Hill_Step+3


 * 3-5 Organizing Questions:**
 * What are some examples of symbolism and imagery within //Tuck Everlasting//?
 * What are your thoughts on immortality? If you were Winnie, would you drink the magic water? Why or why not?
 * What would happen if the man in the yellow suit had sold the magic water? How would this affect the circle of life/life cycle?
 * How is 'the circle of life' addressed in other contexts? Why is it important?
 * What are some differences and similarities between text and film in regards to //Tuck Everlasting//?


 * 3-5 Goals:**
 * Students will compare/contrast a theme in different contexts.
 * Students will use flip video cameras.
 * Students will form opinions and discuss them.
 * Students will use critical thinking skills.
 * Students will use their creativity both individually and collaboratively.
 * Students will compare and contrast text and film.


 * 5-10 General Unit Objectives:**
 * SWBAT understand the theme "circle of life" and analyze how it is portrayed in different contexts (novels, songs, poetry, etc).
 * SWBAT work collaborative in groups.
 * SWBAT participate in class discussion.
 * SWBAT analyze the differences and similarities between film and text (the novel //Tuck Everlasting// and the movie).
 * SWBAT use writing to communicate their thoughts as well as interpretations.
 * SWBAT write to lean or reinforce learning.
 * SWBAT define and identify the literary elements present in Tuck Everlasting.
 * SWBAT compare and contrast //Tuck Everlasting// the novel to //Tuck Everlasting// the movie.
 * SWBAT incorporate technology to enhance learning.


 * List of Possible Materials and Supplementary Texts:**
 * Class set of //Tuck Everlasting//
 * Tuck Everlasting (the movie)
 * Flip Cameras
 * Excerpt from //The Outsiders//
 * "The Circle of Life" song lyrics and recording
 * "Wheel of the World" by Carrie Underwood song lyrics and recording
 * Beginning of The Lion King (movie)
 * Costumes
 * Poster board/markers/colored pencils/crayons
 * Copies of "Nothing Gold Can Stay" by Robert Frost


 * List of Possible Learning Activities:**
 * Freewrite: Which character would you take out to dinner and why? Students could then get in small groups and perform skits based on this question. We did this activity in Dr. Pope's class and I loved it! To incorporate technology, we could film the skits using flip video cameras.
 * Students could discuss the theme of immortality. They could make arguments on whether Winnie should have drank the magic water. The class could vote on what they would do in her situation. Instead of a discussion, students could write in journals about having access to the water and what they would do. They could also write about how they would feel if they were immortal and the advantages and disadvantages associated with it.
 * Students could act out scenes from the novel by wearing costumes and drawing out the settings on poster boards. Skits could be filmed with flip cameras.
 * Students could write an alternate ending to the novel and draw their own book cover.
 * Students could compare the novel to the movie and come up with a list of similarities and differences. They could also discuss whether they liked the movie or book better and why.
 * Students could make a missing/wanted poster of a character from the book
 * Students could study symbolism and imagery in //Tuck Everlasting//, along with other literary elements:
 * Ex. of imagery: "The first week of August hangs at the very top of summer, the top of the live-long year, like the highest seat of a Ferris wheel when it pauses in the its turning. The weeks that come before are only a climb from balmy spring, and those that follow a drop to the chill of autumn, but the first week of August is motionless, and hot" (p. 3).
 * Ex. of Symbolism: "The wood was at the center, the hub of the wheel. All wheels must have a hub. A ferris wheel has one, as the sun is the hub of the wheeling calendar. Fixed points they are, and best left undisturbed, for without them, nothing holds together. But sometimes people find this out too late" (p.4).
 * Students could draw a scene from the novel that has a lot of imagery.
 * Students could compare/contrast the theme of Circle of Life in //Tuck Everlasting// to what it means in the Lion King.
 * Students could discuss what would happen if the man in the yellow suit were to sell the magic water. How would this affect the life cycle? What would the consequences be?
 * Students could analyze the poem "Nothing Gold Can Stay" by Robert Frost and connect it to //Tuck Everlasting// and how both texts address the circle of life
 * Students could discuss how the above poem is used within //The Outsiders// and what it means to "Stay Gold."

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