Lesson: Historical Fiction Character Feelings: Bud, Not Buddy (Lesson 8)

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Lesson Objective

Characters change their feelings in response to events. Readers notice feeling changes and think about what caused them.

Lesson Plan

Lesson 8:


  • Determine character motivation and feelings from thoughts, dialogue, actions, and punctuation.  Trace how and why characters’ feelings change over the course of a text and how that helps establish a theme.
  • Determine the setting and the significance of the setting on the traits, feelings, and motivations of characters.
  • Determine the purpose of individual sentences and paragraphs and their role in the text.  [ELA.4i.4]
  • 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 to make predictions.


Teaching Point: Characters change their feelings in response to events. Readers notice feeling changes and think about what caused them.


Reading binders, pencils, copies of Bud, Not Buddy , Feeling Change Tracking Sheet   


Reading Workshop Lesson:

  • Readers, we’ve learned a lot about Bud and how he is influenced by his traits and his setting. Today, we are going to notice how Bud’s feelings change in response to important or unusual events. Even though Bud is a bold, clever, dramatic person, when an event occurs, he might feel and act differently. It’s our job as readers to notice when his feelings changed and then explain how that feeling change happened. We are going to read two chapters today, and we are going to keep track of Bud’s feelings throughout those two chapters on the same Feeling Change Tracking sheet that we used in our characters unit. [pass out tracking sheets]
  • [Stop at the page break on page 91.] Why is Bud heading out for Grand Rapids? How is he feeling right now? (T&T, come up with something like eager . Write that down and then write the evidence that shows that he’s eager – asking the librarian for the book, planning to go to Grand Rapids right away, etc.)
  • [Read to the end of chapter 9, take general comments.]
  • [Stop halfway through page 98, where is says “Most times they never noticed me.” How is Bud feeling now? Tired/exhausted? What caused his feelings to change? (He realized that walking for 24 hours was boring and exhausting.]
  • [Stop at the bottom of page 99. How is he feeling now? Scared? What caused his feelings to change? (Someone stopped, got out of the car, and called toward him.]
  • Scholars, for the rest of this chapter, I want you to raise your hand when you notice that Bud’s feelings have changed. Then we can work together to find the evidence for that feeling and figure out the reason for the feeling change. [Read the rest of the chapter, stopping to record feeling changes.]
  • Readers, it is important to always notice when a character’s feelings change. Take Bud, for example. At the end of chapter 10, he’s really frightened. Even though he’s a very bold person, something unusual happened and that caused his feelings to change. You should notice when your characters’ feelings change and think about what important or unusual event caused that to happen.

See attached context clues worksheet for chapters 9 and 10.

Lesson Resources

Chapters 9-10 - Context Clues.docx  
Feeling Change Tracking Sheet.docx  


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