NCDPI – AIG Instructional Resource: Background Information
Resource Title: Say What?! A Literal & Figurative Glossary, and Accompanying Thesaurus, to
Subject Area/Grade Level (s): English Language Arts/Grade 3
Bud, Not Buddy Task 3
Time Frame: Two to Three 45-minute class periods
Common Core/Essential Standard Addressed:
R.L.3.4 Determine the meaning of words/phrases as they’re used in a text, distinguishing literal from nonliteral language.
W.3.8 Recall information from experiences, or gather information from print and digital sources; take brief notes on sources and sort evidence
into provided categories.
L.3.5 Demonstrate understanding of word relationships and nuances in word meanings.
a. Distinguish between the literal and nonliteral meanings of words and phrases in context
Additional Standards Addressed: NA
Brief Description of Lesson/Task/Activity: This activity for gifted learners complements close reading of Bud, Not Buddy by Christopher Paul
Curtis. The whole-group reading of the novel should include independent reading, read aloud, literature circle groups, teacher conferences
regarding comprehension, and other activities designed to engage all learners in high-level thinking about the text. Instruction regarding
figurative/nonliteral language (idioms, similes, metaphors, figures of speech) must be explicitly taught, as well, through the reading & analysis of
various texts containing nonliteral language, modeling the process for creating such sayings and figures of speech, group work deciphering
various figures of speech in context, and the creation of students’ own figures of speech. Throughout the reading of Bud, Not Buddy, all students
will work to create a glossary of unfamiliar terms/phrases found throughout the novel that is differentiated based on readiness. This project
should be assigned to students who demonstrate solid understanding of the novel and are ready for a challenge as they create not only a
glossary differentiating the literal and nonliteral meanings of the phrases/figures of speech found in the novel, but also a thesaurus of other
figures of speech that could be used in place of the ones used in the novel.
Type of Differentiation for AIGs:
Adaptations for AIGs:
x Content
x Enrichment
x Extension
x Process
PUBLIC SCHOOLS OF NORTH CAROLINA State Board of Education | Department of Public Instruction
Acceleration
x Product
AIG ~ IRP Academically and/or Intellectually Gifted Instructional Resources Project
Explanation of How Resource is Appropriate for AIGs
Advanced students often perceive subtlety and nuance more readily than their peers, which ties in well with distinguishing nonliteral meanings
of words and phrases in context. Because this activity deals with ambiguity and multiple meanings, its complexity is automatically increased. In
advanced experiences, tangential thinking is often invited, which dovetails nicely with the students’ creation of a thesaurus of other figures of
speech that could be used in place of the ones used in the novel. They can then recall information from their own experiences, or gather
information from other print or digital sources and sort them into the various nonliteral language categories/entries they discover in the novel
and then add them to their glossary/thesaurus. In this way, the students will be manipulating information, not just echoing it. . Finally, through
the creation of their own figures of speech/nonliteral sayings, they’ll be synthesizing two or more unrelated concepts or topics to create
something new, which requires higher-order thinking.
Needed Resources/Materials:
 Copies of Bud, Not Buddy by Christopher Paul Curtis
 Copies of dictionaries
 Copies of thesauruses
 Non-fiction books about idioms, figures of speech, etc.
 Non-fiction books about the history of jazz
 Non-fiction books about the Great Depression
 Internet access
Sources : NA
TEACHER NOTES: This activity is an effective and efficient way to challenge learners at higher levels of thinking and assess students’
comprehension of literal and nonliteral meaning. In addition to directly teaching figurative/nonliteral language, dictionary and thesaurus skills
must be directly taught, as well. Students need to be taught when and how to efficiently & effectively use a dictionary and thesaurus, the
purpose of guidewords, how to utilize indexes & abbreviation charts found in dictionaries and thesauruses, how to paraphrase the information
they find, etc. A variety of research tasks throughout the unit should provide students the experience they need to develop as dictionary and
thesaurus experts. This activity can also be assigned as a take-home or extension project versus in-class activity.
