TUCK EVERLASTING

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TUCK EVERLASTING

• BY NATALIE BABBIT

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This is what you will be doing

• Reading the book in class and at home
• Answering questions I will be giving to you in
  class
• Working on vocabulary words from the book
• Working in your group activity
• Working on your individual activity you will be
  choosing
• NOTE You will be working at your own pace but
  EVERTHING HAS TO BE DONE BY OCT.17
• I WILL BE CHECKING YOU WORK PERIODICALLY

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ACT. 1 FAIRY TALES, FABLES, LEGENDS AND MYTHS

• You will research and describe the major
  characteristics of fairy tales, myths, legends
  and fables.
• Find and share examples of each.
• Find either a fable, a fairy tale, a myth or a
  legend from 2 different cultures. Compare and
  contrast them.
• Use all this research and write a fairy tale,
  myth, legend OR fable of your own.
• Cool sites
• http//www.planetozkids.com/oban/what-is-differenc
  e-between-myths-legends-fables-folk-tales.htm
• http//www.suelebeau.com/fairytales.htm
• http//www.ucalgary.ca/dkBrown/storfolk.html

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Notes

• Individual work Each student should do the
  research, examples and present for one of the
  options. You should let me know who is in charge
  of what.
• Team work The compare and contrast from 2
  cultures, the writing a fable, myth, legend or
  fairy tale of your own.
• Ideas You can dress up as characters of your
  topic, act the_____ you wrote as a group, create
  a video, draw the story, etc. Have fun and be
  creative.

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ACT. 2 TIMELINE

• Investigate the historical significance of the
  time period in the story (1800-1950)
• Create a major timeline to display in the
  classroom
• You will be required to prepare a timeline which
  will include an artifact (picture, symbol,
  drawing) for each entry on the timeline and a
  short explanation of the significance of each
  entry on the timeline.
• Be sure to examine their language, traditions,
  mode of transportation, values, occupations of
  this period
• Cool sites
• http//www.montgomeryschoolsmd.org/curriculum/soci
  alstd/American_bookmarks.html

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Notes

• Individual work Each student should do the
  research and elaborate the timeline with the
  drawings for a specific period of time. You
  should let me know who is in charge of what.
• Team work The group will share to the class the
  language, traditions, mode of transportation,
  values, occupations of this period
• Ideas You can dress up as people in that period,
  you can bring pictures of that time period, draw
  characters or tools from the period, etc. Have
  fun and be creative!

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ACT. 3 IMPRESSIONISM

• Investigate what vivid language and imagery is
• Review samples of work by famous Impressionists.
  Some of the artists featured are Manet, Monet,
  Cassatt, Renoir and O'Keeffe.
• Find and reread a specific section from Tuck
  Everlasting, which uses vivid language and
  imagery.
• Following your page choice, You will create a
  watercolor and paint the scene from the book.
• Students will then write a descriptive paragraph
  about their painting and give a short oral
  presentation to explain it.
• Cool sites
• http//en.wikipedia.org/wiki/Impressionism
• http//www.okeeffemuseum.org/home.aspx

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Notes

• Individual work Each student should find and
  reread a specific section from Tuck Everlasting,
  which uses vivid language and imagery. Each
  student will create a watercolor and paint the
  scene from the book and then write a descriptive
  paragraph about their painting. AS A GROUP YOU
  WILL CHOOSE ONE ART PIECE AND SHARE IT WITH THE
  CLASS
• Team work The group will create visual aids to
  introduce the period of Impressionism, as well as
  some of the work of the artists of this period.
  You will also explain to the class what vivid
  language and imagery is.
• Ideas you can create a gallery (in power point
  or card board), dress up as the artists, etc.
  Have fun and be creative!

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ACT. 4 IMMORTALITY

• Read the following story, there are 2 pages,
  (you will have to share it the class)
  http//www.socialstudiesforkids.com/articles/world
  history/juanponcedeleon1.htm
• Investigate and share to the class the findings
  of different ancient cultures of immortality.
  Ex. The elixir of life, the Taoists, Daosim etc.
  
• Investigate and share with the class immortality
  in literature
• Create a diagram that portrays the pros and cons
  of living forever (Sustain your info with
  research)
• Cool sites
• http//www.victorianweb.org/courses/fiction/65/tol
  kien/paisid14.html

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Notes

• Individual work Each research and expose to the
  class their findings on immortality in different
  cultures. Be sure you include the story in the
  website story)
• Team work The group will share to the class the
  research on immortality in literature. As a team
  you will create a diagram that portrays the pros
  and cons of living forever (Sustain your info
  with research)
• Ideas Narrate the stories and have the class
  listen to them, dress up as different characters
  from different cultures, etc. Have fun and be
  creative!

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ACT. 5 CYCLE OF LIFE

• Find Elton Johns song The Circle of Life from
  the Lion King. Listen to the words and analyze
  them.
• You will set everything up so that the whole
  class listens to this song.
• Make a poster explaining what the cycle of life
  is. Exemplify with the frogs lifecycle and other
  life cycles
• How does this relate to the book
• Cool sites
• http//www.fi.edu/tfi/units/life/living/living.htm
  l
• http//www.ipcc.ie/lifecycle.html

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Notes

• Individual work Each student will create a
  poster of the cycle of life and how this relates
  to the book, please quote! website story)
• Team work Present the song to the class and
  guide a discussion on how it relates to the book.
  You will set everything up so that the whole
  class listens to this song.
• Ideas Dress up as each cycle of the frog (that
  would be fun!) Have fun and be creative!