Grade 4 Unit 1

CHANGEThis six-week unit invites students to explore life cycles, including their own through the fiction piece Tuck Everlasting, in order to recognize the difference between our cycle of life and the Tuck family’s.

ELA Standards:

RL.4.2: Determine a theme of a story, drama, or poem from details in the text; summarize the text.

RI.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

RF. 4.3(a): Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology(e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

W. 4.2(a): Introduce a topic clearly and group related information in paragraphs and sections; include formatting(e.g., headings) illustrations, and multimedia when useful to aid comprehension.

W.4.2(b): Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

SL.4.1(a): Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

SL.4.1(b): Follow agreed-upon rules for discussions and carry out assigned roles.

L.4.4(a): Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.

Suggested Student Objectives: I CAN… Find similarities and differences in story characters, and how they change over the

course of a story.

Write a variety of responses to the text using coherent paragraphs. Research how living things have a balance and natural cycle and create a storyboard

depicting such cycle. (e.g., life and death cycle of a butterfly or a frog) Begin to make connections between poetic/literary device and the theme of a story,

drama, or poem.

Suggested Activities:

Please read this first to get background information and other activities that you may want to use with this unit. http://www.scholastic.com/kids/homework/pdfs/Tuck_Everlasting.pdf

Introduction : Break students into groups, go over rules for participation and role assignment. (SL.4.1(b) Follow agreed-upon rules for discussions and carry out assigned roles.) Use the anticipatory Guide to help students think about the statements and decide whether they agree or disagree with them. Be sure to be able to explain your thoughts to a partner. Download the Anticipatory Guide at this link. http://www.curriki.org/xwiki/bin/view/Coll_hlengst/Day4AnticipatoryGuideandVocabularyPretest?bc=;Coll_hlengst.TuckEverlastingNovelStudy

Chapter Titles : As a group create a title for each chapter as you read. Remember that a title may be any of the following: a main idea, the name of a character, a quote, the name of a place, or an image/event. (RL. 4.2: Determine a theme of a story, drama, or poem from details in the text, summarize the text.)

Vocabulary : (RF. 4.3(a): Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. http://quizlet.com/1947070/tuck-everlasting-contract-2-flash-cards/

Read the book: The two websites provide vocabulary, guiding questions and activities for each chapter. http://www.legendce.com/brownstone/wp-content/uploads/2009/03/tuck-everlasting-study-guide.pdf

http://www.curriki.org/xwiki/bin/view/Coll_hlengst/TuckEverlastingNovelStudy?bc

Writing: ( L.4.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.)

http://ww2.sjc.edu/cziegler/LessonTuck.htm

Writing: Students discuss the topic of everlasting life after completing the novel, Tuck Everlasting. They examine advertisements for bottled water on the Internet and in magazines. Then they create their own advertisement for ageless water. Present their ad on the school news.(W.4.2(a): Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g. headings), illustrations, and multimedia when useful to aid comprehension.

Writing: Using information gathered from the Internet, you will learn to distinguish forms of fiction such as legends, myths and fairy tales. Students will create a story of their own using one of these possible themes: *Eternal Life *The Creation of the Earth *Life’s lessons and morals *The Cycle of Life ( W.4.2(b): Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.)(AH-4-HA-S-DT1 Students will associate storytelling, myths, legends or folktales they experience of perform with specific cultures (Native American, Appalachian, West African); describe how literature and oral tradition reflects the cultures.)http://cyberschool.sd42.ca/online/langarts/tuck/enrich/tucksg1.htm http://www.pinkmonkey.com/dl/library1/story202.pdf#search='The%20Water%20of%20Life%20grimm '

Poetry: The Road Not Taken – by Robert Frost. Compare the poem to the story Tuck Everlasting. http://imet.csus.edu/imet2/bowmany/tuckweb/downloadables/road_not_taken.htm

Poetry : In chapter 24 Winnie can only remember two lines of a poem. Discuss what those lines are actually saying, how does it relate to the story Tuck Everlasting. Share the entire poem with students. Note that Winnie’s two lines are in the last stanza. http://www.luminarium.org/sevenlit/lovelace/altheaprison.htm

Social Studies: If everyone lived forever, what would happen to our resources? (SS-04-3.1.1 Students will describe scarcity and explain how scarcity requires people in Kentucky (or Treegap) to make economic choices (e.g. use of productive resources – natural, human, capital) and incur opportunity costs.

