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This lesson could be modified to include the idea of duality.  Once we have discussed how humor can be used to cope, students could be guided to a conversation of when humor is used to hurt.

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Focusing on tone, figurative language, and narrative techniques.

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Focusing on tone, figurative language, and narrative techniques.

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Bud Not, Buddy is a culturally responsive test that allows students who don't look like Bud to analyze and challenge pre-conceived notions about race, gender and socio economic status. 

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Bud Not, Buddy is a culturally responsive test that allows students who don't look like Bud to analyze and challenge pre-conceived notions about race, gender and socio economic status. 

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Thinking about survive vs thrive

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The idea of using a humorous tone in stressful situations could open the door for a conversation about coping mechanisms and how all people handle stress differently.

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This text and lesson gives students the opportunity to consider how "rules" play out in their own lives. I like the idea of students writing some of their own "rules" for their lives-Recording or creating these -
The idea that some rules are not just/ as the rules in Bud's current environment, could be quite radical. If the rules of a society, school, home aren't fair--- can we have our own code that keeps us safe and sane??

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This lesson does a great job of helping students analyze word choice, figurative language, and their impact on characterization. There is room for improvement with providing language supports to help students explain their analyses (ex. When Bud says "_________," it literally means ________. This makes it seem like Bud is being _________.) This could be a next step after students complete the graphic organizer

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This could raise questions about why Todd is believed over Bud? Maybe even discussing why Todd might behave this way in the first place? Ss could explore how they might handle the situation differently if they had been Todd's Mom walking in to the room.

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This could raise questions about why Todd is believed over Bud? Maybe even discussing why Todd might behave this way in the first place? Ss could explore how they might handle the situation differently if they had been Todd's Mom walking in to the room.

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This text can help students develop strategies for facing adversity. It can also assist in guiding them to understand the intention behind rules, and how to change those rules. 

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This text can help students develop strategies for facing adversity. It can also assist in guiding them to understand the intention behind rules, and how to change those rules. 

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This goes back to the idea of resiliency and how we as a society  use this in a toxic way. I would want my students to discuss this.

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The text allows students to imagine quite a bit as it is more nuanced and subtle than other texts I've used in class. This subtleness in the text gives students an opportunity exercise their own critical thinking, draw inferences, and use textual evidence to support their interpretations. The text provides students with autonomy of thought. 

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The text allows students to imagine quite a bit as it is more nuanced and subtle than other texts I've used in class. This subtleness in the text gives students an opportunity exercise their own critical thinking, draw inferences, and use textual evidence to support their interpretations. The text provides students with autonomy of thought. 

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The strengths of the lesson are that students are learning new phrases for describing characters.  However, the lesson implies that there is only one correct answer-humor.  I feel that if the students can identify the word choice and tone which may show a different emotion, such as fear, their ideas should be validated

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The strengths of the lesson are that students are learning new phrases for describing characters.  However, the lesson implies that there is only one correct answer-humor.  I feel that if the students can identify the word choice and tone which may show a different emotion, such as fear, their ideas should be validated

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In my experience, 121 and 122 students are well ready to bring their personal identities to the topics they explore.  Often what they most need to develop is not their personal reaction but interaction with the many ideas of others.  Most courses prepare them for the personal reaction to text and not to restraining one's personal reaction in service of participation in a greater conversation.

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In my experience, 121 and 122 students are well ready to bring their personal identities to the topics they explore.  Often what they most need to develop is not their personal reaction but interaction with the many ideas of others.  Most courses prepare them for the personal reaction to text and not to restraining one's personal reaction in service of participation in a greater conversation.

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This text emphasizes identifying and analyzing figurative language. This will build skills in understanding and accurately using word choice and tone.  

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This text emphasizes identifying and analyzing figurative language. This will build skills in understanding and accurately using word choice and tone.  

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This allows students the opportunity to analyze figurative language; although, I am not fond of the exemplar for this as I feel it promotes the idea of being resilient. I may not be as familiar with the text--perhaps Bud uses humor throughout to deal with what he faces.

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The text focuses on a variety of identity aspects, from economical status to trust of authority. The parents and child represented in the story are similar to many students in DPS, which leads to students being able to more closely relate with the characters and content. Furthermore it can help teach students how to communicate more effectively with their peers and adults. 

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The text focuses on a variety of identity aspects, from economical status to trust of authority. The parents and child represented in the story are similar to many students in DPS, which leads to students being able to more closely relate with the characters and content. Furthermore it can help teach students how to communicate more effectively with their peers and adults. 

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This text reveals a character living with/by a set of rules. It raises questions around who creates the rules and why? Who benefits from these rules and how?

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This text reveals a character living with/by a set of rules. It raises questions around who creates the rules and why? Who benefits from these rules and how?

