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TableofContentsHowtoUseThisLiteratureGuide

ThemeThoughts

Vocabulary

AnalyzingtheLiterature

ReaderResponse

CloseReadingtheLiterature

MakingConnections

CreatingwiththeStoryElements

CulminatingActivity

ComprehensionAssessment

ResponsetoLiterature

CorrelationtotheStandards

StandardsCorrelationChart

TESOLandWIDAStandards

AbouttheAuthor—NatalieBabbitt

PossibleTextsforTextComparisons

BookSummaryofTuckEverlasting

Cross-CurricularConnection

PossibleTextsforTextSets

Pre-ReadingThemeThoughts

Section1:PrologueandChapters1–5

Section2:Chapters6–11

Section3:Chapters12–18

Section4:Chapters19–25

Section5:Epilogue

Post-ReadingActivities

Post-ReadingThemeThoughts

CulminatingActivity:TreegapRevisited

ComprehensionAssessment

ResponsetoLiterature:YouDecide!

AnswerKey

IntroductionHowtoUseThisLiteratureGuideToday’sstandardsdemandrigorandrelevanceinthereadingofcomplextexts.Theunitsinthisseriesguideteachersinarichanddeepexplorationofworthwhileworksofliteratureforclassroomstudy.Themostrigorousinstructioncanalsobeinterestingandengaging!

Manycurrentstrategiesforeffectiveliteracyinstructionhavebeenincorporatedintotheseinstructionalguidesforliterature.Throughouttheunits,text-dependentquestionsareusedtodeterminecomprehensionofthebookaswellasstudentinterpretationofthevocabularywords.Thebookschosenfortheseriesarecomplexandexemplarsofcarefullycraftedworksofliterature.Closereadingisusedthroughouttheunitstoguidestudentstowardrevisitingthetextandusingtextualevidencetorespondtopromptsorallyandinwriting.Studentsmustanalyzethestoryelementsinmultipleassignmentsforeachsectionofthebook.Allofthesestrategiesworktogethertorigorouslyguidestudentsthroughtheirstudyofliterature.

Thenextfewpageswillmakeclearhowtousethisguideforapurposefulandmeaningfulliteraturestudy.Eachsectionofthisguideissetupinthesamewaytomakeiteasierforyoutoimplementtheinstructioninyourclassroom.

ThemeThoughtsThegreatworksofliteratureusedthroughoutthisserieshaveimportantthemesthathavebeenrelevanttopeopleformanyyears.Manyofthethemeswillbediscussedduringthevarioussectionsofthisinstructionalguide.However,itwouldalsobenefitstudentstohaveindependenttimetothinkaboutthekeythemesofthenovel.

Beforestudentsbeginreading,havethemcompletePre-ReadingThemeThoughts(page13).Thisgraphicorganizerwillallowstudentstothinkaboutthethemesoutsidethecontextofthestory.They’llhavetheopportunitytoevaluatestatementsbasedonimportantthemesanddefendtheiropinions.BesuretohavestudentskeeptheirpapersforcomparisontothePost-ReadingThemeThoughts(page64).Thisgraphicorganizerissimilartothepre-readingactivity.However,thistime,studentswillbeansweringthequestionsfromthepointofviewofoneofthecharactersofthenovel.Theyhavetothinkabouthowthecharacterwouldfeelabouteachstatementanddefendtheirthoughts.Toconcludetheactivity,havestudentscomparewhattheythoughtaboutthethemesbeforethenoveltowhatthecharactersdiscoveredduringthestory.

VocabularyEachteacheroverviewpagehasdefinitionsandsentencesabouthowkeyvocabularywordsareusedinthesection.Thesewordsshouldbeintroducedanddiscussedwithstudents.Therearetwostudentvocabularyactivitypagesineachsection.Onthefirstpage,studentsareaskedtodefinethetenwordschosenbytheauthorofthisunit.Onthe

secondpageinmostsections,eachstudentwillselectatleasteightwordsthatheorshefindsinterestingordifficult.Foreachsection,chooseoneofthesepagesforyourstudentstocomplete.Witheitherassignment,youmaywanttohavestudentsgetintopairstodiscussthemeaningsofthewords.Allowstudentstousereferenceguidestodefinethewords.Monitorstudentstomakesurethedefinitionstheyhavefoundareaccurateandrelatetohowthewordsareusedinthetext.

Onsomeofthevocabularystudentpages,studentsareaskedtoanswertext-relatedquestionsaboutthevocabularywords.Thefollowingquestionstemswillhelpyoucreateyourownvocabularyquestionsifyou’dliketoextendthediscussion.

• Howdoesthisworddescribe_____’scharacter?

• Inwhatwaysdoesthiswordrelatetotheprobleminthisstory?

• Howdoesthiswordhelpyouunderstandthesetting?

