Kimberly Hamilton

EDTP 600: Foundations of Teaching for Learning

Unit Overview and Lesson Plan Series

Unit Overview
This unit is called, What Makes a Good Story Great: Exploration of Literature through Bud, Not
Buddy and will be the first unit covered in a grade 6 English Language Arts class. This unit will
be taught a West Middle School in Westminster, MD to a diverse group of students including
English for Speakers of Other Languages (ESOL) and students with Individual Education Plans
(IEPs) and 504 plans. The Lexile measure of this text is 950L. Out of the 26 A-Z levels of the
Fountas and Pinnell reading level, Bud, Not Buddy, is at a level T. This material is a good match
for the academic reading levels of the class. Audible versions of the novel are available to
students in the form of a CD or can be uploaded onto a students MP3 player.

Rationale: This unit is an excellent introduction to critical reading and literary analysis, a skill set
that will be necessary for success in secondary education. Gone are the days where students
are reading merely for plot, comprehension, and vocabulary. This novel lends itself well to the
study of figurative language, themes, symbolism and character development. A solid
understanding of these elements will provide the necessary foundation the student will need to
study more complex works of literature. In addition, the historical facts in this novel are relevant
to the social studies unit on the Great Depression and America in the 1930s.
Relevance to Students: Students who are entering Middle School are at a developmental
phase where they are searching for their own individual identity. Students will be able to relate
to the character of Bud and his search to discover who he is. Self-reliance is another aspect of
development that students are moving through in the middle school years and they will be able
to identify with Bud as he learns to take care of himself. Additionally, many students have been
touched by the recent dip in our economy and will see learn that economic issues have been
problematic in America before on a greater scale.
Standards:
RL2 CCR Determine central ideas or themes of a text and analyze their development,
summarize the key supporting details and ideas.
RL3 CCR Analyze how and why individuals, events, and ideas develop and interact over the
course of text
RL4 CCR Interpret words and phrases as they are used in a text, including determining
technical, connotative, and figurative meanings, and analyze how specific word choice shapes
meaning and tone.

Hamilton- Unit overview and lesson plans

It will take three weeks to cover this unit.

Monday

Tuesday

Wednesday

Thursday

Friday

Day 1

Day 2

Day 3

Day 4

Day 5

Pre-Reading

Vocabulary

Vocabulary

Vocabulary

Vocabulary

Create Journal

Discuss Chapter 2

Discuss Chapter 4

Discuss Chapter 5

Compare Bud and

He who laughs last,

Dangers of Being on

Todd Amos

laughs best.

the Lam

Read Chapter

Group project-

Group project-

3 in class

Research historical

Present historical

figures

figures power point

HW read Chapter 5

HWread Chapter 6-7

Lesson 1
Read Chapter
1 in class
Homework
read Chapter 2

HW read Chapter 4

Day 6

Day 7

Day 8

Day 9

Day 10

Warm Up

Warm Up

Vocabulary

Vocabulary

Vocabulary

write a simile and a

define

metaphor

personification, idiom

Discuss Chapters 8

Discuss Chapter 11

Discuss Chapter 13

and hyperbole

and 9
Read Chapter

Read Chapter

Finish Lesson 2

Read Chapter

12 in class

14 in class

HW read Chapter 13

HW read Chapter

Discuss Chapters 6
and 7

10 in class
HWread Chapter 8-9

Start Lesson 2
HW read Chapter 11

15-16

HW- Write examples

of fig. language.

Day 11

Day 12

Day 13

Vocabulary

Vocabulary

Vocabulary

Discuss Chapters 15

Discuss Chapter 17

Discuss Chapter 19

Day 14

Day 15

Hamilton- Unit overview and lesson plans

and 16

Read Chapter

Lesson 3

Lesson 3

18 in class
Discussion on

Test
and
Presentations

characters
HW read Chapter 19

HW work on theme
project

HW read Chapter 17

Lesson Plan 1
pre-reading
Time allotted: One 60 minute class
Objective:
Students will predict one obstacle that the main character will have to overcome while living in
the Great Depression era.
Related Standard:
Analyze how and why individuals, events, and ideas develop and interact over the course of text
(RL3 CCR Anchor Standard)
Related Benchmark:
Use precise words and descriptive details to convey events. (See CCSS W.6.3d)

Materials:

Recording of Brother, Can you Spare a Dime

You Tube Video https://www.youtube.com/watch?v=GCQfMWAikyU
Projector and screen
Graphic Organizer for above video, The Great Depression: Crash Course US History
#33

Warm-up:
Define the word, depression. Please use in a sentence.
Content:

Review the definition of the word depression. Discuss its multiple meanings.

Motivator/Bridge: Ask students Raise your hand if you know someone who was
impacted by the recent economic downturn in America. Do you know someone whose
mom or dad lost their job or even lost their house?
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Hamilton- Unit overview and lesson plans

Have students listen to a recording of, "Brother, Can You Spare a Dime," lyrics by Yip
Harburg, music by Jay Gorney (1931) and write down three adjectives that describe
the tone of the song. Collect papers.

