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This lesson lesson is centered around the novel Bud, Not Buddy, by Christopher Paul Curtis. The lesson encourages students to use higher-level thinking skills, and asks them to examine different character perspectives.
This lesson lesson is centered around the novel Bud, Not Buddy, by Christopher Paul Curtis. The lesson encourages students to use higher-level thinking skills, and asks them to examine different character perspectives. Analyzing characters from the story, students prepare for a class "press conference," to demonstrate their understanding of how each character impacted plot. Detailed lesson procedures and links to online resources are provided at the website. (author/ncl)
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This well developed lesson can be used to engage students in the Arts & Communication field because of the mock press conference activity, but should also work well with students in other career fields. The lesson, designed for English Language Arts classes, can actually be adapted for use with any novel students are reading.
This well developed lesson can be used to engage students in the Arts & Communication field because of the mock press conference activity, but should also work well with students in other career fields. The lesson, designed for English Language Arts classes, can actually be adapted for use with any novel students are reading. Students will benefit from trying to gain the perspective of the characters in the story as the lesson develops and when role playing during the mock press conference. The lesson supports the development of reading comprehension as students work through plot, characters, and climax when preparing questions for the press conference. (jrs)
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| English Language Arts Standards |
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| Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies Standard |  |
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| Benchmarks (4 - 7) |
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| B. | Apply effective reading comprehension strategies, including summarizing and making predictions, and comparisons using information in text, between text and across subject areas. |
| C. | Make meaning through asking and responding to a variety of questions related to text. |
| D. | Apply self-monitoring strategies to clarify confusion about text and to monitor comprehension. |
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| Grade Level Indicators (Grade 5) |
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| 6. | Select, create and use graphic organizers to interpret textual information. |
| 7. | Answer literal, inferential and evaluative questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media. |
| 9. | List questions and search for answers within the text to construct meaning. |
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| Grade Level Indicators (Grade 6) |
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| 4. | Summarize the information in texts, recognizing important ideas and supporting details, and noting gaps or contradictions. |
| 6. | Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts, electronic and visual media. |
| 8. | List questions and search for answers within the text to construct meaning. |
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| Grade Level Indicators (Grade 7) |
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| 4. | Summarize the information in texts, using key ideas, supporting details and referencing gaps or contradictions. |
| 6. | Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media. |
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| Reading Applications: Literary Text Standard |  |
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| Benchmarks (4 - 7) |
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| A. | Describe and analyze the elements of character development. |
| B. | Analyze the importance of setting. |
| C. | Identify the elements of plot and establish a connection between an element and a future event. |
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| Grade Level Indicators (Grade 5) |
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| 1. | Explain how a character's thoughts, words and actions reveal his or her motivations. |
| 2. | Explain the influence of setting on the selection. |
| 3. | Identify the main incidents of a plot sequence and explain how they influence future action. |
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| Grade Level Indicators (Grade 6) |
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| 1. | Analyze the techniques authors use to describe characters, including narrator or other characters' point of view; character's own thoughts, words or actions. |
| 2. | Identify the features of setting and explain their importance in literary text. |
| 3. | Identify the main and minor events of the plot, and explain how each incident gives rise to the next. |
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| Grade Level Indicators (Grade 7) |
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| 1. | Explain interactions and conflicts (e.g., character vs. self, nature or society) between main and minor characters in literary text and how the interactions affect the plot. |
| 2. | Analyze the features of the setting and their importance in a text. |
| 3. | Identify the main and minor events of the plot, and explain how each incident gives rise to the next. |
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| Research Standard |  |
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| Benchmarks (5 - 7) |
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| B. | Locate and summarize important information from multiple sources. |
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| Grade Level Indicators (Grade 5) |
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| 2. | Locate sources and gather relevant information from multiple sources (e.g., school library catalogs, online databases, electronic resources and Internet-based resources). |
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| Grade Level Indicators (Grade 6) |
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| 2. | Identify appropriate sources, and gather relevant information from multiple sources (e.g., school library catalogs, online databases, electronic resources and Internet-based resources). |
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| Grade Level Indicators (Grade 7) |
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| 2. | Identify appropriate sources and gather relevant information from multiple sources (e.g., school library catalogs, online databases, electronic resources and Internet-based resources). |
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| Communications: Oral and Visual Standard |  |
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| Benchmarks (5 - 7) |
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| F. | Give presentations using a variety of delivery methods, visual materials and technology. |
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| Grade Level Indicators (Grade 5) |
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| 9. | Deliver formal and informal descriptive presentations recalling an event or personal experience that convey relevant information and descriptive details. |
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| Grade Level Indicators (Grade 6) |
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| 9. | Deliver formal and informal descriptive presentations that convey relevant information and descriptive details. |
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| Grade Level Indicators (Grade 7) |
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| 9. | Deliver formal and informal descriptive presentations that convey relevant information and descriptive details. |
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| Standards for the English Language Arts |
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| Range of materials and purposes for reading |  |
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| Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. |
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| Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience. |
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| Reading strategies, language use, and conventions |  |
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| Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). |
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| Research and inquiry |  |
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| Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. |
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| Purposes for using spoken, written, and visual language |  |
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| Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities. |
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| Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). |
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| RESOURCE TYPE |
| Instructional Resource |
| PRACTICE LEVEL |
| Best Practice |
| STANDARDS ALIGNMENT |
| Grades 6 - 8 |
| CAREER FIELDS |
Arts & Communication; General Career Skills |
| TOPICS |
English Language Arts -- Reading; Comprehension; Strategies - Literary Texts; Communication; Speaking; Research & Inquiry; Literature; Children's Literature |
| FOUND IN |
AdLIT Standards First |
| KEYWORDS |
Bud, Not Buddy; Christopher Paul Curtis; critical-thinking; research/gather information; story elements; character study; Young Adult Literature; role playing |
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Author: Lori Papajcik Publisher: IRA/NCTE
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