Kenady Layton Page |1

English Language Arts 6

Tuck Everlasting
By: Kenady Layton
Kenady Layton Page |2

Table of Contents
Unit Plan Rationale………………………………………………………………………………………………………………………. Page 3
Unit Organizer……………………………………………………………………………………………………………………………… Page 5
Unit Calendar…………………………………………………………………………………………………………………............... Page 6
Assessment Plan………………………………………………………………………………………………………………………….. Page 16
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Unit Plan Rationale

Unit Title: Tuck Everlasting Course: English Language Arts 6
Overview: Students will read Tuck Everlasting by Natalie Babbitt and complete vocabulary, review questions and short
answer questions for comprehension per chapter. Students will identify the similes and metaphors throughout the novel
in their log as well as noting the character descriptions. Students will complete various worksheets such as scene
sketcher, predict-a-plot, fortune teller, news reporter, making connections, feelings about living forever per character,
immortality pros and cons, setting and the effect on the plot/characters, and weather and action. Students will write in
their journal 5 various entries. Students will participate in “character court” where they defend or prosecute characters
based on crimes they commit. Students will watch the movie and compare the book to the movie (if the movie can be
rented from a various library). Students will write a book summary about the setting, theme, characters, plot, and a
personal response.
Essential Question: Do you want to live forever?
Sub-Questions: What are the pros/cons of eternal life?
What might a person do differently if they knew they would live forever?
How would immortality affect relationships?
Focused Outcomes:
GLO 1: Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and
experiences.
SLO 1.1c: engage in exploratory communication to share personal responses and develop own interpretations
SLO 1.2b: use talk, notes, personal writing and representing, together with texts and the ideas of others to
clarify and shape understanding
GLO 2: Students will listen, speak, read, write, view and represent to comprehend and respond personally and
critically to oral, print and other media texts.
SLO 2.1a: combine personal experiences and the knowledge and skills gained through previous experiences with
oral, print, and other media texts to understand new ideas and information
SLO 2.1b: apply knowledge of organizational structures of oral, print and other media texts to assist with
constructing and confirming meaning
SLO 2.1c: identify, and explain in own words, the interrelationship of the main ideas and supporting details
SLO 2.1d: preview the content and structure of subject area texts, and use this information to set a purpose,
rate and strategy for reading
SLO 2.1e: use definitions provided in context to identify the meanings of unfamiliar words
SLO 2.1g: use text features, such as charts, graphs and dictionaries, to enhance understanding of ideas and
information
SLO 2.1j: integrate and apply knowledge of phonics, sight vocabulary, language and context clues, and structural
analysis to read unfamiliar words in texts of increasing length and complexity
SLO 2.1k: choose the most appropriate reference to confirm the spellings or locate the meanings of unfamiliar
words in oral, print and other media texts
SLO 2.2b: explain own point of view about oral, print and other media texts
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SLO 2.2c: make connections between own life and characters and ideas in oral, print and other media texts
SLO 2.2d: discuss common topics or themes in a variety of oral, print and other media texts
SLO 2.2e: discuss the author’s, illustrator’s, storyteller’s or filmmaker’s intention or purpose
SLO 2.2f: observe and discuss aspects of human nature revealed in oral, print and other media texts, and relate
them to those encountered in the community
SLO 2.2g: summarize oral, print and other media texts, indicating the connections among events, characters and
settings
SLO 2.2h: identify or infer reasons for a character’s actions or feelings
SLO 2.2i: make judgements and inferences related to events, characters, setting and main ideas of oral, print
and other media texts
SLO 2.2m: discuss how detail is used to enhance a character, setting, actions and mood in oral, print and other
media texts
SLO 2.3b: discuss the differences between print and other media versions of the same text
SLO 2.3c: discuss the connections among plot, setting and characters in oral, print and other media texts
SLO 2.3d: identify first and third person narration, and discuss preferences with reference to familiar texts
GLO 3: Students will listen, speak, read, write, view and represent to manage ideas and information.
SLO 3.1a: distinguish among facts, supported inferences, and opinions
SLO 3.1b: use note-taking or representing to assist with understanding ideas and information, and focusing
topics for investigation
SLO 3.2c: decide on and select the information needed to support a point of view
SLO 3.3a: organize ideas and information using a variety of strategies and techniques, such as comparing and
contrasting, and classifying and sorting according to subtopics and sequence
GLO 5: Students will listen, speak, read, write, view and represent to respect, support and collaborate with others.
SLO 5.1b: share and discuss ideas and experiences that contributes to different responses to oral, print and
other media texts
Language Art Strand(s):
Read- Tuck Everlasting novel
Write- Worksheets, journal, book summary
Speak- “Character court”
Listen- “Character court”
View- Tuck Everlasting movie
Represent- “Character court”
Demonstrations of Learning:
Summative- Worksheets, Chapter Review questions, “Character Court,” Book summary
Formative- Class participation, Worksheets, Journal writing
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Concepts/Lesson Focus: longevity, life, friendship/relationships, fantasy, immortality, simile, metaphor, vocabulary,
reading comprehension

