E. Quinson
Room D-201
8R, periods 2 and 3
Monday, January 26,
2009
SWBAT: begin reading Tuesdays with Morrie.
DO NOW: Independent reading (5-10 minutes to get settled) then write an entry in your writer’s notebook: why do people usually go to school? What do we expect to learn? Can you think of any lessons, which are not taught in school, but are necessary to live a good life?
DEVELOPMENT:
1. As students enter, give them their assigned seat for the time while you are in for me. Just for this time period, I think it will be easier to sit in rows and I have arranged my Delaney book as such. Feel free to make changes as you see fit. (Periods 2 and 5 have their seats already, you will have to assign them to period 3).
2. I generally make independent reading always our do now. Once we begin reading Tuesdays, I will no longer do so, just for these two weeks. Explain this to students and that they should certainly continue their independent reading at home.
3. Discuss answers to DO NOW writer’s notebook entry.
4. Distribute books. Note on book list provided each student’s book number.
5. Distribute study guides and vocabulary sheets. Explain that they will need to answer questions in the study guide every night and use the vocabulary sheets as a guide. They will be required to know this vocabulary at the end of the unit, so it would be a great idea to note the words as they read them and perhaps even make flashcards as they go along!
6. Read aloud “The Curriculum.” Discuss the curriculum to which Albom refers and analyze its significance. Note the symbolism of the hibiscus plant.
7. If time allows, you may continue read aloud.
H.W.: 1. Read pp. 1-14 of Tuesdays with Morrie. 2. Complete Study Guide Questions for The Curriculum and the Syllabus. 3. Independent reading.
Tuesday, January 27, 2009
SWBAT: discuss how Morrie reacts to his death sentence.
DO NOW: Writer’s notebook entry: What is Morrie’s approach to dying and how does he plan to incorporate his years of teaching?
DEVELOPMENT:
1. Discuss DO NOW entry.
2. Review study guide answers.
3. Move to class discussion (See possible answers in Novel Units Guide.
1. Examine Albom’s recapitulation of his final day with Schwartz in 1979 and what this reveals about each of them.
2. Discuss Morrie’s death sentence. Examine early symptoms of the disease and the progression after the diagnosis. Compare with the prognosis of the disease as given in the Background Information section at the beginning of the guide.
3.
Examine Charlotte and Morrie’s
initial reaction to the diagnosis. Note
4. Discuss metaphors, similes and how they will come up again and again in this novel. Students should keep a running list of the metaphors they find as they read. Please ask them to mark them with post-its as they read.
5. Review/summarize.
6. Look over vocabulary.
7. If time allows, students may begin reading The Student.
H.W.: 1. Read pp. 15-31 of Tuesdays with Morrie. Mark metaphors and similes with post-its as you read. 2. Complete Study Guide Questions for The Student and the Orientation. 3. Independent reading.
Wednesday, January 28, 2009
SWBAT: analyze differences between Mitch and Morrie’s characters.
DO NOW: Write an entry: Discuss the relationship between Mitch and Morrie in 1976 and what it reveals about both of them.
DEVELOPMENT:
1. Discuss DO NOW entries.
2. Discuss metaphors and similes students found in last night’s reading. Have them keep a list in the literature section of their binders.
3. Review study guide answers.
4. Move to class discussion (See possible answers in Novel Units Guide).
Ø Introduce the characteristics of Type A and Type B personalities and use these to contrast Mitch Albom and Morrie Schwartz.
Ø Examine Mitch’s reflections on the 16 years since he last saw Morrie and discuss what even most impacts him.
Ø Analyze the changes in Mitch’s life after his uncle’s death. Discuss the chance circumstance that will alter his life.
Ø Examine Morrie’s physical and mental condition during his first appearance on “Nightline” and discuss how Ted Koppel first hears about Morrie and arranges to have him on “Nightline.”
Ø Analyze Koppel’s interview with Morrie: Morrie’s initial reaction, the subjects they discuss, and the interaction between Koppel and Morrie.
Ø Analyze the personification of death, “…he was not about to powder its nose.” (p.21).
5. Review/summarize.
6. If time allows, students may begin reading The Classroom.
H.W.: 1. Read pp. 32-47 of Tuesdays with Morrie. Mark metaphors and similes with post-its as you read. 2. Complete Study Guide Questions for The Classroom and Taking Attendance. 3. Independent reading.
Thursday, January 29, 2009
SWBAT: analyze Morrie’s increasing dependency on others and his reaction to this.
DO NOW: Write an entry: Contrast Morrie’s physical condition with his mental state and analyze his effect on Mitch. Note Morrie’s aphorism on dying.
DEVELOPMENT:
· Why do you think Mitch become introspective during his visit with Morrie?
· Analyze the changes in Mitch’s life after his uncle’s death. Discuss the chance circumstance that will alter his life.
· Discuss Morrie’s explanation of how he will die and compare with the information about ALS in the introductory material. Analyze the metaphor “My tank is almost empty.” (p. 37).
· Analyze the “tension of opposites” (. 40) and apply it to Mitch’s life after college. Note the metaphor comparing life to a wrestling match. Discuss the tension of opposites in your own life. Do you agree with Morrie’s conclusion?
· Examine the cause/effect of Mitch’s first visit with Morrie.
· Discuss the newspaper strike and examine its effect on Mitch.
· Discuss Morrie’s continuing influence on Mitch during his college years.
5. Review/summarize.
6. If time allows, students may begin reading The First Tuesday.
H.W.: 1. Read pp. 48-61 of Tuesdays with Morrie. Mark metaphors and similes with post-its as you read. 2. Complete Study Guide Questions for The First Tuesday and The Second Tuesday. 3. Independent reading.
Friday, January 30, 2009
SWBAT: discuss how self-pity does and does not play a role in Morrie’s life and what this teaches Mitch (and the reader).
DO NOW: Write an entry: Have you, or anyone in your family, been dependent on someone else for help? Explain and describe what happened and how it made you and your family feel and react to one another?
DEVELOPMENT:
1. Discuss DO NOW entries.
2. Discuss metaphors and similes students found in last night’s reading. Have them keep a list in the literature section of their binders.
3. Review study guide answers.
Ø Move to class discussion (See possible answers in Novel Units Guide).
Ø Analyze Morrie’s increasing dependency on others and his reaction to this.
Ø Examine the conversation between Mitch and Morrie about world events and the effect these events have on Morrie. Describe how Mitch reacts.
Ø Examine some of the teaching tactics Morrie uses with his college students, especially “silence” and the techniques he uses in Group Process.
Ø Analyze why Mitch always brings food when he comes to visit Morrie.
Ø Examine Morrie’s observations about self-pity.
4. Review/summarize.
5. If time allows, students may begin reading The Third Tuesday.
H.W.: 1. Read pp. 62-79 of Tuesdays with Morrie. Mark metaphors and similes with post-its as you read. 2. Complete Study Guide Questions for The Third Tuesday and the Professor. 3. Independent reading.