WELCOME!
We have tailored THE UNSTOPPABLE YOU! Curriculum to be used to allow you to help students explore, identify, and personalize the
powerful UNSTOPPABLE message.
STANDARDS
This Curriculum Guide was developed with considerable attention toward National Reading Standards as outlined by NAEP for: reading
for literary experience, reading for information, and reading to perform a task.
Additional guidance was obtained by following guidelines set down by The National Assessment Governing Board.
Further information and relevant instructional strategies were developed by referencing contexts for Reading Specified in the NAEP
Reading Framework:
http://www.education.com/reference/article/Ref_National_Grade_12_Read/
PRESENTATION
Each lesson is in a user-friendly ppt. format to facilitate on-screen use or as a teacher guide. The questions are intended to guide a
discussion of the powerful UNSTOPPABLE stories.
Lessons are intended to be used in a 8-15 minute time period. We hope that this guide helps you facilitate timely discussions over the
entire school year, or as time allows.
The lessons can be modified to include written prompting and/or group discussion.
THANK-YOU
I truly believe that the UNSTOPPABLE! book and curriculum guide will make a difference in your classroom, but most importantly, in
your students, and in you! I know – I use the stories myself!
S. Lance Scranton, MS
SUPPORT AT: lance.scranton@consultant.com
LESSON 1: Look for the Pony
APPROACH:
Students read story silently (or) teacher reads aloud to class.
VOCABULARY UNDERSTANDING:
1. wisdom
2. inquisitive
3. optimist
4. pessimist
5. tantrum
6. anticipation
COMPREHENSION:
1. What does the author mean when he writes, “Look for the Pony”?
2. How does an OPTIMIST look at life differently than a PESSIMIST?
WRITING:
1. Describe a time in your life when being an OPTIMIST helped you to get through a tough situation.
2. Write down 5 examples of OPTIMISTIC thinking that you see around you everyday.
3. Describe someone in your life who is an OPTIMIST and someone else who is a PESSIMIST. Are their lives different – or the same?
Explain why.
COMMUNICATION:
1. Share with classmates a time in your life when OPTIMISM has helped you stay UNSTOPPABLE.
LESSON 2: You’re Fired
APPROACH:
Students read story silently (or) teacher reads aloud to class.
VOCABULARY UNDERSTANDING:
1. unofficially
2. enrollment
3. tenure
4. repossession
5. pilferage
6. vandalism
COMPREHENSION:
1. How is the author unfairly treated because he hadn’t been tenured?
2. How does the author, “make the best of the way things worked out”?
WRITING:
1. Explain why you think life sometimes presents us with struggles to overcome.
2. What struggles must you overcome each day?
3. Describe someone you know who has overcome struggles and become successful.
COMMUNICATION:
1. Share with classmates how struggles help us become UNSTOPPABLE.
LESSON 3:
When it’s Darkest, That’s When the Stars Come Out
APPROACH:
Students read story silently (or) teacher reads aloud to class.
VOCABULARY UNDERSTANDING:
1 .gratitude
2. belief
3. conviction
COMPREHENSION:
1. Why would the author say that he owed Levi, “a large dose of gratitude”?
2. What drove the author to the “breaking point”?
WRITING:
1. What would become an obstacle for the author to overcome?
2. What obstacle did Dale Musgrave overcome?
3. Explain how an obstacle can make us doubt ourselves.
COMMUNICATION:
1. Share with classmates how UNSTOPPABLE people view obstacles.
LESSON 4: Break The Chains
APPROACH:
Students read story silently (or) teacher reads aloud to class.
VOCABULARY UNDERSTANDING:
1 . empower
2. learned helplessness
3. documented cases
4. conditioning
COMPREHENSION:
1. Why were the elephants, “just standing there”?
2. How do the elephants become Stoppable?
WRITING:
1. While the elephants are amusing and fun to watch, what is their real condition?
2. Explain how the elephants are conditioned to be helpless.
3. Describe experiences in your life that have been attempts to make you “learn helplessness”.
COMMUNICATION:
1. How would an UNSTOPPABLE person break the chains of learned helplessness?
LESSON 5: Fill Your Cup
APPROACH:
Students read story silently (or) teacher reads aloud to class.
VOCABULARY UNDERSTANDING:
1 . resented
2. genetic
COMPREHENSION:
1. What is your, “cup”?
2. What is Donnie’s predicament ?
WRITING:
1. Why does the author describe it as, “the world’s biggest lie”?
2. Describe what Donnie could have done if he had a Stoppable attitude.
3. What experiences in your life reveal how you could have filled your cup higher than you did?
COMMUNICATION:
1. UNSTOPPABLE doesn’t mean you always win the match - but what is more important than simply the win?
LESSON 6: The Best Part of the Story
APPROACH:
Students read story silently (or) teacher reads aloud to class.
VOCABULARY UNDERSTANDING:
1 . diagnosed
2. Paratroopers
3. Pandemonium
COMPREHENSION:
1. What event has Donne and the author traveling to Denver”?
2. What happens to Donnie because of enrolling in the local community college?
WRITING:
1. Explain how Donnie reacts after walking out from the corridor into the stadium.
2. Why is Donnie not able to say Oakland Raiders while reading the poem?
3. What challenges in Donnie’s life could have made him become Stoppable?
COMMUNICATION:
1. Why is Donnie such a great example of being UNSTOPPABLE?
LESSON 7: Your Key Chain
APPROACH:
Students read story silently (or) teacher reads aloud to class.
