Using Literary Elements to Determine Theme: Tuck · PDF file• Have a clear main idea and...

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Using Literary Elements to Determine Theme: Tuck Everlasting

Grade 4, English Language Arts

This unit focuses students’ learning on the concept of theme in Tuck Everlasting by Natalie Babbitt and how the characters’ actions allow readers to infer the theme(s). The unit teaches students how to locate and use textual evidence, recognize similes and metaphors, and requires them to participate in collaborative discussions about literature.

These Model Curriculum Units are designed to exemplify the expectations outlined in the MA Curriculum Frameworks for English Language Arts/Literacy and Mathematics incorporating the Common Core State Standards, as well as all other MA Curriculum Frameworks. These units include lesson plans, Curriculum Embedded Performance Assessments, and resources. In using these units, it is important to consider the variability of learners in your class and make adaptations as necessary.

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Table of Contents Unit Plan ……………………………………………………………………………………………..………………………………………………….…. 3 General Notes and Resources ………………………………………………………………………………………………………………………6 Lesson 1, 2, 3, 4, 5……………………………………………………………………………………………………………..………….…………….. 8 Lesson 6, 7, 8, 9, 10, 11, 12 …..………………………………………………………………………………………………………………….…21 CEPA Teacher Instructions …………………………………………………………………………………………………..……………………32 CEPA Student Instructions …………………………………….……………………………………………………………..…………………..33 CEPA Rubric ………………………………………………………………………………………………………………………………………….....34 Unit Resources ……………………………………………………..……………………………………………….…………………………….……35 Appendices A, B, C, D…………………………………………………………………………………………………………………………………36



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Stage 1 Desired Results ESTABLISHED GOALS G CCSS.ELA-Literacy.RL.4.2 Determine a theme of a story, drama, or poem from details in the text, summarize the text. MA.ELA-Literacy.RL.4.8.a Locate and analyze examples of similes and metaphors in stories, poems, folktales, and play, and explain how these literary devices enrich the text. CCSS.ELA-Literacy.W.4.9.a: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Transfer Students will be able to independently use their learning to… T Read and comprehend a range of increasingly complex texts and media written for various audiences and purposes. Communicate ideas effectively in discourse and oral presentations to suit various audiences and purposes.

Meaning UNDERSTANDINGS Students will understand that… U1 - The theme of a text is a general understanding that can be applied to life. U2 - The theme of a story unfolds for each reader through the actions of the characters and how they respond to problems that they encounter. U3 – Good writing helps us see as well as know.

ESSENTIAL QUESTIONS Q Q1 - How do characters’ actions and thoughts help us know the theme? Q2 - Would living forever on earth be a blessing or a curse? Q3 – How does the language in a story help us to see what the author is telling us?

Acquisition Students will know… K1 Key vocabulary K2 Fictional writing develops themes. K3 Good writers commonly use similes and metaphors to make their writing more interesting. K4 The major themes of this book

Students will be skilled at… S S1 - Visualizing descriptive text S2 - Unpacking complex sentences S3 - inferring theme by evaluating the connection between characters’ choices, events in a story, and how the character changes in feelings and thoughts. S5 – Engaging in a dialogue with fellow students to share perspectives, rather than to debate, including the ability to listen closely and voice one’s own perspectives.


This work is licensed by the MA Department of Elementary & Secondary Education under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License (CC BY-NC-SA 3.0). Educators may use, adapt, and/or share. Not for commercial use. To view a copy of the license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/ 8/ 2013 of 48

Stage 2 - Evidence Evaluative Criteria Assessment Evidence

• Reflects understanding of the themes • Uses text evidence • Writes skillfully

Students will write a newspaper article on Winnie Foster and use the charts that will be developed throughout the unit. (They should not be given the CEPA in advance as that would give away the details of the plot before the book is read.) Students will be reporters for the Treegap Times. The editor has asked for an article on Winnie Foster Jackson, the great granddaughter of the Fosters, the first family the settle in Treegap. Almost sixty years before, she was involved in a scandal that changed her family forever. Students will commemorate the 60th anniversary by telling the story of Winnie Foster. The editor gave you specific instructions for this article: • Create a title and opening sentence that will catch the readers’ attention and make them

want to read the story (and buy the newspaper). • Talk in one of the paragraphs about what Winnie told her children they could learn from

her life (the themes). • Make the article no longer than six paragraphs so that it will fit in the front-page space. • Have a clear main idea and supporting details so that readers easily understand. • Use the evidence from the text available (the book) and notes to show how Winnie

changed herself and her family. • Include information about Winnie from the age of ten when the event occurred until she

died at age 78. • Include the story that she told her children to explain why she participated in the

jailbreak—even though no one believed her. • Be sure that there are no spelling or grammar errors in the article so that the editor

doesn’t have to fix the article before printing it in the newspaper. The article will be published in the Treegap Times.

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• Reflects comprehension and developing

understanding of the themes. • Reflects developing understanding of Winnie’s

changing feelings and thinking as the novel is read.

• Rubric: a. Writing skill, b. understanding, c. text evidence

OTHER EVIDENCE: OE • Reading Notebooks/Journals (ongoing formative assessment and developing

understanding throughout the unit) • T-chart of main character’s feeling/thinking changes through the book (see page 23 for

template) • Final Journal entry before the CEPA: Reach your own conclusion about the question,

“Would living forever on earth be a blessing or a curse?” and back up your conclusion with evidence from the text. Refer to the notes and charts you have kept throughout the book. Use the same rubric as for the performance assessment and use the assessment to provide assistance to students as needed before they begin the CEPA. Stage 3 – Learning Plan

Summary of Key Learning Events and Instruction Learning Events Lessons 1-5: Lesson 1 introduces students to the book, Tuck Everlasting, by Natalie Babbitt, starting them on task of understanding the theme of a fiction book. Students will read chapters in the book, participate in discussions, and assist in the development of anchor charts. Lesson 3 engages students in a close reading. Students are introduced to difficult vocabulary and respond to text-dependent questions in their notebook/journal. In Lesson 4, students read and react with textual evidence to several chapters. In Lesson 5, students write a friendly letter that requires them to use evidence in the text. Lessons 6-12 In Lesson 6, students read and react to assigned chapters and create a character map for the man in the yellow suit, add to the T-chart of Winnie’s changing feelings, and write a reply to an imaginary reporter for the Treegap Times. In Lesson 7, students read a chapter with a partner or as a read aloud and another chapter as a close read, and respond to text-dependent questions. In Lesson 8, students read chapters either as a read aloud or silently and respond to text-dependent questions. Students also write an entry about theme in their journals. In Lesson 9, students read the next chapters, respond to questions, play a vocabulary game, and write a response in their journals. In Lesson 10, students read and react to the final chapters of Tuck Everlasting . In Lesson 11, students will finish reading the book. In Lesson 12, students complete the CEPA.

Adapted from Understanding by Design 2.0 © 2011 Grant Wiggins and Jay McTighe Used with Permission July 2012



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General Notes and Resources Vocabulary • The resource section includes some examples of vocabulary instructional strategies and games to be employed throughout the unit. • English Language Learner (ELL) and other students need direct instruction in the academic vocabulary used to give directions and discuss the book

such as “explain,” “record,” “context,” etc. The words chosen to teach depend on the composition of the class; some will require more explicit instruction and some less.

• Students will learn to discern the theme as the reading progresses. There is no need for concern about students’ confusion or inability to articulate theme at the beginning, but it is important to pay attention to each individual student’s development of this understanding as the book progresses by noting contributions to the class discussion and by carefully reading their readers’ notebook/journal.

• Throughout the book, anchor charts will be developed and available on the wall for recording and for ongoing student reference. (Anchor charts are co-developed by students and teachers to support learning throughout the unit.)

• Students will record in their notebook/journal new vocabulary that is introduced as the book is read as well as reflections or responses to teacher-assigned questions. It would be helpful if a separate section is designated for vocabulary so that it is easier for students to see the entire list of new vocabulary in one place.

• Although the major instructional focus of this book is developing an understanding of theme, every book that students read should be used to continue vocabulary development for all students. It is not recommended that vocabulary instruction be limited to listing words and definitions that they have looked up in a dictionary as this practice does not produce long-lasting vocabulary knowledge and use.

• Robert Marzano and his colleague Deborah Pickering1 developed a six-step process that can be used in this unit to develop students’ vocabulary knowledge: o Step 1: Provide students with a description, explanation, or example of the new term. o Step 2: Ask your students to restate the definition in their own words. o Step 3: Ask students to depict the new words in an illustration, symbol, or graphic. o Step 4: Periodically ask students to add new information about words they have entered into their notebooks (as their understanding of the

vocabulary becomes more nuanced as when new meanings are learned or students can use in new contexts). o Step 5: Periodically ask students to discuss new words and their meanings with each other. (e.g., ask them to compare meanings and discuss

which captures the word best or compare illustrations of the words). o Step 6: Engage students in vocabulary games periodically.

1 Marzano, R. & Pickering, D.J. (2005). Building Academic Vocabulary. Association for Supervision and Curriculum Development: Alexandria, VA.



Other Notes • The unit Essential Questions should be a continual reference in the classroom. Throughout lessons, where appropriate, point these out to students so

that they understand that the goal of the unit is to be. • Students show they are able to respond intelligently to the questions, which will demonstrate that they have understood. • The August 2007 edition of this book was used in preparation of this unit. Teachers may use different editions, but any page references will be

different. • The unit varies the way that chapters are read to give students experience in silent and oral reading to a partner and to the group. When students

read with a partner, teach them to put their heads close together and read quietly to each other. Vocabulary and Other Games (can be used throughout the unit): • Play a game like the commercial Pictionary game but with teams. A student from each team in turn draws a picture of the word as the other team tries

to guess what the word is. • Basketball – Divide the class into two teams and give each a balloon, yarn ball, or other soft spherically shaped object to use as a basketball. Ask each

team in turn to define a word on the list in their own words. If correct, allow the team to throw their basketball into the basket (could be a clean wastebasket). Give three points for the correct definition and two points for the basket. Record the score.

