February 28

A-List Word Review

Today, students were given a A-List Vocabulary crossword puzzle. The crossword puzzle is due on Friday. This is a review of the specific 14 A-List words that we have studied so far this year. Now we will put the words to work for us. Starting next week we will have a bell ringer activity each day focusing on the understanding and use of these 14 words. Remember that each of these words tell you what directions or writing prompts are asking you to do and a solid understanding of the differences in the meaning of each word is a fundamental skill that every student must master.

Our Independent Grammar lesson this week is labeled Week 6 – Quotation Marks in the resources section of Canvas. WSQ for Week 6 – Quotation Marks is due on Friday, and late submissions will not be accepted for any credit.

Any late work from this quarter must be turned in by this Friday to receive any credit for the work.

Over the next three days students will be reading the third and final section of Franz Kafka’s The Metamorphosis. The final questions were passed out today and students were reminded that questions must be answered with textual support in their Reading Log.

 

February 23

Reading Progress

Congratulation to the following students for having the greatest increase in their reading scores so far this school year:

On average, students are expected to grow approximately 75 – 100 Lexile points per school year.  Several of our students have increased by well over 200 Lexile points since last fall.  We will be focusing on helping all students continue to make increases in their reading levels, with Reading Workshops focused on both reading levels and growth made that will begin next week.

Folders will be collected tomorrow for grading. Questions through Part II #9 will be graded. 

February 22

SRI & The Metamorphosis

Today, you will take the SRI. We haven’t done the SRI since December and we have certainly been reading a variety of text so far this semester. Now it’s time to see how much that reading is paying off for you individually. Please log into SRI and do your very best on the test. This reading inventory is not a graded test and you are only competing against your previous reading level. So don’t get nervous, just read carefully and do the best you can. As usual, there will be extra credit for those raising their reading level from the previous scores.  Good Luck

After the test you should start or continue reading The Metamorphosis Section II (paragraphs 46 – 58) and answering Post Reading Questions 5 – 9 in your Reading Log. We will be reviewing the questions on Friday and your folders will be turned in for grading. Make sure you take this time to catch up any missing work in your Reading Log so you don’t lose any of the folder points.

February 16

Grete & Mr. Samsa

  • The word dutiful best describes Grete. She spends time figuring out what Gregor needs and adjusts accordingly. She also plans his meals and the cleaning of his room when “his parents and the maid were still asleep” out of consideration for them. Grete is a dynamic character.
  • The word enterprising best describes Mr. Samsa as he immediately worries about financial matters after Gregor’s transformation. He has not bothered himself with this burden ever since Gregor took it on, but on the first night of his son’s metamorphosis, he finds “some money available from the old days,” and tells the family that they should all look for jobs.

 

February 15

Writing a Character Analysis

 

Today you will review The Metamorphosis up through paragraph 45, annotating the text and taking specific notes about the two characters Grete and Mr. Samsa (Gregor’s father). Using specific support from the text write a one to two paragraph analysis of each character. Your assignment needs to be submitted through TurnitIn by the start of your class period tomorrow.

The following information will help focus your pre-writing for this assignment. Remember to use all five steps of the writing process, pre-writing , drafting, revising, editing, prior to publishing your assignment to Turnitin.

A strong character analysis will:

  1. identify the type of character it is dealing with. (A single character could be two or three types. See “There are different types of characters” below.)
  2. describe the character (what is the character like? This can be physical characteristics or how they think or feel)
  3. discuss the conflict in the story, particularly in regards to the character’s place in it. (What is the character struggling with? And what does that tell you about the character?)

Your analysis must include all three of these parts to receive full credit.

There are different kinds of characters.

