Prior to the lesson each day , teachers should post the daily discussion question for students to write in their packets on the board. (see attached discussion questions)
Group Size: Any
Students will read fluently.
Students will comprehend new text.
Students will effectively create question-answer-relationships.
Students will use vocabulary to help enhance their comprehension.
1. One copy of Tuck Everlasting for each student or one copy for teacher to read aloud
2. Daily discussion question posted on board
3. Tuck Everlasting packet for each student
4. Chapters1-8 Discussion questions
5. Week 1 Vocabulary words and definitions (see attached)
6. Reading Guidelines (see introduction attachment), if students are reading in small groups
Below is a list of activities that can be done throughout days 6-9 of the Tuck Everlasting novel study. Students will read chapters 1-8 during these days.
Daily Reading Schedule:
Day 6: Read chapters 1 and 2
Day 7: Read chapters 3 and 4
Day 8: Read chapters 5 and 6
Day 9: Read chapters 7 and 8
Each day's activities:
1. Review the chapter reading from the day before. Possible ideas for review:
- Have students give summaries of what was read.
- Have students share questions they wrote from the previous day's readings.
- Have students answer the chapter discussion questions. (attached)
- Have students share their answers for the daily discussion question in their packet.
2. Have students share their chapter titles from their Tuck packet and discuss why they chose the particular titles.
3. Put students in partnerships or small groups to share
their own questions they created for the chapters they read the night before. Have students share
the question with their group, then have the group members determine
the type of question and answer it as well. Circulate around the room
to determine student's understanding.
4. Have students write the daily discussion questions for each day in their packet. Below are the week's questions:
Chapters 1-2: What is so unusual about Mae’s routine and her appearance?
Chapters 3-4: Why does the stranger wear an expression of satisfaction when he hears the music box coming from the Woods?
Chapters 5-6: Why does Mae exclaim that the worst has happened?
Chapters 7-8: What effect did the spring have on the Tuck family? Give at least 3 examples.
Begin reading the chapters assigned for the with students either as a whole class or in
small groups. If students are reading in small groups, hand out the
reading guidelines sheet (found in introduction, as an attachment) to
help guide them with their reading.
6. While reading, continually stop to ask questions. These questions could be used a study guide each week for the comprehension quiz or as a study guide for the final assessment.
Below are the week's questions:
Tuck EverlastingChapter 1:
Chapter Discussion Questions
• Describe how the cows created the path surrounding Treegap.
• What does it me to have a house with a touch-me-not appearance?
• Why does the author state that only the first house, the road, and the wood were important?
• Does a person own property all of the way down to the enter of the earth? Why or why not?
• Why does nothing seem interesting when you actually own it, but when you don’t own it, it seems exhilarating?
• Why would the discovery of the spring in the middle of the woods be an immense disaster?
• Why do you think that Tuck only smiled when he was asleep?
• What does Tuck mean when he says, “I was having that good dream where we’re all in heaven and never heard of Treegap?”
• Why does Mae believe there is no use in Tuck’s dream because it will never happen?
• Why does Tuck tell Mae not to go into Treegap to meet the boys?
• Why does Mae only see her boys every ten years?
• Why are the sounds of Mae dressing so familiar to Tuck that he knows what she is putting on without opening his eyes?
• What item does Mae never go anywhere without?
• How long had the Tuck family looked the same?
• How would you feel if you had looked the exact same for 87 years?Chapter 3:
• What do you think Winnie intends to do first thing the next morning?
• What emotions does Winnie show when she is throwing rocks at the toad?
• Why does Winnie wish that she had a brother or sister?
• How does Winnie family treat her?
• How would you feel if you were put in Winnie’s situation?
• Why does Winnie feel as though she is cooped up in a cage?
• Why does Winnie think she needs to reassure the toad that she is going to run away?Chapter 4:
• Describe the appearance of the stranger that appears at Winnie’s gate.
• Why do you think Winnie is reminded of her grandfather’s funeral when she is talking to the stranger?
• Why does the word “Forever” seem to strike the stranger as interesting?
• How does Winnie’s grandmother treat the stranger? Why do you think that is so?
• What does Winnie, grandmother, and the stranger hear coming from the woods?
• Where do you think the music is coming from and who is playing it?
• Why does the stranger seem to know the same melody coming from the woods?
• How do the three events seem to be connecting at the hub of the wheel?Chapter 5:
• Why does Winnie change her mind about running away? What does this tell you about her character?