• Jeopardy – As in the classic television game, provide definitions in a grid. Students respond with “What is…” and insert the word. • Action Verbs –Ask students to act out the verbs while other students guess. • Bingo – Create bingo boards with vocabulary words. Provide chips for students to cover cells. Read a definition and students cover the cell with their

chip. First student to cover a line (horizontal, vertical, or diagonal) wins that round. Other games can be found at: • http://iteslj.org/Techniques/Koprowski-RecylingVocabulary.html • Games collection found on this page: http://marzanoresearch.com/Free_Resources/tools.aspx • Tips for using games can be found here: http://www.marzanoresearch.com/archive/VGFTC_tips_archive.aspx Teacher Resources • Marzano, R. J. (2004). Building background knowledge for academic achievement: Research on what works in schools. Alexandria, VA: ASCD • Marzano, R. J. (2012). A Comprehensive Approach to Vocabulary Instruction: Voices from the Middle, Volume 20 Number 1, September 2012. National

Council of Teachers of English. See http://www.missionliteracy.com/uploads/3/1/5/8/3158234/marzano_vm0201comp_vocab.pdf.


http://iteslj.org/Techniques/Koprowski-RecylingVocabulary.html

http://marzanoresearch.com/Free_Resources/tools.aspx

http://www.marzanoresearch.com/archive/VGFTC_tips_archive.aspx

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Using Literary Elements to Determine Theme: Tuck Everlasting English Language Arts, Grade 4

Lesson 1, 2, 3, 4, 5

Brief Overview: Lesson 1 introduces students to the book, Tuck Everlasting, by Natalie Babbitt, starting them on task of understanding the theme of a fiction book. Students will read chapters in the book, participate in discussions, and assist in the development of anchor charts. Lesson 3 engages students in a close reading. Students are introduced to difficult vocabulary and respond to text-dependent questions in their notebook/journal. In Lesson 4, students read and react with textual evidence to several chapters. In Lesson 5, students write a friendly letter that requires them to use evidence in the text. As you plan, consider the variability of learners in your class and make adaptations as necessary. Prior Knowledge Required: • How to write in a readers’ notebook/journal according to the conventions established by the teacher. • How to participate effectively in a class discussion Instructional Model Journal writing after each chapter in response to guiding questions, and a variety of collaborative discussions, such as turn and talk, think-pair-share, and whole group, with both self and group reflection about skills used in the discussion. Estimated Time: 60 minutes each Lesson



Resources for Lessons • Chart of essential questions • Tuck Everlasting, by Natalie Babbitt. • Reader’s notebooks for students. Resources such as vocabulary lists and the “T-chart” can be copied and students can

add them into their notebooks, or students can copy this information into their notebooks. • Chart paper

o Roll of paper or chart paper taped together to start a timeline anchor chart



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Content Area/Course: Grade 4 English Language Arts Unit: Using Literary Elements to Determine Theme: Tuck Everlasting Time (minutes): 60 minutes Lessons: 1, 2, 3, 4, 5 By the end of these lessons students will know and be able to: • Identify and respond to the use of descriptive language • Draw connections between seemingly unrelated events • Talk about how the author uses words to help the reader visualize

the characters and setting. • Begin to articulate how the setting and characters lead to

determining the theme of a story or a book. • Cite evidence that tells the reader how the characters are thinking or

feeling. • Determine and chart the main character’s feelings. Essential Question addressed in this lesson: Q1 - How do characters’ actions and thoughts help us know the theme? Q2 - Would living forever on earth be a blessing or a curse? Q3 – How does the language in a story help us to see what the author is telling us? Standard(s)/Unit Goal(s) to be addressed in this lesson CCSS.ELA-LITERACY.RL.4.2: Determine a theme of a story, drama, or poem from details in the text, summarize the text. MA.ELA-LITERACY.RL.4.8.A Locate and analyze examples of similes and metaphors in stories, poems, folktales, and play, and explain how these literary devices enrich the text.

CCSS.ELA-Literacy.W.4.9.a: Draw evidence from literary or informational texts to support analysis, reflection, and research. Anticipated Student Preconceptions/Misconceptions • Theme is an abstract literary element that may be difficult for

students to discern. • Some students may be uncomfortable thinking about or discussing

death. This may be particularly true for a child who has experienced a death in their family. Teachers should be sensitive to students’ reactions and offer support as necessary.

• Students may not realize that characters change and often grow throughout a story through the events that occur.

Instructional Tips/Strategies/Suggestions: • Prepare for this lesson with a space in the classroom for anchor

charts, including a working timeline to be completed as the book is read. o Start with three pieces of chart paper. Give each a label at the

top: 1) Winnie, 2) Mae, and 2) the Stranger). o These charts will be used to show the connections of the three

events that are mentioned in the Prologue. • Also have available reader’s notebooks/journals for each student. • In the second lesson, the teacher reads chapter 3 aloud to students.

Regularly reading aloud to students provides a model of good oral reading. It also provides opportunities for teachers to use a “think aloud” to model strategies that they use when they encounter new vocabulary or to wonder aloud at, for instance, why characters do what they do.

• Teachers should model a significant action involving the main character followed by either a character thought or an action, for instance: Winnie is kidnapped by Miles, Jesse, and Mae.



• Teachers can use a think aloud to model drawing a conclusion. For instance: Winnie is somewhat in shock although we know (from making a connection to previous chapters) that she has been wanting to leave the confines of her home.

• Students may have difficulty determining significant events. If this occurs, they can be helped to better understand this concept by explaining that important events either change the course of the story or cause the reader to experience a strong feeling.

• For lesson 3, the T-chart on Winnie’s Feelings and a teacher reference are included at the end of this set of lessons. Use the teacher reference to give examples to students.

What students need to know and are able to do coming into this lesson (including language needs): • How to write in a reader’s notebook/journal according to the

convention that has been established by the teacher. Lesson Sequence

Lesson 1 Introduction • Begin by asking the question of the whole class, “Why would or

wouldn’t someone want to live forever?” (No judgment at this time – just chart student responses.)

• Use a think-pair-share. Give students several minutes of silent time to think about and jot down notes. Ask students to pair and discuss before discussing as a whole group. As the discussion continues, chart the reasons why someone would or would not want to live forever to display and use as a reference throughout the unit.

• Explain: Today we are going to begin a study of theme in the book Tuck Everlasting by Natalie Babbitt. “Who can tell me what the “theme” of a book is? How do we determine theme?” (The theme of a

literary work is its main idea and often is a general statement or opinion about life. The theme is how a story unfolds the actions of the characters and how the characters respond to problems that they encounter.

• Introduce key vocabulary terms/concepts that will be encountered in the Prologue (students record in their reader’s notebooks) o Balmy, motionless, connection, dawn, patience, hub o Ferris wheel, hub of the wheel o Help students to notice how the author uses descriptive language

(words to describe August). • Set the purpose for reading the Prologue -- to introduce the

timeframe and three seemingly unrelated events.) • Preview the book – front cover, title author, repeat the question,

“Why would someone want to live forever?” Tell students to think about this question as the book is read over the next few weeks.

• Read the Prologue aloud. Stop at the word August, pay careful attention to how August is described. As you read, record key descriptive language on a chart or board. This could include: o top of the live long year o highest seat on a Ferris wheel o motionless and hot o curiously silent o blank white dawns o glaring moons o sunsets smeared with color o lightening but no rain or thunder o strange and breathless days.

Discussion • Stop at the word “connection” and say, “Can strangers be connected

in some way without even knowing it?” Provide students with a minute of silent reflection time on this question and then discuss.



• As you read about Mae, add what she is doing on the chart titled “Mae” (setting out on her horse for the wood to meet her sons).

• As you read about Winnie – add what she is doing to the chart titled “Winnie” (losing her patience and thinking about running away; her family owns the wood).

• As you read about the stranger – add what he is doing on the chart titled “The Stranger” (appearing at the Foster’s gate looking for someone).

• Read the last paragraph of the Prologue, and then draw a Ferris wheel with the wood as the middle, hub of the wheel. Add three spokes to the wheel (or cars to the Ferris wheel) – one for Mae, one for Winnie, one for the stranger. (Save this as a chart for future reference.) The author says, “Events in a story or in life can come together in strange ways. The wood was at the center, the hub of the wheel. Ask students to write a response in their reader’s notebook to the following question, “How do you think these three events are connected?” (Provide time to complete this task independently.)

• De-brief Lesson 1 – Pros and cons of living forever, key vocabulary/concepts, descriptive language, three characters/events, have a few students share their answers to the question, “How do you think these three events are connected?”

• Preview outcomes for the next lesson: Tomorrow we will read Chapters 1-3 of Tuck Everlasting. We will continue to discuss the question, “Who wants to live forever?” We will also focus on the author’s use of descriptive language as we are introduced to the town of Treegap, Mae and Angus Tuck, Winnie Foster, and a Toad.

Lesson 2: Chapters 1-3 • Bring attention to the Essential Questions and explain that the unit

will help students to be able to respond to the questions. • Explain to students that their understanding of the unit will be

assessed through a newspaper article that they will write. They will get details later in the unit. To prepare to do this, they should pay attention to the details of the main character’s life as they read the book.

• Review the three charts (Mae, Winnie, and The Stranger) and discuss the following questions: o How did the author describe August? o What three events occurred? o Were these events related?