Resources:
Age of Adaline: The Truth https://www.youtube.com/watch?v=DsASq3-UMwY
Creating a News Report https://www.youtube.com/watch?v=8_NmVtnEEA8
Mock Trial https://busyteacher.org/11497-court-classroom-mock-trial-get-students-talking.html Script (Humpty
Dumpty and the King) https://www.lawlessons.ca/teaching-resources/mock-trial-scripts video example
https://www.youtube.com/watch?
v=6sZ4q6JE7g&feature=share&fbclid=IwAR3jkU87T3JZdbGoVAW60bcEbTZzPxKDefLI0y0-7I6bLSgZ9aE0CJgEUCw
Punishment in 1780-1925 https://www.digitalpanopticon.org/Punishments,_1780-1925
Robert Frost’s “The Road Not Taken” https://powerpoetry.org/actions/7-famous-poems-about-nature-and-
environment
Weber, R. et. Tuck Everlasting: Do you want to live forever? http://my-
ecoach.com/modules/custombuilder/popup_printable.php?id=15022
Wilhelm, J., & Smith, M. (2014). Reading Don't Fix No Chevys (Yet!) MOTIVATING BOYS IN THE AGE OF THE COMMON
CORE. Journal of Adolescent & Adult Literacy, 58(4), 273-276. Retrieved November 12, 2020, from
http://www.jstor.org/stable/44011157
 Notes: “5 characteristics of flow experiences explained why boys chose to do what they chose to do
both in and out of schools: a sense of competence and control (need to feel a developing competence in
and rewarded by their reading right from the outset, if they didn’t they’d shut down), an appropriate
challenge (give a challenge but not too hard that it seems impossible), clear goals and feedback (see
reading as a way to become better, learn about yourself, imagine yourself in different situations, and
learn about what you could be), a focus on the immediate (engage in the present), and the importance
of the social (classroom community, feel accepted, encouraged by others).”
Worksheets on Teacherspayteachers

Unit Organizer
Opening (Romance) Developmental (Precision) Culminating
(Generalization)

- Inferring/predictions - Short answer questions per chapter - Watch the

from the book title - “Character court”- what would happen if they had to movie
- Influences of water stand trial for their crimes? - Book summary
slides- connecting to - Scene sketcher
folktales - Fortune Teller
- Pre-reading activity- - News Reporter
create a character - Making Connections- text to self, world, other texts
list, simile and - What is Fantasy? Slides (chapter 2)
metaphor log - 1-8: Feeling about living forever per character
- Immortality pros and cons
- 9-20: Setting and effect on the plot/characters
- Chapter 19- Patent medical slides
- 21-E: Weather and action
- Journal writing
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Unit Calendar
Date Lesson Learning Lesson Procedure Materials/ Assessment
Length Outcomes Resources
Nov. 12:18- SLO 1.1c, Title: Tuck Everlasting pre-reading Influence of Formative:
2 1:56 2.1a, 2.1b, water slides worksheet
2.1d, 2.2d, Key Question: Do you want to live forever? How can I
2.2i improve my comprehensive reading? Tuck Class
Everlasting participation
Activity: novel and
-Inferring/predictions from the book title booklet

-Influences of water slides- connecting to folktales

-Pre-reading activity: create a character list, simile and
metaphor log
Nov. 12:18- SLO 1.2b, Title: Chapter 1-2 What is Formative:
3 1:56 2.1c, 2,1d, fantasy
2.1e, 2.1g, Key Question: Do you want to live forever? How can I slides Worksheet
2.1j, 2.1k, improve my vocabulary? How can I improve my
comprehensive reading? Class
2.2g, 2.2h, Participation
2.2i, 2.2m, Activity: Tuck
2.3c, 3.1b, Everlasting
5.1b -Read the chapter novel and
-Vocabulary booklet