• Why do you think Winnie’s imagination provides her with so many horrors of going out alone?
• Do you think the toad will laugh at Winnie and think she is a coward? Why is she concerned about its reaction?
• What does Winnie mean when she says, “Of course, while I’m in the wood if I decided never to come back, well then, that will be that?”
• Why is Winnie so surprised at the appearance of the wood?
• Describe what the wood looks like.
• How does the toad give Winnie assurance that she is doing the right thing by going into the woods?
• Describe Jesse Tuck.
• What does Jesse mean when he says that he is 104 years old, but then says that he is 17?
• How old is Winnie?
• Why does Jesse insist that Winnie not drink any of the water that he just drank?
• What does Jesse mean when he says, “I knew this would happen sooner or later. Now what am I going to do?”
• What is it just a terrible thing for Winnie to be near the spring?Chapter 6:
• Why did the Tucks put Winnie on the back of their horse and rush away from the wood so quickly?
• How is Winnie’s kidnapping different than how she had imagined it to happen?
• Why are Miles, Jesse, and Mae pleading with Winnie rather than her begging to be let go?
• What do you think the Tucks want to explain to Winnie? Why?
• Why do you think Winnie didn’t scream out for help when she saw the man in the yellow suit?
• Will the man in the yellow suit realize that Mae is lying to him about teaching her little daughter to ride? Why do you think so?
• What causes Winnie to start to cry as soon as they stop for a rest?
• How would you feel if you were put in Winnie’s situation?
• What does Mae do to calm Winnie’s fears? How does this relate to what Winnie experienced the evening before?
• What does Winnie need to help the Tucks with?Chapter 7:
• Why does Winnie think she is the first person the Tucks have told their secret to?
• Describe how the wood has changed in the past 87 years.
• How did the Tucks happen across the wood?
• Why is it important to remember that the cat didn’t drink from the spring?
• How do they know the tree they drank from?
• What was so peculiar about Jesse falling out of a tree?
• Describe the hunting situation with the horse.
• What other events led to the Tucks being suspicious about what was happening to them?
• Why does Miles’ wife and children ultimately leave him?
• Why does Jesse feel fortunate that he never was married?
• How would you feel if you had to leave your home and lose your friends and family?
• What finally convinces the Tuck family that they will not die?
• Why do the Tucks first go crazy when they find out that they will live forever?
• Why is it important that the Tucks decided to keep the secret to themselves and not share it with anyone?
• How do you think Miles, Jesse, and Mae feel about the spring water now, 87 years later? What evidence allows you to draw the conclusion?Chapter 8:
• Why does it feel great for the Tucks to finally tell someone about their secret?
• Will Winnie be able to keep their secret? Why or why not?
• Why does Winnie not feel 100% sure that it is a true story?
• Why do you think Jesse looks at the spring water as good, whereas Miles doesn’t seem so optimistic?
• What does it mean to be a parson?
• Why does Mae think their secret is so dangerous?
• Why is it important for Mae to take Winnie back to Tuck?
• How do you think Tuck will react when he sees Winnie?
• What causes Winnie to feel such a comfort with the Tucks, as though they are her friends?
• Why does Winnie feel such pride in having her own friends?
• Who also discovers the Tucks secret and why he is grinning after hearing the whole story?
• What do you think the man in the yellow suit with do with the Tucks secret?
• Why does the man in the yellow suit follow the Tucks?
Also have students determine what type of question-answer-relationship they are as well.
7. If time remains, review the week 1 vocabulary with students (both whole class and enrichment group). Possible review ideas:
- Have students write answers on the board in teams. Read the definition and have two students on the board write the answer.
- Hold up the vocabulary words on flashcards and have students shout out the answers.
- Say the vocabulary definitions out loud and have students shout out the vocabulary word.
- Have students play charades by acting out the words.
- With partners, have students write sentences with partners using the words.
- Have students play Pictionary and draw the words.
- Have students draw pictures of the words with partners and write a caption of the picture using the vocabulary word.
Have students work on their chapter titles, character
descriptions, daily discussion question, as well as their
question-answer-relationships. Assign for homework if not completed.
Monitor student's ability to answer the comprehension questions for each day's readings.
Monitor student's ability to determine the correct definition and vocabulary word.
Benchmark or Standards:
The Standards for the English Language Arts:
Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts.
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