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for one more day

by Mitch Albom
RDLS 0100 Activities

Note: The Study Guide and the RDLS 0100 Activities work in combination to support and
enhance for one more day.

Suggestion: The structure of one more day is unique. To increase students’ ability to
understand and comprehend the spiraling of events that take place, have them imagine this
story like a puzzle that allows you to see Chick’s life story unfold as the pieces come together to
complete his story.

Figurative language Development

Figurative language involving idioms, metaphors, and similes are embedded throughout for one
more day. To enhance comprehension it would be advantageous for students to review the
contents in Chapter 5 of Making Reading Relevant before beginning this novel. Idioms are part of
everyday dialogue in the English language, therefore, they are included as part of this section.

Idioms

A matching game can be developed. The idioms are written on individual note cards, and their
meanings are written on another. Each student receives at least one card and he/she matches
his/her card with a peer. These partners then discuss the connection to for one more day.

Discuss the following idioms and apply their meanings to a scene, event, or person in for one more
day as the story unfolds. These can be discussed in groups or as an entire class. As an added
interest, students can choose identical idioms and then compare and contrast their findings.
Students should be encouraged to apply the meanings to their own lives.

take a hike eat one’s word

take for granted in the same boat
bite off more than one can chew rock the boat
bite one’s tongue go fly a kite
bite the bullet raise eyebrows
bite the dust get a life
bite the hand that feeds one pull the wool over one’s eyes
put your foot down every cloud has a silver lining

Similes and Metaphors

Similes and metaphors are used by Mitch Albom to “spice up” and add visual and symbolic
comparisons to the dialogue in for one more day. Students should create a simile and metaphor
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log, and the literal meanings can then be discussed in class. Students should be encouraged,
when applicable, to apply the meanings to their own lives. For example on page 9, Chick says,
“The place felt like a tomb.” What is a tomb? What did Chick mean? Ask students if they have
ever felt like they were in a tomb.

Vocabulary Enhancement

Understanding words builds comprehension and brings meaning to literacy. The dialogue in for
one more day contains words that flavor this story. Varied levels of vocabulary words are listed
to meet the literacy needs of all students. Vocabulary activities include the following:
• Read the word in context from for one more day.
• If a student already knows the word have him/ her share the definition in context with the
class.
• Greek and Latin can be reinforced when applicable.
• Discuss possible multiple meanings and reinforce context clues.
• Discuss the word, give an example, and have students write or verbally share an example
that they can apply from their own lives.

p. 4 inexorably p. 38 squatter p. 79 insanity

p. 4 illusions p. 43 ricochet p. 79 apparition
p. 4 promising (athlete) p. 46 record player p. 96 reluctantly
p. 5 transferred p. 48 admonished p. 100 affectionately
p. 17 inexplicable p. 48 astonished p. 102 tolerated
p. 21 mimicked p. 49 antiseptic p. 105 maneuvered
p. 24 hallucination p. 49 grimaced p. 106 dormitory
p. 24 fantasy p. 53 inedible p. 116 inadvertently
p. 31 profits p. 54 enlightenment p. 122 tournaments
p. 31 prophecies p. 59 consequences p. 123 obediently
p. 37 fugitive p. 67 divorcée p. 149 incongruent
p. 37 reflex p. 68 abhorrent p. 151 prerogative
p. 195 condolence card
Processing Figurative Language

Throughout for one more day the language and dialogue is embedded at multiple levels. To
encourage comprehension and apply knowledge, it will serve students well to dissect this
language. The chart will allow students to record information for future application as they
dissect other phrases.

processes
literal inferential analytical application
phrase
Good-bye means Clues involve a gun Think about good- Chick is intending
“Good-bye trip” leave and trip means and Chick was bye versus good-bye for this trip to be the
p. 11 a journey. stumbling to his car. trip. Why would one to end his life.
Chick say that?
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Periodical Connections

Pick an article from a newspaper, Newsweek, online, etc. that highlights a particular person that
you would want him/her to have one more day to make a positive impact with their family, in their
community, etc. This person can be living or deceased. Think critically about his/her unique
situation and the various ways that person can make a difference (financial, health, age, gender,
education).

Aphorism Journal

There are principles of life shared throughout for one more day. Recording them in a journal
would serve a two-fold purpose; students would gain insight into perspective taking of life
experiences and it would maintain another purpose for reading. Aphorisms would be wonderful to
share in class and open the door for them to share their own experiences.