Characters can be

  • protagonists (heroes),The main character around whom most of the work revolves.
  • antagonists,The person who the protagonist is against. This is often the villain, but could be a force of nature, set of circumstances, an animal, etc.
  • major, These are the main characters. They dominate the story. Often there are only one or two major characters.
  • minor, These are the characters who help tell the major character’s tale by letting major characters interact and reveal their personalities, situations, stories. They are usually static (unchanging).
  • dynamic (changing), See below under “Look at specific things.”
  • static(unchanging),
  • stereotypical(stock), This is the absent minded professor, the jolly fat person, the clueless blonde.
  • foils, These are the people whose job is to contrast with the major character.  This can happen in two ways.  One: The foil can be the opposite of the major character, so the major’s virtues and strengths are that much “brighter” in reflection.  Two: The foil can be someone like the major character, with lite versions of the major’s virtues and strengths so that the major comes off as even stronger.
  • round (3 dimensional), This means the character has more than one facet to their personality. They are not just a hardcore gamer, but they also play basketball on the weekends.
  • flat (1 dimensional), This is the character who is only viewed through one side. This is the hardcore gamer. That’s all there is to the character.

To describe the character:

Consider the character’s name and appearance.

  • Is the author taking advantage of stereotypes? The hot-tempered redhead, the boring brunette, the playboy fraternity guy.
  • Is the author going against stereotypes? The brilliant blonde, the socially adept professor, the rich but lazy immigrant.
  • Is the author repeating a description of the character? If so, then it is important. For example, Kathy in East of Eden is described as rodent-like and snake-like, “sharp little teeth” and a “flickering tongue.”
  • Is their name significant? Is it a word that means something, like Honor or Hero? Does it come from a particular place or time and make reference to that? Scarlett, Beowulf.
  • Appearance and visual attributes are usually far less important than other factors, unless their appearance is the point– such as in The Hunchback of Notre Dame. Clothing also rarely matters, except to make him/her easier to visualize.

Consider if he/she a static (unchanging) or dynamic (changing) character. If the character has changed during the course of the story:

  • Was the change gradual or rapid?
  • Was it subtle or obvious?
  • Are the changes significant to the story or are they a minor counterpoint?
  • Are the changes believable or fantastic?
  • What was his/her motivation to change?
  • What situations or characters encouraged the change?
  • How does the character learn from or deal with the change?

Consider how the author discloses the character:

  • By what the character says or thinks.
  • By what the character does.
  • By what other characters say about him/her.
  • By what the author says about him/her.
  • The short form for this is STAR (says, thinks, acts, reacts).

Look for these things within the creation of the character:

psychological/personality traits

  • Do these characteristics aid in the character being consistent (in character), believable, adequately motivated, and interesting?
  • Do the characteristics of the character emphasize and focus on the character’s role in the story’s plot?

motivation

  • Is the character ethical? Is he/she trying to do the right thing, but going about it in the wrong way?
  •  Is the motivation because of emotion (love, hate) or a decision (revenge, promotion)?

behavior /actions

  • Does the character act in a certain way consistently?
  • Or is the character erratic?
  • Could one pluck the character from the story, put them in another story, and know how they would react?

relationships

  • With other characters in the story
  • How others see/react to him/her

weaknesses/faults

  • Typical tragic weakness is pride.  Oedipus is proud.
  • Weakness could be anything.  In “Little Red Riding Hood,” the girl talks to a stranger.  That’s a weakness.

strengths/virtues

  • There are many different strengths and virtues.
  • One strength/virtue is being good in trying times, like Cinderella.
  • Another strength/virtue is caring for family, like Little Red Riding Hood.
  • Another strength/virtue is being smart, like Oedipus.
  • Most protagonists have more than one strength/virtue.

moral constitution

  • Often a character will agonize over right and wrong.
  • If a character doesn’t agonize and chooses one or the other easily, that is also significant.

protagonist/antagonist

  • Does the story revolve around this character’s actions?
  • If so, is the character the hero (protagonist) or villain (antagonist)?

complex/simple personality

  • Personalities are more likely to be simple in children’s stories, fairy tales, and short stories.
  • Personalities are more likely to be complex in longer works.
  • Even in short works, such as “The Story of an Hour,” the character’s personality can be complex.  Then it depends on what the author was focusing on.

history and background

  • Sometimes a character analysis looks at the history of the individual character.  Was that person mistreated? abused? well-loved? liked?
  • Sometimes the history of the work matters more.  Is the story set in World War II?  In ancient Greece?  That makes a difference because culture changes stories.  If you don’t know the culture, though, you may not be able to comment on this.

similarities and differences between the characters

  • This could be the foil aspect again.
  • It could be looking at how characters complement each other.
  • It could be looking at why characters would be antagonistic.

character’s function in story

  • Is the character an integral character?  (Cinderella)
  • Is the character a minor character? (The wicked stepmother in “Cinderella”)
  • Is the character someone who could have been left out or is gratuitous? (The second wicked stepsister in “Cinderella.”)

