Tuck Everlasting Unit Activities and Expectations

Extended Learning Expectations

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A novel by Natalie Babbitt


Tuck Everlasting Rubrics on Google Docs

Refer to these rubrics for specific requirements -- you are encouraged to paste into your folder. Review it on a regular basis.


Folder is due March 7

Folder Submission Link

Responses are due March 11

Responses Submission Link

Plot Diagram is due March 10

Plot Diagram Submission Link

Project is due March 13 (for extensions please email your teacher with a reason)

Project Submission Window Link


A really good #9 Response

The Tucks are imprisoned wherever they go in that though they can do whatever they want and not suffer pain or death, their souls are trapped in their bodies, and will be for the rest of eternity. Really, in a sense, if you believe in a soul, then it is trapped in your body for your life, but your body only lasts for 80 years or so, and even then, your body is free. The Tucks souls are trapped forever in life, and their bodies are even trapped running from people and taking the secret with them in order to keep all human life from losing it’s point.



When Natalie Babbitt chose the excerpt from To Althea in Prison she was trying to call attention to all the different ways one can be trapped - in prison, life, or as Winnie is, in order, and not life itself, but this particular way she must live her life. In the story Tuck Everlasting, the front and center theme is, of course, immortality. Beside that, there are greed, lies, family/love. But there are also themes that are hiding in the background that add to the story - in that every time you read it, you discover new things about the story.



I have never really been imprisoned. Oh, sure, timeout happened to me when I was a kid, but those dramatic hours were really only ten minutes without entertainment. I am totally alien to prison, which is probably why I fear it, because I am claustrophobic. I don’t have trouble with elevators, because the ride is only a minute or so long, but every time I enter one I think that maybe it will get stuck and I could be trapped in there for hours. That hasn't happened yet, though. Imprisonment is torturous for humans because, as my Mom often says, “humans are very social creatures.” The Tucks are actually very selfless to not make the best of their life by selling the water or letting the secret be revealed and stop having to hide something from everyone they meet, all for the good of someone else. The Tucks are in a prison, but they are giving the few comforts of their prison cell to the other prisoners.

March 3 to 7


  • Your folder should be complete by March 7(refer to your teacher's expectations checklist

  • consider using Bloom's Taxonomy prompts that your teacher worked with you in class on. Focus on Analysis : "Examine and break information into parts by identifying motives or causes. Make inferences and find evidence to support generalizations."

  • Add to you Plot Diagram with graphics, comments, quotes.

  • Respond to Post 9 on March 3

  • Look ahead at other posts and get started.
  • Work on your project.

  • Update you Tuck Everlasting Responses page.


Reading the Novel​

The novel will be read both as a class and individually. You are encouraged to have small sticky notes handy during the reading of the novel so that you can keep track of words, important phrases or literary devices. Students using a Kindle or E-Reader can use the features available on those devices to highlight sections. Most sections of the story will need to be read more than once for complete understanding of the the plots, characters and themes.

Homework

You will be expected to spend time on your unit activities at home. A reasonable amount of time would be at least 30 minutes of concentrated time 4 times a week. Of course that depends completely on how you spend the time and are able to get done things done.

Critical Thinking and Analysis

You will be expected to identify and work with themes and ideas from the novel. Throughout the reading, in class discussions, paired readings and on the Discussion Posts you will be expected to think in unique but serious ways. Critical thinking and reflection is all about making connections between the characters, plot, themes, ideas from the story and your own life and experiences. Use these themes and ideas to analyze and reflect on your own life and the world around you.

Affective Learning and Social Development

The novel is full of UNIVERSAL THEMES. How do these themes play a role in your life? As we read and work through the novel you, the reader, will be exposed to various themes and ideas about life. What is the value of life and can that value be measured in some way? The characters will ask questions and challenge our thinking about the cycle of life. You will use quotes from the story to explain how you feel about the themes when you respond to them on the Discussion Tab.

Grading

Selecting activities (activity + folder + responses + participation) = 100%

Writing, ideas,organization and critical thinking should be all at and above the 5th grade level. Use the attached rubrics to evaluate your work as you are working. It is important that you look at a familiarize yourself with the expectations.


