For One More Day Rdls 0100 Activities r4k30

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for one more day by Mitch Albom

RDLS 0100 Activities

Note: The Study Guide and the RDLS 0100 Activities work in combination to and enhance for one more day. Suggestion: The structure of one more day is unique. To increase students’ ability to understand and comprehend the spiraling of events that take place, have them imagine this story like a puzzle that allows you to see Chick’s life story unfold as the pieces come together to complete his story.

Figurative language Development Figurative language involving idioms, metaphors, and similes are embedded throughout for one more day. To enhance comprehension it would be advantageous for students to review the contents in Chapter 5 of Making Reading Relevant before beginning this novel. Idioms are part of everyday dialogue in the English language, therefore, they are included as part of this section. Idioms A matching game can be developed. The idioms are written on individual note cards, and their meanings are written on another. Each student receives at least one card and he/she matches his/her card with a peer. These partners then discuss the connection to for one more day. Discuss the following idioms and apply their meanings to a scene, event, or person in for one more day as the story unfolds. These can be discussed in groups or as an entire class. As an added interest, students can choose identical idioms and then compare and contrast their findings. Students should be encouraged to apply the meanings to their own lives. take a hike take for granted bite off more than one can chew bite one’s tongue bite the bullet bite the dust bite the hand that feeds one put your foot down

eat one’s word in the same boat rock the boat go fly a kite raise eyebrows get a life pull the wool over one’s eyes every cloud has a silver lining

Similes and Metaphors Similes and metaphors are used by Mitch Albom to “spice up” and add visual and symbolic comparisons to the dialogue in for one more day. Students should create a simile and metaphor

2 log, and the literal meanings can then be discussed in class. Students should be encouraged, when applicable, to apply the meanings to their own lives. For example on page 9, Chick says, “The place felt like a tomb.” What is a tomb? What did Chick mean? Ask students if they have ever felt like they were in a tomb.

Vocabulary Enhancement Understanding words builds comprehension and brings meaning to literacy. The dialogue in for one more day contains words that flavor this story. Varied levels of vocabulary words are listed to meet the literacy needs of all students. Vocabulary activities include the following: • Read the word in context from for one more day. • If a student already knows the word have him/ her share the definition in context with the class. • Greek and Latin can be reinforced when applicable. • Discuss possible multiple meanings and reinforce context clues. • Discuss the word, give an example, and have students write or verbally share an example that they can apply from their own lives. p. 4 p. 4 p. 4 p. 5 p. 17 p. 21 p. 24 p. 24 p. 31 p. 31 p. 37 p. 37

inexorably illusions promising (athlete) transferred inexplicable mimicked hallucination fantasy profits prophecies fugitive reflex

p. 38 squatter p. 43 ricochet p. 46 record player p. 48 onished p. 48 astonished p. 49 antiseptic p. 49 grimaced p. 53 inedible p. 54 enlightenment p. 59 consequences p. 67 divorcée p. 68 abhorrent

p. 79 p. 79 p. 96 p. 100 p. 102 p. 105 p. 106 p. 116 p. 122 p. 123 p. 149 p. 151 p. 195

insanity apparition reluctantly affectionately tolerated maneuvered dormitory inadvertently tournaments obediently incongruent prerogative condolence card

Processing Figurative Language Throughout for one more day the language and dialogue is embedded at multiple levels. To encourage comprehension and apply knowledge, it will serve students well to dissect this language. The chart will allow students to record information for future application as they dissect other phrases. processes phrase “Good-bye trip”

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literal

inferential

Good-bye means leave and trip means a journey.

Clues involve a gun and Chick was stumbling to his car.

analytical Think about goodbye versus good-bye trip. Why would Chick say that?

application Chick is intending for this trip to be the one to end his life.

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Periodical Connections Pick an article from a newspaper, Newsweek, online, etc. that highlights a particular person that you would want him/her to have one more day to make a positive impact with their family, in their community, etc. This person can be living or deceased. Think critically about his/her unique situation and the various ways that person can make a difference (financial, health, age, gender, education).

Aphorism Journal There are principles of life shared throughout for one more day. Recording them in a journal would serve a two-fold purpose; students would gain insight into perspective taking of life experiences and it would maintain another purpose for reading. Aphorisms would be wonderful to share in class and open the door for them to share their own experiences.

