Bud, Not Buddy
Before Reading the Book
Like novels, television shows and movies often combine fact and fiction to tell a story that takes place in the past. For instance, the movie The Patriot is set in South Carolina during the Revolutionary War, and the television series Wishbone is set in different time periods. Think of other programs and movies set in the past. Are they based on the lives of real people or on real events? Are audiences looking for information or entertainment when they watch these programs or movies? What do you think the words docudrama and infotainment mean? Why might writers or directors make changes to a true story that is made into a book, television show, or movie? Does the writer or director have a responsibility to make sure that a reader or viewer gets accurate information? Or should the reader or viewer be responsible for sorting out fact and fiction? Why might it be important to know which parts of a story are real and which are made up?
Bud, not Buddy Chapters 1–3
Reading Strategy:
First Person Point of View
Look at the first few paragraphs of Chapter 1. Notice that the narrator, or person telling the story, uses the words we, me, I, my, and our. When the narrator of the story uses these first-person pronouns, the story is told from the first-person point of view. You learn not only what happens to the character, but also what he or she is thinking and feeling. Keep in mind as you read that the story might be different if it were told from another character’s point of view.
Writing in the First Person Point of View
1. Write about the events of Chapter 2 from Todd’s point of view. Use first-person pronouns to tell what Todd would be thinking and feeling. How do your feelings about him change?
For Your Discussion Group
Write your answer below. Include examples from the story to back up your opinion. Share your response with the rest of the group.
Bud said that six is a rough age to be because that is when kids start becoming adults. Brainstorm with your group to develop a definition of adult. Is being an adult a matter of age, life experience, or wisdom? How is being an adult different from being a child?
List some typical behaviors of children and adults. What behaviors might indicate that a teenager is moving beyond childhood into adulthood? Does every family and culture have the same expectations for adults and children?
Has Bud handled the problems he’s faced as a child or as an adult?
Writer’s Craft: Cliffhangers
Look at the last sentences of Chapters 1-3. Notice that each of them leaves you at an important point in the story and makes you wonder what will happen in the next chapter. Will Bud be happy at his new foster home? What will happen once he’s locked in the shed? How will he get his revenge on the Amoses? Final sentences that leave you hanging, that is, leave you wondering what will happen next, are called cliffhangers. Like all good writers, Christopher Paul Curtis knows the importance of keeping readers engaged and eager to find out what’s going to happen next. Why do you think he ended these chapters with cliffhangers? What other questions do these endings bring to mind?
Bud, not Buddy Chapters 4–7
Reading Strategy:
Separating Fact from Fiction
Bud, Not Buddy takes place in the state of Michigan during the time of the Great Depression. Although the characters in the story are made up, the way the characters live and many of the people and events mentioned in the story are real. It is this interweaving of fact and fiction that makes the story convincing. An author has to spend time researching the past in order to portray historical times, events, and characters accurately and believably. As you read, stop every now and then to think about which parts of the story are fact and which are fiction.
Writing by Separating Fact from Fiction
When Bud enters the Amos house in Chapter 4, he notices their “icebox” and is surprised that there is “hot water running right into the house.” What do his reactions tell you about his life and about life in general during the 1930s? What other factual details are woven into the story? Are there any 1930s terms you don’t understand or situations you find confusing?
Bud takes revenge on Todd, studies the picture of his mother, meets a “pretend” family, and goes to the library for help. What do his actions reveal about his personality? What words describe him best?
In Chapter 6, Bud tells how his mom named him. How does his explanation help us understand why he wants people to call him Bud, not Buddy?
For Your Discussion Group
Write your answer below. Include examples from the story to back up your opinion. Share your response with the rest of the group.
At the end of Chapter 7, Bud says the following: That library door closing after I walked out was the exact kind of door Momma had told me about. I knew that since it had closed the next one was about to open. Paraphrase, or put into your own words, what Bud’s mom wanted him to know about doors opening and closing.
Is a door closing always a bad thing? Give examples to support your opinion.
Does Bud know where the next door will lead him? What are his options? Describe his attitude. Does he seem to be fearful?
Writer’s Craft: Irony
Sometimes people say exactly the opposite of what they mean. For instance, you might say, “I just love cleaning my room” when you actually mean that you don’t like to clean it at all! Such twists in the meaning of words are examples of irony. Writers use irony to grab the attention of readers. Often irony will cause readers to smile or make them think in a different way. Situations can also be ironic. In Chapter 6, when Bud’s pretend family is waiting in the food line at the mission, they see a sign that shows a happy, rich, white family riding in a car. “There’s no place like America today!” reads the sign. What is ironic about the picture and its caption?