• Review key vocabulary and concepts from yesterday’s lesson: o Balmy, motionless, connection, dawn, patience, hub o Ferris wheel, hub of the wheel o How does the author use descriptive language (words to

describe August)? Start a chart of descriptive language. • Introduce new vocabulary that will be encountered in Chapters 1-3

(Ask students to record in their reader’s notebooks/journals or give students copies of the vocabulary to add to their reader’s notebooks.) o Chapter 1: trod, ambled, tranquil, contemplation, veered, touch-

me-not, isolation, immense, axis o Chapter 2: beaming, melancholy, tolerantly, rueful, o Chapter 3: bristly, stationary, frantic, intrusions, resentful,

exasperated • Set the purpose for reading Chapters 1-3. Explain, “As you read

about the Town of Treegap, and meet Mae and Angus Tuck and Winnie Foster for the first time, keep thinking of the question, ‘Why



would someone want to live forever? Would it be a blessing or a curse?’”

Chapter 1 • Read aloud Chapter 1– Stop after the first paragraph. Start a chart

about Treegap. Ask: “How does the author’s use of language help you to visualize the setting?” Then discuss.

• Continue reading and ask students, “What language does the author use to help you visualize the setting?“ Record key phrases on the descriptive language chart, such as the following: o road veered sharply o meager grass ragged and forlorn o touch-me-not house o iron fence o sleeping appearance o giant ash tree o spring bubbling

• Ask, “What have we learned about Treegap, the woods, and the Foster’s house?” Discuss and chart answers.

Chapter 2 • Ask students to read Chapter 2 with a partner, taking turns reading

each page. (Students should finish any paragraph that starts on one page and continues on the next before the partner reads.) Ask students to stop at the end of the 4th paragraph and ask, “What do you think Tuck’s dream means?”

• Ask students to continue reading and stop at the end of paragraph 13. Ask, “Why should Mae or Tuck worry about the people of Treegap recognizing her?” Students can do a Turn and Talk to discuss.

• Tell students, “At the end of Chapter 2, the author states that Mae and her husband, and their sons Miles and Jesse have looked exactly

the same for 87 years. How is that possible?” Ask students, “Why would someone want to live forever?”

• Add the information that you have learned about Mae to her chart– what she is wearing, worrying about the townspeople, music box, doesn’t need to look in the mirror, her husband and his dream, their sons, etc.

Chapter 3 • Read aloud Chapter 3.

o Discuss Winnie’s conversation with the toad. o Ask students, “What do we know about Winnie and her family

from this chapter?” Add answers to Winnie’s chart. o Ask students to write in their reader’s notebook/journal about

the connection that these three chapters could have – the woods, Mae going to meet her sons at the end of the wood, Winnie’s iron fence at the edge of the wood that her family owns.

• Review outcomes of Lesson 2. Ask students if they are thinking any differently about the questions, “Why would someone want to live forever? Would it be a blessing or a curse?” Ask a few students to share their ideas about the connections of the three chapters.

• Preview outcomes for the next lesson: Tomorrow we will meet the stranger once more. We will also finally meet the rest of the Tuck family. We will keep discussing the questions, “Why would anyone want to live forever? Is it a blessing or a curse?”

Formative assessment Explain to students that the author has described Winnie’s house and the wood in Treegap. Ask students to draw a picture of the setting and to write a few sentences describing the house and wood in their own words. (Look for the perfect “touch-me-not” house and the iron fence, the unkempt woods.)



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Lesson 3: Chapters 4 and 5 • Remind students that they are looking for the theme of the story

Tuck Everlasting. To determine the theme, they will need to learn about the characters and the problems they face. So far, they have met Mae and Angus Tuck, Winnie Foster, and the Toad. Today, they are going to meet the stranger.

• Introduce new vocabulary that will be encountered in Chapters 4-5 (students record in their reader’s notebook, or handout vocabulary lists to be added to their reader’s notebooks) o Chapter 4 – strolling, self-deprecation, marionette, suspiciously,

twilight, melody, expression o Chapter 5 – horizon, opportunity, protection, imagination,

galling, disheartened, venture, consolingly, timidly, pruned, instinct, curiosity, enormous, self-assurance, fountain, irrelevantly, primly, solemnly, plaintively.

• Review the information on anchor charts: o What do we know about Winnie and Mae? o Look at the Ferris wheel we made the first day. We learned that

in the Prologue that the stranger is somehow connected to Mae and Winnie. Today we will read more about the stranger.

Chapter 4 • Read Chapter 4 aloud and ask (prompting students to cite evidence

from the text): o What is the stranger looking for when he encounters Winnie in

her yard? o How might this be connected to Mae? o What happened when Winnie, Granny, and the Stranger heard

the music (elf music)? o Why might that be significant?

• Record information on the anchor charts about The Stranger, Winnie, and Mae.

Chapter 5 • Ask students to read Chapter 5 and be ready to answer and to show

where they found their answers to the following questions: o What draws Winnie to the woods? o Why does Jesse seem upset that Winnie found him?

• After reading, discuss the questions as a group or in pairs. • Explain that some clues about the theme of the book are in

character’s actions and feelings. Winnie’s feelings and ways of thinking change a great deal through the book as different events happen, and her feelings and thinking cause her to act in different ways. o Begin the T-chart about Winnie’s feelings. Students can draw a T-

chart or add a copy of the handout (see Winnie’s Feelings T-chart at the end of this lesson, p. 20) to their reader’s notebooks. Tell students that they will begin to look back at Winnie’s feelings starting in Chapters 3, 4 and 5 and start to fill out the T-chart.

o Students name the feeling or way of thinking on the left and write the text evidence on the right. They can use ellipses (…) to show that they have skipped text rather than write entire paragraphs in the evidence column.

o The T-chart and a teacher reference are included at the end of this set of lessons. Use the teacher reference to give examples to students.

• Debrief Lesson 3, asking students again, “Why would anyone want to live forever? Is it a blessing or a curse?” Briefly review key vocabulary/concepts, and additions to the anchor charts. o Ask a few students to share their ideas about what Mae said at

the end of Chapter 5. Ask, “Is it really the worst thing that Winnie



found them?” (This is an “outside the text” question. This will be revisited throughout the unit as an “inside the text” question.)

• Optional: If there is time, play a game with students using the vocabulary learned in Chapters 1-5. (See game suggestions in the Resources section.)

• Preview outcomes for the next lesson: In the next lesson, we will read chapters 6 – 9 to learn more about how the Tucks interact with Winnie now that she knows the secret.

Formative assessment: • Read each student’s readers’ notebook/journal entries to note if

students are using appropriate evidence from the text to back up their responses.

• Work with students in small groups or one-on-one who are having difficulty.

Lesson 4: Chapters 6-9 • Review information recorded or charted during the first three

lessons with the following questions: o What do we know about Winnie, Mae Tuck and the Stranger? o Look at the drawing of the Ferris wheel. Do you see the

connection among the three characters? • Introduce key vocabulary terms/concepts students will encounter in

Chapters 6-9. (Students record in their reader’s notebooks.) o Chapter 6: seized, bridle, astonishing, fiercely, rapid, abruptly,

explanation, distractedly o Chapter 7: suspected, eagerness, tension, o Chapter 8: scornful, extraordinary, cautiously, peculiar, parson o Chapter 9: exhausted, rescued, vanity, vigorous, reservoirs,

penetrate, protectively, embankment, melancholy, solemnly

• Set the purpose for reading, “When we last read, Winnie had just met Jesse Tuck and his mother, Mae. They were very upset that Winnie found them and the spring. Today, we are going to read about how the Tucks interact with Winnie now that she knows the secret.”

Chapter 6 • Students read Chapter 6 silently. Once finished, students discuss the

actions of Mae, Miles, and Jesse Tuck using sticky notes to record thoughts. Questions could include: o Why are they kidnapping Winnie? o How is Winnie reacting to being kidnapped? o Why didn’t Winnie scream when she saw the stranger?

Chapter 7 • Read Chapter 7 aloud to the class. After reading, ask students, in

pairs, to retell the story that the Tuck’s told Winnie. o If students need prompting, ask, “What do the Tucks say about

drinking from the spring? Was it a good thing or a bad thing? What made them realize that something had changed in their lives?”

o Encourage students to cite specific evidence from the text and to use sticky notes to record their thoughts.

Chapter 8 • Ask students to read Chapter 8 with a partner. When the class is

ready to review the chapter as a group, ask students to describe the reactions of Miles, Jesse, and Mae now that they have told their story to Winnie. o If students need prompting, ask, “How has this knowledge

changed Winnie?” o Remind students to use sticky notes to record their thoughts.



o Explain that in the last paragraph of Chapter 8, the author tells us that the stranger was hiding in the bushes and heard the Tucks’ story. Ask students, “How will this affect the Tucks and Winnie?” Remind students to use sticky notes to record their thoughts.

Chapter 9 • Ask students to read Chapter 9 silently. When the class is ready to

review the chapter as a group, ask students to: o Use a think-pair-share to discuss how Tuck (Angus Tuck) reacts

to the news that Winnie is with his family and knows their story. o Follow-up question: What is Winnie’s reaction to meeting Angus?

• Reconvene as a group and ask students, “At this point, what important ideas does the story make you think about?” o Help students to identify the themes that are emerging. o Tell students to use sticky notes to record their thoughts based

on the reading and class discussion. • De-briefing the lesson. If there is time for a writing activity, ask

students to: o Organize their sticky notes onto pages in their readers’

notebooks. o Use the sticky notes to write a paragraph commenting on the

journey Winnie’s feelings take while she is traveling with Mae, Jesse, and Miles. How do her feelings change as she travels with them?

o Remind students to cite specific evidence from the text that illustrates the changes in her feelings and the events that caused the change.

o Using their sticky notes or paragraph, students should add any new insights to the T-chart.

• Optional vocabulary activity: Ask students to find vocabulary that could be used to describe an action (adverb) and to pick five to use in an original sentence that demonstrates the student understands

the meaning of the word. (e.g., The speaker solemnly delivered the sad news to the neighbors. vs. He spoke solemnly.

• Preview outcomes for the next lesson: Tomorrow, we will learn about the Tuck’s house and Winnie’s reaction to it. We will also learn how the author uses descriptive language to help us picture the Tuck’s house in our minds.

Formative assessment • Read students’ journal entries to determine if students were able to

organize their sticky note ideas and to write a paragraph that addresses the question and that cites evidence from the text.

