Bud, Not

Buddy
By Christopher Paul Curtis

Novel Study
Ellen DeWitt

Summary

Bud, Not Buddy tells the story of a young orphan boy named
Bud (not Buddy!) living in Michigan during the Great Depression who
was on the search to find his father. Bud was ten years old and his
mom died when he was six so he was living in an orphanage. His mom
left him with a suitcase that had some rocks and flyers in it. The flyers
were advertising a man named Herman E. Calloway and his band. Bud
figured this man was his father. Bud took his suitcase everywhere and
never left it out of sight. Buds journey to find his father was quite an
adventure. Bud found out that a family was going to take him in for a
while, so he left the Home he was staying in. After getting in a fight
with the familys son and sleeping in their shed for the night, Bud left.
Next, Bud goes to the library where his friend Bug finds him. The two
boys travel to Hooverville where they hope to hop a train and travel
west to find work. When this does not work, Bud decides to travel to
Grand Rapids, MI. While walking, a man named Lefty Lewis picks Bud
up and eventually drives him to Grand Rapids to hopefully meet his
father. Bud meets Herman Calloway and his band. His band welcomed
Bud, but Herman did not. After making the connection with who Buds
mother was, Herman Calloway realized that Bud was his grandson. He
never meets his father. The band members gave Bud a saxophone,
which left Bud with much happiness.

About the Author

Christopher Paul Curtis is an African-American childrens author.
He is best known for his Newberry Award winning novel, Bud, Not
Buddy, as well as The Watsons Go to Birmingham1963. Born in Flint,
Michigan in 1953, Curtis tends to use this as a setting in many of his
books (including Bud, Not Buddy). Curtis grew up in Flint as well as
graduated from the University of Michigan at Flint in 2000. He was a
member of a theatrical/music group called the Suitcase Theater. After
high school, Curtis worked on a factory line producing car doors.
During his breaks at work, he spent his time reading novels and
writing. He wrote letters and sketches of stories, which eventually led
to publishing novels. Curtis currently lives in Detroit, MI and spends his
time reading, collecting music, and playing basketball.

Grade Level: 4th grade

Opening the Study

2

Exploring Google Earth:

Bud, Not Buddy takes place primarily in the towns of Flint and Grand
Rapids, MI. The teacher will take the students on a Google Earth tour of
the two towns using her Promethean Board and computer. Students
will have a worksheet where they will answer questions about the two
different towns. To build on prior knowledge, they will compare the two
towns to their own.

Research the Author:

When I was researching Christopher Paul Curtis, much of Bud, Not
Buddy made more sense. He writes his books based off of many events
that happened in his own life and adapts characters based off of
people he knows. Much of the novel took place in Flint, MI, which is
where Curtis grew up. I wish I had researched the author of this book
before I read it, so I want to make sure my students do.

Exploring
How do you think these towns might have been different in the 1930s?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________.
Compare Flint to Birmingham.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________.
Compare Grand Rapids to Birmingham.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________.
Which town is bigger?
______________ is bigger.
What do you notice about Flint?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________.
What do you notice about Grand Rapids?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________.
Compare and contrast the two towns.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________.

Your Name ___________________

Meet the Author:

Portrait

__________________

Top 5 Most Interesting Facts about the Author

1.
2.
3.
4.
5.
1.
2.

3 Questions You Would Want to Ask the Author

3.

Day

Chapters

Reading Style

Activity

Introduction
to the Book

1&2

Teacher reads aloud to

class

Read the chapter

individually during
class

Questioning the
Text

Students read
individually in class

Vocabulary
Activities

Teacher reads aloud to

class

Text Connections

Students read in small

groups

Making Sense of
It

Teacher reads aloud to

class

Jazz Music
During the Great
Depression

Students read at home

for homework

Vocabulary
Activities

Students read
individually in the
classroom

Effects of the
Depression

10

10

Students read in small

groups

What Could You

Buy with a
Nickel?

11

11

Students read at home

for homework

My
Visualization*

12

12

Students read
individually in the
classroom

Making
Predictions*

13

13

Teacher reads aloud to

class

Effects of the
Depression

Exploring Google
Earth &
Research the
Author
Making
Inferences*

14

14

Students read at home

for homework

Shoebox
Suitcase

15

15

Students read at home

for homework

Vocabulary
Activities

16

16

Students read
individually in the
classroom

A Rubric for Your

Blogs

17

17 & 18

Students read
individually for
homework

Summarizing

18

19

Teacher reads aloud to

class

Determining
Importance*

19

Closing of
the Book

Summative Test
Paper Bag
Suitcase Project
Sequel

Students will complete the Comprehension guide after

reading each chapter.
* = must go with this chapter

Cross Curricular Activities

Math
Standard:
7.) Read and write multi-digit whole numbers using base-ten numerals,
number names, and expanded form. Compare two multi-digit numbers
based on meanings of the digits in each place, using >, =, and <
symbols to record the results of comparisons. [4-NBT2]
Objective:
When given a worksheet on ratios, students will compare and contrast
prices of items in 1930 and prices of the same items today with 80%
accuracy.
Activity:
Students will have a chart showing what you could buy in 1930 with a
nickel. They must use advertisements, use the Internet, or go to a
grocery store to find the prices of the same items today. They will
decide which one was greater and which one was less.

Lefty Lewis gives Bud a bottle of pop and a sandwich. That bottle of
pop cost Lefty a nickel in 1930. That doesnt sound like a lot of money,

10

Name_____________________________
_

Making ConnectionsWhat Could You Buy with a

Nickel?
but people didnt have much money then. Plus, items cost much less at
that time.
Directions: The chart shows what you could buy for a nickel in 1930.
Find out what each item would cost today. Use advertisements, the
Internet, or a visit to the grocery store to find your answers. Which
price is more?

Food Item

1930s Price

1 pound of cabbage

3 cents

Todays Price

1 pound of peas
4 cents
1 12-ounce bottle
of pop

5 cents

1 pound of spinach
5 cents
1 loaf of bread
5 cents
1 can of pork and
beans

5 cents

1 cup of coffee
5 cents
1 ice cream cone
5 cents
3 oranges
5 cents
2 pounds of
potatoes

5 cents

Cross Curricular Activities

11

Science
Standard:
2.) Compare different pitches of sound produced by changing the size,
tension, amount, or type of vibrating material.
Describing the relationship between the structure of the ear and
hearing
Objective:
When given a worksheet about senses (hearing included), students will
describe using their senses what was going on at a particular spot in
the novel using three descriptive adjectives in each section.
Activity:
Students will choose a particular point in the story (given options) and
they will use each of their senses to describe what was going on during
that particular point. This involves the senses and is also a
comprehension strategy.

