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TableofContentsHowtoUseThisLiteratureGuide
ThemeThoughts
Vocabulary
AnalyzingtheLiterature
ReaderResponse
CloseReadingtheLiterature
MakingConnections
CreatingwiththeStoryElements
CulminatingActivity
ComprehensionAssessment
ResponsetoLiterature
CorrelationtotheStandards
StandardsCorrelationChart
TESOLandWIDAStandards
AbouttheAuthor—NatalieBabbitt
PossibleTextsforTextComparisons
BookSummaryofTuckEverlasting
Cross-CurricularConnection
PossibleTextsforTextSets
Pre-ReadingThemeThoughts
Section1:PrologueandChapters1–5
Section2:Chapters6–11
Section3:Chapters12–18
Section4:Chapters19–25
Section5:Epilogue
Post-ReadingActivities
Post-ReadingThemeThoughts
CulminatingActivity:TreegapRevisited
ComprehensionAssessment
ResponsetoLiterature:YouDecide!
IntroductionHowtoUseThisLiteratureGuideToday’sstandardsdemandrigorandrelevanceinthereadingofcomplextexts.Theunitsinthisseriesguideteachersinarichanddeepexplorationofworthwhileworksofliteratureforclassroomstudy.Themostrigorousinstructioncanalsobeinterestingandengaging!
Manycurrentstrategiesforeffectiveliteracyinstructionhavebeenincorporatedintotheseinstructionalguidesforliterature.Throughouttheunits,text-dependentquestionsareusedtodeterminecomprehensionofthebookaswellasstudentinterpretationofthevocabularywords.Thebookschosenfortheseriesarecomplexandexemplarsofcarefullycraftedworksofliterature.Closereadingisusedthroughouttheunitstoguidestudentstowardrevisitingthetextandusingtextualevidencetorespondtopromptsorallyandinwriting.Studentsmustanalyzethestoryelementsinmultipleassignmentsforeachsectionofthebook.Allofthesestrategiesworktogethertorigorouslyguidestudentsthroughtheirstudyofliterature.
Thenextfewpageswillmakeclearhowtousethisguideforapurposefulandmeaningfulliteraturestudy.Eachsectionofthisguideissetupinthesamewaytomakeiteasierforyoutoimplementtheinstructioninyourclassroom.
ThemeThoughtsThegreatworksofliteratureusedthroughoutthisserieshaveimportantthemesthathavebeenrelevanttopeopleformanyyears.Manyofthethemeswillbediscussedduringthevarioussectionsofthisinstructionalguide.However,itwouldalsobenefitstudentstohaveindependenttimetothinkaboutthekeythemesofthenovel.
Beforestudentsbeginreading,havethemcompletePre-ReadingThemeThoughts(page13).Thisgraphicorganizerwillallowstudentstothinkaboutthethemesoutsidethecontextofthestory.They’llhavetheopportunitytoevaluatestatementsbasedonimportantthemesanddefendtheiropinions.BesuretohavestudentskeeptheirpapersforcomparisontothePost-ReadingThemeThoughts(page64).Thisgraphicorganizerissimilartothepre-readingactivity.However,thistime,studentswillbeansweringthequestionsfromthepointofviewofoneofthecharactersofthenovel.Theyhavetothinkabouthowthecharacterwouldfeelabouteachstatementanddefendtheirthoughts.Toconcludetheactivity,havestudentscomparewhattheythoughtaboutthethemesbeforethenoveltowhatthecharactersdiscoveredduringthestory.
VocabularyEachteacheroverviewpagehasdefinitionsandsentencesabouthowkeyvocabularywordsareusedinthesection.Thesewordsshouldbeintroducedanddiscussedwithstudents.Therearetwostudentvocabularyactivitypagesineachsection.Onthefirstpage,studentsareaskedtodefinethetenwordschosenbytheauthorofthisunit.Onthe
secondpageinmostsections,eachstudentwillselectatleasteightwordsthatheorshefindsinterestingordifficult.Foreachsection,chooseoneofthesepagesforyourstudentstocomplete.Witheitherassignment,youmaywanttohavestudentsgetintopairstodiscussthemeaningsofthewords.Allowstudentstousereferenceguidestodefinethewords.Monitorstudentstomakesurethedefinitionstheyhavefoundareaccurateandrelatetohowthewordsareusedinthetext.
Onsomeofthevocabularystudentpages,studentsareaskedtoanswertext-relatedquestionsaboutthevocabularywords.Thefollowingquestionstemswillhelpyoucreateyourownvocabularyquestionsifyou’dliketoextendthediscussion.
• Howdoesthisworddescribe_____’scharacter?
• Inwhatwaysdoesthiswordrelatetotheprobleminthisstory?
• Howdoesthiswordhelpyouunderstandthesetting?
