HELP PLEASE THIS IS 100 POINTS Unit 2 Journey to Identity
Text Analysis

Title: Tuesdays with Morrie
Author: Mitch Albom
Publication Date:

I chose this book because (respond in at least 2 sentences):

Discussion Questions
Use the text and your analysis to prepare two interpretive or evaluative discussion questions, then identify the type of question you have created.

Question
Is your question interpretive or evaluative?
1.

2.

Connecting with Character: Protagonist’s Name:

How do you relate to this character?
I am similar to the character in the following ways…
I am different from the character in the following ways…
Beginning:

End:

Beginning:

End:

Identity Development
Identify the protagonist’s stage of identity development throughout the story. Complete the chart with the correct stage and two instances of support from the text. Recall the different stages:
• Identify Diffusion occurs when an adolescent does not make a commitment to any particular roles, values, or goals.
• Identify Foreclosure occurs when someone makes a commitment without considering other possibilities.
• Identity Moratorium occurs when an individual is in the midst of a crisis over a particular role or value and tries out alternatives in order to make a commitment.
• Identity Achievement occurs when someone makes a personal decision or commitment after going through a crisis and exploring his or her option.

Stage of Identity Development
Text Support – provide two instances of textual support for each stage.

Beginning-

Middle-

End-

Conflict
Identify and describe two conflicts in the story. Explain how the protagonist responds throughout the story and what his or her response reveals about him or her. Write in complete sentences.

Conflict
Protagonist’s Response
What does this reveal about the character?

Plot
What narrative structure (episodic plot, parallel plot, etc.) does the author use to tell the story?
Summarize the story using the elements of plot. Include details to demonstrate your reading.
Exposition

Rising Action

Climax

Falling Action

Resolution

Looking Back
Answer the following questions in complete sentences.
1. How does the trailer compare to the book? Is it an accurate representation of the story you read? Why or why not?

2. What changes would you make to the book trailer? If you would not make any changes, please explain why.

Theme
What is the message the author communicates through key events in the story?


Complete the following chart with details and a thoughtful analysis of how the events in the story influence the theme.
Key Events - What happens?
What do we learn about the character in this event? Or how does the event change the character?
What is the author’s message in each set of events you have identified?

Preparing for a group discussion the first step in participating in a group discussion is to understand the purpose and process of a group discussion. your approach to a group discussion will differ from other assignments, such as writing a research paper. read through the discussion guidelines to understand how you should prepare for a group discussion assignment. your discussion process for this task, you’ll need to work as part of a group of three or four students who can meet together for a face-to-face or virtual discussion. your teacher will identify a process for this task that fits your learning situation. for instance, if you’re working primarily on your own in this course with no on-site classmates (self-paced course), the process will be a little different than if you are learning with at least two other students in the same building and on the same schedule (group-paced course). discussions in those two cases are outlined below. group-paced course the teacher organizes groups or enables students to self-organize. in the discussion session, students take turns presenting their thesis and then discussing each thesis with the group. one student (not the presenter) acts as a discussion facilitator. the discussion will be a round-robin, rotating the presenter and facilitator roles for each thesis. plan to spend at least 15 minutes to present and discuss each thesis. refer to the discussion summary below. you will want to take brief notes during the discussion so that you can easily complete the discussion summary afterwards. self-paced course you will find at least two people to participate in this discussion with you. they could be classmates from other courses, friends, or siblings. they should be roughly your age, if possible, so you can have a thoughtful discussion with peers. you will set a time and place for the discussion and share the discussion guidelines for them to read prior to the discussion. you will be the only presenter for this discussion. you will also play the role of facilitator. you will present your thesis and then discuss it with your group. your invited group members are only required to be active, thinking participants. except for reading through the discussion guidelines ahead of time, they do not have to prepare for the discussion beforehand or do any follow-up afterwards. since you will be presenting and facilitating during the discussion, you may want to ask one of the participants to take brief notes for you on key points that come up during the discussion. these notes will you compose your discussion summary below. since there is only one thesis to discuss, plan to spend at least 30 minutes presenting and discussing your thesis. here is an outline of the whole process for this task: 1. you will formulate a thesis and outline a set of points that support your thesis. this may include some initial research. 2. depending upon your learning situation, you may need to organize the discussion group, place, and time. 3. read the discussion guidelines for how to conduct, facilitate, or participate constructively in a discussion with your peers. 4. the group meets to discuss the theses for your learning situation: the discussions should be fair, democratic, and orderly. each member of the group should have an opportunity to express their views; all members should actively contribute to the discussion. group members should show respect for others' views and make their points politely. the goal of the discussion is to gather opposing viewpoints and additional perspectives that would support or oppose your thesis. each participant should come to the discussion prepared to the presenter deepen the understanding of the topic. 5. after you've discussed your thesis, you will complete the discussion summary section below and submit it to your teacher. leading a discussion be sure that all the participants have read the discussion guidelines before beginning your discussion. with three or four peers, start the discussion by presenting your thoughts and findings from your research. present a question to the group to begin the discussion. allow your group to ask you follow-up questions. using an audio recording tool, record the questions your team asks as well as your response to these questions. finally, consider how the discussion changed or influenced your initial research and thoughts about the discussion questions. you will submit your responses to the questions asked in the discussion summary. use your notes from your research and your discussion to you complete the summary. discussion summary part a using an audio recording tool, record the names of the discussion participants below. if you organized the discussion, using an audio recording tool, record how you know each person and summarize how you chose and invited the participants and how you organized the time and place for the discussion.