Distribute graphic organizer for short (20 minute) documentary of Great Depression
video. Watch video, pausing for students to take notes when necessary. Adaptation:
Have completed organizers for students who need accommodations. Have these
students highlight information rather than take notes.

Break into small groups. Have students use graphic organizers to use details to support
their answer to this question, What do you think was the worst thing was about
living during the Great Depression? Hand back the paper with the adjectives to
students as you listen to discussions. Class discussion/share about the answers.

Independent work- to be completed on the back of the adjective paper. Show students
the cover of the book, the image shows a young African American boy, Bud.
Knowing what you know about the Great Depression, use complete sentences
that use adjectives to state your prediction about the problems our main
character, Bud, may face during the time of the Great Depression.
On the board write a model prompt for students: I think _____________ will be a
problem Bud faces because I know ______________________ was a problem in the
Great Depression era due to (or because of) ________________________.

Evaluation:
Collect written work. Did the predictions identify facts about the Great Depression? Did the
students use precise words and descriptive details in their predictions? Score both questions
with the scale: 0- no, they do not; 1- somewhat; 3- yes, they do. A five is a passing score. This is
pass/fail.
Home Work:
Bring in a paper three pronged folder to use for your Bud, Not Buddy Journal.
Summary:
Students will be exposed to music of the Depression Era and then use their knowledge of
grammar to select appropriate adjectives to describe the tone of the song and the era. They will
have discussed the two definitions of depression and had an overview of the Great Depression.
They will also make predictions about the novel.
Reflection:
I want to get the students interested in the novel by making a predication about Bud.
I will have extra paper folders for students who do not have access to them at home. We will
create literary journals for Bud, Not Buddy that includes story map, vocabulary, figurative
language, notes sheets with section.

Hamilton- Unit overview and lesson plans

Lesson Plan 2
Figurative Language
Time allotted: Two 60 minute classes
Objectives:

Students will define similes, metaphors, personification, idioms and hyperboles.

Students will identify similes, metaphors, personification, idioms and hyperboles from the
novel, Bud, Not Buddy.
Students will create a class Figurative Language Popplett

Related Standard: Interpret words and phrases as they are used in a text, including
determining technical, connotative, and figurative meanings, and analyze how specific word
choice shapes meaning and tone. (RL4 CCR Anchor Standard)
Related Benchmarks:

Use evidence from a literary text to support analysis of word choice. (CCSS W.6.9)
Demonstrate an understanding of figurative language and connotation (CCSSL 6.5a.
L6.5c)

Materials:

Three examples each of similes, metaphors, personification, idioms and hyperboles that
have been printed on paper and laminated and magnetized; one different example on
each card (15 cards)
Handout of Figurative Language for Bud, Not Buddy from the Teachers Pay Teachers
website
Laptops with access to Popplett for class
Projector and screen to show Popplett
Bud, Not Buddy Journal
Bud, Not Buddy novels

Warm-up:
Write a simile and write a metaphor.
Content:
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Hamilton- Unit overview and lesson plans

Review what a simile is/metaphor is and asks students to read their examples.

Motivator/Bridge: Ask students Have you ever heard of a fire running wild, or someone
say that time flew? interact with students. Has anyone every asked you, Penny for
your thoughts or told you that you were barking up the wrong tree. Interact with
students. Have you ever been so hungry you could eat a horse? Interact with students.
These are all examples of figurative language. (5 minutes)
Ask two students to pass out the 15 examples of figurative language and write the
words, simile, metaphor, personification, idiom, hyperbole in its own column on the
white board. Define the words as a class, having a different student go up to the board
and write down the agreed upon definition. Ask students to place their examples in the
proper column and then review as a class.

Home Work:
Write down an example of a simile, metaphor, personification, idiom and hyperbole that you
hear in conversation, on television or on the radio.
Day Two

Distribute handout of Figurative Language for Bud, Not Buddy. Adaptation: Have hints
for students who need accommodations. Break into small groups. Have students work
as teams to complete the handout. Circulate as students work together.

Students will log onto Popplett and contribute to a class Popplett on Figurative Language
that I have created. There will be space for students to list examples of similes,
metaphors, personification, idioms and hyperboles. Each student will place an example
from the novel (which will give a bonus two points for the test) or a general example (no
points awarded).
Exit ticket will be an example of a simile, metaphor, personification, idiom or hyperbole.

Evaluation: Collect and grade handout. Give a pass/fail evaluation of the example on the
class Popplett page.
Summary: Students will be work as a class to define simile, metaphor, personification, idiom
and hyperbole and identify an example of each. Students will place examples in the correct
column. Students will work as a group to complete the handout and as individuals to contribute
to the class Popplett page on figurative language.
Reflection: I hope to help the students realize that figurative language is in our everyday lives
as well as in literature. By citing examples from the novel, the students are laying the
groundwork for future work with annotations.