• Inwhatwaysisthiswordrelatedtothestory’ssolution?
• Describehowthiswordsupportsthenovel’sthemeof….
• Whatvisualimagesdoesthiswordbringtoyourmind?
• Forwhatreasonsmighttheauthorhavechosentousethisparticularword?
Attimes,moreworkwiththewordswillhelpstudentsunderstandtheirmeanings.Thefollowingquickvocabularyactivitiesareagoodwaytofurtherstudythewords.
• Havestudentspracticetheirvocabularyandwritingskillsbycreatingsentencesand/orparagraphsinwhichmultiplevocabularywordsareusedcorrectlyandwithevidenceofunderstanding.
• Studentscanplayvocabularyconcentration.Studentsmakeasetofcardswiththewordsandaseparatesetofcardswiththedefinitions.Then,studentslaythecardsoutonthetableandplayconcentration.Thegoalofthegameistomatchvocabularywordswiththeirdefinitions.
• Studentscancreatewordjournalentriesaboutthewords.Studentschoosewordstheythinkareimportantandthendescribewhytheythinkeachwordisimportantwithinthebook.
AnalyzingtheLiteratureAfterstudentshavereadeachsection,holdsmall-grouporwhole-classdiscussions.Questionsarewrittenattwolevelsofcomplexitytoallowyoutodecidewhichquestionsbestmeettheneedsofyourstudents.TheLevel1questionsaretypicallylessabstractthantheLevel2questions.Level1isindicatedbyasquare,whileLevel2isindicatedbyatriangle.
Thesequestionsfocusonthevariousstoryelements,suchascharacter,setting,andplot.Studentpagesareprovidedifyouwanttoassignthesequestionsforindividualstudentworkbeforeyourgroupdiscussion.Besuretoaddfurtherquestionsasyourstudentsdiscusswhatthey’veread.Foreachquestion,afewkeypointsareprovidedforyourreferenceasyoudiscussthenovelwithstudents.
ReaderResponseIntoday’sclassrooms,thereareoftengreatreaderswhoarebelowaveragewriters.Somuchtimeandenergyisspentinclassroomsgettingstudentstoreadongradelevel,thatlittletimeislefttofocusonwritingskills.Tohelpteachersincludemorewritingintheirdailyliteracyinstruction,eachsectionofthisguidehasaliterature-basedreaderresponseprompt.Eachofthethreegenresofwritingisusedinthereaderresponseswithinthisguide:narrative,informative/explanatory,andopinion/argument.Studentshaveachoicebetweentwopromptsforeachreaderresponse.Oneresponserequiresstudentstomakeconnectionsbetweenthereadingandtheirownlives.Theotherpromptrequiresstudentstodeterminetext-to-textconnectionsorconnectionswithinthetext.
CloseReadingtheLiteratureWithineachsection,studentsareaskedtocloselyrereadashortsectionoftext.Sincesomeversionsofthenovelshavedifferentpagenumbers,theselectionsaredescribedbychapterandlocation,alongwithquotationstoguidethereaders.Aftereachclosereading,therearetext-dependentquestionstobeansweredbystudents.
Encouragestudentstoreadeachquestiononeatatimeandthengobacktothetextanddiscovertheanswer.Workwithstudentstoensurethattheyusethetexttodeterminetheiranswersratherthanmakingunsupportedinferences.Oncestudentshaveansweredthequestions,discusswhattheydiscovered.Suggestedanswersareprovidedintheanswerkey.
Thegeneric,open-endedstemsbelowcanbeusedtowriteyourowntext-dependentquestionsifyouwouldliketogivestudentsmorepractice.
• Giveevidencefromthetexttosupport….
• Justifyyourthinkingusingtextevidenceabout….
• Findevidencetosupportyourconclusionsabout….
• Whattextevidencehelpsthereaderunderstand…?
• Usethebooktotellwhy_____happens.
• Basedoneventsinthestory,….
• Usetextevidencetodescribewhy….
MakingConnectionsTheactivitiesinthissectionhelpstudentsmakecross-curricularconnectionstowriting,mathematics,science,socialstudies,orthefinearts.Insomeoftheselessons,studentsareaskedtousetheauthorasamentor.Thewritinginthenovelmodelsaskillforthemthattheycanthentrytoemulate.Studentsmayalsobeaskedtolookforexamplesoflanguageconventionswithinthenovel.Eachofthesetypesofactivitiesrequireshigher-orderthinkingskillsfromstudents.
CreatingwiththeStoryElements
Itisimportanttospendtimediscussingthecommonstoryelementsinliterature.Understandingthecharacters,setting,andplotcanincreasestudents’comprehensionandappreciationofthestory.Ifteachersdiscusstheseelementsdaily,studentswillmorelikelyinternalizetheconceptsandlookfortheelementsintheirindependentreading.Anotherveryimportantreasonforfocusingonthestoryelementsisthatstudentswillbebetterwritersiftheythinkabouthowthestoriestheyreadareconstructed.
