Integrated Thematic Unit Project
ECI 430/435 F12
Tuck Everlasting- The Importance of the Cycle
of Life
Jade Garrett
Jade Garrett 430-435-F12 Thematic Unit
Tuck Everlasting Unit
Theme: The Importance of the Cycle of Life
6th Grade Language Arts
Jade Garrett 430-435-F12 Thematic Unit
Tuck Everlasting Unit
Theme: The Importance of the Cycle of Life
6th Grade Language Arts
I. The Unit Title and Preface
A. Introduction: I will be teaching in a 6th grade English Language Arts class. I will have three
classes to teach over the course of the day. I will have an EC class, an AG class and a normal
ability level class, in that order with planning time in between the second and third classes. The
classes are 59 minutes long. The first core which is the EC class is the biggest class. This class
has 28 students with multiple low ability levels. These students have IEPs and a lot of them
require accommodations. Some of the accommodations include medication, read-aloud testing
and additional time for heavily graded work. The gender ratio is pretty close to equal with maybe
one or two more boys than girls. This class is also very diverse. There are White students, Black
students and Hispanic students within the class. The second core class is the AG class. This
class has about 25 students, only 4 of which are boys. They are considered gifted based on
teacher assessments and ability determining tests. Most of these students read and think on a
much higher level than the students in the first core. The majority of this class is of White
students, although there a couple of Black students and one Asian student. Lastly, the third ELA
class, 6th core is the ‘normal level’ class. These students are neither AG nor EC. Most of these
students have more of an average ability level that isn’t quite as high as the AG level or as low
as the EC level. This is also a pretty diverse and gender equal class. The male to female ratio is
probably closer to equal than in the EC class.
Along with my cooperating teacher, Mrs. Whitehead, I’ll also be collaborating with Ms.
Vogler and Mrs. Kerr on a daily basis. These teachers come in to assist with the EC and AG
classes. Ms. Vogler is the EC specialist. She allows Mrs. Whitehead to teach but she is there to
help and support the students and Mrs. Whitehead. She answers questions, helps students test,
pulls some students out for remediation, assists Mrs. Whitehead when needed, knows each
students IEP and their personality, and is an excellent resource for someone like me who
doesn’t know the students as well as either of the two of them. Mrs. Kerr will be the other
teacher that I’ll be working with on a very regular basis. She comes in for the AG class (core 2)
and does much of what Ms. Vogler does except on a higher level. She also teaches the class
Jade Garrett 430-435-F12 Thematic Unit
Tuck Everlasting Unit
Theme: The Importance of the Cycle of Life
6th Grade Language Arts
some days and presents projects for the AG students to do outside of what they’re already
working on. She also follows these students when they go to their math class. Mrs. Whitehead
has noted that Mrs. Kerr is an awesome teacher and a great person to work and collaborate
with so I’m excited for us to spend the next semester together. One other teacher on the team
teaches one ELA course so she and I will also come together once a week to plan goals and
talk about students’ progress.
B. Organizational Principle: The theme I have chosen for my thematic unit is the importance
of growth, change and the cycle of life. I chose this theme because I felt it would be engaging
and fit well into the curriculum. I chose the novel Tuck Everlasting to help me teach this theme.
This novel, which is a fairly easy and engaging read, emphasizes the importance of the cycle of
life and how it must keep moving for the world to work properly. A lot of times in life we think that
things would be perfect and glorious if we could just live forever. However, this novel and theme
give great examples of hardships and struggle that illustrate why living forever wouldn’t be so
fabulous nor work for our society. With my theme, I hope that students will understand that lives
have to be lived and generations of people have to change in order for there to be new and
better things that come later. I hope to engage my students by having them make personal
connections to the characters and situations in the text. I want for them to put themselves in the
situations of the characters and determine how they would react to their conflicts and lifestyle.
The theme and novel can also be tied into the social studies standards of exploring different
societies and ways of life. I also plan to engage the students by letting them be creative in
writing alternative pieces to the story and putting personal touches on their work. I feel that the
students will be motivated because I will do more than just read pages of a story to them, I will
involve them in the story and make them feel as they are a part of it. Lastly, I will continue
emphasis on my theme through allowing the students to explore the changes that have
occurred in life and the society that might not have happened if generations of people didn’t
pass and others initiate the changes.
C. Primary Subject Matter Focus: As stated above, the piece of literature that I’ll be teaching
is the novel Tuck Everlasting. This text has been taught for many years and is relevant and
relatable to middle school students because they may have similar experiences and
relationships. One of the absolute main reasons to teach this novel is because of the
Jade Garrett 430-435-F12 Thematic Unit
Tuck Everlasting Unit
Theme: The Importance of the Cycle of Life
6th Grade Language Arts
abundance of literary elements, devices and themes used. Natalie Babbitt uses metaphors and
similes, foreshadowing, imagery, strong characterization, romance, friendship, mortality and
most importantly in the case of my unit, the “wheel of life.” The novel is told by only one narrator
which is easiest for students to understand and follow but also leaves room for a lot of different
interpretations of the other characters thoughts. I believe that this novel should be taught for all
of the above reasons. I think that it’s important to find a text that incorporates many different
goals and standards and this novel does a good job of portraying a lot of different things that
students need to know and be taught. This novel aligns with the Common Core State Standards
in all four sections of the 6th grade ELA curriculum. It provides opportunity for determination of a
theme, plot development, word meaning, comparing video with text, authors point of view,
creating an argument with textual details to back it, writing to develop real or imagined
experiences, using technology, peer and group collaboration, using context to determine the
meaning of a word, creating and using public speaking skills, and producing writing. Tuck also
aligns with the social studies state standard of understanding the economic and/or social
significance of historical events, issues, individuals, and cultural groups and the fact that change
can be temporary or long lasting. To incorporate 21st century skills and technology, I can focus
on the changes in time that align with the cycle of life. I will use technology to do small research,
writing activities and group projects.
Jade Garrett 430-435-F12 Thematic Unit
Tuck Everlasting Unit
Theme: The Importance of the Cycle of Life
6th Grade Language Arts
Unit Plan Topics
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Foreshadowing
Importance of growth/change/cycle of life
Characterization
Imagery
D. Thematic Unit Organizing Questions
1. How can I see the importance of growth and change in my own life?
2. How can I relate change in my life to change in characters lives in literature?
3. Why does the world need change? What would happen if everything always stayed the
same?
4. How can I effectively voice my side of an argument to make a point?
5. How can my own opinions and perspectives create and support arguments for a specific
topic?
E. Unit Plan Goals
By the end of the unit:
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Students will understand the importance of growth and change.
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Students will be able to make connections between their own lives and literature.
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The students will value peer collaboration and realize its benefits.
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Students will be able to think critically in order to reach informed conclusions.
Jade Garrett 430-435-F12 Thematic Unit
Tuck Everlasting Unit
Theme: The Importance of the Cycle of Life
6th Grade Language Arts
F. Unit Plan Objectives
1. Students will be able to identify literary elements. (Cognitive)
1.1) Identify examples of foreshadowing
1.2) Identify imagery in the novel and provide examples.
1.3) Explore elements of characterization
1.4) Understand elements of Fantasy writing.
2. The students will be able to recognize repeating literary themes in the novel.
(Cognitive)
2.1) Identify examples of internal conflict within characters of the text
2.2) Describe the events representing literary theme within a text.
2.3) Describe events that show the importance and meaning of growth and
change in life.
3. The students will develop critical thinking skills when reading. (Cognitive)
3.1) The students will analyze scenes and make inferences of their importance.
3.2) The students will infer feelings of characters based on relative events in the
text.
3.3) The students will make connections between situations, characters actions
and lifestyles.
4. The students will be able to identify specific vocabulary. (Cognitive)
4.1) Make predictions of meanings of words based on context clues.
4.2) Use prior knowledge of stems and Latin word meanings to make educated
guesses of new word meanings.
4.3) Identify unknown words in the text to explore and analyze.
5. The students will be able to make inferences. (Cognitive)
5.1) Use context clues & created imagery of the novel to hypothesize meaning.
5.2) Use prior knowledge of the novel to make predictions of what will happen
next.
5.3) Evaluate the novel summaries and excerpts to make predictions.
6. The students will be able to connect personal experiences with texts. (Affective)
6.1) Compare idea of growth and change with real life experiences.
6.2) Relate specific passages/scenes to self.
6.3) Elaborates on similarities and differences of situations.
7. The students will be able to collaborate effectively with peers. (Affective)
Jade Garrett 430-435-F12 Thematic Unit
Tuck Everlasting Unit
Theme: The Importance of the Cycle of Life
6th Grade Language Arts
7.1) Discuss relevant topics based on discussion prompts.
7.2) Define roles for each group member.
7.3) Fulfill their individual role.
7.4) Make choices as a group.
7.5) Collaborate with others in group to make final conclusions.
8. The students will actively participate in class activities and individual
assignments. (Performance)
8.1) Create imagery through their own written work.
8.2) Actively participate in in-class reading.
8.3) Create in class writing.
8.4) Use elements of characterization to create their own character in a short
narrative.
8.5) Collaborate to gather research information based on a specific topic
9. The students will present their material orally. (Performance)
9.1) Share original work with peers
9.2) Use effective speaking skills
10. The students will be able to create an argumentative perspective. (Performance)
10.1) Identify their side of an argument.
10.2) Create an argument using concrete examples and points.
10.3) Draw upon life experiences to support an argument.
10.4) Understand differing perspectives.
ELA Common Core Anchor Standards
Reading: 2. Determine central ideas or themes of a text and analyze their development;
summarize the key supporting details and ideas.
Writing: 4. Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
Speaking and listening: 1. Prepare for and participate effectively in a range of conversations and
collaborations with diverse partners, building on others’ ideas and expressing their own clearly
and persuasively.
Language: 4. Determine or clarify the meaning of unknown and multiple-meaning words and
phrases by using context clues, analyzing meaningful word parts, and consulting general and
specialized reference materials, as appropriate.