Think about the people looking at the sign and their circumstances. Do they live in the same America that is pictured on the billboard?
What other instances of irony have you noticed in the book?
Bud, not Buddy Chapter 8
Reading Strategy:
Recognizing Clues in the Text
Chapter 8 is the longest chapter in the book. Flip through the chapter until you find the two breaks or white spaces in the text that break the chapter into three sections. Breaks in the text are like road signs. They indicate that something in the story is changing—perhaps time has passed, the location has changed, or the point of view is switching to another character. For instance, the first part of Chapter 8 takes place in the morning when Bud wakes up; the second part takes place that night when he and Bugs finally get to Hooverville; and the third part takes place the next morning when the train comes through. Paying attention to clues in the text prevents confusion!
Writing About Recognizing Clues in the Text
Look closely at the three sections in Chapter 8. Try to ignore the breaks as you read these parts of the chapter. Are the breaks necessary? What else might the author have done to indicate the passage of time or a change in location?
When Bugs talks about riding the rails on page 62, he says, “There’s always fruits to be picked out west.” Literally, he means that they can earn enough money to live. But what if “fruits” is read figuratively? What might it symbolize or stand for about life out west? What might the boys want in a new life?
Bud obviously wants to be part of a family. Why do you think he feels this way?
Doesn’t he seem to be getting along pretty well by himself? Deza tells Bud, “But I guess you’re different, aren’t you, Bud? I guess you sort of carry your family around inside of you, huh?” Is she right?
For Your Discussion Group
Write your answer below. Include examples from the story to back up your opinion. Share your response with the rest of the group.
Reread the pages of Chapter 8 that tell about Bugs and Bud’s visit to Hooverville. What kind of town do the boys find when they get there? What words and phrases could you use to describe the town to someone who knew nothing about Hoovervilles?
Who lives in Hooverville? Why are they there? How do the residents of Hooverville manage to live together peacefully? How do they treat one another? What are the rules of the community, both written and unwritten?
What were your first impressions about life in Hooverville? Did your ideas change by the time you finished the chapter?
Writer’s Craft: Dialogue
As you’ve been reading Bud, Not Buddy, you’ve probably noticed that the author often lets the voices of Bud and the people he meets tell the story. Usually their conversations follow a typical he said-she said pattern, but the conversation between Bud and Bugs near the beginning of Chapter 8 is different. I said, “Uh-huh, we kind of had a fight. How long’s it take to get out west?” Bugs said, “Depends on how many trains you got to hop. Was he really two years older than you?” “Uh-huh, he was twelve. Is it fun to hop a train?” “Some of the time it is, some of the time it’s scary. We heard he was kind of big too, was he?” Two conversations are really going on at once. Bugs wants to find out about the fight, and Bud wants to know about riding the rails.
Find the whole passage in the book, and read it aloud with a friend. Notice how the author worked out a pattern of questions and answers that keeps this complicated conversation from becoming confusing. When you’re writing dialogue, ask friends to read it aloud while you listen and edit.
Bud, not Buddy Chapters 9–10
Reading Strategy:
Making Predictions
What did you think when Bud made his plans to walk 120 miles to Grand Rapids? Did you think something like, “That’s too far. He’ll never make it!” If you made a prediction, you’ve picked up one of the habits of a good reader. Developing predictions means that you understand the basics of the story and are thoughtfully evaluating what’s going on and why. Always be sure you can supply evidence from the story to support your predictions.
Writing about Making Predictions
Think about the events so far in the story. What predictions did you make? Did you expect that Bud would be unhappy in his foster home, that he would take revenge on Todd in a fairly nice way, or that he would try to escape from the man by stealing his car? Have your predictions turned out to be correct? Explain why or why not.
What’s the difference between knowledge and wisdom? How do you become knowledgeable or wise? In what ways is Bud knowledgeable? Is he wise? Use examples from the story to support your opinion.
Bud spends a lot of time in the library. Why does he enjoy it so much? What is your special place? What do you like about it?
For Your Discussion Group
Write your answer below. Include examples from the story to back up your opinion. Share your response with the rest of the group.
A How did Bud respond when he was bullied by Billy Burns at the orphanage? What power did Billy have over the other kids? What does he have in common with real-life bullies?
Although Bud doesn’t seem very frightened of Billy, he is frightened by the behavior of the man who stops and offers him a ride. Why is he scared? Read aloud the passages that support your ideas. What were your first impressions of the man?
There are a lot of funny episodes in Bud, Not Buddy. Read aloud your favorites. Talk about what makes them so enjoyable. Does everyone agree about which passages are humorous? What makes passages funny to different individuals?
