Facebook Twitter Blog Mailing List

Featured Member

Shmoop Study Guides
Shmoop Study Guides
(Sunnyvale - United States)

<p>Shmoop wants to make you a better lover (of literature, history, poetry and writing). See many sides to the argument. Find your writing groove. Understand how lit and history are relevant today. We want to show your brain a good time.  Our mission: To  ...

Day 11: Tuck Everlasting Week 2 Vocabulary and Chapters 9-11

Day 11 Outline of Events

Outline of Activities for Day 11:

Suggested Time Allotment: 1 hour to 1 hour 30 minutes

1. Week 2 Vocabulary Powerpoint

2. Students record vocabulary and definitions on index cards or graphic organizer

3. Students who tested out of whole class vocabulary will independently work on enrichment vocab

4. Chapters 9-11 read and discussed

6. Packet completion

Vibrant Vocabulary Week 2

Introduction:
 

In order for students to fully comprehend a text, they must be exposed to words are unfamiliar to them in the text. It is vital for students to gain a better understanding of the vocabulary they will encounter to help them have more knowledge of the reading.
 

Group Size: Any
 

Learning Objectives:
 

Students will understand new vocabulary to help them apply to their reading of Tuck Everlasting.


Students will use context clues to help them write effective sentences containing each vocabulary word.


Students will draw visualizations of the vocabulary words to help them truly see the words.
 

Guiding Question:
 

How does understanding the vocabulary or words an author uses help you to better comprehend the text?
 

Materials:

1. 10 index cards per student

2. Week 2 Powerpoint presentation

3. Vocabulary Graphic Organizer (if applicable)

4. Enrichment vocabulary words (if applicable)
 

Procedures:
 

1. Ask students as a review: How does understanding the words an author uses in a text help you to better comprehend a text?
 

  • Have students individually think about their responses.
  • After students have been given time to think about their responses, have them share their thoughts with a partner.
2. With partners, small groups, or individually have students give an oral summary of Tuck Everlasting using at least 6 of the vocabulary words from last week. Then have several students share their responses with the class. If you would like, have them actually write the story on paper and underline the vocabulary words they are using. Words to use:
 

  • tranquil
  • infinite
  • abruptly
  • meager
  • melancholy
  • rueful
  • exasperated
  • irrelevant
  • scornful
  • peculiar
Place students in the enrichment vocabulary group together to review their words. Enrichment words to use:
 

  • galling
  • oppressive
  • plaintively
  • goggled
  • bovine
  • primly
  • lest
  • tangent
  • plinked
3. Hand each student a total of 10 index cards. Instruct them to write their name on each notecard. Have them divide the backside of the index card into three sections (definition, sentence, and visualization)
 

4. Begin the Powerpoint presentation on slide #22 . Show the students the first slide of each word and read the sentence describing the illustration. Have students determine what the meaning of the word might be by using context clues examples to help them.

5. Have students write the word on one side of their index card.

6. Turn to the next slide of the Powerpoint and have students write the definition of the word.

7. With a partner, have students write a sentence using the word with effective context clues, as well as an illustration.

8. Students can share their illustrations and sentences with other partnerships to review their work.

9. Continue to do this procedure with slides #22-41.
 

Benchmark or Standards:
 

The Standards for the English Language Arts:

Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts  (their knowledge of word meaning and of other texts, their word identification strategies).

Vocabulary Powerpoint

A Powerpoint showcasing vocabulary words, illustrations, and sentences with effective context clues. For week 2, only use slides #22-41. Slides #1-21 can be used as a review for week 1.

Open or Download This File:

Download

Vocabulary Definitions Week 2

A list of ten words and definitions found throughout chapters 9-17 of Tuck Everlasting.

Open or Download This File:

Download

Enrichment Vocabulary Week 2

A list of eight vocabulary words and definitions for students who effectively mastered the whole class list of words for chapters 9-17. Students will perform the same task of index cards or a graphic organizer but using their own words.

Open or Download This File:

Download

Vocabulary Graphic Organizer

A vocabulary graphic organizer for students to use instead of index cards. Columns are provided for the words, definitions, sentences with context clues, and visualizations.

Open or Download This File:

Download

Chapters 9-11

Introduction:
 

Prior to the lesson each day , teachers should post the daily discussion question for students to write in their packets on the board. (see attached discussion questions)
 

Group Size: Any
 

Learning Objectives:
 

Students will read fluently.

Students will comprehend new text.

Students will effectively create question-answer-relationships.

Students will use vocabulary to help enhance their comprehension.
 

Materials:

1. One copy of Tuck Everlasting for each student or one copy for teacher to read aloud

2. Daily discussion question posted on board each day

3. Tuck Everlasting packet for each student

4. Chapters 9-11 Discussion questions

5. Week 2 Vocabulary words and definitions (see attached)

6. Reading Guidelines (see introduction attachment), if students are reading in small groups
 

Procedures:
 

1. Review the chapter reading from the day before. Possible ideas for review:
 

  • Have students give summaries of what was read.
  • Have students share questions they wrote from the previous day's readings.
  • Have students answer the chapter discussion questions. (attached)
  • Have students share their answers for the daily discussion question in their packet.
2. Have students share their chapter titles from their Tuck packet and discuss why they chose the particular titles.
 