 

Remember that you will have a test over the first 45 paragraphs of  The Metamorphosis on Friday, and that you will be allowed to use the notes you have taken in your Reading Log while taking the test. Make sure you are including detailed notes about all three characters, Gregor, Grete, and Mr.Samsa.

Also, don’t forget to be working on the grammar lesson on parallel structure. 

 

February 14

Post Reading Questions 1 – 4

Today we read paragraphs paragraphs 31 – 45 of The Metamorphosis by Franz Kafka in class. Again, students were instructed to annotate the text as they read to identify all unknown words and important or significant details in the text.  We reviewed the first four questions from the Section II Post-Reading Questions. We talked about the analysis of character traits for both Grete and Mr. Samsa.

1.What differences does Gregor notice about his body and appetites? What is significant about these differences?

Gregor begins to  “learn the value” of his antennae which he uses to feel his way around in the dark. He also does not enjoy his favorite meal and feels uneasy in his tall room. He would rather eat garbage and crawl under the couch. Gregor also notices that his body has healed faster than he anticipated.

2. What conclusion does Gregor come to after his first night under the couch?

Gregor concludes that he needs to remain calm and patient. His main worry is for that of his family and how he can make his transformation bearable for them.

3. Describe Gregor’s sister, Grete. What conflicting emotions does she seem to have?

Grete is the only family member who takes care of Gregor. She brings him sweet milk and bread, buts he removes his bowl“ using a rag, not her bare hands. ”She brings him other things to eat, but does not stay in the same room with him. This indicates that she cares for her brother still but is some what repulsed by him.

4. What does Gregor’s father reveal about the family’s financial status? What is significant about the truth?How does Gregor react?

Mr. Samsa reveals that there was some money left from his old, failed business that has been collecting interest. He also reveals that they have not used all of the money that Gregor has been providing each month. Gregor notices that this extra money could have been used to“ reduce his father’s debt to his boss” and get him out of his hated job sooner, but he is grateful that the savings are there instead of angry. Gregor is ashamed that his family members may have to get jobs to support themselves when he has been the sole provider.

Tomorrow we will be writing character analysis for both Grete and Mr. Samsa. Prepare for that by picking which word best applies to what you have learned from today’s reading about each character.

February 13

Analyzing for Improvement

 

 

 

 

 

 

 

 

A-List Words, why are they important?

Analyze – break something down methodically into its parts to understand how it is made, what it is, how it works; look at something critically in order to grasp its essence

Today we are going to analyze your current grades. We are going to look at your grades and break the overall grade apart to discover what parts are effecting the overall grade. What needs to be improved? How do you improve the parts that need improving? Questions that might be helpful include:

  1. How are your test scores?
    1. Do you know the material?
    2. Are you studying before the test?
    3. Are you asking for help when you need it?
  2. How are your writing scores?
    1. Are you using your in class writing time?
    2. Are you applying the vocabulary and grammar lessons you have had this year?
    3. Do you know what kind of writing you are being asked to do on each assignment?
    4. Are you using all five steps of the writing process?
  3. How are you doing on the weekly WSQ’s?
    1. Have you downloaded the form?
    2. Are you following the directions on the form?
    3. Are you thinking about the lesson as you complete the form?
    4. Do your questions have examples?
  4. Are you missing assignments?
    1. Is it because you don’t know how to do the assignment?
    2. Is it because you don’t know how to turn in the assignment?
    3. When you miss a day of school, are you making up the work in a timely fashion?
    4. Is it simply because you aren’t trying?
  5. Are you using your class time effectively?
  6. Have you taken any time outside of class (before or after school, or during AL) to talk to Mrs. Scales about what you need help with?