Directions: The author, Christopher Paul Curtis, writes his stories so

that you are immersed in the plot. You can see, hear, smell, feel, and
taste the story. Choose a setting from one of these sections: the
library, Hooverville, the river where Bud washes dishes with Deza, the

12

Name________________________

Making ConnectionsMaking Sense

or the train boarding attempt. Write what is happening in the
ofmission,
It
scene using each of your five senses.
>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>
>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

Setting

What I see

What I taste

What I smell

What I feel

What I hear

You might say that the author uses one other sense a lotthe sense of
humor. Write an example from the story that made you laugh.
________________________________________________________
________________________________________________________

Cross Curricular Activities

Art
Standard:

13

1.) Produce two- and three-dimensional works of art with a variety of

traditional and digital processes, materials, subject matter, and
techniques.
Objective:
Students will create a cardboard suitcase representing Buds that must
have six sides (three-dimensional).
Activity:
Students will create a cardboard suitcase out of a shoebox.

Materials:

Shoebox (students must provide their ownsee note below that

will go home in students daily folders)
Tape
Scissors
6 brass fasteners
String
Fabric

How to make:
1. Use heavy adhesive tape to attach one of the long sides of a
shoe box lid to its box. Perform this step with the shoe box lid
firmly in its regular place over the box. Two to three layers of
tape are suggested, depending on the strength of the tape. This
will create your suitcase's hinged lid.
2. Open the lid of the shoebox completely. Because the outside of
the box is taped (see Step 1), the lid should open like any other
hinged lid. Once the lid is fully open, use the adhesive tape to
tape the inside of the hinge to the inside of the box. Again, two
or three layers of tape are suggested. Your suitcase lid should
now be firmly in place, held strong by four to six layers of tape.
For identification purposes in proceeding steps, the long, hinged
side of the suitcase will be referred to as the back, while the
other side will be called the front.
3. Turn the suitcase on its side, so that the back is face down on the
floor. Using scissors if necessary, punch one small hole into the
front of the suitcase, right in the middle, into the shoebox itself.
Punch another small hole into the shoebox lid, directly across
from the first hole. Insert a brass fastener firmly into each hole.
To keep the suitcase shut, wind a piece of string around the brass
fasteners.
14

4. Take some fabric and fold it in on itself three times to create a

rectangle that is one inch wide and five inches long. Using
scissors and four brass fasteners, attach the fabric to the front of
the suitcase by punching two brass fasteners into each side (the
one-inch sides, that is). Leave some slack in the middle for your
hand--this attached piece of fabric will serve as your suitcase's
handle. Shoebox suitcase is complete.

Making ConnectionsShoebox
Suitcase
Bud in Bud, Not Buddy carries his suitcase everywhere he
goes. He has his most prized possessions in his suitcase and
15

does not like anyone else to have it. You will be creating a
cardboard suitcase out of a shoebox next week in art. You
will take it home at the end of the year and put anything you
want in it.

Please bring in a shoebox next week to art

class.
You may drop it off any time between
tomorrow and next weeks class. Thank you!

Cross Curricular Activities

Music
Standard:
13.) Recognize styles of twentieth-century music.
Examples: jazz, pop, country
Objective:
When given a worksheet and using the Internet, students will discover
who the major jazz artists were during the Great Depression and why
16

jazz was so important during this era, giving at least three correct
points for each.
Activity:
Entertainment played a major role during the Great Depression. One of
Bud's flyers describes Calloway's Band as "Masters of the New Jazz."
The students will research who the major jazz artists were during the
Great Depression and why jazz was so important during this time. Note
that the author's grandfather was also a big band leader.

Name_____________________

Making ConnectionsJazz Music during the

Great Depression
Entertainment played a major role during the Great Depression. One of
Bud's flyers describes Calloway's Band as "Masters of the New Jazz."
Research on the Internet to find out who the major jazz artists were
during the Great Depression were and why jazz was so important
during this time period. Give at least three examples for each.

17

18

Some of the major jazz artists during the Great

Depression were
1. _____________________________________
2. _____________________________________
3. _____________________________________
4. _____________________________________

Jazz music was so important during the Great

Depression because
1. _____________________________________
2. _____________________________________
3. _____________________________________
4. _____________________________________

Cross Curricular Activities

Social Studies/Geography
Standard:

19

12.) Explain the impact the 1920s and Great Depression had on
different socioeconomic groups in Alabama.
Objective:
When given a worksheet, students must compare and contrast day-today experiences during the Great Depression vs. now, giving at least
two examples for each experience.
Activity:
On a worksheet, students will use their Social Studies textbooks and
the Internet to describe effects of the Great Depression on their day-today experiences. They will compare those same experiences to their
own today.

Name_______________________

Making ConnectionsEffects of the

Depression
Directions: Think about the lives of people in the story who
are suffering because of the Great Depression. Describe the
effects of the Depression on their day-to-day experiences.
Find information from the story, the Internet, or your
20

textbook. Compare that period in history with your own

experiences now.
>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>
>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

Experience:

Great
Depression

Now

Basic Needs
(food, shelter,
clothing)

Job and Work

Opportunities

Family Life

Schooling

Technology
Standard:
12.) Create a product using digital tools.
Objective:

21

After creating a blog entry about their favorite part of the book,
students will use a rubric to peer-assess their classmates posts
receiving at least 12 out of 16 possible points.
Activity:
Students will each write a blog entry about their favorite part of Bud,
Not Buddy on the class Weebly. Using a rubric, they will peer-assess
their classmates on their post. Out of a possible 16 points, students
must receive a total of 12 in order to be considered a proficient post.

