Literature Circle Guide - Mrs. Freeman's 5th Grade...Literature Circle Guide: Tuck Everlasting by Perdita Finn New York • Toronto • London • Auckland • Sydney Mexico City •

Literature Circle Guide:Tuck Everlasting

by Perdita Finn

New York • Toronto • London • Auckland • Sydney

Mexico City • New Delhi • Hong Kong

S C H O L A S T I C

BPROFESSIONAL OOKS

Literature Circle Guide: Tuck Everlasting © Scholastic Teaching Resources

Scholastic Inc. grants teachers permission to photocopy the reproducibles from this book for classroomuse. No other part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, orotherwise, without permission of the publisher. For information regarding permission, write to ScholasticProfessional Books, 555 Broadway, New York, NY 10012-3999.

Guide written by Perdita FinnEdited by Sarah GlasscockCover design by Niloufar Safavieh Interior design by Grafica, Inc. Interior illustrations by Mona MarkCopyright © 2001 by Scholastic Professional Books. All rights reserved.

ISBN 0-439-16361-7

Printed in the U.S.A.


Contents

To the Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Using the Literature Circle Guides in Your Classroom . . . . . . . . . . . . . . . . . . . . . . . 5

Setting Up Literature Response Journals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

The Good Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

About Tuck Everlasting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

About the Author: Natalie Babbitt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Enrichment Readings: The Fountain of Youth, The Tree of Life,

The Ethics of Life and Death . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

Literature Response Journal Reproducible: Before Reading the Book . . . . . . . . . . . . .13

Group Discussion Reproducible: Before Reading the Book . . . . . . . . . . . . . . . . . . . . .14

Literature Response Journal Reproducible: Prologue and Chapter 1 . . . . . . . . . . . . .15

Group Discussion Reproducible: Prologue and Chapter 1 . . . . . . . . . . . . . . . . . . . . . .16

Literature Response Journal Reproducible: Chapters 2-5 . . . . . . . . . . . . . . . . . . . . .17

Group Discussion Reproducible: Chapters 2-5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18

Literature Response Journal Reproducible: Chapters 6-9 . . . . . . . . . . . . . . . . . . . . .19

Group Discussion Reproducible: Chapters 6-9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20

Literature Response Journal Reproducible: Chapters 10-14 . . . . . . . . . . . . . . . . . . .21

Group Discussion Reproducible: Chapters 10-14 . . . . . . . . . . . . . . . . . . . . . . . . . . . .22







Literature Response Journal Reproducible: Chapter 25 and Epilogue . . . . . . . . . . . . .29

Group Discussion Reproducible: Chapter 25 and Epilogue . . . . . . . . . . . . . . . . . . . . .30

Reproducible: After Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31

Reproducible: Individual Projects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32

Reproducible: Group Projects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32


Literature Discussion Evaluation Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33

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As a teacher, you naturally want to instill in yourstudents the habits of confident, critical, indepen-dent, and lifelong readers. You hope that evenwhen students are not in school they will seek outbooks on their own, think about and questionwhat they are reading, and share those ideas withfriends. An excellent way to further this goal is byusing literature circles in your classroom.

In a literature circle, students select a book toread as a group. They think and write about it ontheir own in a literature response journal, andthen discuss it together. Both journals and discus-sions enable students to respond to a book anddevelop their insights into it. They also learn toidentify themes and issues, analyze vocabulary,recognize writing techniques, and share ideas witheach other—all of which are necessary to meetstate and national standards.

This guide provides the support materials forusing literature circles with Tuck Everlasting byNatalie Babbitt. The reading strategies, discus-sion questions, projects, and enrichment readingswill also support a whole class reading of thistext or can be given to enhance the experienceof an individual student reading the book as partof a reading workshop.

Literature Circles

A literature circle consists of several students (usually three to five) who agree to read a booktogether and share their observations, questions,and interpretations. Groups may be organized byreading level or choice of book. Often these groupsread more than one book together since, as stu-dents become more comfortable talking with oneanother, their observations and insights deepen.

When planning to use literature circles in yourclassroom, it can be helpful to do the following:

A Recommend four or five books from whichstudents can choose. These books might begrouped by theme, genre, or author.

A Allow three or four weeks for students to readeach book. Each of Scholastic’s Literature CircleGuides has nine sections as well as enrichmentactivities and final projects. Even if students arereading different books in the Literature CircleGuide series, they can be scheduled to finish atthe same time.

A Create a daily routine so students can focuson journal writing and discussions.

A Decide whether students will be reading booksin class or for homework. If students do alltheir reading for homework, then allot classtime for sharing journals and discussions. Youcan also alternate silent reading and writingdays in the classroom with discussion groups.

To the Teacher

Read More AboutLiterature Circles

Getting the Most from Literature Groupsby Penny Strube (Scholastic ProfessionalBooks, 1996)

Literature Circles by Harvey Daniels(Stenhouse Publishers, 1994)


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Using the Literature CircleGuides in Your Classroom

Each guide contains the following sections:

A background information about the authorand book

A enrichment readings relevant to the book

A Literature Response Journal reproducibles

A Group Discussion reproducibles

A individual and group projects

A Literature Discussion Evaluation Sheet

Background Information andEnrichment Readings

The background information about the author andthe book and the enrichment readings are designedto offer information that will enhance students’understanding of the book. You may choose toassign and discuss these sections before, during, orafter the reading of the book. Because each enrich-ment concludes with questions that invite studentsto connect it to the book, you can use this sectionto inspire students to think and record theirthoughts in the literature response journal.

Literature Response JournalReproducibles

Although these reproducibles are designed for individual students, they should also be used tostimulate and support discussions in literature cir-cles. Each page begins with a reading strategy andfollows with several journal topics. At the bottomof the page, students select a type of response(question, prediction, observation, or connection)for free-choice writing in their response journals.