COMPREHENSION:
1. What do the “keys” symbolize?
2. What does the author mean when he writes, “…if you believe opportunity will knock, you are believing a myth.”?
WRITING:
1.How is education the key to unlocking the doors of opportunity?
2.How then, does a student become Stoppable?
COMMUNICATION:
1. What is an UNSTOPPABLE attitude toward school and learning?
LESSON 8:
The Master Key and the Marshmallow Test
APPROACH:
Students read story silently (or) teacher reads aloud to class.
VOCABULARY UNDERSTANDING:
1 . unveiling
2. aptitude
COMPREHENSION:
1. What is each student presented with as they walk into the classroom?
2. Why do some “fail” The Marshmallow Test?
WRITING:
1. Explain how The Marshmallow Test works.
2. What do the results reveal about the kids as they get older?
3. Why is temptation so difficult for the kids?
COMMUNICATION:
1. How does self-discipline help you become UNSTOPPABLE?
LESSON 9:
Walking the Walk
APPROACH:
Students read story silently (or) teacher reads aloud to class.
VOCABULARY UNDERSTANDING:
1 . co-sign
2. self-discipline
3. discuss-a-ment
COMPREHENSION:
1. How does walking help the coach‘s self-discipline?
2. What does receiving the Master Key Award prove ?
WRITING:
1. What’s the point the author is trying to make by having his students walk to school each day?
2. Explain the difference between a need and a want.
3. Describe how discipline is important in order to get the things you may want in life.
COMMUNICATION:
1. How is self-discipline a critical component of the UNSTOPPABLE attitude?
LESSON 10:
The Real Prize
APPROACH:
Students read story silently (or) teacher reads aloud to class.
VOCABULARY UNDERSTANDING:
1 . stature
2. unashamedly
3. faithfully
COMPREHENSION:
1. Why do Michelle’s parent say “no” to the challenge?
2. What sacrifice does Michelle’s mom make so that Michelle can complete the challenge?
WRITING:
1.What “Prize” do Michelle and her mom earn while on their many walks to school?
2.What excuse could Michelle have used to avoid the challenge for the Master Key Award?
COMMUNICATION:
1.How do circumstances in life sometimes “work against” the UNSTOPPABLE commitment?
2.How can you “overcome” the circumstances?
LESSON 11:
Out of the Closet
APPROACH:
Students read story silently (or) teacher reads aloud to class.
VOCABULARY UNDERSTANDING:
1 . independent study 2. unwitting
3. frantically
COMPREHENSION:
1. How is the author convinced to grant Jaimie’s request?
2. Why is playing the guitar so important to Jaimie?
WRITING:
1.Explain how Stevie and Jaimie are “helped” to discover their talents.
2.Why do you think Jaimie gives his guitar as a gift to the author?
COMMUNICATION:
1.How does passion help build the UNSTOPPABLE attitude?
LESSON 12:
Priceless
APPROACH:
Students read story silently (or) teacher reads aloud to class.
VOCABULARY UNDERSTANDING:
1 . timeline
2. divine intervention
3. unimpeded 4. illumination
COMPREHENSION:
1. How many hours of “actual” playing time does the author state each football player has each season?
2. What event takes place that the author explains as “divine intervention”?
WRITING:
1.Contrast valuable and priceless. Why does the author make a distinction between the two words?
2.Construct a timeline of your own that displays how you spend your usual 24 hour day.
COMMUNICATION:
1.What things in your life are valuable? What things are priceless?
LESSON 13:
Tough as a Brick
APPROACH:
Students read story silently (or) teacher reads aloud to class.
VOCABULARY UNDERSTANDING:
1 . cinderblock 2. “the tricka”
COMPREHENSION:
1. What does the “Cinderblock relay” involve?
WRITING:
1.What does the author mean when he states, “…physical strength alone is worthless without the mental strength behind it
COMMUNICATION:
1.What was the UNSTOPPABLE point the author is making that can apply to your life and your attitude?
LESSON 14:
Crazy Man
APPROACH:
Students read story silently (or) teacher reads aloud to class.
VOCABULARY UNDERSTANDING:
1 . endorphin 2. inhibition
COMPREHENSION:
1. How does the author “light up” the pep assembly?
WRITING:
1.What does the author mean when he states, “some people are not burned out….they were never lit up to begin with…”?
COMMUNICATION:
1.What UNSTOPPABLE attitude do you display when you approach life, “lit up”?
LESSON 15:
“YMCA”
APPROACH:
Students read story silently (or) teacher reads aloud to class.
VOCABULARY UNDERSTANDING:
1 . immoral 2. trend
COMPREHENSION:
1.What is Jason’s biggest fear about dancing in front of the class?
2.What is the author’s reaction to Jason refusing to dance?
WRITING:
1.Explain how endorphins worked in each of the students that day in class.
COMMUNICATION:
1.What UNSTOPPABLE attitude can you use endorphins for?
LESSON 16:
A Touch of Class
APPROACH:
Students read story silently (or) teacher reads aloud to class.
VOCABULARY UNDERSTANDING:
1 . gimmick 2. pandemonium
COMPREHENSION:
1.What gimmick is Travis willing to attempt in order to get some business?
2.How does the gimmick work out for Travis?
