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\n\"Bud,\n\n
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\nCurated OER\n
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\nBud, Not Buddy: List-Group-Label Vocabulary Strategy\n

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\n\nFor Teachers\n\n7th - 8th\n
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\nReaders of Bud, Not Buddy demonstrate their knowledge of the Great Depression with a list, group, label vocabulary strategy. Included are complete directions for the activity that will also introduce class members to the new vocabulary...\n
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\n\"Bud,\n\n
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\nCurated OER\n
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\nBud, Not Buddy: Directed Reading Thinking Activity\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nHere’s a reading strategy that can be used with any text. Class members examine portions of a novel, and make predictions about the theme or subject matter of the book. Although designed for Christopher Paul Curtis’s Newbery Medal...\n
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\n\"How\n\n
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\nEngageNY\n
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\nHow Does the Author Convey Themes in Bud, Not Buddy?\n

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\n\nFor Teachers\n\n6th\n\nStandards\n
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\nAfter reading up to chapter 12 of Bud, Not Buddy by Christopher Paul Curtis, scholars read chapter 13 and take part in a grand conversation about the author's writing techniques. Pupils discuss how his writing conveyed literary themes...\n
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\n\"Compare\n\n
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\nCurated OER\n
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\nCompare Characters in Bud, Not Buddy\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nAfter your class finishes reading Bud, Not Buddy by Christopher Paul Curtis, they use the Venn diagram here to compare two characters from the novel, in this case Bud and his grandfather Herman E. Calloway. Examples of qualities on which...\n
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Lesson Plan
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\n\"Figurative\n\n
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\nEngageNY\n
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\nFigurative Language and Word Choice: A Closer Look at Bud, Not Buddy (Chapter 2)\n

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\n\nFor Teachers\n\n6th\n\nStandards\n
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\nThe difference between an average and an unforgettable writing can lie in the author's word choice. The figurative language in Chapter 2 of Christopher Paul Curtis's Newbery Medal Winner, Bud, Not Buddy, is the focus of a series of...\n
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\n\"Mid-Unit\n\n
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\nMid-Unit 1 Assessment: Figurative Language and Word Choice in Bud, Not Buddy (Chapter 5)\n

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\n\nFor Teachers\n\n6th\n\nStandards\n
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\nIndividuals utilize the strategies practiced in the previous lesson to complete a mid-unit assessment on figurative language and how Christopher Paul Curtis uses word choice to create meaning in Bud, Not Buddy.\n
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\n\"Bud,\n\n
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\nBud, Not Buddy: Guided Imagery Exercise\n

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\n\nFor Teachers\n\n7th - 9th\n
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\nDevelop readers’ awareness of the visual power of language with a guided imagery exercise. Set the stage and create the mood with dim lights, soft music and potpourri. Then read the provided section of Bud, Not Buddy. Next, invite...\n
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Assessment
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\n\"Bud\n\n
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\nCalifornia Education Partners\n
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\nBud Not Buddy\n

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\n\nFor Students\n\n4th\n\nStandards\n
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\nA two-day assessment challenges scholars to read an excerpt from the story, Bud Not Buddy by Christopher Paul Curtis then complete a series of exercises in preparation for a writing assignment. Day one includes an independent...\n
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\n\"Bud,\n\n
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\nBud, Not Buddy: Launching the Novel and Understanding Its Context\n

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\n\nFor Teachers\n\n6th\n\nStandards\n
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\nThe first lesson plan in a unit that uses Christopher Paul Curtis' award-winning depression-era novel, Bud, Not Buddy, as the anchor text establishes the routines that will be used throughout the unit.\n
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\n\"Bud,\n\n
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\nBud, Not Buddy by Christopher Paul Curtis\n

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\nFifth graders embark on a literary journal with Bud in Bud, Not Buddy. They first read the novel Bud, Not Buddy by Christopher Paul Curtis. A time line is made from the novel along with a Venn Diagram.\n
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\n\"Story\n\n
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\nStory Map for Bud, Not Buddy \n

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\n\nFor Teachers\n\n6th - 7th\n
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\nWhy should your class complete a story map? After reading Bud, Not Buddy, divide your class into pairs or small groups to complete the included worksheet. They list the main characters, the conflict, main plot events, the resolution, and...\n
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\n\"Bud\n\n
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\nBud Not Buddy Pre-Reading Activity\n