-Short Answer
-What is fantasy? slides
Nov. 12:18- SLO 1.2b, Title: Chapter 2-3 Tuck Formative:
4 1:56 2.1c, 2,1d, Everlasting worksheet
2.1e, 2.1g, Key Question: Do you want to live forever? How can I novel and
2.1j, 2.1k, improve my vocabulary? How can I improve my booklet Class
2.2g, 2.2h, comprehensive reading? participation
2.2i, 2.2m, Activity:
2.3c, 2.3d,
3.1b, 5.1b -Discuss first and third person narration, discuss Summative:
preferences and uses Chapter
review
-Read the chapter questions
-Vocabulary
-Short Answer
-Review Chapters 1-3
-Extra: Puzzle
Nov. 12:18- SLO 1.2b, Title: Chapter 4 Tuck Formative:
5 1:05 2.1c, 2,1d, Everlasting worksheet
(library) 2.1e, 2.1g, Key Question: Do you want to live forever? How can I novel and
1:09- 2.1j, 2.1k, improve my vocabulary? How can I improve my booklet Class
1:56 2.2e, 2.2g, comprehensive reading? participation
2.2h, 2.2i, Activity:
2.2m,
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2.3c, 3.1b, -Discuss author’s intention or purpose

5.1b
-Read the chapter
-Vocabulary
-Short Answer
-Scene Sketcher
Nov. 9:11- SLO 1.2b, Title: Chapter 5-6 Tuck Formative:
6 10:49 2.1c, 2,1d, Everlasting worksheet
2.1e, 2.1g, Key Question: Do you want to live forever? How can I novel and
2.1j, 2.1k, improve my vocabulary? How can I improve my booklet Class
2.2g, 2.2h, comprehensive reading? participation
2.2i, 2.2m, Activity:
2.3c, 3.1b,
5.1b -Read the chapter Summative:
Chapter
-Vocabulary Review
-Short Answer questions

-Review chapter 4 &5

-Extra: Puzzle
-Fortune Teller
Intervention
Nov. Snow day
9
Nov. 12:18- SLO 1.2b, Title: Review and Scaffold Tuck Formative:
10 1:56 2.1c, 2,1d, Everlasting worksheet
2.1e, 2.1g, Key Question: Do you want to live forever? How can I novel and
2.1j, 2.1k, improve my vocabulary? How can I improve my booklet Class
2.2g, 2.2h, comprehensive reading? participation
2.2i, 2.2m, Activity:
2.3c, 3.1b, Google
5.1b -How to answer questions (brainstorm ideas, organize slides
thoughts, write answer in complete sentences).
Review chapter 4-5 questions as a class/ individually
-Movement break: Human Bop It
-Review chapter 6 questions, groups and partners
-Making predictions: Fortune Teller worksheet. Predict
a character’s future
Nov. 12:18- SLO 1.2b, Title: Chapter 7-10 and Review Questions Tuck Formative:
16 1:56 2.1c, 2,1d, Everlasting Journal write
2.1e, 2.1g, Key Question: Do you want to live forever? How can I novel and
2.1j, 2.1k, improve my vocabulary? How can I improve my booklet Class
2.2g, 2.2h, comprehensive reading? participation
2.2i, 2.2m, Google
Activity: Classroom Worksheet
2.3c, 3.1b,
5.1b -Between text connection: Age of Adaline
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-Age of Adaline: The Truth (sharing a secret) Summative:

