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You will design an instructional plan for Bud, Not Buddy by Christopher Paul Cur

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You will design an instructional plan for Bud, Not Buddy by Christopher Paul Curtis:
Part 1: Identify the grade level for which you are designing the unit. (The book is historical fiction; so you will want to target 4th, 5th, or 6th grade for the plan.)
Part 2: Textual Analysis
In this section of the unit, you will address the following questions:
• What demands are placed on the reader? In other words, what content in the text may require support by the teacher?
• What potential does the text have for literary instruction in light of the distinctive crafting of the book? That is, what is distinctive about the literary elements or the literary devices used in the text?
This analysis should be detailed (2 to 3 pages) and will provide the foundation for identifying the literary goals of your plan.
Part 3: Based upon your analysis of literary elements and literary devices (part 2), identify the literary goals (no more than 3) for the unit. In addition to creating literary goals, include related literary TEKS for the designated grade level.
Part 4: Briefly describe the following and provide rationales for your decisions:
o the delivery of the book (e.g., read aloud by teacher, students read independently in class, students read independently
outside of class) (Note: round robin reading and popcorn reading are not appropriate in grades 4, 5, 6).
o configuration of instruction (i.e., whole class, literature circles, or some combination)
o Chunking of the text into manageable increments chapters 1, 2, & 3; chapters 4, 5 & 6, etc.) Briefly summarize what
happens in each of the designated chunks and explain why you decide to divide the book into these chunks.
Part 5: Instructional plan for each chunk of text:
a. In light of the demands of the text, describe at least one lesson in which you will help students build background
needed for the book. You will need to be specific. Saying that you want to build background related to the Great Depression would be too broad. Instead, if you decide to build background on the Great Depression, identify facets of the Great Depression that are important for understanding the book.Then, describe how you will build background. Again, be specific. For example, if you plan to use a video for this purpose, include the link to the video.
b. For each “chunk” of text, describe one instructional activity in which you will have students engage. These activities must be related to the goal(s) you have identified. Do not simply identify generic activities. For example, if you
plan to have students discuss X, develop the questions you will use to invite that discussion. Or if you want to have students write in journals, you must include specific prompts that invite the journal writing, etc.
You will want to use a variety of activities across the chunks in order to promote student engagement. One resource to which you can turn is the chapter entitled “Let’s Talk about Literature.”
Part 6: Include a Language Chart that is designed to guide students in exploring an important pattern in the book.
The major criterion for grading this unit will be its cohesiveness. That is, it must be evident that the goals reflect your analysis of the book. Instructional activities must be directly related to one of your literary goals and described in sufficient detail to understand what students will be doing.

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