TUCK EVERLASTING

1. TUCK EVERLASTING BY: NATALIE BABBIT

2. 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

3. 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-difference-between-myths-legends-fables-folk-tales.htm • http://www.suelebeau.com/fairytales.htm • http://www.ucalgary.ca/~dkBrown/storfolk.html

4. 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.

5. 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/socialstd/American_bookmarks.html

6. 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!

7. 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

8. 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!

9. ACT. 4: IMMORTALITY • Read the following story, there are 2 pages, (you will have to share it the class) http://www.socialstudiesforkids.com/articles/worldhistory/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/tolkien/paisid14.html

10. 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!

11. ACT. 5: CYCLE OF LIFE • Find Elton John’s 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 frog’s lifecycle and other life cycles • How does this relate to the book • Cool sites: • http://www.fi.edu/tfi/units/life/living/living.html • http://www.ipcc.ie/lifecycle.html

12. 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!