Social Studies: Think about the main characters in Tuck Everlasting give examples of conflicts, compromise and cooperation that each experienced. (SS-04-2.3.1&2)

Social Studies: Students will study Ponce De Leon and the Fountain of Youth. (SS-04-4.1.1 Students will use geographic tools (e.g., maps, charts, graphs) to identify and describe natural resources and other physical characteristics (e.g. major landforms, major bodies of water, weather, climate roads, bridges) in regions of Kentucky and United States. http://pave4.pavenet.org/users/JHawsey/Standard%2002/S2.1/6663APP4WebquestJHawsey.pdf

Social Studies: Guest Speaker: When the Tucks return to Tree gap in the epilogue, they find the town very different. What would your town look like if you were to return in one hundred years? What has changed? What has stayed the same? Mr. Wallace Reed will present a power point on the changes in Powell County. Timeline. (SS-04-4.4.1 Students will explain and give examples of how people adapted to/modified the physical environment(e.g., natural resources, physical geography, natural disasters) to meet their needs during the history of Kentucky and explain its impact on the environment today.) (SS-04-5.2.3 Students will compare change over time in communication, technology, transportation and education in Kentucky.)

Science: SC-04-1.2.3 Students will explain that sound is a result of vibrations, a type of motion; describe pitch (high, low) as a difference in sounds that are produced and relate that to the rate of vibration. Refer back to Mae Tuck’s music box and how that music is created. Also bring in the strings on a dulcimer and a guitar to tie in Appalachian culture.

Science: Talk about how things changed and didn’t change in Tuck Everlasting. Reread Chapter 7 and the Epilogue discuss how the woods and Treegap had changed. SC-04-2.3.2 Students will describe and explain consequences of changes to the surface of the Earth, including some common fast changes (e.g., landslides, volcanic eruptions, earthquakes), and some common slow changes (e.g., erosion, weathering ).

Science: Students explore life cycles, including their own, in order to recognize the difference between our cycle of life and the Tuck family’s. (SC – 04-3.4.3 Students will compare a variety of life cycles of plants and animals in order to classify and make inferences about an organism. Plants and animals have life cycles that include the beginning of life, growth and development, reproduction and death.) http://cyberschool.sd42.ca/online/langarts/tuck/enrich/TUCKSG4.HTM

Math: Recognize that like the Tucks counting numbers can go on forever. ( 4.NBT.2 Read and write multi –digit whole numbers using base-ten numerals, number names, and expanded form.

Math: The circle of life has a beginning and an end, so too, do most math problems. (4.OA.3 Students solve multistep word problems posed with whole numbers and having whole-number answers using the four operations including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.)

Math: Reread Chapter 24 and discuss how Winnie traded places with Mae. Discuss place value. (4 NBT.1 recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right.)

Practical Living/ Career Studies: plus (S.L. 4.1(a)(b) – RI 4.1 – W.4.2(a)(b) Students will explore attitude about growing older in America and look at important social and health aspects which affect the quality or our lives. Using the link below to complete the activities. http://pave4.pavenet.org/users/JHawsey/Standard%2002/S2.1/6663APP4WebquestJHawsey.pdfPL -04-1.1.7 – Students will explain how strategies (e.g., diet, exercise, rest, immunizations) and good hygiene practices (e.g., hand washing, brushing teeth, using tissues, not sharing personal items, adequate protection from ultraviolet rays) promote good health and prevent communicable and non-communicable diseases.PL-04-1.1.8 – Students will identify behavior choices (tobacco, alcohol, illegal drug use) that result in negative consequences.PL-04-1.2.2 – Students will describe key recommendations made in the Dietary Guidelines for Americans (weight management, physical activity, food groups to encourage) and the overall purpose of these guidelines.PL-04-2.2.1 – Students will describe physical and social benefits that result from regular and appropriate participation in physical activities:PL-04-4.3.1 – Students will explain how technology tools (e.g., computer programs, Internet, email, cell phones) are used in home, schools and jobs.

Practical Living/Career Studies – Guest Speaker: Mrs. Laura Young – Chapter 11 talks about Flapjacks for supper, have students come up with a healthy alternative for flapjacks (e.g., whole wheat, buckwheat, fruit toppings). PL-04-1.2.2 Students will describe key recommendations made in the Dietary Guidelines for Americans (weight management, physical activity, food groups to encourage) and the overall purpose of these guidelines.

Practical Living /Career studies: Grandparent’s Day – September 9, 2012. Have students’ invite their Grandparents to join them for breakfast at school. Take picture with grandparent. (PL-04-1.1.1 Students will describe effective social interaction skills(e.g., identifying emotions, listening, cooperation, communication, sharing, empathy, following directions and making friends) that promote responsible and respectful behavior.

