Tuesdays with Morrie
by Mitch Albom
*Pester* Packet
*Not quite a test, not really a paper*
Name: __________________________
Date: ________________________
Period: _____
PESTER INSTRUCTIONS:
This packet contains questions, writing responses, and other tasks to complete
throughout our study of Tuesdays with Morrie. Don’t fret: class time will be given to
you to work on this packet, but what you do not finish will be homework.
When we are done reading the novel, you will turn in this completed packet. Keep up
with the work, and this packet will be an easy way to bring up your grade.
But, whatever you do…
DO NOT LOSE IT!!
Day 1 (P. 1-23)
Activity- Using magazines, drawings, folded paper, your
imagination (the sky is the limit-kind of), you must create a
visual representation of an important person in your life.
Mitch has come to realize how important it is to experience
this type of relationship in your life.
 On a plain 8 x 11 sheet of computer paper
 Create a collage:
o At least 15 images
o Your person’s name or nickname
o Images can describe their personality, relationship,
or something they do (activity, sport, etc.)
 On the back of your computer paper:
o Create a poem of your choice: Biopoem, Limerick,
free verse… again use your imagination…
o Must be at least 10 lines long
o Be Creative—as long as I can read it we’re good.
Don’t stay in 1 dimension, try out different ways of
writing.
o You may use words/cut outs from the magazines for
this as well.
Day 2 (P. 26-61)
A bucketlist is a list of things that you wish to see, do,
accomplish, etc. before you “kick the bucket”. Morrie seems
to have accomplished some major feats-he holds his family
and their life in utmost regard in his accomplishments.
Activity: Create your own bucketlist of 100 things you would
want to accomplish before you “kick the bucket”. Actually
think about this!! What would be important to you? What are
some fantastical things? Goals? Don’t limit yourself to BIG
things that are a dream-think about the little things (for
example: graduate high school, hug your Mom, etc.).
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Day 3 (P. 62-89)
This entire novel is really a series of memories and interviews
that Mitch conducted with Morrie over the time span of his
disease. One Tuesday Mitchel decides to take his tape
recorder with him on his visit because, like photos and
videotapes, a voice recording is a memento people cherish
after someone has died. Additionally, Mitch is so impressed
with Morries’s stories and advice that he wants to share it
with others. The world can learn so much from Morrie.
Activity: The interview
 Choose a person to interview ___________________________
o Can be a classmate, friend, a parent, grandparent,
or any other loved one
 Ask the person:
o Tell a story about an important moment in his/her
life
o What did they learn from the experience?
o Give some advice to the rest of the world or relate
some important lesson that they learned
 Required components:
o Tape recorded interview
o Interview covered the 3 points above
o Evidence of interaction during the interview so…
active listeningwhich means you are involved in
the interview. DO NOT just tune out.
 Questions are being asked
 Respond to their story
ENJOY SPENDING TIME LISTENING TO SOMEONE ELSE! EACH
PERSON HAS THEIR OWN UNIQUE EXPERIENCE TO TALK OF.
Day 4 (P. 90-128)
Discussion and bouncing ideas of each other is a large part of
how people learn new things. Mitch is in the process of
learning a whole new aspect to life by simply interacting with
Morrie and actually listening to what is being said.
Activity: We will be beginning a two day discussion on various
topics discussed in Tuesdays with Morrie. This discussion with
be a graded discussion worth a total of 50 points. Point are
awarded based on the amount of times that you volunteer
responses during the discussion. Of the 50 points, 40 points
are earned for you responses during the discussion and 5
poitns will be earned for simply showing up prepared during
the discussion and attentively following along.
 Scoring: Your final score for the discussion will be based
on your number of responses compared to the average
number of responses from the class. For example, if
after the two day discussion, the average number of
responses was 7, and you spoke 7 times, you would
receive 40 out of 40.
 Points: During our discussion, each time you volunteer
an answer to the class, as long as your answer is relevant,
and not a repeat of a previous answer, you will be
awarded a check mark, If during your answer you use
textual evidence, or reference the text, you will receive a
check plus.