� Reading StrategiesSince the goal of the literature circle is to empowerlifelong readers, a different reading strategy isintroduced in each section. Not only does thereading strategy allow students to understandthis particular book better, but it also instills ahabit of mind that will continue to be usefulwhen they read other books. Questions from the Literature Response Journal and the GroupDiscussion pages are tied to the reading strategy.

If everyone in class is reading the same book,you may present the reading strategy as a mini-lesson to the entire class. For literature circles,however, the group of students can read over anddiscuss the strategy together at the start of classand then experiment with the strategy as theyread silently for the rest of the period. You maywant to allow time at the end of class so thegroup can talk about what they noticed as theyread. As an alternative, the literature circle canreview the reading strategy for the next sectionafter they have completed their discussion. Thatnight, students can try out the reading strategyas they read on their own so they will be readyfor the next day’s literature circle discussion.

� Literature Response Journal TopicsA literature response journal allows a reader to“converse” with a book. Students write questions,point out things they notice about the story, recallpersonal experiences, and make connections to other texts in their journals. In other words, they are using writing to explore what they thinkabout the book. See page 7 for tips on how to helpstudents set up their literature response journals.

1. The questions for the literature response journals have no right or wrong answers but are designed to help students look beneath thesurface of the plot and develop a richer connec-tion to the story and its characters.

2. Students can write in their literature response journals as soon as they have finished a readingassignment. Again, you may choose to have studentsdo this for homework or make time during class.

3. The literature response journals are an excellenttool for students to use in their literature circles.They can highlight ideas and thoughts in theirjournals that they want to share with the group.

4. When you evaluate students’ journals, consider whether they have completed all theassignments and have responded in depth andthoughtfully. You may want to check each dayto make sure students are keeping up with theassignments. You can read and respond to thejournals at a halfway point (after five entries)and again at the end. Some teachers suggest that students pick out their five best entries for a grade.


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Group Discussion Reproducibles

These reproducibles are designed for use in litera-ture circles. Each page begins with a series of discussion questions for the group to consider. Amini-lesson on an aspect of the writer’s craft fol-lows the discussion questions. See page 8 for tipson how to model good discussions for students.

� Literature Discussion Questions: In a literature discussion, students experience a bookfrom different points of view. Each reader bringsher or his own unique observations, questions,and associations to the text. When studentsshare their different reading experiences, theyoften come to a wider and deeper understandingthan they would have reached on their own.

The discussion is not an exercise in finding theright answers nor is it a debate. Its goal is toexplore the many possible meanings of a book.Be sure to allow enough time for these conversa-tions to move beyond easy answers—try toschedule 25–35 minutes for each one. In addition, there are important guidelines to ensure that everyone’s voice is heard.

1. Let students know that participation in theliterature discussion is an important part of theirgrade. You may choose to watch one discussionand grade it. (You can use the LiteratureDiscussion Evaluation Sheet on page 33.)

2. Encourage students to evaluate their ownperformance in discussions using the LiteratureDiscussion Evaluation Sheet. They can assessnot only their own level of involvement but alsohow the group itself has functioned.

3. Help students learn how to talk to one another effectively. After a discussion, help themprocess what worked and what didn’t. Videotapediscussions, if possible, and then evaluate themtogether. Let one literature circle watch anotherand provide feedback to it.

4. It can be helpful to have a facilitator for eachdiscussion. The facilitator can keep students frominterrupting each other, help the conversation getback on track when it digresses, and encourageshyer members to contribute. At the end of eachdiscussion, the facilitator can summarize everyone’scontributions and suggest areas for improvement.

5. Designate other roles for group members. Forinstance, a recorder can take notes and/or listquestions for further discussion. A summarizercan open each literature circle meeting by sum-marizing the chapter(s) the group has just read.Encourage students to rotate these roles, as wellas that of the facilitator.

� Writer’s Craft: This section encourages students to look at the writer’s most importanttool—words. It points out new vocabulary, writing techniques, and uses of language. One or two questions invite students to think moredeeply about the book and writing in general.These questions can either become part of the literature circle discussion or be written about in students’ journals.

Literature Discussion Evaluation Sheet

Both you and your students will benefit fromcompleting these evaluation sheets. You can usethem to assess students’ performance, and asmentioned above, students can evaluate their ownindividual performances, as well as their group’sperformance. The Literature Discussion EvaluationSheet appears on page 33.


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Setting Up Literature Response Journals

Although some students may already keep litera-ture response journals, others may not knowhow to begin. To discourage students from mere-ly writing elaborate plot summaries and toencourage them to use their journals in a mean-ingful way, help them focus their responsesaround the following elements: predictions,observations, questions, and connections.

Have students take time after each assigned section to think about and record their responses in their journals. Sample responses appear below.

� Predictions: Before students read the book,have them take the time to study the cover andthe jacket copy. Ask if anyone has read anyother books by Natalie Babbitt. To begin their literature response journals, have students to jotdown their impressions about the book. As theyread, students will continue to make predictionsabout what a character might do or how the plotmight turn. After finishing the book, studentscan reassess their initial predictions. Good read-ers understand that they must constantly acti-vate prior knowledge before, during, and afterthey read. They adjust their expectations andpredictions; a book that is completely predictableis not likely to capture anyone’s interest. A stu-dent about to read Tuck Everlasting for the firsttime might predict the following:

At first I thought the book was named afterjust one character named Tuck, but theback cover says that it’s about a familynamed Tuck, so now I’m not sure. I can’treally tell much about the book from thecover—it looks kind of mysterious, though,and kind of old-fashioned.

� Observations: This activity takes place imme-diately after reading begins. In a literature responsejournal the reader recalls fresh impressions aboutthe characters, setting, and events. Most readersmention details that stand out for them, even ifthey are not sure what their importance is. Forexample, a reader might list phrases that describehow a character looks or the feeling a setting

evokes. Many readers note certain words, phrases,or passages in a book. Others note the style of anauthor’s writing or the voice in which the story istold. A student just starting to read TuckEverlasting might write the following:

I notice all these circles in the first fewpages! There’s the Ferris wheel, which is acircle, and the sun and a wheel are men-tioned. And then it talks about three thingsthat might happen—one in the morning,one in the afternoon, and one at night. Awhole day. That’s like a circle too.

