The Not-So-Great Depression: Bud, Not Buddy
Students will be able to summarize informational texts and cite evidence from the text when using a relevant quote.
Introduction (15 minutes)
- Explain to the students that the class will be starting a new book tomorrow titled Bud, Not Buddy.
- Show students the book and cover.
- Read aloud the inside cover to give students more information about what they will be reading.
- Illicit discussion by asking students questions about what the book will be about. Great questions should lead them to acknowledge the year 1936.
- Activate prior knowledge by asking them to discuss in their groups what is significant in American History during the 1930s.
- Have a whole group discussion until students come to the idea of the Great Depression.
- Explain that students will now build background knowledge on the Great Depression so they will be able to understand he setting of the story.
Explicit Instruction/Teacher Modeling (15 minutes)
- Show students Great Depression online.
- Explain that they will summarize each of the paragraphs with a partner.
- Have students read the first paragraph with you.
- Instruct students to raise their hands when they read a word that they feel is important. As students raise their hands, highlight the word.
- When the students finish the first paragraph with you, write all of the highlighted words on the board.
- Ask students if they can come up with one to two sentences using those words that summarizes the paragraph.
- Have students work with their partners to create one or two sentences with the words on the board.
- Explain that this is one way to create a summary of what they read.
- Have a few students share out their sentences.
- Illicit a short discussion by asking students if those sentences actually summarize what they read.
- Send students off with their partners to complete the other three paragraphs.
- Clarify vocabulary words as needed.
Guided Practice/Interactive Modeling (20 minutes)
- Allow students to work in pairs to complete the article.
- Instruct pairs to create sentences using the important words they chose to highlight.
- Have students copy the sentences onto a separate sheet of paper or journal.
- Invite a few students to share out their chosen words.
Independent Working Time (45 minutes)
- Explain to students that during the Depression, those who had radios gathered around them every few weeks to hear President Roosevelt's Fireside Chats.
- Ask students to imagine how these people must have felt.
- Play the audio clip of President Roosevelt's Fireside Chats.
- Encourage students to make inferences about what he is saying and his tone of voice while they listen.
- Have students respond to the prompt: What was it like living through the Great Depression?
- Instruct students to refer to explicit information from the excerpt and audio as well as inferences they have made with both.
- Instruct students to use at least one relevant quote.
- Enrichment: Challenge students to research more information about the Fireside Talks or about specific people or locations that were important during the Great Depression and present it as a separate oral project.
- Support: Pair struggling students with a peer mentor.
- Note students' input throughout the lesson to check for comprehension.
Review and Closing (5 minutes)
- Bring students back to Bud, Not Buddy by asking them questions about the Great Depression and how it applies to their book.
- Have students make predictions about the book.