Writer’s Craft: Comparisons—Similes and Metaphors
Two kinds of comparisons that help relay complex ideas are similes and metaphors.
You can identify similes easily because they always begin with the words like or as. In
Chapter 8, Deza says, “My momma says these poor kids on the road all alone are like dust in the wind.” In Chapter 9, Bud explains why he thinks ideas are like seeds. A metaphor can be more difficult to identify because it does not use signal words such as like or as. A metaphor emphasizes the similarities between two different things. For example, the librarian who helps Bud says, “ . . . knowledge is a food.” What does she mean by that? In order to understand a metaphor, you have to think beyond obvious differences. Think about how food helps you and what happens if you don’t have enough. Think about how knowledge helps you and what happens if you don’t have enough. What other similes or metaphors can you find in Bud, Not Buddy? Record them below. Identify them as similes or metaphors.
Bud not Buddy Chapters 11–12
Reading Strategy:
Drawing Conclusions
Authors don’t come right out and tell readers the whole story all at one time. Readers must collect information, look at the evidence the author presents, and draw conclusions about what’s happening in the story and why. Sometimes as a story develops, conclusions turn out to be incorrect and must be revised. What conclusions have you reached and revised as you’ve read this book?
Writing about Drawing Conclusions
What conclusions have you been drawing about Bud’s search for his father? Will he be successful? Explain your reasoning.
Bud collects evidence, but does he always draw the right conclusion? How did he jump to the wrong conclusion about Mr. Lewis?
Does Bud’s experience with Mr. Lewis remind you of a time when you may have jumped to a conclusion too quickly? Describe what happened.
For Your Discussion Group
Write your answer below. Include examples from the story to back up your opinion. Share your response with the rest of the group.
Bud claims to be a good liar. Is he? Does he lie more than he has to? What do you think about his claim that lying to other kids is different from lying to adults? Is Bud right about that?
Compare Kim and Scott Sleet to Todd Amos. How is the Sleet household different from the Amos household? What might account for the differences?
What was your reaction to Mr. Lewis’s car being stopped by the policeman? Was Mr. Lewis’s attitude the same before and after the stop? Why do you think he is willing to risk carrying the flyers?
Review the comments Mr. Lewis makes about Herman Calloway. What were your first impressions of Mr. Calloway?
Writer’s Craft: Character Development
What does Mr. Lewis look like? What kind of man is he? If you reread the passages about Mr. Lewis, you’ll notice that the author doesn’t give us many details about his physical appearance. Neither does Christopher Paul Curtis tell exactly what kind of man Mr. Lewis is. Instead, we see how Mr. Lewis treats Bud and how he interacts with his daughter and her family. The author gives the character’s words and shows his actions, and readers draw their own conclusions. Write about what kind of man you think Mr. Lewis is and what he looks like.
Bud not Buddy Chapters 13–15
Reading Strategy: Focusing on Details
If you carefully read the descriptions of the girl’s bedroom at the beginning and end of Chapter 15, you can probably draw it from the details the author gives. Details help readers imagine a character’s looks and physical surroundings; they also provide clues to a character’s personality and behavior. What do you learn about the girl from the description of her room and the things in it?
Writing about Focusing on Detail
Think about the three families Bud has met so far in the story, the Amoses, Deza Malone and her mom, and Mr. Lewis and the Sleets. What are the details that make these families different from one another? Do all the families seem like real families?
On page 179, Mr. Calloway says to Bud, “You’ve got the rest of them fooled, but not me. There’s something about you that I don’t like.” Does he really mean it? What do you think it is about Bud that he doesn’t like?
After being strong all through the story, why does Bud begin to cry at the end of Chapter 14?
For Your Discussion Group
Write your answer below. Include examples from the story to back up your opinion. Share your response with the rest of the group.
Flip through the book and make a list of “Bud’s Rules and Things.” Are his rules useful? What rules would you add to help him get along in his present situation?
Mr. Calloway locked the closet doors in Bud’s bedroom. How does that fit in with Bud’s theory that when one door closes, another opens?
Do the characters seem real, or are they stereotypes? Are the women all kind and loving like Miss Thomas and the men gruff and unfeeling like Mr. Calloway?
Writer’s Craft: Euphemisms
Rules and Things Number 28 Gone = dead! Sometimes, when the feelings attached to a word are unpleasant or very strong, we choose to use another word instead. Dead is one of those words. Often you will hear people say at rest, passed on, expired, or deceased in its place. Other examples of euphemisms are intoxicated, stout, and senior citizen. Which words do they replace? Bud seems to have no patience for euphemisms. Explain whether you agree or disagree with him.