https://www.youtube.com/watch?v=DsASq3-UMwY Chapter
Review
-Journal write: have you ever shared a secret with Questions
someone? How do you tell someone a secret? How
do you know you can trust them with your secret?
-Listen to audio recording of chapters 7-10
-Chapter 7 comprehension: what happened to the
Tucks 87 years ago? What did the Tucks do with the
information about the magic spring?
-Chapter 8 Vocab: parson, elated. Comprehension:
how does Winnie feel in the company of the Tucks?
Why do you think she feels this way? Other than
Winnie, who else learns the fantastic story about the
spring?
-Chapter 9 Vocab: reservoir, colander, embankment.
Comprehension: How does Angus Tuck react when
he meets Winnie Foster? Why do you think he reacts
this way?
-Chapter 10 Vocab: perilous, helter-skelter.
Comprehension: Why is it important that the Tucks
make money by sewings and wood carvings? How
long have the Tucks lived in their home? Why do they
continue to stay in that home? Why is it important this
story takes place in August?
-Movement break: Side Shuffle Continental Drift
-Gather unfamiliar words- put onto the Word Wall on
Google Classroom
-Chaper 6-10 Review Questions on Google
Classroom
-When finished: vocabulary puzzle, character log,
simile and metaphor log
Nov. 12:18- SLO 1.2b, Title: Chapter 11-13 and Immortality Tuck Formative:
17 1:56 2.1c, 2,1d, Everlasting Journal write
2.1e, 2.1g, Key Question: Do you want to live forever? How can I novel and
Sue 2.1j, 2.1k, improve my vocabulary? How can I improve my booklet Class
2.2g, 2.2h, comprehensive reading? Participation
2.2i, 2.2m, Google
Activity: Slides Worksheet
2.3c, 3.1b,
5.1b -Journal write: “Life’s got to be lived, no matter how
long or short” pg. 54. What does this quote from the
novel mean to you? How can you apply it to your life?
-Water Cycle (cross-curricular) and how it relates to
the novel- water is eternal
-Read chapter 11-13. (Teacher read-a-loud)
-Chapter 11 Vocab: luxurious, decisively.
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Comprehension: How do Winnie’s feelings change

during dinner with the Tucks?
-Chapter 12 Vocab: anguish. Comprehension: Tucks
tells Winnie about the wheel of life. What is the wheel
of life and why is it important? Why does Tuck wish to
get back to being a part of the wheel of life? What
does Tuck tell Winnie that would happen if other
people find out about the spring? What is stolen from
the Tucks?
-Chapter 13 Comprehension: Who has stolen the
Tuck’s horse? What does the man in the yellow suit
tell Winnie’s grandmother?
-Movement break: Human Bop It
-Immortality: a blessing or a curse? Identify the pros
and cons
-Review Age of Adaline’s feelings of living forever
(cannot grow old with her lover, watches her daughter
become an old lady, has to constantly move)
-As a class, go through how Angus Tuck feels about
living forever.
-Feelings about living forever per character worksheet
-Movement break: write on a sticky note if you would
choose to drink from the spring and why. Walk around
the class and share your thoughts with your
classmates.
-Immortality: pros and cons worksheet with personal
response
Nov. 12:18- SLO 1.2b, Title: Chapter 14-16 and Review questions Tuck Formative:
18 1:56 2.1c, 2,1d, Everlasting Class
2.1e, 2.1g, Key Question: Do you want to live forever? How can I novel and participation
2.1j, 2.1k, improve my vocabulary? How can I improve my booklet
2.2g, 2.2h, comprehensive reading? Worksheet
2.2i, 2.2m, Activity: Summative:
2.3c, 3.1b, Google Chapter
5.1b -Journal write: what age would you stay forever and Classroom Review
why? What would you do if you knew you would live Questions
forever?
-Read chapter 14-16
-Chapter 14 Vocab: evidently. Comprehension: What
is Jesse’s idea for Winnie’s future?
-Chapter 15 Vocab: barbarian, illiterate.
Comprehension: What does the man in the yellow suit
want in exchange for telling where Winnie is?
-Chapter 16 Vocab: constable, cahoots.
Comprehension: Who plans to accompany the man in
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the yellow suit to the Tucks’ house? What reason

