Tuck+Everlasting

“Winnie blinked, and all at once her mind was drowned with understanding of what he was saying. For she—yes, even she—would go out of the world willy-nilly someday. Just go out, like the flame of a candle, and no use protesting. It was a certainty.” —Tuck Everlasting

**NATALIE BABBIT** **THE AUTHOR** Natalie Babbitt was born and grew up in Ohio. She spent large amounts of time in those early years reading fairy tales and myths, and drawing. Her mother, an amatuer landscape and portrait painter, provided early art lessons an saw to it that there was always enough paper, paint, pencils, and encouragement. In those days, Mrs. Babbitt wanted only to be an illustrator, and went on to specialize in art at Laurel School in Cleveland and at Smith College. She married Samuel Fisher Babbitt, an academic administrator, right after graduation, and spent the next ten years in Connecticut, Tennessee, and Washington, D.C., raising Christopher (born in 1956), Tom (1958), and Lucy (1960).

She and her husband decided to collaborate on a children's book, The Forty-Ninth Magician (Pantheon, 1966), and then came another move, this time to Clinton, New York, where Mr. Babbitt became the first president of Kirkland College, the women's college coordinate to Hamilton College for men. Finding herself without a writer--college presidents are very busy people--Natalie Babbitt decided to try becoming her own author; and now finds that though she still enjoys illustrating, writing provides an equal challenge and is equally satisfying. Believing in the beginning that she would do best with rhyme, Mrs. Babbitt wrote her first two books, Dick Foote and the Shark andPhoebe's Revolt, in verse. But The Search for Delicious could only be written in prose; it is a long story which has its roots in all the fairy tales she read as a child. After this came Kneeknock Rise (the reader must decide whether this one is a fantasy or not) andGoody Hall, both novels. The Something, a picture book for young readers, came in between, and the author freely admits that it grew out of her healthy distaste for the dark.

Since that time, Natalie Babbitt has illustrated five books for Valerie Worth. Four of them are poetry books and have been published together in a paperback edition, All the Small Poems. Mrs. Babbitt has written and illustrated two books of stories about the devil called The Devil's Storybook and The Devil's Other Storybook. Between these came three novels: the modern classic Tuck Everlasting, which explores the possibility that endless life may be more of a curse than a blessing; a seashore fantasy, which is really a love story, called The Eyes of the Amaryllis; and Herbert Rowbarge, hailed by PUBLISHER'S WEEKLY as "her crowning achievement". The story of a man who never knows he has a twin brother, it is the ironic and moving depiction of a life ruled by an inexplicable sense of loss.

Natalie Babbitt's first full color picture book, Nellie: A Cat on Her Own, was praised in a starred BOOKLIST review as "a charming fantasy with the same graceful and precise language as Tuck Everlasting."

Natalie Babbitt, the grandmother of 3, lives in Providence, Rhode Island. Courtesy of Natalie Babbitt

Interview of Natalie Babbitt To see another interview with Natalie Babbitt about Tuck Everlasting, [|click here].

** READING RESPONSE WALL ** media type="custom" key="14901302"

To go directly to our reading response wall, [|click here].

"DONT BE AFRAID OF DEATH WINNIE  BE AFRAID OF THE UNLIVED LIFE." TUCK EVERLASTING media type="youtube" key="Jq5E6EDlAaI" height="360" width="640" To watch a video of the movie trail, [|click here].

Vocabulary + Assignments Every Friday there will be a Vocabulary Quiz* Vocabulary ASSIGNMENTS

CHARACTER'S PERSPECTIVE JOURNAL ENTRY

__Introduction:__By examining each of these six main characters from Tuck Everlasting as well as their perspectives regarding the value of life and living forever, it opens up the book in a broader sense. As you begin to put yourself in the shoes of these characters, you begin to understand the book a little better and use it to examine these larger themes (life and how it is valued by different people) in your own lives.

**__TASK:__**Students are to write a journal entry for the following six characters from __Tuck Everlasting__, by Natalie Babbitt: Angus Tuck, Mae Tuck, Miles Tuck, Jesse Tuck, The Man in the Yellow Suit, and Winnie Foster. After you write from the point of view of the characters, you are to write a journal entry from your own point of view. Each journal entry should be written from the point of view of the character. It is important to keep in mind how the character speaks and what their beliefs are, according to the book. While you will be writing fiction in the voice of these characters, you need to use the novel as support for your journal entries.

__JOURNAL QUESTION:__ In your journals you are to answer the following question: How valuable is life and how do you feel about the idea of living forever? Keep in mind this question has two parts the value of ife and everlasting life...

__CONSIDER THESE QUESTIONS TO GET YOU INTO THE MINDSET OF THE CHARACTERS__:

1. How does the character talk? Do they talk a lot? Loudly? Softly? Properly? Use slang words? 2. How old is the character? 3. What are the character's interests/hobbies? 4. How do they view their life? 5. What is the character often thinking about? 6. What does the character dream about? 7. What does the character wish for?

__AFTER YOU HAVE WRITTEN YOUR FIRST DRAFT...____REVISE__: - Reread each journal entry slowly and carefully. Ask yourself the following questions:

-Does the journal entry flow well? Is it easy to read? -Does the journal entry answer the prompt questions? -Does the journal entry support the answers to the prompt questions from the novel and the internet? - Have I checked each journal entry for misspelled words? - Are all my sentences, singular I's and proper nouns capitalized? - Do all my sentences have proper end punctuation?

