Unit Plan Tuck Everlasting
This unit was used with an inclusion class of sixth graders.  Reading was done primarily in a guided reading format.  The class was set up to work in rotating centers with the third center being a writing and grammar lesson separate from this unit.

Unit Plan

Tuck Everlasting by: Natalie Babbitt

 

New Jersey Core Curriculum Content Standards for Grades 5-6:

            3.1 Reading - C 1,2; D 1,3,4; E 1-6; F 1; G 1,4,8,11.15

            3.2 Writing - D 1,4,11

            3.3 Speaking - B 1,2

            3.4 Listening - A 3; B 3

see http://education.state.nj.us/njsdb/rm1/ci3.html for detailed information

Resources:

A Literature Unit for Tuck Everlasting by Natalie Babbitt, Caroline Nakajima, Teacher        Created Materials, 1992.

No Glamour Literature, LinguiSystems, 1999.

Novelties: Tuck Everlasting by Natalie Babbitt, Learning Links, Inc.

Prentice Hall Literature Copper, Paramount Edition, Prentice Hall, 1994.

Scholastic Literature Circle Guide Tuck Everlasting by Natalie Babbitt, Perdita Finn,          2001.

Scholastic Literature Guide, Grades 4-8 Tuck Everlasting by Natalie Babbitt, Linda

            Ward Beech, 1997.


Daily Lesson Plans:

Day One:

  1. Define term "novel" (PH p. 671).
  2. Read aloud and discuss "Background and Themes" (PH p. 672)
  3. Hand out copies of Tuck Everlasting to each student.
  4. Read Prologue aloud together in guided reading style.

 

Independent work:  Complete Word Detective sheet for Vocabulary List #1 - Prologue through Chapter 5.

Homework:  Complete Anticipation Guide sheet.

Day Two:

  1. Discuss Anticipation Guide sheet completed for homework.  Allow students to debate ideas presented.
  2. Review vocabulary words for Prologue through Chapter 5
  3. Read Chapter 1 aloud in guided reading style. 

 

Independent work:  Open-ended question sheet

Homework:  Read Chapter 2.

 

Day Three:

  1. Discuss Open-ended question sheet.
  2. Review events/ literary elements in chapter 2.
  3. Read Chapter 3 aloud in guided reading style.

 

Independent work:  Novelties question sheet for Prologue-Chapter 3
 

Homework:  Read Chapter 4.

Day Four:

  1. Review questions for Prologue through Chapter 3 from Novelties sheet.
  2. Review events/ literary elements in chapter 4.
  3. Read chapter 5 aloud in guided reading style.

 

Independent work:  Quiz Time Chapters 1-5

 

Day Five:

  1. Begin story map for novel - title, author, characters, setting.
  2. Begin reading chapter 6 aloud in guided reading style.

 

      Independent work:  Finish reading chapter 6.

 

      Homework:  Chapter 6 question sheet

 

Day Six:

  1. Review Chapter 6 question sheet.
  2. Read Chapter 7 aloud in guided reading style.

 

Independent work:  Complete Word Detective sheet for Vocabulary List #2 - Chapters

6-10

 
Homework:  Novelties page 6 - sensory imagery and setting

 

Day Seven:

  1. Review vocabulary words from list #2 using Word Detective sheet.
  2. Review sensory imagery and setting sheet.
  3. Begin reading chapter 8 in guided reading style.

 

Independent work:  Finish reading chapter 8.

 

Homework:  In a paragraph answer the following question.  Use evidence from the novel to support your ideas.  Be sure to include topic and concluding sentences.

            How do Winnie's feelings about the Tucks and being with them change?  Why do you think this change occurs?

 

Day Eight:

  1. Discuss the events/ literary elements of chapter 8 and the question assigned for homework.
  2. Read chapters 9-10 aloud in guided reading style.

 

Independent work:  Answer the following question in a paragraph using evidence to support your answers, topic and concluding sentences.

            How does Tuck react to Winnie Foster?  Why does he react this way?

 

Homework:  Create an illustration of the Tuck house as described in the novel.

 

Day Nine:

  1. Discuss the question from day eight independent work.
  2. Share illustrations of Tuck house in small groups.  Allow a few individuals to share with class and discuss how the Tucks live.  How is this different than Winnie's family?  Plot out differences and similarities in a Venn diagram or other graphic organizer.
  3. Use text glossary (PH), or dictionary to define the following terms: simile, metaphor, personification.
  4. No Glamour Literature pages 89 and 94 independently, in small groups, then together.