� Questions: Point out that good readers don’tnecessarily understand everything they read. Toclarify their uncertainty, they ask questions.Encourage students to identify passages thatconfuse or trouble them and emphasize that theyshouldn’t take anything for granted. Share thefollowing student example:

What is this writer talking about? Who isWinnie Foster? Who are the Tucks? Andwhat about the Ferris wheel? Does thisstory take place at a fair? It mentions awood, but it doesn’t say anything about acarnival.

� Connections: Remind students that onestory often leads to another. When one friendtells a story, the other friend is often inspired totell one, too. The same thing often happenswhen someone reads a book. A characterreminds the reader of a relative, or a situation issimilar to something that happened to him orher. Sometimes a book makes a reader recallother books or movies. These connections can behelpful in revealing some of the deeper meaningsor patterns of a book. The following is an exam-ple of a student connection:

I just hate that moment when you get stuckat the top of a Ferris wheel, and the littlecar just sort of rocks back and forth. Ialways find myself leaning forward andkind of kicking my legs to make it get goingagain. I hate it when it’s not going.


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The Good Discussion

In a good literature discussion, students arealways learning from one another. They listen toone another and respond to what their peershave to say. They share their ideas, questions,and observations. Everyone feels comfortableabout talking, and no one interrupts or putsdown what anyone else says. Students leave agood literature discussion with a new under-standing of the book—and sometimes with newquestions about it. They almost always feel moreengaged by what they have read.

� Modeling a Good Discussion: In this era ofcombative and confessional TV talk shows, stu-dents often don’t have any idea of what itmeans to talk productively and creatively togeth-er. You can help them have a better idea of whata good literature discussion is if you let themexperience one. Select a thought-provoking shortstory or poem for students to read, and thenchoose a small group to model a discussion ofthe work for the class.

Explain to participating students that theobjective of the discussion is to explore the textthoroughly and learn from one another.Emphasize that it takes time to learn how tohave a good discussion, and that the first discussion may not achieve everything theyhope it will. Duplicate a copy of the LiteratureDiscussion Evaluation Sheet for each student. Go over the helpful and unhelpful contributionsshown on the Literature Discussion EvaluationSheet. Tell students to fill out the sheets as theywatch the model discussion. Then have thegroup of students hold its discussion while therest of the class observes. Try not to interrupt orcontrol the discussion, and remind the studentaudience not to participate. It’s okay if the dis-cussion falters, as this is a learning experience

Allow 15–20 minutes for the discussion. Whenit is finished, ask each student in the group toreflect out loud about what worked and whatdidn’t. Then have the students who observedshare their impressions. What kinds of com-ments were helpful? How could the group havetalked to each other more productively? You may

want to let another group experiment with a discussion so students can try out what theylearned from the first one.

� Assessing Discussions: The following tipswill help students monitor how well their groupis functioning:

1. One person should keep track of all behaviorsby each group member, both helpful and unhelp-ful, during the discussion.

2. At the end of the discussion, each individualshould think about how he or she did. Howmany helpful and unhelpful checks did he or shereceive?

3. The group should look at the LiteratureDiscussion Evaluation Sheet and assess theirperformance as a whole. Were most of thebehaviors helpful? Were any behaviors unhelp-ful? How could the group improve?

“I was wondering if anyone knew . . .”

“I see what you are saying. That reminds me ofsomething that happened earlier in the book.”

“What do you think?”

“Did anyone notice on page 57 that . . .”

“I disagree with you because . . .”

“I agree with you because . . .”

“This reminds me so much of when . . .”

“Do you think this could mean . . .”

“I’m not sure I understand what you’re saying.Could you explain it a little more to me?”

“That reminds me of what you were saying yesterday about . . .”

“I just don’t understand this.”

“I love the part that says . . .”

“Here, let me read this paragraph. It’s an example of what I’m talking about.”

In good discussions, you will often hearstudents say the following:


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About Tuck Everlasting

Tuck Everlasting is a book you will not forgetquickly. Written with the beautiful simplicity of afairy tale, it nevertheless asks the most profoundquestions about life and death and right andwrong. This is not a book that offers easyanswers. “It presents dilemmas,” says NatalieBabbitt, “and I think that’s what life does. I get alot of letters from students and teachers sayingthey spend a lot of time debating the things thathappen in Tuck.” As you read, you, too, are sureto find yourself wondering about your own lifeand the choices you make.

About the Author:Natalie Babbitt

When Natalie Babbittwas a little girl, shenever thought she’d bea writer. What sheloved to do was draw,and her mother, anamateur landscapepainter, gave her artlessons and alwaysmade sure she hadenough paper, paint,

pencils, and encouragement. Natalie also lovedto read fairy tales. By the time she went to col-lege, she had decided to be a book illustrator.

Eventually, she and her husband decided towrite a children’s book together—her husbandwould write the story and she would do the pic-tures. When her husband became involved inrunning a college, Babbitt realized that if shewas going to be an illustrator she would have towrite the stories too! One of her first books wascalled The Search for Delicious, which is about agroup of fairy-tale characters that can’t decide onthe meaning of the word delicious.

For Natalie Babbitt, writing a story is similar todrawing. “I enjoy description,” she says. “I likewords and words are the tools that writers use,just like paints are the tool that artists use. I

think words are fun, and I have a lot of funusing them.” In fact, Babbitt loves to play wordgames, such as trying to find five words that areexactly the same, except for their vowels—wordslike bag, beg, big, bog, and bug. With TuckEverlasting, she had a lot of fun choosingnames for the characters that would have hiddenmeanings. For instance, the name “Tuck” camefrom an old dictionary; Babbitt discovered thatthe word means “life.”

