Biblioteca     Bud, Not Buddy

After losing his mother four years ago, 10-year-old Bud Caldwell runs away from the foster care system in search of the father he has never met.

Abajo hay algunos pasajes que hemos seleccionado para complementar este libro. Asegúrese de leer los resúmenes de los pasajes y nuestras sugerencias para uso instructivo.

7° Grado Texto Informativo 1020L
An Overview of the Great Depression
Jessica McBirney 2017
Resumen del pasaje:

In the informational text “The Great Depression,” Jessica McBirney discusses the various causes and effects of the Great Depression, as well as how America’s economy eventually recovered.

Cuándo y cómo vincularlos: Have students read this text before reading the novel as historical background on how the Great Depression affected the economy of the U.S. Pair Bud, Not Buddy with “An Overview of The Great Depression” and ask students to consider the economic hardships of the 1930s. As students begin reading chapter one, ask them to determine how the struggles that Bud faces stem from the effects of the Great Depression.
7° Grado Destacar destreza No prosa
Mother to Son
Langston Hughes 1922
Resumen del pasaje:

In “Mother to Son,” a mother utilizes metaphor to communicate the struggles she's faced and the importance of perseverance to her son.

Cuándo y cómo vincularlos: After students have read chapter five, have them read “Mother to Son,” and ask them to compare and contrast the advice given by Bud’s mother and the speaker of the poem to their respective sons. How is the motherly advice similar? How does the advice differ? How do the metaphors used in both (the stairs/doors and the light/dark) compare?
7° Grado Noticias 900L
At The Head of Her Class, and Homeless
NPR Staff 2014
Resumen del pasaje:

In June 2014, NPR published this story about Rashema Melson. At the time, Melson was a homeless high school senior at Anacostia High School in Washington, D.C. She is now a student at Georgetown University.

Cuándo y cómo vincularlos: After reading chapter seven, have students read “At the Head of her Class and Homeless” and compare Rashema Melson and Bud Caldwell’s character traits. What helps Rashema and Bud persist through tough times? How are Rashema and Bud more than simply “homeless”?
8° Grado Poema 1050L
Halsted Street Car
Carl Sandburg 1916
Resumen del pasaje:

Carl Sandburg's poem "Halsted Street Car" (1916) is a critique of working conditions in Chicago. In it, Sandburg paints a powerful picture of the weary faces of the working class.

Cuándo y cómo vincularlos: Introduce “Halsted Street Car” by Carl Sandburg after reading chapter eight, and have students note how Christopher Paul Curtis and Carl Sandburg reveal the community-wide destitution noted in each text. What words does each author use to illustrate the struggles of society? Which author takes a more positive tone toward the difficulties that people face as a community? What different message does each text reveal about community struggles?
8° Grado Poema No prosa
At A Window
Carl Sandburg 1914
Resumen del pasaje:

In this poem, a desperate speaker begs the gods to deliver someone to love.

Cuándo y cómo vincularlos: After reading chapter eight, have students read “At a Window” by Carl Sandburg and ask students to identify what both the speaker of the poem and Bud are looking for to help them deal with adversity. What are the differences in what Bud and the speaker of the poem hope for?
5° Grado Texto Informativo 1020L
Workers’ Rights and the History of Labor Unions
Jessica McBirney 2016
Resumen del pasaje:

This article provides a brief history of labor unions, including common tactics and important advances in workers’ rights.

Cuándo y cómo vincularlos: Before reading chapter 12, read “Workers’ Rights and the History of Labor Unions” and have students discuss why labor unions exist and what they do. How does the inclusion of references to labor unions develop this novel as a work of historical fiction?
7° Grado Texto Informativo 1070L
Emmett Till
Jessica McBirney 2016
Resumen del pasaje:

This informational text explains how the murder of Emmett Till helped spark the Civil Rights Movement.

Cuándo y cómo vincularlos: After reading chapter 12, introduce “Emmett Till” and have students discuss whether or not they think Lefty was correct to warn Bud about being a “young Negro boy” alone on the road. What kind of adversity might Bud have faced if he had encountered someone other than Lefty? Ask students to use evidence from both texts to support their answers.
7° Grado Poema No prosa
Knock Knock
Daniel Beaty 2013
Resumen del pasaje:

In Daniel Beaty’s poem “Knock Knock,” the speaker describes his relationship with his father and how he is impacted by his eventual absence.

Cuándo y cómo vincularlos: After reading chapter 13, introduce “Knock Knock” and ask students to compare and contrast Bud and the speaker of the poem’s perspective on the role of their parents in their lives. How has the lack or a mother or father figure influenced the character/speaker’s identity?
8° Grado Psicología 830L
The Role Reverser: Growing Up Too Soon
Gregory L. Jantz, Ph.D. 2014
Resumen del pasaje:

In this article, Dr. Gregory L. Jantz tells the story of a boy named Adam and the pressures he had to confront following the divorce of his parents. In short, he was forced to grow up too soon.

Cuándo y cómo vincularlos: Introduce “The Role Reverser: Growing Up Too Soon” after reading chapter 14 and ask students determine the traumatic events that occurred in Bud’s life which caused him to grow up too soon. What insights into Bud’s actions does the article offer?
7° Grado Discurso 900L
Steve Jobs' Stanford University Commencement Speech
Steve Jobs 2005
Resumen del pasaje:

In his 2005 commencement address at Stanford University, the late Steve Jobs discusses the challenges that ultimately shaped him into a successful entrepreneur.

Cuándo y cómo vincularlos: After finishing the novel, have students compare and contrast the kinds of adversity that Jobs and Bud faced in their lives. Which of Jobs’ rules for facing life would Bud agree with, and why? Which of Bud’s rules for life might Jobs agree with and why?
8° Grado Poema No prosa
Rudyard Kipling 1910
Resumen del pasaje:

Rudyard Kipling (1865-1939) was an English short story writer, poet, and novelist — as well as a contemporary of Robert Louis Stevenson. He is best known for his novel The Jungle Book. Kipling wrote in Victorian England, and “If” (published in 1910) represents some of the ideal qualities of a “proper Englishman” during that time. Utilizing a paternal tone, the narrator sets out a list of rules by which his son should live.

Cuándo y cómo vincularlos: After finishing the novel, have students compare and contrast the rules both Bud and the poem outline for being an adult/a man. Which rules in the poem are similar to the rules Bud created for himself? What led Bud to create his rules? In the context of both texts, what does it mean to be grown up?