Tuesday's with Morrie

Topics: Tuesdays with Morrie, Education, Teacher Pages: 3 (777 words) Published: April 29, 2013
Ej Card

Mrs. Ramsey

English 1

28 October 2012

Tuesdays With Morrie

The STJ curriculum committee should consider Tuesdays with Morrie as an addition to the 9th grade curriculum because it teaches good life lessons. One of the lessons it teaches is to persevere or to keep going when you fail. It also illustrates how we should have care and concern for others and how that concern fosters lasting friendships. Finally, it exhibits how Morrie’s mom love of education inspired him. The valuable insight learned from reading Tuesdays with Morrie will help propel incoming 9th graders toward maturity and development.

The non-fictional, biographical novel Tuesdays with Morrie written by Mitch Albom highlights many of his career failures. He describes his first job disappointment as “ No more playing music at half-empty night clubs. No more writing songs in my apartment, songs that no one would hear.” (Mitch Albom - Tuesdays With Morrie (Kindle Locations 112-113). Albom recognized his music aspiration was not his calling. He returned to college an earned a degree in journalism. Mitch “eventually took a job in Detroit as a columnist for the Detroit Free Press.” (Mitch Albom - Tuesdays With Morrie (Kindle Locations 117-118). This point emphasizes to incoming freshman that if at first you don’t succeed, then try again. The author’s theme of perseverance teaches 9th grade students to push through when life becomes difficult.

Morrie Schwartz, Mitch’s favorite professor and one of the main characters in this novel, teaches him that having concern for others is a quality needed to live a meaningful life. He goes on to teach him that building meaningful friendships will last a lifetime. “The other night, on TV, I saw people in Bosnia running across the street, getting fired upon, killed, inno­cent victims . . . and I just started to cry. I feel their anguish as if it were my own. I don't know any of these people. But-how can I put this?-I'm almost . . ....
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