Literature Grade 7
Title: Tuck Everlasting Character Profiles
Essential Question:
How do we use various comprehension strategies to gain deeper understanding of fictional texts?
How do we identify character traits of the major characters in a fictional novel?
How does the setting contribute to the development of the plot and characters?
Prior Knowledge:
Students can independently identify and explain character traits in fictional novels such as Crash by Jerry Spinelli or A
Christmas Carol by Charles Dickens.
Students can cite textual evidence to support their claims about central idea/ character traits in TDA format.
Students are aware of plot progression in a fictional text by using a plot diagram and charts.
Vocabulary:
point of view, setting, character traits, figurative language, inferences
Students will understand that:
…readers use arious co prehe sio strategies to gai deeper u dersta di g of literar fictio al te ts.
…readers ca i terpret the
ea i g of figurati e la guage i co te t to e ha ce their understanding of the text.
Students will be able to:
…use arious co prehe sio strategies to gai deeper u dersta di g of literar te ts.
…ide tif
arious stor ele e ts ithi a te t.
Materials/ Resources: Tuck Everlasting by Natalie Babbit, character trait charts, plot diagram, colored pencils,
markers, pencils, notebook paper, Character Profile handout
Activating Strategy:
Teacher will review the class what character traits are and how they are identified. On the board, 2-3 characters from
previous stories will be listed. Each student will be given a sticky note and asked to write down a character trait for one
of the characters and give one sentence why. Students will place their sticky notes under the name of the correct
character. Students will share some of the character traits as a class. Teacher will guide students in considering how
different settings might have contributed to the character traits.
Plan:
- Teacher will introduce the character profile activity for Tuck Everlasting, emphasizing the need for textual evidence for
every part of the profile.
Literature Grade 7
-Teacher will assign each pair/ group a character (Jesse Tuck, Mae Tuck or Winnie Foster). Individual students in the
group will be assigned a setting to orient the character profile in. For example, two students will create a profile for
Jesse Tuck, but each student might make their profile based on a different setting for Jesse Tuck.
- Students will work in pairs or a trio to complete the character profile for Winnie, Mae or Jesse. Students must pull
information from the chapters they have read and provide textual evidence. Students must collaborate as partners/ a
group to provide a physical description of their character and provide evidence.
Summarizing Strategy:
-After introducing the lesson, each group will share one quote that they found to start their character profile and the
element it will contribute to (thought bubble, heart, hands, etc.)
-After character profiles are graded, students will present their profiles to the class, sharing their character trait on their
character profiles.
Differentiation:
Small group work or pair will help accommodate various needs.
Graphic organizers will be provided to students as requested for an IEP, 504 or ELL plan.
Chapter page numbers/ guides will be provided for students who struggle with retention/ sequencing.
Sentence starters will be provided for students who need assistance with sentence formation.
Assessment/Homework: Tuck Everlasting Character Profiles (graded, formative)
Tuck Everlasting Character Profile Presentation (informal, formative)
Extension/Enrichment:
Students who require extension on the project will be assigned Winnie Foster for their
character. They can provide a physical description and facial nuances to their character profiles by using inferences and
drawing conclusions.
Standards:
7th Grade
CC.1.3.7.B Cite several pieces of textual evidence to support analysis of what the text says explicitly, as
well as inferences, conclusions, and/or generalizations drawn from the text.
CC.1.3.7.C Analyze how particular elements of a story or drama interact and how setting shapes the
characters or plot.
CC.1.3.7.E Analyze how the structure or form of a text contributes to its meaning.
Name: _______________________________________________
pd. ________
Tuck Everlasting: Character Profiles
Each character in Tuck Everlasting contributes to the plot in different ways. Use this handout to
create a body profile of one major character in the story. Partners may help each other, but
each person should be in charge of their own profile. Each person has their own setting to
consider for their character. My character is: _____________ Setting:__________________
(Ch. _____, p. _____)
1. _____/2 Thought Bubble 2 points : Write one senten e that des ri es the hara ter’s
inner thoughts. Next, provide a quote from the text (and page number) to back up the
thought.
2. _____/ 3 Relationships (3 points): In the heart, write down some words to describe
how your character feels about the other characters involved with this setting. This
requires the name of the other character, a quote and one sentence explaining how
your character feels about the other character.
3. ______/3 Significant Actions (3 points): On the lines near the hands, describe two
significant actions that your character has done so far in the story. Summarize the
actions (one sentence per action.) Provide a quote (and page number) for ONE of the
actions.
4. ______/2 Character trait (2 points): At the top of the profile, write down your character
name. You should also write one character trait that goes with your character according
to the information you have provided in the previous steps. Be prepared to verbally
explain the character trait.
5. ______/4 Physical traits (4 points): On the body and face of your character, create
clothes and physical features to depict what your character looks like according to the
book. Use the page numbers as your guide. Make sure to LABEL 3 of the drawn
physical traits to show how they connect to the description in the text. Use colored
pencils/ markers to do this and be as accurate as possible.
Winnie: p. 7, p. 14, p. 28
Mae Tuck: p. 10-11
Jesse Tuck: p. 25-26
*Project is due: _________________________*
Total: _________/ 14 points
Name: _______________________________________________
Character: __________________
Trait: ______________________
Actions:
1.____________________
______________________
______________________
______________________
______________________
2.____________________
______________________
______________________
______________________
______________________
Total: _________/ 14 points
pd. ________