 Behavior: During the discussion, if I see or hear you
talking, or not paying attention, I simply begin to deduct
points from your discussion grade. You are expected to
be focused and respectful during this two day discussion.
Any inappropriate language or comments will result in
point deductions or an outright 0 on the assignment.
Day 5 (P. 129-158)
As we look into Morrie Schwartz’s impressive list of aphorisms, it’s time for you to
create three of your own! The aphorism that you create should be unique to you
and not simply a copy or even a close resemblance to any that Morrie Schwartz has
already said (or anyone else for that matter). This will require a bit of thinking,
but who ever said thinking was a bad thing? Follow the guidelines below to create
the perfect aphorism.
Aphorism: A short, usually one or two sentence, statement in which the speaker
wishes to impart some sort of wisdom onto the reader. An aphorism is
meant to encourage a reader while teaching him/her a lesson that
he/she can live by. An aphorism should benefit everyone, not a single
group of people.
Here are some helpful examples below:
X – “Relationships are great!” This statement does not teach a lesson and really
isn’t all that encouraging.
√ - Keep your heart open for as long as you can, as wide as you can, for others and
especially for yourself. Be generous, decent, and welcoming. This statement is
encouraging and in fact does teach a lesson.
X – “Popularity makes everyone happy!” This statement is meant for a certain
group of people. Popular ones!
√ - “Be proud of who you are. In the end, it’s all that matters!” This aphorism can
be applied to EVERYONE!
X – “Love is the smartest thing.” This statement is WAY too similar to “Love is the
only rational act.”
X – “Help everyone that needs it.” This statement is just too broad. It is not
specific enough.
Aphorism #1:
Aphorism #2:
Aphorism #3:
DOMAIN
5
CONTENT
3
1
All aphorisms accurately
Two of the three
Only one aphorism
follow the guidelines of an
aphorisms accurately
accurately follows the
aphorism. Each aphorism
follow the guidelines of
guidelines of an
offers encouragement
an aphorism. Two
aphorism. The other
while teaching a lesson to
aphorisms offer
aphorisms do not teach
the reader.
encouragement while
a lesson and do not
teaching a lesson to the
offer encouragement.
reader.
Less than three
aphorisms were offered.
GRAMMAR
ORIGINALITY
Spelling and punctuation
One spelling or
Multiple spelling or
are 100% accurate in all
punctuation error is
punctuation errors are
three aphorisms.
present in all three
present in all three
aphorisms.
aphorisms.
All aphorisms show
One or more of the
One or more of the
complete originality and do
aphorisms shows a slight
aphorisms greatly
not resemble any of
resemblance to an
resemble an aphorism or
Morrie Schwartz’s
aphorism from Morrie
aphorisms from Morrie
aphorisms.
Schwartz.
Schwartz.
Aphorism Brainstorming:
______ / 5
TOTAL: _____ / 20
Day 6 ( P.160-192)
Respond to Mitch’s question at the end of the novel, “Have
you ever really had a teacher? One who saw you as a raw but
precious thing, a jewel that, with wisdom, could be polished
to a proud shine? If you are lucky enough to find your way to
such teachers, you will always find your way back.”
Activity: Type a 5 paragraph letter to a favorite teacher.
While I hope you’ve had a teacher in your life that has
affected you, you are allowed to choose someone in your life
that has taught you something, even if it wasn’t formally in a
classroom.
 The requirements:
o An introduction with attention grabber,
background/commentary leading to a thesis, and a
thesis statement. For example: “Of all the teachers I
have had in my life, you impacted me the most by
_____________________________________________________.”
o The great and unique qualities of this person. What
is so special about him/her? At least 3.
o A significant memory with this person. Think of the
flashbacks and how meaningful they were for Mitch
and the story itself.
o The overall impact that this person had on you. How
have you changed from having this person in your
life?
o A line from the book (with proper in-text citation).
This can be an aphorism or any other piece of
wisdom from the text that you find meaningful and
relevant to your relationship with this person. Work
the quote somewhere into your writing.
o A concluding paragraph where you thank your
teacher for the impact they had on your life.
Lab day March 18th. Packet Due: March 21st.