does the man in the yellow suit give to the constable
about why he is going to go ahead?
-Movement break: cahoots game (last person to talk is
the clue)
-Go through description of the constable (how to add
a character description into the character log)
-Chapter 11-16 Chapter Review Questions
-When finished: vocabulary puzzle, character log,
simile and metaphor log
Nov. 12:18- SLO 1.2b, Title: News Reporter Tuck Formative:
19 1:05 2.1c, 2,1d, Everlasting class
(library) 2.1e, 2.1g, Key Question: Do you want to live forever? How can I novel and participation
1:09- 2.1j, 2.1k, improve my vocabulary? How can I improve my booklet
1:56 2.2g, 2.2h, comprehensive reading? Worksheet
2.2i, 2.2m, Activity:
2.3c, 3.1b,
5.1b -Fact vs opinion activity. Share examples of facts and
opinions and have students move to different sides of
the classroom
-What is a news reporter? How do you write without
sharing your opinion/being objective?
-Including Who, What, Where, When, Why, How
Creating a News Report
https://www.youtube.com/watch?v=8_NmVtnEEA8
-News Reporter worksheet
-Extra: word wall, character log, simile and metaphor
log
Nov. 12:18- SLO 1.2b, Title: Chapter 17-20 and letter Tuck Formative:
20 1:56 2.1c, 2,1d, Everlasting Class
2.1e, 2.1g, Key Question: Do you want to live forever? How can I novel and participation
2.1j, 2.1k, improve my vocabulary? How can I improve my booklet
2.2g, 2.2h, comprehensive reading? Worksheet
2.2i, 2.2m, Activity: Journal write
2.3c, 3.1b,
5.1b -Journal write: If you were Winnie, would you choose
to live forever? Why?
-Read chapters 17-20
-Chapter 17 Vocab: persist. Comprehension: What
memory does Miles have when he goes fishing with
Winnie? Why didn’t Miles take his family to the spring?
Describe the life goal that Winnie and Miles share.
-Chapter 18 Vocab: contentedly. Comprehension:
What do they eat for breakfast and why?
-Chapter 19 Vocab: petulance. Comprehension: What
Kenady Layton P a g e | 11

does Winnie notice about the man with the yellow suit
that she had not noticed before? How does the man in
the yellow suit first learn of the Tucks? What does the
man in the yellow suit plan to do with the water from
the spring? What does the stranger want the Tucks to
do for him? What does Mae Tuck do to save Winnie
from the stranger?
-Chapter 20 Vocab: resentfully, unflinchingly.
Comprehension: What reason does Mae give the
constable for hitting the man in the yellow suit? What
does Winnie say when the constable accuses the
Tucks of kidnapping? Where does the constable bring
Winnie and Mae Tuck? What will happen if the man in
the yellow suit dies?
-Movement break: Janken tourney (will Mae die?)
-Patent medical slides and personal response
-Discuss aspects of human nature and relate them to
those in the community
-Punishment in 1780-1925
https://www.digitalpanopticon.org/Punishments,_1780
-1925
-Discuss what may happen if Mae is hung?
-Write a letter to a character (for comfort, for back-up,
for solutions to their problem, etc.)
-Extra: word wall, character log, simile and metaphor
log
Nov. 12:18- SLO 1.2b, Title: Chapter 21-23 and Review Questions Patent Formative:
23 1:56 2.1c, 2,1d, Medical Class
2.1e, 2.1g, Key Question: Do you want to live forever? How can I slides participation
2.1j, 2.1k, improve my vocabulary? How can I improve my
2.2f, 2.2g, comprehensive reading? Worksheet
2.2h, 2.2i, Activity: Tuck
2.2m, Everlasting
2.3c, 3.1b, -Robert Frost’s “The Road Not Taken” novel and Summative:
5.1b https://powerpoetry.org/actions/7-famous-poems- booklet Chapter
about-nature-and-environment (choices, Review
nature/weather, setting) Questions
-Write a poem about Winnie’s choices, the
weather/nature, how Winnie feels, etc.
-Movement break: Edit poems and do a poem walk
(sharing poems to classmates)
-Read chapter 21-23 (pointing out the weather/nature)
-Chapter 21 Comprehension: Winnie thinks about
Mae Tuck’s hitting the man in the yellow suit and she
realizes something important. What is it? What does
the constable tell the Fosters about the man in the
Kenady Layton P a g e | 12