Lesson 5: Chapters 10-12 • Review information recorded or charted in the previous lessons. • Tell students: To determine the theme of a story, you must know

about the characters and their reactions to events. Winnie’s reactions and feelings change throughout the text as a result of actions and her own thinking.

• Ask students to do a Think-Pair-Share to discuss the following questions, “What was Winnie’s reaction to being kidnapped? What is the evidence in the text that supports your idea?”

• Introduce key vocabulary terms and concepts that students will encounter in Chapters 10-12. (Students record in their reader’s notebooks or can attach a sheet of vocabulary terms to their notebook.) o Chapter 10: pitiless, submission, carelessness, fortress,

indomitable, perilous, helter-skelter, aimlessly, disarray, cluttered, shyly, emerging, plastered

o Chapter 11: luxurious, elation, peculiar, sympathy, savior, decisively



o Chapter 12: trembled, boldly, dimensions, silhouettes, paling, drifted, understanding, trample, anguish.

• Explain, “When we last read, the Tucks told Winnie the story of the spring and what has happened since they drank from it eighty-seven years ago. They had to kidnap Winnie so they could convince her that she could not tell anyone about them or the spring. Today we are going to find out what happens with Winnie as she prepares to spend the night with the Tucks, her first night away from home.

Chapter 10 • Ask students to read Chapter 10 in pairs and focus on the descriptive

language Natalie Babbitt uses to describe the Tuck’s house. o In pairs, students record some of the language she uses to help

the reader to picture the shack (eddies of dust, silver cobwebs, mouse living in a drawer, stacks of dishes, every surface pile and strewn and hung, loose and sloping furniture, soot streaked fireplace, aimless furniture, dusty loft, scraps of cloth, half-completed quilts and rugs, wood carvings, unassembled dolls, stacks of wooden bowls, etc.).

• After reading, ask students to describe the Tucks’ house in their own words. o Ask students to compare and contrast the Foster’s way of living

with the Tucks’ way of living. o Remind students to record their thoughts in their readers’

notebook and cite specific evidence from the text.

Chapter 11 • As a group, read and discuss Chapter 11 modeling close reading. Use

questions that draw the readers back into the text as they answer them, such as the questions below. (You may want to provide students with a section of the text so they can underline, highlight, and/or write notes.)

o At the end of the first paragraph it says, “And suddenly the meal seemed luxurious. Why does Winnie experience this meal as “luxurious” What does this tell you about how she is feeling at the time?

o What text tells us about Winnie’s feelings? How do they change as dinner progresses?

o Why does Winnie speak “unsteadily” when she asks to go home? What does this word tell the reader about how she feels?

o Tuck says there “ain’t a whole lot of time” and Jesse says “seems to me that time’s the only thing we got a lot of.” How can both be true?

o What clues does the author give you about how the Tucks feel toward Winnie?

o What clues does the author give you about what might happen in the next chapter?

• At the end of discussion, ask students, “Winnie has been with the Tucks all day. Why is dinnertime different from the earlier part of the day? What has she learned about the Tucks and herself? What feelings does she have?” o Give students a chance to record their thoughts in their readers’

notebook.

Chapter 12 • Ask students to read Chapter 12 silently. Once students have finished

the reading, discuss the chapter as a group. • Ask students, “Angus Tuck (Tuck) takes Winnie out on the pond.

What does he talk to her about, and why? What does he believe about living forever?” o Start a chart entitled, “Blessings and Curses.” o Compare Tuck’s feelings about life to the blessing and curse

chart the class generated – Why would someone want to live forever?



o Ask, “Who does NOT want to live forever and why?” o Ask students to explain Tuck’s reasons for wanting to be

“normal” again. o Give students a chance to record their thoughts in their readers’

notebook. • Refer to the Ferris wheel chart that was started in the first lesson,

and ask students, “How does Tuck’s conversation with Winnie about life connect to the wheel and the hub?” o Remind students to cite specific evidence from Tuck’s

conversation with Winnie. o Give students a chance to record their thoughts in their readers’

notebook. • Give students a chance to add to the T-chart. They can work in pairs.

Share examples and ask discuss. • Ask students, “At this point, what important ideas does the story

make you think about?” (Help student identify the themes.) • Letter writing activity: Ask students to complete the following

activity, “From the perspective of Winnie, and write a letter to your

parents explaining the Tuck’s story and why you had to be away for the night. Be sure to include specific evidence from the chapters. Tell them how your thinking and feelings have changed and which events allowed you to grow.

• Debrief the lesson – what did we learn about the Tuck’s home, their “family time”, and Mr. Tuck’s view of life, key vocabulary, the metaphor of the Wheel. Have a few students share their letter from Winnie.

• Preview outcomes for the next lesson: Students will read and react to chapters 13-16, create a character map for the man in the yellow suit, add to the T-chart of Winnie’s changing feelings, and write a reply to an imaginary reporter for the Treegap Times.

Formative assessment: • Letter writing activity: Assess if students are able to use specific

evidence from the chapter to show how Winnie had changed.



Winnie’s Changing Feelings T-Chart (Lesson 3) Feelings Text Evidence and Page(s)



Lessons 6, 7, 8, 9, 10, 11 and 12

Brief Overview: In Lesson 6, students will read and react to chapters 13-16, create a character map for the man in the yellow suit, add to the T-chart of Winnie’s changing feelings, and write a reply to an imaginary reporter for the Treegap Times. In Lesson 7, students read chapters 17 with a partner or as a read aloud and chapter 18 as a close read, and respond to text-dependent questions. In Lesson 8, students read chapters 19-20 either as a read aloud or silently and will respond to text-dependent questions. Students also write an entry about theme in their notebook/journal. In Lesson 9, students read Chapters 21-23, respond to text dependent questions, play a vocabulary game, and write a response in the notebook/journal. In Lesson 10, students read and react to the final chapters of Tuck Everlasting (chapters 24-25). In Lesson 11, students will finish reading the book. In Lesson 12, students complete the CEPA. As you plan, consider the variability of learners in your class and make adaptations as necessary. Prior Knowledge Required: Knowledge from previous chapters of the book. Estimated Time: 60 minutes per lesson Resources for Lesson: • Text • Essential Questions • Anchor charts • Readers’ notebooks/journals



Content Area/Course: Grade 4 English Language Arts Unit: Using Literary Elements to Determine Theme: Tuck Everlasting Time: 60 minutes each lesson Lessons: 6, 7, 8, 9, 10, 11, 12 By the end of these lessons students will know and be able to: • Write an imaginary reply to a reporter using evidence from the text. • Write more skillfully in their notebook/journal. • Identify some themes in the text. • Focus on some vocabulary that establishes a duality and to detect the

mood the author is developing. Essential Question addressed in this lesson: Q1 - How do characters’ actions and thoughts help us know the theme? Q2 - Would living forever on earth be a blessing or a curse? Q3 – How does the language in a story help us to see what the author is telling us? Standard(s)/Unit Goal(s) to be addressed in this CCSS.ELA-LITERACY.RL.4.2: Determine a theme of a story, drama, or poem from details in the text, summarize the text. CCSS.ELA-Literacy.W.4.9.a: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Instructional Tips • Particularly in Lesson 11, some students may experience sadness or

may even cry with the realization that Winnie has died, and will need support to validate their sadness and move on.

• There are questions provided for the text-dependent questions relating to chapters 17 and 18 in lesson 7. (See the end of this group of lessons.) Conduct a group and discuss text-dependent questions, seminar style.

Lesson Sequence Lesson 6: Chapters 13-16 • Remind students that at the end of chapter 12 they learned that the

Tuck’s horse has been stolen. Why was the horse stolen? • Set purpose for reading: In the next few chapters, read to find out

what the stranger (man in the yellow suit) is after. • Introduce key vocabulary and concepts which students will

encounter in Chapters 13-16. o Chapter 14: routine, disappeared, outrage, evidently, nonsense,

whirled, lingered, anxiously, guiltily, confusion, adored o Chapter 15: parlor, rhythmic, destination, exclamations,

illiterates, expression, ordeal o Chapter 16: roust, courteous, suspiciously, cahoots, constable,

accommodations, gander

Chapter 13 • Give students a chance to read Chapter 13. • Ask students, once they finish reading create a Character Map for the

Stranger (man in the yellow suit) in their reader’s notebook. • Student can discuss or respond (in the reader’s notebooks) to this

question: What kind of man do you think the stranger is? Answers



could include: He stole the Tuck’s horse, he followed them and knows their secret, and he is getting help for Winnie by telling her parents that he knows where she is, etc.

Chapter 14 • Give students a chance to read Chapter 14 and then discussion the

following question, “What have we learned about the Tucks from this chapter?”

• Give students a chance to add to the T-chart about Winnie’s feelings. • Ask students to respond to the following question in their reader’s

notebooks, “Is Winnie safe or in harm’s way?” Remind students to cite specific evidence from the text.

Chapter 15 • Ask students to think about the following question, as they read

Chapter 15, “What kind of person is the stranger?” • Ask students to record their responses on the Character Map on the

stranger (see Chapter 13 above). (Answers could include: He is blackmailing the Fosters so that he can have the Wood next to their house.)

Chapter 16 • Ask students to read Chapter 16 and answer the following questions:

o Why do you think the stranger wanted to ride ahead of the constable to the Tucks house?

o Is Winnie really in danger from the Tucks? • Discuss the questions and then ask students to complete the

following writing assignment: o The Fosters gave the wood to the stranger in exchange for the

location of Winnie and her kidnappers. Pretend that you are the stranger (man in the yellow suit). A local reporter for the

Treegap Times newspaper has asked about your plans for the wood and how those plans would benefit the town of Treegap.

o Write what you will tell the reporter. Use evidence from the text in your reply.

