Template Designed by Sturm (2016)
Bud, Not Buddy Review: Using Text Based Evidence for Surviving and Thriving
Name: Jessica Ruber
Date: 3/27/17
Subject: English
Central Focus
Essential Literacy Strategy
Related Skills
Prior Academic
Knowledge
What knowledge, skills,
and concepts must
students already know to
be successful with this
lesson?
Common Core State
Standards or New York
State Standards
Learning Objectives
associated with the
content standards
Instructional Materials
What do you need in
order to teach this
lesson?
Assessments: Formal and
Informal
Describe what
assessments are used to
monitor student learning,
including type(s) 
of
assessment and what is
being assessed; this
should directly connect
to the essential strategy
and skills
Grade Level: 6th
Number of Students: 12-18 per period
Length of Lesson: 45 min
The central focus of this learning segment is comprehension of a text.
The learning segment will focus in the essential literacy strategy of finding
text-based evidence in the novel Bud, Not Buddy.
Related skills include: using evidence to support a claim.
The students must have knowledge on what text-based evidence is to be
successful in this lesson.
Students must comprehend what the words “thrive” and “survive” mean.
They must also have read the whole book to be able to think back to
specific instances of Bud, the protagonist, surviving and thriving.
CCSS.ELA-LITERACY.RL.6.1
Cite textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.
● I can explain the difference between what it means to thrive or survive.
● I can identify evidence from a text to support the idea of a character
thriving or surviving.
● I can classify text-based evidence found by my peers as either an
instance of thriving or surviving and explain my reasoning.
Book:
Bud, Not Buddy by Christopher Paul Curtis
Instructional Materials:
● Survive/Thrive PowerPoint
● Index cards with “Thrive” or “Survive” written on them
● Exit Tickets
Informal Assessment: Index Cards - Teacher will observe students’ ability to
find evidence in the text that shows the protagonist either surviving or
thriving.
Informal Assessment: Quiz-Quiz-Trade- Teacher will also observe students
during the Quiz-Quiz- Trade activity to see how well they are able to
answer the questions and provide a reason for their answer.
Formal Assessment: Exit-Ticket- A teacher-made exit-ticket will be used to
assess how well the students are able recall instances of thriving and
surviving in the text.
1

Introduction to Lesson
Length: 5 minutes
Instructional Activity
Length: 35 minutes
NOTE:
*Remind students to try and think of less obvious pieces of evidence, evidence
Extension/Closure
Activity
Length: 5 min
Template Designed by Stu
1) Timed Think-Pair-Share:
● Think: In your own words, what does it means to “thrive” and
“survive”?
● Pair: Student A will go first and have 20 seconds to share and then
student B will share.
● Share: Teacher will call on volunteers.
2) Learning Targets: Teacher will then ask students to read and explain the
learning targets for today’s lesson, reviewing key terms (survive, thrive, text-
based evidence)
3) Quiz-Quiz Trade Preparation: Students will each be given a card with a
chapter number and either the word “thrive” or “survive” written on it. They
will have to look through that designated chapter to find an example of
Bud thriving or surviving.
a) Model/Think-Aloud: Teacher will show her model looking through a
chapter to find evidence and conduct a think-aloud to show how to
turn evidence into a question on the SmartBoard.
b) Independent Practice: Students will use the information on their
index card to find an instance in the given chapter in the text where
Bud is either thriving or surviving.
that their peers might not think of automatically!
**Teachers can circulate and provide assistance to those students who are
struggling in finding evidence in the book while also checking to make sure
student’s evidence is valid.
4) Quiz-Quiz-Trade Activity:
Student Directions:
a) Stand-up holding your card with the answer facing you!
b) Put your hand up and walk around the room until the music
stops.
c) High-five and pair up with the closest person to you.
d) Take turns reading aloud each other’s cards and answering if
the piece of evidence shows Bud surviving or thriving.
Remember to state your reasoning!
e) The partner with the answer will either tell their partner if their
answer is correct, and if not, they will explain the right answer.
f) After both partners understand both answers, trade your cards
and wait for the music to start again to repeat!
NOTE:
***The teachers will walk around observing and providing assistance
wherever needed.
5) Exit Ticket: Recall one example of Bud thriving and one of him surviving
and state why!
6) Explain Homework: Study for the Bud, Not Buddy test tomorrow! This
would be a good time to finish reading and completing the study guide if
you have not done so already!
2
 Template Designed by Stu