yellow suit?
-Chapter 22 Vocab: exertion. Comprehension: What
does Winnie learn about toads from her grandmother?
What does Jesse give to Winnie at the fence? Why?
What does Winnie volunteer to do in order to save
Mae Tuck? What will happen at midnight?
-Chapter 23 Vocab: remorseless, prostrate.
Comprehension: How does Winnie feel during the
day?
-Movement break: 3 min. prediction chat- how do you
think the book will end? Walk around the room and
share your predictions with your classmates
-Chapter 17-23 Review Questions on Google
Classroom
-Setting and effect on the plot/characters (take notes
on how the weather changes based on the plot and
the character, or how the setting influences the
characters/plot)
-Chapter 21-Epilogue: weather and action worksheet
-Extra: word wall, character log, simile and metaphor
log
Nov. 12:18- SLO 1.2b, Title: Chapter 24-Epilogue and Review Questions Tuck Formative:
24 1:56 2.1c, 2,1d, Everlasting Class
2.1e, 2.1g, Key Question: Do you want to live forever? How can I novel and participation
2.1j, 2.1k, improve my vocabulary? How can I improve my booklet
2.2g, 2.2h, comprehensive reading? Worksheet
2.2i, 2.2m, Activity:
2.3c, 3.1b,
5.1b -Read chapter 24- Epilogue
-Chapter 24: Vocab: accusations, exultant, parch.
Comprehension: How does Miles free Mae? What
does Winnie do after Mae escapes?
-Chapter 25: Vocab: accomplice, custody.
Comprehension: How much time has passed since
the Tucks escaped? How does the constable react
when he finds Winnie Foster in the jail cell in place of
Mae Tuck? What is Winnie’s punishment? Describe
two ways Winnie protects the toad. What does Winnie
hope to accomplish by pouring the water over the
toad?
-Epilogue: Vocab: accustomed, catholic.
Comprehension: How does Treegap change from the
beginning of the story to the end? What happens to
the wood and the magic spring? How do Mae and
Tuck know that Winnie did not drink from the bottle of
water Jesse gave her? What becomes of Winnie’s
toad? How do you know?
Kenady Layton P a g e | 13

-Movement break: 3 min. chat. Walk around the room

and share with your classmates: did the book end the
way you thought it would? What did you think of the
book?
-Chapter 24-Epilogue Review Questions on Google
Classroom
-Character log: have students finish adding
descriptions of character onto the character log
Nov. 12:18- SLO 1.1c, Title: Character Court Tuck Formative:
25 1:56 1.2b, 2.1c, Everlasting Class
2.2h, 2.2i, Key Question: Do you want to live forever? How can I novel and participation
3.1a, 3.1b, improve my vocabulary? How can I improve my booklet
3.2c, 3.3a, comprehensive reading? Worksheet
5.1b Activity: Summative:
Character
-Mock Trial video example Court
https://www.youtube.com/watch?v=6sZ4-
q6JE7g&feature=share&fbclid=
IwAR3jkU87T3JZdbGoVAW60bcEbTZzPxKDefLI0y0-
7I6bLSgZ9aE0CJgEUCw
-Mock Trial Script (Humpty Dumpty and the King)
https://www.lawlessons.ca/teaching-resources/mock-
trial-scripts
-Character Court (mock trial): defend or prosecute the
characters
-Brainstorm the actions the characters do that is
illegal/ inappropriate (Mae, Miles, Jesse, and Angus
Tuck could be accused of kidnapping and unlawful
imprisonment- they took Winnie away and kept her
from going home when she wanted to. Mae Tuck
could be accused of involuntary manslaughter- she
killed someone but didn’t mean/plan to. Winnie could
be accused of aiding and abetting the escape of a
murderer- she helped them get away)
-Movement break: Human Bop It
-Students will decide which court case they would like
to defend/prosecute. Students will partner up to create
a script for a mock trial- one prosecuting and one
defending. Scripts will include 1-prosecutor’s
statement 2-defendant’s statement 3-prosecutor calls
a witness (cross-examine) 4-defence calls witness
(cross-examine) 5- prosecutor’s closing statement 6-
defendant’s closing statement 7-Jury vote 8-Judge’s
verdict
Nov. 12:18- SLO 1.1c, Title: Character Court Tuck Formative:
26 1:05 1.2b, 2.1c, Everlasting Class
(library) 2.2h, 2.2i, Key Question: Do you want to live forever? How can I novel and participation
1:09- 3.1a, 3.1b, improve my vocabulary? How can I improve my booklet
comprehensive reading?
Kenady Layton P a g e | 14

