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Introducing for one more day Before you begin for one more day, have students brainstorm about the meaning behind the title, and what value they place on one day, 24 hours, or 1,440 minutes in their own lives. Students should read the end papers, front and back inside flaps, which will give them a synopsis of for one more day. Ask your students if they have ever read another book by Mitch Albom, and if they did were there common themes and tones that ran through them? Ask your students if they ever wished they could have more time with someone that they cared about that is no longer living? Students should think about if they have ever wished for something and then were sorry when it actually came true; their expectations may not have been congruent with reality? This story takes place in the 1950’s. It is important to pay close attention to the values of that time period and how it affects the point of view of Chick/Charley who is telling his life story. What connotations (emotional connections) do divorce, alcoholism, nostalgia, redemption, and appreciation bring to mind? What do you think about when you hear or read the phrases “the power of love,” and “life and death”? Figurative language is embedded in this narrative fiction book. To increase comprehension and appreciation of this story, it would be advantageous to understand types of figurative expressions as idioms, metaphors, smiles, and aphorisms. As you read for one more day try to identify those words or phrases in the story. Visual imagery is key to absorbing the essence of this story. Throughout the book encourage students to picture what they are reading (like an ongoing movie) involving the emotions, behaviors, and conversations of the characters. There are vignettes throughout for one more day titled Times My Mother Stood Up for Me and Times I Did Not Stand Up for My Mother. While reading each one think about the relationship and communication