Formative assessment Assess students’ use of evidence from the text and their understanding of the circumstances in the reply they write to the Treegap Times. Lesson 7: Chapters 17 and 18 • Introduce new vocabulary that will be encountered in Chapters 17-

18 and ask students to record in their reader’s notebook/journal. o Chapter 17 – stern, peculiar, threadbare, queer, peril, teeming,

rigid, blotter o Chapter 18 – parlor, surveyed, poised, fleeting, lingered, alien

Chapter 17 • Ask students to read Chapter 17 with a partner and discuss the

following questions. (Display questions on board or give students the handout for question on Chapter 17 on p. 26): o Natalie Babbitt begins with a descriptive paragraph. Read the

paragraph and notice: Where is Winnie? o Tell students to reread sentence 5 (beginning with: “It looked

unreal”) closely. They should then highlight (jot on post-its) three describing words that best convey Winnie’s appearance when she wakes.

o Has Winnie changed? Remember to use evidence to support your thinking.



o Winnie and Miles have a conversation about immortality. What is Winnie’s belief about immortality at the beginning of their conversation? At the end of their conversation? What causes her to change her mind?

o On page 87 read the fourth paragraph closely (begins with: “And then Miles caught a fish.”). Winnie has conflicting feelings about the Tucks’ and immortality. How does this paragraph illustrate those conflicting feelings?

o When Winnie is faced with death what does she decide to do? When Miles says, “It is the natural order of things.” What is the natural order of things?

Chapter 18 • Assign Chapter 18 as an independent close read. (You may want to

give students a copy so they can mark up the text). • Ask students to annotate the text (using sticky notes), and to be

prepared to respond to the following questions: o What does Winnie’s stomach fluttering at the thought of Jesse tell

you? Read on and find out why is this detail important. Be prepared to explain.

o What is Winnie considering, and how would that change the story?

o What details in the text tells the reader how the Tucks reacted to the knock on the door?

o The man in the yellow suit speaks pleasantly to Mae when she answers the door. Is he as pleasant as he sounds? How do you know?

o How do Winnie’s feelings change in this chapter from previous chapters? What text tells you this?

• Discuss responses to the questions, encouraging students to go back to the text to support their answers.

• Go back to the drawing/chart of the wheel (from lesson 2) and ask students to record where we are on the wheel (all 3 characters are now at the hub of the wheel).

• Give students a chance to add to the T-chart. • De-brief the lesson. Review the changes that have occurred in the

characters in chapters 17 – 18, and ask what the major events were that created these changes. Ask students, “At this point, what important ideas does the story make you think about?” (Help students identify the themes that are emerging.) Give students a chance to write their ideas in their reader’s notebooks.

• Preview outcomes for the next lesson: Students will read chapters 19-20 either as a read aloud or silently and respond to text-dependent questions. Students will also write an entry about theme in their notebook/journal.

Formative assessment: Check students’ T-charts and notebook/journals to assess their understanding at this point.



Tuck Everlasting – Chapter 17-Reading Questions 1. Natalie Babbitt begins with a descriptive paragraph. Read the paragraph and notice: Where is Winnie?

2. Tell students to reread sentence 5 (beginning with: “It looked unreal”) closely. They should then highlight (jot on

post-its) three describing words that best convey Winnie’s appearance when she wakes. 3. Has Winnie changed? Remember to use evidence to support your thinking.

4. Winnie and Miles have a conversation about immortality. What is Winnie’s belief about immortality at the beginning

of their conversation? At the end of their conversation? What causes her to change her mind?

5. On page 87 read the fourth paragraph closely (begins with: “And then Miles caught a fish.”). Winnie has conflicting feelings about the Tucks and immortality. How does this paragraph illustrate those conflicting feelings?

6. When Winnie is faced with death what does she decide to do? When Miles says, “It is the natural order of things.”

What is the natural order of things?



Tuck Everlasting – Chapter 18-Reading Questions

1. What does Winnie’s stomach fluttering at the thought of Jesse tell you? Read on and find out why is this detail

important. Be prepared to explain. 2. What is Winnie considering, and how would that change the story? 3. What details in the text tells the reader how the Tucks reacted to the knock on the door? 4. The man in the yellow suit speaks pleasantly to Mae when she answers the door. Is he as pleasant as he sounds?

How do you know? 5. How do Winnie’s feelings change in this chapter from previous chapters? What text tells you this?



Lesson 8 Introduction • Remind students of the Essential Questions. Discuss how they would

answer them to this point. • Introduce new vocabulary that will be encountered in Chapters 19-

20 (students record in reader’s notebook). o Chapter 19 – petulance, ghastly, hoarsely, tension, ignorant,

constable o Chapter 20– wheezed, resentfully, entranced

Chapter 19 • Read chapter 19 aloud to students. • Tell students that Natalie Babbitt reveals more about the true

character of the man with the yellow hat. As you read notice the actions, words, decisions and reactions of the man with the yellow hat.

• Pause during reading to ask these questions: o What are his plans for the spring water and what does he hope to

gain by selling the water? o If you had to choose one word to describe the man with the

yellow hat which word would you choose and why? o How does he react when the Tucks refuse to help him? o Why do you think Mae reacts as she dies with the man in the

yellow suit grabs Winnie? o What do you think Winnie means to Mae?

• After the read-aloud, discuss the following questions: o What conclusions can you draw about the man with the yellow

hat from your evidence? o What leads to his downfall? What message or idea does his

downfall raise?

Chapter 20 • Pre-reading: Ask students what they did when they were young and

frightened. After a few responses summarize. (Typically you seek protection from an adult.)

• Ask students to read Chapter 20 silently. • After reading, ask students, “In this chapter who is protector and

who is protected? What is your evidence?” • Give students a chance to discuss the following questions:

o On page 104, the author says, “They sounded strange on her own lips and made her sit up straighter.” What sounded strange? Why?

o On page 105, ask students what is the meaning of the following phrase: “And she watched the swaying, sagging back of the woman who rode him.”

o How has Winnie’s thinking changed in this chapter? o Which sentence in the final paragraph best illustrates that

change? Why is this change significant? o Ask students, “At this point, what important ideas does the story

make you think about?” (Help students identify the themes that are emerging.)

• Give students a chance to write about the themes in their readers’ notebook/journal.

• Give students a chance to think about the changes that have occurred to Winnie and add to their T-chart.

• Preview outcomes for the next lesson: Students will read chapter 21-23, respond to text dependent questions, play a vocabulary game, and write a response in the notebook/journal.

Formative assessment: Read the students’ notebook/journal entries and T-chart to assess their understanding of the themes that are emerging from the reading and how Winnie is changing in her thinking and feeling.



Lesson 9 Chapters 21-23 Introduction • Introduce new vocabulary that will be encountered in Chapters 21-

23. (Students record in reader’s notebook or attach the paper in their notebooks). o Chapter 21 – babbling, mingled, peered, twilight, sprawled,

fringes, gallows, (phrase: in spite of) o Chapter 22 – exertion, parched, vanished o Chapter 23 – defeated, remorseless, plaintive, lapse, gentility,

haze forbidden • Review the duality of freedom/confinement. • List the words seized, swooped, flinging, babbling. Have students

discuss the meaning of the words. Brainstorm in what situations might you find or use these words.

Chapter 21 • Read Chapter 21 aloud.

o Before you read paragraph 2, ask students make a list of the verbs in the paragraph.

o Then ask, “What does the author’s word choice convey in this paragraph? “ Or, “Which words in paragraph 2 illustrate or convey the atmosphere of Winnie’s home?”

o What does Winnie say that shocks her family? (You mean if he dies?) Why is this statement significant?

o What does Winnie learn about the man with the yellow hat? Now that he is dead, what does Winnie decide?

Chapter 22 • Ask students to read Chapter 22 with a partner. • As students finish reading, ask students to discuss the following

questions: o When Jesse comes to Winnie the fence is a barrier that separates

them. What other barriers separate Jesse and Winnie? o What does Jesse think will remove that barrier? How do you

know? o Would you call the spring water a gift? Explain. o What does Winnie decide to do? Why?

Chapter 23 • Ask students to read Chapter 23 silently. After reading • Ask students:

o What mood or atmosphere is conveyed through the setting of this chapter?

o What conclusion does Winnie draw about the spring water? o How does the setting impact her thinking?

• Play one of the vocabulary games listed in Lesson 1 to review vocabulary from the text.

• Preview outcomes for the next lesson: Students will read the final chapters of Tuck Everlasting (chapters 24-25).

Formative assessment: Note students’ performance in the vocabulary game.



Lesson 10 • Remind students that at the end of chapter 23, Winnie wakes at five

minutes to midnight. She has not missed her moment. Ask students to make a prediction: Will she and the Tucks be successful? Discuss and prompt students to support their prediction with evidence from the text already read.

• Set purpose for reading: In these final chapters we learn whether or not Winnie will drink the water from the spring. Ask students to take five minutes to answer the following question in their journals: Should Winnie drink the spring water? Explain why or why not. What might she gain? What might she lose?

• Introduce key vocabulary /concepts which students will encounter in Chapters 24-25. Ask them to record them in their readers’ notebooks/journals (or to attach a handout in to notebook): o Chapter 24: detached, pry, receded, heave, protruding, furrowed,

exultant, o Chapter 25: departure, profoundly, sedately, trying,

apprehension, wistful, staunchly, shamed Chapter 24 • Give students a chance to read Chapter 24 silently and then ask:

o What are Winnie’s feelings about sneaking out of the house? What text tells you that?

o Why does Winnie sneak out of the house in spite of the strong feelings she has?

o Describe the setting. What does the setting help the reader understand?

Chapter 25 • Ask students to read Chapter 25 with a partner. As they read, they

should discuss the following questions: o In paragraph 1, return to the metaphor of the wheel. What has

happened to the wheel? What does this movement of the wheel mean? How does the description of the setting support the meaning of the metaphor?

o How did Winnie’s experience with the Tucks change her? Her family?

o What does Winnie do with the spring water? How does the word impulse help us, the reader, better understand her decision?

o Return to the visual representation of the wheel. Where would you place Winnie on the wheel (life cycle)? Cite specific evidence from the text.

o Record on your T-chart how has Winnie changed her feelings and thinking? Cite evidence from the text.