Hamilton- Unit overview and lesson plans

Lesson Plan 3
Themes of Bud, Not Buddy
Time allotted: Two 60 minute classes
Objectives:

Students will be able to define what a theme is in literature.

Students will be able to identify themes from the novel, Bud, Not Buddy
Students will be able to support the theme by citing text from the novel.
Students will create a final project that demonstrates their understanding of theme.
Students will present a final project to the class.

Related Standard:
Determine central ideas or themes of a text and analyze their development, summarize
the key supporting details and ideas. (RL2 CCR Anchor Standard)
Determine a theme or central idea of a text and how it is convey through particular
details; provide a summary of the text distinct from personal opinions or judgements.
(SC,6)

Related Benchmark:

Use significant details of characterization and/or plot development, repeated words,

ideas, and/or symbols as clues to theme.
Connect conclusions about character/s, plot, and/or symbols to determine theme.
Present details to accentuate support of main ideas and themes. (See CCSS SL.6.5)

Materials:

Video How to Find a Theme https://www.youtube.com/watch?v=p4qME64SkxM

Graphic organizer
Projector and screen
Teacher created power point on themes in Bud, Not Buddy
Laptops for student projects
Bud, Not Buddy Journal
Bud, Not Buddy novels
Project handout sheet

Hamilton- Unit overview and lesson plans

Warm-up:
What is a theme?
Motivator/Bridge: Ask students What is your favorite movie? Interact with students. What is
the theme of the movie? Interact with students.

Content:

Distribute graphic organizers and watch the How to Find a Theme video. Adaptation:
Have completed organizers for students who need accommodations. Have these
students highlight information rather than take notes.
Ask students to apply what they learned in the video to think of themes for Bud, Not
Buddy.
Review and discuss the teacher created power point about themes in Bud, Not Buddy.
This will discuss and give supporting evidence cited from the novel the themes of: Home
is a place and people, Poverty is no picnic, Lying can be necessary to survive,
Compassion and forgiveness makes life better, Never give up, Knowledge is power.

Distribute handout that describes options to complete a final project about theme.
Students will choose a theme from Bud, Not Buddy and create one of the following to
demonstrate that theme with supporting evidence: a diorama, a Storyboard That
presentation, an essay, or a video. Presentations will begin on Friday.

Spend the remainder of class having students brainstorm (they may use the laptops)
and write a rough sketch or outline for their presentation. This will be their exit ticket for
the day.

Home Work:
Work on final project
Day Two

Work in class on the projects. Monitor and help students as needed. Exit ticket is a
progress report to teacher that lists what the student still needs to complete to finish the
project.

Home Work:
Work on final project
Evaluation: Collect final projects after the presentations. Did the student express one of the
themes of the novel? 1-5 Did the student cite information from the text to support his or her
idea? 1-5. Is there evidence that the student applied himself/is the work neat and attractive?1-5.
Scores of 14/15 are As, 12/13 are Bs, 11/10 are Cs. Under 10 needs to redo or fix project.
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Hamilton- Unit overview and lesson plans

Summary: Students will watch a video about themes in literature and complete organizer.
Class will have a discussion on the themes in Bud, Not Buddy. Teacher will show power point.
Teacher will explain the requirements for the final project. Students will begin to plan projects on
the first day and then have the next class period to work on projects.
Reflection: I hope by having students report to their progress to me at the end of class two,
they will be motivated to complete the assignment for homework.

Identify the Figurative Language

Identify:

Simile: _______________________________________

Metaphor: _____________________________________

Personification: _________________________________

Idiom: _________________________________________

Hyperbole: ______________________________________

Look at the page number. Find the beginning of the figurative language. Read it in
context. Identify the figurative language used and write in the intended meaning.

Beginning

Identify

Intended Meaning

p. 1 All the kids watched

the woman.
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Hamilton- Unit overview and lesson plans

p. 2 Jerry looked like .
p.3 I felt like I was.
p. 5 Unless youre as
stupid
p.12 In her eyes.
p.12 What had really
happened
p.13 Todd mightve been a
lot
p. 13 Even though Todd
p. 17 These Amoss might
look
p. 18 The last kid who got
put in there
p. 21 It was so loud that it
sounded
p. 26 I stood up on the
woodpile
p. 27 I raised the rake
over my head
p. 28 What Id thought was
a vampire
p. 31 It slid open with just
a couple
p. 31 Quick as a rabbit
p.41 Everything moved
very, very fast
p. 56 It seemed like the
answer to
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Hamilton- Unit overview and lesson plans

p. 61 I was as trapped as a

p. 68 This here is the right

place for
p. 73 My momma says
these poor kids
p. 82 The locomotive was
hissing and spitting
p. 94 That little idea had
gone and
p. 111 This was the best
news Id
p. 116 But this morning I
felt
p. 121 I let my nose lead
me
p. 125 Now you two arent
talking

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