Daily Agenda 4/10

Today's Objectives:

• Students will organize their thoughts into a logical sequence that leads the audience to a clearly defined goal.
• Students will build a speech outline that includes an introduction, body, and conclusion.
• Students will use body movements, gestures, facial expressions, and eye contact that illustrate and enhance the verbal meaning.
• Students will use volume, pitch, rate, and quality to enhance the speech.
• Students will use words that effectively communicate the message to the audience.
• Students will use short, clear, and descriptive words and avoid lengthy words, sentences, and jargon.
• Students will present a speech that uses one or more props to add impact to the message.

Indiana Standards:
10.3.3, 10.3.4, 10.3.8, 10.7.2, 10.7.4, 10.7.6, *10.7.17

Activities:

• Finish Oral response to literature presentations
• Reflections for portfolio; receive grade sheets; compare grades on grade sheets with graded papers returned
• Review "Metamorphosis" through "Kafka" game

Announcements:

• Any food allergies? Please let me know!
• Did anyone borrow a graphic novel of "The Metamorphosis" ? If so, please return it!
• Vocab due Tuesday, lessons 25-26
• Speeches begin Tuesday and end on today
• end of grading period / Feller's last day = Friday
• If you plan to purchase To Kill a Mockingbird, please do so by next Monday, 4/14

Daily Agenda 4/9

Today's Objectives:

• Students will organize their thoughts into a logical sequence that leads the audience to a clearly defined goal.
• Students will build a speech outline that includes an introduction, body, and conclusion.
• Students will use body movements, gestures, facial expressions, and eye contact that illustrate and enhance the verbal meaning.
• Students will use volume, pitch, rate, and quality to enhance the speech.
• Students will use words that effectively communicate the message to the audience.
• Students will use short, clear, and descriptive words and avoid lengthy words, sentences, and jargon.
• Students will present a speech that uses one or more props to add impact to the message.

Indiana Standards:
10.3.3, 10.3.4, 10.3.8, 10.7.2, 10.7.4, 10.7.6, *10.7.17

Activities:

• Oral response to literature

Announcements:

• Any food allergies? Please let me know!
• Did anyone borrow a graphic novel of "The Metamorphosis" ? If so, please return it!
• Vocab due yesterday, lessons 25-26
• Speeches begin Tuesday and end on Thursday
• end of grading period / Feller's last day = Friday
• If you plan to purchase To Kill a Mockingbird, please do so by next Monday, 4/14

Daily Agenda 4/8

Today's Objectives:

• Students will organize their thoughts into a logical sequence that leads the audience to a clearly defined goal.
• Students will build a speech outline that includes an introduction, body, and conclusion.
• Students will use body movements, gestures, facial expressions, and eye contact that illustrate and enhance the verbal meaning.
• Students will use volume, pitch, rate, and quality to enhance the speech.
• Students will use words that effectively communicate the message to the audience.
• Students will use short, clear, and descriptive words and avoid lengthy words, sentences, and jargon.
• Students will present a speech that uses one or more props to add impact to the message.

Indiana Standards:
10.3.3, 10.3.4, 10.3.8, 10.7.2, 10.7.4, 10.7.6, *10.7.17

Activities:

• Oral response to literature
• Watch Kafka video, if time allows

Announcements:

• Any food allergies? Please let me know!
• Did anyone borrow a graphic novel of "The Metamorphosis" ? If so, please return it!
• Vocab due today, lessons 25-26
• Speeches begin today and end on Thursday
• end of grading period / Feller's last day = Friday
• If you plan to purchase To Kill a Mockingbird, please do so by next Monday, 4/14

Daily Agenda 4/7

Today's Objectives:

• Students will reflect on the use of symbols in literature.
• Students will select a symbol to represent an important issue.
• Students will write a description of the symbol's meaning.
• OR
• Students will be able to answer questions about "The Metamorphosis" including vocabulary, reading comprehension (fiction and nonfiction), and written response with at least 75% proficiency after reading the novella on their own.

Indiana Standards:
10.1.2, 10.1.4, 10.3.2, 10.3.3, 10.3.4, 10.3.5, 10.3.6, 10.3.7, 10.3.8, 10.3.9, 10.3.13, 10.3.11, 10.3.12, 10.4.1, 10.4.13, 10.4.5, 10.4.8, 10.4.10, 10.4.11, 10.5.2, 10.5.7, 10.5.8, 10.6.1, 10.6.2, 10.6.3

Activities:

• Students will retake the "Metamorphosis" test OR
• Students will do the symbol writing activity

Announcements:

• Any food allergies? Please let me know!
• Did anyone borrow a graphic novel of "The Metamorphosis" ? If so, please return it!
• Vocab due tomorrow, lessons 25-26
• Speeches begin tomorrow and end on Wednesday
• end of grading period / Feller's last day = Friday
• If you plan to purchase To Kill a Mockingbird, please do so by next Monday, 4/14