PUBLIC SCHOOLS OF NORTH CAROLINA State Board of Education | Department of Public Instruction
AIG ~ IRP Academically and/or Intellectually Gifted Instructional Resources Project
NCDPI AIG Curriculum Resource Outline
STAGE ONE: ENGAGE
Day 1
 Teacher posts an “important” message to the students on the board filled with idioms and figures of speech…he/she then reads it aloud
with feeling and then pretends to be frustrated when the students don’t immediately understand.
Example: “I’m just going to cut to the chase. The dog days of summer will be here before we know it and I don’t want your
performance to be just a flash in the pan. Instead of lollygagging, it’s time to get down to brass tacks and make hay while the
sun shines! The ball is in your court. You can have the best of both worlds if you use your loaf.”
 Students then work together using dictionaries, thesauruses, idiom reference books, and their own personal experiences to translate
the message into everyday language.
 Students and teachers discuss their attempts and how they were able to pull the true message out of the idiom-filled paragraph.
 Students then work together to reconstruct the message using slang, sayings, figures of speech, similes and metaphors that they’re
more familiar with to create the same basic message, but in a different way.
 Students share their new messages with their classmates.
Teacher will explain that over the next couple of days students will use their knowledge of the nonliteral/figurative language used in Bud, Not
Buddy to complete a similar task, as they create a glossary of both literal and nonliteral meanings of sayings, figures of speech, idioms, similes,
and metaphors found in Bud, Not Buddy. They’ll then create an additional thesaurus component using their own experiences and research of
print and digital sources to create nonliteral/figurative language options of their own to be used in place of the ones found in the novel.
STAGE TWO: ELABORATE
Day 2
 Students search the novel for figures of speech, idioms, similes, metaphors, and other sayings.
 Students record the literal and nonliteral meaning for each…using both words and illustrations to make their point clear.
Note: How the actual organization & creation of the glossary is handled is up to teacher discretion. The teacher can create a template of exactly
how he/she would like the work to be presented or they can leave it up to the students, with qualifiers regarding the mechanics, neatness, fact
that student needs to have both the literal and non literal meaning for the phrase clearly described and illustrated, etc. (This would allow
students a little more choice in terms of how they choose to present their work – i.e.: power point, written book, typed pamphlet, etc.)
PUBLIC SCHOOLS OF NORTH CAROLINA State Board of Education | Department of Public Instruction
AIG ~ IRP Academically and/or Intellectually Gifted Instructional Resources Project
Day 3
 After finishing the literal and nonliteral explanations, students then create the thesaurus like options for each entry based on the
students’ experiences, or their research of print and digital sources as it applies to the various entries found in Bud, Not Buddy.
 Students must be sure to give reasons as to why their figure of speech, simile, metaphor, or other saying truly represents the nonliteral
meaning expressed in the novel. (This step is critical, as it not only shows the students’ true understanding of the figurative language
and the context in which it was used in the text, but also their ability to create that same meaning independently and support their
thinking with solid reasoning.)
Note: Again, how the actual organization and creation of the thesaurus is handled is up to the teacher. The thesaurus can be a separate book
entirely, or a footnote to teach glossary page, or follow another teacher-created template format, or the teacher could allow for thesaurus’
creation to be student-directed, with qualifiers as noted above to ensure quality, completeness of the work.
STAGE THREE: EVALUATE
The students’ glossary/thesauruses should be evaluated based on the following criteria using either a rubric or a checklist. Students can also
complete a self-evaluation of their work using the same criteria.
 The glossary addresses idioms, similes, metaphors, and figures of speech from the novel, Bud, Not Buddy.
 The glossary lists both the literal and nonliteral meaning of the selected idiom, simile, metaphor, and/or figure of speech in both word
and picture form.
 The thesaurus lists other student-created or student-discovered idioms, similes, metaphors, and/or figures of speech that relate to the
figurative language from the novel.
 Student provides ample reasons to support why he/she feels the thesaurus options accurately portray the nonliteral meaning intended
by the original figurative language used in the novel. (Again, this portion of the assignment is critical. See Day three above.)
 Proof that student has done research…citing sources.
 Mechanics (punctuation, capitalization, etc.) are clean.
 Piece shows effort/students best work
TEACHER NOTES: NA
PUBLIC SCHOOLS OF NORTH CAROLINA State Board of Education | Department of Public Instruction
AIG ~ IRP Academically and/or Intellectually Gifted Instructional Resources Project