Bud, Not Buddy Chapters 16–18
Reading Strategy:
Identifying Confusing Parts
As the story comes to a close, be sure you understand what’s going on. If you get to a section that confuses you, look back through the chapter until you find the last section you understood completely. Read through the confusing section again and try to diagnose the problem. Are there unfamiliar words or phrases? Did you lose track of who was speaking? Are the sentences long and complex? Often identifying a problem goes a long way towards solving it. If you run into a confusing passage that really stumps you, discuss it with your group.
Writing about Confusing Parts
What causes you to get lost when you’re reading? What is your strategy for getting back into the story? Write about the passages in Bud, Not Buddy you’ve found confusing.
Do you think Mr. Calloway is mistreating Bud? Why is Bud happy with his situation? In what ways is his life better than it was before?
You’ve probably noticed that the band members freely tease and joke with one another. What’s the tone or feeling of their discussion at the beginning of Chapter 18? How does the segregated society of the time show in their work and their dealings with one another?
For Your Discussion Group
Write your answer below. Include examples from the story to back up your opinion. Share your response with the rest of the group.
Did you expect that Mr. Calloway would turn out to be Bud’s grandfather? What hints did the author provide? Clear up any confusion by referring back to Chapters 12-18.
What does Miss Thomas mean when she tells Bud on page 191, “Something tells me you were a godsend to us, you keep that in mind all of the time, OK?” Do you agree with her? Why should Bud always remember that?
Bud’s been very particular about his name. Why do you suppose he’s so happy to have the band give him a nickname?
Writer’s Craft: Foreshadowing
In Chapter 8, after Bud misses the train that was to take him to the West, he looks at the blue flyer and notices the similarities between his name, Caldwell, and Calloway, the name of the man on the flyer. This is an example of foreshadowing, the hints a clever author gives readers about what might happen later in the story. Sometimes it takes a second reading to identify clues. Skim through the parts of the story about Bud’s family and write about other details that foreshadow future events in the story.
Bud, Not Buddy Chapter 19 and Afterword
Reading Strategy:
Understanding an Author’s Purpose
Sometimes you have to read between the lines to figure out what the author is trying to tell you. But in some books, an author’s message is spelled out in the beginning of a book in a preface, introduction, or foreword or at the end in an afterword. What do you learn in the Afterword about Christopher Paul Curtis’s purpose for writing Bud, Not Buddy? How does that information affect your feelings about the book?
Writing about Author’s Purpose
Summarize what Christopher Paul Curtis says to his readers in the Afterword. Did reading about his family and their part in his novel change your feelings about the story? What was your response to the photographs?
Looking at the evidence in the story, describe the relationship between Bud’s mom and her father. What might have caused their estrangement? Were they both happy about the separation? If not, why did it last so long?
Despite all that happens to Bud, there only seem to be a few times when he is uneasy or afraid. How do you account for this?
For Your Discussion Group
Write your answer below. Include examples from the story to back up your opinion. Share your response with the rest of the group.
Think about where Bud was when the story started and where he is at the end. What enabled him to survive? Was it luck, skill, or something else?
The author tells us in the Afterword that some story ideas for the novel came from his family and other parts grew from his imagination and research. Can you identify which parts of the story came from each source? Are there parts of the story you’re not sure about? Do the different parts blend successfully?
Racism plays an essential, but subtle role in this story. How did it affect you as you were reading? Were you aware that most of the characters were African American? What would the story be missing without the element of race in it?
Writer’s Craft: Developing Story Ideas
Sometimes developing an idea for a story is the hardest part of writing. Next time, do what Christopher Paul Curtis did. Let your story grow from the people you know.
Interview them about their lives, and do some library research to fill in the details. Good questions to ask in an interview are open-ended and require an extended answer.
“When were you born” will only earn a short answer. “Tell me about your school years” will draw out more. You can always follow up with specific questions to fill in the gaps.
Take a moment to think of someone who has an interesting life. Write a set of open-ended questions you might ask him or her.
Bud, Not Buddy After Reading
An author carries out his or her purpose by developing themes or important ideas in a story. Reflect on what you’ve read. What does Christopher Paul Curtis want you to remember about families, survival, hope, and opportunity? Go back to the story and check your journal writings to refresh your memory. Sometimes when you finish reading a novel, there is unfinished business. You might have a good idea about what happened to the characters before and during the story, but you’re left wondering what might happen to them after the story. Write about the following questions:
Will Bud’s life with his grandfather be a happy one? Will Bud actually turn out to be a godsend to his grandfather as Miss Thomas predicted?
What part will the band, Miss Thomas, and music play in Bud’s new life?
How will Herman Calloway feel about having his grandson in his life? How will he treat Bud?
