Introduction to Tuesdays With Morrie Unit
Author: Larissa Mariani
Date created: 03/05/2013 9:15 PM EDT ; Date modified: 03/05/2013 10:14 PM EDT
VITAL INFORMATION
Subject(s)
Language Arts (English)
Grade/Level
Grade 12
Objectives
Students will be able to compose daily, well­thought reflections by completing the Daily Journal Entries on their Tuesdays With Morrie Unit Journal Packet.
Students will be able to summarize their daily readings by answering their Daily Journal Entries and Essential Discussion Questions specific to that day’s
reading.
Students will be able to critically think about the deeper meanings behind the life lessons of Tuesdays With Morrie by participating in large group, Essential
Questions review discussions.
Students will be able to demonstrate their creativity by offering personal thought and using their Journal Packets as a self reflective spaces each day.
Students will be able to “safely” evaluate and construct assumptions about this new unit and text by watching an introductory video clip about Tuesdays With
Morrie.
Students will be able to interrelate their own life experiences with the life experiences illustrated throughout Tuesday With Morrie by independently reading the
text over a duration of class days.
Standards
PA- Pennsylvania Academic Standards
Subject: Reading, Writing, Speaking and Listening
Area 1.1: Learning to Read Independently
Grade/Course 1.1.11: Grade 11
Standard B.:
Analyze the structure of informational materials explaining how authors used these to achieve their purposes.
Standard D.:
Identify, describe, evaluate and synthesize the essential ideas in text. Assess those reading strategies that were most effective in learning
from a variety of texts.
Standard G.:
Demonstrate after reading understanding and interpretation of both fiction and nonfiction text, including public documents.
· Make, and support with evidence, assertions about texts.
· Compare and contrast texts using themes, settings, characters and ideas.
· Make extensions to related ideas, topics or information.
· Assess the validity of the document based on context.
· Analyze the positions, arguments and evidence in public documents.
· Evaluate the author’s strategies.
· Critique public documents to identify strategies common in public discourse.
Area 1.2: Reading Critically in All Content Areas
Grade/Course 1.2.11: Grade 11
Standard A.:
Read and understand essential content of informational texts and documents in all academic areas.
· Differentiate fact from opinion across a variety of texts by using complete and accurate information, coherent arguments and points of view.
·Distinguish between essential and nonessential information across a variety of sources, identifying the use of proper references or
authorities and propaganda techniques where present.
· Use teacher and student established criteria for making decisions and drawing conclusions.
· Evaluate text organization and content to determine the author’s purpose and effectiveness according to the author’s theses, accuracy,
thoroughness, logic and reasoning.
Standard C.:
Produce work in at least one literary genre that follows the conventions of the genre.
Area 1.3: Reading, Analyzing and Interpreting Literature
Grade/Course 1.3.11: Grade 11
Standard A.:
Read and understand works of literature.
Standard B.:
Analyze the relationships, uses and effectiveness of literary elements used by one or more authors in similar genres including characterization,
setting, plot, theme, point of view, tone and style.
Standard C.:
Analyze the effectiveness, in terms of literary quality, of the author’s use of literary devices.
· Sound techniques (e.g., rhyme, rhythm, meter, alliteration)
· Figurative language (e.g., personification, simile, metaphor, hyperbole, irony, satire)
· Literary structures (e.g., foreshadowing, flashbacks, progressive and digressive time).
Area 1.4: Types of Writing
Grade/Course 1.4.11: Grade 11
Standard D.:
Maintain a written record of activities, course work, experience, honors and interests.
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Area 1.5: Quality of Writing
Grade/Course 1.5.11: Grade 11
Standard A.:
Write with a sharp, distinct focus.
· Identify topic, task and audience.
· Establish and maintain a single point of view.
Standard D.:
Write with a command of the stylistic aspects of composition.
· Use different types and lengths of sentences.
· Use precise language.
Area 1.6: Speaking and Listening
Grade/Course 1.6.11: Grade 11
Standard A.:
Listen to others.
· Ask clarifying questions.
