Technology Integration Plan

Bobbie KeenanNovember 22, 2009

Applications of Instructional TechnologyITEC – 8530

Kenneth Clark

Title: Historical Fiction Subject: Language Arts Grade: 6 Topic: Finding the Facts in Historical Fiction Time Frame: 4 weeks (+ )

Established Goals:Information Literacy Standards for Student Learning Standard 5: The Student who is an independent learner is information literate and appreciates literature and other creative expressions of information.

The student who is an independent learner applies the principles of information literacy to access, evaluate, enjoy, value, and create artistic products. That student actively and independently seeks to master the principles, conventions, and criteria of literature in print, non-print, and electronic formats. The student is able both to understand and enjoy creative work presented in all formats and to create products that capitalize on each format’s particular strength.

Indicators:

Indicator 1. Is a competent and self-motivated readerIndicator 2. Derives meaning from information presented creatively in a variety of formats.Indicator 3. Develops creative products in a variety of formats.

Georgia Performance Standards: Language Arts – Grade 6 ELA6R1: The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts.b. Identifies and analyzes sensory details and figurative language.c. Relates a literary work to historical events of the period.d. Applies knowledge of the concept that theme refers to the message about life and the world that the author wants us to understand whether implied or stated.e. Identifies and analyzes the elements of setting, characterization, plot, and the resolution of the conflict of the story.f. Identifies the speaker and recognizes the differences between first and third person narration.g. Defines and explains how tone is conveyed in literature through word choice, sentence structure, punctuation, rhythm, repetition, and rhyme.h. Responds to and explains the effects of sound, figurative language, and graphics in order to uncover meaning in literature: ii. Figurative language (i.e., simile, metaphor, hyperbole, personification)Big Idea: In addition to learning traditional literary skills, students will also independently work on finding fact in a historical fiction by utilizing various forms of resources including the internet and then compiling the information into a multimedia

presentation.

Understandings:Students will understand…

Historical fact can provide the back- drop to a fictional story.

Authors use literary techniques to set the tone and feel of a piece of literature.

The setting, characterization, plot and resolution of story are elements of a novel.

How to search the internet effectively

Fictional characters can provide a real world historical perspective.

How to do a character analysis How to create a Power Point

presentation The cause and effects of the Great

Depression How Jim Crow Laws had an affect

on the African American population.

Jazz Music’s role in the Depression. How Hoovervilles came to be as a

result of the Great Depression.

Essential Questions:

How can information on Internet enhance a reading experience?

Does history have an impact on literature?

How can the truth be told through fiction?

Why is historical fiction important? How accurate are facts used in

historical fiction? What are some of the techniques

authors of historical fiction use to make reading their stories feel authentic to the time period?

What are some of the historical references made in “Bud, Not Buddy?

Students will know…

Elements of a novel (plot, setting, characterization, resolution)

History can inspire literary works How to analyze a character in a

novel How to cite sources off the internet How to search the internet for

relevant, factual, and historical information

How to respond to literary material from a personal and creative point of view.

How fictional characters deal with

Students will be able to…

Design a project related to a character in “Bud, Not Buddy” and an aspect of the Great Depression that is also covered in “Bud, Not Buddy.”

Plan, compose, edit and revise documents.

Describe how the development of theme, character, plot and setting contribute to the overall impact of a piece of literature.

Access historical information from a variety of sources.

conflicts that relate to real-life situations.

Relate fictional reading to information from another source.

Create a Power Point presentation.

Assessment Evidence

Performance Task 1- Document #1Double Journal Entry – Use your Double Entry Journal to react to the story Bud, Not Buddy. In the first column of your entry choose facts and a passage(s) from the chapter that stood out to you. In the second column, write your thoughts, reactions or personal connections to the passage(s). [Facet 1, Facet 2, Facet 4, Facet 5, Facet 6]

Double Journal Entry (Document #1)Double Journal Entry DirectionsThis format will be used for all Double Entry Journal Assignments.

Double Entry Journals should be typed in a Word document using the Table Tool to create the format and saved to your jump drive.

Label each entry of your journal with the book title, author, chapter, and date.Example:

Bud, Not Buddy by Christopher Paul CurtisChapter 1 – September 1, 2009

Facts ReactionUse this side to write facts. You can include important details and plot points.

Select one or more quotes from the chapter and cite the page number in parenthesis at the end of the quote. Example: (page 2)

Here you can react to facts you wrote on the other side. Discuss your opinions. Make connections to other readings, classes you’ve taken before, or things that have happened to you. Try to do more than judge the quality of the writing or the plausibility of the story. You can be critical but talk about why you’re being critical.

