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SRC="images/spacer.gif" WIDTH=1 HEIGHT=13 ALT=""></TD> </TR> <TR> <TD COLSPAN=6> <IMG SRC="images/mc_ts_43.gif" WIDTH=74 HEIGHT=8 ALT=""></TD> <TD> <IMG SRC="images/spacer.gif" WIDTH=1 HEIGHT=8 ALT=""></TD> </TR> <TR> <TD COLSPAN=7 ROWSPAN=3> <A HREF="emailsignup.htm"><IMG SRC="images/mc_ts_Email-Signup.gif" border=0 WIDTH=81 HEIGHT=11 ALT=""></A></TD> <TD COLSPAN=2 ROWSPAN=6> <IMG SRC="images/mc_ts_45.gif" WIDTH=81 HEIGHT=116 ALT=""></TD> <TD> <IMG SRC="images/spacer.gif" WIDTH=1 HEIGHT=4 ALT=""></TD> </TR> <TR> <TD> <IMG SRC="images/mc_ts_46.gif" WIDTH=46 HEIGHT=4 ALT=""></TD> <TD> <IMG SRC="images/spacer.gif" WIDTH=1 HEIGHT=4 ALT=""></TD> </TR> <TR> <TD COLSPAN=2 ROWSPAN=4> <IMG SRC="images/mc_ts_47.gif" WIDTH=11 HEIGHT=108 ALT=""></TD> <TD COLSPAN=14 ROWSPAN=6 style="background-image:url('images/mc_ts_Layer-6.gif')"> <!--TEXT--> <div style="overflow:scroll;overflow-x:hidden;text-align:left;width:651;height:304"> <a name="top"></a> <a href="#discussion">Song of the Messenger- Student Journal/Discussion Questions</a><br> <a href="#units">Structure a Year of Units Based on Themes from Project Messenger</a><br> MORE TO COME!<br> <br> <U><a name="discussion">Song of the Messenger- Student Journal/Discussion Questions</a></U> <br> <br> CHAPTER ONE<br> Phil describes his younger self as "Flip-Flop, the uncoordinated fat boy". How can you relate to how he feels? Have you ever felt out of place, or as if there was a characteristic you would rather have left in your childhood? Has there been a time you made judgments about someone and later realized you were wrong? Has anyone ever made inaccurate judgments about you?<br> <br> CHAPTER TWO<br> What do you think of the diverse environment Phil describes at Heights? Have your experiences interacting with people from other cultures been positive, negative, or a little bit of both? How do you think schools can approach healing relationships between cultures? How can you adjust your own thinking to be more accepting of others no matter what they look like?<br> <br> CHAPTER THREE<br> Phil describes the way a leaf meets its death with grace, foreshadowing his own experience with the loss of Grandpa Bynder. Have you experienced the death of a loved one? How did you cope with the loss? What did Phil do to deal with it in a healthy way? Katie calls the hawk a "messenger bird" and asks Phil what he's ready to hear. What do you think the bird symbolizes and why?<br> <br> CHAPTER FOUR<br> How do you relate to Phil's conflict between his internal private world, and the "self" he shows on the outside? Do you choose to present yourself in a certain way? How do others perceive you compared with how you actually feel inside? What is your reaction to the fact that Phil doesn't find out about many of the important things Grandpa Bynder did until his eulogy is given? What kinds of things do you know about your grandparents and what do you think you might gain by asking them more about their lives? Has a teacher inspired or encouraged you the way Mr. Loland inspired Phil? If you have not yet experienced this kind of support, what would you like a teacher to recognize and encourage in you?<br> <br> CHAPTER FIVE<br> The lake is an important symbol that appears throughout the book. How many times can you remember a lake being discussed in the story and why are these moments so important? What do you think the lake symbolizes?<br> <br> CHAPTER SIX<br> Phil and Matt have a difficult time getting along. How can you relate to this situation? What changes do you think they could make to become more like brothers? Why do you think Phil went to Katie's hill after fighting with Matt? What do you think he found there? How can you relate to Phil's confusion when he tries to come to terms with his feelings about Amy and Laura? How did you feel when Jake apologized to Loland and chose to wear a star?<br> <br> CHAPTER SEVEN<br> Phil and Loland were surprised with the overwhelming response they received during the interview project. Why do you think the students were so eager to participate? If you had to interview someone for a similar project, who would it be and why?