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WC: Whole ClassTT: Talk TeamsInd: IndividualTech: Use of Technology

Unit 2 Extension Task: Annotated Bibliography with a Literary Source(modified from ELA Guidebook)

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Unit 2 Lesson 4: Close Reading of The Metamorphosis as a Satire of Capitalism


Due Dates:

01/06: Revisions of literary analysis tasks (optional)

01/07: Annotated Bibliography drafts (50 pts)

01/07: Accelerated reader (GT: 25 pts, Pre-AP: 15 pts)* *Must include AR test on Kafka’s The Metamorphosis

01/12: Annotated Bibliography final drafts (100 pts—3rd nine weeks)

Day 1: Extension Task (continuation of Kafka research)

Lesson Summary: Students will use prior knowledge and independent research to complete an annotated bibliography that includes diverse source material, including a fiction source.

Learning Targets:

1. Students will use models to compose accurate paraphrases of diverse sources: Scholarly editorial, a scholarly article obtained through independent research, and a fictional source.

2. Student will learn MLA formatting of a bibliography

Bellringer: Announce and Review:

Students have TWO CHANCES to add points to existing grades:

A) Students may receive a letter grade added to their previous compositions by revising the first two paragraphs of that composition: Students must revise, to 90% accuracy or above, the Introduction and first body paragraph of their Unit 2 Literary Analysis.

Students must turn these in on paper with proper MLA formatting and titles, as though it were the entire essay. Rewrites must be 90% accurate in all dimensions, and use teacher’s feedback to help correct bad writing habits. THESE MUST BE TURNED IN, ON PAPER, BY WEDNESDAY to receive a letter grade added to the existing essay grade.

Use this resource, a Guide to Writing a Literary Analysis Essay:

http://www.newton.k12.in.us/hs/english/vanduyn/eng11-12ap/A%20Guide%20to%20Writing%20the%20Literary%20Analysis%20Essay.pdf




B) Students may raise their existing KAFKA MIDTERM grades by a letter grade by making a 70% or above on Thursday’s Progress Monitoring quiz. This WILL INCLUDE Nabokov’s “Lecture on The Metamorphosis” included in your reading packet. Be aware of central ideas as well as the author’s strategy.

LESSON: Extension Task Review, Annotated Bibliography

1. WC: Review Annotated Bib Example. Review the task, having students take notes on their example.

2. Allow time for question and answer, if needed.

Home: a) Actively Learn: Writing Standards (due tomorrow) b) Work on Annotated Bibliographies

DAY 2:

Unit 2 Lesson 4: Satire in The Metamorphosis (Assessment Review)

Lesson Summary: Students will use prior assessment as a guide to review key elements of Kafka’s The Metamorphosis, taking notes using interactive notebooks. Students will review most-missed questions from their midterm, using talk teams to identify and provide justification for correct answers.

Review Allegory in general: Marquez’s “Hell of Angels.” One reading is a magical realist version of hell--fallen angel, citizens plagued by crabs, "hell of angels" metaphor, complete with deliberately skewed Christ symbolism of the old angel.

Learning Targets:

Satire: How is The Metamorphosis a satire of capitalism? Symbolism of Setting: What symbolism is used? Author’s Tone: Where do we see the author’s tone most prominently? Non-Sequitor (as a literary trope) Litotes Capitalism Social Criticism Tone Dramatic Irony Indirect Characterization


Bell:

TT: Talk Teams use slates to prepare brief responses to the following prompt and question:

Man is all the time outside of himself: it is in projecting and losing himself beyond himself that he makes man to exist; and, on the other hand, it is by pursuing transcendent aims that he himself is able to exist.

-Jean Paul Sartre, “Existentialism is a Humanism”

With this in mind, how is The Metamorphosis a satire of capitalism’s effects on the individual’s ability to “pursue transcendent aims”? Look for these themes as we discuss most-missed questions.