Jade Garrett 430-435-F12 Thematic Unit
Tuck Everlasting Unit
Theme: The Importance of the Cycle of Life
6th Grade Language Arts
G. Possible Unit Materials and Supplementary Texts:
Text/Written Materials:
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Copy of Tuck Everlasting for me and each student (books are provided by the school)
Vocabulary list of words from the novel
(http://teachers.plainfield.k12.in.us/jcraney/Tuck%20Everlasting/TuckEverlastingVocabul
ary.htm --plus I added some additional ones that I thought would be unknown to 6th
graders)
List of stem words (from Mrs. Whitehead)
Writing Related Materials:
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Journals
Note-taking notebooks
Writing Statements to consider (idea from a website—site listed on work cited page)
“I Am” poem format/template (http://www.studyzone.org/testprep/ela4/h/iampoem.htm)
Alternative ending assignment (idea from http://voices.yahoo.com/teaching-activitiestuck-everlasting-153185.html?cat=4 –I added the length requirements and the note to
Jeese from Winnie)
Fantasy story writing assignment (my idea, but the idea of having each student write a
part was Mrs. Whiteheads)
Technology Materials:
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Classroom computers
SmartBoard
Laptops
Elements of Fantasy question sheet (created from the information on two different
websites—both are listed on the work cited page)
Video Materials:
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Tuck Everlasting the film (provided by the school)
Craft Materials:
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Large white paper
Magazines
Scissors
Glue
Markers
Colored pencils
Jade Garrett 430-435-F12 Thematic Unit
Tuck Everlasting Unit
Theme: The Importance of the Cycle of Life
6th Grade Language Arts
Stem Lists
List 3.1
homo (same)
homogenize, homonym, homophone, homologous, homozygous
spec (look)
spectacles, specter, specious, spectrum, respect, inspect, prospectus
duct (lead)
conduct, ductile, induct, product, reduction, deduction, reproduction
fer (carry)
transfer, infer, refer, defer, conifer, Lucifer, aquifer, auriferous
pend (hang)
pending, pendulum, pendant, impending, depend, pendulous, suspend
List 3.2
micro (small)
micron, microscope, microwave, microphone, microcosm
hydro (water)
hydroplane, hydroponics, dehydrate, hydrant, hydrogen, hydrophobia
photo (light)
photograph, photometer, photon, photogenic, photosynthesis
pan (all)
panorama, panoply, pandemic, pantheism, pantheon, Pan-American
penta (five)
pentagram, pentagon, pentameter, pentathlon, pentarchy, pentahedron
List 3.3
tele (far)
telescope, telephone, telekinesis, telepathy, teleology, telesthesia, telex
vid (look)
video, invidious, Montevideo, evidence, provide, videogenic, vide
omni (all)
omnifarious, omnipotent, omnivorous, omniscient, omnibus, omnipresent
ex (out)
exit, except, excise, exculpate, elucidate, exorbitant, eccentric, enumerate
poly (many)
polyphony, polygamy, allopolyploidy, polyvalent
List 3.4
re (again)
return, review, retouch, reiterate, retail, revive, regenerate, regurgitate
hypo (under)
hypodermic, hypocrite, hypotenuse, hypothermia, hypothesis
pseudo (false)
pseudonym, pseudopod, pseudomorphic, pseudoscience, pseudoevent
neuro (nerve)
neuron, neurosurgeon, neurosis, neurology, neuralgia, neurotomy
tomy (cut)
tonsillectomy, appendectomy, neurotomy, dichotomy, anatomy, lobotomy
Jade Garrett 430-435-F12 Thematic Unit
Tuck Everlasting Unit
Theme: The Importance of the Cycle of Life
6th Grade Language Arts
H. Possible Activities/Instructional Strategies:
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Writing prompt: which statements do you agree with, pick one and write an argument for
it, if you disagreed with all, chose one and argue why you disagreed**
Freewrite: how are the first three characters related? (before reading any further)**
Give students characteristics of a character and make them guess which one it is based
on the descriptions
Compare and contrast a scene in the novel with the same scene of the film**
Do kidnapping research
Analyze images—same image before and after
Research elements of a fantasy story**
Write a short fantasy story**
Create an illustration of a scene in the book**
Use magazine and hand drawn images (a collage) to re-create a scene from the book.
Choose a character and write their argument for or against immortality and their
perspectives on the Cycle of Life**
Relate the Cycle of Life to the Circle Justice in Touching Spirit Bear**
Read a student created poem about the Cycle of Life
Create an Acrostic poem using one of the main characters names
Choose a character and create an “I Am” poem**
http://www.studyzone.org/testprep/ela4/h/iampoem.htm
Write a letter to Jesse from Winnie*
Write an alternate ending**
Video the groups dramatically reading their alternate ending
Turn and Talk**
Annotating text
Vocabulary inferencing
Jade Garrett 430-435-F12 Thematic Unit
Tuck Everlasting Unit
Theme: The Importance of the Cycle of Life
6th Grade Language Arts
I. Unit Map/Narrative Overview
(Monday): 10-10-10 time at the beginning of class. The students will have 10 minutes to do
independent writing in their journals, then 10 minutes of independent reading of their AR book,
and then 10 minutes of vocabulary work in their vocabulary binders. This will be done at the
beginning of each day. The students will move onto each new task once the timer has gone off.
I will then do a short review of the old stem list. I’ll put the stems and definitions in random order
on the SmartBoard and have the students volunteer to go up and match the correct stem with
the correct definition. After the review, I will give the students a new stem list (complete list
attached). The students will start list 3.1. I will give them a hard copy for their notes and then do
a presentation on the SmartBoard. I will present each word, its meaning, words that use the
stem, each example words part of speech and its use in a sentence. I will present a couple of
sentences for each stem word. The students will be required to write down one or two words
from each stem in their notebooks that they can remember, spell and define for a stem test at
the end of the week. This will probably take most of the class period, especially for Core 1. If the
other two classes get finished early, they will be able to work on homework until the end of
class. I’ve included this day simply because it’s the starting day of the week and I’ll do a similar
routine every Monday. The actual unit plan will start on Tuesday as noted below.
Day one (Tuesday): 10-10-10 time at the beginning of class. The students will have 10 minutes
to do independent writing in their journals, then 10 minutes of independent reading of their AR
book, and then 10 minutes of vocabulary work in their vocabulary binders. This will be done at
the beginning of each day. The students will move onto each new task once the timer has gone
off. Rather than a free-write for today’s writing time, I will ask the students to answer the
following questions in their writing journals. I will ask that they answer the questions in complete
sentences using two or three sentences each. These are opinion based questions but I would
like for them to really think about them and take their time answering. The questions are as
follows: “Why does the world need change?” “What would happen if everything always stayed
the same?” and “How can I see the importance of growth and change in my own life?” After 1010-10 I will tell the students we’re starting a new novel and give them the writing prompts sheet
that’s attached to day one’s lesson plan. The students will have about 10 minutes to
agree/disagree with the statements and write their argument for which statement they agree
with. Once the students have finished I will let a few of them share their arguments with the rest
Jade Garrett 430-435-F12 Thematic Unit
Tuck Everlasting Unit
Theme: The Importance of the Cycle of Life
6th Grade Language Arts
of the class. For the next 10 or so minutes, I will introduce the novel. I’ll show them the book,
read the prologue and ask the students to make predictions of the text. As an exit slip, the
students will write down some of their predictions for the content and story line of the novel and
turn them into me. (This is day ONE of the unit!)
Day two (Wednesday): The students will go to the media center today. The media specialist
will do a lesson with them and present them with a short assignment or a project that may take
a week or two. Once the specialist has done her lesson, the students will take the remainder of
the time to check out a new AR book. Once all of the students have gotten their new book, we
will go back to the classroom so they can prepare for their next class.
Day three (Thursday): 10-10-10 time for the first 30 minutes of class. I will then read the first
few chapters of Tuck Everlasting to the students. I will take about 20 minutes and try to get
through the first 4 chapters of the text. The first few chapters introduce the first three characters
so I want for them to all be introduced in the same day. I’ll stop for vocabulary and literary
devices (listed in the lesson plan) as I read to point them out to the students and ask for their
input. After I read through chapter 4 with the students, I will ask for them to take a couple of
minutes to write down how they think the three first characters introduced are related in the
story and also ask them what they think is the importance of the woods. The students will then
turn to a partner and talk about the predictions they made for the character relation. We will then
come together as a whole to talk about the predicted relations and write them on one document
for later reference.
Day four (Friday): The students will take a test on their stems. The test will list all of the stem
words with definitions of the words. The students must first match the stem with its definition.
Then, the students must choose one word that uses each stem and create a sentence using
that word for each stem word. This test may take close to the whole period, especially for core
1. If the students finish their test before the end of class, they will be asked to read in their AR
book or write in their writing journals.
Day five (Monday): 10-10-10 time at the beginning of class. The students will have 10 minutes
to do independent writing in their journals, then 10 minutes of independent reading of their AR
book, and then 10 minutes of vocabulary work in their vocabulary binders. This will be done at
the beginning of each day. The students will move onto each new task once the timer has gone
Jade Garrett 430-435-F12 Thematic Unit
Tuck Everlasting Unit
Theme: The Importance of the Cycle of Life
6th Grade Language Arts
off. I will then do a short review of the old stem list. I’ll put the stems and definitions in random
order on the SmartBoard and have the students volunteer to go up and match the correct stem
with the correct definition. After the review, I will give the students a new stem list (complete list
attached). The students will start list 3.2. I will give them a hard copy for their notes and then do
a presentation on the SmartBoard. I will present each word, its meaning, words that use the
stem, each example words part of speech and its use in a sentence. I will present a couple of
sentences for each stem word. The students will be required to write down one or two words
from each stem in their notebooks that they can remember, spell and define for a stem test at
the end of the week. After stems, I will continue reading from Tuck Everlasting. I will read while
the students follow along with their own copy of the text. I will take about 8 minutes to read
chapter 5 of the novel. I will try and really create the image of this chapter. I’ll stop for
vocabulary words such as reluctantly, and irrelevantly and ask the students to define out loud
them before I give them definitions of the words. Once I get to the end of Chapter 5, I will show
the students about a 5 minute video clip from the movie, Tuck Everlasting. The scene that I
show will be the exact scene that Chapter 5 describes. It is the scene where Winnie meets
Jeese in the woods. After the students have watched the scene, I will stop the movie. I will then
ask for the students to volunteer to discuss any similarities and differences they noticed
between the written words and the film. I’m looking for the differences in how Winnie is
portrayed in the novel and how that differs from the way she is portrayed in the movie. She’s
much younger and very shy in the book than she is the movie. Also, the woods are described as
dark but portrayed as a very bright and happy place. This activity was done in Dr. Pope’s class
to show us how drastically different experience the student can get from watching the film after
reading the book. We will close with a few brief comments about the similarities and differences
of the text and film. The students will be dismissed.
Day six (Tuesday): 10-10-10 time at the beginning of class. For today’s ten writing minutes, I
will have them remember back to yesterday and write the similarities and differences that we
talked about between the film and book in their journals. I will ask for the students to tell me their
feelings and images that they drew from reading the text and how they were changed after
watching the film. The other 10-10 time (vocabulary and reading) will be as normal. After the 1010-10 time, I will begin reading from the novel. I will read through chapters 6 and 7 today. I will
stop for vocabulary words such as burly, faltered and scarcely and ask the students to define
them using context clues. I will stop at the end of chapter 7. The reading should take me 10-12
Jade Garrett 430-435-F12 Thematic Unit
Tuck Everlasting Unit
Theme: The Importance of the Cycle of Life
6th Grade Language Arts
minutes. Then I will have the students get in groups of 3. They can choose (with my approval)
their groups but I would like no more than 3 students per group. The students will then be given
a laptop per group (from the reserved laptop carts). The students will do research on the
elements of what makes a ‘fantasy story.’ I will provide them with questions to answer while they
are doing their research (see attached sheet). Some of the questions will be: ‘Is fantasy fiction
or non-fiction?’ ‘What are some elements of fiction?’ ‘What type of setting can a fantasy story
have?’ ‘What are some themes of fantasy stories?’ I will provide a couple of websites for the
students to use to gather their information. I will also tell the students that each person in their
group should have a role (time keeper, recorder, primary researcher). The students will have the
remaining class time to gather their information about fantasy stories or novels. I will encourage
them to finish their research because the next day we will have very limited time to use the
computers. They will have the remainder of class time (17 minutes) to answer the questions
about fantasy stories. I will tell the students that their homework is to think about creating a
fantasy story. I will tell them to think about characters, settings, themes and conflicts and to
bring those ideas to class with them the next day. I will then dismiss class once all computers
are returned to the laptop cart.