Your Name_______________________

Making ConnectionsA Rubric for your

Blogs
Directions: Enter our class Weebly and find your reading
partners blog post about their favorite part in Bud, Not
Buddy. Use this rubric to review their post. Circle your scores
for each category and write the total at the bottom.
NAME OF PERSON YOU ARE REVIEWING: _____________________

22

Response to
Topic

Highly
appropriate
response

Appropriate
response

Attempts to
make
appropriate
response

Lacks
appropriate
response

Originality

Highly
original

Original

Somewhat
original

Lacks
originality

Respectfulnes
s

Very polite
and
respectful

Polite and
respectful

Somewhat
polite and
respectful

Not polite
and
respectful

Punctuation Punctuation Punctuation Punctuation

Sentence
Structure and , grammar, , grammar, , grammar, , grammar,
and
and
and
and
Grammar
spelling are
correct

spelling are
mostly
correct

spelling
have a few
mistakes

spelling
have many
mistakes

Total: ___/16

Comprehension StrategiesVisualization
Students will complete a sketch-to-stretch activity to
acquire the skill of visualization. They will re-read a passage
from Bud, Not Buddy and draw a picture of how they viewed
this particular part of the story. This strategy allows students
to monitor their own thinking and make connections
between texts and their own experiences they had while
23

reading it. They will use their own interpretation of the

passage and draw an image to accompany it. A class
discussion will follow with the teacher calling on different
students to put their image under a document camera to
share their interpretation.

Name______________________

My Visualization:

We know that Bud is really skinny

because we hear people mention it multiple times throughout the
story. Read the passage below and visualize what you think he looks
like. Draw a picture.

24

Lefty Lewis noticed I was taking a logn time and told his daughter,
See what I told you, Nina, poor Bud-not-Buddy is so skinny and his
stomach has shrunk down so much that just smelling the food has got
the boy full. Oh, well, I guess that just means more food for the rest of
us. Bud, Not Buddy pg. 126

Comprehension Strategies- Recall

The following is a chapter-by-chapter reading guide for Bud,
Not Buddy.

25

Name_____________________

Bud, Not Buddy Chapter 1 Comprehension

Questions
Answer the following questions about what you read from chapter 1.

1. What good news did Bud and Jerry get?

__________________________________________________________________
__________________________________________________________________
________________________
2. Explain why Bud thinks six is a tough age.
__________________________________________________________________
__________________________________________________________________
________________________

26

3. Why do you think the caseworker thinks it is lucky that Bud and
Jerry get to be with families?
__________________________________________________________________
__________________________________________________________________
________________________
4. Why does Bud think the man in the picture must be his father?
__________________________________________________________________
__________________________________________________________________
________________________
5. What event in history is going on all over the country?
Name_____________________

__________________________________________________________________
__________________________________________________________________
________________________

Bud, Not Buddy Chapter 2 Comprehension

Questions
Answer the following questions about what you read from chapter 2.

1. What is Todd Amos doing to Bud as Todds mom shows up?

__________________________________________________________________
__________________________________________________________________
________________________
2. Why do you think Bud assume the blood on the floor of the
shed was from the Amos last kid?
__________________________________________________________________
__________________________________________________________________
________________________

27

3. Why do the Amoses keep Buds suitcase?

__________________________________________________________________
__________________________________________________________________
________________________
4. Where do the Amoses lock Bud up for the night?
__________________________________________________________________
__________________________________________________________________
________________________
5. Where was Todd sticking the pencil?
Name_____________________

__________________________________________________________________
__________________________________________________________________
________________________

Bud, Not Buddy Chapter 3 Comprehension

Questions
Answer the following questions about what you read from chapter 3.

1. What does Bud do to make a hole to see outside?

__________________________________________________________________
__________________________________________________________________
________________________
2. What does Bud think is hanging from the ceiling?
__________________________________________________________________
__________________________________________________________________
________________________
3. What is Buds plan of action once he escapes the shed?

28

__________________________________________________________________
__________________________________________________________________
________________________
4. What crawled in Buds ear?
__________________________________________________________________
__________________________________________________________________
________________________
5. What kind of revenge do you think Bud might want to get?
__________________________________________________________________
__________________________________________________________________
________________________

Name_____________________

Bud, Not Buddy Chapter 4 Comprehension

Questions
Answer the following questions about what you read from chapter 4.

1. Why does Bud first check to see if his suitcase was still there?
__________________________________________________________________
__________________________________________________________________
________________________
2. What revenge did Bud end up getting on Todd? What did Bud
do?
__________________________________________________________________
__________________________________________________________________
________________________
3. Where does Bud hide the shotgun?

29

__________________________________________________________________
__________________________________________________________________
________________________
4. How would you feel if someone had locked you in a shed
overnight?
__________________________________________________________________
__________________________________________________________________
________________________
5. Do you agree with Buds actions he did to Todd?
__________________________________________________________________
__________________________________________________________________
________________________

Name_____________________

Bud, Not Buddy Chapter 5 Comprehension

Questions
Answer the following questions about what you read from chapter 5.

1. What physical reasons caused Buds running away to be

difficult?
__________________________________________________________________
__________________________________________________________________
________________________
2. Where does Bud go to get help? Where does he decide to
sleep?
__________________________________________________________________
__________________________________________________________________
________________________
3. Why did Buds mom get upset at the picture in Buds suitcase?
30

__________________________________________________________________
__________________________________________________________________
________________________
4. What did Buds mom tell him his name means?
__________________________________________________________________
__________________________________________________________________
________________________
5. Why do you think it might it be hard for Bud to be optimistic?
__________________________________________________________________
__________________________________________________________________
________________________

Name_____________________

Bud, Not Buddy Chapter 6 Comprehension

Questions
Answer the following questions about what you read from chapter 6.

1. Where does Bud go when he wakes up?

__________________________________________________________________
__________________________________________________________________
________________________
2. Why do you think the family calls Bud Clarence?
__________________________________________________________________
__________________________________________________________________
________________________
3. Why do you think it was so special that Bud got some brown
sugar?

31

__________________________________________________________________
__________________________________________________________________
________________________
4. Why wont the man let Bud get in line?
__________________________________________________________________
__________________________________________________________________
________________________
5. How was Bud eventually allowed to get in line?
__________________________________________________________________
__________________________________________________________________
________________________

Name_____________________

Bud, Not Buddy Chapter 7 Comprehension

Questions
Answer the following questions about what you read from chapter 7.

1. What does Bud automatically assume happened to Ms. Hill?

Why?
__________________________________________________________________
__________________________________________________________________
________________________
2. What actually happened to Ms. Hill? Where was she living now?
__________________________________________________________________
__________________________________________________________________
________________________
3. What does Bud think about the smell of the library?