Write a sentence or two that connects the quote to the chapter. “Why is the quote important?” How do you connect to the quote? Why did you choose it?

You can also use this side to list unfamiliar vocabulary you came across in the chapter. Find the definition of the words and write a sentence using each word.

Student Self-Assessment – Double Journal Entry RubricCategory 4 - Excellent 3 - Good 2 - Acceptable 1 - PoorTitle Includes entire title

with proper mechanics.

Includes the entire title with errors in the mechanics.

Includes a partial title.

No title recorded.

Author Includes author’s full name spelled correctly.

Includes the author’s full name spelled incorrectly.

Includes only the author’s last name and/or spells it incorrectly.

Author’s name not recorded

Chapter Number

Includes Chapter and the correct number.

Includes Chapter, but the incorrect number.

Includes Chapter or number, but not both.

No Chapter or number recorded.

Facts Two or more facts are recorded including properly cited quotes from the story.

Two facts are recorded along with a properly cited quote.

A fact is recorded and a properly cited quote is recorded.

No facts or quotes are recorded.

Reactions Student is able to react to the facts from the reading (including quotes and vocabulary) and make connections to their life and other readings.

Student is able to make connections to their life or other readings.

Student requires prompting to make connections to his life or other readings.

Student cannot make connections to his life or to other readings.

Each Double Journal Entry is worth a maximum of 20 points. There are 19 chapters in the book, Bud, Not Buddy.

Grading Scale for Double Entry Journals:380 – 360 = A359 - 339 = B338 - 318 = C317 - 297 = DBelow 297 = F

Performance Task 2 – (Document #2)Character analysis – Create a body biography analyzing one of the characters from Bud, Not Buddy. Draw a visual representation of character from Bud, Not Buddy. You can use symbols to depict your character or draw what you think is a likeness of the character. You may also use graphics found on the Internet that represent the character you chose. If you chose to use graphics from the Internet you must properly cite the resource. You may use the following link for examples on how to properly cite Internet resources. [Facet 1, Facet 2, Facet 3, Facet 4]

http://www.teachervision.fen.com/internet/printable/6396.html?detoured=1

Once finished with your drawing/graphics scan/paste it into a word document. [Facet 3] In addition to the visual aspect of the project, you also need to write a description of your character. Tell me about your character’s voice, their actions in the book, how they look, and what their thoughts and feelings are. [Facet 1, Facet 5] In your description, include quotes from the book that best describe your character. Be sure to cite the page where the quote appears in the book. Lastly, tell me your feelings about your chosen character. How do you relate to this character and what made you chose the character? What did you learn from this character analysis that you did not know before? [Facet 2, Facet 6]

Bud, Not Buddy – Character Analysis Rubric (Document #2)Category 4 - Excellent 3 - Good 2 - Acceptable 1 - PoorRequired Elements(Counts Twice)

The analysis includes all required elements as well as additional information

All required elements are included in the analysis

All but one of the required elements are included in the analysis

Several required elements were missing.

Graphics/Artwork

The graphics/artwork is related to the character and makes the analysis easier to understand. All borrowed graphics have a source citation.

All the graphics/artwork are related to the topic and most make the analysis easier to understand. All borrowed graphics have a source citation.

All graphics/artwork relate to the topic. Most borrowed graphics have a source citation.

Graphics/Artwork do not relate to the topic OR borrowed graphics do not have a source citation.

Labels All items of importance are clearly labeled

Almost all items of importance are clearly labeled

Several items of importance are clearly labeled

Labels are too small to view OR no items of importance were labeled.

Neatness The overall project is neat in appearance throughout.

Work is neat throughout most of the project

Work is sloppy and difficult to read.

Work is very sloppy and difficult to read.

Knowledge Gained

Student can accurately answer all questions related to facts in the character analysis and processes used to create it.

Student can accurately answer most questions related to facts in the analysis and process used to create it.

Student can accurately answer 75% of questions related to facts in the analysis and the process used to create it.

Student appears to have insufficient knowledge about the facts of the process used to create it.

Scoring25 – 20 = A19 – 14 = B13 – 8 = C 7 – 5 = DBelow 5 = F

Performance Task 3 – (Document #3)Create a PowerPoint presentation that combines the character you chose for your character analysis with an aspect of the Great Depression that had an effect on that character. [Facet 1, Facet 3]

For example, if you chose Herman E. Calloway as your character you could discuss the Jim Crow Laws or Jazz music. If you chose Deza Malone as your character you could discuss homelessness and Hoovervilles.

