Activity Pack. Literature Made Fun! Tuesdays with Morrie by Mitch Albom

Transcription

1 Pack Literature Made Fun! by Mitch Albom

2 Pack Literature Made Fun! by Mitch Albom Copyright 2008 by Prestwick House, Inc., P.O. Box 658, Clayton, DE Permission to copy this unit for classroom use is extended to purchaser for his or her personal use. This material, in whole or part, may not be copied for resale. ISBN Item No

3 Copyright 2008, Prestwick House, Inc. 2

4 Table of Contents Pre-Reading Characterization...6 Characterization Chart...6 Theme...8 Author Background...10 Historical Significance...12 Historical Events Chart...12 Reading A Review...14 Questions to Answer About the Review...16 The Curriculum Flashback...18 The Curriculum and The Syllabus Recognizing Figurative Language...20 Recognizing Figurative Language Chart...22 Rewriting Figurative Language...24 Rewriting Figurative Language Chart...24 The Syllabus Creative Writing...26 The Student Character Analysis...28 The Student The Audiovisual Compare and Contrast...30 Compare and Contrast Morrie and Albom s Uncle...32 The Audiovisual: Part One Key Concepts...34 Five Instances in the Text where Morrie does not Conform to Society s Standards...36 Creative Writing and Art...38 The Orientation Point of View...40 The Classroom Relating to the Text...42 Concept of Expectation Chart...42 Journal Entry...44 Taking Attendance Exploration of Theme Copyright 2008, Prestwick House, Inc.

5 The First Tuesday: We Talk About the World Characterization...48 The Rational Man vs. The Silent Man Chart...48 The Second Tuesday: We Talk About Feeling Sorry for Yourself Positive Outcomes...50 Positive Outcomes Chart...50 The Third Tuesday: We Talk About Regrets Main Ideas...52 Morrie s Thoughts on Life...52 Conducting an Interview...54 The Audiovisual: Part Two Non-Verbal Communication...56 Communicating with Words Chart...56 The Professor: Part One Character Analysis...58 Identity Chart...58 Letter Writing...60 The Fourth Tuesday: We Talk About Death Group Research...62 Death Traditions Chart...64 The Fifth Tuesday: We Talk About Family Editorial...66 The Sixth Tuesday: We Talk About Emotions Textual Evidence...68 Clues of Morrie s Illness Chart...68 The Professor: Part Two Connections...70 Morrie s Circle of Influence...72 Myths...74 The Seventh Tuesday: We Talk About Fear of Aging Main Ideas...76 Art...78 The Eight Tuesday: We Talk About Money Poetry...80 Research Project...82 Copyright 2008, Prestwick House, Inc. 4

6 The Ninth Tuesday: We Talk About How Love Goes On Cryptogram...84 Cryptogram...86 The Tenth Tuesday: We Talk About Marriage Responding to Music...88 The Eleventh Tuesday: We Talk About Our Culture Writing a Confession...90 The Audiovisual: Part Three Letter Writing...92 The Twelfth Tuesday: We Talk About Forgiveness Creative Writing...94 The Thirteenth Tuesday: We Talk About the Perfect Day Story Revision...96 Creative Writing and Art...98 Descriptive Language in The Thirteenth Tuesday Chart...98 Perfect Day Brainstorming The Fourteenth Tuesday: We Say Good-Bye Theme Graduation Conclusion Responding to the Text Wrap-Up Creative Writing Obituary Last Will & Testament Crossword Puzzle Symbolism Symbols in the Novel Chart New Cover Writing a Review Appendix Terms and Definitions Small Group Learning Procedures for Small Group Work Small Group Evaluation Sheet Student Roles in Group Discussions Directions for Interviews Writing Poems Copyright 2008, Prestwick House, Inc.

7 Teacher s Page Pre-Reading Characterization Predicting character traits and actions People say a picture is worth a thousand words. We treasure photographs we have of our family, friends, and loved ones because those images help us remember fun times and meaningful experiences. Looking at old photos not only brings back memories of events, photographs also evoke emotions about the people in the pictures. Opposite of the novel s title page is a photograph of Morrie. Study the photograph for a few minutes, and take in the visual details. Think about the way Morrie looks, how he is dressed, the background of the image, and more. In the chart that follows, list traits you believe can be attributed to Morrie based on the photograph. CHARACTERIZATION CHART Traits I See Based on the Photograph Fun Outgoing Loves to dance Energetic Friendly Life of the party Does not care what others think Young at heart Copyright 2008, Prestwick House, Inc. T - 6

8 Student s Page Name: Date: Pre-Reading Characterization Predicting character traits and actions People say a picture is worth a thousand words. We treasure photographs we have of our family, friends, and loved ones because those images help us remember fun times and meaningful experiences. Looking at old photos not only brings back memories of events, photographs also evoke emotions about the people in the pictures. Opposite of the novel s title page is a photograph of Morrie. Study the photograph for a few minutes, and take in the visual details. Think about the way Morrie looks, how he is dressed, the background of the image, and more. In the chart that follows, list traits you believe can be attributed to Morrie based on the photograph. CHARACTERIZATION CHART Traits I See Based on the Photograph Fun Loves to dance S - 7 Reproducible Student Worksheet