Day seven (Wednesday): The students will go to the media center today. They will only go
today to check out new AR books for the week. The students will have about 20 minutes in the
library to get their books and have them checked out, then we will go back to the classroom. I
will give the students the assignment of creating a short fantasy story, about three paragraphs,
using the elements of a fantasy story that they gathered during their research the day before. I
will give any groups that didn’t finish their research about 5 extra minutes to complete that
portion of the activity. I will tell the students that they can be as creative as they’d like with their
story. Each student will write a beginning of a fantasy story. I will give the students about 5
minutes to write their beginning. Once the time is up, the students will circulate their papers to
another person in their group. That student will have time to read the beginning and then the
same amount of time to write the next part to their peer’s story. Once the time is up, we will do
the same thing one more time, giving the stories to the third person in the group. The students
will have time to read and then five minutes to add the ending to the story in front of them. Once
the time is up, the story will be passed to its original owner. The students will have the
remainder of the class (about 29 minutes) to complete this process. The group members should
be responsible for making sure that each person in the group adds to each of the stories. The
Jade Garrett 430-435-F12 Thematic Unit
Tuck Everlasting Unit
Theme: The Importance of the Cycle of Life
6th Grade Language Arts
students will be expected to use their time wisely and strive to finish the writing during the
remainder of the class time. They will be asked to read their final stories and think about how
letting three different people write one story changed what they might have written by
themselves.
Day eight (Thursday): 10-10-10 time at the beginning of class. The students will be allowed to
use the ten minutes for reading and the ten minutes for writing to edit their fantasy story. I would
like for them to fix any mistakes that may have been made in the frantic time restrictions and
make the story ready to be turned in. If they finish before the 20 minutes is up, they will read
their AR book as usual until the time is up. After the 10-10-10 time I continue reading Tuck
Everlasting. I will read through chapter 8 to 10. I will take probably the rest of the class time to
read the 13 pages (or more if I go over into the next chapter). I will again, stop for vocabulary
words like scornful, helter-skelter, mirage, etc. I will use this day as a “catch-up” day and read
until the end of class.
Day nine (Friday): The students will take their test on their week’s stem words. This may take
the whole period (or close to it) for core 1. The test will list all of the stem words with definitions
of the words. The students must first match the stem with its definition. Then, the students must
choose one word that uses each stem and create a sentence using that word for each stem
word. After the students are finished with their test I will continue reading Tuck Everlasting. I
anticipate having about 20-30 minutes to read after their test depending on how long the test
takes to finish. I will at least get through chapter 11. Vocabulary words for this chapter are
luxurious and decisively. At the end of class I will tell the students to come to Monday’s class
thinking about important scenes that we have already read about. I will tell them that we are
getting ready to read another very important scene that that they should be thinking about
details of those important scenes.
Day ten (Monday): 10-10-10 time at the beginning of class. The students will have 10 minutes
to do independent writing in their journals, then 10 minutes of independent reading of their AR
book, and then 10 minutes of vocabulary work in their vocabulary binders. This will be done at
the beginning of each day. The students will move onto each new task once the timer has gone
off. I will give the students a new stem list (complete list attached). The students will start list
3.3. I will give them a hard copy for their notes and then do a presentation on the SmartBoard. I
will present each word, its meaning, words that use the stem, each example words part of
Jade Garrett 430-435-F12 Thematic Unit
Tuck Everlasting Unit
Theme: The Importance of the Cycle of Life
6th Grade Language Arts
speech and its use in a sentence. I will present a couple of sentences for each stem word. The
students will be required to write down one or two words from each stem in their notebooks that
they can remember, spell and define for a stem test at the end of the week. After the stems
introduction, I will read Tuck Everlasting through Chapter 12. Chapter 12 is one of the most
important scenes of the book as Mr. Tuck explains to Winnie the importance of the cycle of life,
death and change. We will talk about the things that Mr. Tuck tells Winnie while they are in the
boat. We will talk about how he tells her that “life is moving, growing, changing and never the
same two minutes together.” That everything is a wheel and the wheel continues to turn and
never stop. We will talk about why it’s important to keep the circle going and how the Tuck’s
have a much different life because they are immortal and living forever. After we have a few
minutes of conversation, I will present the students with large white paper, markers, colored
pencils and magazines. We will brainstorm scenes that the students feel were important while
reading the novel (i.e. the woods scene, the kidnapping, boat scene). I will tell them to choose
one scene from the book that we’ve read up until this point and illustrate it using their own
artistic abilities or magazine clippings (or some combination of both). I will ask that they use
images that have been created through the details of the text to portray these scenes on paper.
The students will each do a scene individually but will be allowed to collaborate with peers for
ideas and inspiration. The students will be allowed to have remainder of class time to work on
their collages. I will require for them to give a short, detailed explanation of their illustrated
scene. They must tell why they chose that scene, what made it important, and how their images
portray the details and imagery that the novel creates.
Day eleven (Tuesday): 10-10-10 time at the beginning of class. The students will then have the
rest of class today to finish their illustrations. I will use these illustrations to assess how the
students are interpreting and describing the book and the images that are created for them
while I read. I anticipate that they’ll only have about 20 minutes or less to get started on their
scenes on Monday (day 10) so I’ll give them most of this day to finish them. I’ll walk around and
monitor their progress, encouraging creativity and addition of the scenes if needed. I anticipate
that some students won’t get as creative as others so I will help the students who need extra
help and even let their peers give them ideas if needed.
Day twelve (Wednesday): The students will go to the media center today. They will do a lesson
with the media center specialist and then check out new AR books. This will take most of the
Jade Garrett 430-435-F12 Thematic Unit
Tuck Everlasting Unit
Theme: The Importance of the Cycle of Life
6th Grade Language Arts
class period. The students will either do a lesson today in the media center or be assigned a
project that may take a week or two to finish.
Day thirteen (Thursday): 10-10-10 time at the beginning of class. The students will have 10
minutes to do independent writing in their journals, then 10 minutes of independent reading of
their AR book, and then 10 minutes of vocabulary work in their vocabulary binders. This will be
done at the beginning of each day. The students will move onto each new task once the timer
has gone off. Today, however, I will give the students a writing prompt rather than letting them
chose their own topics to write about. I will ask that the students choose a character from the
novel and write about that characters perspective of being immortal (or not). I want them to
create an argument from that characters point of view stating their views and feelings on the
“cycle of life.” The students should also state how those opinions are alike or different from their
own views of immortality and the cycle of life. Students should also think about Touching Spirit
Bear and the Circle of Justice that is portrayed in that novel. They should try and connect the
two concepts in their writing. I will extend their 10 minute writing period to a 20 minute writing
period and cut out the vocabulary work for the day so they have plenty of time to establish and
write their argument. We will then talk about their arguments as a class. We can talk about the
similarities and differences in their arguments and I’ll be sure that all areas of the argument are
covered that are talked about in the novel as this is a prominent theme of the book and the
theme of my unit. Once we’ve talked as a class, I’ll use the rest of the class to read more of
Tuck Everlasting to the students. I will try and get through chapter 15. I’ll stop for vocabulary
words such as lingered, constable and illiterate to make sure that the students have a good
grasp on the meanings of those words. I’ll also stop after chapter 13 and ask their predictions of
The Man in the Yellow Suit and what they think will happen in the following chapters.
Day fourteen (Friday): The students will take their test on their week’s stem words. This may
take the whole period (or close to it) for core 1. The test will list all of the stem words with
definitions of the words. The students must first match the stem with its definition. Then, the
students must choose one word that uses each stem and create a sentence using that word for
each stem word. After the stems test, I will read from Tuck Everlasting. I will take the rest of the
class period reading and attempt to get through chapter 18. I will stop for the following
vocabulary words: roust, peril, searing, alien, and surveyed. I will again, ask for the students to
Jade Garrett 430-435-F12 Thematic Unit
Tuck Everlasting Unit
Theme: The Importance of the Cycle of Life
6th Grade Language Arts
define the words before I give them the definitions. I will ask them to make predictions about the
next chapter as the end of chapter 18 is a cliffhanger.
Day fifteen (Monday): 10-10-10 time at the beginning of class. The students will have 10
minutes to do independent writing in their journals, then 10 minutes of independent reading of
their AR book, and then 10 minutes of vocabulary work in their vocabulary binders. This will be
done at the beginning of each day. The students will move onto each new task once the timer
has gone off. I will give the students a new stem list (complete list attached). The students will
start list 3.4. I will give them a hard copy for their notes and then do a presentation on the
SmartBoard. I will present each word, its meaning, words that use the stem, each example
words part of speech and its use in a sentence. I will present a couple of sentences for each
stem word. The students will be required to write down one or two words from each stem in their
notebooks that they can remember, spell and define for a stem test at the end of the week.
Once we are finished with stems, I will present the students with the format of an “I Am” poem
(http://www.studyzone.org/testprep/ela4/h/iampoem.htm). The purpose of this poem is for the
students to choose a character, perhaps one they didn’t choose for the cycle of life argument,
and show their characterization understanding of that character through the model ‘I Am’ poem.
The ‘I Am’ poem asks for students to think of and write characteristics of the character, things
they see and hear, their feelings, things they understand, something they dream about and
something they hope for, to name a few. I will show the students my example of the ‘I Am’ poem
so they know what kinds of words I’m looking for and they have an example to work from. I will
ask that they tie in one line to our overall theme of ‘cycle of life’ regardless of whether they
choose a character who thinks it’s important or one who doesn’t. The students will have the rest
of the time to get started on these poems.
Day sixteen (Tuesday): 10-10-10 time at the beginning of class. I will stop the students after
their 10 minutes of reading and allow them to use the other 10-10 (plus an additional 10
minutes; 30 minutes total) time for their ‘I Am’ poems. I will encourage them to finish their
poems during this time. I will also encourage the students to do very neat work and then
decorate their poem as they will be displayed on the bulletin board as a display of their
understanding of the intense characterization in the novel. I will monitor as the students finish up
their poems, help give ideas to students who are struggling and allow students to share ideas
with their peers who may have chosen the same characters to write about. I will read with the
Jade Garrett 430-435-F12 Thematic Unit
Tuck Everlasting Unit
Theme: The Importance of the Cycle of Life
6th Grade Language Arts
remaining time left. I will try and read through chapter 20. I will stop for vocabulary words such
as immense, petulance, emerging and marionette. I will have the students use context clues to
try and define the words before I give them the definitions. The finished poem will be the
students’ exit slip for the day.
Day seventeen (Wednesday): The students will go to the media center today. They will only go
today to check out new AR books for the week. The students will have about 20 minutes in the
library to get their books and have them checked out, then we will go back to the classroom.