The presentation must have a minimum of 5 slides not including a title slide and bibliography slide. Have a summary of your chosen character including quotes from the book that support your summary. Be sure to cite the page the quote is found on.

Research various websites (you can use the websites we’ve already looked at together in class) and include factual information that supports the fictional setting for your character. For example, if you chose Deza Malone, include real life examples of what life was like in one of the many Hoovervilles in the United States during the Great Depression. Also include appropriate graphics in your presentation. Remember, any resources you use from the Internet must be properly cited. The final slide prior to the Bibliography slide should be a summation of your thoughts on how Christopher Paul Curtis successfully or unsuccessfully combined historical fact with fictional characters. In your opinion did he succeed in combining the two? You will also be graded on the look and readability of your presentation, so keep that in mind when choosing colors and font sizes. [Facet 1, Facet 3, Facet 4, Facet 6]

Finding the Facts in Historical Fiction – PowerPoint Presentation Rubric (Document #3)

Category 4 – Excellent 3 - Good 2-Acceptable 1 - Poor PointsOverall Content

All content throughout the presentation is accurate. There are no factual errors.

Most of the content is accurate but there is one piece of information that might be inaccurate.

The content is generally accurate, but one piece of information clearly flawed or inaccurate.

Content is typically confusing or contains more than one factual error.

Originality/Interpretation

Presentation shows considerable originality and inventiveness. The content and ideas are presented in a unique and interesting way.

Presentation shows some originality and inventiveness. The content and ideas are presented in an interesting way.

Presentation shows an attempt at originality and inventiveness on 1-2 cards.

Presentation is a rehash of other people’s ideas and/or graphics shows very little attempt at original thought.

Sequencing of Information

Information is organized in a clear, logical way. It is easy to anticipate the type of material that might be on the next card.

Most information is organized in a clear, logical way. One card or item of information seems out of place.

Some information is logically sequenced. An occasional card or item of information seems out of place.

There is no clear plan for organization of information.

Use of Text & Formatting

Font formats (color, bold, italic) have been carefully planned to enhance readability

Font formats have been carefully planned to enhance readability

Font formatting has been carefully planned to complement the content. It may be a little

Font formatting makes it very difficult to read the material.

and content. hard to read.Citations Sources of

information are properly cited to determine credibility of the information presented.

Most sources of information are cited to determine credibility of the information presented.

Some sources of information are cited to determine credibility of information presented.

One source of information is cited to determine credibility of information presented.

Use of Graphics

All graphics are attractive (size and colors) and support the theme/content of the presentation.

A few graphics are not attractive but all support the theme/content of the presentation.

All graphics are attractive but few do not seem to support the theme/content of the presentation.

Several graphics are unattractive and detract from the content of the presentation.

Spelling and Grammar

Presentation has no misspellings or grammatical errors.

Presentation has 1-2 misspellings but no grammatical errors.

Presentation has 1-2 grammatical errors but no misspellings.

Presentation has more than grammatical and/or spelling errors.

Effectiveness Project includes all material needed to gain a comfortable understanding of the topic.

Project includes most material needed to gain a comfortable understanding of the material but is lacking one or two key elements.

Project is missing more than two key elements.

Project is lacking several elements and has inaccuracies.

Total Points

Scoring32 – 28 = A27 – 23 = B22 – 18 = C17 – 13 = DBelow 12 = F

Performance Task 4 – (Document #4)A test on general information from the novel, Bud, Not Buddy, as well questions covering the various literary devices used throughout the novel. [Facet 1, Facet 3]

Other Evidence:Observation: The teacher will observe the daily activities like reading and class discussion to ensure each individual fully understands the task, and relevance of the task, given to them.There will be exercises related to the daily reading that will help reinforce their knowledge of various literary devices, help them build toward their final project in this unit, and ultimately grasp the big idea of finding the fact in historical fiction.

Bud, Not Buddy – Novel Test (Document # 4)

1. From what point of view is this novel told? a. First person – Bud’s point of view b. First person – Bug’s point of view c. Third personRead the following excerpt from the novel:

A chain rattled, the lock came off and the door creaked open. Even though it was nighttime there was a whole different, scarier kind of dark in the shed…an old smell leaked out and it seemed like was the perfect smell that all this gray would have. ( page 19 )

2. What literary device is used? a. simile b. personification c. imagery d. flashback3. Where does Bud keep his most valuable possessions?