9 Teacher s Page Pre-Reading Theme Predicting events in the novel based upon its theme The full title of Albom s novel is : An Old Man, a Young Man, and Life s Greatest Lesson. The cover is rather plain: it is only the title and the author s name. There are no pictures or graphics that hint at the plot. Could you make a prediction about the plot based on only the title and subtitle? Albom did not title his novel carelessly. Why do you think he chose An Old Man, a Young Man, and Life s Greatest Lesson as the subtitle? What lessons could these people learn from each other? It is common for young people to learn from the older generation, but what can older people learn from the young? Write a paragraph in which you explain what each age group could learn from the other. Note to Teacher: You could expand this activity by having the students write a dialogue between an older person and a younger person and have either one character or both share some particular life lesson. For example, an older person could instruct a younger person how to consider the consequences of his or her actions, or the younger person could teach the older one how to live an enjoyable, carefree life. Copyright 2008, Prestwick House, Inc. T - 8

10 Student s Page Name: Date: Pre-Reading Theme Predicting events in the novel based upon its theme The full title of Albom s novel is : An Old Man, a Young Man, and Life s Greatest Lesson. The cover is rather plain: it is only the title and the author s name. There are no pictures or graphics that hint at the plot. Could you make a prediction about the plot based on only the title and subtitle? Albom did not title his novel carelessly. Why do you think he chose An Old Man, a Young Man, and Life s Greatest Lesson as the subtitle? What lessons could these people learn from each other? It is common for young people to learn from the older generation, but what can older people learn from the young? Write a paragraph in which you explain what each age group could learn from the other. S - 9 Reproducible Student Worksheet

11 Teacher s Page Pre-Reading Author Background Obtaining information about the author Mitch Albom has become a very popular author in recent years. He gets involved in multiple projects and continues to write. Before writing Tuesdays With Morrie, Albom worked a variety of jobs and met many interesting and famous people. Using the Internet, research Albom s life and find out as much as you can about him. Make a list of your findings. Include biographical information as well as information about his books, films, plays, and charitable work. Note to Teacher: The following are some things your students could find. I. Biographical information. Born 1958 in New Jersey Earned BA in 1979, from Brandeis Univ., where he met Morrie Schwartz Earned Masters from Columbia Univ. in 1982 Worked as a musician, boxer, and sports journalist II. III. Major Works Tuesdays With Morrie The Five People You Meet in Heaven For One More Day Several plays, including Duck Hunter Shoots Angel, And the Winner Is, and Tuesdays With Morrie Occupations Wrote for Detroit Free Press and Parade Magazine Was a radio host Copyright 2008, Prestwick House, Inc. T - 10

12 Student s Page Name: Date: Pre-Reading Author Background Obtaining information about the author Mitch Albom has become a very popular author in recent years. He gets involved in multiple projects and continues to write. Before writing Tuesdays With Morrie, Albom worked a variety of jobs and met many interesting and famous people. Using the Internet, research Albom s life and find out as much as you can about him. Make a list of your findings. Include biographical information as well as information about his books, films, plays, and charitable work. S - 11 Reproducible Student Worksheet

13 Teacher s Page Pre-Reading Historical Significance Researching significant historical events from the novel Tuesdays With Morrie mentions several national issues from 1970 to Within his novel, Albom shows how these events relate to both he and Morrie. Five major events from are listed in the following chart. Use library resources or the Internet to look up each event and write a brief explanation of each. What happened during each event, and why was it important to Americans? HISTORICAL EVENTS CHART Historical Event The End of the Vietnam War Significance This war caused great controversy and protest in the United States, and many people were happy to see the troops come home. The Watergate Scandal The American people called for impeachment. This event revealed corruption within the American government. President Jimmy Carter pardons roughly 10,000 draft evaders from the Vietnam War. The pardon of the draft evaders showed America s opposition to the war and the need to re-unite a troubled nation. The O.J. Simpson Trial The trial showed how fame could influence the outcome of a case. It also demonstrated that racial prejudices are still prevalent in American culture. The Oklahoma City Bombing Timothy McVeigh and Terry Nichols killed one hundred and sixty-eight people in a domestic, terrorist attack. Copyright 2008, Prestwick House, Inc. T - 12

14 Student s Page Name: Date: Pre-Reading Historical Significance Researching significant historical events from the novel Tuesdays With Morrie mentions several national issues from 1970 to Within his novel, Albom shows how these events relate to both he and Morrie. Five major events from are listed in the following chart. Use library resources or the Internet to look up each event and write a brief explanation of each. What happened during each event, and why was it important to Americans? HISTORICAL EVENTS CHART Historical Event Significance The End of the Vietnam War The Watergate Scandal President Jimmy Carter pardons roughly 10,000 draft evaders from the Vietnam War. The O.J. Simpson Trial The Oklahoma City Bombing S - 13 Reproducible Student Worksheet