• De-brief lesson: After students have finished reading, discuss this question as a group: At this point of the story, what important ideas does the story make you think about? (Help students identify the themes that are emerging.) Write their ideas in their readers’ notebook/journal.

• Preview outcomes for the next lesson: In the next lesson, students will complete the book by reading and discussing the Epilogue and will work on their CEPA.

Formative assessment: Assess students’ responses in their notebooks/journals and on the T-chart. Do they understand the themes? Do they understand how Winnie has changed in her thinking and feelings, and can they cite evidence?



Lesson 11 Introduction • Tell students, “We have come to the end of the book. Sometimes

authors add an epilogue to help you to understand what happened to the main characters later on. When we finished the main chapters of the book, we found that Winnie had helped Mae Tuck escape from jail. Now we go forward a number of years in the epilogue.”

• Ask students, “What did Winnie do with the water in Chapter 25?” Explain that we will find out why this is significant in the epilogue.

• Review the T-chart about Winnie’s feelings. Discuss her transformation as the events unfolded.

• Introduce new vocabulary: Epilogue, blacktopped, clattering, continuous, accustomed, recognize, verandah, queer, rambling, cemetery, monument.

Epilogue • Set the purpose for reading: The Tucks return to Treegap many

years later. What do you think they will find? • Ask students to read the first seven paragraphs silently. • Discuss the descriptive language the author uses to describe Treegap

now. Chart and compare it to the description of Treegap in Chapter 1. Ask students, “How many years have passed? How do you know? Cite specific evidence from the text.”

• Ask students to continue reading paragraphs 8 -18 and think about the following question: What did Mae and Angus Tuck learn in the diner? Cite specific information from the text.

• Read page 137 aloud to students. • In the last paragraph the author wrote, “He had wanted it to be

there, but now that he saw it, he was overcome with sadness,” as Tuck looked at Winnie’s gravestone in the cemetery. Ask, “Why do you think Tuck wanted her name to be there? Why do you think he

was also sad that it was there?” (He had hoped that she wouldn’t drink the water because he didn’t want her to have the hardships that the Tucks have endured. He was also sad because someone he loved was gone – the Tucks do not get close to too many people so mourning someone is not a common feeling).

• Ask, what does the inscription on the gravestone tell us about Winnie’s life? (She had a husband and children and lived to be 78 years old).

• Continue reading the remainder of the Epilogue, and ask, “What are the Tucks going to do now?” (Probably leave Treegap and move on to some other town.)

• Do a quick Turn and Talk. Ask students, “What is the author inferring when she wrote, ‘The toad was squatting in the middle of the road quite unconcerned.’” (The toad is the one that Winnie talked to in her yard. She poured the water over him so now he cannot die. The toad has probably discovered over the last 50 years that he is safe in the middle of the road.)

• Finish the Epilogue, and ask, “Now that we have read the book, what important ideas does the story make you think about?” Help students identify the themes and ask how they know each is a theme. o Refer to anchor charts and the text. o Create a new anchor chart listing the themes and what in the text

develops that theme. (Answers could include, Aging- immortality – death, Cycle of life, Independence, Growth – learning – change).

• Ask students to choose two themes that they think are most important in the story and to write in their reading notebooks about what in the story supports this.

Formative assessment: • Read the students’ journal entries to assess their understanding of

theme in Tuck Everlasting.



Lesson 12 Review • Remind students of the discussion at the end of the last lesson. An

anchor chart was created that listed the themes of Tuck Everlasting. These themes were: o Aging- immortality - death o Cycle of life o Independence o Growth – learning - change

• Students then chose and wrote about two of the themes they thought were most important in the story and to write in their reading notebooks/journals about what in the story supports this.

Performance Assessment: CEPA • Explain the CEPA and provide time and support for students to work

on it. (See the CEPA section below for instructions.) • Provide time and support for students to work on it. Summative Assessment Completion of the CEPA



Curriculum Embedded Performance Assessments (CEPA) Using Literary Elements to Determine Theme: Tuck Everlasting

Teacher Instructions In this CEPA, students reflect the theme of the story and understand the events by drawing evidence from the text. Students build upon the shared reading, discussions, anchor charts, and their notebooks/journals to complete this task. • Provide the directions (see Student Instructions) and CEPA Rubric to students. • Discuss the requirements and ensure that each student understands what is required and what evidence of quality is. • Provide time to work on the assessment during class time and observe how students are tackling the task. • Use the rubric to assess each student’s product. • Post each student’s article or put into a binder for the classroom library. Standards CCSS.ELA-LITERACY.RL.4.2: Determine a theme of a story, drama, or poem from details in the text, summarize the text. CCSS.ELA-Literacy.W.4.9.a: Draw evidence from literary or informational texts to support analysis, reflection, and research. Criteria for success: Specific instructions for the article: • The title and opening sentence that catches the readers’ attention. • One of the paragraphs discusses what Winnie told her children they could learn from her life (the themes). • The article is no longer than six paragraphs. • A clear main idea and supporting details that readers will easily understand. • There is evidence from the text and from notes to show how Winnie changed herself and her family. • Information is included about Winnie from the age of ten (when the event occurred) until she died at age 78. • The story Winnie told her children to explain why she participated in the jailbreak. • Accurate spelling or grammar



CEPA Student Instructions You are a reporter for the Treegap Times. Your editor has asked you to write an article on Winnie Foster Jackson, the great granddaughter of the Fosters, the first family the settle in Treegap. Almost 60 years before, she was involved in a scandal that changed her family forever. You have been asked to commemorate this 60th anniversary by telling the story of Winnie Foster. Your editor gave you specific instructions for this article: • Create a title and opening sentence that will catch the readers’ attention and make them want to read the story (and

buy the newspaper). • Talk in one of the paragraphs about what Winnie told her children they could learn from her life (the themes). • Make the article no longer than six paragraphs so that it will fit in the front-page space. • Be sure to have a clear main idea and supporting details so that readers easily understand. • Use the evidence you have from the text you have available to you [the book] and your notes to show how Winnie

changed herself and her family. • Include information about Winnie from the age of ten when the event occurred until she died at age 78. • Include the story that she told her children to explain why she participated in the jailbreak—even though no one

believed her. • Be sure that there are no spelling or grammar errors in your article so that the editor doesn’t have to fix errors in the

article before printing it in the newspaper.

Your article will be published in the Treegap Times.



CEPA Rubric for Tuck Everlasting

4 Exceeds Expectations 3 Meets Expectations 2 Developing 1 Emerging

Reflects understanding of themes in the article

Skillfully reflects themes from the book

Reflects most themes from the book

Reflects only one theme, or reflects more than one, but unclearly.

Did not reflect the themes

Uses text evidence

Used ample and appropriate evidence from the text

Used some appropriate evidence from the text

Used a little evidence from the text

Used no evidence from the text

Writes skillfully

Includes complete, interesting sentences and good use of the English skills Engaging and pleasurable for the reader

Includes mostly complete sentences and mostly good use of the English skills. Interesting for the reader

Includes some complete sentences and some use of the English skills. Not fully engaging due to writing mechanics problems and/or poor word choices

Frequent errors in sentence writing and/or English skills. Difficult to understand or errors detract from reading



Unit Resources Lessons 1, 2, 3, 4, 5 Text (class set) • Tuck Everlasting, by Natalie Babbitt Lessons 6, 7, 8, 9, 10, 11, 12 Text (class set) • Tuck Everlasting, by Natalie Babbitt Teacher Resources • Marzano, R. J. (2004). Building background knowledge for academic achievement: Research on what works in schools. Alexandria, VA: ASCD • Marzano, R. J. (2012). A Comprehensive Approach to Vocabulary Instruction. Voices from the Middle, Volume 20 Number 1, September 2012. National

Council of Teachers of English. See http://www.missionliteracy.com/uploads/3/1/5/8/3158234/marzano_vm0201comp_vocab.pdf. Materials • Chart of Essential Questions • Chart paper • Anchor charts, including a roll of paper or chart paper taped together to start a timeline anchor chart • Readers’ notebooks/journals




Appendices

A. Vocabulary Development B. Winnie Character Map in Tuck Everlasting C. Vocabulary by Chapter for Tuck Everlasting C. Similes and Metaphors from the text.



Appendix A. Vocabulary Development for Tuck Everlasting Students with limited vocabularies cannot comprehend text as well as those who have developed both vocabulary knowledge and strategies to figure out Tier 1 and 2 words (Marzano 2004) that they encounter for the first time in a text. For this reason, teachers explicitly teach to expand students’ vocabulary. We do not recommend that vocabulary instruction be accomplished by requiring students to look up words in the dictionary and insert these into a notebook, as this does not produce a lasting increase in the vocabulary that students understand and use in speech and language. (This does not mean that the dictionary should not be used or that students’ proficiency in using a dictionary not be a goal. Explicit instruction in dictionary use should be an important part of the curriculum.) Explicit instruction is required to teach words that students cannot yet figure out independently and for students who have acquired little “incidental vocabulary” (that is, learned over time through wide reading). Direct instruction of the vocabulary that has been listed in the resource section can be accomplished in a six-step process, with the first three steps used to introduce new terms and the following three used later (Marzano 2006): • Provide a description, explanation, or example of the new term. • Ask students to restate the description, explanation, or example in their own words. • Ask students to construct a picture, pictograph, or symbolic representation of the term. • Engage students periodically in activities that help them add to their knowledge of the terms in their vocabulary notebooks. • Periodically ask students to discuss the terms with one another. • Involve students periodically in games that enable them to play with terms. Other vocabulary instructional strategies can be found at: http://www.adlit.org/article/c138/

Examples of vocabulary games that can be used throughout the unit: • Play a game like the commercial Pictionary game but with teams. A student from each team in turn draws a picture of the word as the other team tries

to guess what the word is. • Basketball – Divide the class into two teams and give each a balloon, yarn ball, or other soft spherically shaped object to use as a basketball. Ask each

team in turn to define a word on the list in their own words. If correct, allow the team to throw their basketball into the basket (could be a clean wastebasket). Give three points for the correct definition and two points for the basket. Record the score.

