Activity Overview
In this activity, students will identify themes in Bud, Not Buddy and support the theme with details from the text. Several themes are present in the novel, and students should discern how these themes are developed.
Student Example of Theme from Bud, Not Buddy
People Helping People
Throughout the novel, many strangers help Bud survive; they provide shelter, food, transportation, and even lie to keep Bud safe.
- Lefty Lewis provides a ride to Bud after finding him in the woods at 2:30 in the morning.
- Mrs. Sleet provides Bud shelter and breakfast.
- Ms. Thomas not only provides shelter, but also the comfort and affection that Bud so desperately needed when he arrives in Grand Rapids.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a storyboard that identifies recurring themes in Bud, Not Buddy. Illustrate instances of each theme and write a short description below each cell.
- Click "Start Assignment".
- Identify the theme(s) from Bud, Not Buddy you wish to include and replace the "Theme 1" text.
- Create an image for an example that represents this theme.
- Write a description of each of the examples.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Identify Theme(s) | All themes are correctly identified as important recurring topics or messages in the story. | Some themes are correctly identified, but others are missing or do not make sense with the story. | No themes are correctly identified. |
| Identify Symbol(s) | All symbols are correctly identified as objects that represent something else at a higher level in the story. | Most symbols are correctly identified, but some objects are missing or are incorrectly identified as significant symbols. | No symbols are correctly identified. |
| Identify Motif(s) | All motifs are correctly identified as important recurring features or ideas in the story. | Some motifs are correctly identified, but others are missing or incorrect. | No motifs are correctly identified. |
| Examples | All examples support the identified themes, symbols, and motifs. Descriptions clearly say why examples are significant. | Most examples fit the identified themes, symbols, and motifs. Descriptions say why examples are significant. | Most examples do not fit the identified themes, symbols, and motifs. Descriptions are unclear. |
| Depiction | Storyboard cells clearly show connection with the themes, symbols, and motifs and help with understanding. | Most storyboard cells help to show the themes, symbols, and motifs, but some storyboard cells are difficult to understand. | Storyboard cells do not help in understanding the themes, symbols, and motifs. |
Activity Overview
In this activity, students will identify themes in Bud, Not Buddy and support the theme with details from the text. Several themes are present in the novel, and students should discern how these themes are developed.
Student Example of Theme from Bud, Not Buddy
People Helping People
Throughout the novel, many strangers help Bud survive; they provide shelter, food, transportation, and even lie to keep Bud safe.
- Lefty Lewis provides a ride to Bud after finding him in the woods at 2:30 in the morning.
- Mrs. Sleet provides Bud shelter and breakfast.
- Ms. Thomas not only provides shelter, but also the comfort and affection that Bud so desperately needed when he arrives in Grand Rapids.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a storyboard that identifies recurring themes in Bud, Not Buddy. Illustrate instances of each theme and write a short description below each cell.
- Click "Start Assignment".
- Identify the theme(s) from Bud, Not Buddy you wish to include and replace the "Theme 1" text.
- Create an image for an example that represents this theme.
- Write a description of each of the examples.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Identify Theme(s) | All themes are correctly identified as important recurring topics or messages in the story. | Some themes are correctly identified, but others are missing or do not make sense with the story. | No themes are correctly identified. |
| Identify Symbol(s) | All symbols are correctly identified as objects that represent something else at a higher level in the story. | Most symbols are correctly identified, but some objects are missing or are incorrectly identified as significant symbols. | No symbols are correctly identified. |
| Identify Motif(s) | All motifs are correctly identified as important recurring features or ideas in the story. | Some motifs are correctly identified, but others are missing or incorrect. | No motifs are correctly identified. |
| Examples | All examples support the identified themes, symbols, and motifs. Descriptions clearly say why examples are significant. | Most examples fit the identified themes, symbols, and motifs. Descriptions say why examples are significant. | Most examples do not fit the identified themes, symbols, and motifs. Descriptions are unclear. |
| Depiction | Storyboard cells clearly show connection with the themes, symbols, and motifs and help with understanding. | Most storyboard cells help to show the themes, symbols, and motifs, but some storyboard cells are difficult to understand. | Storyboard cells do not help in understanding the themes, symbols, and motifs. |
How To Help Students Blend Themes into Writing
Introduce the Concept of Themes
Explain to students what themes are and why they are an essential part of any form of writing. Teachers can begin with the importance of themes to add depth to the writing and show students some examples of other authors.
Give Brainstorming Exercises
Teachers can provide students with some exercises and reading comprehension where students will read certain paragraphs and identify the main theme behind that paragraph and how the author has integrated that theme into their writing.
Use Symbols and Metaphors
Ask the students to familiarize themselves with symbolism and metaphors. Teachers can provide students with examples of how symbolic writing can represent a theme.
Encourage Expression of Creativity
Give students the chance to participate in creative writing tasks that concentrate on incorporating themes. These exercises can be fun and encourage pupils to try out various writing styles.
Review and Discuss
Teachers can hold discussions or peer reviews where students can share their writing after finishing it and talk about how well the themes are incorporated into the narrative. This encourages progress in subsequent writing and promotes critical thinking.
Frequently Asked Questions About Themes From Bud, Not Buddy
What part does the theme of “family” play in the story?
The story's core topic is family, as Bud looks for his father and a place to fit in. Throughout his trip, he develops relationships with many personalities who, although not being his biological family, end up becoming his "chosen family" and giving him a sense of love, support, and belonging.
What effects does the Great Depression's historical setting have on the book's themes?
The Great Depression serves as a backdrop of financial hardship and societal difficulties that forms the experiences of the protagonists. Since the characters must overcome challenging conditions and forge relationships in order to survive and grow, the historical setting supports the themes of resiliency and family.
How does the author effectively communicate the topics using language and storytelling techniques?
To fully engross readers and grasp their attention in Bud's trip, Christopher Paul Curtis uses rich visualization, humor, and first-person narration. Readers can better grasp the emotional depth and complexity of the subjects covered in the book by experiencing the events through Bud's point of view and understanding his perspective.
How may readers apply the ideas examined in "Bud, Not Buddy" to their own lives?
The value of tenacity, resiliency, and the significance of developing deep relationships with people in the surrounding can all be learned by readers. Readers are taught about the importance of family relationships and belonging through the concepts of love and support exchanged between people rather than only by blood.
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Bud, Not Buddy
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