15 Teacher s Page Pre-Reading Reading a Review Answering questions based on a review received a great deal of positive feedback when it was published. Readers and critics alike found the book a heart-warming, inspiring, and poignant story. Search the Internet or a magazine database to find a review of the novel. Read the review and answer the questions on the following page. Note to Teacher: Students could work either individually or in groups for this project. When the students are finished answering the questions, you could put their answers away, and after the class has finished the book, return them to the students to re-read. You could also pair this assignment with Writing a Review. In that activity, students write their own reviews of the book and compare their opinions to those in the review they read for this activity. If your classroom has limited or no Internet access, you could print copies of reviews on Tuesdays with Morrie and bring them into class for the students to read. Copyright 2008, Prestwick House, Inc. T - 14

16 Student s Page Name: Date: Pre-Reading Reading a Review Answering questions based on a review received a great deal of positive feedback when it was published. Readers and critics alike found the book a heart-warming, inspiring, and poignant story. Search the Internet or a magazine database to find a review of the novel. Read the review and answer the questions on the following page. S - 15 Reproducible Student Worksheet

17 Teacher s Page Questions to Answer About the Review 1. What aspect of the book is the reviewer discussing (the plot, the themes, the characters, etc.)? 2. Overall, does the writer like or dislike the book? Why? 3. What positive comments does the reviewer make about the book? 4. What negative comments does the reviewer make about the book? 5. After reading this person s review, how do you feel about reading this book? Copyright 2008, Prestwick House, Inc. T - 16

18 Student s Page Name: Date: Questions to Answer About the Review 1. What aspect of the book is the reviewer discussing (the plot, the themes, the characters, etc.)? 2. Overall, does the writer like or dislike the book? Why? 3. What positive comments does the reviewer make about the book? 4. What negative comments does the reviewer make about the book? 5. After reading this person s review, how do you feel about reading this book? S - 17 Reproducible Student Worksheet

19 Teacher s Page The Curriculum Flashback Identifying the purpose of the flashback Flashback is a literary device found in the work of many great writers. A flashback illustrates an experience that happened in the past and which has some relevance to the present or the future. Throughout Tuesdays With Morrie, Albom uses this literary device to reminisce about his conversations with Morrie. Albom s flashbacks also present Morrie s character to the readers and show how the relationship developed between the two men. Do you think flashback in this novel gives the reader greater insight into the lives of the characters? Make a list of what you learn in the flashbacks between the first and second chapters. Note to Teacher: This activity will generate a variety of responses from your students. However, the main idea the students should derive from the flashbacks is that Morrie and Albom share a closer bond than most professors and students do. Students could include the following facts: Morrie is physically small. Morrie has blue-green eyes and silver hair. Morrie has a big smile. Albom cares enough about Morrie to give him a gift. Albom promises to stay in touch. Morrie cries. Copyright 2008, Prestwick House, Inc. T - 18

20 Student s Page Name: Date: The Curriculum Flashback Identifying the purpose of the flashback Flashback is a literary device found in the work of many great writers. A flashback illustrates an experience that happened in the past and which has some relevance to the present or the future. Throughout Tuesdays With Morrie, Albom uses this literary device to reminisce about his conversations with Morrie. Albom s flashbacks also present Morrie s character to the readers and show how the relationship developed between the two men. Do you think flashback in this novel gives the reader greater insight into the lives of the characters? Make a list of what you learn in the flashbacks between the first and second chapters. S - 19 Reproducible Student Worksheet

21 Teacher s Page The Curriculum and The Syllabus Recognizing Figurative Language Recognizing similes, metaphors, hyperbole, and personification In The Curriculum and The Syllabus, there are several examples of figurative language (metaphor, simile, hyperbole, and personification) used to describe things, actions, and people. On the chart provided on the following page, list at least ten you find in these sections. We have found the first one for you. Note to Teacher: There are many more than ten examples of figurative language in this section, and students should be able to find ten of them relatively easily. This activity could be either an individual assignment or a contest among groups to see which can find the most examples in a given amount of time. If you believe your class will have too much difficulty with this assignment, you could simplify it by providing examples from the text and asking students to identify the literary device used and what the example means. The exercise that follows this one could also be used as the second part of this activity. Copyright 2008, Prestwick House, Inc. T - 20

22 Student s Page Name: Date: The Curriculum and The Syllabus Recognizing Figurative Language Recognizing similes, metaphors, hyperbole, and personification In The Curriculum and The Syllabus, there are several examples of figurative language (metaphor, simile, hyperbole, and personification) used to describe things, actions, and people. On the chart provided on the following page, list at least ten you find in these sections. We have found the first one for you. S - 21 Reproducible Student Worksheet

23 Teacher s Page RECOGNIZING FIGURATIVE LANGUAGE CHART Example Type of Figurative Language Meaning For many of us, the curtain had just come down on childhood. In his graduation day robe, he looks like a cross between a biblical prophet and a Christmas elf. He waved his arms like a conductor on amphetamines He could have stayed in that moment forever. a brutal, unforgiving illness of the neurological system Charlotte had a million thoughts running through her mind he came out of the doctor s office with a sword hanging over his head as you move through time, layer on layer, tender sequoia Nurses came to the house to work with Morrie s withering legs, bending them back and forth as if pumping water from a well. ALS is like a lit candle: it melts your nerves and leaves your body full of wax. Metaphor Simile Simile Hyperbole Personification Hyperbole metaphor metaphor simile simile The curtain is an image of something being closed. In this case, the carefree youth of the graduates, who now have to enter the real world, is what is being closed. Answers will vary. Sample response: Morrie looks wise, yet small and silly. Answers will vary. Sample response: He was waving madly. Answers will vary. Sample response: He was really enjoying himself and wished the moment did not have to end. The illness levies a sentence of punishment on the body. Answers will vary. Sample response: Charlotte was stressed out and very worried. Answers will vary. Sample response: The sword represents death. Morrie knows that dying from this disease is inevitable. Answers will vary. Sample response: Morrie is old, revered, protected, and silent. Answers will vary. Sample response: Morrie s limbs are so stiff, nurses have to bend them to loosen his joints. Answers will vary. Sample response: ALS is an illness that really destroys a person s nervous system. Copyright 2008, Prestwick House, Inc. T - 22