• Inwhatwaysisthiswordrelatedtothestory’ssolution?

• Describehowthiswordsupportsthenovel’sthemeof….

• Whatvisualimagesdoesthiswordbringtoyourmind?

• Forwhatreasonsmighttheauthorhavechosentousethisparticularword?

Attimes,moreworkwiththewordswillhelpstudentsunderstandtheirmeanings.Thefollowingquickvocabularyactivitiesareagoodwaytofurtherstudythewords.

• Havestudentspracticetheirvocabularyandwritingskillsbycreatingsentencesand/orparagraphsinwhichmultiplevocabularywordsareusedcorrectlyandwithevidenceofunderstanding.

• Studentscanplayvocabularyconcentration.Studentsmakeasetofcardswiththewordsandaseparatesetofcardswiththedefinitions.Then,studentslaythecardsoutonthetableandplayconcentration.Thegoalofthegameistomatchvocabularywordswiththeirdefinitions.

• Studentscancreatewordjournalentriesaboutthewords.Studentschoosewordstheythinkareimportantandthendescribewhytheythinkeachwordisimportantwithinthebook.

AnalyzingtheLiteratureAfterstudentshavereadeachsection,holdsmall-grouporwhole-classdiscussions.Questionsarewrittenattwolevelsofcomplexitytoallowyoutodecidewhichquestionsbestmeettheneedsofyourstudents.TheLevel1questionsaretypicallylessabstractthantheLevel2questions.Level1isindicatedbyasquare,whileLevel2isindicatedbyatriangle.

Thesequestionsfocusonthevariousstoryelements,suchascharacter,setting,andplot.Studentpagesareprovidedifyouwanttoassignthesequestionsforindividualstudentworkbeforeyourgroupdiscussion.Besuretoaddfurtherquestionsasyourstudentsdiscusswhatthey’veread.Foreachquestion,afewkeypointsareprovidedforyourreferenceasyoudiscussthenovelwithstudents.

ReaderResponseIntoday’sclassrooms,thereareoftengreatreaderswhoarebelowaveragewriters.Somuchtimeandenergyisspentinclassroomsgettingstudentstoreadongradelevel,thatlittletimeislefttofocusonwritingskills.Tohelpteachersincludemorewritingintheirdailyliteracyinstruction,eachsectionofthisguidehasaliterature-basedreaderresponseprompt.Eachofthethreegenresofwritingisusedinthereaderresponseswithinthisguide:narrative,informative/explanatory,andopinion/argument.Studentshaveachoicebetweentwopromptsforeachreaderresponse.Oneresponserequiresstudentstomakeconnectionsbetweenthereadingandtheirownlives.Theotherpromptrequiresstudentstodeterminetext-to-textconnectionsorconnectionswithinthetext.

CloseReadingtheLiteratureWithineachsection,studentsareaskedtocloselyrereadashortsectionoftext.Sincesomeversionsofthenovelshavedifferentpagenumbers,theselectionsaredescribedbychapterandlocation,alongwithquotationstoguidethereaders.Aftereachclosereading,therearetext-dependentquestionstobeansweredbystudents.

Encouragestudentstoreadeachquestiononeatatimeandthengobacktothetextanddiscovertheanswer.Workwithstudentstoensurethattheyusethetexttodeterminetheiranswersratherthanmakingunsupportedinferences.Oncestudentshaveansweredthequestions,discusswhattheydiscovered.Suggestedanswersareprovidedintheanswerkey.

Thegeneric,open-endedstemsbelowcanbeusedtowriteyourowntext-dependentquestionsifyouwouldliketogivestudentsmorepractice.

• Giveevidencefromthetexttosupport….

• Justifyyourthinkingusingtextevidenceabout….

• Findevidencetosupportyourconclusionsabout….

• Whattextevidencehelpsthereaderunderstand…?

• Usethebooktotellwhy_____happens.

• Basedoneventsinthestory,….

• Usetextevidencetodescribewhy….

MakingConnectionsTheactivitiesinthissectionhelpstudentsmakecross-curricularconnectionstowriting,mathematics,science,socialstudies,orthefinearts.Insomeoftheselessons,studentsareaskedtousetheauthorasamentor.Thewritinginthenovelmodelsaskillforthemthattheycanthentrytoemulate.Studentsmayalsobeaskedtolookforexamplesoflanguageconventionswithinthenovel.Eachofthesetypesofactivitiesrequireshigher-orderthinkingskillsfromstudents.

CreatingwiththeStoryElements

Itisimportanttospendtimediscussingthecommonstoryelementsinliterature.Understandingthecharacters,setting,andplotcanincreasestudents’comprehensionandappreciationofthestory.Ifteachersdiscusstheseelementsdaily,studentswillmorelikelyinternalizetheconceptsandlookfortheelementsintheirindependentreading.Anotherveryimportantreasonforfocusingonthestoryelementsisthatstudentswillbebetterwritersiftheythinkabouthowthestoriestheyreadareconstructed.