Art and Humanities/Visual Art: Students will become familiar with a color wheel. Tie the wheel to the metaphor of the wheel used in Tuck Everlasting.(AH-4-SA-S-VA1 – Students will recognize and describe elements of art (line, shape, form, texture and color(primary and secondary hues) and color schemes (warm, cool, neutral- black, white, gray, sometimes brown/beige as earth tones) and principles of design (emphasis, pattern, balance, contrast) using visual art terminology.

Art and Humanities/Visual Art: Reread the following pages from the novel, Tuck Everlasting, and choose one scene to paint. (5), (24), (60). (AH-04-4.4.1 Students will create artwork using the elements of art and principles of design.) http://cyberschool.sd42.ca/online/langarts/tuck/enrich/TUCKSG2.HTM

Art and Humanities/Visual Art : Students break into partners. Each person takes a turn reading their descriptive narrative using the literary devices from previous writing lesson. As one partner reads the other person draws the picture to represent the story. Students may choose to share their stories and pictures with the class.(AH-4-PA-S-VA5 – Students will describe/draw personal responses to artwork( story); explain why there might be different responses to specific works of art or literature.)

Art and Humanities/Music: Throughout the book Tuck Everlasting, Babbitt refers to life as a wheel or circle. Teach students the song May the Circle be Unbroken. (AH-4-SA-S-Mu4 – Students will recognize, describe and compare various styles of music ( spirituals, game songs, folk songs, work songs, lullabies, patriot, bluegrass) http://www.bing.com/videos/search?q=may+the+circle+be+unbroken&mid=96945FD5BA889F9E52EB96945FD5BA889F9E52EB&view=detail&FORM=VIRE3&adlt=strict

Art and Humanities/Music: What does the circle of life mean? How many kids have seen the Lion King? What circle of life is in the Lion King? Is there a circle of life in Tuck Everlasting? Learn the song Circle of Life from the Lion King. (AH-4-HA-S-Mu1 – Students will associate music they listen to or perform with specific cultures ( West African) describe in simple terms how the music reflects the cultures. http://batlyrics.com/circle_of_life-lyrics-lion_king.html

Art and Humanities/Music: http://vimeo.com/22382332 Learn the Circle Game song by Joni Mitchell. Will the Tuck’s get to experience the circle game? (AH-4-PCA-S-Mu2 – Students will listen to and perform music created to fulfill a variety of specific purposes. Artistic Expression – music created with the intent to express or communicate one’s emotions, feelings, ideas, experience (e.g., music created and performed in a concert setting for an audience)

Art and Humanities/Music: If possible take students to Senior Citizen Center, Nursing Home or plan a Grandparent’s Day program to perform the songs at.

Art and Humanities/Dance: Collaborate with PE teacher to create a square dance to go with May the Circle be Unbroken. Tie into Appalachian culture. (AH-4-HA-S-Da1 – Student will associate dances they observe or perform with specific cultures (Appalachian); describe in simple terms how dances reflect cultures.http://www.ceder.net/recorddb/viewsingle.php4?RecordId=6104

Art and Humanities/Dance : Collaborate with PE teacher to create a West African Dance to go with the song Circle of Life. Pull in West African culture and dance moves. (AH-4-HA-S-Da1 – Students will associate dances they observe or perform with specific cultures(West African) http://www.ehow.com/info_8575328_characteristics-west-african-dance-culture.html

Art and Humanities/Drama : You be the judge!: Imagine Mae Tuck hadn’t been able to escape. What might her trial have been like? Would the jury believe

her story or would they sympathize with the man in the yellow suit? Have a mock trial and find out! You will need a judge, a jury of twelve people, a prosecutor, and defense lawyer and witnesses for Mae Tuck. (AH-4-SA-S-DT3 – Students will observe, describe and apply creative dramatics (improvisation, mimicry, pantomime, role playing and storytelling) in a variety of situations.

Art and Humanities/Drama : Be a reporter: The town of Tree gap was certainly in a tizzy the day after Mae’s escape from the jail. What might the local newspaper have said of the mysterious circumstances surrounding her disappearance? You be the reporter who gets the story. Interview the townsfolk. Did anyone see anything? Has anyone heard any rumors? Perhaps someone has some gossip to include about Winnie’s affection for Jesse Tuck….( AH-4-PCA-S-DT2 – Students will observe and perform dramatic works created to fulfill a variety of specific purposes (Recreational drama for entertainment (e.g. drama/theatre as a hobby)

Resources:

Jeopardy Game for Tuck Everlasting http://literature.pppst.com/ABC/natalie-babbitt.html