<br> <br> CHAPTER EIGHT<br> When Phil is waiting to find out about his brother, he describes time as moving very slowly, and he thinks about the fact that life moves on normally for everyone else& and it occurs to him that while life was normal for him yesterday, many others may have been hurting. How can you relate to this situation? Have you ever felt upset and were amazed at the fact that everything just kept going on as if it were a normal day? Have you ever wondered why someone else was acting unfriendly and then found out later that they were dealing with a painful situation?<br> <br> CHAPTER NINE<br> Phil felt very connected to his Irish heritage and was deeply affected by the dream in which his brother died. Why do you think that affected his behavior when he woke up? Do you feel a strong connection to your heritage or to another culture about which you are curious? If you could travel to another part of the world to explore this type of a connection, where would it be and what do you think you would find there? How did you feel when Phil finally played the song for Laura? What do you think helped him to realize that she was the one he loved?<br> <br> EPILOGUE<br> Phil ends the book by challenging you to find the courage to tell your story. What stories do you think might be hiding within you?<br> <br> Note to the teacher: <br> These questions are meant to inspire student reflection and encourage informal writing. The author requests that student choice, opinion, perspective, and privacy be respected appropriately.<br> <br> <a name="units"></a><br> <a href="#top" style="font-size:10px">back to top</a><br> <U>Structure a Year of Units Based on Themes from Project Messenger</U> <br> The dimensions of Project Messenger (honor the self, respect others, take responsible action & express creatively) can be translated into three major themes over the course of the school year: Heritage and personal awareness; diversity and community; and responsible action and creative expression. These themes support the integration of various English language arts and reading (ELAR) skills; cross-content collaboration; integration of multiculturalism; and facilitation of student engagement, analysis, reflection, and knowledge retention. Themes can also be used in social studies classrooms to support content area learning. The following is a detailed example of how an ELAR teacher might integrate  heritage and personal awareness during the first 12 weeks:<br> <br> RATIONALE: During the middle school years, it is developmentally appropriate for students to examine their own identities and find their unique voices. The theme of heritage and personal awareness offers a healthy outlet for this self-discovery. Students will be encouraged to explore and honor familial, religious, and cultural legacies; enhance self-esteem by recognizing their unique views of the world; develop empathy and critical communication skills while interacting with those from other backgrounds; and connect existing and growing knowledge of ELAR within both academic and real world contexts. <br><br> A. READING <UL> <LI>Students will read fictional novel Song of the Messenger <LI>Students will read nonfiction collection Stolen Voices: Young People s War Diaries From WWI to Iraq <LI>Excerpts from nonfiction book The Freedom Writers Diary will be read and discussed in class <LI>Various poems, song lyrics, and news articles will be examined during class <LI>Students will reflect upon storytelling elements and author purpose </UL> B. WRITING <UL> <LI>Daily Reader s Response Journal entries <LI>Students will examine the writing process and build upon knowledge (i.e., grammar, punctuation, tense) <LI>Critical Writing: Students will examine the five paragraph essay and develop these writing skills <LI>Creative Writing: Students will generate poetry, reflections, personal essays, and stories Historical Reports: In conjunction with social studies classes, students will conduct research about a world event during another generation and will develop a report that integrates information gained through that research and a personal interview (see listening section) </UL><br> C. SPEAKING / LISTENING <UL> <LI>Students will listen to dramatic readings of selected texts and discuss interpretations <LI>Students will interview a person from another generation, listen