Studentsaregiventhreeoptionsforworkingwiththestoryelements.Theyareaskedtocreatesomethingrelatedtothecharacters,setting,orplotofthenovel.Studentsaregivenchoiceonthisactivitysothattheycandecidetocompletetheactivitythatmostappealstothem.Differentmultipleintelligencesareusedsothattheactivitiesarediverseandinterestingtoallstudents.

CulminatingActivityThisopen-ended,cross-curricularactivityrequireshigher-orderthinkingandallowsforacreativeproduct.Studentswillenjoygettingthechancetosharewhattheyhavediscoveredthroughreadingthenovel.Besuretoallowthemenoughtimetocompletetheactivityatschoolorhome.

ComprehensionAssessmentThequestionsinthissectionaremodeledaftercurrentstandardizedteststohelpstudentsanalyzewhatthey’vereadandprepareforteststheymayseeintheirclassrooms.Thequestionsaredependentonthetextandrequirecritical-thinkingskillstoanswer.

ResponsetoLiteratureThefinalpost-readingactivityisanessaybasedonthetextthatalsorequiresfurtherresearchbystudents.Thisisagreatwaytoextendthisbookintoothercurricularareas.Asuggestedrubricisprovidedforteacherreference.

CorrelationtotheStandardsShellEducationiscommittedtoproducingeducationalmaterialsthatareresearchandstandardsbased.Inthiseffort,wehavecorrelatedallofourproductstotheacademicstandardsofall50UnitedStates,theDistrictofColumbia,theDepartmentofDefenseDependentsSchools,andallCanadianprovinces.

PurposeandIntentofStandardsStandardsaredesignedtofocusinstructionandguideadoptionofcurricula.Standardsarestatementsthatdescribethecriterianecessaryforstudentstomeetspecificacademicgoals.Theydefinetheknowledge,skills,andcontentstudentsshouldacquireateachlevel.Standardsarealsousedtodevelopstandardizedteststoevaluatestudents’academicprogress.Teachersarerequiredtodemonstratehowtheirlessonsmeetstandards.Standardsareusedinthedevelopmentofallofourproducts,soeducatorscanbeassuredtheymeethighacademicstandards.

HowToFindStandardsCorrelationsToprintacustomizedcorrelationreportofthisproductforyourstate,visitourwebsiteathttp://www.shelleducation.comandfollowtheonlinedirections.Ifyourequireassistanceinprintingcorrelationreports,pleasecontactCustomerServiceat1-877-777-3450.

StandardsCorrelationChartThelessonsinthisguidewerewrittentosupporttheCommonCoreCollegeandCareerReadinessAnchorStandards.Thischartindicateswhichsectionsofthisguideaddresstheanchorstandards.

CommonCoreCollegeandCareerReadinessAnchorStandard Section

CCSS.ELA-Literacy.CCRA.R.1—Readcloselytodeterminewhatthetextsaysexplicitlyandtomakelogicalinferencesfromit;citespecifictextualevidencewhenwritingorspeakingtosupportconclusionsdrawnfromthetext.

CloseReadingtheLiteratureSections1–5;CulminatingActivity

CCSS.ELA-Literacy.CCRA.R.2—Determinecentralideasorthemesofatextandanalyzetheirdevelopment;summarizethekeysupportingdetailsandideas.

AnalyzingtheLiteratureSections1–5;ThemeThoughts

CCSS.ELA-Literacy.CCRA.R.3—Analyzehowandwhyindividuals,events,orideasdevelopandinteractoverthecourseofatext.

CloseReadingtheLiteratureSections1–5;AnalyzingtheLiteratureSections1–5;CreatingwiththeStoryElementsSections1–4;MakingConnectionsSection2

CCSS.ELA-Literacy.CCRA.R.4—Interpretwordsandphrasesastheyareusedinatext,includingdeterminingtechnical,connotative,andfigurativemeanings,andanalyzehowspecificwordchoicesshapemeaningortone.

VocabularySections1–5

CCSS.ELA-Literacy.CCRA.R.5—Analyzethestructureoftexts,includinghowspecificsentences,paragraphs,andlargerportionsofthetext(e.g.,asection,chapter,scene,orstanza)relatetoeachotherandthewhole.

MakingConnectionsSection1;CreatingwiththeStoryElementsSection4

CCSS.ELA-Literacy.CCRA.R.10—Readandcomprehendcomplexliteraryandinformationaltextsindependentlyandproficiently.

EntireUnit

CCSS.ELA-Literacy.CCRA.W.1—Writeargumentstosupportclaimsinananalysisofsubstantivetopicsortextsusingvalidreasoningandrelevantandsufficientevidence.