24 Student s Page Name: Date: RECOGNIZING FIGURATIVE LANGUAGE CHART Example Type of Figurative Language Meaning For many of us, the curtain had just come down on childhood. Metaphor The curtain is an image of something being closed. In this case, the carefree youth of the graduates, who now have to enter the real world, is what is being closed. S - 23 Reproducible Student Worksheet

25 Teacher s Page The Curriculum and The Syllabus Rewriting Figurative Language Writing new examples of figurative language Choose five examples of figurative language (similes, metaphors, personification, or hyperbole) from this section to rewrite using a different literary device. Try to make a comparison as effective or more effective than the original. Use the chart provided. Write the original example, your rewritten version (including what device it), and an explanation of why you think that new uses device is effective. We have provided an example for you. Note to Teacher: You could pair this activity with Recognizing Figurative Language. You could also discuss effective and ineffective figurative language before this activity. Sometimes less-experienced readers have difficulty distinguishing a good simile or metaphor from one that is a cliché or does not make sense. REWRITING FIGURATIVE LANGUAGE CHART Original Example New Version Explanation of Comparison 1. For many of us, the curtain had just come down on childhood. For many of us, the future raced forward, faster and faster, like a smoking and screaming locomotive (simile). This simile expresses more anxiety about the passing of time. The imagery of smoke and the scream of a locomotive emphasize how fast and unstoppable time is. 2. Choices will vary. Answers will vary. Answers will vary. 3. Choices will vary. Answers will vary. Answers will vary. 4. Choices will vary. Answers will vary. Answers will vary. 5. Choices will vary. Answers will vary. Answers will vary. Copyright 2008, Prestwick House, Inc. T - 24

26 Student s Page Name: Date: The Curriculum and The Syllabus Rewriting Figurative Language Writing new examples of figurative language Choose five examples of figurative language (similes, metaphors, personification, or hyperbole) from this section to rewrite using a different literary device. Try to make a comparison as effective or more effective than the original. Use the chart provided. Write the original example, your rewritten version (including what device it), and an explanation of why you think that new uses device is effective. We have provided an example for you. REWRITING FIGURATIVE LANGUAGE CHART Original Example New Version Explanation of Comparison 1. For many of us, the curtain had just come down on childhood. 2. For many of us, the future raced forward, faster and faster, like a smoking and screaming locomotive (simile). This simile expresses more anxiety about the passing of time. The imagery of smoke and the scream of a locomotive emphasize how fast and unstoppable time is S - 25 Reproducible Student Worksheet

27 Teacher s Page The Syllabus Creative Writing Writing a eulogy about yourself In this chapter, we learn a great deal about Morrie s past and how he learns about his impending death. The text reveals that Morrie loves to dance, he is a published doctor of sociology, he swims at the YMCA, and he continues to teach at Brandeis despite his diagnosis. While some might avoid a sick or dying person for fear of saying the wrong thing or not offering the right support, Morrie s friends, students, colleagues, and family rally around him during his illness. He feels blessed to have so much love in his life. After attending a colleague s funeral, he decides to hold a living funeral, so he can hear what his loved ones have to say about him before he dies. He invites everyone to speak at the funeral and give a eulogy a speech made at the funeral about the deceased. It generally highlights the deceased s life achievements, best qualities, and fondest memories. Imagine you are in Morrie s position. What do you think people would say about you at your funeral? Write a eulogy for yourself and express what you think others would say about you after your death. Copyright 2008, Prestwick House, Inc. T - 26

28 Student s Page Name: Date: The Syllabus Creative Writing Writing a eulogy about yourself In this chapter, we learn a great deal about Morrie s past and how he learns about his impending death. The text reveals that Morrie loves to dance, he is a published doctor of sociology, he swims at the YMCA, and he continues to teach at Brandeis despite his diagnosis. While some might avoid a sick or dying person for fear of saying the wrong thing or not offering the right support, Morrie s friends, students, colleagues, and family rally around him during his illness. He feels blessed to have so much love in his life. After attending a colleague s funeral, he decides to hold a living funeral, so he can hear what his loved ones have to say about him before he dies. He invites everyone to speak at the funeral and give a eulogy a speech made at the funeral about the deceased. It generally highlights the deceased s life achievements, best qualities, and fondest memories. Imagine you are in Morrie s position. What do you think people would say about you at your funeral? Write a eulogy for yourself and express what you think others would say about you after your death. S - 27 Reproducible Student Worksheet

