Do you agree with, disagree with, or qualify the statement:

“Everyone is here for a purpose.”

Consider how general the statement is, and apply it to a complex world.

Warm-Up

Objective: SWBAT identify ideals and tenets of existentialism

Agenda:1.Housekeeping2.Article of the Week3.QUIZ 4.Notes on Existentialism

Please do the warm-up on your own sheet!

Housekeeping• Heading papers

• Warm-Ups

• Journals for JE’s• Class Site:

https://lceng12honors.wikispaces.com/• Participation grades

– Dry-erase boards

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Vocabulary Quiz

1. Because he was so ___________ when it came to working on cars, he decided to open his own car garage.

2. “One is obliged to wade through many pages of _________ material.”

3. She knew that his phone call breaking up with her was _________. This was actually it, with no questions asked.

4. After receiving the phone call that something may be wrong, he drove home with great______.

5. On our date, his ______ walking kept causing me to trip.

6. I hope I won’t be considered_____ if I interject with advice.

7. Because of her ______ efforts, she was able to construct the building model correctly on the first try.

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Celerity , Dexterous, Extraneous, Maladroit, Presumptuous, Scrupulous , Unequivocal

New Terms

• Allegory

• Anagnorisis

• Existentialism

• Synecdoche

• Metonymy

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Monday: Definitions/Parts of SpeechTuesday: Examples Wednesday: Sentence related to Metamorphosis.

Unit Foci The Metamorphosis

• Franz Kafka’s life and its portrayal in the text

• Existentialism – Alienation of the Modern Man

• Symbolism & Allegory

• Anagnorisis

• Addressing Questions and Answers about Life

Essential Questions• How does The Metamorphosis exude tenets of

the Existentialist Era?• What symbolism occurs in The Metamorphosis

and how does it fit into to existentialism framework?

• What aspects of the novella are left unanswered? How can we make inferences and draw conclusions to answer these questions?

• How does language reflect an understanding of the world?

Examining the Title Quick Write (3 minutes)

What does the title, “The Metamorphosis” mean in relation to people? In other words,

how can/do people go through a metamorphosis in their lives? Is this a

process that is necessary? Provide specific examples.

Metamorphosis:

• a profound change in form from one stage to the next in the life history of an organism, from the caterpillar to the pupa and from the pupa to the adult butterfly. •a complete change of form, structure, or substance, as transformation by magic or witchcraft.•any complete change in appearance, character, circumstances, etc.

Objective: SWBAT identify ideals and tenets of existentialism

Agenda:1.Group paragraph reading2.Notes on Existentialism

Please do the warm-up on your own sheet!

Warm-Up:

To what extent do you agree with the Existentialist beliefs? Why? Which ones are you totally against? Why?

Objective: SWBAT identify ideals and tenets of existentialism

Agenda:1.Group paragraph reading2.Notes on Existentialism

Please do the warm-up on your own sheet!

Warm-Up:Period 2: Based on the paragraph your group read yesterday, what do you think the term existentialism means? Do you share some of the same insight you read in your group’s paragraph?

Period 6: How “free” do you feel in your everyday life? How much free will do you think you actually have in any given circumstance? Why?

Period 7: Since we were unable to answer yesterday, please respond to the following: What does the title, “The Metamorphosis” mean in relation to people? In other words, how can/do people go through a metamorphosis in their lives? Is this a process that is necessary? Provide specific examples.

Article of the Week

• Link posted on website

• 2 questions– Journal Entry

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One Minute Notes

Use of a philosophical approach to understand human existence and

experience. 1.Receive information on Existentialism 2.Take 1 minute in your group to record/highlight 1-2 KEY ideas.3.When the minute is up, record your information on the chart at the front of the room

1. Write largely and legibly

Periods 6 & 7

Existentialism What is an “authentic life”?

• Flourished primarily two decades after WWII• Life is absurd.• Use of a philosophical approach to understand human existence and

experience – A philosophy concerned with finding self and the meaning of life

through free will, choice, and personal responsibility. – People are not victims of circumstance; you choose who you are.– We are defined based on how we handle interactions, the choices

we make, and our experiences.– You are able to define you through subjective and passionate

examination.– Life has no meaning. We are here for no other reason besides the

fact that our parents birthed us; no divine intervention.– With or without any knowledge of the world, you are responsible

for your actions.– Happiness in the present. Man lives in the moment with no real

connection to the relationship between actions and consequence. – Society is unnatural and its traditional religious and secular rules

are arbitrary.

Existentialists do not believe:

• wealth, pleasure, or honor make the good life

• social values and structure control the individual

• accept what is and that is enough in life• science can and will make everything better• people are basically good but ruined by

society or external forces • “I want my way, now!” or “It is not my fault!”

mentality

Top Existentialist Beliefs-Existence precedes essence: an existentialist would define

existence from the inside, out; and focus was shifted from the world at large to the individual’s experience inside the confines of that world.

