Teacher: McCreery

Subject: Fourth Grade Reading

LESSON PLAN

Tuck Everlasting
Day Seven

STANDARD:
4.4 The student will expand vocabulary when reading.
a) Use context to clarify meanings of unfamiliar words.
c) Use word-reference materials, including the glossary, dictionary, and thesaurus.
4.5 The student will read and demonstrate comprehension of fictional texts, narrative
nonfiction texts, and poetry.
b)describe how the choice of language, setting, characters and information contributes to the
authors purpose
c) Identify the main idea
e)identify the problem and solution
Essential Question(s)/Big Idea:
What new vocabulary can I learn from Tuck Everlasting? What is happening in chapters 19-23?
What is the problem in this story? What is a protagonist? What is an antagonist?
OBJECTIVE:
TSWBAT demonstrate understanding of the story by filling out a story wheel identifying main
character and character traits, setting, problem, solution, character traits of the antagonist.
Verb(s)
from
SOL

Cognitive
Level

Demonstrated when students

Complete the story wheel with correct information gained from reading
and understanding the story.
MATERIALS/ RESOURCES: Tuck Everlasting Novel, Novel study packet, pencils.
Construction paper, colored pencils/crayons
INTRODUCTIO
N&
We will connect this to yesterdays lesson by reviewing what was read
UNIT
yesterday before continuing reading today.
CONNECTION
describe

comprehensi
on

WHOLE
GROUP/
INDPENDENT
LEARNING
ACTIVITIES &
FORMATIVE
ASSESSMENT
S

Indicators of
Engagement

The students will begin a story wheel for Tuck Everlasting today. The wheel
will be a circle of construction paper split into five sections. (Tuck talks about
life being like a wheel so I will ensure they make that connection) In the first
section students will identify the main character, protagonist, and a list of
character traits. In the second section students will identify the setting of the
story. The third section will be about the antagonist and a list of traits about
them. The fourth section will be about the problem in this story and the fifth
will include the solution. We will go through this section by section as a group
and discuss everyones ideas and pull evidence from the book which supports
these ideas. We will not complete the solution piece today; we will do that
Monday after we have completed reading the novel. This lesson will provide as
a refresher and ensure that all students are caught up and understand the
story so they can all finish strongly.

Justin Tucker 2014

Teacher: McCreery
Subject: Fourth Grade Reading
Instruction
matches
objective/standard
Chances given
for student taking
initiative
Chances given
for student choice
What-if,
predictions,
compare-contrast

LESSON PLAN

Tuck Everlasting
Day Seven

Reflection:

Next Class:

Rationale: It is important for students to be able to identify the problems and solutions,
protagonist and antagonist along with character traits for each and settings in a story. When
students can pull these things from literature it increases the likelihood of them understanding
bigger things such as theme. Being able to turn these concepts from the book into sentences of
their own drastically increases the chances of them remembering and understanding it
permanently. Being able to pull key ideas from readings, then put it into you own words is a life
skill that everyone will need to have. Whether it is an article about gardening, a new book that
just came out or the latest news headline, at some point in your life chances are you will discuss
these things with another person and will need to be able to pull key ideas and put them into
your own words in order to express what you have learned.
Differentiation: I am only working with the high reading group therefore there will be no
differentiation because they have been grouped based on reading level already,

Justin Tucker 2014