29 Teacher s Page The Student Character Analysis Analyzing the main character (by making a collage) In this brief chapter, Albom goes into detail about the man he was as a college student and the man he becomes after graduating. Albom s dreams are shattered after a career setback and the death of a loved one. As a result, he throws himself entirely into the world of work and money. Albom s descriptions of himself present an image of the man he was and what he has become. Consider Albom s journey from idealist college student to harried sports journalist, and note particular examples of how he has changed. Make a collage of pictures that represent the younger Albom and the older Albom. Clearly divide your collage into two sections, and label which side represents which era of Albom s life. You may obtain pictures from the Internet or magazines, or you may make your own illustrations for the project. Note to Teacher: This activity will promote creativity and will help reluctant students gain more interest in the book. Students could present their projects to the class and explain why they chose the images they did. Copyright 2008, Prestwick House, Inc. T - 28

30 Student s Page Name: Date: The Student Character Analysis Analyzing the main character (by making a collage) In this brief chapter, Albom goes into detail about the man he was as a college student and the man he becomes after graduating. Albom s dreams are shattered after a career setback and the death of a loved one. As a result, he throws himself entirely into the world of work and money. Albom s descriptions of himself present an image of the man he was and what he has become. Consider Albom s journey from idealist college student to harried sports journalist, and note particular examples of how he has changed. Make a collage of pictures that represent the younger Albom and the older Albom. Clearly divide your collage into two sections, and label which side represents which era of Albom s life. You may obtain pictures from the Internet or magazines, or you may make your own illustrations for the project. S - 29 Reproducible Student Worksheet

31 Teacher s Page The Student The Audiovisual Compare and Contrast Comparing and contrasting main characters The chapters The Student and The Audiovisual, give the reader insight into the characters of two men: The first is Albom s uncle, and the second is Morrie. Both men greatly affect the life of the author, and through their influence, Albom determines the course of his own life. Using the text, create a Venn diagram to show the similarities and differences between Morrie and Albom s uncle. When you finish, answer the questions at the bottom of the page. Note to Teacher: Students could complete this activity individually, in groups, or in pairs. This activity could also be expanded by having the students complete Venn diagrams for themselves. Which two people influenced them the most, and how have these influences contributed to their characters and outlooks on life? Since is all about how Albom was affected by his conversations with Morrie Schwartz, students could use this expanded activity to apply the text to their own lives. Copyright 2008, Prestwick House, Inc. T - 30

32 Student s Page Name: Date: The Student The Audiovisual Compare and Contrast Comparing and contrasting main characters The chapters The Student and The Audiovisual, give the reader insight into the characters of two men: The first is Albom s uncle, and the second is Morrie. Both men greatly affect the life of the author, and through their influence, Albom determines the course of his own life. Using the text, create a Venn diagram to show the similarities and differences between Morrie and Albom s uncle. When you finish, answer the questions at the bottom of the page. S - 31 Reproducible Student Worksheet

33 Teacher s Page COMPARE AND CONTRAST MORRIE AND ALBOM S UNCLE MORRIE UNCLE 1. What does Albom learn from his Uncle? 2. What does Albom learn from Morrie? Copyright 2008, Prestwick House, Inc. T - 32

34 Student s Page Name: Date: COMPARE AND CONTRAST MORRIE AND ALBOM S UNCLE MORRIE UNCLE 1. What does Albom learn from his Uncle? 2. What does Albom learn from Morrie? S - 33 Reproducible Student Worksheet

35 Teacher s Page The Audiovisual: Part One Key Concepts Identifying key concepts within the text In this chapter, Ted Koppel, the host of ABC s television show Nightline, comes to Morrie s house to interview him. Koppel is a well-known news correspondent, and Morrie s friends and family are at the house, excited to meet him. While everyone else seems to be dazzled by Koppel, Morrie is indifferent. Morrie s response to Koppel demonstrates his ability to dissociate himself from popular culture. Morrie has never conformed to public expectations at any point in his life, and this chapter reinforces that fact for readers. Find five instances in the text where Morrie does not conform to society s standards. Paraphrase them on the following page, and explain the significance of each instance of nonconformity. Note to Teacher: You could expand this activity by having students find examples from the chapters they have read thus far instead of limiting the examples to The Audiovisual. The examples on the following page, are just a few possible answers from this chapter: Copyright 2008, Prestwick House, Inc. T - 34

36 Student s Page Name: Date: The Audiovisual: Part One Key Concepts Identifying key concepts within the text In this chapter, Ted Koppel, the host of ABC s television show Nightline, comes to Morrie s house to interview him. Koppel is a well-known news correspondent, and Morrie s friends and family are at the house, excited to meet him. While everyone else seems to be dazzled by Koppel, Morrie is indifferent. Morrie s response to Koppel demonstrates his ability to dissociate himself from popular culture. Morrie has never conformed to public expectations at any point in his life, and this chapter reinforces that fact for readers. Find five instances in the text where Morrie does not conform to society s standards. Paraphrase them on the following page, and explain the significance of each instance of nonconformity. S - 35 Reproducible Student Worksheet