When Natalie Babbitt writes a story, she feelsthat the most important thing is not the charactersbut the ideas. The characters represent differentideas she wants to explore. For instance, there arefour members of the Tuck family, and each onehas a different point of view about living forever.She does love to enter into the lives of her charac-ters. When she writes, Babbitt says that she canbecome different people in different places doingthings she might never do in ordinary life!

The idea for Tuck Everlasting had been inBabbitt’s head for a long time. “I think we shyaway from writing about our own deaths,” shesays, “although we can write about others’deaths. I’m always surprised when people thinkthat Tuck Everlasting is unusual, because I thinkit’s the most usual question there is.”


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Enrichment: The Fountain of Youth

What would it be like to live forever? What ifwe never had to suffer from sickness, grow old,and die?

It seems that people have been asking thesequestions since the beginning of recorded histo-ry. The Egyptian pharaohs built enormous pyra-mids filled with their belongings in the belief thatthere would be another life after death. Inancient China, alchemists—men who were partscientist and part magician—searched for anelixir vitae, a substance that would indefinitelyprolong life. They tried potions made of mercury,sulfur, arsenic, and “drinkable gold.” One recenthistorian has suggested that some early Chineseemperors may actually have died from drinkingthese concoctions.

In the Middle East, the Zoroastrians believedthat a sacred white tree called haoma grew on amountain of paradise. Sprigs of haoma werebrought to earth by heavenly birds, and it couldbe pounded and made into a drink that wouldgrant health, happiness, and immortality.

In Norse mythology, Idun, the goddess ofspring, guarded sacred apples that the gods ateto preserve their youth. Once, when Idun andthe apples were stolen by giants, all the godsquickly began to grow old until she was rescued.In Greek mythology, the gods and goddessesoften promise the secret of eternal life to mortals.

Perhaps the most famous seeker of immortalitywas the Spanish explorer Juan Ponce de León.Settling in what is now Puerto Rico, he heardfrom the local Indians of an island called Bimini(in the Bahamas) on which there was a miracu-lous spring that rejuvenated those who drankfrom it. The spring was called the Fountain ofYouth. Ponce de León obtained permission fromthe King of Spain to find it and, in April 1513,he landed on the coast of Florida near the site ofpresent-day St. Augustine. Unfortunately, Poncede León found no fountain there and was killeda few years later by Native Americans.

Today people continue to look for ways tomake their lives longer, whether it is drinkingwater from a certain spa, eating special foods, ortaking particular medicines. The yoga and tai chiexercises that many people now do for theirhealth are very similar to the ones prescribed bythose ancient Chinese alchemists for prolonginglife. In what other ways today do you see peopleseeking immortality? How many people do youthink would drink from the Fountain of Youth ifit were discovered today?


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Enrichment: The Tree of Life

Many people who study the folk tales, mytholo-gy, and religions of different cultures have noticedthe appearance of a sacred tree in many of theseold stories. In fact, so widespread is the symbol ofa tree that anthropologists, who study people’sbeliefs and customs, have given it a name: the“Cosmic” or “World Tree.” Often this tree is con-sidered to be at the very center of the universe;with roots in the ground and branches soaringtoward the heavens, it is considered a vital con-nection between the world of the spirit and earth.

In the Garden of Eden, there were two trees:the Tree of Life and the Tree of Knowledge, fromwhich hung the forbidden fruit. Early Christiansidentified the Cross of Jesus Christ as the WorldTree, claiming that it had been made from woodfrom the Tree of Knowledge.

Among the Evenk tribe of Siberia, a birch treeis placed at the center of a shaman’s (or holy person’s) tent so that he can climb to heaven ordescend to the underworld. In Chile, among traditional peoples, female shamans climb high

poles, called trees, during their ceremonies.During the Lakota Sun Dance, a standing polewith grass and buffalo hair at the top is celebrat-ed as the center of the earth.

In Scandinavian mythology, a giant ash treewas thought to support the whole universe. Oneof its roots went to the underworld, another tothe land of the giants, and the third to the homeof the gods. At its base were three wells, one ofwhich was the source of wisdom. Beside thesewells, the goddesses of fate dispensed justice.After the end of the world, the Norse believedthat this ash tree, called Yggdrsill, would be thesource of new life.

Natalie Babbitt has said how much she lovedfairy tales and myths when she was a little girl,and she may have known the significance ofthe World Tree to Christians. Perhaps too sheknew that ash trees were used long ago in rain-making ceremonies because they were believedto attract lightening. What other evidence canyou find in Tuck Everlasting that the authorknew these old stories? What other kinds oftrees have you noticed in the myths and storiesthat you have read?


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Enrichment: The Ethics of Life and Death

How do we know what’s right and what’swrong? Most people, for instance, would agreethat killing is wrong, but if you asked them if itwas all right to kill during a war, there would besome disagreement. Many would say that, yes,it’s all right to defend yourself. Some would saythat it was right to kill people—as long as theywere different from you, while still others wouldsay that under no circumstances was killing everright. What if someone asked you about capitalpunishment or eating meat? What would youhave to say about killing then?

Whenever people discuss what’s right andwrong, what’s fair and not fair, they are discussing ethics. To help them answer thesequestions, people often rely on their culturaltraditions. For instance, the killing of a slavejust a few hundred years ago was not illegal;slaves were regarded as property, not people. Ifyou had grown up in a different time and place,what would you have thought was right?

Religion also provides people with a frame-work for making moral decisions. The Jains ofIndia are so opposed to killing that not only arethey vegetarians but they also use screens tostrain their drinking water so they will not accidentally ingest and kill small insects. And of course, in all different times and places, thereare people like Winnie Foster who listen to theteachings of their own hearts.

When philosophers consider an ethical dilemma concerning a particular action, they firstexamine the motivations or intentions behindthat action. In our own society, for example, wejudge killing differently based on the intentionsof the murderer. There is a difference in theAmerican judicial system between accidental andpremeditated, or planned, killing. Then the ethi-cist considers the moral consequences of theaction. Can a bad action produce a good result?Can a well-intentioned action sometimes lead toterrible consequences?