Before Reading the Book
Like novels, television shows and movies often combine fact and fiction to tell a story that takes place in the past. For instance, the movie The Patriot is set in South Carolina during the Revolutionary War, and the television series Wishbone is set in different time periods. Think of other programs and movies set in the past. Are they based on the lives of real people or on real events? Are audiences looking for information or entertainment when they watch these programs or movies? What do you think the words docudrama and infotainment mean? Why might writers or directors make changes to a true story that is made into a book, television show, or movie? Does the writer or director have a responsibility to make sure that a reader or viewer gets accurate information? Or should the reader or viewer be responsible for sorting out fact and fiction? Why might it be important to know which parts of a story are real and which are made up?
Bud, not Buddy Chapters 1–3
Reading Strategy:
First Person Point of View
Look at the first few paragraphs of Chapter 1. Notice that the narrator, or person telling the story, uses the words we, me, I, my, and our. When the narrator of the story uses these first-person pronouns, the story is told from the first-person point of view. You learn not only what happens to the character, but also what he or she is thinking and feeling. Keep in mind as you read that the story might be different if it were told from another character’s point of view.
Writing in the First Person Point of View
1. Write about the events of Chapter 2 from Todd’s point of view. Use first-person pronouns to tell what Todd would be thinking and feeling. How do your feelings about him change?
For Your Discussion Group
Write your answer below. Include examples from the story to back up your opinion. Share your response with the rest of the group.
Bud said that six is a rough age to be because that is when kids start becoming adults. Brainstorm with your group to develop a definition of adult. Is being an adult a matter of age, life experience, or wisdom? How is being an adult different from being a child?
List some typical behaviors of children and adults. What behaviors might indicate that a teenager is moving beyond childhood into adulthood? Does every family and culture have the same expectations for adults and children?
Has Bud handled the problems he’s faced as a child or as an adult?
Writer’s Craft: Cliffhangers
Look at the last sentences of Chapters 1-3. Notice that each of them leaves you at an important point in the story and makes you wonder what will happen in the next chapter. Will Bud be happy at his new foster home? What will happen once he’s locked in the shed? How will he get his revenge on the Amoses? Final sentences that leave you hanging, that is, leave you wondering what will happen next, are called cliffhangers. Like all good writers, Christopher Paul Curtis knows the importance of keeping readers engaged and eager to find out what’s going to happen next. Why do you think he ended these chapters with cliffhangers? What other questions do these endings bring to mind?
Bud, not Buddy Chapters 4–7
Reading Strategy:
Separating Fact from Fiction
Bud, Not Buddy takes place in the state of Michigan during the time of the Great Depression. Although the characters in the story are made up, the way the characters live and many of the people and events mentioned in the story are real. It is this interweaving of fact and fiction that makes the story convincing. An author has to spend time researching the past in order to portray historical times, events, and characters accurately and believably. As you read, stop every now and then to think about which parts of the story are fact and which are fiction.
Writing by Separating Fact from Fiction
When Bud enters the Amos house in Chapter 4, he notices their “icebox” and is surprised that there is “hot water running right into the house.” What do his reactions tell you about his life and about life in general during the 1930s? What other factual details are woven into the story? Are there any 1930s terms you don’t understand or situations you find confusing?
Bud takes revenge on Todd, studies the picture of his mother, meets a “pretend” family, and goes to the library for help. What do his actions reveal about his personality? What words describe him best?
In Chapter 6, Bud tells how his mom named him. How does his explanation help us understand why he wants people to call him Bud, not Buddy?
For Your Discussion Group
Write your answer below. Include examples from the story to back up your opinion. Share your response with the rest of the group.
At the end of Chapter 7, Bud says the following: That library door closing after I walked out was the exact kind of door Momma had told me about. I knew that since it had closed the next one was about to open. Paraphrase, or put into your own words, what Bud’s mom wanted him to know about doors opening and closing.
Is a door closing always a bad thing? Give examples to support your opinion.
Does Bud know where the next door will lead him? What are his options? Describe his attitude. Does he seem to be fearful?
Writer’s Craft: Irony
Sometimes people say exactly the opposite of what they mean. For instance, you might say, “I just love cleaning my room” when you actually mean that you don’t like to clean it at all! Such twists in the meaning of words are examples of irony. Writers use irony to grab the attention of readers. Often irony will cause readers to smile or make them think in a different way. Situations can also be ironic. In Chapter 6, when Bud’s pretend family is waiting in the food line at the mission, they see a sign that shows a happy, rich, white family riding in a car. “There’s no place like America today!” reads the sign. What is ironic about the picture and its caption?