The Look: This is central to Existentialist thought. This idea is centered on the idea that something as simple as being conscious of being observed by another creature, whether human or animal, has a profound effect on the way the receiver of that look perceives his or her environment.

Existential Angst: Describes the internal conflict experienced by every conscious individual due to the fact that the world is not a rational place and existence can be maintained only by constant struggle.

The Irrational World: Central to the framework is the notion that at any moment, everything could change. There are no givens in life. There are no universal truths. There is no certainty.

14

Quick Write (1 ½ minute)

• What is meant by the term alienation?

• Modern man?

• What is the relationship between the two?

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Alienation the state of being withdrawn or isolated from 

the objective world, as through indifference or disaffection.

• What are some positive results of alienation?

• Negative?

• Necessary?

• Realistic?

Alienation According to Existentialism

• Must overcome alienation to reach “self-recognition”

• Occurs when we do not accept responsibility for our world and our choices

• During this time, one is removed from himself to examine his motives, aims, and behaviors; this helps him determine whether he is comfortable and accepting or wishes to change his ways to better exist.

In Your Groups

Determine how the quote (from the text) you were given reflects an

Existentialist belief or ideal.

Write a few brief statements on one sheet of paper for your group.

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Exit Ticket In what ways does Existentialism reflect

your own ideas of life? Explain.

Add any lingering questions you still have about existentialism.

Put your name, date, and period on the index card.

More on Existentialism• Look at the charts from other classes.

Take a few minutes and jot down something you didn’t know or didn’t write from those charts.

• Ask any additional questions you may have.

Lingering Questions from Yesterday

HomeworkFind an artifact that represents existentialist ideas. This can be cartoons, photos, logos, etc. Write at few sentences explaining how this image represents or relates to existentialist ideas, and attach it to your artifact. Be prepared to share tomorrow.

How does this image represent or relate to an

existentialist idea?

Existentialists believe that there is no divine intervention, and no need for religion. They believe that people should simply live as passionately and sincerely as possible. 

Warm-UpDefend or challenge one of the beliefs of

existentialism.

Agenda:• Recap Existentialism

• Close Reading

Discuss which tenet you defended or challenged

with your group.

Share one tenet that your group found interesting.

Did the entire group agree/disagree? Why?

Objective: identify key beliefs of existentialism; conduct a close readingof paragraphs 1-3 of The Metamorphosis to explain the evidence of Existentialism.

Recap of Existentialism • Humans are thrown into a world of reality where pain,

frustration, sickness, contempt, malaise and death dictate their lives, but their choice to indulge (or not) is present.

• Existentialism stems from the belief that "existence precedes essence" meaning human beings have no essential self, they are no more than what they appear.

• No outside forces governing our lives, individuals must take responsibility for their own actions.

• Human beings must define their own nature. • All life ends with death; life has little purpose. • Some themes of existentialism include, anxiety, a feeling of

nothingness, absurdity, and alienation (sometimes our actions affect others).

Novella

Longer and more complex than short stories but shorter and simpler than novels

The novella usually focuses on a limited number of characters, a relatively short period of time, and a single chain of events

Usually contains a surprising turning point

Compare the beginnings to the endings:

What do these two lines have in common?

• “When Gregor Samsa woke up one morning from unsettling dreams, he found himself changed into a monstrous vermin” (Kafka, Metamorphosis 1).

• “It was a bright cold day in April and the clocks were striking thirteen” (Orwell, Nineteen Eighty-Four 1).

Both sentences make their points through defamiliarization:

• They initially describe normal, everyday, almost boring events, only to disrupt this sense of normalcy at the very end.

• The disruption of readerly expectation is sometimes called a defamiliarization effect – in German, Verfremdungseffekt, which translates as “alienation effect.”

QUICK WRITE: What is the effect of beginning the text in this way?

Lost in Translation?

Can either be defined as a parasite feeding off the living (as is Gregor's family feeding off him), or a vulnerable entity that scurries away upon another’s approach, as Gregor does for most of the narrative after his transformation.

QUICK WRITE: Significance?

“Vermin”“Vermin”

Significance

• Writers often use fantastic events to signify additional levels of meaning beyond the literal.

• Thus, we need to ask ourselves what Gregor’s metamorphosis signifies in terms of larger issues.

The MetamorphosisChapter 1

Paragraphs 1-3

• Read the text.

• Annotate ANYTHING that stands out to you as important or significant.– Symbolism, characterization, setting,

diction, tone, etc.

Revisit the Text

• What is being said?

• How is it being said?

• Why is it being said that way?

Share Out

• Discuss with the students in your group about the WHAT, HOW, and WHY. Require Evidence! Use accountable talk!

• Bullet some of the responses on a dry-erase board and be prepared to share. You may want to transfer this info to your notes for review later.

Continuing to Read Chapter 1• As we read, take notes of examples existentialism,

symbolism, and any other literary elements, figurative language, etc. that you may find.– Be prepared to share, discuss, and defend your

examples!