This should be done in a Word file format typed, then you should email it to Ms. Diaz. No handwritten papers accepted. Email me Ms. Diaz at: tanyadiaz@dadeschools.net

FAKEBOOK PAGE  Character Analysis Project __**Step 1 Due 1st Week**__ - Have a draft of your FAKEBOOK page of our favorite character by choosing either: a. Completing these pages and adding a picture - download file by scrolling to Final Project below. b. Creating an online FAKEBOOK page - go to Final Project below for more directions and to download the file. __** Step 2 Due 2nd Week **__ - FAKEBOOK page with all the final edits completed. Make sure our spelling is correct and all your pictures finalized. Then we will watch the movie and compare to the book.

FAKEBOOK PROJECT

Create your own FAKEBOOK and Twitter page based on your favorite character in the book. Guide yourself with one of the journal entries you created for the character analysis project.
 * 1) Down load this file and get started with your draft - when these are approved by Ms. Diaz you may to the next step. [[file:farcebook+template.doc]]
 * 2) Your next step is to add your pictures and type the information on to this file. Download this file to finally create your online FAKEBOOK character page and share it with the class. [[file:Social Profile PPT.ppt]], OR you can decide to create our profile on line by going to this website, [|click here].
 * 3) The twitter profile you will create on yourself also has a body system that needs to be labeled properly. Please download your Twitter profile as assigned by Ms. Diaz down here: Digestive System [[file:Twitter Digestive.ppt]], Circulatory System [[file:Twitter Circulatory.ppt]], and Respiratory System [[file:Twitter Respiratory.ppt]]

How will you be graded?

__Evaluation:__
1 ||~ Developing 2 ||~ Accomplished 3 ||~ Exemplary 4 ||~ Score ||
 * ~  ||~ Beginning
 * **Textual support of character's views from novel** || ====== Description of identifiable performance characteristics reflecting a beginning level of performance. ====== || ====== Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. ====== || ====== Description of identifiable performance characteristics reflecting mastery of performance. ====== || ====== Description of identifiable performance characteristics reflecting the highest level of performance. ====== ||   ||
 * **Included information support from required websites** || ====== Description of identifiable performance characteristics reflecting a beginning level of performance. ====== || ====== Description of identifiable performance characteristics reflectingdevelopment and movement toward mastery of performance. ====== || ====== Description of identifiable performance characteristics reflecting mastery of performance. ====== || ====== Description of identifiable performance characteristics reflecting the highest level of performance. ====== ||   ||
 * **Language Conventions(capitalization, punctuation etc.)** || ====== Description of identifiable performance characteristics reflecting a beginning level of performance. ====== || ====== Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. ====== || ====== Description of identifiable performance characteristics reflecting mastery of performance. ====== || ====== Description of identifiable performance characteristics reflecting the highest level of performance. ====== ||   ||
 * **Spelling** || ====== Description of identifiable performance characteristics reflecting a beginning level of performance. ====== || ====== Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. ====== || ====== Description of identifiable performance characteristics reflecting mastery of performance. ====== || ====== Description of identifiable performance characteristics reflecting the highest level of performance. ====== ||   ||
 * **Use of complete sentences** || ====== Description of identifiable performance characteristics reflecting a beginning level of performance. ====== || ====== Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. ====== || ====== Description of identifiable performance characteristics reflecting mastery of performance. ====== || ====== Description of identifiable performance characteristics reflecting the highest level of performance. ====== ||   ||
 * **Varied Word Choice** || ====== Description of identifiable performance characteristics reflecting a beginning level of performance. ====== || ====== Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. ====== || ====== Description of identifiable performance characteristics reflecting mastery of performance. ====== || ====== Description of identifiable performance characteristics reflecting the highest level of performance. ====== ||   ||
 * || ====== Description of identifiable performance characteristics reflecting a beginning level of performance. ====== || ====== Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. ====== || ====== Description of identifiable performance characteristics reflecting mastery of performance. ====== || ====== Description of identifiable performance characteristics reflecting the highest level of performance. ====== ||

=**For The Comics visit Toondoo**=

__** Advertisement Project and Presentation **__

After reading chapters 19-22 of Tuck Everlasting, you know that the man in the yellow suit planned to sell the magical spring water to make a profit for himself. He even offered the Tucks the position of helping him advertise the powers of the water.  Your assignment is to create and design an advertisement that the man in the yellow suit may have used to sell the spring water. Your advertisement should carry all the usual information that an advertisement would contain such as :  OR Everlasting Commercial Website
 * A video format including
 * various media [graphics, sound, print]
 * an original slogan, logo, and jingle
 * at least three propaganda advertising techniques studied in class,
 * target audience,
 * product description
 * In a poster board format also includingan original slogan, logo, and jingle,
 * various media [graphis/print]
 * an original slogan, logo, and jingle
 * at least three propaganda advertising techniques studied in class,
 * <span style="font-family: arial,sans-serif; font-size: large;">target audience,
 * <span style="font-family: arial,sans-serif; font-size: large;">product description