Teacher: Brandon Martinazzi Essential Questions:

School: Blacklick Valley Jr.Sr. High School 1. How do authors develop what the text says explicitly, as well as
inferences and conclusions based on and related to an author’s implicit
Subject: Functional ELA and explicit use of characterization?
2. How do the author’s choices regarding characterization develop and
Date January 17-21, 2022 relate elements of the story (plot, setting, conflict, etc.)
3. How does the author’s choice of characters affect the point of view
Lesson Tuck Everlasting
and/or shapes the content and style of a text?
Topic: 4. How are the characters a reflection of the time period or influences on
the author?
5. What is the overall effect of the characters/characterization?
Monday

No School – Martin Luther King Jr. Holiday

Do Now – Setting up the lesson: T1-3

In chapter 8, Jesse is relieved to be able to tell someone about his secret. Telling Secrets
If you had a big secret like possessing everlasting life, would you want to
share your secret with others? Why or why not?
Body of Lesson: Novel
Read/Discuss Tuck Everlasting Chapter 9-10 p. 46-55 (recording 4:42 and https://youtu.be/nRCQpnV0PiI
8:07) Paper for notes
CHAPTER 9
1. As the chapter opens, an image that has been used earlier in the
Tuesday

story is used again. What does the narrator once again compare
the August sun to?
CHAPTER 10
2. How is the Tuck home different from Winnie’s home? What does
she think about this difference?
3. When Winnie tells Mae she feels sorry the family has to keep on
the move so much, what belief about life does Mae share with
her?
Ticket Out the Door Feedback: Complete DAILY in Google Classroom
Homework:
Finish assignments and reading if necessary

Independent Thinking: STEM IU08 Keva Sticks

Keva Planks 15 min
Body of Lesson: Novel
Read/Discuss Tuck Everlasting Chapters 11-12 p. 56-65 (recording 4:28 and https://youtu.be/nRCQpnV0PiI
7:15) Paper for notes
Chapter 11
1. Why is Angus in such a hurry to talk to Winnie and then to take her
home?.
Chapter 12

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 W 2. Summarize Angus Tuck’s talk with Winnie
Complete DAILY in Google Classroom
e Ticket Out the Door Feedback:
d Homework:
n Finish assignments and reading if necessary
e
s
d
a
y

Independent Thinking: STEM IU08 Keva Sticks

Keva Planks 15 min
Body of Lesson: Novel
Read/Discuss Tuck Everlasting Chapters 13-14 p. 66-72 (recording 0:50 and https://youtu.be/nRCQpnV0PiI
7:26) Paper for notes
Thursday

Chapter 13
1. Who stole the Tuck’s horse and where does that person take it?
Chapter 14
2. What idea does Jesse propose to Winnie? How does she respond?
Ticket Out the Door Feedback: Complete DAILY in Google Classroom
Homework:
Finish assignments and reading if necessary

Do Now – Setting up the lesson: T1-2

Predict what you think is going to happen next in the story. Tuck mid book prediction
Body of Lesson: Novel
Read/Discuss Tuck Everlasting Chapters 15-16 p. 73-80 (recording 3:21 and https://youtu.be/nRCQpnV0PiI
4:47) Paper for notes
Chapter 15
Friday

1. What does the man in the yellow suit want in exchange for telling
Winnie’s family where she is? Why?
Chapter 16
2. Why does the man in the yellow suit tell the constable he will ride
ahead and meet him at the Tucks’ house?
Ticket Out the Door Feedback: Complete DAILY in Google Classroom
Homework:
Finish assignments and reading if necessary

Objective(s):
1. Through reading Natalie Babbitt's Tuck Everlasting, students will be introduced to the concept of eternal life.
2. Students will be able to differentiate between characters as protagonist or antagonist.
3. Students will be able to recognize the genre of fantasy.
4. Students will gain appreciation for and demonstrate proficiency in identifying and using figurative language.
5. Students will demonstrate their understanding of the text on four levels: factual, interpretive, critical and personal.
6. Students will be given the opportunity to practice reading aloud and silently to improve their skills in each area.

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7. Students will answer questions to demonstrate their knowledge and understanding of the main events and
characters in Tuck Everlasting as they relate to the author's theme development.
8. Students will enrich their vocabularies and improve their understanding of the novel through the vocabulary lessons
prepared for use in conjunction with the novel.
9. The writing assignments in this unit are geared to several purposes:
a. To have students demonstrate their abilities to inform, to persuade, or to express their own personal ideas
Note: Students will demonstrate ability to write effectively to inform by developing and organizing facts to
convey information. Students will demonstrate the ability to write effectively to persuade by selecting and
organizing relevant information, establishing an argumentative purpose, and by designing an appropriate
strategy for an identified audience. Students will demonstrate the ability to write effectively to express
personal ideas by selecting a form and its appropriate elements.
b. To check the students' reading comprehension
c. To make students think about the ideas presented by the novel
d. To encourage logical thinking e. To provide an opportunity to practice good grammar and improve students'
use of the English language.
10. Students will read aloud, report, and participate in large and small group discussions to improve their public
speaking and personal interaction skills.
PA Common Core Standards(s):
CC.1.3.10.A CC.1.4.10.A CC.1.5.10.A
CC.1.3.10.B CC.1.4.10.B CC.1.5.10.B
CC.1.3.10.C CC.1.4.10.C CC.1.5.10.C
CC.1.3.10.D CC.1.4.10.D CC.1.5.10.D
CC.1.3.10.E CC.1.4.10.E CC.1.5.10.E
CC.1.3.10.F CC.1.4.10.F CC.1.5.10.F
CC.1.3.10.G CC.1.4.10.G CC.1.5.10.G
CC.1.3.10.H CC.1.4.10.H
C.1.3.10.I CC.1.4.10.I
CC.1.3.10.J CC.1.4.10.J
CC.1.3.10.K CC.1.4.10.K
CC.1.4.10.L
CC.1.4.10.S
CC.1.4.10.T
CC.1.4.10.U
CC.1.4.10.X
Teacher Notes:

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