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

Learning Objectives:

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 each day

3. Tuck Everlasting packet for each student

4. Chapters 21-Epilogue Discussion questions

5. Week 3 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 17-19 of the Tuck Everlasting novel study. Students will read chapters 21-Epilogue during these days.

Daily Reading Schedule
Day 17: Chapters 21 and 22

Day 18: Chapters 23 and 24
Day 19: Chapters 25 and Epilogue

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 21 and 22: How does Winnie offer to help the Tucks or in her own words, make a difference?

Chapters 23 and 24:
What is the significance of Jesse’s one word, remember?

Chapters 25 and Epilogue: Why did Winnie pour the bottle of water over the toad?

5. 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 Everlasting
Chapter Discussion Questions
Chapter 21:
• Why was it important for Winnie to be soothed when she arrived home from the Tucks?
• How did Winnie’s family react to her homecoming?
• Why do you think there was a painful pause when Winnie’s family realized she had actually gone with the Tucks on her own free will?
• How do you think Winnie’s family might change or treat her differently after her running away?
• Why didn’t Winnie’s family want to believe that she actually might leave on her own without having to be kidnapped?
• Why did Winnie’s good impression of the Tucks change when she described what happened to the man in the yellow suit?
• What feelings do you think are going through the Fosters when they hear that the man in the yellow suit is sick and could potentially die?
• Why did Winnie’s family sense she was different now from what she had been before she ran off into the woods?
• How do you think Winnie feels about being different and experiencing things that were hers alone?
• Why was her experience satisfying and lonely all at once?
• Describe what Winnie means about having threads tied to her family and to the Tucks.
• How are heat lightning streaks similar to pain?
• Why does Winnie realize that the man in the yellow suit must die? Do you agree with her? Why or why not?
• Do you think that Mae had meant to kill the man in the yellow suit? Do you think it was necessary for her to kill him?
• Describe Winnie’s experience with killing a wasp.
• What do you think Winnie needs to do to keep Mae from the gallows?

Chapter 22:
• Why is Winnie’s family treating her so gingerly, like an egg?
• Do you think it is important for Winnie’s family to allow her to experience a little freedom rather than keep her caged?
• Why does Winnie want to sprinkle the toad with water so badly?
• Why do you think Winnie’s grandmother insists that she needs to go with Winnie across the road?
• What is Miles’s plan for getting Mae out of jail? Do you think it will work? Why or why not?
• What does Jesse bring for Winnie? Why does he do it?
• What does Winnie offer to do to help Mae get out of jail? How will her idea allow the Tucks to get away?
• Why wouldn’t Angus want to have Winnie take part in getting Mae out of jail?
• Why does Winnie insist that she has to help the Tucks?
• Why was Winnie so excited about midnight and making a difference?

Chapter 23:
• What caused Winnie to think that her mother and grandmother were most interesting in the heat?
• What did Winnie do with the bottle Jesse brought her?
• Why couldn’t Winnie concentrate on anything all afternoon?
• How do you think the rain could help with Mae’s escape from jail?
• Why was Winnie both excited and thick with guilt?
• What does the author mean when she says, “Winnie had her own strong sense of rightness,”? Why is it important to know what is right and wrong?
• Why did it seem silly to Winnie to tell her parents that they never told her to not go to a jailhouse and change places with them?
• How do you think Winnie’s parents will react to her changing places with Mae in jail?
• Why is it so important for Winnie to change places with Mae even though she knows that there could be consequences?
• Do you think Winnie will drink from the spring water at 17 and go marry Jesse? Why or why not?
• Why was it important for Winnie to not miss her moment?

Chapter 24:
• Why does Winnie feel a twinge of guilt when she slips out of the house to help Mae without anyone noticing?
• Why do you think that no one was up at the Foster’s house to see if Winnie would sneak out?
• Is Winnie taking advantage of her family’s trust by sneaking out again? Why do you feel this way?
• Why do you think that Winnie feels as though she is moving into a dream by leaving the house?
• Why was everyone so incredibly quiet on their way to the jailhouse?
• What do the words in the poem mean? “Stone walls do not a prison make, nor iron bars a cage.”
• How did Miles remove the bars from the jail window?
• Why did Miles bring oil with him to remove the window?
• Why did Miles wait to pry the window out of the jailhouse? Do you think this was the intelligent thing to do?
• What did Jesse mean when he said, “Remember,”?
• How do you think Winnie feels when she looks out the window and discovers that no one is there?

Chapter 25:
• Why do you think the author chooses to fast forward the book and not describe in detail when Winnie was discovered in the jailhouse?
• Why was Winnie so grateful that the Tucks had not been discovered?
• Why do you think it was such a trying two weeks for Winnie after Mae’s escape from jail?
• What do you think would have happened if the constable would have discovered Winnie when he came to put a shutter over the window?
• What significance is there that the gallows fell over during the night in the storm?
• What do you think the constable’s face looked like when he discovered Winnie?
• Why did Winnie feel like a criminal when the constable discovered her?
• How did Winnie act as an accomplice to Mae’s escape?
• What do you think you would have done if you were in Winnie’s shoes?
• Why didn’t Winnie’s family understand her actions?
• What was Winnie’s reasoning for helping the Tucks?
• Why would it have been hard for the Fosters in the village after everyone found out what Winnie had done?
• What was Winnie’s punishment after the jail incident?
• Why were so many children impressed by Winnie’s actions?
• What causes Winnie to pick up the toad and shout that he is her toad?
• Why do you think Winnie decided to pour the spring water over the toad?
• How will Winnie get the spring water if she decides to drink it at the age of seventeen?
• What does Winnie mean when she tells the frog that he is safe forever?
• Do you really believe in the story of the spring water? Why or why not?

• Describe the differences of Treegap when the Tucks arrive there?
• How do you think Mae and Angus feel when they see the wood is gone and so is Winnie’s cottage?
• What do you think Mae and Angus want to find out by coming back to Treegap?
• Why did Mae and Angus look a little queer to the people of Treegap?
• What caused the woods to get destroyed? How do you think the Tucks feel about that?
• Do you think it was good that the counterman didn’t know anything about the spring in the wood? Why or why not?
• Why were Mae and Angus anxious about the cemetery and didn’t want to talk about it?
• What answers will the Tucks find in the Treegap cemetery?
• Why was Tuck overcome with sadness when he saw Winnie’s tombstone even though he had desperately wanted it there?
• What information did you learn about Winnie’s life after reading the inscription on her tombstone?
• Why does Tuck say, “Good girl,” after seeing Winnie’s tombstone?
• Why do you think Winnie chose not to drink from the spring?
• Why do the Tucks say, “Poor Jesse,”?
• Why don’t the Tucks ever need to come back to Treegap now?
• Why do you think the author chose to place the toad on the road heading out of Treegap?
• What would you have done if you were in Winnie’s shoes?
• Do you think Winnie made the right decision by not drinking from the spring?
• Would you have changed the ending of the book if you had to write it over? What would you do differently? Why?

Also have students determine what type of question-answer-relationship they are as well.

7. If time remains, review the week 3 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.
Nightly Homework: 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 chapters.

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 fulfillment.

Attached Files:

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