32

__________________________________________________________________
__________________________________________________________________
________________________
4. What might Bud use the atlas/math skill for later in the book?
__________________________________________________________________
__________________________________________________________________
________________________
5. How would you feel if your favorite teacher or librarian moved
away?
__________________________________________________________________
__________________________________________________________________
________________________

Name_____________________

Bud, Not Buddy Chapter 8 Comprehension

Questions
Answer the following questions about what you read from chapter 8.

1. How would you feel if you woke up to someone pouncing on

you and trapping you?
__________________________________________________________________
__________________________________________________________________
________________________
2. Why does Bud think Bugs is there, too?
__________________________________________________________________
__________________________________________________________________
________________________
3. What will the boys do at Hooperville?

33

__________________________________________________________________
__________________________________________________________________
________________________
4. Why do you think Bud keeps pretending that everything is
okay?
__________________________________________________________________
__________________________________________________________________
________________________
5. What happens that makes Bud truly believe that Calloway is
his father?
Name_____________________

__________________________________________________________________
__________________________________________________________________
________________________

Bud, Not Buddy Chapter 9 Comprehension

Questions
Answer the following questions about what you read from chapter 9.

1. Why do you think Bud might be going back to visit the

librarian?
__________________________________________________________________
__________________________________________________________________
________________________
2. How long will it take Bud to walk from Flint to Grand Rapids?
__________________________________________________________________
__________________________________________________________________
________________________

34

3. What part of the book does Bud like the best?

__________________________________________________________________
__________________________________________________________________
________________________
4. What plant does Bud compare ideas to?
__________________________________________________________________
__________________________________________________________________
________________________
5. How would you feel if your friend didnt believe your father was
your father?
Name_____________________

__________________________________________________________________
__________________________________________________________________
________________________

Bud, Not Buddy Chapter 10

Comprehension Questions
Answer the following questions about what you read from chapter 10.

1. Why do you think Bud ducks into the bushes whenever a car
passes?
__________________________________________________________________
__________________________________________________________________
________________________
2. What does the man offer Bud that causes him to leave the
bushes?
__________________________________________________________________
__________________________________________________________________
________________________
35

3. Why do you think Bud tells the man he is from Grand Rapids?
__________________________________________________________________
__________________________________________________________________
________________________
4. How would you feel if you were traveling through the night
alone?
__________________________________________________________________
__________________________________________________________________
________________________
5. What do you think Bud plans to do when he takes the mans
car?
__________________________________________________________________
__________________________________________________________________
________________________

Name_____________________

Bud, Not Buddy Chapter 11

Comprehension Questions
Answer the following questions about what you read from chapter 11.

1. Why does Bud think the man is a vampire?

__________________________________________________________________
__________________________________________________________________
________________________
2. How would you feel if you found out that everyone knew who
your father was?
__________________________________________________________________
__________________________________________________________________
________________________

36

3. What event causes Bud to finally decide to wake up?

__________________________________________________________________
__________________________________________________________________
________________________
4. How would you react if someone you were riding in a car with
had bottles of blood?
__________________________________________________________________
__________________________________________________________________
________________________
5. What do you think might have happened to Buds mother?
Name_____________________

__________________________________________________________________
__________________________________________________________________
________________________

Bud, Not Buddy Chapter 12

Comprehension Questions
Answer the following questions about what you read from chapter 12.

1. What did Lefty Lewis do with the box of blood?

__________________________________________________________________
__________________________________________________________________
________________________
2. Why might Bud be nervous when he was told about the
telegram?
__________________________________________________________________
__________________________________________________________________
________________________

37

3. Why does Bud think the police are after him?

__________________________________________________________________
__________________________________________________________________
________________________
4. Why does Bud want to go into the Log Cabin alone?
__________________________________________________________________
__________________________________________________________________
________________________
5. How would you feel if you were meeting your father for the first
time? Why do you think Bud was crying when he saw Calloway?
Name_____________________

__________________________________________________________________
__________________________________________________________________
________________________

Bud, Not Buddy Chapter 13

Comprehension Questions
Answer the following questions about what you read from chapter 13.

1. Use descriptive adjectives to describe Herman E. Calloway.

__________________________________________________________________
__________________________________________________________________
________________________
2. What do the band members names have in common?
__________________________________________________________________
__________________________________________________________________
________________________

38

3. Why do you think Bud has never been to a restaurant? Why

can these people go to restaurants but Bud cannot usually?
__________________________________________________________________
__________________________________________________________________
________________________
4. Why doesnt Bud want to mess with Calloway?
__________________________________________________________________
__________________________________________________________________
________________________
5. How does Bud feel about his father?
Name_____________________

__________________________________________________________________
__________________________________________________________________
________________________

Bud, Not Buddy Chapter 14

Comprehension Questions
Answer the following questions about what you read from chapter 14.

1. Name some things Bud notices about Miss Thomas.

__________________________________________________________________
__________________________________________________________________
________________________
2. What was Bud shocked about at the restaurant?
__________________________________________________________________
__________________________________________________________________
________________________
3. What does Bud explain to Miss Thomas?
39

__________________________________________________________________
__________________________________________________________________
________________________
4. Why do you think Bud begins to cry?
__________________________________________________________________
__________________________________________________________________
________________________
5. What does Bud feel that he has never felt before?
__________________________________________________________________
__________________________________________________________________
________________________

Name_____________________

Bud, Not Buddy Chapter 15

Comprehension Questions
Answer the following questions about what you read from chapter 15.

1. Predict why the closet was full of girly stuff.

__________________________________________________________________
__________________________________________________________________
________________________
2. What does Bud think happened to the girl?
__________________________________________________________________
__________________________________________________________________
________________________
3. Why do you think Calloway locked all of the doors in Buds
room?

40

__________________________________________________________________
__________________________________________________________________
________________________
4. Why do you think Bud likes the pictures of horses on the wall?
Think back to chapter 5!
__________________________________________________________________
__________________________________________________________________
________________________
5. What does Herman E. Calloway say would cause the red cloud
in the pool?
Name_____________________

__________________________________________________________________
__________________________________________________________________
________________________

Bud, Not Buddy Chapter 16

Comprehension Questions
Answer the following questions about what you read from chapter 16.