Once we’re back from the media center, I will read the next few chapters in Tuck Everlasting. I
will read through chapter 23. The vocabulary words for this section are minimal; they are
mingled, insistent, crouched and acrid. We will talk about the plot the Tucks and Winnie make to
get keep Mrs. Tuck from dying or being locked in jail forever. We will talk about the morals what
it would mean for them to try and kill someone with immortality. I will ask for the students to talk
about the difficulty of their situation, some solutions to their problem and how the cycle of life
ties into the predicament that the characters are in.
Day eighteen (Thursday): 10-10-10 time at the beginning of class. After the 10-10-10 time I will
finish reading the novel. I will finish through chapter 25 and read the epilogue. This is about 20
pages and could potentially take me the rest of class period. I will finish out the vocabulary
words with these last pages. The vocabulary words in these chapters are ebbed, sedately,
accomplice, and revulsion. These last chapters are very important in the connection to our
theme because the ending shows that Winnie chooses not to drink from the spring of eternal
life. The students will be asked to talk about why they think she made the decision that she did.
If there is time at the end of class, I will explain to the students that one of their assessments for
this novel is to create an alternate ending to the novel. I will tell them to think about ideas for
writing this new ending as they will have time in the next two or three classes to write their
alternate ending depending on how much time we have after the stem test.
Day nineteen (Friday): The students will take their test on their week’s stem words. This may
take the whole period (or close to it) for core 1. The test will list all of the stem words with
definitions of the words. The students must first match the stem with its definition. Then, the
students must choose one word that uses each stem and create a sentence using that word for
each stem word. After the stem test, I will give the students their assignment for one of their
assessments of this novel. The assignment as stated above will be for the students to create an
Jade Garrett 430-435-F12 Thematic Unit
Tuck Everlasting Unit
Theme: The Importance of the Cycle of Life
6th Grade Language Arts
alternate ending to the novel. They will be allowed to do this in groups of no more than three
students. The alternate ending must be at least three paragraphs long and one of the
paragraphs must be a letter to Jeese from Winnie explaining why she decided to drink from the
spring (or decided not to) depending on how the students end their story. The alternate ending
must also briefly discuss the cycle or wheel of life and what about it Winnie took into
consideration when deciding whether to drink the water or not. The students must use details,
correct spelling and punctuation, proper paragraph usage and neat writing.
Day twenty (Monday): 10-10-10 time at the beginning of class. The students will only take the
first 10 minutes to do their independent reading. I will give the students a new stem list
(complete list attached). The students will start list 3.5. I will give them a hard copy for their
notes and then do a presentation on the SmartBoard. I will present each word, its meaning,
words that use the stem, each example words part of speech and its use in a sentence. I will
present a couple of sentences for each stem word. The students will be required to write down
one or two words from each stem in their notebooks that they can remember, spell and define
for a stem test at the end of the week. After the new stems, the students will have the remainder
of the class to work on their alternate endings with their group members. They should have
about 40 minutes to complete their writing. I will monitor as they work and praise the hard work,
creativity and detail behind all of the students’ products. The students will then present their
work in front of the rest of their classmates.
Day twenty-one (Tuesday): Today I will have the students take a summative assessment on
Tuck Everlasting. The test will weigh the same amount as the other assessment that I’ll take for
a major grade for this unit (the alternative ending assignment). The written test will contain some
vocabulary from the text. I will use the vocabulary in the context or sentence that it is used in the
novel on the test. I will also ask that the students describe two major characters from the text. I
will ask that they use three adjectives and concrete examples from the text to support their
descriptions of those characters. I will ask that they write about the importance of the cycle of
life and support their reasoning with examples from the text and their own experiences. I will ask
that they create a timeline of at least 6 major events that happened in the novel. They can use
words or pictures and the events must be in chronological order (idea from Mrs. Whitehead’s
Touching Spirit Bear quiz). I will also include some multiple choice questions about the events of
the story, characters and their characteristics and the genre of the story. The students will have
Jade Garrett 430-435-F12 Thematic Unit
Tuck Everlasting Unit
Theme: The Importance of the Cycle of Life
6th Grade Language Arts
the whole class period to take the test. I will also use the other activities (fantasy writing, scene
illustrating, poetry writing) as assessments for this unit as well. They will have less weight than
the summative test and the alternate ending assignment.
Jade Garrett 430-435-F12 Thematic Unit
Tuck Everlasting Unit
Theme: The Importance of the Cycle of Life
6th Grade Language Arts
II. The Daily Lesson Plans
Jade Garrett—430-435-F12-Thematic Unit Project
Tuck Everlasting- Day before starting (Stem introduction)
Context: The students have been given stem words throughout the year. They get a new stem
list each week. I will continue with this while I take over their classes.
Plan Number: 0 of 21
Instructional Objectives and Common Core Standards:
[Cognitive]
4.1) Make predictions of meanings of words based on context clues.
4.2) Use prior knowledge of stems and Latin word meanings to make educated guesses
of new word meanings.
[ELA CCSS]
CC.6.L.4.a Vocabulary Acquisition and Use: Use context (e.g., the overall meaning of a
sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of
a word or phrase.
CC.6.L.4.b Vocabulary Acquisition and Use: Use common, grade-appropriate Greek or
Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
Materials/Technology Resources Required: SmartBoard, stem list, vocabulary journals, stem
handout (I’ll get list from Mrs. Whitehead)
Time: 59 minutes total
Instructional Procedures/Steps:
1. I will set three timers on the SmartBoard for 10 minutes each. When the students first
come in they will write down their homework in their agenda and then start on their
independent journal writing for the day. The students will spend 10 minutes writing about
any topic that they chose in their journals.
2. When the timer goes off, the students will move onto independent reading. They are to
read their library book for 10 minutes independently and to themselves. If the student
Jade Garrett 430-435-F12 Thematic Unit
Tuck Everlasting Unit
Theme: The Importance of the Cycle of Life
6th Grade Language Arts
has finished their library book then they may be allowed to get their agenda signed to go
to the library to check out a new book.
3. Then the students will work on their weekly vocabulary words for 10 minutes. The
students should choose one vocabulary word from the book their currently reading
(independently), the other can come from anywhere. They are to record these
vocabulary words in their vocabulary journal. The students are to include the word, the
word’s part of speech and a sentence that correctly uses the word.
4. Once the students are done writing we will do a stem review activity. I will put their old
stem words on the SmartBoard with definitions. I will allow students to volunteer to go up
to the board and connect the stem with the correct meaning.
5. After the review, I will present the students with their new stem list. I will give them a
hard copy for their notes and then do a presentation on the SmartBoard. I will present
each word, its meaning, words that use the stem, each example words part of speech
and its use in a sentence. I will present a couple of sentences for each stem word. The
students will be required to write down one or two words from each stem in their
notebooks that they can remember, spell and define for a stem test at the end of the
week.
6. This will probably take most of the class for core 1. Core 2 and 6 may go through the
stem lesson a little quicker. If there is time at the end, I will talk a little bit about the novel
that I’ll be introducing tomorrow and let them work on homework that they have for the
night.
Evaluation: The evaluation for this class will be very informal. The students will be evaluated on
their prior knowledge of the old stem lists and definitions.
Jade Garrett 430-435-F12 Thematic Unit
Tuck Everlasting Unit
Theme: The Importance of the Cycle of Life
6th Grade Language Arts
Jade Garrett—430-435-F12-Thematic Unit Project
Tuck Everlasting –The Introduction “Would you want to live forever?”
Context: This unit will be a language arts based unit with a focus on some key literary
elements. I will introduce the novel Tuck Everlasting by Natalie Babbitt. This novel will be taught
so that students can make connections and identify with imagery, characterization,
foreshadowing and the concept and importance of growth, change and the cycle of life.
Plan Number: 1 of 21
Instructional Objectives and Common Core Standards:
[Cognitive]
5.1) Use context clues & created imagery of the novel to hypothesize meaning.
[Affective]
7.1) Discuss relevant topics based on discussion prompts.
[Performance]
10.1) Identify their side of an argument.
10.3) Draw upon life experiences to support an argument.
[ELA CCSS]
CC.6.W.1 Text Types and Purposes: Write arguments to support claims with clear
reasons and relevant evidence.
Materials/Technology Resources Required: AR books, Journals, SmartBoard, instructions
and writing prompt (listed below), Tuck Everlasting (copy for me and each student), prompt for
exit slip (listed below)
Time: 59 minutes total
Independent journal writing: 10 minutes
Independent reading/AR testing: 10 minutes
Vocabulary: 10 minutes
Students answer writing prompt statements and write a short paragraph on one they agree with:
10 minutes
Share of writing prompt answers and argumentative essays: 2-3 minutes
Introduction of the novel: 10-12 minutes
Exit slip: 4 minutes
Instructional Procedures/Steps:
Jade Garrett 430-435-F12 Thematic Unit
Tuck Everlasting Unit
Theme: The Importance of the Cycle of Life
6th Grade Language Arts
[Daily Steps]
1. I will set three timers on the SmartBoard for 10 minutes each. When the students first
come in they will write down their homework in their agenda and then start on their
independent journal writing for the day. Usually the students will spend 10 minutes
writing about any topic that they chose in their journals. However, today the students will
be asked to answer the questions “Why does the world need change?” “What would
happen if everything always stayed the same?” and “How can I see the importance of
growth and change in my own life?” We will discuss the student’s answers to these
questions at the end of the ten minute period.
2. When the timer goes off, the students will move onto independent reading. They are to
read their library book for 10 minutes independently and to themselves. If the student
has finished their library book then they may be allowed to get their agenda signed to go
to the library to check out a new book.
3. Then the students will work on their weekly vocabulary words for 10 minutes. The
students should choose one vocabulary word from the book their currently reading
(independently), the other can come from anywhere. They are to record these
vocabulary words in their vocabulary journal. The students are to include the word, the
word’s part of speech and a sentence that correctly uses the word.
[Bridge]
4. We are going to start a new novel today. Before introducing the novel, I will give the
students a few writing prompts. The students will take about 10 minutes to respond to
the writing prompts and questions (attached below). The questions will be given to them
and they must note whether they agree or disagree with the statement. Then the
students will pick one statement that they agree with and write a short paragraph about
why they noted that they agreed rather than disagreed. If the student doesn’t agree with
any of the statements, then they should write a short paragraph stating why they
disagree with all of the statements.
5. The students will then have the opportunity to share with the class some of their answers
and reasoning for agreeing or disagreeing with the writing prompt statements. The
sharing process should be only about 2 to 3 minutes.
[Proceeding Steps]
6. I will then introduce the text to the students. I’ll show them the book and ask if they’ve
read or heard of it before. I will read the Prologue to the students and ask for them to
make some predictions based on the appearance and the title of the book. This should
take about 10 to 12 minutes.
Jade Garrett 430-435-F12 Thematic Unit
Tuck Everlasting Unit
Theme: The Importance of the Cycle of Life
6th Grade Language Arts
7. Finally, as an exit slip I will have the students write their thoughts about what they think
the book will be about based on our activity, the appearance of the novel and the
prologue. The students will have the remaining 4 minutes of class to complete their exit
slip.
Evaluation: The students will be informally evaluated based on their writing prompt answers.
There is no right or wrong answer but the student’s thought process and argumentative writings
will be evaluated. Also, the students will be informally assessed on their exit slips which will
determine the students’ predictions for the novel.
