Describe what life was like in Hooverville and how the description of Hooverville helps the reader better understand the Great Depression.

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Write a multiple-paragraph essay that describes what the Great Depression was and how the setting influences how the story unfolds.



Defend if Bud acts his age or if he acts more mature when interacting with the man on the side of the road.


Analyze and debate unit-essential questions by stating a claim and then using evidence from the entire text and unit to support the claim.


Analyze how Herman E. Calloway responds to Bud being in his house and how Herman’s actions influence Bud.


Explain why the author chose to begin and end the book with “Here we go again” and how the difference between the phrases captures Bud’s growth as a character.


Identify the themes that are present in Bud, Not Buddy and how they are developed over the course of the novel.


Analyze and discuss unit essential questions by stating a claim and supporting the claim with details from the entire unit.


Compare and contrast the development of theme in Bud, Not Buddy with other novels from the course by stating a claim and supporting it with evidence from multiple texts.


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In what ways is Bud more mature than other ten year olds? Support your answer with two to three examples from chapter one and two.


What point of view is this story told from? How does the point of view influence what the reader sees and hears?

This story takes place during the Great Depression. What details does the author include to show what the Great Depression was like?

Why was the blue flyer important to Bud?

Why does the author start and end chapter one with the phrase “here we go again”?

Describe the Amos family. Support your answer with two to three details that describe Todd Amos, Mr. Amos and Mrs. Amos.

Describe Bud’s relationship with his suitcase. What does it mean to him? Why?

Bud and Todd are both very different characters; however, they both follow rule number 3. How does this benefit both Todd and Bud in chapter 2?


Vocabulary


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foster

(v.)


to take care of


glum

(adj.)


to be sad or depressed


grateful

(adj.)


temporary

(adj.)


tolerate

(v.)


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Common Core Standards


Supporting Standards


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L.4.4

Language Standards


L.4.4— Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.


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L.4.5

Language Standards


L.4.5— Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.


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RF.4.3

Reading Standards: Foundational Skills


RF.4.3— Know and apply grade-level phonics and word analysis skills in decoding words.


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RF.4.4

Reading Standards: Foundational Skills


RF.4.4— Read with sufficient accuracy and fluency to support comprehension.


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RL.4.1

Reading Standards for Literature


RL.4.1— Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.


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RL.4.10

Reading Standards for Literature


RL.4.10— By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4—5 text complexity band proficiently, with scaffolding as needed at the high end of the range.


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RL.4.4

Reading Standards for Literature


RL.4.4— Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).


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SL.4.1

Speaking and Listening Standards


SL.4.1— Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.


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W.4.10

Writing Standards


W.4.10— Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

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