Curriculum / ELA / 4th Grade / Alternate Unit 6: Discovering Self: Bud, Not Buddy / Lesson 9
ELA
Alternate Unit 6
4th Grade
Lesson 9 of 29
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Lesson Notes
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Explain how the flyer impacts Bud's life.
Book: Bud, Not Buddy by Christopher Paul Curtis pp. 80 – 88 — Ch. 8
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
How does the flyer impact Bud's life? Support your answer with two to three specific examples from the text.
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Questions about the text that will help guide the students understanding
How do the cops treat the people at Hooverville? Are the people of Hooverville treated fairly? Defend why or why not.
Describe what happens when Bud tries to get on the train.
How do the events of the chapter help the reader better understand the Great Depression?
Assess student understanding and monitor progress toward this lesson's objective with an Exit Ticket.
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
raid
v.
(p. 81)
to invade a place
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RL.4.2 — Determine a theme of a story, drama, or poem from details in the text; summarize the text.
Standards that are practiced daily but are not priority standards of the unit
L.4.4 — Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
L.4.5 — Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
RF.4.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.4.4 — Read with sufficient accuracy and fluency to support comprehension.
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.
RL.4.4 — Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).
RL.4.10 — 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.
SL.4.1 — 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.
W.4.10 — Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Next
Write a multiple-paragraph essay that describes what the Great Depression was and how the setting influences how the story unfolds.
Explain what life was like during the Great Depression.
Standards
RI.4.3RI.4.7RL.4.3
Analyze and explain how Bud is more mature than other ten year olds.
RL.4.3
Defend if Bud's actions from Chapter 3 and 4 show that he is just like other ten year olds.
RL.4.3RL.4.4
Describe the memories Bud has when he looks through the suitcase and how they impact him.
Analyze the ways in which Bud acts his age and in what ways he acts more mature than his age.
Describe what life was like in Hooverville and how the description of Hooverville helps the reader better understand the Great Depression.
Explain why Hoovervilles were created.
RI.4.3RI.4.7
Analyze the ways in which Bud carries his family around inside of him.
RL.4.2
4 days
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.
Defend if Bud acts his age or if he acts more mature when interacting with the man on the side of the road.
RL.4.2RL.4.3RL.4.6
Describe how Bud's perspective of the man changes.
RL.4.3RL.4.6
Summarize Bud's experience with the Sleet family.
RL.4.2RL.4.3
Identify details that help support the development of different thematic topics.
RL.4.2SL.4.1
Analyze and debate unit Essential Questions by stating a claim and then using evidence from the entire text and unit to support the claim.
SL.4.1
Write a multiple-paragraph essay to answer a unit Essential Question.
W.4.1
Defend if Bud does or does not act his age in the chapter.
Describe the way different members of the band treat Bud and how their responses influence Bud.
Describe what Bud realizes in this chapter and what effect it has on him.
Analyze how Herman E. Calloway responds to Bud being in his house and how Herman's actions influence Bud.
Describe what can be learned about Mr. Calloway, Miss Thomas, and the other members of the band.
Explain what Bud and Herman learn about each other and how they both respond.
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.
Identify the themes that are present in Bud, Not Buddy and how they are developed over the course of the novel.
RL.4.2RL.4.3SL.4.1W.4.1W.4.1.aW.4.1.cW.4.1.d
Analyze and discuss unit Essential Questions by stating a claim and supporting the claim with details from the entire unit.
RL.4.2RL.4.3SL.4.1
W.4.1W.4.1.aW.4.1.cW.4.1.d
Gauge student understanding of unit content and skills with one of Fishtank's unit assessments.
Write an informational report about a topic that Christopher Paul Curtis refers to in Bud, Not Buddy by conducting research using multiple sources.
L.4.3.aW.4.2W.4.2.aW.4.2.bW.4.2.cW.4.5W.4.6W.4.7W.4.8
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