Read the following excerpt from the novel:He’d gone and ruined everybody’s fun that day by getting in a big fight with my mother about the gigantic white twenty-five-gallon Texas cowboy hat that she was wearing.

Momma used to tell me, “That hardheaded man insisted, insisted mind you, that I wear that horrible hat.” (page 39)

4. Which of the following literary devices is used in this passage? a. irony b. flashback c. foreshadowing d. simile5. How does Bud end up getting breakfast at the mission? a. He sneaks by the angry man and up to the front of the line. b. He lies and tells them that he works at the mission. c. He crawls through the crowd and through the door. d. A couple pretends that he is their son, and goes in with them.6. Why is it ironic that there is a sign up in the mission with a rich family in a nice car that says “There is no place like America today!” a. because it is hanging in a place where people are coming just to have food to eat b. because there is a great depression going on during this time c. because they are serving oatmeal at the mission d. both a and bRead the following excerpt from the novel:

As soon as I got into the library I closed my eyes and took a deep breath. I got a whiff of the leather on all the old books, a smell that got real strong if you picked one of them up and stuck your nose real close to it when you turn the pages. Then there was the smell of the cloth that covered the brand-new books, the books that made a splitting sound when you opened them. (page 54)7. Which of the following literary device is used in this passage? a. simile b. flashback c. imagery d. irony

Read the following excerpt from the novel:Bugs whispered, “Shoot this ain’t no city, this is just another cardboard jungle.” (page 65)8. What type of figurative language is used in this passage? a. simile b. metaphor c. idiom d. personification9. Hooverville is name after ________________________________.Read the following excerpt from the novel:When Deza smiled a little dimple jumped up in her brown cheek. (page 74)10. What type of figurative language is used in this sentence? a. metaphor b. idiom c. simile d. personification11. How did Lefty Lewis get Bud to come out from hiding in the bushes? a. He offers him a ride to Grande Rapids b. He offers him a brand new suitcase c. He shoots his gun into the air. d. He offers him food.12. Why did Bud lock Lefty Lewis out of the car and take off down the road? a. He thought Lefty Lewis had a knife. b. He was afraid that Lefty would take him back to the home. c. He thought Lefty was a vampire. d. He wanted to see how well he could drive a car.13. What was Bud’s momma’s name? a. Miss Thomas b. Miss Hill c. Deza Malone d. Angela Janet14. Which of the following best describes the internal conflict from the novel? a. Lefty Lewis is pulled over by a police officer. b. The police burned down Hooverville. c. Herman E. Calloway accepting the death of his daughter.

d. Bud getting angry when Herman accuses him of stealing the rock. 15. Which of the following is the best overall tone of this novel? a. factual and formal b. profound and serious c. lighthearted and touching d. sarcastic and stern16. Which of the following would NOT be a theme for this novel? a. Bad things sometimes happen to good people. b. When one door closes, another one will always open. c. Everyone needs a place to belong. d. Beauty is in the eye of the beholder.17. In the novel, the use of the first-person point of view allows the author to __________ a. share only Bud’s inner thoughts and feelings b. concentrate on creating unusual characters. c. share what many of the characters are thinking and feeling d. describe the story’s setting in vivid details.18. Throughout the novel, Bud’s dialect can best be described as __________________ a. formal b. foreign c. fancy d. informal19. At the end of the novel, Bud makes the following discovery: a. Miss Thomas is his grandmother b. He has to return to flint c. Herman E. Calloway is his grandfather. d. Mr. Jimmy is his grandfather.20. At the end of the novel, the reader can conclude that Bud will ___________________ a. move back to Flint b. try to get a job working at the Sweet Pea c. be happy being a part of the Dusky Devastators of the Depression d. continue to hate Herman E. Calloway

Directions: Match each character with the correct description.21. _____ The lady who shows Bud kindness in Grand Rapids. A. Deza Malone22. _____ The nickname Bud is given by the band. B. Mrs. Sleet23. _____ The man who drives Bud to Grand Rapids. C. Miss Thomas24. _____ The girl from Hooverville that tells Bud he will D. Sleepy LaBone always carry his Momma inside of him. E. Lefty Lewis25. _____ The person who gives Bud his first pair of trousers

Learning Plan for Finding the Facts in Historical Fiction Unit

Where, Why & What

Goals: In addition to learning traditional literary skills, students will also independently work on finding fact in a historical fiction by utilizing various forms of resources including the internet and then compiling the information into a multimedia presentation.