The Five Senses

Think of the five senses that are used throughout for one more day. For example sight is
referenced on page 48 as Charley’s mother “shot her a dagger-like stare.” The class can be divided
into five groups each focusing on one sense or all of them or students can individually be handed
cards with a specific sense that they locate on their own.

Concept Webs

Students will pick one character from for one more day. They will create a web and can include,
when applicable, the character’s likes, dislikes, values, professions, attributes, and personalities.
The students will leave the nucleus blank, to enable their peers to guess which character was the
focus of their creation.

Webs can be developed about each character and using the vocabulary list above students can pick
as many words out that connect to that person. They can also use for one more day as a reference.

Cause and Effect

Students can work in groups, as a class discussion, or individually to create cause and effect chains
from scenes that took place in for one more day. The Cause-and-Effect Chain on page 150 in
Making Reading Relevant will serve as an example. A discussion can take place as students
critically think of various alternative behaviors that would have resulted in positive outcomes had
the characters made different decisions or reacted differently to situations. The students will then
think about cause and effect in their own lives and can share their experiences with the class.

Critical Thinking Discussion Questions

If you could have one more day with someone who would it be, why would it be that person, and
how would you spend that time together?

Do you believe the quality of time you spend with someone you care about is more valuable than
the quantity of time you spend with loved ones? Why?
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Pick a scene from for one more day and state your opinion about the reaction of the character(s).
How might you have reacted in that situation?

Refer to a passage in for one more day and explain the cause and effect of what happens.

The recurring theme TIMES MY MOTHER STOOD UP FOR ME and TIMES I DID NOT
STAND UP FOR MY MOTHER infers guilt on some level that Chick feels. Do you think it is
warranted? Do you think his mother played a role in this constant “baggage of guilt” he has
incorporated into his life?

Think of someone in your life that you stood up for, someone that stood up for you, or someone
that you should have stood up for. How did it make you feel as a person? How has it affected
your life now that you are an adult?

What were Chick’s feelings towards his father (Leonard “Len”) and his mother (Pauline “Posey”)?
Apply that information to a Venn diagram titled “Mom”, “both”, and “Dad”.

Venn Diagrams

Compare each of the following characters in groups or as a class discussion. Venn diagrams can
also be created for visual effect.

Chick and Roberta

Chick and his dad/Leonard
Chick and his mom/Posey
Catherine and Giavana
Miss Thelma and Rose

Semantic Feature Character Analysis

This strategy will allow students to categorize by characteristics or features. Students put a + or a
– in each box to show a positive or negative relationship, or both, between the feature and the
characterisitic. Students can fill the chart in individually or as a class, and then a class discussion
can follow as students support their positions. The following categories and characters are
examples; charts can also be created to meet the literacy needs of your class with definitions of
vocabulary words.

Vocabulary
empathetic guilt ridden loyal honest
Character
Posey + -+ + +-
Leonard
Chick/Charley
Miss Thelma
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Sequencing /Time Line Activity

The scenes in for one more day take twists and turns. Write major scenes within a section or over
several sections on a note card and have students decide the correct sequence of events that took
place. A class discussion can take place to determine the results and the students can use their
books for supporting their responses.

Stated and Unstated Information

Locate information that is stated in a passage. What conclusion can you draw (using your
inferencing skills) from the passage that is not stated by the author?

STATED UNSTATED__

Letter Writing

Perspective-taking correspondence

Pretend you are Charley writing a letter to his mother or father. Include his feelings, emotions, and
memories he has of his mother and other characters that are involved. Support it with information
from for one more day. Remember to use perspective-taking and “walk in Charley’s shoes.”
Note: Your letter should contain five paragraphs: 1) introductory-a paragraph telling the reason
for writing your letter 2) body- three paragraphs each focusing on one topic of specific information
3) conclusion- one paragraph summarizing what you shared in your letter. There should be at least
three to five sentences in each paragraph. Remember to include a salutation and an introductory
close.

Sharing personal thought correspondence

The students will write a letter to someone they care about that is living or has died telling them
what he/she means/meant to them. This assignment can be planned to correspond with Chapter 6
in Making Reading Relevant on page 117 “HOW TO WRITE A LETTER”. An introductory
paragraph, several paragraphs for the body, and a concluding paragraph would reinforce writing
skills. A salutation and complimentary close would complete this critical thinking assignment.

