Turning Point
There are several important turning points in ​Bud, Not Buddy
​
in which
Bud makes a decision ​that changes the course of the story.​
You will complete
​ ​two assignments at the end of this unit:
1) Writing an opinion piece on a turning point in the plot of the
book; and
2) Preparing and performing a scene in a small group.
Writing Task:​ Choose ONE of the turning points in the plot.
Explain what happened and give your opinion of why this
scene is important to the development of the plot. Provide
evidence that supports your opinion. You may pick your own
scene. However, here are some suggestions of turning point
scenes you might use:
★ The reader learns about Bud’s mother (pp. 6-8, and
pp. 38-44).
★ Bud escapes from the Amos family (pp. 31-35).
★ Bud decides to trust Lefty Lewis (pp. 108-112).
★ Bud pushes open the door of the Log Cabin and claims Herman E. Calloway
as his dad (pp. 140-147).
★ Bud shows Herman E. Calloway one of his rocks (pp. 208-213).
Performance/dramatization:​ For the second task, you
will work in a small group assigned by the teacher to
dramatize one of the turning point scenes in the book.
The teacher will assign your small group the pages
covering the scene, which may or may not be the one you
wrote about.
As a group:
★ Decide where to begin and end the scene, which characters should be in the
scene, and the role of the narrator (if you decide there will be one).
★ Decide if the scene should be from Bud’s perspective or if a more neutral role,
such as a narrator, would strengthen the scene.
★ You will need to rehearse, so the students in your group playing the
characters know what to say. You do not have to write out a script, or read
exactly from the book. You do need to represent the characters and the scene
in a way that is true to the book.
Criteria for Success:
·​ ​The turning point in the plot is well-developed and meaningful;
·​ ​The opinion is supported by evidence from the text;
·​ ​Organization of the details and evidence are logical and
reasonable;
·​ ​Rich language is used;
·​ ​Correct use of standard English conventions is demonstrated; and
·​ ​Dramatization and performance are convincing and portray the
scene in a way that is true to the scene in the book.
Written Opinion
Criteria
4
Exceeds
Expectations
3
Meets
Expectations
2
Developing
1
Emerging
Topic/idea development
Full/rich topic
and idea
development;
strong
supporting
details
Adequate topic
development
and key details
Rudimentary
topic
development;
basic
supporting
details
Little or
weak topic
development
and/or
details
Evidence from the text
Logical and/or
persuasive use
of evidence from
the text
Adequate use
of relevant
evidence from
the text
Basic or
simple use of
evidence from
the text
Little or
weak use of
evidence
from the
text
Clarity
Logical
organization,
and effective
use of language
Clear
organization
and language
use
Basic
organization
and language
use
Poor
organization
and language
use
Standard English
conventions
Demonstrates
control of
standard
English
conventions
Errors do not
interfere with
communication
Errors
interfere
somewhat
with
communicatio
n
Little control
of sentence
structure,
grammar,
mechanics
Other​ (write in)
Performance/Dramatization
4
Exceeds
Expectations
3
Meets
Expectations
2
Developing
1
Emerging
Performance
Speaks or
reads fluently,
audibly, with
expression and
frequent eye
contact; topic
and ideas are
particularly
well connected
Speaks or
reads fluently,
audibly, with
some
expression and
eye contact;
stays on topic
Speaks or
reads with
some
fluency,
audibility,
and with
some
expression
and eye
contact;
makes basic
connections
with topic
Speaks or
reads with
little fluency
or audibility;
little
expression or
eye contact;
or with little
connection to
topic
Topic/idea development
Full/rich topic
development;
logical
organization;
strong
supporting
details
Moderate/adeq
uate topic
development,
supporting
details, and
organization
Rudimentar
y topic
development
and
organization;
basic
supporting
details
Little/weak
topic
development,
details;
and/or
organization
Vocabulary and language
Effective use
of language
and rich
vocabulary to
support ideas
Adequate
variety in
language and
vocabulary that
support ideas
Some errors
in use of
language
and
vocabulary;
rudimentary
support for
ideas
Simple
language and
vocabulary
that may not
support ideas
Criteria
Other​ (write in)