Lesson: Historical Fiction Setting: Bud, Not Buddy (Lesson 7)

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Lesson Objective

Readers add new knowledge about the setting to the knowledge they already had.

Lesson Plan

Lesson 7:

Standards:

  • Connect prior knowledge with information in texts and compare prior knowledge with newly acquired knowledge. 

Big Idea: Authors write historical fiction to show the reader what it was like to live in a certain time period.  Readers can use historical fiction to learn about new settings. 

 

Teaching Point: Readers add new knowledge about the setting to the knowledge they already had. 

Materials:

Reading binders, pencils, copies of Bud, Not Buddy , OR prompt

 

Reading Workshop Lesson:

  • Readers, we’ve been learning about how important the setting is in historical fiction. You can use the setting to help you understand your main character’s thoughts, words, and actions. Also, it’s just really fun and interesting to learn new things about a different time in history! We are going to spend the next two days reading carefully through Chapter 8 in Bud, Not Buddy, and noticing as many details about the setting as possible. We will add these details to our prior knowledge – what we already know about the setting.
  • [Stop at the end of page 61. What do we already know about Bugs? There was a story about him in a previous chapter.]
  • [Stop at the break on page 63.] What did we learn about how people got around in those days? How did poor people like Bud and Bugs travel in those days?
  • [Stop after the first paragraph on page 65.] What do we know about Hooperville so far? Be specific!
  • [Stop at the bottom of page 66.] Why is the man calling it “Hooverville” instead of “Hooperville”? What do we know about Hooverville now? Is it a real town? How does this connect to what we know about the Great Depression?
  •  [Stop at the bottom of page 74; take general comments and predictions.]
  •  [Stop at the part of page 77 where it says, “We ain’t in need of a handout.”] Why did the family say that? What do we know about the setting that helps us understand why the family said that?
  • [Stop at the break on page 80.] Did we learn any new details about the setting?
  • [Stop at the bottom of 83.] Is this like the train stations we see today? Why is there so much chaos? How does this connect to the setting?
  • [Stop after the second full paragraph on page 86.] Why are the police setting fire to the Hooverville?
  • [Stop at the end of the chapter and take general comments.]
  • Scholars, like we’ve been doing in previous days, we are going to practice quoting direct evidence from the text to support our answer to an open response question. We’ve been making our ORs shorter so that we have plenty of time to practice punctuating our evidence correctly and elaborating on it thoughtfully. Here is today’s question [post and read aloud]: Why are the rocks in the tobacco pouch important to Bud?
    • Find the specific part of the text where Bud describes the rocks in the tobacco pouch (bottom of page 78/top of page 79)
    • Write a topic sentence: The rocks in the tobacco pouch are important to Bud.
    • Pick the most important detail and punctuate it using commas and quotation marks
    • Discuss and write an elaboration sentence that explains why this detail about the rocks is important to Bud (because it reminds him of his mother or teaches him something about his mother’s life.)

See attached purpose of a paragraph multiple choice questions.

Lesson Resources

Chapter 8 - Purpose of Paragraph.docx  
439
Chapter 8 - Open Response.docx  
280

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