What do you think about the actions of thecharacters in Tuck Everlasting? Was Winnie

right to save the life of the fish? Explain why orwhy not. Was what Mae did right? Why did shedo what she did? What would have happened ifshe hadn’t?


Name ______________________________________ Date _______________________

Tuck Everlasting Before Reading the Book

Reading Strategy: Titles

A writer often spends a long time thinking of a title for a book. Because they are thevery first words we read, titles can have a powerful influence on what we think about abook or whether we will even read it at all.

Writing in Your Literature Response Journal

A. Write about one of these topics in your journal. Circle the topic you chose.

1. Tuck Everlasting. Take a minute to think about that title before you begin to read.What does it remind you of or make you think about? How does the word ever-lasting make you feel, and why?

2. Imagine you could live forever. Would you want to? Tell why or why not. Whatwould you do with your time if you were immortal?

3. Write about a time when you thought about running away from home. What madeyou want to leave? Where did you want to go? What kept you from running away?

4. How have you changed since you were little? What kinds of experiences havemade you change?

B. What were your predictions, questions, observations, and connections about thebook? Write about one of them in your journal. Check the response you chose.

❒ Prediction ❒ Question ❒ Observation ❒ Connection

Literature Response Journal

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Group Discussion

Name ______________________________________ Date _______________________

Tuck EverlastingBefore Reading the Book

For Your Discussion Group

A Death is a topic that often makes people uncomfortable.We may feel embarrassed or afraid to talk about whatwe believe and what we think about the subject ofdeath. Yet Tuck Everlasting is a book that asks readersto think deeply about the meaning of life and death. Asyou begin to talk together as a group, make sure yourespect how difficult it can be for people to discuss thistopic. Remember, too, that people with different religiousbackgrounds may have different opinions about the subject.

A Begin by having each group member share an experience he or she has had withdeath. Perhaps it was the death of a friend or relative, or a pet, or an event seen froma distance that affected him or her deeply. As each person shares, listen closely. This isa time for listening only, not for making any comments.

A As a group, talk about the following questions: Is death always bad? Why do we die?Is there anything that doesn’t die? What is the purpose of our lives? (These are ques-tions that keep philosophers and religious thinkers busy. The purpose of this conversa-tion is to find out what different people think, not to convince them of the rightness ofany one person’s opinion.)

A After a discussion as deep and philosophical as this, you may find that you have newquestions to wonder about. Write them down in your journal, and continue to thinkabout them as you read the book.

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Name ______________________________________ Date _______________________

Tuck Everlasting Prologue and Chapter 1

Reading Strategy: Rereading

Even the best readers don’t always understand things the first time they read them. Thebeginnings of books, in particular, can be confusing. The prologue to Tuck Everlasting issubtle and contains some complicated imagery. When you finish it, you may find thatyou want to go back and read it again. You will probably notice more as your reread.Once you settle into a story and get to know the characters, it usually will not be neces-sary to reread everything.



1. Reread the passage on page 7 about the ownership of land, and think about thequestions Babbitt asks. How would you answer them? What other questions doesthe passage make you want to ask?

2. Chapter 1 is a very detailed description of a place—of a wandering road and awood. Think of a powerful place that you know well. What does it look like? Whatdoes it feel like to be there? How do you get there? Describe it as carefully andspecifically as Natalie Babbitt does.

B. What were your predictions, questions, observations, and connections as youread? Write about one of them in your journal. Check the response you chose.



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Group Discussion

Name ______________________________________ Date _______________________

Tuck EverlastingPrologue and Chapter 1


A One of the best things about reading abook with a group of people is that youdon’t have to understand everythingon your own. If you understand a littlebit of something and someone else canmake sense of another sentence, thenyou can put together what you know and begin to figure out the whole book.

A Each group member should draw a picture of a Ferris wheel on a sheet of paper. Ifanyone doesn’t know what one looks like, someone else can explain. Anyone whohas ridden on a Ferris wheel can share the experience. Explore the following ques-tions: How does it feel to be at the very top? Have you ever experienced that “pause”that Babbitt refers to?

A As a group, read aloud the prologue. Think about the question, “What is being com-pared to a Ferris wheel?” (Hint: There is more than one thing.)

A Finally, add the comparisons to your original drawing of a Ferris wheel, using eitherwords or pictures. For instance, at the hub of the wheel is the sun. What else is at thehub? Which things mentioned in the prologue are at the top of the wheel? Whichthings are at the bottom? Include as many of these things as you can.

Writer’s Craft: Conceits

Writers are always making comparisons, for example, “the wind was like a dragon” or “shewas a bear when she was mad.” A comparison can often help us understand the feeling ofsomething more completely. Sometimes writers, and particularly poets, will continue with acomparison for an entire paragraph, sometimes even for an entire book. They return to thecomparison again and again. Such an elaborate comparison is called a conceit. In the pro-logue to Tuck Everlasting, Natalie Babbitt creates an elaborate conceit using a Ferris wheel.As you read, watch how she continues to use images of wheels throughout the book.

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Name ______________________________________ Date _______________________

Tuck Everlasting Chapters 2–5

Reading Strategy: Asking Questions

Readers who ask questions are usually thinking a lot about the story. A good readerquestions everything: Why did the author use this word to describe the character? Whydidn’t the author mention anything about where they were? What’s really happening inthis paragraph? When you read, pay attention to your questions and note them in yourjournal. As you begin to think about your questions and talk about them in your group,you will begin to understand much more about what you’re reading.



1. What kinds of questions are you asking as you read Tuck Everlasting? If you couldtalk to Natalie Babbitt right now, what would you ask her about the book and thecharacters? Record your questions, and add to the list as you continue to read.

2. Natalie Babbitt describes the light in the woods in the following way:

For the wood was full of light, entirely different from the lightshe was used to. It was green and amber and alive, quiveringin splotches on the padded ground, fanning into sturdy stripesbetween the tree trunks.