1. Miss Thomas saw Buds legs when she undressed him. Why do
you think Bud was embarrassed about them?
__________________________________________________________________
__________________________________________________________________
________________________
2. What does Bud think the band is talking about when he
overhears them?
__________________________________________________________________
__________________________________________________________________
________________________

41

3. What is Bud going to have to do in order to stay with them?

__________________________________________________________________
__________________________________________________________________
________________________
4. What does Eddie give Bud?
__________________________________________________________________
__________________________________________________________________
________________________
5. What is Buds final nickname?
Name_____________________

__________________________________________________________________
__________________________________________________________________
________________________

Bud, Not Buddy Chapter 17-18

Comprehension Questions
Answer the following questions about what you read from chapter 17
and 18.

1. Why do you think Bud liked doing the work assigned to him?
__________________________________________________________________
__________________________________________________________________
________________________
2. Which instrument does Bud think makes the most beautiful
sound?
__________________________________________________________________
__________________________________________________________________
________________________

42

3. Why is Dirty Deed in the band? What does this say about this
time period?
__________________________________________________________________
__________________________________________________________________
________________________
4. What does Mr. Calloway have in the glove compartment of his
car? What does Bud then show him?
__________________________________________________________________
__________________________________________________________________
________________________
5. Why isnt Mr. Calloway Buds father?
Name_____________________

__________________________________________________________________
__________________________________________________________________
________________________

Bud, Not Buddy Chapter 19

Comprehension Questions
Answer the following questions about what you read from chapter 18.

1. Why do you think Herman E. Calloway was crying?

__________________________________________________________________
__________________________________________________________________
________________________
2. Why do you think Jimmy wanted to know what Buds mom
looked like?
__________________________________________________________________
__________________________________________________________________
________________________
43

3. Why did Calloway pick a rock up at every show?

__________________________________________________________________
__________________________________________________________________
________________________
4. What does Steady Eddie give to Bud?
__________________________________________________________________
__________________________________________________________________
________________________
5. Why do you think Bud wants to be a musician?
__________________________________________________________________
__________________________________________________________________
________________________

Comprehension StrategiesPredicting
Before reading chapter 13, students will predict who they
think Herman E. Calloway actually is. Bud is very surprised
how old and mean his father is and he has trouble
believing that the man is truly his father. The students will
complete a graphic organizer stating what has already
happened, what they think will happen, and what actually
happened after they read. This strategy will help students
acquire the skill of predicting by thinking of what might
happen, then later clarifying by using textual evidence after
they have read.

44

Name_____________________

Making PredictionsWho is Herman E.

Calloway?
When Bud first meets Herman E. Calloway, he is very
surprised by him. He is old and mean and not what Bud
expected at all. Bud cannot believe that this man could
possibly be his father! Good readers make predictions before
and while they read. Use what you have read so far and your
background knowledge to make a prediction about who
Herman E. Calloway might actually be to Bud.
What has happened
so far?

What do you think will

happen next?

What actually
happened

45

Comprehension StrategiesMaking Connections

The students will be given a text connections worksheet to
keep in their binders as they read Bud, Not Buddy. As they
read, they will think of text-to-text, text-to-self, and text-toworld connections and fill in their graphic organizer. This will
cause students to think outside of the text itself and connect
it to another text, themselves, and the whole world.
The students will also write a journal entry in their notebooks
about different feelings Bud had throughout the story. The
teacher will write the following words on the board and the
students must respond using at least five of the words:
lonely, worried, confused, sad, upset, angry, hopeful, scared.
The students must think about a time they felt these similar
themes and feelings (text-to-self connection). In a classroom
of students of different cultures, many different perspectives
of this connection might appear.

46

47

48

Directions: As you read, take notes about how the text

connects to each of the following:

49

Name_____________________

Making Connections
Comprehension StrategiesSummarizing
Text-to-Text

________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________

The students will acquire the skill of summarizing by thinking

Text-to-Self

________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________

about the conflict. They will complete a graphic organizer

filling in: someone _____ wanted _____ but _____ so _____ then
Text-to-World

________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________
50

_____. The students will use this graphic organizer to help

them visualize the full summary. This will really help them
think about the conflict of the story and how it was solved.
Students may do this after every chapter, after every few
chapters, or after the end of the book.

Name______________________

Summarizing
Someone
Who was the main character?

But
Wanted

What did
wasthe
thecharacter
problem? want?

51

Then
So
Whatdid
How
was
the
the
character
resolution
trytotothe
solve
problem?
the problem?

Summary
_____________________________________________________________
_____________________________________________________________
______________________

Comprehension StrategiesMaking Inferences

Making inferences helps students comprehend the text. The
students will complete a worksheet where they will look at
particular passages from the story and answer a question to
make an inference based on the text.

52

Name________________________

Making Inferences
Directions: Take a closer look at the underlined text from
chapter 1 to help answer each question.
1. Here we go again. We were all standing in line waiting for
breakfast when one of the caseworkers came in and tap-taptapped down the line. Uh-oh, this meant bad news, either
theyd found a foster home for somebody or somebody was
about to get paddled. All the kids watched the woman as she
moved alone the line, her high-heeled shoes sounding like
little firecrackers going off on the wooden floor. Shoot! She
stopped at me and said, Are you Buddy Caldwell? Bud,
Not Buddy pg. 1
Why might the caseworker be approaching Buddy? Make an inference based
on the text.

__________________________________________________________
__________________________________________________________
__________________________________________________________
__________

2. I said, Its Bud, not Buddy, maam. She put her hand on my
shoulder and took me out of the line. Then she pulled Jerry, one
of the littler boys, over. Arent you Jerry Clark? He nodded.
Boys, good news! Now that the school year has ended, you both
have been accepted in new temporary-care homes starting this
afternoon! Jerry asked the same thing I was thinking,
Together? She said, Why no, Jerry, youll be in a family with
53

three little girls Jerry looked like hed just found out they were
Why would Jerry look like hed just found out they were going to dip him in
boiling milk? Make an inference based on the text.

__________________________________________________________
__________________________________________________________
__________________________________________________________
__________
going to dip him in a pot of boiling milk. Bud, Not Buddy pg. 2

54

Comprehension StrategiesQuestioning
While reading, students should stop periodically to jot down
questions about the text. When they encounter the answer
to the question while reading, they should stop and record it.
When finished reading, they should review any unanswered
questions to see if the text has actually answers it. Students
will fill in a graphic organizer every night for homework if
they had a question or thought while reading. When they
encounter the answer in the text, they will record that as
well.