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Students are becoming better at using textual evidence to support their ideas

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Students are becoming better at using textual evidence to support their ideas

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Readers need to become deeply invested in the literature of whatever their interests are, so investing in the students' own interests as a basis for research supports their intellectual development.  (They must also, and do, wrestle with things outside of their own interests)

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Readers need to become deeply invested in the literature of whatever their interests are, so investing in the students' own interests as a basis for research supports their intellectual development.  (They must also, and do, wrestle with things outside of their own interests)

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The lesson addresses the difficulty that marginalized groups have with code switching between their culture and that of the oppressive culture that exists around them and their culture/ 

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The lesson addresses the difficulty that marginalized groups have with code switching between their culture and that of the oppressive culture that exists around them and their culture/ 

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One of the phrases I love to discuss in this book is "here we go again" my students have great insight into the characters mind set as a child during this time. Although I do a lot of pre-work on the Great depression and how black and brown folks were treated during this time

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The curriculum provides new ways for students to express themselves and enhance their writing through the use of tone and figurative language

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The curriculum provides new ways for students to express themselves and enhance their writing through the use of tone and figurative language

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I read the lesson very quickly, so perhaps I missed something. The lesson does not seem to allow for any discussion of power dynamics in this setting. This seems like a missed opportunity, as most kids will relate deeply with this character, and his utter lack of power. Before this lesson- discussion about abuse of power by Mrs.? Todd's parents would be impactful. Perhaps a focused search for words related to the power dynamics between adults and children would keep focus on diction, while opening discussion to the conflicts around power.

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This presents a relatable scenario where the students can potentially draw connections easily.

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This lesson helps students understand how word choice impacts tone and meaning

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Students build their understanding of literary devices used in the chapter like similes.

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I think this lesson allows students to start to dissect how certain demographics of people have to act differently in order to exist, and function, in our society. Within that, there are "ways to survive" and "ways to thrive", which I think leads to a deeper understanding of the difference between equality and equity.

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It looks like this text and lesson highlight types of language in the AfrAm community...especially how it is used to create humor in difficult situations. This exposes students to cultural and linguistic practices of a group they might be unfamiliar with.

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Identity - this text focuses on an individual living without their biological parents. Additionally, this highlights a character who lives life with structured rules. 

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Identity - this text focuses on an individual living without their biological parents. Additionally, this highlights a character who lives life with structured rules. 

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How students read and how they analyze these issues can be framed fictionally but then applied personally, politically, and otherwise. It will give students a frame of reference as well as some language and tools to reflect upon it.

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121 students build their research writing and argumentative skills by researching a social problem, potential solutions, and by advocating for a solution that synthesizes or argues against other models.  122 students explore professional development through ethnography and historical research of professions of interest to themselves.

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121 students build their research writing and argumentative skills by researching a social problem, potential solutions, and by advocating for a solution that synthesizes or argues against other models.  122 students explore professional development through ethnography and historical research of professions of interest to themselves.

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One of the dynamics of this chapter is about how a family with money views others that look like them without money. Brings up a great conversation in my class about how we view ourselves. And why the rich black family would view him as less

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The curriculum builds students skills to engage with rigorous concepts through the content. 

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The curriculum builds students skills to engage with rigorous concepts through the content. 

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This lesson allows students to pay attention to word choice, including figurative language, and how it impact tone can help us understand big ideas

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This lesson allows students to pay attention to word choice, including figurative language, and how it impact tone can help us understand big ideas

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I feel this shows students a strategy they can use when faced with obstacles that might lead to frustration... a tool to self-monitor and prevent altercation.

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I think the focus on figurative language teaches new ways to communicate and allows students to understand the way others communicate

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I think the focus on figurative language teaches new ways to communicate and allows students to understand the way others communicate

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The curriculum builds on student's knowledge of how different words have a different tones, and those tones affect the meaning of the text as a whole. It builds a deeper, and maybe different knowledge of this in that Bud's tone in dire situations may be different than how some of our students may respond, and looking at that through a critical lens of WHY Bud does that. 

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The curriculum builds on student's knowledge of how different words have a different tones, and those tones affect the meaning of the text as a whole. It builds a deeper, and maybe different knowledge of this in that Bud's tone in dire situations may be different than how some of our students may respond, and looking at that through a critical lens of WHY Bud does that. 

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As I've designed it, the College Writing and Research curriculum (121 and 122) are nearly entirely about students exploring subjects and research of interest to them and their identity.

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As I've designed it, the College Writing and Research curriculum (121 and 122) are nearly entirely about students exploring subjects and research of interest to them and their identity.

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There is rich figurative language used - especially, Bud's - great text source to learn how word choice impacts tone

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I feel this lesson allows the students to understand the character more and maybe connect with that character. I know that when I teach this lesson we spend a little more time on the dynamics of the characters and their interactions