Accommodations: N/A
In Retrospect/Reflection: In thinking on reflection of this lesson, I plan on using the students’
initial argumentative excerpts to see where they are with writing and thinking about their own
lives. I will use the writing to see how this lesson went for the students and to determine how I
should gear the rest of the unit. I will try to keep a mental note (and then a written one) of how
students respond verbally and physically to my oral questions. Also, I’ll try to use these notes to
determine which students need more or less guidance and help.
Reflection after the lesson:
Jade Garrett 430-435-F12 Thematic Unit
Tuck Everlasting Unit
Theme: The Importance of the Cycle of Life
6th Grade Language Arts
Appendix or Materials Needed:
Step 1 writing prompts for the SmartBoard
Please answer the following questions in your writing journals instead of choosing a freewrite topic. Answer the questions in complete sentences using two or three sentences each.
These are opinion based questions but I would like for you to really think about them and take
your time answering.
“Why does the world need change?”
“What would happen if everything always stayed the same?”
“How can I see the importance of growth and change in my own life?”
Step 4 writing activity
Which of the following statements do you agree with? Mark the statements in which you agree
with a check and the ones in which you disagree with a ‘X’.
_____ It would be wonderful to live forever.
_____ Everyone who commits a crime must be punished.
_____ People should have control over life and death.
_____ Living always means changing.
_____ Whenever you see an opportunity to make money, you should take it.
Now, pick one of the statements that you agreed with and argue why you agreed rather than
disagreed. If you disagreed with all of the statements, then chose one and argue why you
disagreed with it.
Cited: White, C. (2012, Septemer). Tuck everlasting statements to consider. Retrieved from
http://cathywhite.weebly.com/11/post/2012/09/which-of-the-following-statements-do-you-agree-with-itwould-be-wonderful-to-live-forever-everyone-who-commits-a-crime-must-be-punished-people-shouldhave-control-over-life-and-death-living-means-always-changing-whenever-you-see-an-opportunity-tom.html
Exit Slip:
Please write a few thoughts about what you think the novel Tuck Everlasting is about
based on our activity, prologue reading and class discussion.
Jade Garrett 430-435-F12 Thematic Unit
Tuck Everlasting Unit
Theme: The Importance of the Cycle of Life
6th Grade Language Arts
Jade Garrett—430-435-F12-Thematic Unit Project
Tuck Everlasting
Context: The students go to the media center on Wednesdays. They are there to do media
specialist lead lessons and check out appropriate AR books.
Plan Number 2 of 21
Materials: The students will have access to items in the media center. This may include
computers, dictionaries, reference books, etc. They should carry their notebooks with them and
something to write with.
Time: 59 minutes
Instructional Procedures/Steps:
1. The students will spend their class time in the media center. The specialist may teach
them a lesson or do an activity with them. The lesson will be up to the media specialist
as she has a schedule of activities to do with the students. About half of the time, this will
take the whole class period.
2. Near the end of the time, students will choose a new AR book to check out for the week.
These books are used for testing and enhancement of reading skills and abilities. The
students are assigned reading homework to read twenty minutes a night each week day.
3. The students will come back from the library and get their things ready to go to their next
class.
Evaluation: The students will be evaluated on the media center specialist’s rubric.
Jade Garrett 430-435-F12 Thematic Unit
Tuck Everlasting Unit
Theme: The Importance of the Cycle of Life
6th Grade Language Arts
Jade Garrett—430-435-F12-Thematic Unit Project
Tuck Everlasting- Relate these characters
Context: This plan is part of my larger unit developed for a 6th grade English Language Arts
class that focuses on the importance of growth, change and the cycle of life. In this lesson,
students will have the opportunity to predict the relationship between the first three characters
as they are introduced separately. They will also explore the ideas of their peers as they talk
amongst themselves as well as a whole class.
Plan number: 3 of 21
Instructional Objectives and Common Core Standards:
[Cognitive]
1.1) Identify examples of foreshadowing.
5.3) Evaluate the novel summaries and excerpts to make predictions.
[Affective]
7.1) Discuss relevant topics based on discussion prompts.
8.2) Actively participate in in-class reading.
[Performance]
10.2) Create an argument using concrete examples and points.
[ELA CCSS]
CC.6.R.I.2 Key Ideas and Details: Determine a central idea of a text and how it is
conveyed through particular details; provide a summary of the text distinct from personal
opinions or judgments.
CC.6.R.I.3 Key Ideas and Details: Analyze in detail how a key individual, event, or idea
is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
CC.6.SL.1 Comprehension and Collaboration: Engage effectively in a range of
collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on
grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
CC.6.L.4.a Vocabulary Acquisition and Use: Use context (e.g., the overall meaning of a
sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of
a word or phrase.
CC.6.L.4.b Vocabulary Acquisition and Use: Use common, grade-appropriate Greek or
Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
Jade Garrett 430-435-F12 Thematic Unit
Tuck Everlasting Unit
Theme: The Importance of the Cycle of Life
6th Grade Language Arts
Materials/Technology Resources Required: AR books, Journals, Smartboard, Tuck
Everlasting (copy for me and each student), prompt for writing/turn and talk activity (attached)
Time: 59 minutes total
Independent journal writing: 10 minutes
Independent reading/AR testing: 10 minutes
Vocabulary: 10 minutes
Reading: 15-20 minutes
Writing activity: 3-5 minutes
Turn & Talk: 3 minutes
Close: 2 minutes
[Daily Steps]
1. I will set three timers on the SmartBoard for 10 minutes each. When the students first
come in they will write down their homework in their agenda and then start on their
independent journal writing for the day. The students will spend 10 minutes writing about
any topic that they chose in their journals.
2. When the timer goes off, the students will move onto independent reading. They are to
read their library book for 10 minutes independently and to themselves. If the student
has finished their library book then they may be allowed to get their agenda signed to go
to the library to check out a new book.
3. Then the students will work on their weekly vocabulary words for 10 minutes. The
students should choose one vocabulary word from the book their currently reading
(independently), the other can come from anywhere. They are to record these
vocabulary words in their vocabulary journal. The students are to include the word, the
word’s part of speech and a sentence that correctly uses the word.
[Bridge]
4. I will ask the students to pay close attention while we begin reading the novel. I’ll tell
them that the chapters introduce three different characters and ask them to pay close
attention to details and descriptions as we will do a writing activity after we read.
[Proceeding Steps]
5. I will read the first four chapters of Tuck Everlasting out loud while the students follow in
their own copy of the text. I will stop at vocabulary words such as bovine, tranquil,
tolerantly, melancholy and reluctantly to ask the students if they know what those words
mean. I would really like for the students to make educated guesses before just giving
them the answers. I will also ask why the students think the author repeatedly referred to
the Foster’s house as the ‘touch-me-not cottage’ while I read. I anticipate that this and
the bridge introduction above will take me 15-20 minutes.
Jade Garrett 430-435-F12 Thematic Unit
Tuck Everlasting Unit
Theme: The Importance of the Cycle of Life
6th Grade Language Arts
6. Once I get through chapter 4, I will stop. I will ask the students to do a short writing
activity where they try and guess the relationship between the first 3 characters that
were introduced as well as the importance of the wood. The students will have about 3
to 5 minutes to jot down their ideas for connection.
7. After the students have worked independently, I will ask for them to turn to a partner next
to them and share and compare ideas. They should listen to each other’s ideas and find
out what specific events made them make the predictions that they did. They will about 3
minutes to do this.
8. Finally, with the last couple minutes of class, I will allow a couple students or pairs of
students to share their thoughts on how the characters may be connected. We can write
the ideas on the SmartBoard or whiteboard so that we can refer back to it later. The
students will be dismissed.
Evaluation: The students will be informally evaluated on their level of engagement during the
in-class reading, their participation on the in-class writing, their participation in their ‘turn and
talk’ pairs and their content of their predictions. I won’t be looking for very specific answers to
the writing question but I will be looking for a thoughtful response with some detail. The writing
activity will be one that I take up just for my own evaluation so I can see the different levels of
thinking the students are on.
Accommodations: N/A
In Retrospect/Reflection: While looking at the writing activity write-ups I will reflect on if my
bridge was a good preparation for the writing activity and if the students really paid attention to
the things that I wanted them to note. I will use this activity’s outcome to determine if it was a
good prediction activity that may or may not be able to be used again. I will also use it to reflect
on the creativeness of my students!
Reflection after the lesson:
Jade Garrett 430-435-F12 Thematic Unit
Tuck Everlasting Unit
Theme: The Importance of the Cycle of Life
6th Grade Language Arts
Lesson 3 Appendix or Materials Needed:
In-class writing prompt:
After reading the first few chapters of Tuck Everlasting, I would like for you to write down
some predictions of how each of the first three characters introduced may be related. Each of
the characters were introduced separately so how might they relate to one another later on in
the story? Please jot down a few predictions and indicate why you made the connections you
did.
Jade Garrett 430-435-F12 Thematic Unit
Tuck Everlasting Unit
Theme: The Importance of the Cycle of Life
6th Grade Language Arts
Jade Garrett—430-435-F12-Thematic Unit Project
Tuck Everlasting- The woods scene
Context: This plan is part of my larger unit developed for a 6th grade English Language Arts
class that focuses on the importance of growth, change and the cycle of life. In this lesson,
students will have to opportunity to compare and contrast what they see verses what they hear
when we watch a clip from the movie Tuck Everlasting after we read the corresponding
scene/chapter.
Plan Number 5 of 21
Instructional Objectives and Common Core Standards:
[Cognitive]
1.2) Identify imagery in the novel and provide examples.
3.2) The students will infer feelings of characters based on relative events in the text.
4.1) Make predictions of meanings of words based on context clues.
[Affective]
6.3) Elaborates on similarities and differences of situations.
[Performance]
9.2) Use effective speaking skills.
[ELA CCSS]
CC.6.R.L.7 Integration of Knowledge and Ideas: Compare and contrast the experience
of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of
the text, including contrasting what they “see” and “hear” when reading the text to what they
perceive when they listen or watch.
CC.6.W.3.b Text Types and Purposes: Use narrative techniques, such as dialogue,
pacing, and description, to develop experiences, events, and/or characters.
CC.6.R.L.5 Craft and Structure: Analyze how a particular sentence, chapter, scene, or
stanza fits into the overall structure of a text and contributes to the development of the theme,
setting, or plot.
CC.6.R.I.3 Key Ideas and Details: Analyze in detail how a key individual, event, or idea
is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
Jade Garrett 430-435-F12 Thematic Unit
Tuck Everlasting Unit
Theme: The Importance of the Cycle of Life
6th Grade Language Arts
CC.6.SL.1 Comprehension and Collaboration: Engage effectively in a range of
collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on
grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
Materials/Resources Required: AR books, writing journals, Tuck Everlasting (one copy for me
and each student), Tuck Everlasting film, Smartboard, DVD player/CD drive, notebooks
Time: 59 minutes total
Independent journal writing: 10 minutes
Independent reading/AR testing: 10 minutes
Vocabulary: 10 minutes
Stems: 10-12 minutes
Reading: 5-8 minutes
Video Clip: 5-6 minutes
Discussion: 2-3 minutes
[Daily Steps]
1. I will set three timers on the SmartBoard for 10 minutes each. When the students first
come in they will write down their homework in their agenda and then start on their
independent journal writing for the day. The students will spend 10 minutes writing about
any topic that they chose in their journals.