• Think About: What tenets of existentialism are present? What

role do they play in the development of the text? What are some of the symbols presented by

Kafka? What do they mean? Why are they significant?

Homework

• Finish reading Chapter 1.

• FOCUS QUESTION:– What questions about life does Kafka

raise? Try to find 2-3 questions. Be sure to record page/paragraph number.

At first, Gregor refuses to accept his changed state:

• He tries to get out of bed, get dressed, plan his day, and so on, as though his metamorphosis has not actually happened.

• The long, detailed description of the difficulties of getting out of bed (960-62) reminds us of how dependent we are on our bodies. Gregor’s normal sense of corporeality – of himself – is thus disrupted, or defamiliarized.

Closure

Write a question you may have about what you’ve learned so far. Or, you may indicate that you need more assistance with a particular detail. Please drop the card in the bin.

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Setting the Scene• The protagonist of the story is Gregor Samsa,

who is the son of middle-class parents in Prague.  • Gregor’s father lost most of his money about five

years earlier, causing Gregor to take a job with one of his father's creditors as a travelling salesman. 

• Gregor provides the sole support for his family (father, mother, and sister), and also found them their current lodgings in Prague.

• When the story begins, Gregor is spending a night at home before embarking upon another business trip. And then. . . 

Housekeeping• Every Friday, the Article of the Week

response is due!

• Check the wiki site NIGHTLY!

http://lceng12honors.wikispaces.com/

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Warm-Up: Of all things for Kafka to allow Gregor to be transformed into, he selects a BUG. What is interesting or symbolic about his selection of a bug?

TAKE OUT VOCAB TO BE SIGNED!

Agenda:

1. Quiz on Chapter 1

2. Developing Questions

3. Group Response

HOMEWORK: Familiarize yourself with chapter 1 (in depth); study vocabulary; Article of the Week.

Objective: demonstrate understanding of Chapter 1 of The Metamorphosis by completing a short answer quiz; work in groups to develop responses to critical thinking questions about the text.

Close Reading

Did you read Chapter 1? 1. How does Gregor feel about his job? What

evidence in the story reveals his feelings?

2. What is Gregor’s role in his family? Why does he have so much responsibility? How is this role about to change?

3. What happens to Gregor when he leaves his room to meet the office manager? What does this episode reveal about Gregor’s father?

4. What circumstances in Gregor’s life might have caused him to feel dehumanized (deprived of human qualities and individuality) even before the metamorphosis took place?

Discussing Our Reactions• After reading Chapter 1, how do you

feel about what has happened to Gregor AND those affected by his transformation?– Is this transformation his fault or his

family’s?– Who is supposed to learn the most from

this- him or his family?– How have the events in Chapter 1 fit into

the existentialist framework?

His Parents and the Clerk

• When Gregor finally escapes from his room, his appearance horrifies all onlookers (the chief clerk runs away, and his mother screams and upsets a pot of coffee) that his father beats him back into the chamber, making him bleed in the process.

So, Gregor goes full circle: he is imprisoned in his body, and he is once again imprisoned in his room.

HOW DOES THIS FIT INTO THE EXISTENTIAL FRAMEWORK?

So, Gregor goes full circle: he is imprisoned in his body, and he is once again imprisoned in his room.

HOW DOES THIS FIT INTO THE EXISTENTIAL FRAMEWORK?

Objective: SWBAT (1) demonstrate mastery of vocab terms by successfully completing a quiz; (2) collaborate in groups of 4 to compose responses to critical thinking questions about The Metamorphosis.

Warm-Up:

1.How have you been using vocabulary terms? In conversation? Writing? What strategies will you use to ensure that you do no “lose” the terms?

2.Take 3 minutes to review vocabulary terms and/or quiz a neighbor.

Agenda:1.Housekeeping

2.Vocab Review

3.Vocab Quiz

4.Group JE

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Houskeeping1. Numbers on chart- closure

2. 4 week vocab test Monday, Oct. 7, 2013 (STUDY ALL WORDS)

3. Grades- reach out

4. Article of the Week

5. Work in folders or displayed

46

Vocabulary Review• Synecdoche – a term where a part of something refers to a whole of

something.– “new wheels” for a new car

– “all hands on deck” for workers

• Metonymy – a term when a thing is referred to by a name closely associated with it.

– Dish for an entire plate of food

– Crown for a royal person

– Suits for professional men

• Allegory—a text that can be interpreted to reveal a hidden meaning.

• Anagnorisis – moment when a character makes a critical discovery—usually attempts to alter events thereafter

• Existentialism-- A philosophy that emphasizes the uniqueness and isolation of the individual experience in a hostile or indifferent universe, regards human existence as unexplainable, and stresses freedom of choice and responsibility for the consequences of one's acts.

