Metamorphowednesday!

Standards

  • RL.9-10.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
  • RL.9-10.10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9—10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
  • RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Activator

Franz Kawhat?

Learning Target

Scholars will read an encyclopedia entry on monsters and begin their anchor text for this unit, Kafka’s “Metamorphosis”. They will look at the ideas of alienation and monstrosities as presented in Kafka’s work and continue to wrestle with the question of what makes a monster.

Work Session

Today we’re going to start reading our Big Reading for this unit, but FIRST we’re continuing with our nonfiction reading. Whoohoo! We’re starting off with an article that’s appropriately titled “What makes a monster scary?” You’re gonna SQUEEPERS again!!! When you get to the R for reading, I want you to read the article I give you in any way you choose (you may read silently then discuss with a partner, alternate paragraphs reading aloud, have one person read aloud to the other, whatever you like). After you’ve finished reading the article, consider the definitions you wrote yesterday and work with a partner or alone to revise your definitions into a new one.

Your end product should be a 2-3 sentence concise definition that accurately explains what it means to be a monster. Yes, I’m grading it this time.

After we finish with this article, we’re going to start reading our Big Reading for this unit. This is a story entitled “The Metamorphosis” by Franz Kafka. We watched a summary video of it at the beginning of class, but for simplicity’s sake let me give you a two-word run down of this story. It is 1.) Long and 2.) Complicated.

Excited yet? We’re going to listen to me read aloud for the first half of Part I of the story. That’s page 1066-1072 in our book, stopping at the end of the first paragraph on 1072. I would like for you to follow along in your book while you’re listening to me. If you’re reading online, you’re reading to the sentence “his sister began to cry.” We’re doing a bit of “I do, we do, you do” with this story. I’ll read part I aloud, we’ll read part II together, and part III you will read on your own 🙂

This is a VERY hard text, guys. So we’re going to run through it very slowly and carefully and do a lot of checks for understanding. I hope you enjoy the story! :)

Closing Session

Ticket out the door: 3 things you liked about the story, 2 things you didn’t like, and 1 question you still have.

Assessment

TOTD to check for understanding, definition of the word monster.

Differentiation

Students may read with their partners in any way that works best for them, differentiated/simplified texts, use of audio recording.

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