37 Teacher s Page Five Instances in the Text where Morrie does not Conform to Society s Standards 1. When Koppel arrives at Morrie s house in a limousine, Morrie is far from impressed by his stylish transportation. Morrie is not dazzled like everyone else in the room, and he refuses to do the interview on national television until he interviews Koppel first. This disregard for Koppel s star status shows how unimpressed Morrie is with fame. While many people would be honored to be interviewed by Ted Koppel, Morrie refuses to appear on live television until he is sure the interview will not compromise his values. 2. When Koppel asks Morrie what he thinks of the show, Morrie responds that he thinks Koppel is a narcissist. The questions Morrie puts to Koppel are very personal, and it is generally considered taboo to ask a stranger intimate questions. Also, when Morrie tells Koppel what he honestly thinks of his program, he violates another cultural taboo: Morrie refuses to tell an untruth just to be polite. 3. When the interview begins, Morrie refuses makeup and wears his traditional baggy sweater. Morrie believes that death is not embarrassing, and he faces the American people exactly as he is. Once again, he displays his unwillingness to conform to society s standards because he is not willing to hide death from the American people. Morrie realizes that many people have problems facing death and disease, but he will not conceal his illness for the comfort of society. 4. At one point in the interview, Morrie accidentally calls Ted Fred on live, national television. While it appears that this just a slip of the tongue, it reveals how unfamiliar Morrie is with Koppel and Nightline. Unconsciously, Morrie demonstrates his disconnect from society and pop culture, as well as how little he is impressed with big names in television. 5. Morrie s final comment in the interview shows his disregard for society s expectations. Morrie says, on national television, that of all the results of his disease, the thing he fears most is needing someone to help him use the bathroom. People usually avoid talking about subjects like hygiene and bathroom usage, but Morrie unashamedly admits this personal fear to the public. Copyright 2008, Prestwick House, Inc. T - 36

38 Student s Page Name: Date: Five Instances in the Text where Morrie does not Conform to Society s Standards S - 37 Reproducible Student Worksheet

39 Teacher s Page The Audiovisual : Part One Creative Writing and Art Writing an original aphorism This chapter recounts Morrie s first interview with Ted Koppel of Nightline. The producers are interested in Morrie s acceptance of his own death. Being a well-respected professor at a distinguished university, Morrie is sure to offer interesting ideas about the end of his life. Morrie had written down many ideas at the time of his illness. While his body was slowly deteriorating and weakening, his intellect seemed to strengthen and deepen. He expresses some of his ideas in the form of an aphorism. An aphorism is a short, wise saying that conveys some deep, universal truth. Confucius was also an author of many aphorisms. Here are some of Morrie s aphorisms: Accept what you are able to do and what you are not able to do. Accept the past as past, without denying it or discarding it. Learn to forgive yourself and to forgive others. Don t assume that it s too late to get involved. For this activity, write an original aphorism that you think would be helpful advice to someone else. Your aphorism should reflect a value you believe everyone should have, or it should give an important lesson you think applies to all people. Avoid writing clichés, such as Live life to the fullest or Never give up. Copyright 2008, Prestwick House, Inc. T - 38

40 Student s Page Name: Date: The Audiovisual : Part One Creative Writing and Art Writing an original aphorism This chapter recounts Morrie s first interview with Ted Koppel of Nightline. The producers are interested in Morrie s acceptance of his own death. Being a well-respected professor at a distinguished university, Morrie is sure to offer interesting ideas about the end of his life. Morrie had written down many ideas at the time of his illness. While his body was slowly deteriorating and weakening, his intellect seemed to strengthen and deepen. He expresses some of his ideas in the form of an aphorism. An aphorism is a short, wise saying that conveys some deep, universal truth. Confucius was also an author of many aphorisms. Here are some of Morrie s aphorisms: Accept what you are able to do and what you are not able to do. Accept the past as past, without denying it or discarding it. Learn to forgive yourself and to forgive others. Don t assume that it s too late to get involved. For this activity, write an original aphorism that you think would be helpful advice to someone else. Your aphorism should reflect a value you believe everyone should have, or it should give an important lesson you think applies to all people. Avoid writing clichés, such as Live life to the fullest or Never give up. S - 39 Reproducible Student Worksheet

41 Teacher s Page The Orientation Point of View Objectives: Recognizing the point of view used in the novel Rewriting a portion of the chapter in a different point of view The entire novel is told by the author, Mitch Albom, in the first-person point of view. Albom s emotional state during his first arrival at Morrie s house can be described as nervous, anxious, and awkward. Albom is afraid to get out of the car and greet his old professor, and he pretends to search for his keys on the floor. Once he gets out of the car and sees Morrie, he is startled by Morrie s deteriorating appearance and is embarrassed by the overwhelming affection Morrie shows him. Morrie, on the other hand, seems calm and happy. Rewrite this chapter from Morrie s point of view. What is he thinking when Albom drives into the driveway and takes several minutes to get out of the car? Try to include all the events of the chapter that you can, but write from Morrie s perspective instead of Albom s. Note to Teacher: For lower-level students, you could list events in the chapter they must include in their rewrites. You could ask higher-level students to re-write the chapter in the form of a dialogue or a scene from a play with several asides from Morrie. Then, they could act out their scenes in front of the class. Copyright 2008, Prestwick House, Inc. T - 40