LESSON: As we review the answers to the quiz, finding evidence to the correct answer, students should be prepared to add to these Notes:

Detail Magical Realist Style Existentialist Themes

Home: Work on Annotated Bibliographies & Rewrites of Literary Analysis

DAY 3:

Unit 2 Lesson 4 continued

Due: Literary Analysis Rewrites of Intro and Body Paragraph 1

Bell:

TT: Show Symbolism of threes. How does the symbolism of threes contribute to the author’s purpose of creating a satire of capitalism and/or middle class family life?


Possible answers:

a. Kafka uses the symbolism to draw attention to the rigid constraints of family and the burdens adulthood (lodgers/money issues, the tension between family members living in close, cramped housing, the difficulties of puberty, etc.).

b. Kafka makes fun of Christian culture as it is influenced by capitalism and greed (3 lodges/ wise men; The fact that he died at 3 a.m. as well as the dad attacking him with the apple, which can be construed as a betrayal or directly referring to the crucifixion of Jesus Christ in regards to the apostle Peter who said he would never betray Jesus. Jesus answered this claim by stating that before the cock crowed three times (meaning it is 3 a.m.) Peter would deny him 3 times which he did.

c. The 3 stages of an insect’s metamorphosis is the most obvious trope: The original

German title -Die Verwandlung- admits of a number of translations, such as

"change", "mutation", "conversion", and that it seems to be understood as

"metamorphosis" only when associated with Greek mythology.

d. Capitalism reduces individuals to numbers and the “daily grind” of work reduces

people to robotic drones; Kafka is using extremely obvious symbolism to call

attention to The three boarders behave as if they were a single character, although

they follow the lead of "the middle lodger". During the Dorian (indo-European)

invasion of Greece, that went under a different name at the time, a trinity of male

gods under the leadership of one (Zeus) superseded the original female trinity -or

three aspects of the Mother Goddess. Once the three boarders have settled down at

the Samsa's, the three functional members of the family do their bid. They have,

symbolically, been dispossessed of authority in their own home.


LESSON: As we review the answers to the quiz, finding evidence to the correct answer, students should be prepared to add to these Notes:

Detail Magical Realist Style Existentialist Themes

Home: Work on Annotated Bibliographies, use Quizlet as a reference.

DAY 4: (01/07): Library Lab: Progress Monitoring, print drafts of annotated bibliographies; check for valid scholarly sources

AR DueBell: Annotated Bibliography Checklist

Home: Actively Learn: Figurative Language

DAY 5: Unit 2 Lesson 4 Continued:

Bell: Give 1 example of the author establishes a satirical tone by using

a. Nonsequitor and

b. Litotes

LESSON: Grade notebooks

_________________________PREVIEW OF NEXT WEEK, END OF UNIT::

01/11-14

Days 4-7: Unit 2 Lesson 4 Continued: Review answers to Kafka Midterm.

Due Date: 01/12: Annotated Bibliography

Test Prep: Actively Learn, “Button Text,”

______________________________________________

DAY 5 (01/11/16): Unit 2 Lesson 4 Continued: Peer Review

Bell: How to Read Literature Like a Professor Chapter 2 summary notes, “5 Minute Close Read”

Lesson Summary: Students will use prior assessment as a guide to review key elements of Kafka’s The Metamorphosis, taking notes using interactive notebooks. Students will review most-missed questions from their midterm, using talk teams to identify and


provide justification for correct answers.

Learning Targets:

Satire: How is The Metamorphosis a satire of capitalism? Symbolism of Setting: What symbolism is used? Author’s Tone: Where do we see the author’s tone most prominently? Non-Sequitor (as a literary trope) Litotes Capitalism Social Criticism Tone Dramatic Irony Indirect Characterization

Lesson: Literary Source Annotation: Peer Review

1. Students locate annotated bib draft and guidelines. Those who do not have their drafts. 2. Using guidelines and “Silent Dialogue” method, students should make certain paragraphs

have the required information (half one student, then half with a different peer, then a final peer review for grammar and mechanics using the checklist posted to Edmodo included below). Peers must take notes directly on printed copies of drafts.