Response to Literature: The Metamorphosis

the overview:
Some may interpret Gregor Samsa's shocking and sudden transformation into a giant insect symbolic of the way he felt in reality: trapped by a monotonous and mundane existence; victimized by a selfish, blood-sucking family; dehumanized; unable to enjoy simple pleasures in life such as human contact, daily meals, and sleep/relaxation. Others may find Gregor's life too closely connected to Kafka -- the author -- to differentiate between author and protagonist. Like Samsa, Kafka suffered from an incurable illness (tuberculosis); he struggled in his relationships with women; he felt most disrespected and unappreciated by his overbearing and abusive father. Rich with symbolism -- one can simply not label "The Metamorphosis" as a "story about a guy who turns into a bug." Such would be dishonoring the story and Kafka.

the assignment:
In one class period, you will have the opportunity to brainstorm and select a symbol you believe could represent a big idea in today's culture. It could be significant to the world, at large, or your own personal life. Examples might include: increasing violence in society; threat of terrorism; how peer pressure affects behavior. Example: A student carrying around a heavy backpack might symbolize the threat of terrorism -- the student representing people in the United States or people in the world and the backpack representing the heavy burden of having to worry about a random act of terrorism happening anywhere, at any time. Note that this example is symbolic in nature -- a symbol means something other than its literal meaning. In other words, if you choose "increasing violence in video games" as your topic, I would not recommend using an XBox 360` or Wii as your symbol because these are not symbolic.

Tailor your response into at least two paragraphs: (1) explain the use of symbols in "The Metamorphosis" (including at least one example) and (2) describe your symbol and what it represents. You are not limited to two paragraphs; you may write more than two as long as they link together and still follow the criteria already established. The paragraphs should total between 200-300 words. To give you an idea of that length, this and the previous paragraph total 234 words.

You may use your "Metamorphosis" book, any notes contained within it, the dictionary, and/or the thesaurus. Spelling and grammar will count. Avoid 1st and 2nd person. Monitor your writing for fragments and run-ons. Voice/tone should be appropriate for a formal writing assignment.

You may be graded one of two ways for this assignment, depending on your focus.

• If you choose to focus on writing, only, note that you will be graded according to the ISTEP writing rubric. A score of 50 will double to equal 100 points for this assignment.
• If you choose to focus on writing and illustration, your grade will be split. You will still be graded according to the ISTEP writing rubric. A score of 50 will apply 1.5 times to equal 75 points. The remaining 25 points will be for an illustration.
• Essays turned in without an illustration will automatically be graded according to the 'focus on writing' point system.

extra help:
You have one class period to complete this project; the deadline will not be extended as people retaking the test will also have no additional time past the bell. I would recommend taking a scrap sheet of paper and gathering ideas before beginning your writing. If you have a question, please ask; I cannot provide assistance if you do not ask. However, do not whine and tell me you do not know what to write about. Consider previous writing assignments: what is the best way to organize an essay? I would strongly recommend using the following guideline to keep focused until the bell. Note: included in the guideline is a proofreading / editing segment. Grammar and spelling will count. Use the dictionary, if necessary.

5-10 minutes -- planning / pre-writing
20-25 minutes -- writing
5 minutes -- illustration
5-10 minutes -- proofreading / editing

the values:
75 points, using the ISTEP rubric = writing
25 points, illustration

OR 100 points, using the ISTEP rubric = writing

objectives:
Students will reflect on the use of symbols in literature.
Students will select a symbol to represent an important issue.
Students will write a description of the symbol's meaning.

Indiana State Standards met by this project:
10.1.2, 10.1.4, 10.3.7, 10.3.11, 10.3.12, 10.4.1, 10.4.13, 10.4.5, 10.4.8, 10.4.10, 10.4.11, 10.5.2, 10.5.7, 10.5.8, 10.6.1, 10.6.2, 10.6.3

resources:
Assignment Discovery Lesson Plan -- Great Books: Kafka's Metamorphosis
http://school.discoveryeducation.com/lessonplans/programs/kafka/

Daily Agenda 4/4

Today's Objectives:
Students will compare and contrast a graphic novel translation of "The Metamorphosis" with their text.

Indiana Standards:
10.1.2, 10.1.4, 10.3.2, 10.3.3, 10.3.4, 10.3.6, 10.3.7, 10.3.8, 10.3.9, 10.3.13, 10.3.11, 10.3.12

Activities:
Read graphic novel: "The Metamorphosis"

Announcements:

• Poetry reading Thursday, April 10, 6:30-8:30 at Barnes and Noble postponed
• Last day for "Odyssey Top Ten" = Friday, 4/4
• Vocabulary due Tuesday of this week
• substitute on today: Ms. Endress
• last day of grading period = 4/11
• Feller's last day = 4/11
• long-term sub: Ms. Yelton
• If you plan to own To Kill a Mockingbird, start looking for a copy now

Daily Agenda 4/3

Today's Objectives:

• Students will organize their thoughts into a logical sequence that leads the audience to a clearly defined goal.
• Students will build a speech outline that includes an introduction, body, and conclusion.
• Students will use body movements, gestures, facial expressions, and eye contact that illustrate and enhance the verbal meaning.
• Students will use volume, pitch, rate, and quality to enhance the speech.
• Students will use words that effectively communicate the message to the audience.
• Students will use short, clear, and descriptive words and avoid lengthy words, sentences, and jargon.
• Students will present a speech that uses one or more props to add impact to the message.

