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Bud, Not Buddy: Unit 2 Lesson 2

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Gloria Cotter

on 10 April 2018

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Transcript of Bud, Not Buddy: Unit 2 Lesson 2

Bud, Not Buddy:
Unit 2 Lesson 2

Entrance Ticket
1. Turn to page 24 in your workbook.

2. Skim the chapter.

What would you title Chapter 6?
Learning Targets
*I can describe the structure of the poem 'If'.

*I can identify the meaning of unfamiliar vocabulary from the context.

Reading and Listening to Audio Recording of 'If'
'If' was written by a famous author named Rudyard Kipling, who lived from 1865 to 1936.
1. What is this poem mostly about?
2. What makes a poem different from a story?
**Poetry has a rhythm to it. It doesn't always follow the way someone would speak. In poetry, ideas are organized into stanzas rather than paragraphs, and the language in poetry tends to be more descriptive than the language in prose (written or spoken language in its ordinary form).
**A stanza is like a verse in a song.
3. Number the 3 stanzas in 'If'
4. Now that you have heard poetry read aloud, how is it read differently from a story? Why?
5. Why is it important to read poetry closely?
Connecting the Steve Jobs Speech to Bud, Not Buddy


After reading this part of the speech, including Paragraphs 9 and 10, which you read through briefly in Lesson 8, what new connections can you see between Steve Jobs and Bud?
Connections Between
Steve Jobs and Bud
What connections can you see between Steve Jobs and Bud?
How are their experiences similar?
How are they similar as people?
Listening of the Steve Jobs Speech
Follow along as you listen to the speech.

In the video of the speech, Jobs adds a few words to the written speech. It is common for people who are giving a speech to add words in the moment as they interact with their audience.

Getting the Gist
1. Turn to page 25 in your Yellow Workbook.
2. Look at the "Questioning Texts" row of the chart.
3. Think-Pair-Share
Which of these questions do you think will help guide our reading so we can get the gist of an extract of the Steve Jobs speech?
4. Check mark off those questions on the chart.
5. Read along as I reread paragraphs 6-8.
Getting the Gist
1. Discuss in your triads.
What do you understand from this excerpt so far?
2. Silently reread paragraph 6 for the gist.
3. Think-Pair-Share
What is the gist of this paragraph? What is the paragraph mostly about?
4. Annotate the gist for paragraph 6 in the margin and circle unfamiliar words to come back to later.
5. Annotate the gist and circle unfamiliar words for paragraph 7 and 8.
6. Compare your gist with your triad.
Identifying Unfamiliar Words
Focus on the bolded words and the accompanying glossary at the end of the page.

Read from the sentence around the word to help understand the meaning from the context.

Read words from the sentences or paragraphs around the word that might provide context clues.

As other students to help you explain what the word means.

Record word on your Word-Catcher
Exit Ticket
1. Look back to Paragraphs 6-8
2. In your triads think about:
*Like Bud, Steve Jobs suggests rules.
3. Discuss in your triads:
*What rules does Steve Jobs suggest in these paragraphs of his speech?
4. Turn to page 17 in your Yellow Workbook and complete the Exit Ticket independently.
'If'- First Stanza
1. What do you notice and wonder about the structure (the way it is organized) of the first stanza?
2. Record your notices and wonders.
3. What do you notice about punctuation?
4. Record your notices and wonders.
Follow rules
Didn't live with or have contact with their biological mother
Gave up on school to follow their dreams
Both Bud and Steve Jobs faced hard times but kept trying to find what they really loved.
Neither settled until they had found what they loved.
Engaging the Reader
1. Share three moments in Chapter 14 that showed Bud's life changing from surviving to thriving.

2. Make sure to share your text evidence and tell why you chose each piece of evidence.
1. Turn to page 10 in the yellow section of your Selected Texts book.
2. Follow along as you listen to stanzas 1-3 of the poem.

'If'- First Stanza
Punctuation in poems is like traffic lights. Red lights might be colons, semicolons, exclamation marks, or question marks that tell you to stop and understand the idea being shared. These types of punctuation most often signal that one idea is ending and a new idea or theme is beginning. Yellow lights are commas; we pause to make connections but do not stop. Often either side of the comma connects lines that should be read as one idea. Green lights happen when there is no punctuation and you read without stopping or pausing.
'If'- First Stanza
1. Read Stanza 1, lines 1-2.
2. How does the punctuation help guide your reading of the stanza?
3. Read Stanza 1, lines 3-4.
4. How does the punctuation help you read the poem?
5. What do you notice about the word choice?
Are there any words or phrases that stand out to you? Why?
6. Record your notices and wonders.
7. Share your notices and wonders with your group.
'If'- First Stanza Vocabulary
1. Reread the first stanza and circle any unfamiliar words.
2. Examine how the word relates to other details within the same punctuated sections of the stanza to help determine the meaning.
Full transcript