1:56 3.2c, 3.3a, Activity: Character Worksheet

5.1b Court
-Character Court- defend or prosecute the characters assignment Summative:
-Students will decide which court case they would like Character
to defend/prosecute. Students will partner up to create Court
a script for a mock trial- one prosecuting and one
defending. Scripts will include 1-prosecutor’s
statement 2-defendant’s statement 3-prosecutor calls
a witness (cross-examine) 4-defence calls witness
(cross-examine) 5- prosecutor’s closing statement 6-
defendant’s closing statement 7-Jury vote 8-Judge’s
verdict
Nov. 9:11- SLO 1.1c, Title: Character Court Tuck Formative:
27 10:49 1.2b, 2.1c, Everlasting Class
2.2h, 2.2i, Key Question: Do you want to live forever? How can I novel and participation
3.1a, 3.1b, improve my vocabulary? How can I improve my booklet
3.2c, 3.3a, comprehensive reading?
5.1b Activity: Summative:
Character
-Students will present court cases (volunteers for Court
witnesses, rest of the class is jury members, teacher
is the judge)
Nov. 12:18- SLO 2.1a, Title: Word Wall and Making Connections Tuck Formative:
30 1:56 2.2c Everlasting class
Key Question: Do you want to live forever? How can I novel participation
improve my comprehensive reading?
Making Worksheet
Activity: connections
-Word Wall: have students finish adding unfamiliar worksheet
words, divide the vocab words between groups of
students and have students find the definition of the
word and the word in context. Students will share their
words with other classmates
Movement break: move to a side of the room simile vs
metaphor
-Simile and metaphor log: have students share in
groups the similes and metaphors they found
throughout the novel. Find each simile/metaphor and
discuss what it compares
-Movement break: ABC 123 Brain break
-Making connections: text to self, text to world, text to
text and within the text. How to make connections.
What parts of the story to connect with. Example: text
to self- talking to the toad about life goals (actions of
the character), reminds me of talking to my puppy as
a child, this is similar/different because… this helps
me understand the story because…
-Making Connections Worksheet
Dec. 12:18- SLO 2.1c, Title: Movie/ Book Summary Tuck Formative:
Kenady Layton P a g e | 15

1 1:56 2.2b, 2.2e, Key Question: Do you want to live forever? How can I Everlasting class
2.2f, 2.2g, improve my comprehensive reading? novel participation
2.2i, 2.2m,
2.3b, 2.3c Activity: Book vs Worksheet
movie
-Book vs movie worksheet worksheet Summative:
Book
-Book Summary: setting, theme, characters, plot, Summary
personal response
-Book Summary can be reported through comic strip,
essay, puppet show, slideshow, poster, Book Creator
(tech) etc.
-Discuss author/filmmaker’s intention or purpose
-Discuss aspects of human nature and relate them to
those in the community
Dec. 12:18- SLO 2.1c, Title: Movie/ Book Summary Tuck Formative:
2 1:56 2.2b, 2.2e, Everlasting class
2.2f, 2.2g, Key Question: Do you want to live forever? How can I novel participation
2.2i, 2.2m, improve my comprehensive reading?
2.3b, 2.3c Book vs Worksheet
Activity: movie
worksheet Summative:
-Book vs movie worksheet Book
-Book Summary: setting, theme, characters, plot, Summary
personal response
-Book Summary can be reported through comic strip,
essay, puppet show, slideshow, poster, Book Creator
(tech) etc.
Dec. 12:18- SLO 2.1c, Title: Book Summary- peer edit Tuck Formative:
3 1:05 2.2b, 2.2e, Everlasting class
(library) 2.2f, 2.2g, Key Question: Do you want to live forever? How can I novel participation
1:09- 2.2i, 2.2m, improve my comprehensive reading?
1:56 2.3c Peer edit Summative:
Activity: worksheet Book
-Book Summary: setting, theme, characters, plot, Summary
personal response
-Book Summary can be reported through comic strip,
essay, puppet show, slideshow, poster, Book Creator
(tech) etc.
-Peer Editing- pair, share, compliment, and correct
Dec. 9:11- SLO 2.1c, Title: Book Summary- Presentations Tuck Formative:
4 10:49 2.2b, 2.2e, Everlasting class
2.2f, 2.2g, Key Question: Do you want to live forever? How can I novel participation
2.2i, 2.2m, improve my comprehensive reading?
2.3c Summative:
Activity: Book
-Book Summary: setting, theme, characters, plot, Summary
personal response
-Book Summary can be reported through comic strip,
Kenady Layton P a g e | 16

essay, puppet show, slideshow, poster, Book Creator

(tech) etc.