The Five Senses Think of the five senses that are used throughout for one more day. For example sight is referenced on page 48 as Charley’s mother “shot her a dagger-like stare.” The class can be divided into five groups each focusing on one sense or all of them or students can individually be handed cards with a specific sense that they locate on their own.

Concept Webs Students will pick one character from for one more day. They will create a web and can include, when applicable, the character’s likes, dislikes, values, professions, attributes, and personalities. The students will leave the nucleus blank, to enable their peers to guess which character was the focus of their creation. Webs can be developed about each character and using the vocabulary list above students can pick as many words out that connect to that person. They can also use for one more day as a reference.

Cause and Effect Students can work in groups, as a class discussion, or individually to create cause and effect chains from scenes that took place in for one more day. The Cause-and-Effect Chain on page 150 in Making Reading Relevant will serve as an example. A discussion can take place as students critically think of various alternative behaviors that would have resulted in positive outcomes had the characters made different decisions or reacted differently to situations. The students will then think about cause and effect in their own lives and can share their experiences with the class.

Critical Thinking Discussion Questions If you could have one more day with someone who would it be, why would it be that person, and how would you spend that time together? Do you believe the quality of time you spend with someone you care about is more valuable than the quantity of time you spend with loved ones? Why?

4 Pick a scene from for one more day and state your opinion about the reaction of the character(s). How might you have reacted in that situation? Refer to a age in for one more day and explain the cause and effect of what happens. The recurring theme TIMES MY MOTHER STOOD UP FOR ME and TIMES I DID NOT STAND UP FOR MY MOTHER infers guilt on some level that Chick feels. Do you think it is warranted? Do you think his mother played a role in this constant “baggage of guilt” he has incorporated into his life? Think of someone in your life that you stood up for, someone that stood up for you, or someone that you should have stood up for. How did it make you feel as a person? How has it affected your life now that you are an adult? What were Chick’s feelings towards his father (Leonard “Len”) and his mother (Pauline “Posey”)? Apply that information to a Venn diagram titled “Mom”, “both”, and “Dad”.

Venn Diagrams Compare each of the following characters in groups or as a class discussion. Venn diagrams can also be created for visual effect. Chick and Roberta Chick and his dad/Leonard Chick and his mom/Posey Catherine and Giavana Miss Thelma and Rose

Semantic Feature Character Analysis This strategy will allow students to categorize by characteristics or features. Students put a + or a – in each box to show a positive or negative relationship, or both, between the feature and the characterisitic. Students can fill the chart in individually or as a class, and then a class discussion can follow as students their positions. The following categories and characters are examples; charts can also be created to meet the literacy needs of your class with definitions of vocabulary words. Vocabulary Character

Posey Leonard Chick/Charley Miss Thelma

empathetic +

guilt ridden

loyal

honest

-+

+

+-

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Sequencing /Time Line Activity The scenes in for one more day take twists and turns. Write major scenes within a section or over several sections on a note card and have students decide the correct sequence of events that took place. A class discussion can take place to determine the results and the students can use their books for ing their responses.

Stated and Unstated Information Locate information that is stated in a age. What conclusion can you draw (using your inferencing skills) from the age that is not stated by the author? STATED

UNSTATED__

Letter Writing Perspective-taking correspondence Pretend you are Charley writing a letter to his mother or father. Include his feelings, emotions, and memories he has of his mother and other characters that are involved. it with information from for one more day. to use perspective-taking and “walk in Charley’s shoes.” Note: Your letter should contain five paragraphs: 1) introductory-a paragraph telling the reason for writing your letter 2) body- three paragraphs each focusing on one topic of specific information 3) conclusion- one paragraph summarizing what you shared in your letter. There should be at least three to five sentences in each paragraph. to include a salutation and an introductory close. Sharing personal thought correspondence The students will write a letter to someone they care about that is living or has died telling them what he/she means/meant to them. This assignment can be planned to correspond with Chapter 6 in Making Reading Relevant on page 117 “HOW TO WRITE A LETTER”. An introductory paragraph, several paragraphs for the body, and a concluding paragraph would reinforce writing skills. A salutation and complimentary close would complete this critical thinking assignment.