55

Name______________________

Questioning the Text

Directions: Write down any questions you have while
reading. When you come across the answer in the text,
record it.

My Question

Evidence from the Text

I wonder

What if

It confused me

Why

I dont understand

56

How could

Comprehension StrategiesDetermining Importance

The students will have a list of facts or events from the story.
They will determine whethere it is important or not so
important by checking either box. This will help students
realize what really contributes to the main idea of the story
and what does not.

57

Name_______________________

Determining Importance
Directions: Read each fact or event listed. Determine if it is
important or not so important and check either box.
Importan
t

Not so
importa
nt

Bud kept rocks in his suitcase.

The pop Lefty Lewis gave Bud was red.
Bud ate lunch at the Sweet Pea
restaurant.
Herman E. Calloway was Buds
grandfather.
Bud slept in his mothers old room.
Herman E. Calloway kept rocks in his
glove compartment.
Bud sleeps under the Christmas trees by
the library.
The Great Depression is going on all over
the country.
Bud misses the train and cannot get on.
Jerry is going to live with three girls.
Bud compares an idea to a seed.
The band members give Bud a
saxophone.
Bud had orange juice with his breakfast.
58

Buds mom died when he was six.

Bud liked to sleep.
Bud did the dishes with Deza.

Writing Connection
Bud in Bud, Not Buddy has a long list of Bud Caldwells
Rules and Things for Having a Funner Life and Making a
Better Liar Out of Yourself. These are little rules that he
reminds himself of throughout the book, usually dealing with
interactions he has with adults. Students will think of their
own rule and write a persuasive piece using all five stages of
the writing process to convince the reader of the importance
of their rule. The students will use all five stages of the
writing process:
Prewrite: The students will brainstorm experiences where he
or she has learned some sort of lesson about life. They will
each come up with a personal list of Rules and Things for a
Funner Life such as those Bud shares with us.
Drafting: Choosing at least one rule, each writer will expand
upon the rule, using words carefully, to convince the reader
of its importance. This focuses on idea development and
word choice.
Revising: Students should check for adding content and
details, rearranging, organization, make overall changes that
will improve writing, making sure it sounds right, and making
sure they met their goal. Students will get in Revising
Groups.
1. The writer reads. The students take turns reading their
persuasive writing pieces aloud. Classmates listen quietly,
thinking about compliments theyll make after the writer finishes

59

2.
3.

4.
5.
6.

reading. Only the writer looks at the composition. The emphasis

is on content, not mechanical errors. Listening to classmates
writing helps focus solely on content.
Listeners offer compliments. They will say what they liked about
the writing.
The writer asks questions. The writer will ask for assistance with
trouble spots they identified earlier when rereading their writing.
They may ask questions that reflect more general concerns such
as how well theyre communicating.
Listeners offer suggestions
The process is repeating
The students use these suggestions and questions to revise their
draft

Editing: Students should check for repetition, clarity, overuse

of words, spelling, grammar, sentence structure, and
punctuation. Students should first distance themselves from
the composition for a few days after revision. Then, they
should proofread to locate errors and correct them. A peer
will also edit the writers piece.
Publishing: Students will make final copies ready to turn in.
Students will share final writing with others and turn in to the
teacher. Students think of themselves as authors when they
share their writing with others. Students can share their
reading from the authors chair.

60

Name__________________________

Brainstorming!
Directions: Bud in Bud, Not Buddy has a long list of Bud Caldwells

Rules and Things for Having a Funner Life and Making a Better Liar Out
of Yourself. Brainstorm experiences where you learned some sort of
lesson about life. On the back, write a list of 4 of your own Rules and
Things for a Funner Life.

61

Name _______________________

My Rules and Things for a Funner

Life first Draft
Choose at least one of the rules you thought of for having a funner life
and making a better liar of yourself. Use your words carefully to
convince the reader of your rules importance. Skip lines with an x to
leave room for future revisions.
________________________________________________________x______________
_________________________________________
________________________________________________________
x_______________________________________________________
________________________________________________________
x_______________________________________________________
________________________________________________________
x_______________________________________________________
________________________________________________________
x_______________________________________________________
________________________________________________________
x_______________________________________________________
________________________________________________________
x_______________________________________________________
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x_______________________________________________________
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x_______________________________________________________
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62

x_______________________________________________________
________________________________________________________
x_______________________________________________________
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x_______________________________________________________
________________________________________________________
x_______________________________________________________
________________________________________________________
x_______________________________________________________
________________________________________________________
x_______________________________________________________
________________________________________________________
x_______________________________________________________
________________________________________________________
x_______________________________________________________
________________________________________________________
x_______________________________________________________
________________________________________________________
x_______________________________________________________
________________________________________________________
x_______________________________________________________
________________________________________________________
x_______________________________________________________

63

________________________________________________________
x_______________________________________________________
________________________________________________________
x_______________________________________________________
________________________________________________________
x_______________________________________________________
________________________________________________________
x_______________________________________________________
________________________________________________________
x_______________________________________________________
________________________________________________________
x_______________________________________________________
________________________________________________________x______________
_________________________________________
________________________________________________________
Name_______________________
x_______________________________________________________

Revising Groups
Directions: Get in your revising groups. Follow the steps written on

the chart paper. Use the suggestions and answers to your questions to
revise your writing.

64

What I liked about the writing

Suggestions for the writer

Authors Name_______________________

Editing Checklist
Directions: Get with your writing partner and edit each
others Bud, Not Buddy writing pieces. Sign the bottom once
you and your partner have both edited your work.

65

Question

Author

Editor

I have circled the words that might be

misspelled.
I have checked that all sentences begin with
a capital letter.
I have checked that all sentences end with a
punctuation mark.
I have checked that all proper nouns begin
with a capital letter.
Quotation marks are used for dialogue.
My nouns and verbs agree with each other.

