Bright Hub Education
Diego Rivera Murals
Explore Mexican culture and art history through active participation in research and painting. The class discusses and researches the life and art of Diego Rivera, then they paint wonderful murals inspired by his representations of...
Curated OER
Visual Vocabulary
Students interpret and name the vocabulary termed acted out by the mime. In this science/language arts/physical education lesson, students are given a set of vocabulary terms to discuss within their group. Next, students place all...
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...
Discovery Education
Is Our Community Influenced by the Opioid Epidemic?
Opioid abuse is becoming a national crisis, but combating the influence of opioids requires examining the ways it affects individual communities. A thorough teacher guide provides step-by-step instructions about implementing an...
EngageNY
Presenting a Research-Based Claim: Visual Aid and Peer Critique
Back to the drawing board. Scholars work on the visual to complement their claim presentations using the Criteria for the Cascading Consequences Chart Visual as a guide. They then practice their presentations with partners.
Novelinks
The Lion, the Witch, and the Wardrobe: Picture Book Strategy
Picture books aren't just for primary learners. Your scholars compare and contrast literary themes between the novel, The Lion, the Witch, and the Wardrobe by C.S. Lewis, and the children's book, The Dream Tree by Winfried...
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