3. Students return drafts signed by peer reviewers.

Edmodo Checklist:

"REVISE, REVISE, REVISE." Most Common Errors Checklist for Kafka Annotated Bibliographies

1) Be sure all your writing is your own. It is FINE to use online sources to help with your knowledge of a topic, but annotation paragraphs must be original writing.

2) Follow the guidelines reviewed in class on Monday, 01/04, exactly. This includes the model bibliography provided. Remember each paragraph can be NO LESS than 7 sentences, NO MORE than 12. Try drafting in Powerpoint at 20 size font.

3) Use your NOTES to write the bibliography on Kafka. Remember that EACH paragraph, including that one, must be NO LONGER than 12 sentences. This is not an easy task, but you are all ready. It's time to EDIT DOWN, and figure out ways to say in 12 sentences what some of us are time 24. You will most likely spend most of your time REVISING the annotation that covers the novella. REVISE, REVISE, REVISE.

4) You will be required next week to record yourself, if I can make the time. RECORD YOURSELF READING you own writing, and force yourself to listen to it. Boom. A letter grade higher. Seriously.

5) Repeat: FORCE YOURSELF to set a word limit. Each paragraph has a focus: Evaluate your source for WC: Whole ClassTT: Talk TeamsInd: IndividualTech: Use of Technology

its use value in a discussion on existentialism and magical realism. STAY FOCUSED on that two-part topic!

GRADING:

I will use the same rubric as any composition (FLCSM). However, since the focus of this task is technical proficiency, I will DEDUCT FIVE POINTS for each occurrence of the bad habits below. No joke:

1. Major sentence errors (Fused Sentence, Commas Splice, Fragment) 2. The verb "show" or any variation thereof (is shown, shows, etc.).3. The use of the word "many." Stop, folks. Just...stop.4. Use of passive voice verbs. Passive voice has its place, but in extremely tight paragraphs is not one of them. Examples:

PASSIVE:

a. "The ball was thrown by Joe." b. "The story was written by Kafka."c. "I was told the answers by Jerry."

ACTIVE, PRESENT TENSE (THE ONE YOU SHOULD USE):

a. Joe throws the ball.b. Kafka writes the story. c. Jerry tells me the answer.

Home: A) Work on final drafts of annotated bibs B) Actively Learn: “Figurative Language” Task, using “Figures of Speech and Poetic Devices” Quizlet to study: https://quizlet.com/_1u12tt .

alliteration

allusion

ambiguity

anaphora

antithesis

apostrophe

assonance

dramatic irony

heroic couplet

hyperbole


https://quizlet.com/_1u12tt

idiom

imagery

metonymy

onomatopoeia

oxymoron

paradox

personification

pun

situational irony

DAY 6 (01/12/16): Unit 2 Lesson 4 Continued: Discuss using most-missed questions.


Lesson Summary: Students will use prior assessment as a guide to review key elements of Kafka’s The Metamorphosis, taking notes using interactive notebooks. Students will review most-missed questions from their midterm, using talk teams to identify and provide justification for correct answers.

Lesson:

1. Teacher-led discussion of key most-missed items. Connect all questions back to the Extension Task topic, “Existentialism and Magical Realism in Kafka’ Metamorphosis.”

2. Brief Q & A concerning bibs.

DAY 6-7 (01/13/16 through 11/14/16): Unit 2 Wrapup: Kafka Dust Jacket Mini-Project


Lesson Summary: Using TED-Talk video by Roman Mars that provides criteria for a great flag, students will use this criteria to design a dust jacket for Kafka’s novella.

Lesson:

1. Teacher-led discussion of key most-missed items. Connect all questions back to the Extension Task topic, “Existentialism and Magical Realism in Kafka’ Metamorphosis.”


