In this activity, students will be in partnerships and take on the role of a character you assign for them. It might be helpful to have the following characters names on a cards for you to pull out of a hat during the activity:
1. Jesse Tuck
2. Angus Tuck
3. Miles Tuck
4. Mae Tuck
5. Winnie Foster
6. The Man in the Yellow Suit
7. Grandmother (optional)
8. Mrs. Foster (optional)
Students will understand the characters of Tuck Everlasting from a 1st person point of view.
Students will effectively listen and give feedback with questions.
1. Character names on cards to pull out of a hat (Jesse Tuck, Miles Tuck, Mae Tuck, Angus Tuck, Winnie Foster, The Man in the Yellow Suit) Optional (Grandmother and Mrs. Foster)
1. Assign students a partner to begin the activity. They can either stand or sit across from each other.
2. Number off the partners, so one person is #1 and the other is #2.
3. Pull a character name out of a hat and tell partner #1 that they will become the person and tell their partner about themselves and what has happened to them so far in the novel. Remind students that it is vital for them to actually become the person and talk as though that is who they are.
4. Set the timer for 45 seconds to 1 minute, depending on your students and have them tell their partner all about themselves.
5. After the time is up, set the timer for 1 minute 30 seconds. This time have partner #2 ask partner #1 questions about the character they were just representing. Partner #1 can answer the questions as soon as they are asked, but from the character's point of view.
6. After the time is up, assign partner #2 to a character from the story to represent. Continue the same process until all of the characters have been discussed.
7. Ask students why it is important to sometimes take on the role of a character and how it can be beneficial for them to learn more about the character's feelings and reactions when they are put in their shoes.
Monitor student's understanding of the characters by walking around the room and listening to their discussions.
Benchmark or Standards:
The Standards for the English Language Arts:
Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features.
Students read a wide range of print and non-print texts to build an
understanding of texts, of themselves, and of the cultures of the
United States and the word; to acquire new information; to respond to
the needs and demands of society and the workplace; and for personal