Think about the people looking at the sign and their circumstances. Do they live in the same America that is pictured on the billboard?
What other instances of irony have you noticed in the book?
Bud, not Buddy Chapter 8
Reading Strategy:
Recognizing Clues in the Text
Chapter 8 is the longest chapter in the book. Flip through the chapter until you find the two breaks or white spaces in the text that break the chapter into three sections. Breaks in the text are like road signs. They indicate that something in the story is changing—perhaps time has passed, the location has changed, or the point of view is switching to another character. For instance, the first part of Chapter 8 takes place in the morning when Bud wakes up; the second part takes place that night when he and Bugs finally get to Hooverville; and the third part takes place the next morning when the train comes through. Paying attention to clues in the text prevents confusion!
Writing About Recognizing Clues in the Text
Look closely at the three sections in Chapter 8. Try to ignore the breaks as you read these parts of the chapter. Are the breaks necessary? What else might the author have done to indicate the passage of time or a change in location?
When Bugs talks about riding the rails on page 62, he says, “There’s always fruits to be picked out west.” Literally, he means that they can earn enough money to live. But what if “fruits” is read figuratively? What might it symbolize or stand for about life out west? What might the boys want in a new life?
Bud obviously wants to be part of a family. Why do you think he feels this way?
Doesn’t he seem to be getting along pretty well by himself? Deza tells Bud, “But I guess you’re different, aren’t you, Bud? I guess you sort of carry your family around inside of you, huh?” Is she right?
For Your Discussion Group
Write your answer below. Include examples from the story to back up your opinion. Share your response with the rest of the group.
Reread the pages of Chapter 8 that tell about Bugs and Bud’s visit to Hooverville. What kind of town do the boys find when they get there? What words and phrases could you use to describe the town to someone who knew nothing about Hoovervilles?
Who lives in Hooverville? Why are they there? How do the residents of Hooverville manage to live together peacefully? How do they treat one another? What are the rules of the community, both written and unwritten?
What were your first impressions about life in Hooverville? Did your ideas change by the time you finished the chapter?
Writer’s Craft: Dialogue
As you’ve been reading Bud, Not Buddy, you’ve probably noticed that the author often lets the voices of Bud and the people he meets tell the story. Usually their conversations follow a typical he said-she said pattern, but the conversation between Bud and Bugs near the beginning of Chapter 8 is different. I said, “Uh-huh, we kind of had a fight. How long’s it take to get out west?” Bugs said, “Depends on how many trains you got to hop. Was he really two years older than you?” “Uh-huh, he was twelve. Is it fun to hop a train?” “Some of the time it is, some of the time it’s scary. We heard he was kind of big too, was he?” Two conversations are really going on at once. Bugs wants to find out about the fight, and Bud wants to know about riding the rails.
Find the whole passage in the book, and read it aloud with a friend. Notice how the author worked out a pattern of questions and answers that keeps this complicated conversation from becoming confusing. When you’re writing dialogue, ask friends to read it aloud while you listen and edit.
Bud, not Buddy Chapters 9–10
Reading Strategy:
Making Predictions
What did you think when Bud made his plans to walk 120 miles to Grand Rapids? Did you think something like, “That’s too far. He’ll never make it!” If you made a prediction, you’ve picked up one of the habits of a good reader. Developing predictions means that you understand the basics of the story and are thoughtfully evaluating what’s going on and why. Always be sure you can supply evidence from the story to support your predictions.
Writing about Making Predictions
Think about the events so far in the story. What predictions did you make? Did you expect that Bud would be unhappy in his foster home, that he would take revenge on Todd in a fairly nice way, or that he would try to escape from the man by stealing his car? Have your predictions turned out to be correct? Explain why or why not.
What’s the difference between knowledge and wisdom? How do you become knowledgeable or wise? In what ways is Bud knowledgeable? Is he wise? Use examples from the story to support your opinion.
Bud spends a lot of time in the library. Why does he enjoy it so much? What is your special place? What do you like about it?
For Your Discussion Group
Write your answer below. Include examples from the story to back up your opinion. Share your response with the rest of the group.
A How did Bud respond when he was bullied by Billy Burns at the orphanage? What power did Billy have over the other kids? What does he have in common with real-life bullies?
Although Bud doesn’t seem very frightened of Billy, he is frightened by the behavior of the man who stops and offers him a ride. Why is he scared? Read aloud the passages that support your ideas. What were your first impressions of the man?
There are a lot of funny episodes in Bud, Not Buddy. Read aloud your favorites. Talk about what makes them so enjoyable. Does everyone agree about which passages are humorous? What makes passages funny to different individuals?