Authors Signature _________________________

Editors Signature
__________________________

Written By _______________________

My Rules and Things for a Funner

Life
________________________________________________________________________
________________________________________

66

________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
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________________________________________________________
________________________________________________________
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67

________________________________________________________
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68

________________________________________________________
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69

70

Bud, Not Buddy Theme Web: Poverty

Esperanza Rising by Pam Munoz Ryan

Homecoming by Cynthia Voigt

I Am David by Anne Holm

Bud, Not Buddy by Christopher Paul Curtis

POVERTY

Hold Fast by Blue Balliet

Along Came a Dog by Meindert de Jong

Money Hungry by Sharon G. Flake

71

The Great Depression

By Kenneth Adam Sears

Deep sorrow filled the Americans Heart

Everyone had to pay their part
People were trading and selling their things
Raving about what life would bring
Even the little ones felt the pain
Souls did suffer in heat, cold, and rain
Sad to say the days filled with grief
In hopes that the Depression soon would cease
On Sunday was a day of rest, they would
gather and thank God they were blessed;
Not in ways that people might thin, but in
everyday living that life did bring.

Word WorkVocabulary
72

The students will have a Vocabulary Tea Party. The teacher

will prepare a set of cards with the actual text the word came
from. The word on the card will be highlighted in the
sentence from the book. The definition will also be on the
back of the card. Students have a tea party: They read the
cards to classmates and talk about the highlighted word and
its meaning.

Vocabulary Words:
Assurance
Brute
Practical
Considerate
Telegram
Tatters
Shunned
Confidential
Compromise
Drowsy
Gory
Prodigy
Acquaintance
Suffer
Bawling

73

Example of a Tea Party card:

When I thought she was done talking I reached

my hand out for my suitcase but she told Mr.
Amos, Oh, no, we shall hold on to his beloved
valuables. She laughed. This shall be our
assurance that nothing comes up missing from
the house and that this little animal is still here
in the morning.-pg. 15
Assurance- the state of being certain or sure
about something

Vocabulary: Insert the correct vocabulary word from the

74

Name_____________________

Bud, Not Buddy Test

bank below.
1. You are a beastly little __________ and I will not tolerate even one
night with you under my roof. Who knows what you would be capable
of while we slept?
2. She was too sick to go to work for six days in a row, then one
morning I went into her room and she was dead. But she didnt
__________ or nothing, it happened real quick.
3. Thats easy, bone in French is la bone. La Bone, nah, it dont have a
ring to it. I got it, well __________. How about Sleepy LaBone?
4. What kind of man is he that he let this child be so thin? And look at
the condition of the boys clothes. Everything is either too small for him
or almost in __________.
5. PLEASE EAT AS QUICKLY AND QUIETLY AS POSSIBLE, another sign
said, PLEASE BE __________ AND PATIENTCLEAN UP AFTER YOURSELF.
6. This night, for the first time on any stage anywhere, you have
listened to the smooth saxophonical musings of that __________ of the
reed, Mr. Sleepy LaBone!
suffer

shunned

considerate

tatters

brute

compromise

confidential
prodigy

Comprehension: Circle the correct answer and write the

letter on the line.
______ 1. Why doesnt Lefty go in with Bud to meet Buds father?
a. Because the police are still watching.

75

b. Because he has to get to the hospital immediately.

c. Because Bud convinces him not to.
d. Because Bud begs him not to go in with them.
______ 2. What would Billy often brag about to the other kids at the
orphanage?
a. He was the leader of all of the boys at the orphanage.
b. He knew who his mother and father were.
c. He could beat any of them up.
d. He knew how to get away from the orphanage.
______ 3. What does Mr. Calloway pick up and put in his pocket?
a. A rock.
b. A quarter.
c. A button.
d. A knife.
______ 4. What is page powder?
a. Baby powder.
b. Powder kept in the library.
c. Book page dust.
d. Corn starch.
______ 5. Why does Bud always correct people when they call him
Buddy?
a. He hates the name Buddy.
b. His best friend Bugss real name is buddy.
c. Buddy is his dads name and he hates being reminded of his
father.
d. His mom told him to always correct someone when they call
him Buddy.
______ 6. What does Bud do to get revenge on Todd Amos?
a. Shoots him with Mr. Amoss gun.
b. Makes Todd wet the bed with warm water.
c. Breaks Todds favorite toy
d. Stuffs a pencil up Todds nose like Todd did to him.
______ 7. Who does Bud try to head west with?
a. Bugs
b. Todd Amos
c. His pretend family
d. Deza Malone
______ 8. Who did Bud meet on the road while running away?
a. Lefty Lewis
b. Herman E. Calloway
76

c. Miss Thomas
d. Steady Eddie
______ 9. What did Herman E. Calloway turn out to be to Bud?
a. His father.
b. His uncle.
c. His step dad.
d. His grandfather.
______ 10. What is the name of the restaurant that the band takes Bud
to?
a. Grand Rapids Best Restaurant
b. Sweet Pea
c. The Log Cabin
d. Grand Calloway Station
______ 11. Where does Bud meet Deza Malone?
a. At a foster home
b. On a train
c. In Hooverville
d. In Grand Rapids
______ 12. Bud asked Lefty to show his teeth. Why?
a. Bud thought Lefty wasnt telling the truth about only eating
sandwiches.
b. Bud thought Lefty was a vampire.
c. Bud thought that Lefty needed to go to the dentist.
d. Bud wanted to see how white Leftys teeth were.
______ 13. What did Bud realize about the dead girls room?
a. He realized that Mr. Calloway had some treasure in the closet.
b. He realized that the girl wasnt dead.
c. He realized that it was his sisters room.
d. He realized that it was his moms room.
______ 14. When did Bud cry?
a. When he looks around the table at the restaurant and realizes
he is right where he needs to be.
b. When he finds out that his mom and Mr. Calloway are related
c. When he gets to play in the band
d. When Lefty Lewis tells him that he cant bring him to Grand
Rapids
______ 15. Miss Thomas is
a. Mr. Calloways wife
b. Buds grandmother
c. The saxophone player in the band
77

d. The singer in the band

Short Answer/Discussion: Use what you know about the

story and the Great Depression to answer the following
questions.
1. Herman E. Calloway always made sure that one member of his band
was white. Why was it important for him to have a white band
member? What could a white man do in the 1930s that a black man
wasn't allowed to do?

2. Bud's story takes place during the 1930s, when orphanages are still
common and lots of children and families have lost everything due to
the Great Depression. How do you think life would be different for Bud
if he were growing up today?

Bud, Not Buddy Test Key

Vocabulary:
1. brute
2. suffer
3. compromise
4. tatters
5. considerate
6. prodigy
78

Comprehension:
1. c
2. b
3. a
4. c
5. d
6. b
7. a
8. a
9. d
10. b
11. c
12. b
13. d
14. a
15. d
Short Answer/Discussion:
1. Calloway had to have a white band member because it
was against the law for an African American to own any
property out where the Log Cabin was, so he puts it in
Dirty Deeds name.
2. Bud would have more money, food, resources and
hopefully a better family situation if he grew up
nowadays.