• Jeopardy – As in the classic television game, provide definitions in a grid. Students respond with “What is…” and insert the word. • Action Verbs –Ask students to act out the verbs while other students guess.


http://www.adlit.org/article/c138/


• Bingo – Create bingo boards with vocabulary words. Provide chips for students to cover cells. Read a definition and students cover the cell with their chip. First student to cover a line (horizontal, vertical, or diagonal) wins that round.

Other games can be found at: • http://iteslj.org/Techniques/Koprowski-RecylingVocabulary.html • Games collection found on this page: http://marzanoresearch.com/Free_Resources/tools.aspx • Tips for using games can be found here: http://www.marzanoresearch.com/archive/VGFTC_tips_archive.aspx Teacher Resource • Marzano, R. J. (2004). Building background knowledge for academic achievement: Research on what works in schools. Alexandria, VA: ASCD • Marzano, R. J. (2012). A Comprehensive Approach to Vocabulary Instruction: Voices from the Middle, Volume 20 Number 1, September 2012. National

Council of Teachers of English. See http://www.missionliteracy.com/uploads/3/1/5/8/3158234/marzano_vm0201comp_vocab.pdf.


http://iteslj.org/Techniques/Koprowski-RecylingVocabulary.html

http://marzanoresearch.com/Free_Resources/tools.aspx

http://www.marzanoresearch.com/archive/VGFTC_tips_archive.aspx



Appendix B: Winnie in Tuck Everlasting Character Map Prologue 4 Impatient “At noontime, Winnie Foster…lost her patience at last…” Chapter 1 7 Disinterested “…she had never been curious about it…” Chapter 3 13 Determined “I will, though. You’ll see. Maybe even first thing tomorrow, while everyone’s asleep.” 13 Impatient “…for lack of any other way to show who she felt, had flung one [pebble] at the

toad…” 14 Impatient “Look here, toad,” she said….”I don’t think I can stand it much longer.” 14-15 Tired of attention on her “If I had a sister or a brother, there’d be someone else for them to watch…I’m tired of

being looked at all the time. I want to be by myself for a change.” 15 Wishful or wistful “I’m not sure what I’d do…by something interesting—something that’s all mine.

Something that would make a difference in the world. It’d be nice to have a new name, to start with, one that’s not all word out from being called so much. And I might even decide to have a pet.”

15 Determined/resolute “I expect I’d better run away…You think I wouldn’t dare, don’t you?...I will though. You’ll see.”

16 Exasperated “All right! I’m coming!” she cried, exasperated. Chapter 4 18 Interested but cautious “But Winnie, though she was half charmed, was suddenly reminded of the stiff black

ribbons they had hung on the door to …for her grandfather’s funeral. She frowned and looked at the man more closely.”



Chapter 5 22 Resigned and fearful “But she realized that sometime during the night she had made up her mind: she

would not run away today. ‘Where would I go anyway?’ she asked herself. But in another part of her head, the dark part where her oldest fears were housed, she knew there was another sort of reason for staying at home: she was afraid to go away alone.”

23 Disheartened “And when she remembered the toad, she felt even more disheartened …What if he should laugh at her secretly and think she was a coward?”

23 Resolved ‘Well, anyway, she could at least slip out, right now, she decided, and go into the wood…That would be something anyway.”

23-24 Timid and then relaxed and surprised “Winnie had been no more than two slow minutes walking timidly under the interlacing branches when she wondered why she had never come here before. ‘Why, it’s nice!’ she thought with great surprise.”

25 Curious “And, though her instinct was to turn and run, she was pleased to discover that her curiosity was stronger.”

25 Enamored, has a “crush” “Sitting relaxed with his back against the trunk was a boy, almost a man. And he seemed so glorious to Winnie that she lost her heart at once.”

26 Embarrassed and resentful “Winnie stood up, embarrassed and, because of that, resentful.” 27 Defiant/impetuous “It’s my wood,” said Winnie, surprised by the question. “I can come here whenever I

want to.” 28 Hopeless

Deflated/disappointed “Oh,” said Winnie hopelessly. “Seventeen. That’s old.”

29 Defiant/impetuous “Why not?” said Winnie…It’s mine, anyway, if it’s in the wood. I want some…Well, I still don’t see why now…If my papa was here, he’d let me have some.”

Chapter 6 32 Shocked, yet calm “Winnie herself was speechless. She clung to the saddle and gave herself up to the

astonishing fact that, although her heart was pounding and her backbone felt like a pipe full of cold running water, her head was fiercely calm. Disconnected thoughts presented themselves one by one…”[up to last line of the paragraph.]

33 Unable to think “…Winnie’s mind perversely went blank…Only then did it come to Winnie that she ought to shout, wave her arms, do something.”



34 In shock, then frightened and outraged “Winnie…began to comprehend her what was happening and with the comprehension her throat closed and her mouth went dry as paper…This was real. Strangers were taking her away; they might do anything; she might never see her mother again. An then thinking of her mother, she saw herself as small, weak, and helpless, and she began to cry, suddenly, crushed as much by outrage as by shock.”

35 Calm and interested “Somehow it calmed her. It was like a ribbon tying her to familiar things.” Chapter 8 42 Amazed; astonished; dumbstruck “So now she sat, mouth open, wide-eyed, not knowing what to make of this

extraordinary story. It couldn’t—not a bit of it—be true.” 44 Unafraid “But she felt there was nothing to be afraid of, not really.”

And near the end of the page: “And Winnie, laughing at him, lost the last of her alarm.”

44 Important “And the way they spoke to her, the way they looked at her, made her feel special. Important. It was a warm, spreading feeling, entirely new.”

44-45 Free; elated “Closing the gate on her oldest fears as she had closed the gate on her own fenced yard, she discovered the wings she’d always wished she had. And all at once she was elated…So that…she ran shouting down the road, her arms flung out, making more noise than anybody.”

Chapter 9 46 Tired; exhausted “But Winnie was exhausted long before that…dozed gratefully in Mile’s strong

arms…” 48 Shy, then comfortable “Winnie’s shyness returned at once when she saw the big man…but as he gazed at

her, the warm, pleasing feeling spread through her again.” Chapter 10 52 Amazed “Into it all came Winnie, eyes wide, and very much amazed.” 54 Sympathetic “That’s too bad,” she said, glancing shyly at Mae. Always moving around and never

having any friends or anything.”



Chapter 11 56 Observant; interested Winnie had never had a meal that way before and she watched them carefully at first,

to see what rules there might be that she did not know about.” 57 Angry “Winnie felt her elation, and her thoughtless pleasure, wobble and collapse…

…That story they told her—why they were crazy, she thought harshly, and they were criminals.”

58 Relieved “She had forgotten, too, about the man in the yellow suit, and now, thinking of him, she felt a surge of relief.”

Chapter 12 63 “aha”, epiphany, sudden realization “Winnie blinked, and all at once her mind was drowned with understanding of what

he was saying. For she—yes, even she—would go out of the world willy-nilly someday. Just go out, like the flame of a candle, and no use protesting…”

64 Frightened “She raged against it, helpless and insulted, and blurted at last, ‘I don’t want to die.’” Chapter 14 68 Homesick “Only her own nightgown would do, and the regular bedtime routine; without them,

she was painfully lonely for home.” 68 Helpless “Her joy on the road that morning had completely disappeared; the wide world

shrank and her oldest fears rolled freely in her consciousness. It was unbelievable that she should be in this place; it was an outrage. But she was helpless to control it…”

68 Confused; doubtful “Well, she did not believe it. It was nonsense. Wasn’t it? Well, wasn’t it? Winnie’s head whirled.”

70 Surprised, touched “You don’t have to do that,” said Winnie, surprised and touched. 71 Cared for, confused, guilty “Winnie lay with her eyes wide. She felt cared for—and confused…She remembered

guiltily that at supper she had decided they were criminals. Well, they were. And yet… And then a final visitor made her confusion complete…

71 Embarrassed “This time she sat up, pulling the quilt around her in sudden embarrassment.” 72 Confused and “Struck dumb” “Once more Winnie adored him, kneeling there beside her in the moonlight. He

wasn’t crazy. How could he be? He was just—amazing. But she was struck dumb. All she could do was stare.



72 Confused; uncertain “She could not deal with this remarkable suggestion, she could not ‘think on it.’ For she didn’t now what to believe about anything.”

Chapter 17 82-83 Relieved, cheerful “They’ll take me home today,” thought Winnie. She was somehow certain of this, and

began to feel cheerful. She had been kidnapped, but nothing bad had happened, and now it was almost over.”

86 Resigned “The Tucks were right. It was best if no one knew about the spring, including the mosquitoes. She would keep the secret.”

87 Angry “Put it back, Miles,” she said, her voice dry and harsh. “Put it back right away.” Chapter 18 90 Happy “That’s the truth,” said Jesse and Miles both together, and Winnie felt a rush of

happiness. 91 Contented “Her fears from last night’s supper seemed silly to her now. Perhaps they were crazy,

but they weren’t criminals. She loved them. They belonged to her.”…She wished, for a fleeting moment, that she could stay with them forever…”

Chapter 19 93 Suspicious “His face was without expression, but there was something unpleasant behind it that

Winnie sensed at once, something that made her instantly suspicious.” Chapter 20 101 Terrified “Winnie was standing with her cheek pressed into Tuck’s chest, her arms flung tight

around him.” 102 Resolute “They didn’t kidnap me,” she said.” I came because I wanted to.”…

“You wanted to?” echoed the constable… “That’s right,” said Winnie unflinchingly. “They’re my friends.”