Our A-List vocabulary is important because each word helps you understand what you are being asked to do, and how to do it more effectively and on target. Understanding the questions and what they are actually asking you to do is the first step in answering them well. Today we are analyzing your grades, later this week you will be analyzing passages you read and the character development of two more characters in The Metamorphosis. You will need to use several of the A-List words we have covered recently to complete the upcoming tasks: Evaluate, Compare / Contrast, Imagine, Develop, Support, Argue, and Analyze.

 

February 9

Today you will…

Today’s entire lesson is on the blog. You must read the blog in it’s entirety and follow the instructions in order.

Today you will…

1.Reread Section I of The Metamorphosis by Franz Kafka.

2.Identify elements of magical realism in the story.

 

First, look at Section 1 of The Metamorphosis and ask yourself the following questions:

What happens to Gregor Samsa?

What happened to Arachne?

Are both transformations accepted as real?

What reasons are offered for both transformations?

 

Gregor Samsa is transformed into a vermin much like Arachne was transformed into a spider. Both Arachne and Gregor attempt to go about their work and accept the reality of their situation. The difference between these transformations is that a reason for the change is identified in the myth but not in the story.

Does The Metamorphosis seem to deliberately refer to the myth of Arachne?

Are any aspects changed?

You should understand that drawing on or using history or myths is another criteria of magical realism.

 

Throughout this unit we have been using this dialectical journal handout to identify elements of magical realism as we read the texts in this unit. Now you should add at least four more examples for Section I of The Metamorphosis to your dialectical journal.

Your finished dialectical journal entries might include part of the text that indicate that there are elements that defy natural law, like Gregor being transformed into a vermin. This transformation is treated as a realistic by the characters who are believable and relatable to the real world. The story draws on the myth of Arachne.

Finally, you need to answer the following questions in your Reading Log:

  1. What is the relationship between realism and fantasy in this story?
  2. What details make this fantastic story credible?

Your written responses should demonstrate that you understand that the fantastical elements of this story are accepted by all characters as real. The detailed descriptions of Gregor’s thoughts and feelings as he maneuvers his new body add to the credibility of the story. “But it became difficult after that, especially as he was so exceptionally broad. He would have used his arms and his hands to push himself up; but instead of them he only had all those little legs continuously moving in different directions, and which he was moreover unable to control.

Don’t forget that your WSQ for Week 4 – Semicolons must be turned into Canvas before the start of your class period tomorrow, and that you have a quiz over semicolons also tomorrow.

 

February 8

Writing Workshop – Objective Summary

Writing an objective summary
Remember:
  1. Do not rewrite the original piece.
  2. Keep your summary short.
  3. Use your own wording.
  4. Refer to the central and main ideas of the original piece.
  5. Read with who, what, when, where, why and how questions in mind.
  6. Do not put in your opinion of the issue or topic discussed in the original piece.

A model text of an objective summary of Part I of The Metamorphosis by Franz Kafka:

Gregor wakes up and finds that he has turned into a “horrible vermin“ or a cockroach, but the story never explains why Gregor transforms. He tries to get comfortable in his new body but can’t really control it. Gregor worries that he is missing work even though he hates his arduous job. He thinks about how he’d like to criticize his boss to his face, except for the fact that he has to keep working to support his parents. Gregor’s mother knocks to wake him, and Gregor thanks her in his new weird voice. Gregor’s father begins to knock to ask what’s wrong, and then his sister Grete asks him if he needs anything and tells him to open the door. Gregor is glad that he locked the door the previous night. He finds it hard to get out of bed and his boss arrives to check on him just as he falls to the floor. Gregor’s sister and father ask him to come out and his mother makes excuses for him to his boss.  Gregor refuses to open his door for the clerk and the clerk tells Gregor that his job may be in jeopardy. Gregor attempts to defend himself, then tries to open the door. His family realizes something is wrong and his sister calls the doctor. When Gregor finally opens the door, the Chief Clerk runs away and his father and mother cry. Gregor tries to save his job and asks the Chief Clerk, “Stand up for me in the firm.” The horrified clerk backs out of the room, and Gregor drops to the floor to chase him. This causes Gregor’s austere father to force Gregor back into his bedroom with a stick. Gregor has trouble backing up and can’t fit through the doorway. He painfully scrapes himself into the doorway injuring himself, and his father shoves him the rest of the way in and slams the door.