddy — Ch. 5

Standards

RL.4.3

Analyze the ways in which Bud acts his age and in what ways he acts more mature than his age.

Bud, Not Buddy — Ch. 6–7

Standards

RL.4.3

Describe what life was like in Hooverville and how the description of Hooverville helps the reader better understand the Great Depression.

Bud, Not Buddy pp. 60–70 — Ch. 8

Standards

RL.4.3

Explain why Hoovervilles were created.

Children of the Great Depression pp. 18–23

Standards

RI.4.3RI.4.7

Analyze the ways in which Bud carries his family around inside of him.

Bud, Not Buddy pp. 71–80 — Ch. 8

Standards

RL.4.3

Explain how the flyer impacts Bud's life.

Bud, Not Buddy pp. 80–88 — Ch. 8

Standards

RL.4.2

Writing

4 days

Write a multiple-paragraph essay that describes what the Great Depression was and how the setting influences how the story unfolds.

Bud, Not Buddy
Children of the Great Depression
Boxes and Bullets Graphic Organizer
Two-Paragraph Outline
Informational Writing Rubric (G4)

Standards

SL.4.1SL.4.3W.4.2W.4.2.aW.4.2.bW.4.2.cW.4.5W.4.8

Explain how the idea that Herman E. Calloway was Bud's father started.

Bud, Not Buddy — Ch. 9

Standards

RL.4.2

Defend if Bud acts his age or if he acts more mature when interacting with the man on the side of the road.

Bud, Not Buddy — Ch. 10

Standards

RL.4.2RL.4.3RL.4.6

Describe how Bud's perspective of the man changes.

Bud, Not Buddy pp. 108–118 — Ch. 11

Standards

RL.4.3RL.4.6

Summarize Bud's experience with the Sleet family.

Bud, Not Buddy pp. 115–129 — Ch. 11

Standards

RL.4.2RL.4.3

Identify details that help support the development of different thematic topics.

Bud, Not Buddy

Standards

RL.4.2SL.4.1

Discussion

Analyze and debate unit Essential Questions by stating a claim and then using evidence from the entire text and unit to support the claim.

Bud, Not Buddy pp. 1–129

Standards

SL.4.1

Writing

Write a multiple-paragraph essay to answer a unit Essential Question.

Standards

W.4.1

Defend if Bud does or does not act his age in the chapter.

Bud, Not Buddy — Ch. 12

Standards

RL.4.2RL.4.3

Describe the way different members of the band treat Bud and how their responses influence Bud.

Bud, Not Buddy — Ch. 13

Standards

RL.4.3

Describe what Bud realizes in this chapter and what effect it has on him.

Bud, Not Buddy — Ch. 14

Standards

RL.4.3

Analyze how Herman E. Calloway responds to Bud being in his house and how Herman's actions influence Bud.

Bud, Not Buddy — Ch. 15

Standards

RL.4.3

Describe what can be learned about Mr. Calloway, Miss Thomas, and the other members of the band.

Bud, Not Buddy — Ch. 16

Standards

RL.4.2RL.4.3

Explain what Bud and Herman learn about each other and how they both respond.

Bud, Not Buddy — Ch. 17–18

Standards

RL.4.3

Explain why the author chose to begin and end the book with "Here we go again" and how the difference between the phrases captures Bud's growth as a character.