Writer’s Craft: Comparisons—Similes and Metaphors
Two kinds of comparisons that help relay complex ideas are similes and metaphors.
You can identify similes easily because they always begin with the words like or as. In
Chapter 8, Deza says, “My momma says these poor kids on the road all alone are like dust in the wind.” In Chapter 9, Bud explains why he thinks ideas are like seeds. A metaphor can be more difficult to identify because it does not use signal words such as like or as. A metaphor emphasizes the similarities between two different things. For example, the librarian who helps Bud says, “ . . . knowledge is a food.” What does she mean by that? In order to understand a metaphor, you have to think beyond obvious differences. Think about how food helps you and what happens if you don’t have enough. Think about how knowledge helps you and what happens if you don’t have enough. What other similes or metaphors can you find in Bud, Not Buddy? Record them below. Identify them as similes or metaphors.
Bud not Buddy Chapters 11–12
Reading Strategy:
Drawing Conclusions
Authors don’t come right out and tell readers the whole story all at one time. Readers must collect information, look at the evidence the author presents, and draw conclusions about what’s happening in the story and why. Sometimes as a story develops, conclusions turn out to be incorrect and must be revised. What conclusions have you reached and revised as you’ve read this book?
Writing about Drawing Conclusions
What conclusions have you been drawing about Bud’s search for his father? Will he be successful? Explain your reasoning.
Bud collects evidence, but does he always draw the right conclusion? How did he jump to the wrong conclusion about Mr. Lewis?
Does Bud’s experience with Mr. Lewis remind you of a time when you may have jumped to a conclusion too quickly? Describe what happened.
For Your Discussion Group
Write your answer below. Include examples from the story to back up your opinion. Share your response with the rest of the group.
Bud claims to be a good liar. Is he? Does he lie more than he has to? What do you think about his claim that lying to other kids is different from lying to adults? Is Bud right about that?
Compare Kim and Scott Sleet to Todd Amos. How is the Sleet household different from the Amos household? What might account for the differences?
What was your reaction to Mr. Lewis’s car being stopped by the policeman? Was Mr. Lewis’s attitude the same before and after the stop? Why do you think he is willing to risk carrying the flyers?
Review the comments Mr. Lewis makes about Herman Calloway. What were your first impressions of Mr. Calloway?
Writer’s Craft: Character Development
What does Mr. Lewis look like? What kind of man is he? If you reread the passages about Mr. Lewis, you’ll notice that the author doesn’t give us many details about his physical appearance. Neither does Christopher Paul Curtis tell exactly what kind of man Mr. Lewis is. Instead, we see how Mr. Lewis treats Bud and how he interacts with his daughter and her family. The author gives the character’s words and shows his actions, and readers draw their own conclusions. Write about what kind of man you think Mr. Lewis is and what he looks like.
Bud not Buddy Chapters 13–15
Reading Strategy: Focusing on Details
If you carefully read the descriptions of the girl’s bedroom at the beginning and end of Chapter 15, you can probably draw it from the details the author gives. Details help readers imagine a character’s looks and physical surroundings; they also provide clues to a character’s personality and behavior. What do you learn about the girl from the description of her room and the things in it?
Writing about Focusing on Detail
Think about the three families Bud has met so far in the story, the Amoses, Deza Malone and her mom, and Mr. Lewis and the Sleets. What are the details that make these families different from one another? Do all the families seem like real families?
On page 179, Mr. Calloway says to Bud, “You’ve got the rest of them fooled, but not me. There’s something about you that I don’t like.” Does he really mean it? What do you think it is about Bud that he doesn’t like?
After being strong all through the story, why does Bud begin to cry at the end of Chapter 14?
For Your Discussion Group
Write your answer below. Include examples from the story to back up your opinion. Share your response with the rest of the group.
Flip through the book and make a list of “Bud’s Rules and Things.” Are his rules useful? What rules would you add to help him get along in his present situation?
Mr. Calloway locked the closet doors in Bud’s bedroom. How does that fit in with Bud’s theory that when one door closes, another opens?
Do the characters seem real, or are they stereotypes? Are the women all kind and loving like Miss Thomas and the men gruff and unfeeling like Mr. Calloway?
Writer’s Craft: Euphemisms
Rules and Things Number 28 Gone = dead! Sometimes, when the feelings attached to a word are unpleasant or very strong, we choose to use another word instead. Dead is one of those words. Often you will hear people say at rest, passed on, expired, or deceased in its place. Other examples of euphemisms are intoxicated, stout, and senior citizen. Which words do they replace? Bud seems to have no patience for euphemisms. Explain whether you agree or disagree with him.