To understand essential questions in the unit:

How can information on internet enhance a reading experience?

Does history have an impact on literature?

How can the truth be told through fiction?

Why is historical fiction important?

How accurate are facts used in historical fiction?

What are some of the techniques authors of historical fiction use to make reading their stories feel authentic to the time period?

What are some of the historical references made in, Bud, Not Buddy?

Expectations:

To better understand these goals students will:

Read the historical fiction, Bud, Not Buddy. (Narrative Entry Point)

Keep a double entry journal to reflect on ideas brought up in the readings. (Aesthetic Entry Point)

Use a Venn Diagram to compare and contrast the historical settings in the novel and the student’s life. (Logical Entry Point)

Create a Body Biography (character analysis) paired with an aspect of the Great Depression that is associated with the character in the novel. (Experiential Entry Point)

Create a PowerPoint presentation connecting the historical fiction of Bud, Not Buddy to factual, historical information found on the internet. (Experiential Entry Point)

Complete assignments that further illustrate how literary devices are used by an author to enhance a reading experience. (Foundational Entry Point)

Accurately cite resources off the internet. (Logical Entry Point)

Access historical information. (Experiential Entry Point)

Relevance and Value:

To appreciate literature and other creative expressions of information.

Create products that capitalize on the various formats strengths.

Demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts.

Identifies and analyses sensory details and figurative language.

Identifies the speaker and recognizes the differences between first and third narration.

Relates a literary work to historical events of the period.

Prerequisite Skills:

Students already do most of their daily work on personal lap tops and have adequate keyboarding skills, work with the program, Word, daily, and all have worked with PowerPoint in numerous other classes to present projects.

Students have prior knowledge of literary devices (simile, metaphor, irony, imagery, etc.). The activities in this unit will be reinforcing that knowledge.

Evaluate student’s knowledge of the Great Depression with a True or False questionnaire and KWL chart.

Hook & Hold

As a result of the event of the Great Depression, over 250,000 children found themselves homeless. Many became nomads, traveling the highways and railways. While the character Bud, can’t be labeled as a nomad, he is homeless early in the story and making his way across Michigan towards an uncertain future. Investigate the plight of children during the Great Depression and answer the following question in your journal.

Do you think you could make it alone on your own? Why or why not? Include everything that you could carry that you would need to make it on your own.

Explore & Equip

Provide the students with agendas (see calendar) that include the assignments they will be expected to complete by the end of the unit.

List of websites that are relevant to the aspects of the Great Depression that are mentioned in Bud, Not Buddy and even used as settings for investigation. Students are not limited to using only these websites for their assignments.

Provide each student with a copy of Bud, Not Buddy

Handout with MLA citation instructions for resources from the internet.

Self-assessment rubrics for double journal entries and PowerPoint Presentation assignment. (see Stage 2)

Have daily class discussions about readings.

Have students do several homework assignments that focus on a particular aspect of the Great Depression mentioned in the story.

Have students complete homework assignments and in class assignments that explain and clarify the use of various literary devices throughout the novel.

Rethinking, Reflections, & Revisions

Students will write daily in their double entry journal. Specific topics or free writes in relation to the reading will be assigned.

Students will be given a KWL chart two times during the unit to see what they’ve learned as they’ve progressed through the unit.

Assignments, two quizzes and a final test will be given to monitor comprehension reading and grasp of various literary devices used in the novel.

Continuous research will be conducted individually to enhance and build on the students’ knowledge of The Great Depression.

Daily class discussion will be held to clarify any questions that might come up during the reading.

Two final journal entries will be assigned asking the students to reflect on how reading Bud, Not Buddy helped them understand more about the impact of The Great Depression.

Encouraging Self-Evaluation

Journal Entry Topics:

Discuss your thoughts on the story Bud, Not Buddy. How did reading this book help you understand more about the Great Depression?

Do you think that reading historical fiction can help you better understand historical events? Why or Why not?

Double Journal Entry Rubric and PowerPoint Presentation Rubric will be provided to guide students and give them the ability check their progress as they go through their assignments.

Tailor to Students Needs

Two different handouts with websites that will be used as part of their research for several projects in this unit will be given to the students. One handout has websites with more in depth information. The second handout has websites, while the content is essentially the same as the more in depth websites the information is more pared down for the learners that aren’t as advanced and lower readers.

Bud, Not Buddy will be read as a class, with the exception of three chapters that will be read as homework.