WRITING:
1.Why do the local paper and television station show up for Travis’ first lawn care job?
COMMUNICATION:
1.What UNSTOPPABLE attitude does Travis display in order to get some customers?
LESSON 17:
Lemonade
APPROACH:
Students read story silently (or) teacher reads aloud to class.
VOCABULARY UNDERSTANDING:
1 . entrepreneur
COMPREHENSION:
1.What are the two kids going to do with the money they earn from selling lemonade?
2.Why does this impress the author?
WRITING:
1.What kind of a deal does the author make with John that day?
2.What does John want to invent that he believes will make him money?
COMMUNICATION:
1.Think of a situation in your life that allowed you to practice the UNSTOPPABLE concept of “win/win” .
LESSON 18:
Bubble Gum
APPROACH:
Students read story silently (or) teacher reads aloud to class.
VOCABULARY UNDERSTANDING:
1 . Chaos 2. “pecking order”
COMPREHENSION:
1.What condition are the parents in that walk into the restaurant that day?
2.How does the little girl respond when asked if she put everything back in the bubble gum machine?
WRITING:
1.What point is the author trying to make about self-discipline and the kids?
2.Why do you think the kids started the feeding frenzy when it was discovered that the lid on the bubble gum machine was unlocked?
COMMUNICATION:
1.What Stoppable attitude is being displayed by the parents? What Stoppable attitude is being built in the children?
LESSON 19:
Pinocchio
APPROACH:
Students read story silently (or) teacher reads aloud to class.
VOCABULARY UNDERSTANDING:
1 . bravery 2. loyalty 3. honesty 4. “The Master Key”
COMPREHENSION:
1.What did Pinocchio do instead of listening to Jiminy Cricket?
2.What does Jiminy Cricket symbolize?
WRITING:
1.Why is the author such a big fan of the movie Pinocchio?
COMMUNICATION:
1.Why is “The Master Key” such an important UNSTOBBABLE attitude?
LESSON 20:
Toasted Buns
APPROACH:
Students read story silently (or) teacher reads aloud to class.
VOCABULARY UNDERSTANDING:
1 . ceremonial
COMPREHENSION:
1.How do the author and his friends decide to light their “little” fire?
2.What does “the show” consist of?
WRITING:
1.While an accident, how does the author help us understand the importance of discipline, through this incident?
1.While embarrassing, what does the author, and his brother, learn from this incident?
COMMUNICATION:
1.What is the most difficult part of having a disciplined attitude?
LESSON 21:
The Masses are the Asses
APPROACH:
Students read story silently (or) teacher reads aloud to class.
VOCABULARY UNDERSTANDING:
1 . Masses 2. forlorn 3. discreetly 4. perpetrators
COMPREHENSION:
1.Why do the author and his brother decide to “raid” their own house ?
2.Who seems most scared during the “raid”?
WRITING:
1.The author’s response to his father’s refusal to let him borrow the car reveals a certain attitude – describe it?
1.The author’s father is trying to make an important point about following the crowd – what is it?
COMMUNICATION:
1.How does the UNSTOPPABLE attitude rise above peer pressure?
2.What events in your life required you to step away from peer pressure and do what you believed was right?
LESSON 22:
Psycho George
APPROACH:
Students read story silently (or) teacher reads aloud to class.
VOCABULARY UNDERSTANDING:
1 . dilapidated 2. abstract office
COMPREHENSION:
1.The author describes George as his “best” tenant – why?
2.Why does George carry a gun with him when he goes over to confront the author?
WRITING:
1.George has some obvious problems which begin to become apparent as the year goes on. How does the author respond to George’s
behavior?
1.George has a paranoia about Vera and how he believes Vera views him. How does he think Vera views him?
COMMUNICATION:
1.George is scared and feels compelled to become potentially violent. How would you react in this same situation?
2.From all that you have learned so far, would the UNTOPPABLE YOU react any differently?
LESSON 23:
An Act of God
APPROACH:
Students read story silently (or) teacher reads aloud to class.
VOCABULARY UNDERSTANDING:
1 . frantic 2. …make a statement 3. act of God 4. …fight or flight
COMPREHENSION:
1.How does the author react to the loaded gun being aimed at his head?
2.What is the author’s response once George goes back to his apartment?
WRITING:
1.How does the author decide on “flight” instead of “fight” in this situation ?
1.This story reveals that George was looking for something in his life. What was George “really” seeking?
COMMUNICATION:
1.Sometimes we are put in situations we have no control over. Why is “flight” an UNSTOPPABLE option in this situation?
2.The UNSTOPPABLE YOU always thinks about more than simply one-self. How can this attitude work in your life?
LESSON 24:
Crabs in a Bucket
APPROACH:
Students read story silently (or) teacher reads aloud to class.
VOCABULARY UNDERSTANDING:
1 . reckoned 2. intriguing 3. misery loves company
COMPREHENSION:
1.Why does Tommy skip school?
2.What makes all the crabs stay in the bucket?
WRITING:
1.This story points to the power of peer pressure. Can peer pressure ever be a good thing?
1.How does Grandpa explain the similarities between peer pressure and the crabs in the bucket?
COMMUNICATION:
1.How was one crab UNSTOPPABLE? How does Grandpa reward it?
2.Peer pressure is a huge issue in everyone’s life. How does the UNSTOPPABLE YOU deal with it? (think about the crabs)
LESSON 25:
#63934
APPROACH:
Students read story silently (or) teacher reads aloud to class.