Assessment Plan
Title Class Journal Worksheet Book Chapter “Character
Participatio Writing s Summary Review Court”
n Questions
Type (Formative/Summative) F F F/S S S S
Mode Oral Written Written Written Written Oral/Writte
n
SLO 1.1c: exploratory
communication to share personal X X X
responses and develop
interpretations
SLO 1.2b: use talk, notes, personal
writing and representing with texts X X X X
and ideas of others to clarify and
shape understanding
SLO 2.1a: combine personal
experiences and the knowledge and
skills gained through previous X X X
experiences with texts to
understand new ideas
SLO 2.1b: apply knowledge of
organizational structures of texts to X X
assist with constructing and
confirming meaning
SLO 2.1c: explain in own words the
relationship of main ideas and X X X X X
supporting details
SLO 2.1d: preview the content and
structure of subject area texts, and X X
use this information to set a
purpose, rate, and strategy for
reading
SLO 2.1e: use definitions provided in
context to identify the meanings of X X
unfamiliar words
SLO 2.1g: use text features, such as
charts, graphs, etc. to enhance X X
understanding of ideas and info.
SLO 2.1j: integrate and apply
knowledge of phonics, sight
vocabulary, language, and context X X
Kenady Layton P a g e | 17

clues, and structural analysis to read

unfamiliar words in texts
SLO 2.1k: choose the most
appropriate reference to confirm X X
the spellings or locate the meanings
of unfamiliar words
SLO 2.2b: explain own point of view X X X X X
about texts
SLO 2.2c: make connections
between own life and ideas and X X X
characters in text
SLO 2.2d: discuss common topics or X X X X
themes in text
SLO 2.2e: discuss author’s X
intention/purpose
SLO 2.2f: observe and discuss
aspects of human nature revealed in X
texts and relate to those in the
community
SLO 2.2g: summarize texts,
indicating the connections among X X X X
events, characters and settings
SLO 2.2h: identify or infer reasons X X X X X
for a character’s actions or feelings
SLO 2.2i: make judgements and
inferences related to events, X X X X X
characters, setting and main ideas of
texts
SLO 2.2m: discuss how detail is used
to enhance a character, setting, X X X X
actions, and mood in text
SLO 2.3b: discuss the differences
between print and other media X X
versions of the same text
SLO 2.3c: discuss the connections
among plot, setting, and characters X X X X
in print
SLO 2.3d: identify first and third
person narration, and discuss X
preferences with reference to
familiar texts
SLO 3.1a: distinguish among facts, X X
supported inferences, and opinions
SLO 3.1b: use note-taking or
representing to assist with
understanding ideas and X X X
information, and focusing topics for
investigation
SLO 3.2c: decide on and select the
information needed to support a X X
Kenady Layton P a g e | 18

point of view
SLO 3.3a: organize ideas and
information using a variety of
strategies and techniques, such as X
compare and contrast, classify and
sort
SLO 5.1b: share and discuss ideas
and experiences that contributes to X X X
different responses to oral, print and
other media texts

Assessment Tool Overview

Assessment FOR Assessment AS Assessment OF
Assessment Tool Brief Description Learning Learning Learning

Students will participate in conversations, activities,

Class Participation X X
and lectures during class.

Students will write a journal entry with various

prompts such as what age would you stay forever,
what would you do if you knew you would live
Journal Write forever, when have you recovered from an injury, X X
have you ever shared a secret with someone,
responding to a quote from the novel, and if you
were Winnie would you choose to live forever?
Students will either defend or prosecute the
characters. Every student will write an opening
statement as to why the character is innocent or
guilty with evidence from the novel. We will have a
Character Court X X X
class court and I will act as the judge, a student will
act as defendant/prosecutor for a character (who
will be played by a student) and the other students
will act as a jury.
Students will complete various worksheets
including chapter vocabulary, comprehensive short
Worksheets X X X
answer, scene sketcher, predict-a-plot, fortune
teller, and new reporter.

Chapter Review Students will answer comprehensive short answer,

X X X
Questions multiple choice, and true/false questions.

Students will write a summary about the book,

including setting, theme, characters, plot, and a
personal response. Book Summary can be
Book Summary X X X
reported through comic strip, essay, puppet
show, slideshow, poster, Book Creator (tech)
etc.