Or download our app "Guided Lessons by Education.com" on your device's app store.
Bun Bun Button Character Traits
No standards associated with this content.
No standards associated with this content.
Which set of standards are you looking for?
Students will be able to describe the characters in a simple story and describe how their actions contribute to its sequence of events.
- Tell students that today, you are going to read to them a story by Patricia Polacco called Bun Bun Button.
- Let students know that you will be asking them questions as you read and would like them to pay particular attention to the actions that Paige and Gramma take in the story.
Explicit Instruction/Teacher modeling(10 minutes)
- Read aloud the first 3 pages of Bun Bun Button.
- Think aloud to students, "I notice that Gramma and Paige have a very close relationship. They have traditions like baking cookies, making the beds, and feeding the kitties and dogs, and they love to cuddle and read together. Gramma and Paige are special to one another.
- Read pages 4 through 8.
- Think aloud to students, "Gramma is a very caring person and a hard worker. According to the text, she made a special bunny for her granddaughter and stayed up late working on it."
- Point out to students that it is important to cite evidence and examples from the text when answering questions.
Guided Practice(30 minutes)
- Read pages 9 and 10.
- Ask students to turn and talk to their partner about the following questions: How does Paige act towards Bun Bun? What are some examples from the text to prove your answer?
- After students have talked with their partner, ask a few volunteers to share their thoughts with the whole group. Responses may include that Paige is nurturing, caring, and motherly.
- Read pages 11 through 13.
- Ask students to turn and talk to their partner about the following questions: Name a character trait that Gramma is showing in this part of the story. Support this with evidence from the text.
- Responses may include that Gramma is cautious. In the story, Gramma warns Paige that if she lets go of the string the balloon will fly. She also warns her not to take the balloon outside with Bun Bun on it.
- Ask students to predict what will happen next.
- Read pages 15 through 18.
- Ask students to turn and talk with their partner about the following question: What actions led to Bun Bun floating away?
- Responses may include that Paige went outside with Bun Bun even after Gramma warned her that he could float away, or that Paige jumped over the privet hedge the string got caught and became untied.
- Read pages 19 through 24.
- Ask students to turn and discuss with their partner the following: Make a prediction where Bun Bun will land. What evidence in the text supports your prediction?
- Students may respond that Bun Bun will land back at Gramma's house because Gramma said that "we Darling's are lucky."
- Read pages 25 through 28.
- Ask partners to turn and discuss with their partner the following: *Describe how Gramma acts when she finds Bun Bun. What does this say about her character?"
- Students may respond that Gramma dries Bun Bun off and sews her up. This shows that Gramma is caring and excited to make her granddaughter happy.
Independent working time(10 minutes)
- Read pages 29 to the end of the story.
- Post this prompt on the board and ask students to write about it in their notebooks: How do Gramma's actions in the story contribute to Paige feeling happy at the end of the story? Support this with evidence from the text.
- As students are writing in their notebooks, circulate the classroom and check for accuracy and proper textual evidence.
- As students finish up, gather them again and discuss responses as a whole group.
- Student responses may include that Gramma stays positive, telling Paige that Bun Bun will come back, that Gramma finds Bun Bun and sews her up cleans her up, and that Gramma puts Bun Bun on Paige's bed for her to find.
- Enrichment: Ask advanced learners to create a sequence of events chart with the adventures of Bun Bun in the story.
- Support: After circulating the classroom during Independent Working Time, gather struggling students into a small group and guide them as you answer the question prompt. Reread the end of the story to assist in their understanding.
- Pass out the assessment sheet and have students complete it independently.
- As students turn in their work, check their worksheets for accuracy and meet with them accordingly.
Review and closing(5 minutes)
- Tell students that when we think about the characters in the story and why they take the actions they do, it helps us to better understand the sequence of the story.
- Ask students to pay close attention to the actions of the characters in their books.