I chose to do this not only to facilitate discussion, but as a way to engage the lower readers in class that have been known to become frustrated with reading novels this length.

Ample classroom time has been set aside to complete the final PowerPoint presentation so the teacher can assist all students with any help they may need.

Several homework assignments (Chapter 4 Worksheet and All That Jazz Activity) will be adjusted to accommodate advanced and lower learners.

Organize (See Student Agenda Calendars)

Activity Monday Tuesday Wednesday Thursday FridayJournal Entry: Do

you think you could make it alone on your own? Why or Why not? Include everything that you could carry that you would need to make it alone.

Entry: Describe the character, Bud (appearance, age, personality) and the setting of the book. Include examples from the book and cite pages. Response: Also can you relate to the character, Bud? Why or why not?

Entry: Give an example of a flashback in this chapter and cite the page. Response: Describe one of your own memories. Be as detailed as possible.

Entry: After reading Chapter 5, describe what you think Bud’s mother was like. Explain why and use quotes from the book to support your thoughts.

Entry: At this point in the story, which character do you relate to the most, and why?

Classroom Activity

Introduce the unit and give out student agendas. Have students fill out a KWL chart on the Great Depression. Ask students six questions pertaining to their knowledge of events of the Great Depression. Choose two of the six, question topics to

Introduce the novel, Bud, Not Buddy. Read Chapters 1 & 2 as a class. Discuss from whose point of view the story is told.

Read Chapters 3 & 4 as a class. Discuss the use of the literary devices, flashbacks and imagery in this chapter.

Read Chapters 5 & 6 as a class.Discuss the use of irony. Irony exercise.

Literary Device/Story Quiz. Read Chapter 7 as a class.

Week One – Student Agenda

research. Review how to cite information from the internet.

Computer Activity

Research two chosen topics. Journal.

Journal Journal Journal Journal

Homework In a Word Document, write five facts (can include pictures) about your two topics that either confirm or disprove your original True or False answer. Your findings must be properly cited.

In a Word Document, retell the events of Chapter 2 from Todd’s point of view or in third person.

Imagery chart and Figurative Language Chart.

Study for Quiz

Activity Monday Tuesday Wednesday Thursday Friday

Journal Entry: What do you think the rocks with numbers on them mean and why?

Entry: Free Journal. Write about events or characters that stood out to you in this chapter, and respond.

Entry: Free Journal. Write about events or characters that stood out to you in this chapter, and respond.

Entry: Do you think riding the rails would have been a fun way to travel? Why or why not? Include quotes from the book to support your reasons.

Entry: Free Journal. Write about events or characters that stood out to you in this chapter, and respond.

Classroom

Activity

Have class fill out a second KWL chart.Read Chapter 8 as a class. Divide into groups of 2 (including the teacher) and use the Venn Diagram to compare and contrast Hoovervilles and their residents with your own family and neighborhood. Share your findings with the class.

Read Chapters 9 & 10 as a class. Discuss the use of extended metaphor (activity) and Onomatopoeia.

Read Chapters 11 & 12 as a class. Discuss the author’s use of direct and indirect characterization.

Read Chapters 13 & 14 as a class. Literary Device/Story Quiz

Read Chapter 16 as a class. Discuss Internal and External Conflict in the story.

Computer Activity

The billboard mentioned in Chapter 8 is in a famous photo from the Great Depression.

Journal Journal.Do a search on Pullman Porters. In a Word Document, explain why

Journal Journal

Week Two – Student Agenda

Find the photo on the internet and insert it into a word document. Include the name of the photographer and the title of the photo. Cite your sources. Journal.

being a Pullman Porter was a good job to have during the Depression. Include a picture and a job description. Cite sources. Study for Quiz.

Home-work

Billboard activity.

Find 5 examples of onomatopoeia in Chapter 10. In a word document list the sentence each word appears in and underline the word. Cite the page the word is on, and tell how it is used in the story for effect.

Pullman Porter activity.

Read Chapter 15

Read Chapter 17

Activity Monday Tuesday Wednesday Thursday FridayJournal Entry: Free

Journal. Write about events or characters that stood out to you in this chapter, and respond.

Entry: Free Journal. Write about events or characters that stood out to you in this chapter, and respond.

Entry: Discuss your thoughts on the story Bud, Not Buddy. How did reading this book help you understand more about the Great Depression?

Entry: Do you think that reading historical fiction can help you understand historical events? Why or Why not?