Studentsaregiventhreeoptionsforworkingwiththestoryelements.Theyareaskedtocreatesomethingrelatedtothecharacters,setting,orplotofthenovel.Studentsaregivenchoiceonthisactivitysothattheycandecidetocompletetheactivitythatmostappealstothem.Differentmultipleintelligencesareusedsothattheactivitiesarediverseandinterestingtoallstudents.
CulminatingActivityThisopen-ended,cross-curricularactivityrequireshigher-orderthinkingandallowsforacreativeproduct.Studentswillenjoygettingthechancetosharewhattheyhavediscoveredthroughreadingthenovel.Besuretoallowthemenoughtimetocompletetheactivityatschoolorhome.
ComprehensionAssessmentThequestionsinthissectionaremodeledaftercurrentstandardizedteststohelpstudentsanalyzewhatthey’vereadandprepareforteststheymayseeintheirclassrooms.Thequestionsaredependentonthetextandrequirecritical-thinkingskillstoanswer.
ResponsetoLiteratureThefinalpost-readingactivityisanessaybasedonthetextthatalsorequiresfurtherresearchbystudents.Thisisagreatwaytoextendthisbookintoothercurricularareas.Asuggestedrubricisprovidedforteacherreference.
CorrelationtotheStandardsShellEducationiscommittedtoproducingeducationalmaterialsthatareresearchandstandardsbased.Inthiseffort,wehavecorrelatedallofourproductstotheacademicstandardsofall50UnitedStates,theDistrictofColumbia,theDepartmentofDefenseDependentsSchools,andallCanadianprovinces.
PurposeandIntentofStandardsStandardsaredesignedtofocusinstructionandguideadoptionofcurricula.Standardsarestatementsthatdescribethecriterianecessaryforstudentstomeetspecificacademicgoals.Theydefinetheknowledge,skills,andcontentstudentsshouldacquireateachlevel.Standardsarealsousedtodevelopstandardizedteststoevaluatestudents’academicprogress.Teachersarerequiredtodemonstratehowtheirlessonsmeetstandards.Standardsareusedinthedevelopmentofallofourproducts,soeducatorscanbeassuredtheymeethighacademicstandards.
HowToFindStandardsCorrelationsToprintacustomizedcorrelationreportofthisproductforyourstate,visitourwebsiteathttp://www.shelleducation.comandfollowtheonlinedirections.Ifyourequireassistanceinprintingcorrelationreports,pleasecontactCustomerServiceat1-877-777-3450.
StandardsCorrelationChartThelessonsinthisguidewerewrittentosupporttheCommonCoreCollegeandCareerReadinessAnchorStandards.Thischartindicateswhichsectionsofthisguideaddresstheanchorstandards.
CommonCoreCollegeandCareerReadinessAnchorStandard Section
CCSS.ELA-Literacy.CCRA.R.1—Readcloselytodeterminewhatthetextsaysexplicitlyandtomakelogicalinferencesfromit;citespecifictextualevidencewhenwritingorspeakingtosupportconclusionsdrawnfromthetext.
CloseReadingtheLiteratureSections1–5;CulminatingActivity
CCSS.ELA-Literacy.CCRA.R.2—Determinecentralideasorthemesofatextandanalyzetheirdevelopment;summarizethekeysupportingdetailsandideas.
AnalyzingtheLiteratureSections1–5;ThemeThoughts
CCSS.ELA-Literacy.CCRA.R.3—Analyzehowandwhyindividuals,events,orideasdevelopandinteractoverthecourseofatext.
CloseReadingtheLiteratureSections1–5;AnalyzingtheLiteratureSections1–5;CreatingwiththeStoryElementsSections1–4;MakingConnectionsSection2
CCSS.ELA-Literacy.CCRA.R.4—Interpretwordsandphrasesastheyareusedinatext,includingdeterminingtechnical,connotative,andfigurativemeanings,andanalyzehowspecificwordchoicesshapemeaningortone.
VocabularySections1–5
CCSS.ELA-Literacy.CCRA.R.5—Analyzethestructureoftexts,includinghowspecificsentences,paragraphs,andlargerportionsofthetext(e.g.,asection,chapter,scene,orstanza)relatetoeachotherandthewhole.
MakingConnectionsSection1;CreatingwiththeStoryElementsSection4
CCSS.ELA-Literacy.CCRA.R.10—Readandcomprehendcomplexliteraryandinformationaltextsindependentlyandproficiently.
EntireUnit
CCSS.ELA-Literacy.CCRA.W.1—Writeargumentstosupportclaimsinananalysisofsubstantivetopicsortextsusingvalidreasoningandrelevantandsufficientevidence.