2. When the timer goes off, the students will move onto independent reading. They are to
read their library book for 10 minutes independently and to themselves. If the student
has finished their library book then they may be allowed to get their agenda signed to go
to the library to check out a new book.
3. Then the students will work on their weekly vocabulary words for 10 minutes. The
students should choose one vocabulary word from the book their currently reading
(independently), the other can come from anywhere. They are to record these
vocabulary words in their vocabulary journal. The students are to include the word, the
word’s part of speech and a sentence that correctly uses the word.
4. I will introduce the stem words for the week. On the Smartboard, I will pull up the
document with each stem word and its example words and sentences. Each stem will
have about 3-5 words that contain the stem, the part of speech, and an example
sentence using the word properly. The students are to write down one or two of the
words from each stem that they think they can remember, define and spell correctly on a
stem test at the end of the week. I will go through these stems, words and definitions
rather quickly as this is a weekly task and the students are accustomed to the format.
[Bridge]
Jade Garrett 430-435-F12 Thematic Unit
Tuck Everlasting Unit
Theme: The Importance of the Cycle of Life
6th Grade Language Arts
5. I will tell the students that we are planning on only reading one chapter of Tuck
Everlasting today. I will ask that they pay close attention to the scene and the
introduction of another important character. I’ll tell them that once we read the chapter
we will watch the corresponding scene of the movie to compare the written text to the
media.
[Proceeding Steps]
6. I will begin reading Chapter 5 of the text while the students follow along. I’ll stop for
vocabulary words and ask students the meanings of them. I’ll also try and read very
animated-as if I were narrating the story myself. This is very important for students to
see an accurate comparison to the film. I hope this takes me about 5-8 minutes.
7. Next, I will show the corresponding woods scene of the film. The clip is relatively short
but it uses some significantly different techniques, character expressions, and gives a
different feel than the text. Before showing the film I will ask that students pay close
attention and compare it closely to what we’ve just read. The students will be allowed to
write down any differences as they watch so that they can discuss them later. 5-6
minutes
8. After the clip, I will ask for the students to volunteer to tell some of the similarities and
differences in the text and the film. Some of the answers I’ll be looking for are: Winnie’s
attitude and confidence (very timid in the text but louder and more confident in the film),
elements of imagery in the text not conveyed in the film, lighting in the film and why, etc.
We will close with these thoughts and comparisons in the last 2 to 3 minutes.
Evaluation: The students will be evaluated informally based on their engagement in the reading
and of the film clip. Also, based on their comparisons of the text and video clip. The student’s
answers of comparison will show me whether they were paying attention and thinking critically
to make the connections and note similarities and differences.
Accommodations: Hearing impaired student will sit close to the SmartBoard speakers so that
she can hear the movie clip.
In Retrospect/Reflection: When reflecting on this lesson I will mainly be looking to see how it
worked for the students. This was an activity that we did in ECI 405 with Dr. Pope so I’ll be
anxious to see if my students take to it like we did. It also may determine whether I show the
entire movie at the end of the unit or not.
Reflection after the lesson:
Jade Garrett 430-435-F12 Thematic Unit
Tuck Everlasting Unit
Theme: The Importance of the Cycle of Life
6th Grade Language Arts
Citation: Pope, Carol (October 2012) Tuck Everlasting Film vs Reading Comparison/Video
Book Talk
Jade Garrett 430-435-F12 Thematic Unit
Tuck Everlasting Unit
Theme: The Importance of the Cycle of Life
6th Grade Language Arts
Jade Garrett—430-435-F12-Thematic Unit Project
Tuck Everlasting- What is a fantasy?
Context: This plan is part of my larger unit developed for a 6th grade English Language Arts
class that focuses on the importance of growth, change and the cycle of life. In this lesson, the
students will be exploring the genre of Fantasy. They will have the opportunity to do some
research on the characteristics of fantasy and then create their own fantasy writing.
Plan Number 6 of 21
Instructional Objectives and Common Core Standards:
[Cognitive]
1.2) Identify imagery in the novel and provide examples.
1.4) Understand elements of Fantasy writing.
3.1) The students will analyze scenes and make inferences of their importance.
3.3) The students will make connections between situations, characters actions and
lifestyles.
.
4.1) Make predictions of meanings of words based on context clues.
[Affective]
7.1) Discuss relevant topics based on discussion prompts.
7.2) Define roles for each group member.
7.3) Fulfill their individual role.
7.4) Make choices as a group.
7.5) Collaborate with others in group to make final conclusions.
[Performance]
8.5) Collaborate to gather research information based on a specific topic
[ELA CCSS]
CC.6.W.3 Text Types and Purposes: Write narratives to develop real or imagined
experiences or events using effective technique, relevant descriptive details, and well-structured
event sequences.
Jade Garrett 430-435-F12 Thematic Unit
Tuck Everlasting Unit
Theme: The Importance of the Cycle of Life
6th Grade Language Arts
CC.6.SL.1.b Comprehension and Collaboration: Follow rules for collegial discussions,
set specific goals and deadlines, and define individual roles as needed.
CC.6.L.2 Conventions of Standard English: Demonstrate command of the conventions of
standard English capitalization, punctuation, and spelling when writing.
CC.6.L.4.a Vocabulary Acquisition and Use: Use context (e.g., the overall meaning of a
sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of
a word or phrase.
CC.6.W.8 Research to Build and Present Knowledge: Gather relevant information from
multiple print and digital sources; assess the credibility of each source; and quote or paraphrase
the data and conclusions of others while avoiding plagiarism and providing basic bibliographic
information for sources.
Materials/Technology Resources Required: AR books, Journals, SmartBoard, Tuck
Everlasting (copy for me and each student), laptops, questions to be answered for Fantasy
research, assignment prompt for creating a Fantasy story
Time: 59 minutes total
Independent journal writing: 10 minutes
Independent reading/AR testing: 10 minutes
Vocabulary: 10 minutes
Reading: 10-12 minutes
Group work/Research Activity: 15 minutes
Close/Return computers: 2 minutes
[Daily Steps]
1. I will set three timers on the SmartBoard for 10 minutes each. When the students first
come in they will write down their homework in their agenda and then start on their
independent journal writing for the day. The students will have a different writing
assignment for today. They will be asked to recall the similarities and differences that we
talked about from the previous day from the reading of Tuck Everlasting verses the film. I
will ask that the students write down some of these similarities and differences, add any
that they thought were important that didn’t get discussed and talk about how those
similarities and differences impacted/changed their images of the novel and characters.
2. When the timer goes off, the students will move onto independent reading. They are to
read their library book for 10 minutes independently and to themselves. If the student
has finished their library book then they may be allowed to get their agenda signed to go
to the library to check out a new book.
Jade Garrett 430-435-F12 Thematic Unit
Tuck Everlasting Unit
Theme: The Importance of the Cycle of Life
6th Grade Language Arts
3. Then the students will work on their weekly vocabulary words for 10 minutes. The
students should choose one vocabulary word from the book their currently reading
(independently), the other can come from anywhere. They are to record these
vocabulary words in their vocabulary journal. The students are to include the word, the
word’s part of speech and a sentence that correctly uses the word.
[Bridge]
4. I will ask the students what they think the genre of this novel is. By now, they have had
some experience with multiple genres as they are required to read from multiple genres
throughout the year. I will ask them what elements of the story that we’ve read so far
impact their decisions on their thoughts. I will also ask that they think about those
elements and any new elements as we read further.
[Proceeding Steps]
5. I will read Chapters 6 and 7 of Tuck Everlasting aloud while the students follow along in
their own copy of the text. I will stop for vocabulary words such as burly, faltered and
scarcely, asking the students to predict the meaning based on the context clues before I
give them the answers. I will ask them their thoughts on the events of chapter 7 which
illustrate the events which led to the Tuck’s finding out they were immortal. I’ll ask them
what those details reveal about the genre of the novel. I will stop at the end of chapter 7.
This reading will take about 10-12 minutes.
6. Next, I will have the students get into groups of three. I will ask that one member from
each group get a laptop from the provided laptop cart. Then, I will give each group of
students a list of research questions that I want them to answer based on the information
they find online. The questions will be about the elements of fantasy writing and will
guide them to a production of fantasy writing. The sheet of questions is attached to this
lesson. The students will be responsible for assigning roles to their group members.
They should have a primary researcher, a recorder and a timekeeper. The students will
have the remainder of class time to get their questions answered. I will let the students
know that they will be creating their own short fantasy story and that they should pay
close attention to their research findings and really answer the questions thoroughly.
Also, we will have very limited time on the computers the following day so I will
encourage them to finish their research today. The students can work up until the last
minute of class so they have about 15-17 minutes for this section.
7. In closing, I will have the students put their desks and computers back in the appropriate
places. They will also be allowed to leave their question sheets with me to avoid the
possibility of a student being absent the following day. I’ll remind them that they should
be thinking about ideas for creating their own fantasy story. They should think about
characters, settings, themes and conflicts and bring those ideas to class the next day.
Jade Garrett 430-435-F12 Thematic Unit
Tuck Everlasting Unit
Theme: The Importance of the Cycle of Life
6th Grade Language Arts
Evaluation: The students will be evaluated on their engagement and participation in class
discussions. The students will also be evaluated on their in class process. This can and will
determine their ability to do group work in the future. Also, they will be evaluated on their
content of answers to the questions, their understanding of the questions and thoroughness of
their answers. They will also be evaluated on the process of using the correct elements for their
group writing (done the following day).
Accommodations: I will create groups rather than allow students to create them for the first
core class. I’ll try and put some higher achieving students with some lower ones in hopes that
the lower students will strive to a higher level. I may also give suggestions of group roles based
on the student and their work ethic or behavior background.
In Retrospect/Reflection: I will reflect on this lesson by reading over the answers of the
worksheets. I will use the information the students gathered to determine if they understand the
necessary elements of the fantasy genre. If not, I would try and give them the additional
information they needed at the beginning of the next class so that they had all of the elements
as well as the necessary aspects for their created stories.
Reflection after the lesson:
Jade Garrett 430-435-F12 Thematic Unit
Tuck Everlasting Unit
Theme: The Importance of the Cycle of Life
6th Grade Language Arts
Lesson 6 Appendix or Materials Needed
Pt. 1 Please go to the following website:
http://www.conknet.com/~fullerlibrary/ReadersAdvisory/Beginners%27%20Guide%20to%20Fantasy%2
0Fiction.htm
On the website listed above, you will find the answers to the following questions. Please answer
the questions in preparation for your fantasy writing assignment.
1. The key element of the fantasy genre is __________.
2. Fantasy novels may be ______________, ________________, _______________ or all
three.
3. ___________________, _______________, and _________________ are part of the
fantasy genre.
4. Stories featuring ___________ and sorcery, _________________ and
_______________, are fantasy.
5. In general, the conflict in fantasy novels is of ___________________________.
6. Fantasy novels must be read carefully, for their settings and characters are _____
____________ in everyday life.
Citation: Herald, D. (1999). Beginners' guide to fantasy fiction. Retrieved from
http://www.conknet.com/~fullerlibrary/ReadersAdvisory/Beginners' Guide to Fantasy Fiction.htm
Please type “fantasy books for young adults” into your search engine and list four books that
are examples of the fantasy genre.