ReaderResponseSections1–2,4–5;Post-ReadingResponsetoLiterature

CCSS.ELA-Literacy.CCRA.W.2—Writeinformative/explanatorytextstoexamineandconveycomplexideasandinformationclearlyandaccuratelythroughtheeffectiveselection,organization,andanalysisofcontent.

ReaderResponseSections2–3,5;CulminatingActivity;Post-ReadingResponsetoLiterature

CCSS.ELA-Literacy.CCRA.W.3—Writenarrativestodeveloprealorimaginedexperiencesoreventsusingeffectivetechnique,well-chosendetailsandwell-structuredeventsequences.

ReaderResponseSections1,3–4;CreatingwiththeStoryElementsSections4–5;CulminatingActivity;Post-ReadingResponsetoLiterature

CCSS.ELA-Literacy.CCRA.W.4—Produceclearandcoherentwritinginwhichthedevelopment,organization,andstyleareappropriatetotask,purpose,andaudience.

MakingConnectionsSection4;CreatingwiththeStoryElementsSection4;CulminatingActivity;Post-ReadingResponsetoLiterature

CCSS.ELA-Literacy.CCRA.W.6—Usetechnology,includingtheInternet,toproduceandpublishwritingandtointeractandcollaboratewithothers.

MakingConnectionsSections3,5

CCSS.ELA-Literacy.CCRA.W.9—Drawevidencefromliteraryorinformationaltextstosupportanalysis,reflection,andresearch.

MakingConnectionsSection5;Post-ReadingResponsetoLiterature

CCSS.ELA-Literacy.CCRA.L.1—DemonstratecommandoftheconventionsofstandardEnglishgrammarandusagewhenwritingorspeaking.

CreatingwiththeStoryElementsSection4;CulminatingActivity;Post-ReadingResponsetoLiterature

CCSS.ELA-Literacy.CCRA.L.4—Determineorclarifythemeaningofunknownandmultiple-meaningwordsandphrasesbyusingcontextclues,analyzingmeaningfulwordparts,andconsultinggeneralandspecializedreferencematerials,as

VocabularySections1–5

appropriate.

CCSS.ELA-Literacy.CCRA.L.6—Acquireanduseaccuratelyarangeofgeneralacademicanddomain-specificwordsandphrasessufficientforreading,writing,speaking,andlisteningatthecollegeandcareerreadinesslevel;demonstrateindependenceingatheringvocabularyknowledgewhenencounteringanunknowntermimportanttocomprehensionorexpression.

VocabularySections1-5

TESOLandWIDAStandardsThelessonsinthisbookpromoteEnglishlanguagedevelopmentforEnglishlanguagelearners.ThefollowingTESOLandWIDAEnglishLanguageDevelopmentStandardsareaddressedthroughtheactivitiesinthisbook:

• Standard1:Englishlanguagelearnerscommunicateforsocialandinstructionalpurposeswithintheschoolsetting.

• Standard2:Englishlanguagelearnerscommunicateinformation,ideasandconceptsnecessaryforacademicsuccessinthecontentareaoflanguagearts.

AbouttheAuthor—NatalieBabbittNatalieBabbittwasbornonJuly28,1932,inDayton,Ohio.Shespentalotofhertimeasachilddrawingandreadingfairytalesandmyths.Shewantedtotakeafterhermotherandbecomeanartistwhenshegrewup.Sheevenstudiedartincollege.

AftershegraduatedfromSmithCollegeinMassachusetts,shemarriedSamuelFisherBabbitt.Shespentthenexttenyearsraisingherthreechildren.Duringthistime,sheobservedbothherhusbandandhersistergothroughtheauthoringandeditingprocessforbooksthattheywerewriting.InaninterviewshegaveforScholastic.com,shesaystheseyearstaughthersomeimportantthingsaboutwriting.“Youhavetogivewritingyourfullattention.Youhavetoliketherevisionprocess.Andyouhavetoliketobealone.”

In1966,Babbittcollaboratedwithherhusbandtowriteachildren’sbookcalledTheForty-ninthMagician.Shedrewthepictures,whileherhusbandwrotethetext.Afterthatbook,hereditorencouragedhertocontinuewritingonherown.Afterthattime,therewasnostoppingher.Shecontinuedtowriteandillustratemanypopularandwell-reviewedbooks.

Oneofherbest-knownbooksisKneeknockRise,whichreceivedaNewberyHonorAwardin1971.In1975,shewroteTuckEverlasting.ThisbookwasnamedasanAmericanLibraryAssociationNotablebookandisstillpopularmorethan35yearslater.Inall,Babbitthaswritten18booksandillustrated10otherbooks.

InMarch2013,BabbittwasawardedtheveryfirstE.B.WhiteAwardforachievementinchildren’sliteraturebytheAmericanAcademyofArtsandLetters.

                  

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