Use the Kate Kinsella - inspired vocabulary squares to pre-teach new vocabulary words to the whole class for each section of the novel.
1. Describe the setting in complete sentences.
2. Why do you think it might be a terrible disaster if people discovered the giant ash tree and the little, bubbling spring? Predict what you think is going to happen.
3. What is Tuck’s “good dream” about?
4. Who is Winnie talking to about her troubles?
5. What is Winnie complaining about?
6. What does Winnie decide she should do to solve her problems?
7. Who is the man in the yellow suit looking for?
8. In chapter 5, Winnie meets a boy in the wood. Explain what the author means when she writes, “Sitting relaxed with his back against the trunk was a boy, almost a man. And he seemed so glorious to Winnie that she lost her heart at once.”
9. Why doesn’t Jesse want to share the water from the spring with Winnie?
10. What does Mae Tuck mean when she says, “The worst is happening at last?”
The Tucks have mixed feelings about living forever. Have students use the chart worksheet below to note their attitudes.
1. Why do the Tucks take Winnie with them?
2. Complete the story: 1. __________________________ years before, the Tucks had come, looking for a place to 2.____________________. In those days, the wood was a 3. ____________________. They thought they’d start a 4. _______________________ when they came out of the end of the trees, but they never seemed to 5.______________________. Then they happened upon the 6.______________________. They stopped and everyone took a 7. _______________________ except for the 8.______________________. The water tasted sort of 9._____________________. They came out of the 10._____________________ at last, and found a place to start their farm. One day, Jesse fell out of a 11._______________ onto his 12. _________________, but it didn’t 13._________________ him a bit! Pa got bit by a 14.__________________. Jesse ate 15. ______________ ______________. Mae cut herself slicing 16._______________. None of them got hurt, and as time passed none of them got any 17. _____________________.
4. How did the Tucks made sure that they were immortal?
5. Pretend you are Winnie. Do you believe the Tuck’s story? Why? Why not? Give support for the text.
6. How do the boys feel to have Winnie with them? Why is this important?
7. Who overheard the Tuck’s story? Why is it important for him to hear it?
8. Winnie thinks it’s sad that the Tucks don’t belong anywhere. What does she mean? How do you know?
9. Angus Tuck says that life is all around them, moving, growing and changing. He compares life to a rock and says that the Tucks are stuck. What does Tuck say would happen if people in Treegap know about the spring? Why is this so important for Winnie to understand. Why it is so important to Tuck that no one find out about the spring? What does Tuck mean when he says the pond has answers?
10. Describe the difference between the Tucks house and the Foster’s House.
Students will use this worksheet to organize the similes and metaphors that they find in the novel.
Use this worksheet to help students discover the role of setting in the development of a novel’s plot. On the worksheet, students brainstorm different settings from the novel, and write a short explanation of how each setting effects the plot.
In this novel, Natalie Babbitt utilizes changes in the weather to foreshadow events that effect the outcome of the story. Use this worksheet to help students explore how the author uses weather (heat, thunderstorms, etc.) to foreshadow the story’s action.
1. Why couldn’t Winnie sleep in Chapter 14?
2. What is Jesse’s big idea for Winnie?
3. In chapter 15, the man in the yellow suit explains this to the Fosters: “I’ve got what you want, and you’ve got what I want. Of course, you might find that child without me, but… you might not find her in time. So: I want the wood and you want the child. It’s a trade. A simple , clear cut trade.” (page 75) Explain what the stranger is doing to the Fosters. Is this an honorable trade? Why or Why not?
4. In chapter 17 Miles takes Winnie out fishing. Read the piece below and answer the following questions. “And then Miles caught a fish. There it flopped, in the bottom of the boat, its jaw working, its gills fanning rapidly. Winnie drew up her knees and stared at it. It was beautiful, and horrible too, with gleaming rainbow-colored scales, and an eye like a marble beginning to dim even as she watched it. “ (page 87) Explain how something could be beautiful and horrible at the same time.
5. Describe the offer that the man in the yellow suit makes to the TUCKS when he comes to their house to get Winnie. Why do you think the Tucks react the way they do?
6. When the constable arrives at the Tucks, Winnie explains, “They didn’t kidnap me…I came because I wanted to…” Why does she tell this to the constable?
7. What will happen to Mae if the man in the yellow suit dies? Why is that bad?
8. What plan does Winnie come up with to help Mae?
9. Describe how the rescue of Mae Tuck was performed. Use complete sentences.
10. Jesse gives Winnie a bottle of spring water. Why does Winnie pour this water on the toad? What does that mean she has decided to do with her life?
11. Why is the book called Tuck Everlasting?
12. Do you think Winnie made the right decision? Explain your answer.
13. Would you drink the spring water if you knew where it was? What else would you do? Explain why?
14. What does the reader find out about Winnie in the epilogue?
15. Explain the funny coincidence that happened at the end of the book between the toad and Angus Tuck?
Click here to view or download the Tuck Everlasting Rubric.
This rubric is aligned with the 6-traits of writing and the California Standards listed on the "standards" page. Since all students have different and varying writing needs, our language arts classes are based on using the 6-traits to help students improve these specific
Each semester the students learn and focus on improving particular traits. This essay is written at the end of the year, so the traits and rubric are built around what we expect from our students.
Click here to download the student pre-writing outline.
This outline is constructed to help students organize their notes and ideas after reading Tuck Everlasting. As the students work their way through the outline, they will see the skeleton of their essay. By working with this "skeleton," students will gain a powerful understanding of how to bridge notes and quotes from a book to formulate a logical and persuasive essay.
The following are actual essays that were turned and graded after teaching this unit. They include teacher comments and have been scored using the 6 + 1 Traits of Writing.