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Lesson Plan

Press Conference for Bud, Not Buddy

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Press Conference for Bud, Not Buddy

Grades 6 – 8
Lesson Plan Type Standard Lesson
Estimated Time Four 40-minute sessions
Lesson Author

Lori Papajcik

Bedford, Ohio

Publisher

International Reading Association

 

Overview

Featured Resources

From Theory to Practice

 

OVERVIEW

This lesson can be used after the reading of Bud, Not Buddy by Christopher Paul Curtis. The lesson encourages students to use higher level thinking skills and asks them to examine different character perspectives. Students demonstrate comprehension of the story by actively involving themselves in group and whole-class discussions. Information about the author contributes to their understanding of historical fiction. By further analyzing the characters in preparation for a class "press conference," students can better understand the characters' impact in the story. The development and responses to critical-thinking questions lead to deeper understanding of the story.

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FEATURED RESOURCES

Story Mapping: Students will use this interactive tool to analyze the characters, setting, conflict, and resolution in the story.

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FROM THEORY TO PRACTICE

Barton, J. & Sawyer, D.M. (2003). Our students are ready for this: Comprehension instruction in the elementary school. The Reading Teacher, 57(4), 334347.

  • Talking, writing, and drawing help readers reflect about what they've read and share their insights with others. These kinds of responses can take many forms, but, without response, comprehension of a text is rarely deepened.

  • Whole-group direct instruction in comprehension strategies is most effective when coupled with guided practice in small groups.

  • Taking multiple perspectives is a comprehension strategy that involves having students consider two or more points of view to examine perception.

 

Adler, M., Rougle, E., Kaiser, E., & Caughlan, S. (Dec 2003/Jan 2004). Closing the gap between concept and practice: Toward more dialogic discussion in the language arts classroom. Journal of Adolescent & Adult Literacy, 47, 312322.

  • Dialogic discourse is not teacher led; it is the interaction of many different voices.

  • Studies show that good discussion amongst a group has a strong correlation with student achievement in both literature study and writing.

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