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2. The Monday Sports Albom, a sports interview program, airs 7-8 p.m. Eastern Time and is now in its nineteenth year. Past guests have included
everyone from President Gerald Ford to Wayne Gretzky to Dennis Rodman.
4. TELEVISION
Mitch Albom is a panellist on ESPNs Sports Reporters, which is aired on Sundays by nationwide audience. He is also a regular commentator to that
network. He has been profiled by ABC News, NBCs Today Show, the CBS Early Show, and ESPNs Up Close. Albom has also twice served as a network
Olympic commentator, first for ABCs Good Morning, America during the Atlanta Games and most recently for the CBS Early Show from the Games in
Sydney, Australia.
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Appendix 3 LESSON PLAN
School : Sanata Dharma University
Subject : Extensive Reading I
Level of students : Fourth semester of English language Education Study
Program Time allocation
: 2 X 50 minutes Material
: Tuesdays with Morrie page 73-78
Basic Competencies
Achievement indicator
Learning Experiences
Form of Evaluation
Reading - Comprehending
the content of the text
- Defining the meaning of the
unfamiliar words from reading
passage. - The students
define the meaning of the
unfamiliar words from the reading
passage. - Writing
- Answering the comprehensive
question about the reading passage
given by the teacher.
- The students answer the
comprehensive questions about
the reading passage given by
the teacher. - Written question
- Summarizing the story in their own
words. - The students
summarize the story in their own
words. - written
Media - Handout contains reading material.
- Dictionary
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Appendix 4 LESSON PLAN
School : Sanata Dharma University
Subject : Speaking IV
Level of students : Fourth semester of English language Education Study
Program Time allocation
: 2 X 50 minutes Material
: Tuesdays with Morrie
Basic Competencies
Achievement indicator
Learning Experiences
Form of Evaluation
Speaking - giving opinions
confidently with local reason in a
good English - working together
in a group to express their
opinion. - The students of
ideas as a result of discussion.
- outline of ideas as result of
discussion.
- Performing the proficiency in
critical thinking. - Defending their
opinions with logical reasons in
order to convince their opponents.
- The students defend their
opinion with logical reasons in
order to convince their opponents.
- Oral statement in a good
pronunciation and intonation.
- Arguing opinions with logical
reasons in a good English.
- Criticizing the opponents’
opinions with good reasons.
- The students criticize their
opponents’ opinion with good
reason. - Oral statement in
good pronunciation and
intonation.
Media - Handout contain of the debate topic.
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Appendix 5
MATERIAL FOR TEACHING EXTENSIVE READING I
I. Read the passage which is taken from a true story Tuesdays with Morrie and then answer the questions below
1. What does this reading passage tell you about? 2. Write down the character of Morrie based on the passage
3. In your opinion what is the main conflict in the passage? 4. What values does the author want to convey to the readers?
II. Summarize the story from the passage using your own words.
Write down on this space
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Appendix 6 MATERIAL FOR TEACHING SPEAKING IV
Reading this passage carefully
Morrie’s father whom everyone called Charlie, had come to America to escape the Russian Army. He worked in the fur business, but was constantly out
of a job. Uneducated and barely able to speak English, he was terribly poor, and the family was on the public assistance much of the time. Their apartment was a
dark, cramped, depressing place behind the candy store. They had no luxuries. No car. Sometimes, to make money, Morrie and his younger brother, David, would
wash porch steps together for a nickel. After their mother’s death, the two boys were sent off to a small hotel in
the Connecticut woods where several families shared a large cabin and a communal kitchen. The fresh air might be good for the children, the relatives
thought. Morrie and David had never seen so much greenery, and they ran and played in the fields. One night after dinner, they went for a walk and it began to
rain. Rather than come inside, they splashed around for hours. The next morning, when they awoke, Morrie hopped out of bed.
“Come on,” he said to his brother. “Get up.” “I can’t.”
“What do you mean?” David’s face was panicked. “I can’t…..move.”
He had polio.
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Of course, the rain did not cause this. But a child Morrie’s age could not understand that. For a long time as his brother was taken back and forth to a
special medical home and was forced to wear braches on his legs, which left him limping Morrie felt responsible.
So in the mornings, he went to synagogue-by himself, because his father was not a religious man and he stood among the swaying men in their long back
coats and he asked God to take care of his dead mother and his sick brother. And in the afternoons, he stood at the bottom of the subway steps and
hawked magazines, turning whatever money he made over to his family to buy food.
In the evening, he watched his father eat in silence, hoping for but never getting- a show of affection, communication, warmth.
At nine years old, he felt as if the weight of a mountain were on his shoulders.
Adopted from: Tuesdays with Morrie
The Debatable Topic
Instructions: - For the for-group
You agree that children should be sent off away from their parents if their parents could not be responsible for them anymore.
- For the against-group You do not agree that the children should be sent off away from their parents even
though their parents could not be responsible for them anymore.
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Appendix 7 STEPS TO TEACH EXTENSIVE READING I AND SPEAKING
TUESDAYS WITH MORRIE
1. Teaching Extensive Reading I with Tuesdays with Morrie
