Story elements lesson

 To be completed after chapter 8

Life in Hooverville - Activity 3

• Overview: Students will visualize what life was like in a "Hooverville" in the 1930s and formulate a plan for helping people in their community.
• Benchmarks
• Understands the defining characteristics of literary forms
• Discuss the use of fact and fiction in historical fiction
• Understands the basic story elements
• Identify special features of a book's setting
• Understands cause-and-effect relationships in text
• Identify cause and effect relationships between events
• Uses information from text to support opinions, predictions, and conclusions
• Use information from the book to create a visual depicting the setting
• Use information from the Internet to create a chart - then/now
• Use information from the Internet to form a conclusion
• Identify conclusions which can be logically drawn from information
• Identify that causes and effects of the Great Depression
• Identify local community needs
• Locate and read literature from web-based sources
• Use web-based factual information
• Develop communications using technology
• Create pictures using a digital camera
• Create a visual communication using imaging software
• Combine pictures together to create a visual communication

• Timing: Complete activity after reading Chapter 8.
• Book Connections: Soup Kitchen (page 46-52), Hooverville (page 62-87)
• Performance Assessments: Setting Image Rubric, Homeless Discussion Rubric

Pasted from <http://eduscapes.com/reading/bud/teacher.htm>

1A) Student Activity: Rules for my Life

Note for Teachers: 
 The following could be cut and pasted into word for printing for students.  
The links could be added to favorites on school network.
Throughout the book Bud, Not Buddy you can find "Bud Caldwell's Rules and Things for Having a Funner Life and Making a Better Liar Out of Yourself". How did Bud come up with his rules? Do you have any rules for you life? For example, some people live by the "golden rule" which says to treat others like you wish to be treated.
Task
Share a fable. Create rules for your own life.
Process and Resources

• When Bud was little, his mother read him fables like Brer Rabbit. Click Uncle Remus to see the cover of a book by Joe Harris. In the late 1800s, this African-American author wanted to share the stories told to him by former slaves before they were lost. These stories involved animal characters such as Brer Rabbit and Brer Fox. Select one of the Remus Tales to read. Retell the story to another member of the class.
• Fables often end with a lesson to be learned. They are simple truths and morals that we often overlook in everyday life. Start your own "Rules for Life" list.
• Probably the most famous fables were told by Aesop over 2500 years ago. Over the centuries they were written down by many different people. Use the websites below to find a fable you can apply to your life. What's the moral or lesson? Discuss your idea with a classmate.
  • Aesop's Fables 
    o    http://www.dusklight.com/aesop/
    
          
  • Aesop's Fables - includes audio files
  •  http://www.pacificnet.net/~johnr/aesop/
  
  
  • Aesop's Fables - included graphics and animation http://www.umass.edu/aesop/
  
  

1. Write your own fable using a word processor.

Project Guidelines
Use the following guidelines for retelling your story:

• Create an outline or story sequence list to help you remember the basic plot.
  
• Follow the basic structure of the original story including a beginning, middle, and end.
  
• Be sure your audience understands the purpose of the fable.
  

Use the following guidelines writing your fable:

• The fable should have a beginning, middle, and end.
  
• The fable should include a theme, moral, or lesson to be learned.
  

Conclusion
Tell a fable to a younger child. Share the importance of the moral of the story.


Pasted from <http://eduscapes.com/reading/bud/activity1.htm>

 

1.Teaching notes: Rules for my life

 Source: http://ofcn.org/cyber.serv/academy/ace/soc/cecsst/cecsst023.html

• Lesson Idea: Students will share a fable and create rules for their life.
  
• Benchmarks for Lesson
  
  • Understands the defining characteristicsof literary forms
  • • Discuss origins and purposes of fables
      
  • Understands the basic story elements
    • Identify the elements of a fable
      
    • Identify the moral, theme, or lesson in a fable
      
  • Summarizes and paraphrases information in texts
    • Retell a story
      
    • Outlines information from text
      
  • Uses information from text to support opinions, predictions, and conclusions
    • Write a fable containing a moral
      
  • Write informative texts
    • Write a list of rules for life
      
  • Locate and read literature from web-based sources
    • Use web-based fables
      
  • Develop communications using technology
    • Write using a word processing tool
      
• Timing: Complete activity after reading Chapter 3.
  
• Book Connections: Brer Rabbit (page 17), Bud's Rules (pages 11, 18, 27), Lessons for life (page 79-80)
  
• Teacher Resources:
  Fable Writing Lesson
  
  
• Performance Assessments:
  Story Retelling Rubric, Fable Rubric
  
  
• Other Activity Ideas:
  • Paul Bunyan (page 27), add tall tales
    
  • Vampires and hornet (page 27-28), add scary stories
    
  
  
  Pasted from <http://eduscapes.com/reading/bud/teacher.htm>
  
   

Overview Notes

Overview of Bud Not Buddy Lesson Suggestions




Resources

• Collect a variety of fiction, nonfiction, and reference print resources:
  

Fables	Crime	Communication	Depression
Homelessness	Railroads	Union Movement	Jazz music
Maps	Rocks and Minerals	Oral History	Historical Fiction

• Collect a variety of novels set in the Depression era
  • A Long Way from Chicago by Richard Peck - Illinois
    
  • Out of the Dust by Karen Hesse - Oklahoma
    
  • Roll of Thunder, Hear My Cry by Mildred D. Taylor - Mississippi
    
  • Thimble Summer by Elizabeth Enright - Wisconsin
    
• Organize computer software such as a word processor (i.e., Word, ClarisWorks), imaging software (i.e., Professor Franklin's Photo Effects, KidPix, Photoshop), and slide show software (i.e., PowerPoint, KidPix, HyperStudio).
  

Technology Setup

• Schedule computer access for projects and Internet access.
  
• Schedule use of the digital camera, scanner, audiotape recorder, and video player.
  
• Use Gaggle to create email addresses for your students.
  
• Use sites such as epals and Proteacher to identify a collaborative partner classroom
  
• Use sites such as Lightspan's GlobalSchoolhouse to check for ongoing collaborative projects associated with the book or themes.
  

Classroom Management and Activity Guidelines
Ten classroom activities have been provided as part of a thematic unit focusing on the novel Bud, Not Buddy. A lesson overview has been provided for each activity. For each lesson, you'll find a set of benchmarks, a suggested timing of the lesson, specific pages connecting the book to the activities, performance assessments, and other activity ideas. Each activity page contains an introduction, task, process and resources, project guidelines, and a conclusion.
Technology access issues. Please modify the activities to fit the needs of your class and access to technology. For example, each activity indicates the need for individual, small group, or whole class work. If you have limited access to technology, you may want to complete many of the activities as a large group using one computer and a large monitor.
Time issues. Don't be overwhelmed by the number of activities provided. This project is set up in the activities format so you have choices. You may pick only a few of the ideas to implement based on the time you have available and the benchmarks you need to address. Also, within the activity you may find that some tasks are more appropriate than others. Modify the activities to fit your needs.
Implementation issues. Students need help completing the activities provided. This unit is not intended as a stand-alone resource. In other words, it should be merged with the instructional resources you already have available in your classroom. For example, you may already have good lessons on rocks and analogies that you could merge with the Rocks in My Pocket activity. You may wish to design worksheets and print materials to supplement each activity. A number of activities discuss the creation of lists or charts. You may want to provide print directions and guidelines.


Pasted from <http://eduscapes.com/reading/bud/teacher.htm>