Odell Education
Reading Closely for Textual Details: Grade 6
Close reading doesn't mean to literally read text close to your face, but rather to pay attention to particular details in order to develop a deep and purposeful understanding of text. The first part of a five-part resource provides an...
Curated OER
Using Context Clues
Middle schoolers receive a handout that lists the five types of context clues. The class divides up into groups of three or four, and each group chooses five unfamiliar words. They write a multiple-choice question for each of their five...
Virginia Department of Education
Researching Information
Give your junior high researchers a clear concept of how to go about starting their research paper with the resources available in this exercise. Learners develop an idea to research, and spend time in the library or computer lab...
Curated OER
Media Literacy in Presentations
Middle schoolers study the three types of mass media messages: visual media, written media, and audio media. After a class discussion which has them list examples of each, learners get into pairs and work on analyzing the "Four A's" in...
Curated OER
Squiggle art
For this Language Arts worksheet, learners read about Squiggle Art and answer three questions about the reading. Students choose from three writing prompts to create their own paragraph. Learners also combine eight sentences into four.
EngageNY
Text-Dependent Questions Text-Dependent Questions and Making a Claim: Digging Deeper into Paragraphs 12–14 of Steve Jobs’ Commencement Address (and connecting to Chapter 9)
Readers draw connections between Bud, Not Buddy and Steve Jobs' 2005 Stanford University commencement address and cite evidence from the two texts to support their analysis.
EngageNY
Text-Dependent Questions and Making a Claim: Digging Deeper into Paragraphs 20–23 of Steve Jobs’ Commencement Address (and connecting to Chapter 11)
In preparation for the unit exam, groups employ the strategies they have been practicing to formulate an interpretative claim about the connections between Christopher Paul Curtis's " Bud, Not Buddy, and Steve Jobs' 2005 Stanford...
EngageNY
Getting the Gist and Determining Word Meaning: Paragraphs 20–23 of Steve Jobs’ Commencement Address (and connecting to Chapter 10)
Groups create a list of the character traits of Steve Jobs and Buddy, the main character of Christopher Paul Curtis' Bud, Not Buddy, and share and select evidence from Jobs' 2005 Stanford University Commencement Address to support their...
EngageNY
Bud, Not Buddy: Launching the Novel and Understanding Its Context
The 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.
EngageNY
Getting the Gist: Steve Jobs Commencement Address (Focus on Paragraphs 6-8, and connecting to Chapter 6)
As part of a unit study of Bud, Not Buddy, readers compare Buddy's list of rules to live by with those that Steve Jobs enumerates in his commencement address to Stanford's 2005 graduating class.
EngageNY
Text-Dependent Questions and Choosing Details to Support a Claim: Digging Deeper into Paragraphs 6–8 of Steve Jobs’ Commencement Address (and connecting to Chapter 7)
Readers learn how to choose specific details drawn from a primary source (Steve Jobs' 2005 Stanford University commencement address) to support an analysis of informative text.
EngageNY
How Does the Author Convey Themes in Bud, Not Buddy?
After 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...
EngageNY
Introducing “If” and Noting Notices and Wonders of the First Stanza
After 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...
EngageNY
Notices and Wonders of the Second Stanza of “If”
Here 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...
EngageNY
Looking Closely at Stanza 2—Identifying Rules to Live By Communicated in “If”
Pupils take part in a close reading of the poem, If by Rudyard Kipling, in which they delve deep into its meaning and identify its rules to live by. As the grand discussion progresses, learners then relate the poem's rules with those...
EngageNY
Notices, Wonders, and Vocabulary of the Third Stanza of “If”
How does one's experience reading a poem's text differ from listening to its audio version? Delve into the insightful question with the poem, If by Rudyard Kipling, as pupils compare and contrast their experience using a note-taking...
EngageNY
Planning for Writing: Introduction and Conclusion of a Literary Argument Essay
After completing three body paragraphs of an argument essay about life's rules to live by from Bud, Not Buddy Christopher Paul Curtis, it's time to begin writing the introduction and conclusion. Independently, pupils draft the final two...
EngageNY
Asking Probing Questions and Choosing a Research Topic
Begin the writing journey of an evidence-based essay detailing a rule to live by with various activities to familiarize learners with the topic and jump-start brainstorming. First, pupils take part in an in-depth review and discussion of...
EngageNY
Introducing Research Folders and Generating a Research Question
Take the next step in the writing process with a lesson plan geared towards the completion of writing an evidence-based essay about a rule to live by, as Bud did in Bud, Not Buddy by Christopher Paul Curtis. Pupils collaborate with their...
EngageNY
End of Unit 2 Assessment: Final Draft of Literary Argument Essay
Take the last step in writing a literary argument essay using Bud, Not Buddy by Christopher Paul Curtis in an activity focused on feedback. Using the stars and steps revision method, pupils consider teacher and peer feedback to revise...
EngageNY
Qualities of a Strong Literary Argument Essay
One activity, two essays, and one central theme: qualities of an argument essay. Here, scholars first describe the qualities of an argument essay regarding Bud's rules to live by from the novel Bud, Not Buddy by Christopher Paul Curtis....
EngageNY
Revisiting Bud’s Rules: Survive or Thrive?
Bud 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...
EngageNY
Pitching Your Claim with Best Evidence
Does Bud use his rules to survive or thrive? That is the driving question of a lesson plan following the reading of Bud, Not Buddy by Christopher Paul Curtis. In an argument essay prewriting activity, pupils use textual evidence to...
EngageNY
Selecting Evidence to Logically Support Claims
It'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...
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