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Vocabulary Quiz 1. Anagnorisis

2. Metonymy

3. Synecdoche

4. Existentialism

5. Allegory

a. “Do you have plastic (credit card)?”

b. b. Wizard of Oz-cowardice is in the lion, thoughtless panic in the scarecrow, etc. They represent hidden ideas!

c. Life is absurd and everyone must make his/her own purpose.

d. “The White House supports the bill.”

e. example occurs in Sophocles’ play Oedipus Rex, in which a famous Greek hero weds a queen and inherits a kingdom after accidentally slaying its king. The kingdom falls under a curse because someone has committed an unnatural act: killing his father and marrying his mother. He realizes that he has been the cause of this disaster, and wants to somehow fix the situation as best he can.

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New Terms • Naif• Diffident• Grit• Deleterious • Enervate• Facetious• Fatuous

Monday- Definitions & Parts of Speech

Tuesday- 2-3 synonyms and antonyms for each

Wednesday- original sentence.

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Critical Thinking • Get into groups.

• You will be given a discussion question based on chapter 1 of The Metamorphosis.

• Work with your group to outline a response, using textual evidence to support any findings.– This can be done in bullet format, or in

lists.

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Example• What is significant about the

relationship Gregor has with his family? – He is being used.– He yearns to be independent.– The family’s primary concern becomes

his inability to work.

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ClosureOn your post-it, respond to one of the following:

1.Were today’s collaborative exercises effective? In what ways? If not, how could they have been better?

2.What is one thing you are confident that you have learned since we began The Metamorphosis?

3.How can I, as the teacher, better help you succeed during this unit?

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Objective: Students will work in groups to develop responses to critical thinking questions about the text.

Warm-Up:

Select one vocabulary word from the new list. Develop an original sentence that relates to The Metamorphosis. Write your sentence on the dry erase board. On your W-up sheet, just put “board writing.”

Agenda:

1.Housekeeping

2.Group Responses (outlines)

3.Rough Draft

Read Chapter 2 by Friday!

Tuesday, September 24, 2013

Close Examination

• Work on outline. Share your thoughts/ points/evidence with me.

• Begin your group’s rough draft.– Everyone must be participating!

Homework & ClosureVocabulary & Read to Chp. 2 by Friday

CLOSURE:

1.How has the group writing assignment influenced your thinking?

2.Do you feel more confident/pleased with the course as a result of our conversation?

Objective: SWBAT (1) learn methods for integrating quotes and effectively integrate them in writing; (2) compose the final draft of the group journal response.

Warm-Up: In what ways can Gregor be seen as naif or diffident? How will his moment of anagnorisis likely alter him?

Agenda:

Period 2: PAPERS! Periods 6 & 7

1. Monday’s Closure 1. Rough draft review

2. Review outline 2. Incorporating Quotes

3. Incorporating Quotes 3. Group Journal Entry

4. Group Journal Entry 4. Closure

5. Closure

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Wednesday, September 25, 2013

Housekeeping- Period 21.Monday’s comments2.Article of the Week3.Reassessment 4.Due Dates/Deadlines 5.Vocabulary6.Tone/Diction (need a list?)

Franz Kafka’s book The Metamorphosis is about a man who turns into a bug. Some of his experiences are really bad, and some are really good. “No matter how hard he threw himself onto his right side, he always rocked onto his back again” (Kafka 1). This shows a bad experience with him being a bug.

58

Directions: Read the following sentence. Indicate whether or not the writer does a good or bad job incorporating the quote. Offer 1-2 suggestions for improvement.

Directions: Read the following sentence. Indicate whether or not the writer does a good or bad job incorporating the quote. Offer 1-2

suggestions for improvement

The things that happen to Gregor, physically and mentally are bad. It says, “No matter how hard he threw himself onto his right side, he always rocked onto his back again” (Kafka 1). This shows that no matter no how determined Gregor was, he couldn’t get up.

59

Directions: Read the following sentence. Indicate whether or not the writer does a good or bad job incorporating the quote. Offer 1-2

suggestions for improvement

Gregor’s transformation into a bug symbolizes his lack of individuality and meaning in life. As he lay in bed in his bug-like state, he attempted several times to get up. However, “No matter how hard he threw himself onto his right side, he always rocked onto his back again” (Kafka 1). Although this is a physical metamorphosis, the events relate to existentialism, showing that individuals are responsible for their choices. Yet, the choices Gregor has made have caused his life to be routine—just like his inability to get out of bed. He has to become aware of his choices in order to be able to get up or be his own person.

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Homework & ClosurePERIOD 2

Vocabulary & Read to Chp. 2 by Friday

CLOSURE:

1.How has the group writing assignment influenced your thinking?

2.Do you feel more confident/pleased with the course as a result of our conversation?

Objective: SWBAT (1) effectively integrate quotations in writing; (2) compose the group journal response.

Warm-Up: Match the synonym to the vocabulary term.

1. Diffident a. neophyte; novice

2. Naif b. destructive

3. Deleterious c. weaken

4. Enervate d. humorous

5. Facetious e. modest

Agenda:

1.Integrating Quote practice

2.Compose group response

Period 6: Please submit scholarship letters by Oct. 3 via e-mail!

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Thursday, September 26, 2013

What are some ways you incorporate quotes?