VOCABULARY UNDERSTANDING:
1 . tragically 2. incriminate
3. remorse
COMPREHENSION:
1.What decision does the author still regret?
2.What reason does Don give for shooting his uncle?
WRITING:
1.What Stoppable choices does Don make on that fateful night?
1.Why do you think Don hates his uncle so much?
COMMUNICATION:
1.#63934 is a number assigned to prisoners. What Stoppable attitude imprisoned Don before he became just a number ?
2.How does the UNSTOPPABLE YOU deal with conflict? How do you deal with conflict in your life?
LESSON 26:
The Dream
APPROACH:
Students read story silently (or) teacher reads aloud to class.
VOCABULARY UNDERSTANDING:
1 . unorthodox 2. emulated
COMPREHENSION:
1.What kind of life has Don had, according to his letter?
2.Why does Don ask others to raise their hand if they are not doing drugs?
WRITING:
1.What does the letter from Don reveal about his actions which led to his imprisonment?
1. What do you think Don means by, “drug-infested”?
COMMUNICATION:
1.Does Don’s “drug-infested” life excuse his decision to kill his uncle?
2.If the UNSTOPPABLE YOU encounters roadblocks toward your dream – what do you do?
LESSON 27:
Letters from Hell
APPROACH:
Students read story silently (or) teacher reads aloud to class.
VOCABULARY UNDERSTANDING:
1 . incarcerated 2. prejudice 3. racism
COMPREHENSION:
1.What is Don’s reaction to the prisoner who enters his cell and threatens Don?
2.According to Don, what expectation is put-upon him by his fellow white prisoners?
WRITING:
1.How is Don forced to deal with threats in prison?
1. How does Don now feel about the crime he committed?
COMMUNICATION:
1.Don is now Stoppable. DO you believe he can ever become UNSTOPPABLE?
2.What does Don’s letter reveal about how he must act against his conscience when dealing with other races while in prison?
LESSON 28:
The Phone Call
APPROACH:
This chapter marks the beginning of the Author’s commitment to expose the harmful, life-altering effects of drug and alcohol abuse by
providing students with the real-life experiences and the information needed to make UNSTOPPABLE choices, through the forum of
THE UNSTOPPABLE YOU!
Use this chapter to mark the beginning of each students understanding of the realities of the effects of the choices they make each and
every day, as a student, friend, son, daughter, teammate, or individual.
.
COMPREHENSION:
1.What things does Don say he misses the most since being incarcerated?
2.According to Don’s caseworker, what percentage of incarcerations are because of alcohol and drug abuse?
WRITING:
1.What is the effect on many of the student body after hearing from Don?
1. What does Don now fear the most in prison?
COMMUNICATION:
1.What attitude separates the Stoppable from the UNSTOPPABLE YOU ?
1.What is the significance of the commitment each student has the opportunity to make at the end of the author’s program?
LESSON 29:
Stoppable
APPROACH:
Students read story silently (or) teacher reads aloud to class.
VOCABULARY UNDERSTANDING:
1 . instilled 2. commotion
COMPREHENSION:
1.What is Clint’s behavior and attitude like in high school, according to the author?
2.What decision does Clint make which leads to the highway accident?
WRITING:
1.What’s the significance of the “Five Year Challenge” by the author?
1. Whose life does Clint affect by the actions and choices he made?
COMMUNICATION:
1.Clint appeared to be UNSTOPPABLE – what happened?
2.What revelation does the lawyer make about Clint’s past record? How does this information affect the judges bail decision?
LESSON 30:
An Apparition
APPROACH:
Students read story silently (or) teacher reads aloud to class.
VOCABULARY UNDERSTANDING:
1 . apparition 2. correlation 3. displacement 4. character (in context)
COMPREHENSION:
1.What were Clint’s three small “splashes”? Explain the “ripple effect”.
2.Why will there be no trial for Clint?
WRITING:
1.What is Clint’s reasoning for pleading guilty?
1. How does the guilty plea reveal Clint’s character ?
COMMUNICATION:
1.While Clint became Stoppable, how does he determine himself to become UNSTOPPABLE as best he can?
2.In view of his circumstances, how can Clint display the UNSTOPPABLE YOU attitude while in prison?
LESSON 31:
A Message from Mom
APPROACH:
Students read story silently (or) teacher reads aloud to class.
VOCABULARY UNDERSTANDING:
1 . affiliate 2. cascade 3. sullen 4. tsunami
COMPREHENSION:
1.Why are the author and Lance “really scared”?.
2.What does Lynn Haskins agree to do even though it was incredibly tough?
WRITING:
1.What fears does Clint live with everyday in prison?
1. What incident leads to the deaths of the students in the Jeep Wagoneer?
COMMUNICATION:
1.Clint offers UNSTOPPABLE advice about life – what is it?
2.The author’s UNSTOPPABLE crusade to save kids from making poor decisions has reached how many?
LESSON 32:
Rough, Tough, and Hard to Bluff
APPROACH:
Students read story silently (or) teacher reads aloud to class.
VOCABULARY UNDERSTANDING:
1 . foraged 2. elicit
COMPREHENSION:
1.What activity did the author look forward to with his Grandfather?
2.What would “tickle” their stomachs?
WRITING:
1.When does the author realize that his Grandfather has become stoppable? How?