104 Comforting, mature “Mr. Tuck,” she said, “don’t worry. Everything’s going to be all right.”



Chapter 21 106 Soothed The rocking chair had been given to her when she was very small, but she still

squeezed into it sometimes, when no one was looking, because the rocking made her almost remember something pleasant, something soothing…and tonight she wanted to be soothed.”

107 - 108

Changed/different, satisfied, lonely “You mean, if he dies,” Winnie said flatly, and they had sat back, shocked…She was different now from what she had been before. As if some part of her had slipped away….Well, thought Winnie,…she was different. Things had happened to her that were hers alone, and had nothing to do with them. It was the first time. And no amount of telling about it could help them understand or share what she felt. It was satisfying and lonely, both at once.”

109 Pained “It was like a pain, she thought again, a dull pain on the fringes of the sky. Mae had killed the man in the yellow suit. And she had meant to kill him.”

Chapter 22 113 Perplexed “Mae! What could she do to set Mae free?” 114 – 115

Empowered, resolute “I can help! When your mother climbs out the window, I’ll climb in and take her place….That would give you time to get away!... At midnight she would make a difference in the world.

Chapter 23 117 Impatient, unable to concentrate “In the hall outside her room, the grandfather’s clock ticked deliberately,

unimpressed with anyone’s impatience…She tried to read, but it was so quiet that she could not concentrate…”

118 Restless, excited, guilty. “Winnie wandered restlessly bout here room, sat in her rocker, lay on her bed, counted ticks of the hall clock. Beneath her excitement, she was thick with guilt…She was about to do something which she knew would be forbidden. She didn’t have to ask.”

118-119

Guilty “What would happen in the morning, when the constable found her in the cell and had to bring her home for a second time? What would they say? Would they ever trust her again? Winnie squirmed, sitting in the rocker, and swallowed uncomfortably.”



119 Needed “Thinking of Tuck and Mae, of Miles and Jesse, her heart softened. They needed her. To take care of them. For in a funny sort of way that had struck her at the first, they were helpless. Or too trusting. Well, something like that. Anyway, they needed her. She would not disappoint them.”

Chapter 24 121 Shocked, empowered “Leaving the house was so easy that Winnie felt faintly shocked…no one stirred. She

was stuck by the realization that, if she chose, she could slip out night after night without their knowing.”

121 Guilty “That thought made her feel more guilty than ever that she would once more take advantage of their trust.”

125 Thankful “Winnie clasped her trembling hands thankfully.” 126 Tension released, exhausted “The tension in the parched earth eased and vanished. Winnie felt it go. The muscles

of her stomach loosened and all it once she was exhausted.” Chapter 25 128 Exhausted “Winnie was profoundly tired. It had been a trying two weeks.” 129 Guilty, fearful “Winnie had sat on the cot, eyes downcast, feeling very small—and very like a

criminal….She was, in fact, a criminal… And these new words, ‘accomplice,’ and ‘custody’ chilled her blood.”

131 Repulsed “A feeling of revulsion swept through her.”



Appendix C: Vocabulary by Chapter for Tuck Everlasting Chapter by Chapter Vocabulary • Chapter 1: trod, ambled, tranquil, contemplation, veered, touch-me-not, isolation, immense, axis • Chapter 2: beaming, melancholy, tolerantly, rueful • Chapter 3: bristly, stationary, frantic, intrusions, resentful, exasperated • Chapter 4: strolling, self-deprecation, marionette, suspiciously, twilight, melody, expression • Chapter 5: horizon, opportunity, protection, imagination, galling, disheartened, venture, consolingly, timidly, pruned, instinct, curiosity, enormous,

self-assurance, fountain, irrelevantly, primly, solemnly, plaintively • Chapter 6: seized, bridle, astonishing, fiercely, rapid, abruptly, explanation, distractedly • Chapter 7: suspected, eagerness, tension • Chapter 8: scornful, extraordinary, cautiously, peculiar, parson • Chapter 9: exhausted, rescued, vanity, vigorous, reservoirs, penetrate, protectively, embankment, melancholy, solemn • Chapter 10: pitiless, submission, carelessness, fortress, indomitable, perilous, helter-skelter, aimlessly, disarray, cluttered, shyly, emerging, plastered • Chapter 11: luxurious, elation, peculiar, sympathy, savior, decisively • Chapter 12: trembled, boldly, dimensions, silhouettes, paling, drifted, understanding, trample, anguish • Chapter 14: routine, disappeared, outrage, evidently, nonsense, whirled, lingered, anxiously, guiltily, confusion, adored • Chapter 15: parlor, rhythmic, destination, exclamations, illiterates, expression, ordeal • Chapter 16: roust, courteous, suspiciously, cahoots, constable, accommodations, gander • Chapter 17: stern, peculiar, threadbare, queer, peril, teeming, rigid, blotter • Chapter 18: parlor, surveyed, poised, fleeting, lingered, alien • Chapter 19: petulance, ghastly, hoarsely, tension, ignorant, constable • Chapter 20: wheezed, resentfully, entranced • Chapter 21: babbling, mingled, peered, twilight, sprawled, fringes, gallows, (phrase: in spite of) • Chapter 22: exertion, parched, vanished • Chapter 23: defeated, remorseless, plaintive, lapse, gentility, haze forbidden • Chapter 24: detached, pry, receded, heave, protruding, furrowed, exultant, • Chapter 25: departure, profoundly, sedately, trying, apprehension, wistful, staunchly, shamed • Epilogue: blacktopped, clattering, continuous, accustomed, recognize, verandah, queer, rambling, cemetery, monument



Appendix D: Simile and Metaphor in Tuck Everlasting The first two sentences in the book use both a simile and a metaphor: The first week of August hangs at the very top of summer, the top of the live-long year, like the highest seat of a Ferris wheel when it pauses in its turning. The weeks that come before are only a climb from balmy spring, and those that follow a drop to the chill of autumn. Simile: “…like the highest seat of a Ferris wheel” is a simile. It compares the first week of August to the highest seat on the Ferris wheel. The comparison is stated directly by using the word “like.” Some similes use the word “as” such as: “plain as salt.” Metaphor: The phrase “the weeks that come before are only a climb from balmy spring” is a metaphor. We know that dates on a calendar cannot be a climb. The two are compared by stating that these weeks are a climb. (If it said the weeks were “like a climb”, or “as changeable as a climb”, the phrase would be a simile.) Chapter 2 10 – Mae: “great potato of a woman” Chapter 3 15 – Toad: “mudball of a body” 18 – Movements of the man in the yellow suit: “like a well-handled marionette” Chapter 6 31 – Kidnapping vision: “bear her off like a sack of potatoes” Chapter 7 37—Tuck family’s gathering: “like children at their mother’s knee” 39 –Tuck family’s travel: “like gypsies.” Chapter 8 44 – Jess’s swinging: “like a monkey” Chapter 9 47 – Dryness pastures, field, grove: “like a biscuit” 47 – Queen Anne’s lace: “like foam on a painted sea” 47—pine branches: “graceful arms” 49 – Winnie’s feeling: “like an unexpected present, wrapped in pretty paper and tied with ribbons” Chapter 10



50 – Winnie’s mother and grandmother’s duty: “fortress” 51- Green-plush sofa in the Tuck house: “like yet another mossy fallen log” 51 – Bag of cotton batting in the Tuck house: “like snow drifting into cracks and corners” 52 – Angus Tuck’s curly wood shavings: “furring the floor” (that is, compared to fur) 52 – “Jumble of big wooden spoons and forks” in the Tuck house: “like dry, bleached bones” 52 – Light on the parlor ceiling: “like a bright mirage” 55 – Tucks: “plain as salt” Chapter 12 60 – Sky: “ragged blaze” 60 – Sun: “soft red sliding egg yolk” 62 – Trees along the river bank: “silhouettes clipped from black paper” 63 – Death: “just go out, like the flame of a candle” 64- The Tucks’ lives— “just are, we just be, like rocks beside the road” Chapter 17 81 – Birds’ song: “a brass band’s worth of greeting” 82 – Frog swimming: “scissored” 83— Lily pads: “like up-turned palms” 85 – Dragon fly: “brilliant blue jewel” 87 – Lily pad: “dry like a blotter” 87 – Fish eye: “like a marble” Chapter 19 98 – Tucks’ lives as described by the man in the yellow suit: “like people again, instead of pigs” 99 – Man in the yellow suit’s eyes: “like blind firepoints” 100 – Man in the yellow suit’s drop to the ground: “like a tree” Chapter 20 102 – Man in the yellow suit on the ground: “like a marionette…arms and legs every which way midst tangled strings” Chapter 21 109 – Heat lightning and edge of sky: “like pain…a dull pain on the fringes of the sky” 111 – The earth: “hard as rock” 112 – Road: “as aisle of brilliant velvet dust” 113 – Sun: “a roar without a sound”



Chapter 25 127 – Flock of birds: “whole clouds” 129 – Whistling “had run down again and needed to be wound up again” [compared to something that was wound up, like a music box] Epilogue 135 – Radio antenna on a police car: “like a buggy whip” Extended Metaphor Sometimes a metaphor extends, that is, is used over and over again in a different way throughout the text. In Tuck Everlasting, the wheel is used as a metaphor throughout the book, starting on page 4: “The wood was at the center, the hub of the wheel. All wheels must have a hub. A Ferris wheel has one, as the sun is the hub of the wheeling calendar.” 62 “Everything’s a wheel, turning and turning, never stopping” 63 “We ain’t part of the wheel no more. Dropped off.” 63 “Dying’s part of the wheel right there next to being born” 64 “If I knowed how to climb back on the wheel, I’d do it in a minute.” 64 “The wheel would keep on going round…” 100 “Her strong arms swung the shotgun round her head, like a wheel” 127 “the year had begun its downward arc, that the wheel was turning again, slowly now, but soon to go faster, turning once more in its changeless

sweep of change”


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