1. __________________________________________________________
2. __________________________________________________________
3. __________________________________________________________
4. __________________________________________________________
Jade Garrett 430-435-F12 Thematic Unit
Tuck Everlasting Unit
Theme: The Importance of the Cycle of Life
6th Grade Language Arts
Pt 2. Then go to the following website:
http://www.breitlinks.com/my_libmedia/genres.htm
Scroll down to the section that says “Characteristics of YA Fantasy.” In the blanks below, please
choose from each list of characteristics to better inform you and your group of the elements of a
fantasy story. Choose characteristics that are most interesting to you and your group (however
read them all) or elements that may be useful in creating your own fantasy story.
Protagonist
1. ______________________________________________________________________
2. ______________________________________________________________________
Plot
1. ______________________________________________________________________
2. ______________________________________________________________________
Voice
1. ______________________________________________________________________
Setting
1. ______________________________________________________________________
2. ______________________________________________________________________
Literary Elements
1. ______________________________________________________________________
2. ______________________________________________________________________
Theme
1. ______________________________________________________________________
Jade Garrett 430-435-F12 Thematic Unit
Tuck Everlasting Unit
Theme: The Importance of the Cycle of Life
6th Grade Language Arts
2. ______________________________________________________________________
Elements of Science Fiction
1. ______________________________________________________________________
2. ______________________________________________________________________
Ya genres. (2003-2005). Retrieved from http://www.breitlinks.com/my_libmedia/genres.htm
Jade Garrett 430-435-F12 Thematic Unit
Tuck Everlasting Unit
Theme: The Importance of the Cycle of Life
6th Grade Language Arts
Key
Pt 1.
1. Magic
2. romantic, historical, action-packed
3. fairy tales, myths, legends
4. wizards, unicorns dragons
5. good verses evil
6. not familiar
1. Harry Potter
2. Hunger Games
3. Twilight
4. A Winkle in Time
Pt 2.
Potential answers for part two (students only need two answers per section)
Protagonist
Represents
every adolescent

Usually a reluctant hero with self-doubt
Possess characteristics of good and evil
Transforms self by encountering and defeating problems
Although humanlike, may possess superhuman characteristics
Very well developed
Plot
Begins in the waking world
Magical moment occurs when the protagonist transcends the real world and enters the other
world
Most suspense develops in other world
Involves quest to solve problems and conquer evil
Life and death situations are encountered
Events have many levels of meaning
Protagonist's growth is central to the plot
Protagonist may not conquer evil by the end of the novel
Conclusion may be a resting place for the beginning of new quests in subsequent novels
Voice
Author's (Creator's)
Jade Garrett 430-435-F12 Thematic Unit
Tuck Everlasting Unit
Theme: The Importance of the Cycle of Life
6th Grade Language Arts
Setting
Both real and other worlds are believable
Moment of transcending real world to other world must appear to be possible
Wide-ranging
Magical world must follow rules set by the author
There may be talking animals, magical or mythological beasts
Literary Elements
Allegory (imaginary world makes the real world more visible)
Invented words or a new language may be used
Language is often central to the plot and theme
Theme
Relates to hero's quest
Involves self-transformation and self-awareness
Problems in the real world can be conquered
Good can triumph over evil
Elements of Science Fiction:
Adheres to natural law, even that of another planet
Based on the real world
Includes adventure
Heroes & quests
Good and Evil
Jade Garrett 430-435-F12 Thematic Unit
Tuck Everlasting Unit
Theme: The Importance of the Cycle of Life
6th Grade Language Arts
Jade Garrett—430-435-F12-Thematic Unit Project
Tuck Everlasting- Creating Fantasy Writing
Context: This plan is part of my larger unit developed for a 6th grade English Language Arts
class that focuses on the importance of growth, change and the cycle of life. In this lesson, the
students will take the information that they gathered from their fantasy research and create their
own fantasy story within their group.
Plan Number 7 of 21
Instructional Objectives and Common Core Standards:
[Cognitive]
1.2) Identify imagery in the novel and provide examples.
1.4) Understand elements of Fantasy writing.
[Affective]
7.2) Define roles for each group member.
7.3) Fulfill their individual role.
7.4) Make choices as a group.
7.5) Collaborate with others in group to make final conclusions.
[Performance]
8.1) Create imagery through their own written work.
8.3) Create in class writing.
8.5) Collaborate to gather research information based on a specific topic
9.1) Share original work with peers
[ELA CCSS]
CC.6.W.3 Text Types and Purposes: Write narratives to develop real or imagined
experiences or events using effective technique, relevant descriptive details, and well-structured
event sequences.
Jade Garrett 430-435-F12 Thematic Unit
Tuck Everlasting Unit
Theme: The Importance of the Cycle of Life
6th Grade Language Arts
CC.6.W.3.a Text Types and Purposes: Engage and orient the reader by establishing a
context and introducing a narrator and/or characters; organize an event sequence that unfolds
naturally and logically.
CC.6.W.3.b Text Types and Purposes: Use narrative techniques, such as dialogue,
pacing, and description, to develop experiences, events, and/or characters.
CC.6.W.3.e Text Types and Purposes: Provide a conclusion that follows from the
narrated experiences or events.
CC.6.W.4 Production and Distribution of Writing: Produce clear and coherent writing in
which the development, organization, and style are appropriate to task, purpose, and audience.
(Grade-specific expectations for writing types are defined in standards 1–3 above.)
CC.6.SL.1.b Comprehension and Collaboration: Follow rules for collegial discussions,
set specific goals and deadlines, and define individual roles as needed.
CC.6.L.1 Conventions of Standard English: Demonstrate command of the conventions of
standard English grammar and usage when writing or speaking.
CC.6.L.2.b Conventions of Standard English: Spell correctly.
Materials/Technology Resources Required: AR books, Journals, SmartBoard, Tuck
Everlasting (copy for me and each student), laptops, questions to be answered for Fantasy
research, assignment prompt for creating a Fantasy story
Time: 59 minutes total
Media Center: 20 minutes
Getting back to the room and settled: 5 minutes
Group work/Research Activity: 5-7 minutes
Group work/Story writing: 25 minutes
Close/Return computers: 2 minutes
Procedures and Steps
1. For the first 20 minutes or so of class, the students will go to the media center to check
out a new AR book. They will not have a lesson with the media specialist today so they
will strive to quickly pick out a new book and get it checked out to return to the
classroom. I will try and offer suggestions to students who may not know of a good book
for them to check out.
2. Once back in the classroom, I will allow the students about 5 to 7 more minutes to gather
their research if they didn’t finish the day before. The majority of the students should be
finished so I will help the students along who aren’t done. I will try and point them in the
Jade Garrett 430-435-F12 Thematic Unit
Tuck Everlasting Unit
Theme: The Importance of the Cycle of Life
6th Grade Language Arts
correct direction of finding the relevant information so that they can get started on their
story writing.
3. Next, I will give the students their writing/story creating assignment. They will work in the
same groups that they had for gathering their information. The student’s assignment
(attached) will ask that they each start the beginning of a fantasy story. They are to use
the elements and characteristics of the information that they gathered to help them get
started. The students will have five minutes to write the beginning (or as much as they
can) of their fantasy story. I will set a timer and once the timer goes off, the students will
pass their papers to the next person in their group. Then, the students will have about
one minute to read what their peer has written. Once the minute is up, the students will
add to their peer’s story. They will have the same amount of time (5 minutes) to write the
next little section of the story. Once the timer has gone off, they will rotate the papers
one last time so that they each have the paper they haven’t written on yet. Again, they
will have one-two minutes to read the previous writing and then five minutes to add to
the writing and create an ending. Before each timed session I will remind the students of
the fantasy elements they discovered during research and that they should be including
those elements into their stories. Once the final timer has gone off, the students will pass
the papers to their original owners. They will have a few minutes to read the completed
story. This should take about 25 minutes to ensure that each student gets the same
amount of time to read the story beforehand and then write their section.
4. Once the stories are finished, I will allow a couple of students to share. We will also talk
about the elements of fantasy writing that they included in their stories and the
differences in styles of writing between the different students.
Evaluation: The students will be evaluated on their fantasy question sheets as well as the
writing they created. While evaluating their writing, I will search for the elements of the fantasy
genre to verify the students understand the elements and know how to write them. This
production will act as both a participation grade as well as an assessment grade for this unit.
Accommodations: I will provide extra help to the EC students in gathering their research
information on the elements of fantasy. I will help them navigate through the websites to find the
information more quickly so that they can start their stories at the same time the other students
do.
In Retrospect/Reflection: In reflection, I will look to see how the set up of this activity worked. I
really liked the idea that my CT gave me to give the students a specific time limit and have them
add to each other’s stories. With that being said, I will reflect over the work and determine
whether it was beneficial to the students and if they really grasped the concept of the specific
genre.
Jade Garrett 430-435-F12 Thematic Unit
Tuck Everlasting Unit
Theme: The Importance of the Cycle of Life
6th Grade Language Arts
Reflection after the lesson:
Jade Garrett 430-435-F12 Thematic Unit
Tuck Everlasting Unit
Theme: The Importance of the Cycle of Life
6th Grade Language Arts
Lesson 7 Appendix or Materials Needed:
Fantasy Story Writing promptToday you will write a short fantasy story! Think about the elements of a fantasy story that we
researched yesterday. Taking those elements and characteristics you will create a fantasy story
with a twist. You will create the beginning of a fantasy story and your group members will finish
it! You will have five minutes to begin your fantasy story. After five minutes, you will pass your
story to the person to your right in your group and then they will have five minutes to write the
next part (still using our findings from our fantasy story research). After those five minutes are
up, you will pass the story you’re working on to the right again, and that person will create the
ending. Once you are finished with the ending of the story in your possession, please pass it
back to its original owner (should just be one more pass to the right). Now you have a fantasy
story created by three different people, who have three different story ideas, and three different
writing styles! 
Jade Garrett 430-435-F12 Thematic Unit
Tuck Everlasting Unit
Theme: The Importance of the Cycle of Life
6th Grade Language Arts
III. Evaluation
Evaluation Philosophy
Throughout my unit, I tried to use a very student-based and student-centered approach
for both teaching and assessment. I used a variety of activities that were interactive but also
evaluated students’ learning. Since my learning strategies were so student-based, I used the
same style for my evaluation method. I think that it’s very important for students to express what
they know rather than to regurgitate memorized information for a traditional assessment. I think
that it’s also very important to have a variety of assessments because each student has varying
learning styles. I also think that using a variety of assessments will be less stressful on the
students because they will probably feel less anxiety when larger summative assessments
approach. I feel that they will be more confident and comfortable knowing that they will already
have learned and been assessed on most of the information presented in a larger summative
assessment. I think that using real life situations should be used in evaluations so the students
can make a very personal connection to the information they’re being evaluated on. By making
the evaluations personal, the students are likely to do better and see how the assessment is
important for their life and not only their school work. I really like performance based
assessments because students can be creative with their work and presentation of the
information they have learned. I always really liked big final projects in school and I was for my
students to have that excitement of completing larger projects as well.
