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
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