Right now, notice the light. Where is it coming from? What color is it? Notice theshadows, too. Describe the light and shadows as completely as you can.

3. What do you notice about Jess Tuck? Do you know any seventeen-year-old boys?How is he like them? How is he different?




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Group Discussion

Name ______________________________________ Date _______________________

Tuck EverlastingChapters 2–5


A A good detective knows that absolutelyanything might be a clue and thereforerelies on intuition when checking out acrime scene. “This might be importanteven though I’m not really sure why,”the detective thinks. A good reader alsopicks up clues while reading, figuring outthings that the author implies but doesnot actually explain. With your group,share the details and bits of informationyou’ve noticed. Think about how thishelps you understand what is reallygoing on in the story.

A Begin by collecting the clues you have discovered about each of the following characters:

• Winnie’s family• the man in yellow• the boy in the wood

A As a group, what can you figure out about these different characters? What are theyreally like? So far, which characters do you have the best feelings about? Explain why.

Writer’s Craft: Specific Language

When Natalie Babbitt describes the quality of light, it is not just yellow but amber. Later,the light is golden, and then it changes to a ragged blaze of red and pink. Writers noticesubtle differences and use specific language to express the differences. The sea is notonly blue but can also be azure or turquoise or aquamarine. Think of how many differ-ent words you know for small, for red, or for walk.

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Name ______________________________________ Date _______________________


Reading Strategy: Making Allusions

When you read, you will often be reminded of something else. One of the characters willremind you of your brother, or a situation will remind you of something you once saw ina movie. Sometimes the story will remind you so much of another story you have readthat you will begin to wonder if the author actually wants you to make a connection to it.In fact, the author may be making an allusion, or hidden reference, to the other story byincluding enough similarities between the stories to lead readers to make the connection.



1. As you read about the Tucks and their situation, ask yourself what other stories itreminds you of. Why would Natalie Babbitt want you to think about that story?

2. Imagine that you are Winnie. What would you be thinking about when you werewith the Tucks? Write an entry in your journal as if you were with the Tucks thatnight. What would you say?

3. Read the following quote from Tuck Everlasting:

If you’d had a drink of it today, you’d stay a little girl forever.You’d never grow up, not ever.

If you could be any age forever, what would it be? Explain your thinking. What ifyou were the age you are right now forever? Describe what you think that wouldbe like.




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Group Discussion

Name ______________________________________ Date _______________________



“Winnie—isn’t it peculiar? And kindof wonderful? Just think of all thethings we’ve seen in the world! Allof the things we’re going to see!”“That kind of talk’ll make her want to rush back and drink a gallon ofthe stuff,” warned Miles. “There’s a whole lot more to it than Jesse Tuck’sgood times, you know.”

A After reading the passage, discuss the questions below in your group.

• What would it really be like to live forever? What would be wonderful about it?What would be terrible? Would you take a drink?

• Should the Tucks have kidnapped Winnie? Justify your thinking. What else couldthey have done? What might have happened if they had done what you suggest?

Writer’s Craft: Words in Context

Without using a dictionary, we can often figure out what a new word means. Read thefollowing passage from Tuck Everlasting:

And Winnie, laughing at him, lost the last of her alarm. They werefriends, her friends. She was running away after all, but she was notalone. Closing the gate on her oldest fears as she had closed the gate ofher own fenced yard, she discovered the wings she’d always wished shehad. And all at once she was elated.

What is the meaning of the word elated in the last sentence? The earlier sentences tellyou that Winnie is laughing and so happy she feels like she has wings. In fact, that is agood definition for elated. When you use the other words in a sentence or paragraph tofigure out an unfamiliar word, you are using the context, or meaning, for clues. As youread, see if you can figure out unfamiliar words from their context.

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Name ______________________________________ Date _______________________


Reading Strategy: Visualizing

By now you’ve noticed how much Natalie Babbitt loves describing things—the woods,the quality of the light, the inside of the Tucks’ home. Can you see these things in yourmind as you read? Can you see them happening in your head like a movie? If you can,you are visualizing what you read. If not, slowly read the paragraph at the beginning ofChapter 10 that describes the Tucks’ house. After each sentence, shut your eyes for amoment and try to really “see” the house. The more you practice visualizing what youread, the better you will get at it.



1. As you read, try to become aware of how you are visualizing the story. Describeyour process of seeing the story in your journal.

2. What do you think about the Tucks and their home? Do they remind you of any-one you know? Would you be comfortable staying with them? Explain why orwhy not.

3. In Chapter 12, Tuck talks with Winnie for a long time about life and change. Whatdoes he say that really captures your attention? In your journal, record that pas-sage and any others from the chapter that speak to you. What do these passagesmake you think about?




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Group Discussion

Name ______________________________________ Date _______________________



A Begin by having everyone in the group share a sentence from this section that he or she found particularly interesting or important. If people have chosen the same sentence, it is probably a very significant sentence.

A Now discuss the sentences you chose and why they are so important to you. Can thegroup decide what is the most important sentence in this section? Have someone writedown all the sentences you chose and the reasons why.

Writer’s Craft: Surprising Adjectives

. . . a vast and tipsy brass bed took up most of the space . . .

How can a bed be tipsy—a little drunk? Of course it can’t, but that choice of adjectivemakes you imagine an unsteady bed. A good writer will often surprise us with the wayhe or she combines words, using them in unfamiliar or fresh ways. As you read TuckEverlasting, notice the adjectives that Natalie Babbitt uses to describe things. Earlier inthe book, for instance, she refers to the man in the yellow suit as having an apologeticbeard! What other adjectives do you find surprising?

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Name ______________________________________ Date _______________________


Reading Strategy: Noticing What the Author Leaves Out

Natalie Babbitt describes some things very specifically, while she doesn’t mention otherthings. In fact, there is some information, such as in what country and state this story takesplace, that she leaves out altogether. Why do you think Babbitt omits this information?



1. What other names or information do you notice that Babbitt leaves out of TuckEverlasting? Why do you think she does this?