2. Brief Q & A concerning bibs.


FOCUS ACTIVITY Do you think people ever hope to be punished for something they have done, said, or even thought? How might this wish lead people into a form of self-punishment? List It Working with a partner, make a list of the kinds of situations in which people might consciously or unconsciously wish to be punished. Discuss why this feeling might exist and what the results are likely to be. Setting a Purpose Read to discover whether Gregor’s situation may be a form of self-punishment. BACKGROUND Franz Kafka and “Isms” Kafka’s fiction is so rich and ambiguous that his short stories and novels can be interpreted in many different ways. Because of these many different interpretations, his work has been “adopted” by different schools of critics as especially appropriate to their beliefs and theories. Ultimately, no one way of interpreting Kafka seems broad enough to stand alone. The early nineteenth-century movement known as expressionism was based on the belief that inner reality, or a person’s thoughts and feelings, are more important than the “objective” reality outside the person. In short, the response of an individual is more important than the object or situation that causes the response. Expressionist writers, painters, and other artists tend to portray this inner reality through the use of symbolic rather than realistic characters, exaggeration, distortion, nightmarish imagery, and fantasy. Expressionism grew out of the paintings of Vincent van Gogh and the dramas of Swedish playwright August Strindberg. It was most popular in Germany in the early 1900s. Another movement that has claimed Kafka as one of its own is surrealism. Surrealism, or “super realism,” developed in France in the early 1900s as a reaction to realism and stressed the power of the imagination and dreams over conscious control. Surrealist painters like Salvador Dali depicted objects as they could never appear in reality, such as his famous drooping watches. Another philosophical, religious, and artistic movement that has its modern roots in France and Germany is existentialism. Although it dates to the early 1800s, existentialism gained its most popular form in the writings of French writers such as Jean-Paul Sartre and Albert Camus in the years following World War II. While existentialism has many different forms, one of its most important elements is a belief that people are “created” by the experiences they undergo. It is action and making choices that give life meaning. Many existentialists did not believe in God, but rather felt that human beings were free to make their own moral choices in life. One final movement that has claimed Franz Kafka is Freudianism, a theory of psychology based on the ideas of Austrian psychologist Sigmund Freud. Freud believed that every human action is influenced by the unconscious mind. Early experiences, such as one’s relationship with one’s father, have a profound effect on the development of the unconscious. Kafka’s complex relationship with his own father and the ways in which he addressed their strained realtionship in his fiction have especially appealed to Freudians


Annotated Bibliography DRAFT DUE: 01/07 (50 pts)

FINAL DRAFT DUE: 01/12 (100 pts)*

*Grading will be very strict on this document. I need to see much more attention to grammar and accurate word choices than I saw in the previous composition.

RESEARCH TOPIC: The Presence of Existentialism and Magical Realism in Kafka’s The Metamorphosis

TASK OVERVIEW: For the sake of time, we are going to modify our unit task to incorporate our research and writing on The Metamorphosis into a single annotated bibliography (rather than

an entire research paper.

You bibliography will include the following information:

1. Your editorial source, “The Essence of Kafkaesque”2. Your Scholarly source3. Your literary source

Definition of Annotated Bibliography: (see sample provided)An annotated bibliographic is a document that provides exposition and analysis of the research you have done on a topic. The annotated bibliography has TWO main purposes:

A)Paraphrasing of the most important parts of your sources as they relate to your topic. B) Assessing (offering criticism) of the sources as they pertain to your topic.