• Tag add the signal phrase after the quotation

• Introduce add the signal phrase before the quotation

• Embed embed only a portion of the quotation in your own sentence.

• Split add the signal phrase in between natural divisions in the quotation

Embedded Quote

Kafka paints Gregor’s situation as gloomy when Gregor can’t “get the upper part of his body” to function well enough for him to get up. Faced with this defeat, Gregor “warily turned his hard” in an attempt to not wallow in his pain.

Original quote: “He therefore tried to get the upper part of his body out of bed first and warily turned his head toward the edge of the bed.”

Spend 2 minutes writing a sentence in which you split this quote.

Be reminded to pick a context for the quote.

Split

“He therefore tried to get the upper part of his body out bed first,” but because of his depressed state, when he realized he could not, he “warily turned his head toward the edge of the bed.”

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Original Quote: “He therefore tried to get the upper part of his body out of bed first and warily turned his head toward the edge of the bed.”Spend 2 minutes writing a sentence in which you split this quote. Be reminded to pick a context for the quote.

What is a signal phrase? • A phrase, clause, or sentence that introduces

a quotation, paraphrase, or summary.Acknowledges, Believes, Declares, Observes, Claims, Illustrates, Offers, Responds, Comments, Implies, Suggests, Addresses Compares, Disputes, Insists, Confirms, Emphasizes, Refutes, Asserts, Endorses, Notes, Rejects, Writes

• Why are all of these words written in present tense?

• What are some signal phrases that can be used to introduce quotes for The Metamorphosis?

“Kafka acknowledges…”

“Kafka illustrates…”

“Gregor declares…”

“Grete suggests…”

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Which Method of Incorporating Quotes is This?

1. For Charles Dickens the end of the eighteenth century was both “the best of times” and “the worst of times.”

2. “Where is my God? Where is He?” Weisel asks while suffering in Auschwitz (61).

3. “…once I’ve gotten the money together to pay off my parent’s debt to him,” confirms Gregor, “I’m going to make the big break.”

4. Gregor complains that his life is tough because of “getting up early.” Being tired, he feels,“makes anyone a complete idiot.”

“

Before We TransitionHomework

• Read Chapter 2!

• Study Vocab

• Complete the BACK side of the quote handout!

68

Work in GroupsCompose your group’s paragraph on

paper!

TIPS:

• Include title and author

• Integrate quotes correctly

• Avoid 1st and 2nd person

• Think beyond the surface!

69

Juxtaposing

Gregor’s Human Self

Vs.

Gregor’s Physical Self

How does one of his “selves” & a trait fit into the existential framework?

Example: “lying on his back, as hard as armor plate”

What can this be a metaphor for?

What can it be symbolic of?

How does it relate to an existential belief?

70

Summarizer

1. What are the 4 ways of incorporating quotes?

2. What is a signal phrase?

3. Does it seem easier to now vary your use of quotes?

4. Will these appear in your group journal response?

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Closure

How effectively did your group work? – Did one person do the work? Was

everyone collaborative?– Would you prefer a pre-selected group

next time? Why or why not?

Share Out!Take out your Accountable Talk Sheet

• Present your group’s question to the class.• Then, read your response.

– After you finish, your classmates will spend 1 minute writing feedback.

– Your classmates will share feedback/question your statements.

• Use accountable talk (academic language)

Summarizer• How did the process of offering

feedback help you reflect on your own writing?

• What could/should your classmates do in the future to ensure that feedback process is more valuable?

74

Using Strong Verbs• Instead of “says”

– Advises– Asserts– Added– Comments– Dictates– Exclaims– Notes– Urges

75

Always use present tense to discuss text; the authors age, not the text.

Friday, September 27, 2013Objective: SWBAT: (1) offer useful feedback to peers using constructive language (2) discuss TIES, and examine the methods in sample sentences.

Warm-Up: Immediately get into groups to finish your paragraphs! You have 10 minutes!

Agenda:

1.Finish paragraphs (5 minutes)

2.Score another paragraph (10 minutes)

3.Quote Review (today and Monday)

Homework: 1.The Metamorphosis MUST be finished by Wed. Oct 2

2.Vocab quiz Monday

3.GO TO THE WEBSITE! There will be directions for responding to the blog question there!

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Offering Feedback• Use constructive language!

– “An area of improvement can be ____.” NOT “This is awful.”

• Be specific!– “Refrain from using 1st person.” NOT “Use different

words.”

• When you’re done, return the poster to the original group!– Look over your feedback and score.

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On Your Post-It1. Did everyone in your group

participate? How would you like to see groups done differently in the future?

2. Was the feedback you received beneficial?

– If yes, how will you use this info to help with future writing assignments?

– If not, how well do you think your group did on the paragraph?

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POST-It Closure• What parts of working together today

did you enjoy? Why or why not?

• Was the group journal entry beneficial to your understanding of the text? Why or why not?

• Was providing and receiving feedback beneficial? Why or why not?

