Lesson: Historical Fiction Character Traits: Bud, Not Buddy (Lesson 3)

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Lesson Objective

Readers can determine the main character’s traits through their actions, thoughts, and words.

Lesson Plan

Lesson 3:


  • Identify character traits and cite exact textual support for the thoughts, words, and actions that reveal their personalities.
  • Determine the purpose of individual sentences and paragraphs and their role in the text. 
  • Identify supporting evidence and provide elaboration for inferences.


Big Idea: People are influenced by and react to their setting so you need to consider the setting carefully. Readers of historical fiction can use what they know about a setting to understand character actions, feelings, motivations, and traits and to make predictions.


Teaching Point: Readers can determine the main character’s traits through their actions, thoughts, and words.


Reading binders, pencils, copies of Bud, Not Buddy , Tracking Character Traits handout


Reading Workshop Lesson:

  • Readers, we left off yesterday tracking Bud’s traits in Bud, Not Buddy. We found evidence that shows that Bud is bold and clever. I am going to pass back your character traits handout from yesterday so that we can continue to find evidence that Bud has a bold and clever personality. Today we are going to read chapters 3 and 4.
  • Let’s start reading chapter 2 and see if we can find any support for these trait words.
  • [Stop at the bottom of page 21.] He’s not curling up in a corner and crying over being locked in a shed. He wants to explore it. That shows that he’s bold. [Add that to the chart.]
  • [Stop at the bottom of page 22.] Wait, for a minute Bud really was scared. What part of his personality caused him to be scared? [T&T – it seems like Bud also has a very active imagination. Pass out another trait sheet and add “imaginative” or “dramatic” for the trait.] So some of his reactions are influenced by his boldness, and other reactions are caused by his overdramatic imagination. Let’s see which trait comes out more in the rest of the chapter.
  • [Notice that the events on page 23-24 are in the past and that the author went back in time to give the reader background information about something that Bud is thinking about.]
  • [Remind students that the page break on page 25 is meant to show that time has passed.]
  • [Add various events from pages 26-30 under the imaginative/overdramatic trait. Then take predictions at the end of chapter 3. What is going to happen now that he’s out of the shed?]
  • [Read Chapter 4 straight through.] How does Bud get his revenge on the Amoses? In a bold and clever way – add what he does to Todd Amos under bold, clever, or both.

See attached worksheet on sequencing multiple choice questions.


Lesson Resources

Tracking Character Traits handout.docx  
Chapters 3-4 - Sequencing.docx  


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