Classroom Activity

Read Chapter 19 as a class. Discuss the use of extended metaphor on pages 200-202.Jazz Band activity.

Final Literary Device/Story Test. Begin work on character analysis and PowerPoint presentation.

Finalize the character analysis and save to file.

Create a five slide PowerPoint Presentation on your character and an aspect of the Great Depression that affected that character directly.

Have students fill out a final KWL chart.Five slide PowerPoint Presentation on your character and an aspect of the Great Depression that affected that character directly is due.

Computer Activity

Journal.Explore the PBS.org Jazz website.Create your own band after exploring the PBS.org website.

Journal Character Analysis and PowerPoint Presentation

Create a five slide PowerPoint Presentation on your character and an aspect of the Great Depression that affected that character

Five slide PowerPoint Presentation on your character and an aspect of the Great Depression that affected that character directly is

Week 3 – Student Agenda

directly. due.Homework Character

AnalysisDraw Character or find graphics that represent the chosen character. Make note of all your sources.

Create a five slide PowerPoint Presentation on your character and an aspect of the Great Depression that affected that character directly.

Create a five slide PowerPoint Presentation on your character and an aspect of the Great Depression that affected that character directly.

Turn in Jump Drive for Final Grades.

KWL Chart

Topic: The Great Depression

What I Know What I Want to Know

What I Learned

What Do You Know About The Great Depression?Circle whether you think these statements are true or false and then briefly write why you think it’s either true or false.1. In the 1930’s, riding the rails was a fun and efficient way to travel. True or False

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Hoovervilles were named in honor of President Herbert Hoover. True or False________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Being a Pullman Porter was a good job to have in the Great Depression. True or False________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. Jazz musicians played country music in the 1930s. True or False ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. It was easy to find a job in the Great Depression. True or False________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Great Depression Websites (Advanced) *The word “advanced” wouldn’t appear on the handout. You’re not limited to use just these websites for your assignments.America in the 1930s http://xroads.virginia.edu/~1930s/front.htmlRiding the Rails http://www.pbs.org/wgbh/amex/rails/index.htmlHerbert Hoover’s Reaction to the Great Depressionhttp://www.hoover.archives.gov/exhibits/Hooverstory/gallery06/gallery06.html The New Deal Networkhttp://newdeal.feri.org/ The Great Depression and New Deal 1929-1940shttp://iws.ccccd.edu/kwilkison/Online1302home/20th%20Century/DepressionNewDeal.htmlDigital Historyhttp://www.digitalhistory.uh.edu/learning_history/children_depression/human_meaning.cfmPhotos of the Great Depression http://history1900s.about.com/library/photos/blyindexdepression.htmPhoto Essay of the Great Depression http://www.english.illinois.edu/maps/depression/photoessay.htmAfrican-Americans in the Great Depressionhttp://mtungsten.freeservers.com/Hoovervilles http://www.u-s-history.com/pages/h1642.htmlHooverville photos http://newdeal.feri.org/ron/ab02info.htmCity Life During the Great Depression http://middle.usm.k12.wi.us/faculty/taft/Unit7/citylife.htmJazz http://www.pbs.org/jazz/time/time_depression.htmPBSkids.org Jazz http://pbskids.org/jazz/The Great Depression http://library.thinkquest.org/03oct/01794/pictures_page.htm

Great Depression Websites You’re not limited to use just these websites for your assignments.The Depression Newshttp://www.sos.state.mi.us/history/museum/explore/museums/hismus/1900-75/depressn/index.htmlHow the Depression Affected Children http://newdeal.feri.org/eleanor/er2a.htmAmerica in the 1930shttp://xroads.virginia.edu/~1930s/front.html

Riding the Rails Easyhttp://www.erroluys.com/RidingtheRails.htmRiding the Rails Easyhttp://web.olivet.edu/gradusers/nhenric1/Riding.htmlPhotos of the Great Depression http://history1900s.about.com/library/photos/blyindexdepression.htmPhoto Essay of the Great Depression http://www.english.illinois.edu/maps/depression/photoessay.htmHooverville photos http://newdeal.feri.org/ron/ab02info.htmPBSkids.org Jazz http://pbskids.org/jazz/The Great Depression http://library.thinkquest.org/03oct/01794/pictures_page.htm

Bud, Not Buddy – Chapter 4 Worksheet

Use the following chart to analyze the figurative language in this chapter. In the box labeled “My Own”, write your own sentence using this type of figurative language.

Passage Type of Figurative Language

What is being compared or what

does this mean?