2. Winnie asks Miles to spare the life of the fish he catches. Why do you think shedoes this? What does Miles think about her request? What do you think about it?Write about an experience you have had that might be similar to Winnie’s.

3. Again and again, Natalie Babbitt describes the sky and the sun at different timesduring the day. The passage below is one example.

The sky was blue and hard now, the last of the mist dissolved, andthe sun, stepping higher above the trees, was hot on Winnie’s back.

With each description, the author seems to see something different. Choose somethingin your environment to watch—a tree, a building, a mountain, a view from a win-dow—and look carefully at it at three different times during the day. How does itremain the same? How does it change? Look very closely, and write about what yousee each time in your journal.




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Group Discussion

Name ______________________________________ Date _______________________



A Read aloud the following passage fromthe book:

She looked at Miles and then sheasked him, “What will you do, ifyou’ve got so much time?”“Someday,” said Miles, “I’ll find away to do something important.”Winnie nodded. That was what she wanted.

A Based on what you’ve read so far about Miles and his family, what do you think he will do? Before you begin talking as a group, take some time individually and look for evidence in the book—descriptions of what Miles says and does—to supportyour opinion.

A Do you think Winnie will do something important? Justify your reasoning.

A Finally, if you had all the time in the world, what one thing would you most want to do?

Writer’s Craft: Slang in Dialogue

Most people don’t speak in absolutely perfect English. They use slang, words andexpressions that are particular to where they live or their generation. Often these are thewords that give our language its color. In Tuck Everlasting, the constable uses theexpressions in cahoots and get a gander. Look up these expressions in a dictionary tofind out in what country and at what period of time they were popular. What are someslang expressions you and other people use today?

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Name ______________________________________ Date _______________________


Reading Strategies: Making Predictions

What’s going to happen next? When we are really involved in a book, that is what weare always wondering. In fact, usually we come up with an idea of what we think willhappen and then revise it as the author gives us more and more information. Do youprefer books that are predictable, that happen exactly as you imagine they will, or doyou like them to be surprising, taking twists and turns you hadn’t anticipated?



1. What did you originally think of the man in the yellow suit when he firstappeared? Has your opinion of him changed or stayed the same? Tell why. Why do you think he is always described as “the man in the yellow suit”?

2. What if the man in the yellow suit succeeds with his plan? Describe what youthink will happen.




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Group Discussion

Name ______________________________________ Date _______________________



A In your journal, write about the sceneat the end of Chapter 19 between MaeTuck and the man in the yellow suit.Did Mae do the right thing? Explainyour thinking. Is killing always wrong? When is it right? When is it wrong?

A Now talk about the questions above with the members of your group. Remember that it isas important to ask questions of yourself and one another as it is to share your opinions.

A Whenever you are considering an ethical question, try to consider not only the imme-diate situation but also the consequences of the ethical decisions you make. Forinstance, if you decide that the killing in this situation is all right, what other kinds ofkilling might also now be acceptable?

Writer’s Craft: Comparisons

Natalie Babbitt’s writing is filled with comparisons.

His eyes were closed now, but except for that, he looked more than everlike a marionette, a marionette flung carelessly into a corner, arms andlegs every which way midst tangled strings.

Sometimes those comparisons are there to help us create a more vivid picture of thescene—and sometimes those comparisons contain hidden information. For instance, whydoes Babbitt compare the man in the yellow suit to a marionette? Brainstorm everythingyou know about marionettes, and see if you discover anything hidden in the comparison.

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Name ______________________________________ Date _______________________


Reading Strategy: Adjusting Your Reading Speed

When you get close to the end of a book and are eager to find out what happens next, it isnatural to find yourself reading so fast that your eyes are skipping over words and wholesentences. In fact, most good readers don’t read every word, but they let their eyes skimacross the page to get the feel for what is happening. Of course, if you don’t know what ishappening, you probably need to read more carefully. Also, after finding out the resolutionof the plot, you may discover that you want to go back and look over certain passages,savoring the words. What is important to know is that there is no one right speed for read-ing. Sometimes we want to read fast, and sometimes it is helpful to read slowly.



1. How would you describe your reading speed for this section of Tuck Everlasting?Were you reading faster than you usually do? Did you find yourself going backand rereading certain passages? If so, explain why.

2. How is Winnie different since her experience with the Tucks? Have you ever hadan experience that changed the way you looked at everything around you?

3. Why do the following words come into Winnie’s head?

Stone walls do not a prison make,Nor iron bars a cage.

What do these words mean? How many different kinds of prisons are there in thisstory?




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Group Discussion

Name ______________________________________ Date _______________________



Winnie had her own strong sense of rightness.

A How is it both right and wrong for Winnie to rescueMae from the prison? Why does Mae make the deci-sion she does? Does she follow her own “sense ofrightness” or not? What would your sense of right-ness have told you to do?

A The Tucks inspire great love in Winnie. Why is this? What are the Tucks like? How dothe different members of your group feel about them? Do you think the Tucks wouldbe different if they were not immortal? Would you want to spend time with them?Explain why or why not.

Writer’s Craft: Abstract Language

Two days before, they would have insisted that she stay indoors, butnow, this morning they were careful with her, a little gingerly, as if shewere an egg.

When she wants to, Natalie Babbitt can be very precise about the words she uses. Atcertain times in the story, however, she seems to be intentionally abstract, or vague. Inthe above passage, who is they? How many of them are there? What are their names?Why don’t we know? What effect does it create to withhold that information? Are thereother points in the story where Babbitt uses abstract language?

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Name ______________________________________ Date _______________________

Tuck Everlasting Chapter 25 and Epilogue

Reading Strategy: Author’s Purpose

Writers have different purposes for writing. An author may write a humorous or tragicstory to entertain and enlighten readers. A writer may produce an article filled withfacts and details to inform readers. In a newspaper editorial, a writer may try to per-suade readers to think a certain way about a specific issue. Natalie Babbitt’s purpose forwriting in general can be described as a combination of wanting to entertain readersand also to make them think. What do you think her specific purpose for writing TuckEverlasting was?