1. What memory does the author have of his Grandfather and a Bull?
COMMUNICATION:
1.Sometimes becoming Stoppable happens over time. How do “Grampa’s” choices make him Stoppable?
2.While the Author’s Grandfather is becoming Stoppable, how does the author use this experience to learn to be UNSTOPPABLE?
LESSON 33:
You Are a Banana
APPROACH:
This is a GREAT opportunity for you to use the Banana as a powerful visual tool in your classroom. Hang up the banana and follow these
steps:
COMMUNICATION:
1. I have a green banana hanging up today, anyone want to guess why I would hang up a banana?
(be prepared – we know how students can be. Laugh and be patient and guide the students to the next question)
2. What’s going to happen to this green banana over the next few days?
3. What happens when the green banana becomes fully ripe?
4. What happens if I leave the ripe banana hanging up for the rest of the year?
•The banana will hang in the classroom the rest of the year to help remind us that we need to continue to better ourselves and that when we
think we don’t need to improve or work at getting better, we can look at the banana and see what will happen to us – we begin to rot –
from the inside out – we become Stoppable.
•The UNSTOPPABLE YOU realizes that we always have room to improve (ripen) no matter how good we think we are.
•The UNSTOPPABLE YOU understands the importance of striving to better ourselves at every opportunity.
LESSON 34:
Conceive, Believe, Achieve
APPROACH:
Students read story silently (or) teacher reads aloud to class.
VOCABULARY UNDERSTANDING:
1 . conceive 2. visualize
COMPREHENSION:
1.What did Debbie believe she could not do?
2.Why were the basketball players wiping their eyes? What did they realize?
WRITING:
1.Why does the author help Debbie? How does Jeff influence the author to help Debbie?
1. Why is “conceiving” so important for reaching your goals?
COMMUNICATION:
1.The UNSTOPPABLE YOU must “believe,” why is this critical for being UNSTOPPABLE?
2.How are Debbie and the basketball team learning important UNSTOPPABLE concepts? What MUST they do to improve?
LESSON 35:
Be a Big Dawg
APPROACH:
Students read story silently (or) teacher reads aloud to class.
VOCABULARY UNDERSTANDING:
1 . metamorphosing
2. Destined
3. Exemplify
COMPREHENSION:
1.What does Kevin do for the next four years – which impresses the author?
2.When Kevin has the opportunity – what does he believe he can do, even though it’s a “full count”?
WRITING:
1.Kevin exemplifies the same attitude as the famous Babe Ruth – what is Kevin focused on in the game?
1. How does the “barking” help Kevin remember to focus?
COMMUNICATION:
1.Explain how, “It’s not the size of the dog in the fight, it’s the size of the fight in the dog”, can be an UNSTOPPABLE attitude?
2.Why does the author say that Kevin was “destined” to hit that home run? How is this attitude UNSTOPPABLE?
LESSON 36:
Don’t Quit
APPROACH:
Students read story silently (or) teacher reads aloud to class.
VOCABULARY UNDERSTANDING:
1 . mischievous
2. alma mater
COMPREHENSION:
1.Who are the author’s projects?
2.What good things happen to Rich because of his UNSTOPPABLE attitude?
WRITING:
1.What does Rich plan to do after high school that had never been done in his family?
1. What effect does the “Don’t Quit” poem have on Rich’s mother?
COMMUNICATION:
1.The “Don’t Quit” attitude is definitely an UNSTOPPABLE concept, however the author notes a very critical component of the attitude –
can you explain it? (If you are uncertain, please be sure to ask your teacher to explain the author’s note)
LESSON 37:
Bundle Up and Stick Together
APPROACH:
This is a GREAT opportunity for you to use the Wisdom of the Wood as a powerful visual tool in your classroom. Just follow these steps
COMMUNICATION:
1. Have a student come up (preferably someone who is not likely to have an overly intimidating presence).
2. Have the student take a stick of wood and break it.
3. Have another student come up. (preferably someone who is “big and tough”)
4. Have this student take a bundle of sticks (that you have tied together) and break them.
•Have some fun with the person trying to break the bundle of sticks and then allow the student to stop. (the point here is not to embarrass
the student but to point out the strength of the bundled-up wood)
•The UNSTOPPABLE YOU realizes that we need others to help us along the UNSTOPPABLE path.
•The UNSTOPPABLE YOU understands that if we try to be a loner, or do everything on our own, or not take advice from those who care
for us – we can become Stoppable.
•The UNSTOPPABLE YOU has friends and family that help them remain “unbreakable”.
LESSON 38:
Second Hour Class
APPROACH:
Students read story silently (or) teacher reads aloud to class.
VOCABULARY UNDERSTANDING:
1 . harassment
2. ludicrous
COMPREHENSION:
1.Why is the Author’s son sent to the Dean’s office?
2.Why is Armando ashamed of his actions?
WRITING:
1.What sacrifice does Chance Phelps make that leads to Armando understanding why Colton was so mad?
1. What does the author mean when he says that Armando, by not saying the pledge, is breaking some of the sticks in the bundle?
COMMUNICATION:
1.The UNSTOPPABLE YOU understands the sacrifices others make. Who has made sacrifices for you?
2.How could you help others become UNSTOPPABLE? What sacrifices could you make?
LESSON 39:
I Pledge Allegiance…
APPROACH:
Students read story silently (or) teacher reads aloud to class.