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\n\nFor Teachers\n\n7th - 10th\n
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\nBefore you embark on reading Bud Not Buddy with your class, have them imagine they are in Bud's shoes. They must prioritize which of 13 items listed on a printable worksheet they would take with them to survive as a Depression-Era...\n
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\n\"Bud,\n\n
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\nBud, Not Buddy: Anticipation Guide\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nHoover flags? Hoover blankets? Hoovervilles? Drawing upon prior knowledge of the Great Depression class members respond to the prompts on an anticipation guide for Bud, Not Buddy, Christopher Paul Curtis’s tale of Bud Caldwell’s quest to...\n
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\n\"Revisiting\n\n
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\nRevisiting Bud’s Rules: Survive or Thrive?\n

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\n\nFor Teachers\n\n6th\n\nStandards\n
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\nBud followed a series of rules from Bud, Not Buddy by Christopher Paul Curtis. The question is, how did he use those rules to thrive or survive? After a grand discussion, class members explore the novel to locate and cite textual...\n
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\n\"Bud,\n\n
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\nBud, Not Buddy\n

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\nFifth graders read the book Bud, Not Buddy and participate in activities that generate understanding of the Great Depression. In this realistic fiction lesson, 5th graders read about a boy who grew up  during this time. Students...\n
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\n\"Slang\n\n
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\nSlang and Dialogue in Bud Not Buddy\n

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\n\nFor Teachers\n\n4th - 5th\n
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\nStudents identify the 1930's slang in the novel, Bud, Not Buddy. They compare it to modern slang and rewrite a section of the book using modern slang instead of 1930's slang.\n
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\n\"Introducing\n\n
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\nIntroducing “If” and Noting Notices and Wonders of the First Stanza\n

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\n\nFor Teachers\n\n6th\n\nStandards\n
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\nAfter reading chapter 14 of the story Bud, Not Buddy by Christopher Paul Curtis, scholars take part in a read-aloud of the poem If by Rudyard Kipling and compare it to the reading of Bud, Not Buddy. Learners then go deeper into the poem...\n
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\n\"Christopher\n\n
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\nAlabama Learning Exchange\n
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\nChristopher Paul Curtis\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nIntroduce your readers to the famous author, Christopher Paul Curtis in this literature PowerPoint. They are introduced to the author, and two of his books: The Watsons go to Birmingham - 1963, and Bud, Not Buddy. This presentation would...\n
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\n\"Analyzing\n\n
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\nEngageNY\n
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\nAnalyzing Figurative Language and How the Author’s Word Choice Affects Tone and Meaning (Chapter 3)\n

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\n\nFor Teachers\n\n6th\n\nStandards\n
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\nHow figurative language affects the tone and meaning in Chapter Three of Christopher Paul Curtis' Bud, Not Buddy is the focus of a series of exercises that ask readers to locate, record, and analyze Curtis' word choices.\n
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\n\"Knowledge\n\n
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\nKnowledge Rating Scale Vocabulary Activity #2 Bud, Not Buddy\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nAs your kids read chapters nine through eleven, present them with this vocabulary chart. Nine vocabulary words are shown, and pupils must decide if they know it well, have heard it, or have no clue what it means. Consider re-creating...\n
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\n\"Biopoem:\n\n
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\nBiopoem: Bud, Not Buddy\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nYoung poets focus on one character from a story they are reading, collect details, and use a biopoem template to analyze this character. The activity can be used with any text.\n
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\n\"Looking\n\n
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\nLooking Closely at Stanza 1—Identifying Rules to Live By Communicated in “If”\n

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\n\nFor Teachers\n\n6th\n\nStandards\n
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\nHere is a lesson plan in which pupils connect themes and rules to live by from the story Bud, Not Buddy by Christopher Paul Curtis to those found in the poem If by Rudyard Kipling. First, scholars discuss their reading and review Bud's...\n
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\n\"Selecting\n\n
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\nSelecting Evidence to Logically Support Claims\n

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\n\nFor Teachers\n\n6th\n\nStandards\n
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\nIt's time to make a rule sandwich! After exploring the writing assignment's rubric and analyzing a model essay, learners are guided through the prewriting phase using the sandwich technique. Pupils create their sandwich addressing the...\n
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\n\"Notices\n\n
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\nNotices and Wonders of the Second Stanza of “If”\n

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\n\nFor Teachers\n\n6th\n\nStandards\n
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\nHere is an instructional activity that asks pupils to analyze poetry and sparks discussion about two different types of texts: asking how is the poem, If by Rudyard Kipling alike and different from the story, Bud, Not Buddy by...\n
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