 

Independent work:  Language Arts: Figurative Language sheet

 

Homework:  Novelties pages 7-8, Chapters 7-9

 

Day Ten:

  1. Update story map.
  2. Review Figurative Language sheet and Chapters 7-9 question sheet.
  3. Read Chapter 11 aloud in guided reading style.

 

Independent work:  Quiz on Chapters 1-10

                               

Homework:  Quiz Time #18, Chapters 6-11

 

Day Eleven:

  1. Review Quiz Time #18 sheet.
  2. Hand back quiz on chapters 1-10.  Review.
  3. Begin reading chapter 12 aloud in guided reading style.

 

Independent work:  Finish reading chapter 12.

                               Complete Take it to the Word Bank sheet for Vocabulary List #3 -                                                 Chapters11-16

 

Homework:  Write a paragraph to answer one of the two essay questions.  Be sure to included support from the novel, topic and concluding sentences.

 

Day Twelve:

  1. Review vocabulary from list #3, essay questions from homework.
  2. Discuss the important discussion in chapter 12 between Winnie and Tuck.  Note images of cycle and lesson about immortality.
  3. Read chapters 13-14 aloud in guided reading style.

 

Independent work:  Finish reading chapter 14.

 

Homework:  Novelties pages 9-10 - Chapters 10-13

 

Day Thirteen:

  1. Review question sheet for Chapters 10-13.
  2. Update story map.
  3. Discuss the following question by first allowing students to jot down ideas on scrap paper, then share with a partner, share in small groups, share with whole class.

                  What would you do if you were Winnie?  What will she do?

  1. Read chapter 15 aloud in guided reading style.


 

Independent work:  Write a paragraph to answer the following question.  Be sure to use support from the novel, topic and concluding sentences.

            What does the man in the yellow suit really want?  Why does he want this?  What do you think he will do with it?  What do you think of him because of this?

 

Day Fourteen:

  1. Discuss question completed on day 13, independent work.
  2. Read Chapter 16 aloud in guided reading style.

 

Independent work:  Opinions on Everlasting Life sheet, on back explain your opinion

 

Homework:  Read chapter 17.

 

Day Fifteen:

  1. Review Opinions on Everlasting Life sheet.
  2. Discuss events/ literary elements in Chapter 17.
  3. Update story map.
  4. Read chapter 18 aloud in guided reading style.

 

Independent work:  Quiz Time #23 - Chapters 12-18

 

Day Sixteen:

  1. Review Quiz Time #23 sheet.
  2. Read Chapter 19 aloud in guided reading style.

 

Independent work:  Complete Take it to the Word Bank sheet for Vocabulary List #4 - Chapters 17-21.

 

Homework:  Novelties pages 13-15, Chapters 17-19

 

Day Seventeen:

  1. Review Take it to the Word Bank for Vocabulary List #4.
  2. Review Chapters 17-19 questions.
  3. Read Chapter 20 either aloud in guided reading style, or in pairs.

 

Independent work:  Consider the possible endings for the novel.  Describe two possible endings and tell which you think is most likely and why.

 

Day Eighteen:

  1. Discuss events/ literary elements of Chapter 20 if it was read by students in pairs.
  2. List possible endings for the novel together.  Discuss which would be most likely and why.
  3. Read chapter 21 aloud in guided reading style.
  4. Review "characters" and define "motives".  Read over directions to independent work assignment.

 

Independent work:  PH p. 951 & 969 "Understanding Character" and "Identifying Motives"

 

Day Nineteen:

  1. Review independent work from day eighteen, sheets 951 & 969. 
  2. Update story map.
  3. Read chapter 22 aloud in guided reading style or in pairs.

 

Independent work:  Novelties pages 16-17, Chapters 20-22

 

Day Twenty:

  1. Review question sheet for Chapters 20-22.
  2. Read Chapter 23 aloud in guided reading style.  Discuss how weather and events of plot heighten in suspense in a parallel manner.  Use plot diagram to visualize how plot events lead up to a climax, or point of highest suspense.

 

Independent work:  No Glamour Literature page 20, Obituary

 

Homework:  No Glamour Literature page 27, Wanted Poster


 

Day Twenty-one:

  1. Share Obituaries and Wanted Posters in small groups, then volunteers may share with whole class.
  2. Read Chapter 24 aloud in guided reading style.