42 Student s Page Name: Date: The Orientation Point of View Objectives: Recognizing the point of view used in the novel Rewriting a portion of the chapter in a different point of view The entire novel is told by the author, Mitch Albom, in the first-person point of view. Albom s emotional state during his first arrival at Morrie s house can be described as nervous, anxious, and awkward. Albom is afraid to get out of the car and greet his old professor, and he pretends to search for his keys on the floor. Once he gets out of the car and sees Morrie, he is startled by Morrie s deteriorating appearance and is embarrassed by the overwhelming affection Morrie shows him. Morrie, on the other hand, seems calm and happy. Rewrite this chapter from Morrie s point of view. What is he thinking when Albom drives into the driveway and takes several minutes to get out of the car? Try to include all the events of the chapter that you can, but write from Morrie s perspective instead of Albom s. S - 41 Reproducible Student Worksheet

43 Teacher s Page The Classroom Relating to the Text Making a list related to the concept of expectation In the flashback portion of this chapter, Albom complains about being divided between what is expected of [him] versus what [he] want[s] for [him]self. Morrie likens this dilemma to the tension of opposites the pressures of life that pull individuals in two directions at once. Have you felt pulled in opposite directions, between expectations other people have of you and what you really want? In the following chart, list some actions, behaviors, values, or feelings that were expected of you. In the second column, list what you wanted for yourself. We have provided an example to get you started. CONCEPT OF EXPECTATION CHART What Others Expect of Me My mom expects me to wear clean, neat clothes and tuck my shirt in. Answers will vary. What I Want for Myself I think I should be able to choose what I wear. It should be an expression of who I am, not who people want me to be. Answers will vary. Answers will vary. Answers will vary. Answers will vary. Answers will vary. Answers will vary. Answers will vary. Answers will vary. Answers will vary. Answers will vary. Answers will vary. Answers will vary. Answers will vary. Copyright 2008, Prestwick House, Inc. T - 42

44 Student s Page Name: Date: The Classroom Relating to the Text Making a list related to the concept of expectation In the flashback portion of this chapter, Albom complains about being divided between what is expected of [him] versus what [he] want[s] for [him]self. Morrie likens this dilemma to the tension of opposites the pressures of life that pull individuals in two directions at once. Have you felt pulled in opposite directions, between expectations other people have of you and what you really want? In the following chart, list some actions, behaviors, values, or feelings that were expected of you. In the second column, list what you wanted for yourself. We have provided an example to get you started. CONCEPT OF EXPECTATION CHART What others expect of me My mom expects me to wear clean, neat clothes and tuck my shirt in. What I want for myself I think I should be able to choose what I wear. It should be an expression of who I am, not who people want me to be. S - 43 Reproducible Student Worksheet

45 Teacher s Page The Classroom Journal Entry Writing a journal entry In the chapter The Classroom, readers gain insight into why Albom decides to go back and visit his professor after all those years: Albom is having an internal struggle over his identity and who he has become. Albom reminisces about the things he used to love and all that he has lost because of his busy lifestyle. It is clear from this section that Albom returns to Morrie in an attempt to reconnect with his former self. Write a journal entry as if you were Albom, and discuss the internal dilemmas you have been going through. Also, talk about what you hope to gain by visiting Morrie. Copyright 2008, Prestwick House, Inc. T - 44

46 Student s Page Name: Date: The Classroom Journal Entry Writing a journal entry In the chapter The Classroom, readers gain insight into why Albom decides to go back and visit his professor after all those years: Albom is having an internal struggle over his identity and who he has become. Albom reminisces about the things he used to love and all that he has lost because of his busy lifestyle. It is clear from this section that Albom returns to Morrie in an attempt to reconnect with his former self. Write a journal entry as if you were Albom, and discuss the internal dilemmas you have been going through. Also, talk about what you hope to gain by visiting Morrie. S - 45 Reproducible Student Worksheet

47 Teacher s Page Taking Attendance Exploration of Theme Objectives: Explaining the title of the chapter Listing activities that foster a feeling of connection to others In this chapter, Albom contrasts Mitch s lifestyle with Morrie s. Albom confesses that he enjoyed reading tabloid magazines, he worked too much, and he has had few experiences interacting with other people. He also feels displaced when the newspaper unions go on strike and he has no work to do. Morrie, however, lives a different and unique lifestyle. While most Americans are immersed in the O.J. Simpson trial, money, material possessions, and gossip, Morrie values conversation, interaction, [and] affection, which fill his life completely. Who is richer: the person rich in material goods or the person rich in experiences? Morrie counsels Albom on his ever-growing feeling of emptiness. Morrie explains that our culture creates an addiction to excess and leaves us always wanting more. Morrie says, The culture we have does not make people feel good about themselves. Because of this, Morrie creates his own culture and, as a result, never experiences emptiness and purposelessness. According to Morrie, the way you get meaning into your life is to devote yourself to loving others. We all could do more to increase our connection to others. This activity has two parts: 1. Explain why you think this chapter is called Taking Attendance. Answers will vary. Sample answer: When attendance is taken, people sometimes answer with the word Present. This chapter is about being present in the moment and not being tortured by past failures and anxiety about the future. The past and the future are superficial; what is really important is the present. 2. On the same paper, make a list of activities you engage in or would like to engage in. Which activities feed your soul instead of improving your self-image and earning you money? Which activities make you feel more connected to your true self and to the other people around you? Note to Teacher: This could be a difficult assignment for some students. Students may not be able to distinguish activities that serve the ego the outer self from the ones that serve the inner self. If students have a hard time on their own, you could put them in small groups or have a class discussion. Copyright 2008, Prestwick House, Inc. T - 46