and record responses <LI>Students will participate in weekly class discussions and small group discussions <LI>Guest speakers will present historical accounts of experiences (i.e., Holocaust Survivors) </UL><br> D. MEDIA/TECHNOLOGY <UL> <LI>Students will construct a visual aid (collage- electronic or raw materials) that describes the way they see themselves and the world <LI>Small groups will collaborate to develop a powerpoint presentation with other visual media <LI>Various research tools will be presented, examined, and utilized (i.e., Internet, library catalogs) <LI>Students will utilize computers to draft and revise written work </UL> </div> <!--TEXT--> </TD> <TD ROWSPAN=7> <IMG SRC="images/mc_ts_49.gif" WIDTH=24 HEIGHT=349 ALT=""></TD> <TD> <IMG SRC="images/spacer.gif" WIDTH=1 HEIGHT=3 ALT=""></TD> </TR> <TR> <TD COLSPAN=7> <IMG SRC="images/mc_ts_50.gif" WIDTH=81 HEIGHT=10 ALT=""></TD> <TD> <IMG SRC="images/spacer.gif" WIDTH=1 HEIGHT=10 ALT=""></TD> </TR> <TR> <TD ROWSPAN=5> <IMG SRC="images/mc_ts_51.gif" WIDTH=1 HEIGHT=336 ALT=""></TD> <TD COLSPAN=4> <A HREF="http://www.cafepress.com/marycourtwright"> <IMG SRC="images/mc_ts_Merchandise.gif" WIDTH=50 HEIGHT=9 BORDER=0 ALT=""></A></TD> <TD COLSPAN=2 ROWSPAN=2> <IMG SRC="images/mc_ts_53.gif" WIDTH=30 HEIGHT=95 ALT=""></TD> <TD> <IMG SRC="images/spacer.gif" WIDTH=1 HEIGHT=9 ALT=""></TD> </TR> <TR> <TD COLSPAN=4> <IMG SRC="images/mc_ts_54.gif" WIDTH=50 HEIGHT=86 ALT=""></TD> <TD> <IMG SRC="images/spacer.gif" WIDTH=1 HEIGHT=86 ALT=""></TD> </TR> <TR> <TD COLSPAN=2 ROWSPAN=3> <IMG SRC="images/mc_ts_55.gif" WIDTH=27 HEIGHT=241 ALT=""></TD> <TD COLSPAN=8> <A HREF="projectmessenger.htm"> <IMG SRC="images/mc_ts_Be-a-Part-of-Project-.gif" WIDTH=168 HEIGHT=114 BORDER=0 ALT=""></A></TD> <TD ROWSPAN=3> <IMG SRC="images/mc_ts_57.gif" WIDTH=1 HEIGHT=241 ALT=""></TD> <TD> <IMG SRC="images/spacer.gif" WIDTH=1 HEIGHT=114 ALT=""></TD> </TR> <TR> <TD COLSPAN=8 ROWSPAN=2> <IMG SRC="images/mc_ts_58.gif" WIDTH=168 HEIGHT=127 ALT=""></TD> <TD> <IMG SRC="images/spacer.gif" WIDTH=1 HEIGHT=121 ALT=""></TD> </TR> <TR> <TD COLSPAN=14> <IMG SRC="images/mc_ts_59.gif" WIDTH=677 HEIGHT=6 ALT=""></TD> <TD> <IMG SRC="images/spacer.gif" WIDTH=1 HEIGHT=6 ALT=""></TD> </TR> <TR> <TD> <IMG SRC="images/spacer.gif" WIDTH=2 HEIGHT=1 ALT=""></TD> <TD> <IMG SRC="images/spacer.gif" WIDTH=1 HEIGHT=1 ALT=""></TD> <TD> <IMG SRC="images/spacer.gif" WIDTH=14 HEIGHT=1 ALT=""></TD> <TD> <IMG SRC="images/spacer.gif" WIDTH=13 HEIGHT=1 ALT=""></TD> <TD> <IMG SRC="images/spacer.gif" WIDTH=13 HEIGHT=1 ALT=""></TD> <TD> <IMG SRC="images/spacer.gif" WIDTH=10 HEIGHT=1 ALT=""></TD> <TD> <IMG SRC="images/spacer.gif" WIDTH=23 HEIGHT=1 ALT=""></TD> <TD> <IMG SRC="images/spacer.gif" WIDTH=7 HEIGHT=1 ALT=""></TD> <TD> <IMG SRC="images/spacer.gif" WIDTH=69 HEIGHT=1 ALT=""></TD> <TD> <IMG SRC="images/spacer.gif" WIDTH=12 HEIGHT=1 ALT=""></TD> <TD> <IMG SRC="images/spacer.gif" WIDTH=24 HEIGHT=1 ALT=""></TD> <TD> <IMG SRC="images/spacer.gif" WIDTH=10 HEIGHT=1 ALT=""></TD> <TD> <IMG SRC="images/spacer.gif" WIDTH=1 HEIGHT=1 ALT=""></TD> <TD> <IMG SRC="images/spacer.gif" WIDTH=10 HEIGHT=1 ALT=""></TD> <TD> <IMG SRC="images/spacer.gif" WIDTH=2 HEIGHT=1 ALT=""></TD> <TD> <IMG SRC="images/spacer.gif" WIDTH=17 HEIGHT=1 ALT=""></TD> <TD> <IMG SRC="images/spacer.gif" WIDTH=3 HEIGHT=1 ALT=""></TD> <TD> <IMG SRC="images/spacer.gif" WIDTH=1 HEIGHT=1 ALT=""></TD> <TD> <IMG SRC="images/spacer.gif" WIDTH=2 HEIGHT=1 ALT=""></TD> <TD> <IMG SRC="images/spacer.gif" WIDTH=4 HEIGHT=1 ALT=""></TD> <TD> <IMG SRC="images/spacer.gif" WIDTH=37 HEIGHT=1 ALT=""></TD> <TD> <IMG SRC="images/spacer.gif" WIDTH=2 HEIGHT=1 ALT=""></TD> <TD> <IMG SRC="images/spacer.gif" WIDTH=12 HEIGHT=1 ALT=""></TD> <TD> <IMG SRC="images/spacer.gif" WIDTH=8 HEIGHT=1 ALT=""></TD> <TD> <IMG SRC="images/spacer.gif" WIDTH=502 HEIGHT=1 ALT=""></TD> <TD> <IMG SRC="images/spacer.gif" WIDTH=46 HEIGHT=1 ALT=""></TD> <TD> <IMG SRC="images/spacer.gif" WIDTH=31 HEIGHT=1 ALT=""></TD> <TD> <IMG SRC="images/spacer.gif" WIDTH=24 HEIGHT=1 ALT=""></TD> <TD></TD> </TR> </TABLE> <!-- End ImageReady Slices --> </TD> <TD>&nbsp;</TD> </TR> <tr> <td colspan="2" style="color:White;text-align:center"> <a href="copyright.htm" style="color:Gray">Copyright Notice</a> </td> </tr> </TABLE> </BODY> </HTML>