Closing the Study/Extending the

Book
Paper Bag Suitcases:
Buds suitcase was his most-prized possession in the story. The
students will be given a brown paper grocery bag and tie it with string,
just like Buddy did. On the outside, they will decorate it however they
wish, including things that mean the most to them. On the inside, I will
be posting their writing assignment. They will be displayed on a
bulletin board in the hallway at the completion of the project.

Write a Sequel:
79

As we know, Bud never did get to meet his father. At the end of the
story, Bud got his saxophone and was happy, but we are left hanging.
The students will write a 2-3 page sequel to the novel explaining how
Bud found his father.

Paper Bag Suitcase Project

In Bud, Not Buddy, we noticed that Buds suitcase was a big
symbol throughout the whole story. We will be creating our
own suitcases out of paper grocery bags and displaying
them in the hall. Think about what kinds of things Bud kept
in his suitcase. Think about how important his suitcase was
to him.

80

 Each of you are going to be creating your own suitcase

and decorating it with things that describe you and you
think are important to your life.
ONLY decorate the outside of your suitcase! I am going
to glue your writing assignments to the inside. Think of
it as a bookyou are creating the cover to a book, not
the inside pages.

Instructions:
1. Get your paper bag and string from Ms. DeWitt.
2. Think about what you want to include on your suitcase.
3. Take your suitcase home and find anything around your
house you might want to include.
4. Feel free to use pictures, cut things out of magazines,
draw, etc. Glue them on the front of the paper bag.
5. Tie your suitcase with your string.

Name_____________________

DUE DATE: Friday, March 13th

My Bud, Not Buddy Sequel

As we know, Bud never did get to meet his father. At the end of the
story, Bud got his saxophone and was happy, but we are left hanging.
Write a 2-3 page sequel to the story and explain how you think Bud
met his father.
________________________________________________________________________
________________________________________
________________________________________________________
________________________________________________________
________________________________________________________

81

________________________________________________________
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________________________________________________________
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83

________________________________________________________
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References
Barretto, D. A. (n.d.). Bud, Not Buddy by Christopher Paul Curtis. Retrieved
from Help4Teachers website:
http://help4teachers.com/debbiebudnotbuddy.html
Biography. (n.d.). Retrieved March 11, 2015, from Nobody but Curtis website:
http://www.nobodybutcurtis.com/biography.html
Blog Rubric/Grades 3-5. (n.d.). Retrieved from Scholastic News website:
http://teacher.scholastic.com/scholasticnews/teachers_guide/SNOnline.
BlogRubric3-5.pdf
Bud, Not Buddy by Christopher Paul Curtis lesson plans and teaching
resources. (2015). Retrieved March 10, 2015, from Web English Teacher
website: http://www.webenglishteacher.com/bud-not-buddy-lessonplans.html

84

Bud, Not Buddy by Paul Curtis. (n.d.). Retrieved March 11, 2015, from Ed
Helper Clipart website:
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Bud, Not Buddy chapter 19 summary. (n.d.). Retrieved March 10, 2015, from
Shmoop website: http://www.shmoop.com/bud-not-buddy/chapter-19summary.html
Bud, Not Buddy: Chapters 1-4. (n.d.). Retrieved March 10, 2015, from
edHelper.com website:
http://gwinnett.k12.ga.us/MinorES/pdf/rr11/bud_not_buddy.pdf
Bud, Not Buddy discussion guide. (n.d.). Retrieved March 10, 2015, from
Scholastic website: http://www.scholastic.com/teachers/lessonplan/bud-not-buddy-discussion-guide
Bud, Not Buddy final. (n.d.). Retrieved March 10, 2015, from ProProfs website:
http://www.proprofs.com/quiz-school/story.php?title=bud-not-buddyfinal
Bud, Not Buddy Making Cross-Curricular Connections. (n.d.). Retrieved from
Teacher Created Materials Today website: http://www.tcmtoday.com/bud-not-buddy-making-cross-curricular-connections/teachercreated-materials/TCM40202_05/pd/
The Bud, Not Buddy Quiz. (n.d.). Retrieved March 10, 2015, from Goodreads
website: http://www.goodreads.com/quizzes/14449-bud-not-buddy-quiz
Bud Not Buddy Trailer [Video file]. (2012, April 23). Retrieved from
https://www.youtube.com/watch?v=paLKLoeozvU

85

Close reading of Bud, Not Buddy by Christopher Paul Curtis. (n.d.). Retrieved
March 10, 2015, from CPalms website:
http://www.cpalms.org/Public/PreviewResource/Preview/61715
Cummings. (2002). Problematic situations teacher instructions. Retrieved
March 11, 2015, from Novelinks website:
http://novelinks.org/uploads/Novels/BudNotBuddy/Problematic
%20Situations.pdf
Curtis, C. P. (1999). Bud, Not Buddy. New York, NY: Delacorte.
Directed reading thinking activity Bud, Not Buddy. (n.d.). Retrieved March 11,
2015, from Novelinks website:
http://novelinks.org/uploads/Novels/BudNotBuddy/DRTA.pdf
The Great Depression. (n.d.). Retrieved March 10, 2015, from Poetry Poem
website: http://poetrypoem.com/cgi-bin/index.pl?
poemnumber=7949&sitename=depression&poemoffset=0&displaypoe
m=t&item=poetry
Gregory, & Chapman. (2007). Bloom's thinking prompts. Retrieved March 10,
2015, from MSAD54 website:
http://www.msad54.org/district/literacyspecialist/pdf/blooms.pdf
Homelessness & Poverty. (n.d.). Retrieved March 10, 2015, from Amazon
website: http://www.amazon.com/Homelessness-Poverty-Social-IssuesBooks/b?ie=UTF8&node=3133
Lamb, A. (2000, March). Activity 4: Riding the rails. Retrieved March 11, 2015,
from Eduscapes website:
http://eduscapes.com/reading/bud/activity4.htm

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Lamb, A. (2000, March). Activity 2: On the lam. Retrieved March 11, 2015,
from Eduscapes website:
http://eduscapes.com/reading/bud/activity2.htm
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from Heinemann website:
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