Homework

• Read Chapter 2. Annotate the text for:– Questions Kafka raises about life– Elements of Existentialism– Symbolism, allegory, characterization, etc.– Vocabulary– Questions– Significant phrases

• Visit the blog site. Respond to the post “Mental or Physical Metamorphosis” and to a peer (not necessarily your classmate).

Objective: SWBAT (1) demonstrate comprehension of Chapter 2 by completing a short answer assessment; (2) develop critical thinking questions for shared inquiry.

Academic Language: critical thinking; shared inquiry

Warm-Up: Retrieve your group’s paragraphs and comments. Read the comments! Then, write 1-2 statements relating to the following:

1.How useful was the feedback?

2.Did your group work well together to formulate a journal response?

YOU HAVE 10 MINUTES TO COMPLETE ALL OF THIS!

Agenda:

1.Chapter 2 & Vocab Quiz

2.Quote sharing (2 people)

3.Developing Questions

Homework: Read Chapter 3 (by Wednesday); New vocab!!!

Housekeeping: *pass back folders and papers

*FYI-Cover Letters, Academic Resume, and College Essay will be introduced this week!

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Monday, September 30, 2013

Test Time!!!1. What does Gregor's father reveal about the family's financial status? What is Gregor's

reaction when he learns the truth about their finances?

2. What is Gregor's response when Grete decides to remove the furniture from his room? What does this response tell you about him?

3. Where did Gregor plan on sending his sister before his metamorphosis?

4. Why doesn’t Gregor now want to drink the milk with bread specks that his sister left for him?

5. At the end of the chapter, what do we learn about how Grete, the mother, and the father now feel about Gregor?

6. Use NAIF (as an ADJECTIVE) in a sentence.

7. Write a synonym for DIFFIDENT.

8. A person shows true___________ when he/she demonstrates integrity, ethics, and honesty.

9. People always refer to her as ______ because she is never serious about anything she says.

10. If you deem the class as ________ you will likely not give your best effort.

11. Monday through Friday causes me to feel so _______(d) that I cannot wait for the weekend.

12. His _____actions landed him right in jail!

(For numbers 8-12 Facetious, Grit, Enervate, Fatuous, Deleterious)

Vocabulary

1. Didactic

2. Banal

3. Copious

4. Pellucid

5. Capricious

6. Deplore

7. Alacrity

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Tuesday, Oct. 1, 2013

Objective: SWBAT demonstrate mastery of skills taught by completing the Unit 1 Formative.

WARM-UP: Write FORMATIVE

REMINDER: Vocab Test on Week 1-4 words Monday, Oct. 7 Finish the book The Metamorphosis by tomorrow!

SignificanceWhat are some of the most significant

or ironic parts of Chapter 3?The apple is still lodged in his back (38)The apple is still lodged in his back (38)

Family conversations are now grim and short (39)Family conversations are now grim and short (39)

Jewelry sold and tenants move in (40)Jewelry sold and tenants move in (40)

The family cannot move; they feel confined (40)The family cannot move; they feel confined (40)

Exits the room to hear his sister play the violin (47)Exits the room to hear his sister play the violin (47)

Old used items thrown into his room (43)Old used items thrown into his room (43)

Hired a housecleaner to care for Gregor and clean his room (42)

Hired a housecleaner to care for Gregor and clean his room (42)

“We have to get rid of it” (49)“We have to get rid of it” (49)

Sister slams and bolts the door as soon as Gregor enters his room (51)

Sister slams and bolts the door as soon as Gregor enters his room (51)

Relieved at his death (52)Relieved at his death (52)

Text ends with the daughter’s transformation and parents excitement ( 55)

Text ends with the daughter’s transformation and parents excitement ( 55)

Part II: Gregor’s Family• In Part II, we learn much more about Gregor’s

parents and sister, and their responses to the transformed situation in their household.

• We experience all of this from Gregor’s perspective, as he listens to his family through the door of his room.

• Our access to his family, then, is, like Gregor’s, limited, and filtered through his perspective.

What happens to Gregor during this sequence?

Part II: Gregor’s Family• At the beginning of Part II, an attempt

is made to feed Gregor, but the human food that has been placed in his room by his sister (bread and milk) is wholly unappealing.

• Disappointed, Gregor spends the remainder of the long evening trying to hear his family in the living room.

Part II: Gregor’s Family• He cannot hear much, however, and notes

“‛What a quiet life the family has been leading,’ [. . .] and while he stared rigidly in front of him into the darkness, he felt very proud that he had been able to provide such a life in so nice an apartment for his parents and his sister. But what now if all peace, the comforts, the contentment were to come to a horrible end? (21).

What “horrible end” is Gregor referring to?

Part II: Gregor’s Family“In order not to get involved in such

thoughts, Gregor decided to keep moving, and he crawled up and down the room”

• neither Gregor nor his family seem particularly horrified by his transformation.

• The “horrible end” that Gregor suggests appears to be poverty – the loss of the respectability and comfort that his job provided.