My own

… then I was inside the Amos house crouched down like a cat burglar. (p. 31)

My heart started jumping around in my stomach as soon as I reached out for the shotgun. (p. 32)

Todd’s bed stayed as dry as the desert. (p. 34)

If J. Edgar Hoover and the FBI saw me now I’d be in some real serious hot water! (p. 35)

Discussion: *The worksheet for the lower students would have the Discussion question omitted.

Bud says that his favorite saying in the whole world is “He who laughs last laughs the best.” Do you agree with this saying? Explain what this statement means and do you agree or disagree with it.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

All That Jazz Activity (Advanced Student Version)* “Advanced Student Version” wouldn’t appear on the handout.

After exploring the PBS.org website, Jazz, create your own band. Write a paper with a minimum of three paragraphs. Include the following in your paper:

Create a name for your band. Identify the members and the instruments they play. Talk about your travels and what kind of jazz your band plays. Finally, create a poster for your band using a single PowerPoint slide.

All That Jazz Activity After exploring the PBS.org website, Jazz, create your own band. Write a brief summary of your band. Include the following in your summary:

Your band’s name. The names of the members and the instruments they play. Where are some of the places your would play. Finally, create a poster for your band using a single PowerPoint slide.

References:

Capotosto, Lauren, Evan Howard and Jennifer Baribault, “Bud, Not Buddy.” http://faculty.salisbury.edu/~elbond/budnotbuddy2.html#Evaluation (July 12, 2009)

Fox, Debbie, “Families-Then And Now Venn Diagram.” http://alpha.learnnc.org/lp/media/lessons/DebbieFox2112003991/VennDiagram1.JPG (July 16, 2009)

Hamilton, Joan and Cheryl Klausner, “Making Adolescent Literature Matter eWorkshop.” http://www.literacymatters.org/lessons/budnotbuddy.htm (July 5, 2009)

Sutherland, Tammy D. and Shannon B. Temple, Teaching Unit: Bud, Not Buddy by Christopher Paul Curtis. United States: S&T Publications, 2008. Page 8. Sandtpublications.com. Web. July 11, 2009

Reference Page for Photos as They Appear in the Podcast

PowerPoint SlidesA PowerPoint presentation by Bobbie Keenan for Young Adult Literature – FRMS 7331

Bud, Not Buddy Book Cover http://stacyrjoseph.blogspot.com/2008_04_01_archive.html

Christopher Paul Curtis Photo http://www.readin.dcccd.edu/archive/2007/events/news.htm

Hooverville Photos –http://likeawhisper.wordpress.com/2008/09/22/

http://www.picturehistory.com/product/id/879

Union Workers Photo http://apps.detnews.com/apps/history/index.php?id=115

Jazz Club photoshttp://www.city-data.com/forum/austin/586300-austin-san-antonio-8.html

Big Band Jazz Photowww.guardian.co.uk/music/musicblog/2009/mar/27/duke-ellington-jazz

Jazz Arthttp://www.art.com/products/p12041903-sa-i1461732/eric-waugh-jazz-it-up-i.htm

Duke Ellingtonhttp://rhapsodyinbooks.wordpress.com/2009/04/29/april-29-1899-–-birthday-of-edward-kennedy-“duke”-ellington/

Cab Callowayhttp://www.flickr.com/photos/rhythmjunkie/2254817532/

Count Basiehttp://library.umkc.edu/spec-col/ww2/postwarworld/bugle-boys.htm

Dizzy Gillispiehttp://milesdavis.wordpress.com/2008/12/20/the-miles-davis-movie-who-is-going-to-play-dizzy-gillespie/

Billie Holidayhttp://explorepahistory.com/displayimage.php?imgId=426

Charlie Parkerhttp://www.ebrookville.com/fchs/music/Jazz_Greats/bird.html

Ella Fitzgeraldhttp://thepopfix.com/2009/09/15/the-pop-fix-presents-top-100-singers-of-all-time/ Duke Ellington Posterhttp://friends.peoria.lib.il.us/community/howardcourtney/jazzposters.html

Count Basie Posterhttp://theinvisibleagent.wordpress.com/2009/01/page/3/

Dizzy Gillespie Posterwww.allposters.com/-sp/Dizzy-Gillespie-at-the-Royal-Roost-New-York-City-1948-Posters_i388685_.htm

Billie Holiday Posterhttp://www.vintageconcertposters.com/_main/Index.cfm?page=api/gallery/photo.cfm&id=279&gid=8