· Synthesize information, ideas and opinions to determine relevancy.
· Take notes.
Standard C.:
Contribute to discussions.
· Ask relevant, clarifying questions.
· Respond with relevant information or opinions to questions asked.
· Listen to and acknowledge the contributions of others.
· Adjust tone and involvement to encourage equitable participation.
· Facilitate total group participation.
· Introduce relevant, facilitating information, ideas and opinions to enrich the discussion.
· Paraphrase and summarize as needed.
Standard E.:
Participate in small and large group discussions and presentations.
· Initiate everyday conversation.
· Select and present an oral reading on an assigned topic.
· Conduct interviews.
· Participate in a formal interview (e.g., for a job, college).
· Organize and participate in informal debate around a specific topic. Use evaluation guides (e.g., National Issues Forum, Toastmasters) to
evaluate group discussion (e.g., of peers, on television).
Standard F.:
Use media for learning purposes.
· Use various forms of media to elicit information, to make a student presentation and to complete class assignments and projects.
· Evaluate the role of media in focusing attention and forming opinions.
· Create a multi-media (e.g., film, music, computer-graphic) presentation for display or transmission that demonstrates an understanding of a
specific topic or issue or teaches others about it.
Area 1.7: Characteristics and Function of the English Language
Grade/Course 1.7.11: Grade 11
Standard B.:
Analyze when differences in language are a source of negative or positive stereotypes among groups.
MATERIALS AND RESOURCES
Resources
Materials and resources:
Classroom Board
Markers
Classroom Computer for Video Clip
Projector and Screen for Video Clip
Journal Packet per student
Novel, Tuesdays With Morrie, per student
Technology resources:
IE Explorer, Word
Attachments:
1. Journal Packet(minus activités)
IMPLEMENTATION
Lesson Procedures
(Wednesday, March 13th, 2013)
English 12
49 minutes; Periods 1, 2, 4 (Agenda will be written on the board at the beginning of the day. Bell Ringer and Video Clip screens will be ready to go by the beginning of each period.)
(3 minutes) Bell Ringer
Students will complete their bell ringers for the day. I will present them will the vocabulary prompt they need to complete the bell ringer (vocabulary
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list 12). They will already have their sheets from the beginning of the week. Orally review answers with definitions.
(6 minutes) Introduction to Journal Packet and Answering Pre­Reading Entry
I will introduce and distribute the Journal Packets to the students. The Journal Packets consist of Daily Journal Entries that the students will answer
directly on their packets, Essential Discussion Questions (per reading) to be used as a review for the beginning of the next day’s class, activities that
will be reserved for selected days, and an Aphorisms List that students will fill out throughout the reading process, which will also be used for one of
the activity days. The Journal Packets will be collected for grading at the end of the unit. After the packet is explained, the students will have 2­3
minutes to answer the pre­reading question. The idea is to not introduce the actual idea of the novel quite yet. Having the students answer the
question, “If you were told today was your last day on earth, what are the top five pieces of advice on life you would give someone?”, will grab their
attention and perhaps have them question why they are answering such a question.
(7 minutes) Intro. Video Clip
In addition, without yet explaining the idea of the novel, I will have the student watch an introductory clip taken from the real Nightline interview
produced with Morrie from, Tuesdays With Morrie. This again will spark attention.
http://abcnews.go.com/Nightline/video/interview­tuesdays­morrie­part­9084429
(5 minutes) Short Discussion on Video/Pre­Reading
For about five minutes the students will have the opportunity to tell the class about their Pre­Reading Entry and may share their answers with the
class. Also students will have the opportunity to comment on the video clip, perhaps try and think/discuss on what they think this novel will “bring to
the table”.
(25 minutes) Independent Reading
The students will independently read the selected pages for the day (pgs. 1­25)
(3 minutes) Wrap­Up
This time could be used for students if they need the extra reading time, or if time permits, the Essential Questions could be introduced for tomorrow’s
beginning review.
ASSESSMENT
Assessment
Journal Packets are too be compelted for collection at the end of the unit.
Lesson Analysis and
Reflection
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