Bud, Not Buddy Chapters 16–18
Reading Strategy:
Identifying Confusing Parts
As the story comes to a close, be sure you understand what’s going on. If you get to a section that confuses you, look back through the chapter until you find the last section you understood completely. Read through the confusing section again and try to diagnose the problem. Are there unfamiliar words or phrases? Did you lose track of who was speaking? Are the sentences long and complex? Often identifying a problem goes a long way towards solving it. If you run into a confusing passage that really stumps you, discuss it with your group.
Writing about Confusing Parts
What causes you to get lost when you’re reading? What is your strategy for getting back into the story? Write about the passages in Bud, Not Buddy you’ve found confusing.
Do you think Mr. Calloway is mistreating Bud? Why is Bud happy with his situation? In what ways is his life better than it was before?
You’ve probably noticed that the band members freely tease and joke with one another. What’s the tone or feeling of their discussion at the beginning of Chapter 18? How does the segregated society of the time show in their work and their dealings with one another?
For Your Discussion Group
Write your answer below. Include examples from the story to back up your opinion. Share your response with the rest of the group.
Did you expect that Mr. Calloway would turn out to be Bud’s grandfather? What hints did the author provide? Clear up any confusion by referring back to Chapters 12-18.
What does Miss Thomas mean when she tells Bud on page 191, “Something tells me you were a godsend to us, you keep that in mind all of the time, OK?” Do you agree with her? Why should Bud always remember that?
Bud’s been very particular about his name. Why do you suppose he’s so happy to have the band give him a nickname?
Writer’s Craft: Foreshadowing
In Chapter 8, after Bud misses the train that was to take him to the West, he looks at the blue flyer and notices the similarities between his name, Caldwell, and Calloway, the name of the man on the flyer. This is an example of foreshadowing, the hints a clever author gives readers about what might happen later in the story. Sometimes it takes a second reading to identify clues. Skim through the parts of the story about Bud’s family and write about other details that foreshadow future events in the story.
Bud, Not Buddy Chapter 19 and Afterword
Reading Strategy:
Understanding an Author’s Purpose
Sometimes you have to read between the lines to figure out what the author is trying to tell you. But in some books, an author’s message is spelled out in the beginning of a book in a preface, introduction, or foreword or at the end in an afterword. What do you learn in the Afterword about Christopher Paul Curtis’s purpose for writing Bud, Not Buddy? How does that information affect your feelings about the book?
Writing about Author’s Purpose
Summarize what Christopher Paul Curtis says to his readers in the Afterword. Did reading about his family and their part in his novel change your feelings about the story? What was your response to the photographs?
Looking at the evidence in the story, describe the relationship between Bud’s mom and her father. What might have caused their estrangement? Were they both happy about the separation? If not, why did it last so long?
Despite all that happens to Bud, there only seem to be a few times when he is uneasy or afraid. How do you account for this?
For Your Discussion Group
Write your answer below. Include examples from the story to back up your opinion. Share your response with the rest of the group.
Think about where Bud was when the story started and where he is at the end. What enabled him to survive? Was it luck, skill, or something else?
The author tells us in the Afterword that some story ideas for the novel came from his family and other parts grew from his imagination and research. Can you identify which parts of the story came from each source? Are there parts of the story you’re not sure about? Do the different parts blend successfully?
Racism plays an essential, but subtle role in this story. How did it affect you as you were reading? Were you aware that most of the characters were African American? What would the story be missing without the element of race in it?
Writer’s Craft: Developing Story Ideas
Sometimes developing an idea for a story is the hardest part of writing. Next time, do what Christopher Paul Curtis did. Let your story grow from the people you know.
Interview them about their lives, and do some library research to fill in the details. Good questions to ask in an interview are open-ended and require an extended answer.
“When were you born” will only earn a short answer. “Tell me about your school years” will draw out more. You can always follow up with specific questions to fill in the gaps.
Take a moment to think of someone who has an interesting life. Write a set of open-ended questions you might ask him or her.
Bud, Not Buddy After Reading
An author carries out his or her purpose by developing themes or important ideas in a story. Reflect on what you’ve read. What does Christopher Paul Curtis want you to remember about families, survival, hope, and opportunity? Go back to the story and check your journal writings to refresh your memory. Sometimes when you finish reading a novel, there is unfinished business. You might have a good idea about what happened to the characters before and during the story, but you’re left wondering what might happen to them after the story. Write about the following questions:
Will Bud’s life with his grandfather be a happy one? Will Bud actually turn out to be a godsend to his grandfather as Miss Thomas predicted?
What part will the band, Miss Thomas, and music play in Bud’s new life?
How will Herman Calloway feel about having his grandson in his life? How will he treat Bud?