Aww, widdle baby Gwegor…


RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.9-10.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
RI.9-10.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.


‘Cause this is…

Learning Target

Scholars will continue their reading of The Metamorphosis, analyzing the text for details about the characters and historical context, and then make a “baby book” about Gregor.

Work Session

So, today we’re continuing with reading The Metamorphosis. We’re going to do this a little differently today – remember that I do, we do, you do thing? Today we’re going to go to the same reading style we were doing during most of Animal Farm. I’ll read a paragraph, and while I read I’ll move around the room and select a student to read the next paragraph. Some of the paragraphs in this story are super long, so I may interrupt you midway so no one gets stuck reading a huge amount. I like this reading strategy because no one gets caught unawares, since I warn you ahead of time if you’re reading next, but everyone has to follow along since you don’t know exactly what you’ll be reading until I pick on you 🙂 We are reading the first half of part II today.

Now, I do want you guys to follow along in your textbook while we do this, but I would also like you to be jotting down some notes while we follow the story. Specifically, I want you to take notes on Gregor, who he is, what is he like, what are his likes and dislikes, and so on. After we finish reading and taking some notes, we’ll move on to another activity!

If you’re reading from home or ISS, here is the link to the story online:

The Metamorphosis is a character-driven story, meaning that what keeps you reading is your attachment to the characters, your vested interest in seeing the characters develop, that sort of thing. The opposite of this would be a plot-driven story, where you’re reading more to see what’s going to happen next, and the characters might be more one-dimensional. Because Kafka chose to focus so much on the characters in his story, we’re going to make…dundunDUN! A “Baby Book” for Gregor!

Have you guys heard of this before? It’s a little book that talks about a person’s likes, dislikes, what they look like and how they act, and maybe has a little picture of them. I’m going to teach you how to fold a sheet of paper into a little 8-page mini book, and now it’s your turn to fill them out for Gregor! The “Ghost Writer” is where you put your name, and you should write the book as though you are Gregor. In most cases, the pages can be filled with no more than a sentence or maybe two at the most. Don’t forget to draw a picture of yourself! I have an example I’ll pass around for everyone, too.

Here’s a download of the baby book sheet: Gregor’s Baby Book!

Closing Session

Trade your baby book with a friend to read and write a 1-sentence “blurb” for the cover.


Baby books will be graded.


Baby books use different learning styles to complete, students’ oral reading sections will vary in length according to reader skill and text complexity.

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