Creative Expression

Collages

Students will be create a collage illustrating with words, pictures, etc. using newspapers,
magazines, or their own creations to depict feelings, emotions, experiences, figurative language,
lessons learned, and vocabulary they have gained from reading for one more day. They should use
their creativity, their spirit, and their . s.
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Illustrating Impressions

Students will draw a character on paper from for one more day from the visual image they have
developed from descriptions in the book. The paper can be folded over like a card or be a single
piece of paper; students will write the character traits of that person’s personality related to what
they learned from for one more day.

Graphic Organizers

Students can create your own graphic organizer to show the relationships of three or more
characters. Students should think about color and design to represent the characters. The heart
graphic in the study guide (page 189) will serve as an example. As an additional example, the
following is a reconfiguration of that graphic:

LEONARD

Italia Chick/
n Pose
y Charle
woma y
n

“Times My Mother Stood Up for Me” Concept Application

(The students should think about all the people that have come into their lives as family members,
teachers, colleagues, neighbors, friends, etc. for this activity.)

The students will be asked to think of someone that has defended them or supported them in time
of need. They will write what that person did for them. They will then brain storm to think about
the positive effects of that deed on their lives and what might have transpired if that person had not
been there to support them. As an alternative activity students will think about an incident when
they helped or supported someone in time of need and how their generosity impacted his/her life.
In addition, students can be asked if they have plans to come to someone’s aid in the near future
and how that will improve that person’s life.

Main Idea

After students have read their assigned sections of for one more day have students discuss the main
idea of each titled section. Students can then be divided into groups to discuss what the main idea
is in particular paragraphs or passages within that titled section.
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Tone

The tone of each passage varied throughout for one more day. Students can compare and contrast
various tones of the same character in different settings or different characters throughout the
book.

Setting

Students should pay close attention to the frequent change of settings as Chick/Charley shares his
life review. The settings of several scenes can be discussed and how Mitch Albom’s vivid
descriptions brings them to life.

Memory Game

Collect the items (when applicable), pictures (from ads), or make word cards and place them in a
paper bag. Each student picks one and explains how that item connects to for one more day.
Some items might be applicable to several scenes. The following words are suggestions for this
activity:

scrambled baseball bat a map of Italy

alcoholic beverage ballerina slippers a ghost
knife nurses uniform Christmas tree
a letter or stationary makeup a record
baseball bat telephone radio
makeup binoculars fish sticks
TV meat loaf baseball uniform
Santa Claus cleats flashlight
cigarette police officer sand

Reactions and Opinions

Students should be encouraged to react to scenarios in for one more day as it relates to the context
of the story. For example on page 10 when Chick wasn’t invited to his daughter’s wedding he
said, “I felt lonelier than I’d ever felt before, and that loneliness seemed to squat in my lungs and
crush all buy my most minimal breathing.” Students can think about how that would feel and what
they would do in that situation. “Times I Did Not Stand Up for My Mother” on page 53 would
also serve as a reaction/opinion passage as students think about Charley’s response to his father’s
food query.

Summary

Students will practice summarizing what they have read. Summaries can cover the four major
sections or by the segments within those sections. Students should be assigned particular pages to
summarize. They can then work together in groups or individually to write a summary. Students
should be encouraged to share their summaries with the class because this will serve as a
comprehension builder for struggling readers. It should be reinforced that summaries do not
include their opinion; they should consider themselves reporters gathering information about the
events that took place.
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Poetry and Lyrics

The following song by Diamond Rio is sung on the website http://www.ladaisey.com/onemore.html. It
will serve as a sample for students to create their own poems. Expectations for students to write their own
poems can be adjusted accordingly to their language abilities. The lyrics that are underlined are intended to
be exchanged with your students’ own words. Students can write their own poem using “One More Day”
as a guideline. Graphics or pictures would be a wonderful enhancement to their poetic creations.

One More Day

Last night I had a crazy dream

A wish was granted just for me

It could be for anything

I didn't ask for money

Or a mansion in Malibu

I simply wished, for one more day with you

One more day

One more time

One more sunset, maybe I'd be satisfied

But then again

I know what it would do

Leave me wishing still, for one more day with you

First thing I'd do, is pray for time to crawl

Then I'd unplug the telephone

And keep the TV off

I'd hold you every second

Say a million I love you's

That's what I'd do, with one more day with you

Leave me wishing still, for one more day

Leave me wishing still, for one more day

By: Diamond Rio