Sessions 3-18 and 3-19

LESSON: Part 2 of Metamorphosis- Circle of Viewpoints & Family Meeting What to look for: Time management on reading vs. project, small group facilitation OBJECTIVES

SWBAT analyze a text SWBAT determine events, emotions, and character development that occur in the novella SWBAT create a visual piece of thinking SWBAT develop an understanding of part 2 of Metamorphosis SWBAT make connections to the text SWBAT note redundant phrases

Standards RL11-12.2 RL11-12.3 RL11-12.6 SL11-12.1 SL11-12.1B Rationale At the start of class today, students will take notes on redundant phrases. At the start of class yesterday I had three pieces of paper up for a KWL chart. One piece of chart paper had what do you know about Gregor, his life, and his situation. The second piece of paper had what are you still confused about/want to know? On the third piece of paper, students wrote what they learned for the day. It was their exit ticket. During class yesterday, we began reading part 2 of The Metamorphosis. Mrs. Cooper and myself took turns on reading parts. I paused at key parts of the text and had students take notes. Several questions were written on the board for them to log in their reading log section of their writers notebook. For todays class, students will be reading the second half of part 2 in groups. I will assign groups with the use of notecards. On the notecards will be names of characters in the novella. I will put all like characters in a group. Students will be asked to read the pages of Metamorphosis from the perspective of the character that they were randomly assigned. Each person in the group needs to participate with putting one of the following on a piece of computer paper (all need to be on the paper): - A quote that you came up with of what you think your character would say (not directly from the book) - A picture expressing/ describing the environment that surrounds your character - Emotions that you think your character is feeling - What you think your character expects to happen further on in the book (prediction) - A question that you think your character has Students will put this all on computer paper in a creative/ visual way. I will put the responses up on the walls in a circle to show the circle of viewpoints. If time permits and students are able to accomplish this in one class period, I will have students discuss as a whole class what theyre characters viewpoint is. I will also ask students to write down vocabulary words that they are confused on that they come across in the text.

Sessions 3-18 and 3-19

Tomorrow students will be put back in groups. I will randomly pass out Gregor, Grete, Mom, and Dad notecards, and the bottom of each notecard there will be a number. Students will receive the same character that they became on day 1, but this time I will split groups off into families. The number is on the bottom of the notecard is the group that each student will be in. Students jobs are to become the character on their notecard. Students are role-playing the characters from the text. It is intended to feel like a therapy or counseling session. The class will be brought back to a whole-class discussion where students still remain the part. There will be a grade on discussion. Learner Factors I change the form of reading from reading aloud as a whole class, reading in small groups, and reading alone. This gives all students an option to read a way that he or she feels comfortable. However, tomorrow is going to be a small group day. This will help a struggling reader with difficult words that are throughout the text. Students are aware that I am available after school everyday if he or she wants further understanding or help on anything. PROCEDURES DAY ONE

1. English skills 2. Circle of viewpoints introduction 3. Group determination 4. Read in small groups pgs 32-38 5. Work on activity 6. Write down vocabulary terms that are confusing

DAY TWO 1. Redundant/wordiness 2. Family Meeting 3. Read pages 35-38 4. Part two 6 questions

MATERIALS

- Computer/ Overhead/ Whiteboard/ Expo Marker - Notecards - Writing Utensil - Computer Paper - Art Supplies - Writers Notebook

ASSESSMENT

- Assessing students understanding of the text - Assessing students ability to work in a small group - Assessing students thought process