VOCABULARY UNDERSTANDING:
1 . allegiance
2. Republic
WRITING:
1.Explain: I pledge allegiance to the flag of the United States of America…
1. Explain: And to the Republic for which it sands…
2.Explain: One Nation…
3.Explain: Under God…
4.Explain: Indivisible…
5.Explain: With liberty and justice for all…
COMMUNICATION:
1.How does the Pledge of Allegiance help us remember that we can be UNSTOPPABLE?
LESSON 40:
*?#!*ing Mexican
APPROACH:
Students read story silently (or) teacher reads aloud to class.
VOCABULARY UNDERSTANDING:
1 . raucous
COMPREHENSION:
1.What two problems was Marc asking the author to help him with?
2.Whose viewpoint does the author ask Marc to consider?
WRITING:
1.Explain the two choices the Author tells Marc that he has to choose from?
1. What happens to Marc’s brother? What tough decision does Marc have to make?
COMMUNICATION:
1.Marc becomes UNSTOPPABLE. How does he reveal his attitude when questioned by the President of the United States?
2.The UNSTOPPABLE YOU sometimes have to make tough choices. What tough choices have you had to make to remain
UNSTOPPABLE?
LESSON 41:
The Little Red Wheelbarrow
APPROACH:
Students read story silently (or) teacher reads aloud to class.
VOCABULARY UNDERSTANDING:
1 . foreclosure
2. dire
COMPREHENSION:
1.What is “different” about the author’s drawing of a wheelbarrow?
2.How do most of the students respond?
WRITING:
1.Why is the wave pool such a controversy?
1. Explain how the wheelbarrow story relates to the wave pool?
COMMUNICATION:
1.How does the UNSTOPPABLE YOU view things that, at first, seem different or weird?
2.The UNSTOPPABLE YOU keeps an open mind about new things to learn. How can you keep an open mind in school?
LESSON 42:
Hammer Time
APPROACH:
Students read story silently (or) teacher reads aloud to class.
VOCABULARY UNDERSTANDING:
1 . mallet
2. recited
COMPREHENSION:
1.Why is Matt “hammered” by his classmates?
2.How does Matt respond to the hammering of the students?
WRITING:
1.Why is Matt forced to move from West Virginia back to Colorado?
1. Why is the Commander of the United States Navy so proud of Matt?
COMMUNICATION:
1.Discuss how Matt changed because of his decision to join the United States Navy.
2.How does the UNSTOPPABLE YOU handle the “hammering”??
LESSON 43:
Dig Your Pond
APPROACH:
Students read story silently (or) teacher reads aloud to class.
VOCABULARY UNDERSTANDING:
1 . ladle
2. spillway 3. chemotherapy
COMPREHENSION:
1.What does the Author’s father say when asked about the bulldozer and the backhoe to help build the pond?
2.What happened because of Hurricane Agnus?
WRITING:
1.How does the author’s father teach a valuable lesson?
1. Explain how four generations were affected by the pond.
COMMUNICATION:
1.Describe how the UNSTOPPABLE YOU can be thankful for “nothing”.
2.How was the author able to maintain an UNSTOPPABLE attitude through the building of the pond?
LESSON 44:
The Ripple Effect
APPROACH:
Students read story silently (or) teacher reads aloud to class.
VOCABULARY UNDERSTANDING:
1 . displacement
2. concentric 3. tsunami
COMPREHENSION:
1.Why is Aaron sent to the Principal’s office?
2.What is Aaron’s comment after the Friday story is completed? What is the author’s comment?
WRITING:
1.Describe Aaron’s “leap of faith”.
1. Explain why the author felt compelled to bring the pebble to school?
COMMUNICATION:
1.Describe a time when you made a ripple effect. What were the consequences?
2.What kind of pebble does the UNSTOPPABLE YOU like to throw?
LESSON 45:
The Job or the Money
APPROACH:
Students read story silently (or) teacher reads aloud to class.
VOCABULARY UNDERSTANDING:
1 . culprit
2. secured
COMPREHENSION:
1.What helped the author accept the fly-fishing guide job?
2.What advice helps Colton make his decision about the tip he receives from a customer?
WRITING:
1.Identify two circumstances that do not go as planned but end up helping Colton and the author.
1. Explain why Colton “deserves” the tip but chooses to turn the money in.
COMMUNICATION:
1.Describe a time in your life when you could have taken the “easy way” but chose to do the “right thing”?
2.Why does the UNSTOPPABLE YOU concern themselves with their reputation?
LESSON 46:
Zap the CSAP
APPROACH:
Students read story silently (or) teacher reads aloud to class.
VOCABULARY UNDERSTANDING:
1 . apathy
2. elective
3. sauntered
COMPREHENSION:
1.What do Lance and the author agree to do with the “discipline-problem kids”?
2.Where is the “box”? What is it for?
WRITING:
1.Explain the meaning of, “your reputation got you here before your actions had the chance.”
1. What is it about the students reputation that should “disturb” each one of them?
COMMUNICATION:
1.Why do some students choose to be Stoppable when it comes to their reputation?
2.How does the UNSTOPPABLE YOU handle the tough tests that life brings?
LESSON 47:
Are You a Man of Your Word, or Simply the Words of a Man?
APPROACH:
Students read story silently (or) teacher reads aloud to class.