 

Independent work:  Complete Take it to the Word Bank for Vocabulary List #5 - Chapters 22-Epilogue.

 

Homework:  Answer the following question in a paragraph.  Be sure to use support from the novel, topic and concluding sentences.

            Why do the following words come into Winnie's head? 

            "Stone walls do not a prison make,

            Nor iron bars a cage." 

            What do these words mean?  How many different kinds of prisons are there in this story?  Who is imprisoned?

 

Day Twenty-Two:

  1. Review Vocabulary List #4 - Chapters 22-Epilogue.
  2. Discuss answers to question assigned for homework.  First share with a partner, then with a small group, and finally volunteers share with whole class.
  3. Read Chapter 25 aloud in guided reading style.

 

Independent work:  Quiz Time #28, Chapters 19-25

 

Day Twenty-three:

  1. Review answers to Quiz Time #28.
  2. Read Epilogue aloud in guided reading style.
  3. Allow students to respond freely to ending of novel.  Questions that may prompt their thinking:

                  Did you like the way the novel ended?  Why or why not?

                  What would you change?

                  Who was your favorite character and why?

                  What do you think the Tucks will do now and for the rest of time?

  1. Complete story map.

 

Independent work:  Answer the following question in a paragraph.  Be sure to use support from the novel, topic and concluding sentences.

            How is Winnie different since her experience with the Tucks?  Explain what she was like in the beginning, and then at the end.  What caused these changes?

 

Homework:  Novelties pages 18-19, Chapters 23-Epilogue

 

Day Twenty-four:

  1. Review Chapters 23-Epilogue question sheet.
  2. Discuss changes in Winnie throughout the novel, using a graphic organizer to record student responses.
  3. Prentice Hall page 739 "Understanding Theme" together.

 

Independent work:  No Glamour Literature page 137

 

Homework:  Scholastic Literature Guide pages 15-16

 

Day Twenty-five:

  1. Review Lessons Learned, And Then ..., and Where Do You Stand? Sheets
  2. Prentice Hall page 739 "Evaluating a Novel" in pairs, then review.

 

Independent work:  No Glamour Literature page 161

 

Homework:  Acrostics sheet

                     Novel test tomorrow

 

Day Twenty-six:

  1. Novel test
  2. Begin motion picture version of novel using No Glamour Literature page 165 to compare and contrast written and movie versions.  Students may turn this into an essay when finished.

 

Day Twenty-seven:

  1. Continue and finish viewing movie version.
  2. Allow time for students to finish comparison and contrast notes.  Discuss differences and similarities together.
  3. Hand back and review novel tests.

 

Homework:  Create essay from Book vs. Movie organizer.

 

 

Culminating Activities:

Students may choose one of the following projects to complete independently as another assessment of reading Tuck Everlasting.

 

1.  Write a letter to the author of Tuck Everlasting, Natalie Babbitt.  In your letter you should be able to do the following things:

            - Ask the author questions you have about the story or characters after reading the book.  (For example, I wondered why you didn't give the man in the yellow suit a name.)

            - Suggest events or ideas for a sequel.

            - Tell her what you liked or didn't like about the book.  Be polite, but honest.

             - Ask her questions about how she came up with the idea for this book or the process she used to write it.

            -Write your letter in business letter format.

            - Proofread your letter.

            - Write a final draft.

            - Then we'll mail it to her!

Address:  Natalie Babbitt

                c/o Scholastic, Inc.

                555 Broadway

                New York, NY 10012

 

2.  Create a watercolor illustration of the wood, the Foster cottage, the Tuck house, or a scene in the book.  Be sure to base your creation on description given by the author in the novel.

 

3.  Use our story map to write a condensed version of the novel in picture book format.  Include the most important events, description of characters, and illustrations.  Your book should be appropriate for younger children to read independently, or to be read to.

 

4.  Design and make a board game based on the book.  Your game should include question cards for players who have read the book that test their knowledge and understanding. Be creative, using themes, ideas, and images from the book.  You will also need to include rules or instructions for play.  You may want to model your game after a popular board game.

 

5.  Choose a scene from the novel to perform as a short play, or scene.  You will probably need to ask other students to take part.  You will need a script, props, and lots of practice.  Then explain why you chose this scene and why it is important to the story.

 
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