48 Student s Page Name: Date: Taking Attendance Exploration of Theme Objectives: Explaining the title of the chapter Listing activities that foster a feeling of connection to others In this chapter, Albom contrasts Mitch s lifestyle with Morrie s. Albom confesses that he enjoyed reading tabloid magazines, he worked too much, and he has had few experiences interacting with other people. He also feels displaced when the newspaper unions go on strike and he has no work to do. Morrie, however, lives a different and unique lifestyle. While most Americans are immersed in the O.J. Simpson trial, money, material possessions, and gossip, Morrie values conversation, interaction, [and] affection, which fill his life completely. Who is richer: the person rich in material goods or the person rich in experiences? Morrie counsels Albom on his ever-growing feeling of emptiness. Morrie explains that our culture creates an addiction to excess and leaves us always wanting more. Morrie says, The culture we have does not make people feel good about themselves. Because of this, Morrie creates his own culture and, as a result, never experiences emptiness and purposelessness. According to Morrie, the way you get meaning into your life is to devote yourself to loving others. We all could do more to increase our connection to others. This activity has two parts: 1. Explain why you think this chapter is called Taking Attendance. 2. On the same paper, make a list of activities you engage in or would like to engage in. Which activities feed your soul instead of improving your self-image and earning you money? Which activities make you feel more connected to your true self and to the other people around you? S - 47 Reproducible Student Worksheet

49 Teacher s Page The First Tuesday: We Talk About The World Characterization Identifying character traits within the text In the chapter The First Tuesday: We Talk About The World, Albom discusses the first lesson he learns from the dying Morrie. Albom learns a lot in this interview, and he recalls Morrie saying, Love is the only rational act. This is followed up with a flashback about a lesson Morrie taught in college about the effect silence has on human relationships. At the end of this section, two different personas are introduced: The first is the rational man who is willing to let love into his life, and the other is the silent man who is unable to connect with other people. After considering these two personas, assign these roles to Morrie and Albom. In the chart, indicate which role you feel best describes each character, and list characteristics of that character that support your choice. THE RATIONAL MAN VS. THE SILENT MAN The Rational Man Morrie Believes communication can solve any problem Enjoys considering what s important in life Easily understands the pain of others Thinks crying is okay for everyone Believes in giving and receiving love The Silent Man Albom Is comfortable with silence Is not comfortable discussing feelings Does not relate to the suffering of others Does not believe in crying Is not accustomed to physical contact as a means of comfort Copyright 2008, Prestwick House, Inc. T - 48

50 Student s Page Name: Date: The First Tuesday: We Talk About The World Characterization Identifying character traits within the text In the chapter The First Tuesday: We Talk About The World, Albom discusses the first lesson he learns from the dying Morrie. Albom learns a lot in this interview, and he recalls Morrie saying, Love is the only rational act. This is followed up with a flashback about a lesson Morrie taught in college about the effect silence has on human relationships. At the end of this section, two different personas are introduced: The first is the rational man who is willing to let love into his life, and the other is the silent man who is unable to connect with other people. After considering these two personas, assign these roles to Morrie and Albom. In the chart, indicate which role you feel best describes each character, and list characteristics of that character that support your choice. THE RATIONAL MAN VS. THE SILENT MAN The Rational Man The Silent Man S - 49 Reproducible Student Worksheet

51 Teacher s Page The Second Tuesday: We Talk About Feeling Sorry for Yourself Positive Outcomes Relating the novel to personal experiences On The Second Tuesday, Albom notices that Morrie s health is steadily declining and that he can no longer raise his arms higher than his chest. Albom asks Morrie if he ever feels sorry for himself, and Morrie replies that he mourns a bit in the mornings, but then he remembers all of the good things in his life. Morrie says, [The disease] is only horrible if you see it that way It s horrible to watch my body slowly wilt away to nothing but it s also wonderful because of all the time I get to say goodbye Not everyone is so lucky. How is it possible that Morrie can turn his illness into something positive? Many times in our lives, we only see the negative side of an incident and not the positive. In the chart provided, list five seemingly bad incidents that have happened to you this year. Then, try to find at least one positive thing that came out of that experience. An example is provided for you. POSITIVE OUTCOMES CHART Incident I sprained my ankle when I was playing field hockey in gym. Answers will vary. A Positive Outcome A classmate helped me go to the nurse s office. We talked on the way there, found out we had a lot in common, and ended up becoming best friends. Answers will vary. Answers will vary. Answers will vary. Answers will vary. Answers will vary. Answers will vary. Answers will vary. Answers will vary. Answers will vary. Copyright 2008, Prestwick House, Inc. T - 50