VOCABULARY UNDERSTANDING:
1 . possession
2. redefine
3. acquire
COMPREHENSION:
1.Why does the author have to “redefine” the question?
2.How does a person get the “precious gem” back again?
WRITING:
1.What happens when friends break their word or commitment, according to the author?
1. Why is the “gem” so precious?
COMMUNICATION:
1.How does the UNSTOPPABLE YOU treat the “gem” of their word?
2.How careful is the UNSTOPPABLE YOU about making commitments that can’t be honored?
LESSON 48:
George and Dave
APPROACH:
Students read story silently (or) teacher reads aloud to class.
Contract for Commitment:
This chapter marks a turning point in the life of the author which also acts as a catalyst for making a commitment to a dying friend. While
students may not be able to completely understand the particulars of the authors commitment, it is an opportunity to explore what making
a commitment means and offers students an opportunity to make an UNSTOPPABLE commitment in some area of their life.
The UNSTOPPABLE YOU Commitment project:
1.What stops people from staying committed to something or someone?
2.Discuss what making a commitment really means – as a friend – as a person.
3.Why does a commitment require sacrifice?
4.How can my commitment to something be increased?
5.Think of someone in your life that is a great example of being committed.
6.Why does commitment involve a promise to yourself?
7.Choose carefully a commitment that will reveal the UNSTOPPABLE YOU and write it down to be kept by your teacher.
LESSON 49:
Five Minutes in Hell
APPROACH:
Students read story silently (or) teacher reads aloud to class.
VOCABULARY UNDERSTANDING:
1 . jeered
2. gestured
COMPREHENSION:
1.On whose honor does Wacie swear upon?
2.What does Lance Corporal Hixson say as he presents his marine emblem to Wacie?
WRITING:
1.What happens to Lance Corporal Hixson as he is serving in Iraq?
1. What, according to Lance Corporal Hixson, is, “everything in the Marines and in life”?
COMMUNICATION:
1.How does Lance Corporal Hixson display the UNSTOPPABLE YOU attitude as a Marine?
2.What small step does Wacie take, the very next day, toward becoming UNSTOPPABLE?
LESSON 50: A Tradition of Excellence
APPROACH: Students read story silently (or) teacher reads aloud to class.
Each of these short stories are PROFILES IN COMMITMENT using the UNSTOPPABLE message as motivation to become their own:
TRADITION OF EXCELLENCE.
2X4M
1. How does Matt make a commitment to “integrity” even though
he could have made some “extra” money?
Boxes to Buildings
1. How does Dave make a commitment to “responsibility” even
though he lives out of town?
Out of the Bucket
1. How does James make a commitment to “personal change”
even though his life experience seems to be stacked against him?
“Chops”
1. How does Garrett make a commitment to” discipline” even
though the weather was rough?
7 Lakes
1. How do Brandon, Kyle, and Matt make a commitment to
“meeting the challenge” even though success seems unlikely?
The Wood Show
1. How does Roger make a commitment to “lead” when it had
never been done before?
Brothers
1. How do Eric and Ryan make the commitment to be “Best of
Show” even when it meant getting into a bit of trouble ?
Running Like the Wind
1. How does Kelly make a commitment to “improvement” even
though he placed fifth?
A Letter from Beth
1. How does Beth make a commitment to “pay her dues” even
though the politics could have easily made her goal impossible?
Kayak to Commander
1. How does Khris make a commitment to “keep reaching” even
though fear makes some things seem impossible?
The Warrior
1. How does Henry make a commitment to be “a warrior” even
though the past could have made him a worrier instead?
Kippy the Kid
1. How does Kip make a commitment to “paying the penalty”
when he could have easily refused?
“Darwood”
1. How does Darren make a commitment to “take the initiative”
when he could have laughed at the challenge?
Unstoppable Shops
1. How does Mr. Conrad make the commitment to “find a
solution” when he could have given in to the crises?
The Thousand Dollar Club
1. How does Amanda make a commitment to “come out of her
shell” even though hiding would be easier?
Doughnut Derby
1. How does Aaron make a commitment to “finish” even though
he’s stuffed?
Santa’s Wood Shop
1. How does Mark make a commitment to “giving” even though it would be “cheaper” to say no?
LESSON 51:
Refuse to be Average
APPROACH:
Students read story silently (or) teacher reads aloud to class.
VOCABULARY UNDERSTANDING:
1 . enrollment
2. envious
COMPREHENSION:
1.Why are so many people upset with the author’s Wood Shop program?
2.Where does the author put his “award”? Why?
WRITING:
1.Explain what the author means when he writes, “they weren’t burnt out, ….they were never lit to begin with”?
1. What can help to, “test your resolve”?
COMMUNICATION:
1.Has an UNSTOPPABLE decision ever made you a target of the “arrows”?
2.How does THE UNSTOPPABLE YOU handle all the, “arrows of average”?
LESSON 52:
Master of Emotions
APPROACH:
Students read story silently (or) teacher reads aloud to class.
VOCABULARY UNDERSTANDING:
1 . exceptional
2. horrific
3. console
COMPREHENSION:
1.What happens to Zach’s recurve bow? How does he handle it?
2.What happens to Dee’s router bit? How does she handle it?
WRITING:
1.How is this incident an opportunity for the author to live out THE UNSTOPPABLE YOU attitude?
1. How was the author, and his class, rewarded?
COMMUNICATION:
1.Why does THE UNSTOPPABLE YOU work hard to master their emotions?