1. Did the ending of the book surprise you? Explain your answer. Did you want theending to be different in any way? If so, tell how.

2. Imagine a day in Winnie’s life after the Tucks left. What happens to her on thatday? What does she think about?




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Group Discussion

Name ______________________________________ Date _______________________

Tuck EverlastingChapter 25 and Epilogue


A For most of Winnie’s life, the tree andthe fountain are available to her. Why doyou think she never drinks from it?What has convinced her not to drinkfrom the fountain? Each group membershould find a scene or moment from thestory that contributes to Winnie’s deci-sion-making process.

A Share these scenes, and then discuss the following questions together: Why do youthink Winnie gives the water to the frog? What evidence is there from the book tosupport your opinion?

A Now that you have finished reading, talk together about why you think NatalieBabbitt wrote this book. Clearly she has a message she wants to share. What do youthink it is?

Writer’s Craft: Multiple Definitions

What does catholic mean in the following sentence?

Mae and Tuck clattered on into the village proper, past a catholic mixtureof houses which soon gave way to shops and other places of business . . .

Does the word mean that everyone living in those houses is a practitioner of the RomanCatholic religion? Is it possible that catholic has a completely different meaning? In fact,if you look up catholic in the dictionary, you will discover that another definition of theword is, “having a broad range of tastes and styles.” What the word means in the abovesentence is that there were a lot of different kinds of houses. Many words have multipledefinitions. If you are uncertain about how a word is being used, make sure you look itup in the dictionary.

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Name ______________________________________ Date _______________________

Tuck Everlasting After Reading

Symbolism

You could describe an American flag as a piece of fabric with red and white stripes, ablue background, and white stars—but that doesn’t describe what the flag really is. Thispiece of tri-colored fabric arouses passionate feelings in people. It makes them think ofthe 50 states, the 13 colonies, George Washington, Betsy Ross, and the fight for free-dom. The American flag is a symbol of this country. When we look at it, we are remind-ed of the history, ideals, and struggles of the United States.

Writers often use symbols—simple images that carry meaning and emotion. They arelike the hot spots or links on a computer screen which, when we click on them, open outinto vast realms of possibility. How can you tell when a tree or a mountain is a symbolin a story and not just a tree or a mountain? One way is to look at the frequency withwhich the writer mentions it; another is to look at how it is introduced and described. Forinstance, in Tuck Everlasting, barely a chapter goes by without the author mentioningthe sun or the light in a room. Why does Natalie Babbitt do this? Does she really likesunshine or is she trying to point us toward something else?

A Begin by brainstorming all the things the sun and light make you think of. Includeeverything that comes to mind. Do this individually. Then share your list with yourgroup. Ask one member to record everyone’s thoughts.

A Next divide the chapters of the book among the members of your group, and haveeach person scan the text for all the references to sun and/ or light.

A Read aloud the references you found. You may want to copy them out of the bookand spread them out on a table. What do you think? Why is Natalie Babbitt writingabout the sun and the light so much? What do you think they symbolize?

A Remember that a symbol brings up many powerful associations. The American flagpoints to battles fought, to the states themselves, and to the people who founded thiscountry. What does the sun point to in Tuck Everlasting? In the center of a sheet ofpaper, draw the sun. Around the sun draw all the different things it symbolizes in thestory. Compare your drawings.

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Name ______________________________________ Date _______________________

Individual Projects

1. Over 160 reviews of Tuck Everlasting appear on the Web site for Amazon.com. Read five toten reviews and report to your group. What were some of the more typical things people said?Which comments were the most surprising? Do most people like Tuck Everlasting? What aretheir reasons? Write and post your own review.

2. Natalie Babbitt began as an artist, and her books are filled with visual descriptions. Still, TuckEverlasting is not illustrated. What five scenes would you choose to illustrate and why? Whatwould the tree and fountain look like? What would Winnie’s house look like? Make sketches ofsome of these scenes. Next to each picture write the passage from the book that inspired you.

3. America has often been called “the culture of youth.” What evidence of that can you find? Cutout pictures from magazines, articles from newspapers, and/or descriptions of products thatclaim to extend or maintain youth. What can you find that celebrates old age?

Name ______________________________________ Date _______________________

Group Projects

1. Have each group member interview five to ten different people about death and immortality.Ask the following question: If you could drink from the Fountain of Youth, would you? Youmight suggest that some group members talk only to little kids, others to teenagers, some toparents or middle-aged people, and some to the very old. Compare your findings. What weresome of the most surprising things people said? Were there any similarities among people of acertain age? Organize your findings into a presentation for the class or a bulletin board.

2. Hold a debate on an ethical issue. Examples include the use of life-support systems, assistedsuicide, capital punishment, or organ transplants. Divide your group into two teams. (Peoplecan choose a side, but it is often better to assign people to teams randomly.) Each team shouldresearch its side of the issue. You may also find it helpful to study the opposing opinions sinceyou will be arguing against them.

One team presents its case, and the other team has the opportunity to present its case. Thenthe first team can respond, and so on. It helps to set a time limit for presentations andresponses and also to have an impartial moderator from outside the group. After debating,each team member should ask: What do I finally think about this issue and why? Remember,it’s all right to change your mind, and it’s also fine to remain undecided. Write your individualresponses, and then conclude the debate by sharing them together.

3. If the Tucks do indeed live forever, their story will go on and on. We see them only 160years after they drink from the fountain. What will they be like at the turn of the next millennium, in the year 3000? Each group member should write a chapter from some future point in the eternal life of the Tucks.

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32Literature Circle Guide: Tuck Everlasting © Scholastic Teaching Resources

Literature Circle Guide: Tuck Everlasting © Scholatic Teaching Resources

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Literature Circle Guide - Mrs. Freeman's 5th Grade...Literature Circle Guide: Tuck Everlasting by Perdita Finn New York • Toronto • London • Auckland • Sydney Mexico City •