MLA Features of Annotated Bibliographies

a. Heading, Title, Headerb. Double-spaced, 1-inch margins all aroundc. Original Title (just like an essay)d. MLA Bibliographic entry (refer to MLA style chart)

Guidelines for this project:

Nonfiction Sources Using your example as a guide, makes sure that nonfiction source annotations include the following content:

e. State the central position of the article. This is a summary of what the article is about, and the focus of your annotation.

f. Explain the main arguments? What is the point of this book or article? What topics are covered? Paraphrase key examples.


g. Paraphrase evidence that explains how the source relates to your topic. How does it compare with other sources in your bibliography? Assess its usefulness: Is the information directly relevant, or is it merely related? Is this source biased or objective? What is the goal of this source?

h. Connect your source to your topic. Ultimately, how does your source you shape your argument? How could you use this source in your research project? Has it changed how you think about your topic?

Literary Fiction Source

For your LITERARY source, write two paragraphs in which you assess the role of magical realism and existentialism in The Metamorphosis . By “assess,” I mean you must make judgements about the novella’s style and content based purely on rational analysis. Because this is an annotation and not a complete literary analysis, you will use paraphrase to assess the style and content, rather than direct quote. Paragraphs should contain this information, in this exact order:

For magical realism:

a. A brief definition of terms that are important to your assessment. b. Lead into your discussion with a brief paraphrase of story elements that are relevant to

the topic of the paragraph. For this particular goal, what elements (plot, setting, character, symbolism, tone, etc.) should the reader pay closest attention to?

c. Specific evidence from the story concerning how a magical realist style is or is not part of the setting and tone (see traits of magical realism in your notes)

d. Connection to other texts by comparing Kafka’s narrative with “legitimately” magical realist texts (“Chivalry,” “A Very Old Man with Enormous Wings,” “Nothing But Death,” “The Nose” or other magical realist texts you are aware of)

For existentialism:

a. A brief definition of terms that are important to your assessment. “Existentialism” covers a lot of conflicting philosophical views; be sure to rely on an authoritative source for the definition you use. Inaccurate or incorrect definitions earn an aut

b. Lead into your discussion with a brief paraphrase of story elements that are relevant to the topic of the paragraph. For this particular goal, what elements (plot, setting, character, symbolism, tone, etc.) should the reader pay closest attention to?

c. Narrow down to the story’s most defining trait, determining whether it fits the definition for an existentialist text.

d. Provided related evidence that could support your argument or weaken it. BE HONEST—don’t simply ignore obvious conflicts, as this will weaken your writing.

e. Use your assessment to put forth an opinion on the idea that Kafka’s novella was a critique of capitalism and middle class greed. Read a little about these topics before writing about them.


TIP: Use Quizlet and other related information to help with annotations on this source.

The draft of the document will be a 50 point grade, and it is due on Thursday, 01/07. The final draft will be due 01/12, on the same day the research paper would have been due.

Grading: This 100 point grade will be given based on the same rubric as any other composition: Focus, Language, Content, Strategy, Mechanics. However, due to a ubiquitous need for attention to mechanics and coherent sentence structure, please note that grading in the “Strategy” and “Mechanics” dimensions will be VERY strict. NO credit will be given for strategy for bibliographies that are not written using clear, formal language. NO credit will be given for writing that contains major sentence errors (Fragments, Fused Sentences, Comma Splices).


Barker, Pat. The Ghost Road. (Plume Books, reprint edition, 1996).The Ghost Road is the culminating masterpiece of Pat Barker’s First World War trilogy. The time of the novel is the closing months of the most senselessly savage of modern conflicts. In France, millions of men engaged in brutal trench warfare are all “ghosts in the making.” In England, psychologist William Rivers, with severe pangs of conscience, treats the mental casualties of the war to make them whole enough to fight again. One of these Billy Prior, risen to the officer class from the working class, both courageous and sardonic, decides to leave for France with his fellow officer, Wilfred Owen, to fight a war he no longer believes in. Meanwhile Rivers, enfevered by influenza, returns in memory to his experience studying a South Pacific tribe whose ethos amounted to a culture of death. Across the gulf between his society and theirs, Rivers begins to form connections that cast new light on his—and our—understanding of war.


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