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Part II: Gregor’s Family

Gregor’s concern is for his family, and not for himself. Are they equally concerned with him? Why or why not?

Part II: Gregor’s Family• “In between slight attacks of suffocation he

watched with bulging eyes as his unsuspecting sister took a broom and swept up, not only his leavings, but even the foods which Gregor had left completely untouched—as if they too were no longer usable– and dumping everything hastily into a pail, which she covered which she covered with a wooden lid, she carried everything out” (24).

What is the significance of this passage?

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Part II: Gregor’s Family1. “Now his father was still healthy, certainly, but he

was an old man who had not worked for the past five years…could not be expected to undertake too much…gained a lot of weight…become fairly sluggish” (27). What is significant here?

2. What are his mother’s issues?

3. His sisters?

4. What’s the irony here?

Affect of Family1. Sister is uncomfortable seeing Gregor so he

hides himself under a sheet, even though he is also uncomfortable

2. Sister wants to remove furniture; mother does not. Gregor was torn, but now wants furniture to stay

3. Furniture is removed; Gregor wants picture; mother faints; Gregor runs out.

What’s happening in the family? Who’s struggling the most? Is it fair?

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Part II: Not Just One Metamorphosis

How has Gregor’s father changed? Why is this significant?

What does his father do to him?

Part II: Gregor’s FamilyAt this point, how does each member of Gregor’s family feel

about him?

SisterSister MotherMother FatherFather

openly hostile towards the brother she once loved.

appears to have some love for him, but she is very much struggling to adjust to his present form, and this struggle is taking its toll on her health.

has become strong (after five years of being completely supported by Gregor), and is not afraid to use his new power against his son

Symbolism and Allegory• Symbol: A thing that represents or

stands for something else, esp. a material object representing something abstract– Contextual Symbolism vs. Universal

Symbolism

• An allegory is extension of a metaphor through an entire narrative so that objects, persons, and actions in the text are equated with meanings that lie outside the text. 

Examining Paragraphs

Do NOT write on them.

Read each one individually. Score it in your notes, highlighting the strengths and weakness. Use the rubric!

Share out with your group. On the dry erase board, write the average score of your group. Write down some of the most important strengths and weaknesses on the dry erase board, also.

Be prepared to share.

YOUR TURNJournal Entry

1. Explain how Kafka’s use of symbolism presents a theme within his work.

2. Explain how Kafka’s use of allegory presents a theme within his work.

Steps:1.Find an example of symbolism or elements of allegory. Determine what it means.2.Think about how that symbol represents a greater message Kafka is attempting to convey. 3.Write! Use examples!

Steps:1.Find an example of symbolism or elements of allegory. Determine what it means.2.Think about how that symbol represents a greater message Kafka is attempting to convey. 3.Write! Use examples!

Homework• Finish reading the text.

– Again, indicate unanswered questions raised by the text.

• Respond to the blog post “Anagnorisis.” Respond to a peer also.

ClosureDoes scoring other students’

papers help you focus on your own writing? How? In what areas? Is this a process you would want to continue?

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How does Gregor’s transformation symbolize something you or your family has experienced? Were you able to make sense of the metamorphosis you experienced?

Warm-Up

Homework ReviewWhat questions about life

does Kafka raise? 1.Share your question.

2.Share your reasoning and evidence.

3.Engage in group discussion (agree, disagree, qualify) with evidence.

4.Write down 2-3 of the BEST questions shared in your group.

Journal Entry20 minutes

• Decide on one of the questions Kafka raises about life that interests you.

• Explore the text to examine how Kafka attempts to answer this question.

• Analyze how the author uses the text to explore possible answers to the question.

Exploring SymbolismExplore the symbolism handouts you’ve

been provided (do not write on them. Then, select a color, season, element of nature, and animal that best describes the character you were assigned.

Example:

Character –Grete- her character is symbolized through the color PINK. How?

How it relates: Grete represents innocence. She hasn’t fully been exposed to the world because she has had to cater to her brother, and aim to keep her family in tact. She represents femininity because she takes on the role of caretaker as a matriarchal figure.

What is an archetype?

•the original pattern or model from which all things of the same kind are copied or on which they are based; a model or first form; prototype.

"archetype." Dictionary.com Unabridged (v 1.1). Random House, Inc. 23 Aug. 2008. <Dictionary.com http://dictionary.reference.com/browse/archetype.

Examples?

Matriarch

Hero

Character Analysis Project

Homework• Respond to the blog post “Point of

View.” Be certain to respond to a peer.

Warm-Up

If we view Mr. and Mrs. Samsa as parasitical, how does Chapter 3 show just how

they represent this term?

Lingering QuestionsCharacter Analysis Project

The Inward Passage: The Real Metamorphosis

• Samsa learns about who he really is through an overwhelming psychological experience that turns him inward.

• His first step in this journey is disobedience:– Refuses to go to work – Refuses to follow the rules of etiquette

• In his new condition, Gregor begins his soul searching:– Accepts that he has conformed to his family’s and employer’s

demands– Realizes the in-authenticity and meaninglessness of his life

• Once he sheds his previous self, Gregor begins to delve into his own unconscious and confront the truth of his life.