Creative Expression Collages Students will be create a collage illustrating with words, pictures, etc. using newspapers, magazines, or their own creations to depict feelings, emotions, experiences, figurative language, lessons learned, and vocabulary they have gained from reading for one more day. They should use their creativity, their spirit, and their . s.

6 Illustrating Impressions Students will draw a character on paper from for one more day from the visual image they have developed from descriptions in the book. The paper can be folded over like a card or be a single piece of paper; students will write the character traits of that person’s personality related to what they learned from for one more day. Graphic Organizers Students can create your own graphic organizer to show the relationships of three or more characters. Students should think about color and design to represent the characters. The heart graphic in the study guide (page 189) will serve as an example. As an additional example, the following is a reconfiguration of that graphic:

LEONARD Italia n woma n

Pose y

Chick/ Charle y

“Times My Mother Stood Up for Me” Concept Application (The students should think about all the people that have come into their lives as family , teachers, colleagues, neighbors, friends, etc. for this activity.) The students will be asked to think of someone that has defended them or ed them in time of need. They will write what that person did for them. They will then brain storm to think about the positive effects of that deed on their lives and what might have transpired if that person had not been there to them. As an alternative activity students will think about an incident when they helped or ed someone in time of need and how their generosity impacted his/her life. In addition, students can be asked if they have plans to come to someone’s aid in the near future and how that will improve that person’s life.

Main Idea After students have read their assigned sections of for one more day have students discuss the main idea of each titled section. Students can then be divided into groups to discuss what the main idea is in particular paragraphs or ages within that titled section.

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Tone The tone of each age varied throughout for one more day. Students can compare and contrast various tones of the same character in different settings or different characters throughout the book.

Setting Students should pay close attention to the frequent change of settings as Chick/Charley shares his life review. The settings of several scenes can be discussed and how Mitch Albom’s vivid descriptions brings them to life.

Memory Game Collect the items (when applicable), pictures (from ads), or make word cards and place them in a paper bag. Each student picks one and explains how that item connects to for one more day. Some items might be applicable to several scenes. The following words are suggestions for this activity: scrambled alcoholic beverage knife a letter or stationary baseball bat makeup TV Santa Claus cigarette

baseball bat ballerina slippers nurses uniform makeup telephone binoculars meat loaf cleats police officer

a map of Italy a ghost Christmas tree a record radio fish sticks baseball uniform flashlight sand

Reactions and Opinions Students should be encouraged to react to scenarios in for one more day as it relates to the context of the story. For example on page 10 when Chick wasn’t invited to his daughter’s wedding he said, “I felt lonelier than I’d ever felt before, and that loneliness seemed to squat in my lungs and crush all buy my most minimal breathing.” Students can think about how that would feel and what they would do in that situation. “Times I Did Not Stand Up for My Mother” on page 53 would also serve as a reaction/opinion age as students think about Charley’s response to his father’s food query.

Summary Students will practice summarizing what they have read. Summaries can cover the four major sections or by the segments within those sections. Students should be assigned particular pages to summarize. They can then work together in groups or individually to write a summary. Students should be encouraged to share their summaries with the class because this will serve as a comprehension builder for struggling readers. It should be reinforced that summaries do not include their opinion; they should consider themselves reporters gathering information about the events that took place.

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Poetry and Lyrics The following song by Diamond Rio is sung on the website http://www.ladaisey.com/onemore.html. It will serve as a sample for students to create their own poems. Expectations for students to write their own poems can be adjusted accordingly to their language abilities. The lyrics that are underlined are intended to be exchanged with your students’ own words. Students can write their own poem using “One More Day” as a guideline. Graphics or pictures would be a wonderful enhancement to their poetic creations.

One More Day

Last night I had a crazy dream A wish was granted just for me It could be for anything I didn't ask for money Or a mansion in Malibu I simply wished, for one more day with you One more day One more time One more sunset, maybe I'd be satisfied But then again I know what it would do Leave me wishing still, for one more day with you First thing I'd do, is pray for time to crawl Then I'd unplug the telephone And keep the TV off I'd hold you every second Say a million I love you's That's what I'd do, with one more day with you Leave me wishing still, for one more day Leave me wishing still, for one more day By: Diamond Rio