3. Put students in partnerships or small groups to share their own questions they created for the chapters they read the night before. Have students share the question with their group, then have the group members determine the type of question and answer it as well. Circulate around the room to determine student's understanding.

4. Have students write the daily discussion questions for the day in their packet. Below are the day's questions:

Chapters 9-11: Why is it difficult for Mae’s sons to stay in one place for too long? How would you feel if you were in the same situation?

5. Begin reading the chapters assigned for the day with students either as a whole class or in small groups.  If students are reading in small groups, hand out the reading guidelines sheet (found in introduction, as an attachment) to help guide them with their reading.

6. While reading, continually stop to ask questions. These questions could be used a study guide each week for the comprehension quiz or as a study guide for the final assessment. Below are the day's questions:
Tuck Everlasting
Chapter Discussion Questions

Chapter 9:

•    Describe what Winnie is seeing and feeling as she is going to the Tucks’ home.
•    Why did everything around the Tucks’ home appear to be silent and untouched?
•    What was Tuck’s reaction right when he came out to see Winnie?
•    Why do you think Tuck demanded to see the child?
•    How do you think Tuck was originally feeling when Miles and Jesse told him there was a real honest to goodness child with them?
•    Why was Winnie first shy around Tuck?
•    Why was Tuck so hesitant to say that it was the best thing that had happened to their family in…and he didn’t mention the years?
•    How do you think the Tuck family will change now that Winnie is around?
•    How has Tuck already changed from his melancholy creases on his face to exclaiming that Winnie was the best thing that had happened to his family in at least 80 years?

Chapter 10:
•    How is Winnie’s home different from the Tucks?
•    What do you think was going through Winnie’s mind when she stepped foot in the Tucks’ home?
•    What does the author mean when she stated that Winnie was in training to be like her mother and grandmother? Has your family trained you to be similar to their own ways? Explain.
•    Describe the appearance of the Tucks’ home?
•    How do you think the Tucks feel about keeping their house tidy? Why do they feel that way?
•    How do you think Winnie feels about keeping a house tidy? Why does she feel that way?
•    What were some hobbies that Mae and Tuck liked to participate in? How do you know?
•    Why do you think the Tucks can’t keep a job, rather they need to make things to sell from town to town? Put yourself in their shoes, how would you feel?
•    Do you think the Tucks don’t clean because they have forever to do it or because they just don’t care? Why?
•    What do Jesse and Miles do when they aren’t at home?
•    How do you think Mae felt when Winnie mentioned how sad and lonely it must be to move around all of the time and have no friends?
•    Describe Mae’s optimism. Why do you think she always looks at things from the bright side?
•    Do you think living forever is a blessing or not? Why?

Chapter 11:
•    Why would Winnie be observant of any rules the Tucks might have at dinner? Do you think it is important to follow rules or guidelines of someone else’s home if you are a guest? Why?
•    Why did the meal seem so luxurious to Winnie even though it wasn’t as proper as she was used to?
•    What is the one rule the Tucks followed when they were eating? Are there any rules your family follows when you are eating?
•    Why does Winnie feel as though she can’t fit into the Tucks’ world, especially when they are eating?
•    What made Winnie begin to think the Tucks were crazy? How do you feel about them?
•    Why is it so important for the Tucks to ensure that Winnie doesn’t tell a soul about their secret?
•    Why are all the men of the Tuck family insisting on taking Winnie out for a row on the pond? What do you think they want to discuss with her?
•    What causes Winnie to feel a sigh of relief when she mentions that the man in the yellow suit knows her? Do you think she actually wants to leave the Tucks?
•    Why does Tuck feel so bad about his family scaring young children? Do you think that was their intention all along?
•    What does Tuck mean when he says, “ We got to get you home just as fast as we can. I got a feeling this whole thing is going to come apart like wet bread?”
•    What are your predictions about the future for Winnie and the Tucks?


Also have students determine what type of question-answer-relationship they are as well.

7. If time remains, review the week 2 vocabulary with students (both whole class and enrichment group). Possible review ideas:

 

  • Hold up the vocabulary words on flashcards and have students shout out the answers.
  • Say the vocabulary definitions out loud and have students shout out the vocabulary word.
  • Have students play charades by acting out the words.
  • With partners, have students write sentences with partners using the words.
  • Have students play Pictionary and draw the words.
  • Have students draw pictures of the words with partners and write a caption of the picture using the vocabulary word.
Nightly Homework:

Have students work on their chapter titles, character descriptions, daily discussion question, as well as their question-answer-relationships. Assign for homework if not completed.












 

Assessment:
 

Monitor student's ability to answer the comprehension questions for chapters 9, 10 and 11.

Monitor student's ability to determine the correct definition and vocabulary word.
 

Benchmark or Standards:
 

The Standards for the English Language Arts:

Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts.

Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the word; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment.
 

Attached Files:
 

    DailyDiscussionQuestions.doc 
    week2vocabularydefinitions.doc 
    EnrichmentVocabularyWeek2.doc 

Chapters 9-17 Discussion Questions

Discussion questions to be used throughout daily reading or as an alternative homework assignment to check for comprehension.

Open or Download This File:

Download