Showing Understanding of the Theme Through Text Support

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SWBAT...demonstrate and debate their understanding of the authors message with evidence from the text "Bud Not Buddy".

Big Idea

Having evidence that supports a statement makes it stronger!

Creating the Purpose

5 minutes

I share that when I was a little girl I had alot of energy. I remember my teachers at school would get mad because I would run into the doorways to hide at lunch when we played tag. The teachers kept telling me not to run at school and one day I learned my lesson. I ran into the door frame - literally! because I wasn't watching and got a large cut on my head. Every time I feel the scar I remember the warning and want to make sure my own children and students don't get hurt in the same way. How many of you have heard people tell you not to run in the hallways? 

When people learn lessons they want to share the lessons and stories with others so that they don't make the same mistakes they did. Authors do this with their writing - they teach the lessons through the character actions and reactions to show readers what might happen.  

I introduce the objective, "Today we are going to read a chapter in the story of Bud Not Buddy with the purpose of identifying the lesson he learns and the actions and reactions that take place that help him learn it."

Guiding the Learning

15 minutes

I pass out copies of the Supporting Lessons Learned worksheet ask students to listen as I read part of the section from chapter 6 aloud.

I project my copy of the text on the board and read the first section writing on the chart:

How do Good Readers read? We Read (part of the passage), Pause (to think about what is being shared in the reading), Evaluate (What is the lesson he learned? What events led up to this?) Respond (Write down our thoughts on paper or notes)

I then ask students to follow along as I read aloud modeling using expression, pausing to think aloud and questioning text or vocabulary in the first part of the section.

I think aloud about what happened first, next, finally. I then share that Bud probably should have woke up earlier to make sure he got food, because the consequence now is that he will go hungry all day. Bud also should have told the truth and not tried to lie because that could have been worse.

I think for a moment and then identify the bigger lesson learned as going hungry if he doesn't get up on time. I write " I learned from "Bud" that in life it is important to "be responsible".  I ask students for their responses to this section.  I want to determine what their interpretation of the message is and what evidence they state from the text (what happened to Bud) or world (the bigger lesson we all can learn from him)  - and I write their words in this section of the worksheet.

I ask students when did Bud learn the consequence for his tardiness in this section of the chapter? We evaluate evidence stated and write the response on the worksheet.


Independent Learning

20 minutes

I ask students to work with their table partners and to use their common themes reference sheet/ chart and read the rest of the chapter quietly. When they have read they are instructed to complete the second part of the worksheet stating the page in the book they found their evidence. 

I pass out post-it notes and their books (or copies of the passages) and instruct them that they may use the notes to mark sections of text that support the lesson learned or authors message in this chapter.

I set a timer for 10 min. and students work quietly while I walk around and assist and question as needed.  Struggling readers can be partnered with helpful peer readers or can have students read the text aloud to them as they take notes.

I then signal and have students move back into their previous groups of 4-6 people and share the lesson identified and support they found in the text. They are instructed to use their discourse words and to give equal time for sharing to everyone. They are then asked to debate stronger and weaker evidence. I set a timer for 8 min. 

We stop and I call on students to do a 2-3 min sharing of lesson learned and evidence located and what made it stronger support. 

Closing the Loop

5 minutes

We gather together on the carpet and I ask students to share the lesson their group determined was learned in this chapter and the evidence that supports it in the text. We debate as a class stronger and weaker messages and why.

I then ask them what was easy about finding evidence to support the lesson learned by Bud? and what was difficult about it?

I close with asking what was the best part of sharing in a group today and what was difficult about it? and most importantly - can there be more than one lesson in a story? 

I collect the books and take notes for what issues to address and what groups/ people to listen to next time.  I gauge this according to what they responded both in their small groups and in our closing discussions and look for ways to teach effective sharing and participation strategies.