Folder Activity (40%of the Unit grade) Content (Common Core Standards)

  • Create a folder using Google docs or that records and documents the following sections and title it as:

  • Tuck Everlasting Folder_Name (teacher team C/B or W/K)

  • Vocabulary (page#, word and relevant definition)

  • Main Events ( sentences that describe important events or turning points in the story)

  • Sentences (write sentences using Vocabulary words from the story, sentence length needs to be 10 words or longer)

  • Characters (identify the main traits and relationships between characters)
  • Literary Devices (page#, literary device, type and why it was used)

  • Favorite Quotes (page#, quote and relevance to the story or your purpose for selecting it)

  • Short Retellings (retelling that describing main events from the story, 150 + words in complete sentences)

  • Themes and Life Lessons (create a section that outlines the major themes and life's lessons from the novel)


Use the Rubric to evaluate your progress with Common Core Standards


Discussion Tab Responses (15% of the Unit grade)Themes and Critical Reflection

  • Respond to all teacher requested responses in complete sentences with correct spelling.

  • Respond to Discussion Tab Responses on time and fully.

  • Participate fully in your responses and explain your ideas with reference from the text.

  • Create a Tuck Everlasting Response_Name document to record all you Posts.


    Use to evaluate the critical thinking in your responses.



Plot Poster/Diagram (10% of the Unit Grade)Connections and Synthesis of Ideas and Themes

  • Create a plot poster/diagram on Google draw that makes important connections in the story.

  • Use vocabulary, images, graphics (text and shapes) color, quotes as content.

  • Portray major themes and ideas.

  • Connect characters with events and themes.

  • Develop the poster/diagram as you read. It should evolve and change as you learn more about the story.

  • Use the Plot Diagram Rubric as your guide.

  • Title it-- Tuck Everlasting Plot Diagram_Name (C/B or W/k)

  • REMEMBER THAT EVERY COLOR, EVERY WORD, EVERY LINE OR SHAPE AND EVERY POSITION HAS MEANING THAT RELATES TO THE STORY.


    Use this rubric to guide and evaluate your Plot Poster/Diagram



Activites --- Select one activity for 25% of the Unit grade. Creativity and Individual Differentiation


Bloom,s Taxonomy Planning Sheet to be used for critical thinking in your projects.


Project Rubric for planning and evaluation.


Activity 1 Create an illustrated map of the story. It should:

  • be on 12x18 drawing paper or super large cardboard paper plate or Google draw
  • have a title and neat appropriate labeling.
  • refer to 10 - 20 or more locations, characters or events from the story.
  • main lines should be done in ultra thin sharpie.
  • use color pencils or crayons.
  • reflect the story content, themes and higher level thinking skills.
  • Turn your illustrated map into a game board. Check with your teacher for specifics.

Activity 2 Create an illustrated timeline of the story. It should:

  • be on 12x18 drawing paper or super large cardboard paper plate or Google draw
  • have a title and appropriate labeling
  • refer to 10 - 20 or more critical events, from the story.
  • use the cycle theme and circle images to tie things together.
  • main lines should be done in thin sharpie.
  • use color pencils or crayons.
  • reflect the story content, themes and higher level thinking skills.
  • Convert your timeline into a game board. Check with your teacher for specifics.

Activity 3 Write a 5 paragraph essay that examines the main theme from the novel.

  • Paragraph 1 (introduce the main storyline, setting, characters and plot of the story)
  • Paragraph 2 (introduce and provide reference to the story about the main theme)
  • Paragraph 3 (describe and provide evidence of this theme from our society)
  • Paragraph 4 ( describe your personal feelings and thoughts about the theme --- reference the novel and your life)
  • Paragraph 5 (re-state the main them and conclude with a strong closing thought and/or quote from the story)
  • The essay should be well written, use Google docs, be 600 words or more in length.

Activity 4 Alternate Creative Activity(poems, additional chapters, 3-D design set, act out a portion of the story) Talk to your teacher about designing this project.


Activity 5 Interview (Interview an elderly person who is at least 80 years of age. Develop a list of questions that examine the aging process. After the interview decide on a way to present you findings to the class) Talk to your teacher about designing this project.


Activity 6 Dramatic Presentation (Act out an important scene from the story. This would mean memorizing the section and providing suitable props and dramatic interpretation) Talk to your teacher about the requirements.

Activity 7 Math and Science Research (Research population growth over the ages, including longevity and answer the central problem from the story as described by the Tucks. This would mean research and math with the creation of graphs to display your findings) Talk to your teacher about how you might set this up.


Activity 8 Debate and Oratory (Create a debate topic out of the major novel themes with another person and compete in front of the class. Or, prepare a monologue oration that debates the themes and present it to the class)

Activity 9 Choice (Do you have an idea for a project that is not here --- well you know what to do.) Talk to your teacher.


Demonstration of independent work skills and class participation(10% of the Unit grade)