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 31 – February 4, 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?

Independent Reading: 10 min

Do Now – Setting up the lesson: T2: Learn from man in yellow suit
Table Texting: Imagine that Winnie was your friend and she created a
group chat to text you to tell you the story of her time the Tucks.
Body of Lesson: Novel
Read/Discuss Tuck Everlasting Chapters 22-23 p. 111-120 (recording 5:59 https://youtu.be/nRCQpnV0PiI
and 5:48) Paper for notes
Monday

Chapter 22
1. Jesse tells Winnie the Tucks’ plan for freeing Mae. Describe the
plan.
2. How does Winnie think she can help the Tucks?
Chapter 23
3. Why does Winnie feel guilty after she goes to bed?
Ticket Out the Door Feedback: Complete DAILY in Google Classroom
Homework:
Finish assignments and reading if necessary

Newsy Tuesday Google Slides

Social Media Analysis Activity - TUCK EVERLASTING: Choose a character
from the novel. Think about what his/her snapchat story might be like. On
the next slide, you will create his/her story
Body of Lesson: Novel
Read/Discuss Tuck Everlasting Chapter 24 p. 121-126 (recording 7:29) https://youtu.be/nRCQpnV0PiI
Paper for notes
Tuesday

1. Winnie felt guilty taking advantage of her parent’ trust. Name 3

ways that parents trust their children.
2. How did the storm help the Tucks help Winnie?
3. How do you think Winnie felt when the Tucks left her in the jail?
How would you feel?
Begin reading Tuck Everlasting Chapter 25 p. 127-133 (recording 7:59)
Ticket Out the Door Feedback: Complete DAILY in Google Classroom
Homework:
Finish assignments and reading if necessary

Do Now – Setting up the lesson: T2: Poem Problem

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 T2 - In chapter 24, Winnie remembers the following lines from a poem that
relate to the Tucks’ predicament in life?
The lines are, “Stone walls do not a prison make,/Nor iron bars a cage.”
How does this quote relate to the Tucks and their life problem?
Body of Lesson: Novel
Finish reading Tuck Everlasting Chapter 25 p. 127-133 (recording 7:59) https://youtu.be/nRCQpnV0PiI
Chapter 25 Paper for notes
1. Describe the night Mae spent in the jail cell, and how it ended.
2. How does Winnie respond to her parents’ questions about why
Wednesday

she would help a criminal escape punishment?

3. Why does Winnie pour the spring water Jesse has given her over
the toad?
Read/Discuss Tuck Everlasting Epilogue. 134-138 (recording 6:59)
4. What differences about Treegap do the Tucks notice when they
first return?
5. What do they find has happened in the wood?
6. What do the Tucks find in the town’s cemetery? How do they feel
about it?
Ticket Out the Door Feedback: Complete DAILY in Google Classroom
Homework:
Finish assignments and reading if necessary

Do Now – Setting up the lesson:

Blooket: Tuck Review (Practice)
Body of Lesson:
Model Lesson: Text Dependent Analysis
Thursday

Authors use various techniques, such as figurative language, to convey a

message in their writings. Analyze the techniques the author uses to
convey a theme in Tuck Everlasting. Be sure to use evidence from the text
to support your response.
Ticket Out the Door Feedback: Complete DAILY in Google Classroom
Homework:
Finish assignments and reading if necessary

Do Now – Setting up the lesson:

Review outline
Body of Lesson:
Model Lesson: Text Dependent Analysis
Authors use various techniques, such as figurative language, to convey a
Friday

message in their writings. Analyze the techniques the author uses to

convey a theme in Tuck Everlasting. Be sure to use evidence from the text
to support your response.
Ticket Out the Door Feedback:
Homework:
Finish assignments and reading if necessary

Objective(s):
Revised August 2020 Page 2
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.
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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