Bud Not Buddy by md8OdwKJ


									                            Lesson Plan for Literature Study
                                            After Reading

I.     Title: Bud, Not Buddy By: Christopher Paul Curtis

II.    Lesson Objectives
       Students will explore fictional characters based on real people. They will create a fictional
       character and story based on a real person and event. They will incorporate authentic facts and a
       photo or artifact into the story. In this story they will have to include up to 4 items they would
       have in their suitcase.

III.   Materials

             Picture
             Artifact

IV.    Time: 20-40 minutes

V.     Procedures
       A. Opening

          1. Read the Afterword on pages 237-243, for homework.

          2. Bud's mom remembered sitting on a pony for a photograph. Do you remember an
             experience where your picture was taken? What about your parents, grandparents, or
             great grandparents? At home go through your photo album and discuss the setting of
             different pictures. Choose a picture to use as part of your story or even an artifact (real
             objects) that means something to you, a family member or a friend, such as magazine
             covers, cloth, coins, postcards or ticket stubs.

       B. Body

          1. In class, brainstorm some added ideas for your story; characters, plot and setting. Make
             a story web. You already know the real story that your picture or artifact is about, now
             we will embellish it to make it more interesting. I will have an example of a proper story
             web for the students to refer to.

          2. In your story you will be traveling somewhere. Choose the place or the setting where
             your story will be taking place. You could be on your way to this place or already there,
             you choose.

          3. You will be traveling with a small suitcase just like Bud. Choose at least 4 items that
             you will carry with you, including your picture or artifact. Explain why these items are
             important to have. Look back to the project we did at the beginning of the book, are
               your items the same or different than what you originally put in your suitcase.

           4. Begin writing your rough copy. I will have an example of a finished story for the
              students to refer to.

       C. Closing

           1. After you have written your rough copy, partner up and give peer revisions.

           2. The final copy will be written later.

           3. After you turn in your final copy, based on your story, create a rule that applies. We will
              hang them up around the classroom. Be creative.

VI.    Assessment
       I will check their understanding of the assignment, by looking at their story webs. Does it
       include characters, plot and setting? I will assess the students work, with their rough draft and
       final copy of their stories. Finally I will look at the rule they created, does it fit the story?

VII. Philosophy

I took a combination of Danielle's suitcase lesson and Nicole's traveling lesson to create mine. The
        students will have already done parts of the “after reading” project. This final project will assist
        the students in piecing other parts of the story together. They will potentially use the objects
        they wrote about in their previous suitcase lesson, and they may also choose a place they wrote
        about in their precious journal entries. Now all they have to do is take these things and piece
        them together and write a story.

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