Context: 

I created a multi-text study as requirement for my RE 4030 class.  The main text I used for this study is Bud, Not Buddy. I created it for fifth grade.  I included an informational text to support this novel, called Kids During the Great Depression.  I also created a internet workshop for students to look up more information using the Internet on the Great Depression and Hoovervilles.  I created five activities that incorporated the setting, conflict, theme, characterization, and plot.  I came up with a vocabulary lesson that goes along with Bud, Not Buddy. Lastly, I listed eight non-fiction and fiction books that help support Bud, Not Buddy.

Impact:

This multi-text study will be used if I teach fifth grade and could also be used for advanced fourth graders. It made me aware of how to come up with a multi-text and what needs to be included. It has made me feel better prepared when planning for a literature unit and I am more comfortable now. My students will benefit from it because it teaches social studies along with language arts. It also gets students reading which needs to be done constantly in the classroom.

Alignment:

I met Standard 1, Indicator 5, by students are using their existing knowledge about culture, homelessness, and history applying it to the text to make sense of the book. Students are also looking at vocabulary words and making sense of them making looking at the context of the book.

I met Standard 1, Indicator 6, by providing literature to the students and having them work in groups in activities which provides social growth. Students are sharing ideas about literature with each other.

I met Standard 4, Indicator 8, by the teaching about the Great Depression which was a major event in United State history. The internet workshop is based off the Great Depression and learning more about it.

I met Standard 8, Indicator 2, by the having the students look for vocabulary words while reading the novel. Students will also write down important facts down with their informational book.

I met Standard 8, Indicator 3, by asking the students critical questions from the internet sites that pertain to the Great Depression. They are making inferences and developing opinions based off photographs from what they already learned.

I met Standard 8, Indicator 4, by providing a novel to discuss the Great Depression instead of a textbook. They are also given a list of fiction and non-fiction books, so they extend their research on the Great Depression.

I have met Standard 8, Indicator 5, by having the activities that include students writing a newspaper and poems which address different audiences.