I believe that assessments that should also be incorporated into the classroom for data
collection and for the improvement of a teacher’s instruction. Evaluations are not only a way of
assessing the students but also a way of assessing the instructor. As an educator, I value
student assessments because they help me see the areas that I was successful in my teaching
or areas that I should change or do differently. Through the student evaluations, I can also see
what areas of information that the student may not have understood or grasped the way that I
had intended them to. That fact brings up another reason why multiple assessments for one unit
are necessary. If I were to only do one summative assessment at the end of a unit, rather than
multiple formative assessments throughout, I wouldn’t know until the end of the unit that the
students may have been completely lost at some concept. Therefore, I plan to use a variety of
both summative and formative assessments throughout my teaching that are student-centered
and more project based than traditional memorization tests.
Evaluation Strategies
Jade Garrett 430-435-F12 Thematic Unit
Tuck Everlasting Unit
Theme: The Importance of the Cycle of Life
6th Grade Language Arts
The following evaluation strategies are used throughout my unit to determine if the
students learning aligned with the unit goals. I used a variety of methods that consisted of
journal writing, stem and vocabulary study, text verses film analysis, projects, story writing,
illustration, argumentative writing and discussion and essay based assessment, etc that
evaluate students on their understanding of the material and whether they met the objectives
that were set at the beginning.
Informal:
Journal writing
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Daily writing of a self chosen topic
Almost daily writing of predictions of the text
Recording of text verses film similarities and differences
Argumentative writing of the Cycle of Life and its relation to Circle Justice from
Touching Sprit Bear
Poem writing
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Ability to draw from details of a characterization
Ability to write from the perspective of a character
Ability to use imagery from the novel in their descriptions
Observation/Participation: I will measure this through the students’ active participation in
the in class readings and class discussions in which they don’t necessarily write things
down. Also, the students’ participation in group work and their contributions to group
projects will be taken into consideration.
Public speaking skills and participation
Illustration Activity
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Correctly and neatly display of an important image
A good, concise, informative explanation of the scene and its importance
Connections made between the novel and the student’s feelings to the images in
the scene
Formal:
Fantasy Writing
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Student collaboration
Jade Garrett 430-435-F12 Thematic Unit
Tuck Everlasting Unit
Theme: The Importance of the Cycle of Life
6th Grade Language Arts
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Role assigning and fulfilling
Use of fantasy elements in the story
Completion of research sheet on fantasy characteristics
Alternate Ending Assignment
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Meets requirement length (at least 3 paragraphs)
Included a note from Winnie to Jesse about choosing whether or not to drink the
water
Follows guidelines for a fantasy story
Makes chronological sense
Uses correct spelling, paragraph usage and grammar
Summative Evaluation
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Vocabulary is defined correctly based on context clues and Latin stems
Multiple choice questions are correctly answered
Essay based questions follow length requirements (a couple of sentences)
Essay based questions are answered with personal connections if asked
Essay questions are answered in complete sentences
Jade Garrett 430-435-F12 Thematic Unit
Tuck Everlasting Unit
Theme: The Importance of the Cycle of Life
6th Grade Language Arts
IV: Works Cited List & Reflective Addendum
A. Works Cited List
Craney, J. (n.d.). Tuck everlasting by Natalie Babbitt. Retrieved from
http://teachers.plainfield.k12.in.us/jcraney/Tuck Everlasting/TuckEverlastingVocabulary.htm
Herald, D. (1999). Beginners' guide to fantasy fiction. Retrieved from
http://www.conknet.com/~fullerlibrary/ReadersAdvisory/Beginners' Guide to Fantasy Fiction.htm
Oswego City School District. (2001-03). I am poem. Retrieved from
http://www.studyzone.org/testprep/ela4/h/iampoem.htm
Pope, Carol (October 2012) Tuck Everlasting Film vs Reading Comparison
Queens, S. (2007, January 8). Teaching activities to use with tuck everlasting. Retrieved
from http://voices.yahoo.com/teaching-activities-tuck-everlasting-153185.html?cat=4
White, C. (2012, Septemer). Tuck everlasting statements to consider. Retrieved from
http://cathywhite.weebly.com/11/post/2012/09/which-of-the-following-statements-do-you-agreewith-it-would-be-wonderful-to-live-forever-everyone-who-commits-a-crime-must-be-punishedpeople-should-have-control-over-life-and-death-living-means-always-changing-whenever-yousee-an-opportunity-to-m.html
Whitehead, Debbie (October-December 2012) Rotating papers for fantasy story writing
Ya genres. (2003-2005). Retrieved from http://www.breitlinks.com/my_libmedia/genres.htm
Jade Garrett 430-435-F12 Thematic Unit
Tuck Everlasting Unit
Theme: The Importance of the Cycle of Life
6th Grade Language Arts
B. Reflective Addendum
Dear Reader,
When beginning my unit plan, I began to think about the possibilities of an overall theme.
While the ideas and possibilities were of great length, one of my first thoughts was to teach a
novel. I loved the idea of so many different activities that can be done alongside reading a novel
so I thought that would be a great starting point in my world of unit planning. I met with my
cooperating teacher who sat down with me and her yearly calendar for me to choose what
theme or unit focus I wanted to take on. One of the novels on her list was Tuck Everlasting.
Since I’ve read that novel twice now (once in middle school and once this semester) I thought
that it would be a perfect start to a unit since I had a little bit of previous knowledge about the
content and synopsis. When talking with my CT, I mentioned the theme of growth and change
or the cycle of life. These two concepts can really be tightly connected and are a very prevalent
theme in the novel so we decided that the importance of the cycle of life would be my overall
theme for my unit plan. I feel like the process of coming up with the theme was kind of simple.
However, the creation of engaging activities that related to the theme was a little more difficult
and challenging for me.
I feel that my unit is very strong in student-based learning. The activities that I’ve chosen
for the students to do along with reading this novel are engaging, open-ended and student
centered. They are also very collaborative and give the students an opportunity to hear others’
opinions while making arguments for their own. There are also multiple other themes of this
novel that should be taught when reading Tuck Everlasting (i.e. literary devices, the fantasy
genre, characterization, etc) and I feel like I have drawn in those aspects as well so that the
students get the highest learning scheme possible from this unit.
As for concerns, I felt very limited with the class time I have with the students to get
things done. Had my class been on a block schedule, I could have slowed things down and not
rushed them. I feel as if some of my activities have been rushed and I’m hopeful that it doesn’t
create a problem. If I had more time, I would have written out each day’s lesson plans with
course and common core objectives, individual steps and the details of each activity. I believe
that having everything written out in that fashion would have made the overall theme appear to
flow better. I think it also would have been easier for you, as the reader, to follow my
incorporation of the theme throughout the whole unit.
Jade Garrett 430-435-F12 Thematic Unit
Tuck Everlasting Unit
Theme: The Importance of the Cycle of Life
6th Grade Language Arts
I feel like I had a few limitations though my CT’s preferences but none that were
detrimental to my creation of the unit plan. At the beginning of each day (except Friday), my CT
gives the students 10-10-10 time. This time is for the students to work on reading, writing and
vocabulary, ten minutes of each. Through seeing this time in action and discussing the success
with my CT, I wanted to keep this time implemented throughout my unit planning. However, I
had to stretch my unit plan out to just over 4 weeks rather than creating a 2-3 week unit so that I
was able to get the novel read and do fun, engaging evaluation activities with the students. I did
however, incorporate my own questions or writing prompts into some of the first 10 minutes of
writing that the students do each day. These prompts were relevant to the previous day’s
discussion or preparation for the current day. I also cut out the ten minutes of vocabulary some
days so that the students could have more time on their performance work or for me to get
some extra reading done. Also, aligned with the common core standards, my CT gives the
students a list of stem words at the beginning of each week. This has proved to really help them
with vocabulary and reading so I also implemented that into my unit plan. The students will use
those stems and definitions to help them with vocabulary throughout the novel. Also, because a
lot of my students are so low achieving, my CT requested that I read the novel to the students in
class rather than having them read it alone outside of class. She told me that this has worked
very well for her in the past and she can stop while reading to explain things to the students (or
have them explain them to her). A final limitation that I have is the student’s media center days
on Wednesdays. In my school, the media center specialists does a lesson with the sixth graders
almost every week, rather than just allowing the students to come in and check out a book. This
limits my time on Wednesday for instruction as well.
However, I would do a couple of things differently when implementing this plan in my
own classroom. While I can see how the 10-10-10 time is beneficial, as a lot of my students
aren’t even on a third grade reading or writing level, I would try and use the writing and
vocabulary time as part of instruction in context rather than a completely independent time. This
would allow me more time to do the things that I’ve included and have ample time. Also, I don’t
have access to a lot of technology. But, I would have loved to do a video or sound bite with the
students for this unit. One last thing that I would do differently is only give a new stem list every
other week rather than every week. With my EC class I can tell it will be a challenge to do
anything other than stem introductions on Monday’s because it takes them longer to get through
Jade Garrett 430-435-F12 Thematic Unit
Tuck Everlasting Unit
Theme: The Importance of the Cycle of Life
6th Grade Language Arts
the lists. If I were to give a stem list every other week, then I would have almost a completely
extra day to read and work.
When implementing this unit in the field I will pay close attention to how well my activities
work. I’ve tried to design most of the aligning activities as student evaluation activities. If all of
my supplements work as planned, I could probably cut out a large summative assessment
completely because most of the activities are ones that really test the student’s knowledge and
their grasp of the information. I will also pay close attention to how well my students seem to be
actively learning the information. While I have an overall theme for my plan, a lot of other
themes and elements are also included in my plan so it will be very important that my students
see those other themes, ideas and elements and can tie them all together.
I would rate the quality of my unit a 3.6. There is obviously always room for improvement
and the addition of work but I feel like I really stretched myself to create my unit. I could do
infinite things with more time, however, with the time and regulations we were given, as well as
the limitations that I had from my placement and CT, I feel like this unit is a great example of my
learning process throughout this program. I included all of the required pieces with the addition
of some that weren’t required. I used strategies and techniques that I’ve learned throughout our
program as well as assessment strategies that I’ve learned are effective for student learning and
multiple learning styles. I have a high level of student-based instruction as well as engaging
critical thinking activities. I feel that his unit rises above any that I’ve created thus far and my
hard work shows through the intensity and detail of the unit plan.
For the future, I would recommend that the students have longer for this project. For me,
I felt like this should have been a much more on-going work in progress throughout the whole
semester. I found my plan’s creation going in a slightly different order than our pacing dates so it
was a little bit difficult for me to feel like I was on track even though I was just working on a
different section. In regards to the instructions and guidelines, they were very clear and easy to
follow giving exact directions of the sections to include in the overall plan. My advice to other
students would be to work as closely as you can to your CT. They’re obviously a CT because
they’re a great teacher and they can be such a valuable resource, even if they’re just
encouraging you to keep pushing forward and boosting your confidence. I think that this plan
shows an immense projection of my process and progress in the MSL program and has been a
very encouraging closure for I feel that I am ready to create units for my own classroom.