ReaderResponseSections1–2,4–5;Post-ReadingResponsetoLiterature
CCSS.ELA-Literacy.CCRA.W.2—Writeinformative/explanatorytextstoexamineandconveycomplexideasandinformationclearlyandaccuratelythroughtheeffectiveselection,organization,andanalysisofcontent.
ReaderResponseSections2–3,5;CulminatingActivity;Post-ReadingResponsetoLiterature
CCSS.ELA-Literacy.CCRA.W.3—Writenarrativestodeveloprealorimaginedexperiencesoreventsusingeffectivetechnique,well-chosendetailsandwell-structuredeventsequences.
ReaderResponseSections1,3–4;CreatingwiththeStoryElementsSections4–5;CulminatingActivity;Post-ReadingResponsetoLiterature
CCSS.ELA-Literacy.CCRA.W.4—Produceclearandcoherentwritinginwhichthedevelopment,organization,andstyleareappropriatetotask,purpose,andaudience.
MakingConnectionsSection4;CreatingwiththeStoryElementsSection4;CulminatingActivity;Post-ReadingResponsetoLiterature
CCSS.ELA-Literacy.CCRA.W.6—Usetechnology,includingtheInternet,toproduceandpublishwritingandtointeractandcollaboratewithothers.
MakingConnectionsSections3,5
CCSS.ELA-Literacy.CCRA.W.9—Drawevidencefromliteraryorinformationaltextstosupportanalysis,reflection,andresearch.
MakingConnectionsSection5;Post-ReadingResponsetoLiterature
CCSS.ELA-Literacy.CCRA.L.1—DemonstratecommandoftheconventionsofstandardEnglishgrammarandusagewhenwritingorspeaking.
CreatingwiththeStoryElementsSection4;CulminatingActivity;Post-ReadingResponsetoLiterature
CCSS.ELA-Literacy.CCRA.L.4—Determineorclarifythemeaningofunknownandmultiple-meaningwordsandphrasesbyusingcontextclues,analyzingmeaningfulwordparts,andconsultinggeneralandspecializedreferencematerials,as
VocabularySections1–5
appropriate.
CCSS.ELA-Literacy.CCRA.L.6—Acquireanduseaccuratelyarangeofgeneralacademicanddomain-specificwordsandphrasessufficientforreading,writing,speaking,andlisteningatthecollegeandcareerreadinesslevel;demonstrateindependenceingatheringvocabularyknowledgewhenencounteringanunknowntermimportanttocomprehensionorexpression.
VocabularySections1-5
TESOLandWIDAStandardsThelessonsinthisbookpromoteEnglishlanguagedevelopmentforEnglishlanguagelearners.ThefollowingTESOLandWIDAEnglishLanguageDevelopmentStandardsareaddressedthroughtheactivitiesinthisbook:
• Standard1:Englishlanguagelearnerscommunicateforsocialandinstructionalpurposeswithintheschoolsetting.
• Standard2:Englishlanguagelearnerscommunicateinformation,ideasandconceptsnecessaryforacademicsuccessinthecontentareaoflanguagearts.
AbouttheAuthor—NatalieBabbittNatalieBabbittwasbornonJuly28,1932,inDayton,Ohio.Shespentalotofhertimeasachilddrawingandreadingfairytalesandmyths.Shewantedtotakeafterhermotherandbecomeanartistwhenshegrewup.Sheevenstudiedartincollege.
AftershegraduatedfromSmithCollegeinMassachusetts,shemarriedSamuelFisherBabbitt.Shespentthenexttenyearsraisingherthreechildren.Duringthistime,sheobservedbothherhusbandandhersistergothroughtheauthoringandeditingprocessforbooksthattheywerewriting.InaninterviewshegaveforScholastic.com,shesaystheseyearstaughthersomeimportantthingsaboutwriting.“Youhavetogivewritingyourfullattention.Youhavetoliketherevisionprocess.Andyouhavetoliketobealone.”
In1966,Babbittcollaboratedwithherhusbandtowriteachildren’sbookcalledTheForty-ninthMagician.Shedrewthepictures,whileherhusbandwrotethetext.Afterthatbook,hereditorencouragedhertocontinuewritingonherown.Afterthattime,therewasnostoppingher.Shecontinuedtowriteandillustratemanypopularandwell-reviewedbooks.
Oneofherbest-knownbooksisKneeknockRise,whichreceivedaNewberyHonorAwardin1971.In1975,shewroteTuckEverlasting.ThisbookwasnamedasanAmericanLibraryAssociationNotablebookandisstillpopularmorethan35yearslater.Inall,Babbitthaswritten18booksandillustrated10otherbooks.
InMarch2013,BabbittwasawardedtheveryfirstE.B.WhiteAwardforachievementinchildren’sliteraturebytheAmericanAcademyofArtsandLetters.
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