• Gregor evolves from psychological immaturity to the courage of self responsibility.

• For the very first time in his life, Gregor becomes blissful and becomes a mature person.

• Gregor dies with this realization, a transformed human being

Developing a QuestionDevelop a critical thinking question

based on the text. This can be something you want explained, something you find significant,

confusing, etc.

Remember our lesson on developing questions from the first week.

Eponym• Eponym-word derived from the names of real

people or fictional characters. • Eponyms are created by adding “esque” “tic” “ic”

“ian” or “ean” to a name. • When one knows about the character/person it

helps them to understand the situation currently under discussion. For example, Draco was an Athenian in the 7th century who wrote a code of law in which the death penalty was prescribed for a seemingly minor offense. So “Draconian” is the eponym used when punishments are extremely harsh or severe.

Examples

– Leotard:(from Jules Leotard, 1830-1870)- famous aerialist who led us to the term for the gymnast, acrobat, and dancer attire

– Mausoleum: (from Mausolus, ruler of the ancient Asian country of Caria, 377–353 BC) Over 100 feet high, the tomb of King Mausolus was considered one of the Seven Wonders of the Ancient World. Since then, the word mausoleum has come to be used for any large, above-ground tomb. (http://grammar.about.com/od/grammarfaq/f/FAQeponym.htm)

– Sadistic: Frenchman Marquis de Sade (1740-1814)- enjoyed torturing his friends and mistresses. The term is for one who gains pleasure out of inflicting pain on others.

Rubenesque After seeing a painting by Peter Paul Rubens, what do you think the eponym “Rubenesque” means? Write your responses on your dry

erase board.

Rubenesque- big beautiful woman (BBW)

Kafkaesque

• Based on what you know about Kafka, what do you think the term kafkaesque means?

• What words are associated with this term?

Kafkaesque-describes situations involving alienation, anxiety, isolation, and distortion (since that is how Kafka wrote and felt).

Directions: Use your Kafkaesque terms notes and fill in the chart with examples from Metamorphosis. An example has been done for you. You must find five additional examples of Kafkaesque (alienation, anxiety, isolation, and distortion) from the text.

Scene/Image/Event (Textual Quote)

Page Number

Reason why image is Kafkaesque (Explain using

Kafkaesque terms and how the scene/image/event fits the

term/s you choose.)“As Gregor Samsa awoke one

morning from uneasy dreams he found himself transformed in his

bed into a gigantic insect.”

The image of a huge bug in a bed is surreal because it cannot really

happen and seems dream-like. It also reveals a distorted view of humanity in that human beings are so abnormal internally that they have completely lost their outer human appearance.

“We have to get rid of it” (49)

ClosureWhy do you think so many

characteristics and details of Kafka’s life are present in The Metamorphosis? How does this help him develop his purpose?

Homework

Respond to the blog post “Unanswered Questions.”

• Find an interesting eponym. Be prepared to share it with the class tomorrow.– Website– Who/what it derived from– It’s meaning– Why you chose it

Warm-UpExistentialists believe that one “must overcome alienation to reach “self-

recognition.”

Select a character. To what extent does the above statement apply?

Explain and support with textual evidence.

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Part III: Decline and Death• The family decides to “spend this day

resting and going for a walk; they not only deserved a break from, but absolutely needed it” (54).

Should we read this passage in straightforward terms, or as tinged

with irony?

In Groups• Read “Letters for Felice”, which was

written while Kafka was working on The Metamorphosis.– Highlight specific phrases that indicate

how he felt when discussing Gregor. Write the actual mood word above the phrase.

– Your group will be given a question. You will work to formulate an answer, and transfer it to chart paper in bullets or as a short answer.

Gallery Walk• With your group, visit your assigned

chart. You will have 2 minutes at each chart to discuss the answers there, and add on to the answers.

• Challenge the groups that come before you. Disagree, provide more detail, or develop a related question.

Group 1• What is the overall mood of his

letters? Explain with textual examples.

Group 2• Why do you suppose Kafka made

Gregor die “peaceably enough and reconciled with everything”? Support with textual evidence.

Group 3• Give two examples in Metamorphosis

that show how Kafka has “in many passages of the story clearly inscribed his states of exhaustion and other interruptions and extraneous worries.”

Group 4• What part of Metamorphosis

connects to Kafka’s real life as evidenced in the December 3rd entry? Support with textual evidence.

Group 5• What does Kafka say about the

ending of his story according to the December 6-7 entry? Why do you think he feels that way? Do you agree with his own critique of the ending? Explain.

Closure

What details does “Letters to Felice” reveal about Kafka’s mindset when he was writing “The Metamorphosis”?

TOMORROW is GRAMMAR/USAGE DAY!

On an index card, write something you want to focus on:

(pronouns, modifiers, sentence types, comma usage, etc.)