2.How does not mastering your emotions lead to becoming Stoppable?
LESSON 53:
Push Back
APPROACH:
Students read story silently (or) teacher reads aloud to class.
VOCABULARY UNDERSTANDING:
1 . illustrious
2. transformed
COMPREHENSION:
1.What is the author trying to get Glenn to do?
2.Why is Glenn so lacking in confidence?
WRITING:
1.What does the author mean by “push back” in this story?
1. Explain how Glenn, “pushes back”?
COMMUNICATION:
1.Why does THE UNSTOPPABLE YOU sometimes need to push back?
2.What does THE UNSTOPPABLE YOU always remember when pushing back?
LESSON 54:
The Man Test
APPROACH:
Students read story silently (or) teacher reads aloud to class.
VOCABULARY UNDERSTANDING:
1 . integrity
2. dilemma
3. ramifications
COMPREHENSION:
1.What is Billy doing that catches the author’s attention?
2.What does Billy offer as a reason for what he is doing?
WRITING:
1.What does the author do to try and convince Billy to make the right decision?
2.What does Billy say his parents and grandfather would do in the same situation?
COMMUNICATION:
1.What action by Billy, as tough as it was, makes him UNSTOPPABLE?
2.What could Billy have done that would have made him Stoppable?
LESSON 55:
I Once Complained of Sore Feet, Until I met a Man with No Legs
APPROACH:
Students read story silently (or) teacher reads aloud to class.
VOCABULARY UNDERSTANDING:
1 . spellbound
2. surreal
COMPREHENSION:
1.What is Kacey’s condition after being run over by the eighteen-wheel truck?
2.Who helps Kacey become UNSTOPPABLE? How?
WRITING:
1.At only eleven years old, how does Kacey spend each day?
2. How does Kacey explain what he would say to people who make excuses?
COMMUNICATION:
1.Contrast Kacey with students you know who are Stoppable because of, “sore feet”.
2.Kacey is UNSTOPPABLE because of his attitude. How do you think he maintains his UNSTOPPABLE mentality?
LESSON 56:
Puppy Love
APPROACH:
Students read story silently (or) teacher reads aloud to class.
VOCABULARY UNDERSTANDING:
1 . emulate
2. proverbial
COMPREHENSION:
1.Before leaving for Colorado, where do the author and his grandfather go? What is the result?
2.Why does the author want to take his grandfather to Canada?
WRITING:
1.What makes Pop Pop such a super grandfather?
2. What does Pop Pop plan to do after the fishing trip to Canada?
COMMUNICATION:
1.Pop Pop is UNSTOPPABLE because he invests time in the author’s life. Why is this important to the author?
2.The author values the time spent with Pop Pop. Who are people in your life that could use, “your time”?
LESSON 57:
Thank God
APPROACH:
Students read story silently (or) teacher reads aloud to class.
VOCABULARY UNDERSTANDING:
1 . destined
2. transpired
COMPREHENSION:
1.Why is Ned so impressed with Colton?
2.Why is Ned so impressed with THE UNSTOPPABLE YOU?
WRITING:
1.Ned is moved by the stories the author shares. Why do you think Ned is so affected by the stories?
2. The author had no idea that this chance encounter would change everything. Why is this an important lesson?
COMMUNICATION:
1.Ned sees the value in THE UNSTOPPABLE YOU and wants to help? How is this an UNSTOPPABLE attitude?
2.The author is mindful of his responsibilities – How does this help him become UNSTOPPABLE?
LESSON 58:
Finish Strong
APPROACH:
Students read story silently (or) teacher reads aloud to class.
VOCABULARY UNDERSTANDING:
1 . bridle
COMPREHENSION:
1.What does the author think about, “putting an end to”?
2.What advice does his son Colton give him?
WRITING:
1.What does the author mean by stating: “If you are going to be great anywhere, you first have to grow where you are planted”?
2. Why does the author say that he is not really retiring? What is he doing?
COMMUNICATION:
1.Explain how THE UNSTOPPABLE YOU, “grows where they are planted.
2.Describe an UNSTOPPABLE attitude that you are not afraid to display at any time, in any place, no matter who you are with.
LESSON 59:
THE UNSTOPPABLE TOO!
NOW IT’S YOUR TURN TO BE A PART OF THE
UNSTOPPABLE! LEGACY!
APPROACH:
Students now have the opportunity to relate a true-life story of their own for possible inclusion in Craig Conrad's next book,
UNSTOPPABLE TOO!
WRITING PROJECT:
1. Students compose either a true-life Stoppable story (involving choices that lead to life-changing or tragic consequences) or an
UNSTOPPABLE! story (that best exemplifies what it means to be UNSTOPPABLE!).
•
e-mail story to: c r a i g @ c r a i g c o n r a d . c o m ,
•
or visit w w w . c r a i g c o n r a d . c o m ,
•
or mail to:
Craig Conrad®
806 Yampa Avenue
Craig, CO 81625
Terms and Conditions:
•Stories submitted must include the author’s Name, Address, and Phone Number so that authenticity can be verified (not all stories
submitted will be chosen for publication).
•All personal information will be protected and the use of actual names is at the discretion of the author of each story.
•All submissions chosen for publication will result in the author receiving a complimentary signed copy of UNSTOPPABLE TOO!
•Craig Conrad® reserves the right to edit story for content and format.