Indiana Standards:
10.3.3, 10.3.4, 10.3.8, 10.7.2, 10.7.4, 10.7.6, *10.7.17

Activities:

• Turn in "Odyssey Top Ten" / vocabulary lesson 23-24
• Overview: Oral Response to literature
• Brainstorming session with UE interns / teacher for speeches

Announcements:

• Poetry reading Thursday, April 10, 6:30-8:30 at Barnes and Noble
• Last day for "Odyssey Top Ten" = Friday, 4/4
• Vocabulary due Tuesday of this week
• substitute on Friday: Ms. Endress
• last day of grading period = 4/11
• Feller's last day = 4/11
• long-term sub: Ms. Yelton
• If you plan to own To Kill a Mockingbird, start looking for a copy now

Daily Agenda 4/2

Today's Objectives:

• Students will analyze the relationships between characters in the text, including conflicts, motivations, and interactions.
• Students will identify intention, attitude, and bias of the author.
• Students will explain how the author uses literary devices.
• Students will analyze narrative elements in the text.

Indiana Standards:
10.1.2, 10.1.4, 10.3.3, 10.3.4, 10.3.6, 10.3.7, 10.3.8, 10.3.9, 10.3.13, 10.3.11, 10.3.12

Activities:

• Turn in "Odyssey Top Ten" / vocabulary lesson 23-24
• Discuss chapters two and three
• Receive copy of speech requirements
• Watch United Streaming video: "The Metamorphosis"

Announcements:

• Poetry reading Thursday, April 10, 6:30-8:30 at Barnes and Noble
• Last day for "Odyssey Top Ten" = Friday, 4/4
• Vocabulary due yesterday
• substitute on Friday: Ms. Endress
• last day of grading period = 4/11
• Feller's last day = 4/11
• long-term sub: Ms. Yelton
• If you plan to own To Kill a Mockingbird, start looking for a copy now

"The Metamorphosis" Oral Response to Literature

the overview:

One of the best ways to explore literature is to discuss it openly with others. Because "The Metamorphosis" is rife with hidden meanings and multiple interpretations, one may find comfort in knowing it need not be examined in any one way where a concrete "right" and "wrong" explanation exists.

the assignment:

Through an oral response to literature, students will explore a theme of "The Metamorphosis." The speech does not need to be written out ahead of time in essay form; however, students should have a basic outline to turn in after the speech. The outline should be complete; however, it does not need to be typed. Students who complete their outlines while other students give their speeches will receive no credit.

The speech should contain an identifiable introduction, body, and conclusion. Students should speak for approximately 3-5 minutes. Students should be conscious of eye contact, volume, and appropriate posture and gesturing. Wording should be clear and uncomplicated. Students should stay on topic and avoid criticizing the novella; such is not the topic of the speech. Off-topic discussions will adversely effect the total points earned. The content should follow one of the prompts listed below. Information should be accurate and relevant to the chosen topic; remember, as with an essay, the best way to prove a point is by using evidence from the text.

Students should have a prop for the speech: a poster; a PowerPoint presentation; a video or audio clip; an artifact. Again, posters arriving in class unfinished and being worked on during speeches will not be considered for points. Be respectful to your peers and give them your undivided attention during presentations. Please notify me by Monday, April 7 if you'll need any special equipment (LCD projector, overhead projector, etc.) for your presentation.

Advice: Practice. Three to five minutes of relevant material may be difficult for the unprepared presenter.

the content:

• The dictionary defines "metamorphosis" in terms of change -- physical, emotional, or spiritual. Beyond the evident change in Gregor at the beginning, where else does a metamorphic change occur?
• Critics maintain that Gregor finds freedom only in death because there was no other way out. Agree or disagree.
• Why, do you think, has Grete's attitude toward Gregor changed?
• The narrator strongly implies that Gregor starves himself to death. What other forces might have led to Gregor's death?

extra help:

As always, if you feel like you need help beyond what is available in the classroom, I will be available in my classroom before school 7:00-7:25am. I also check both of my email addresses daily and may provide assistance this way as well. I cannot provide assistance if you do not ask; claiming to "not understand" an assignment and not asking for help is inexcusable. If you do not ask for help I will assume you understand the requirements and plan to deliver your speech on the day for which you signed up. The absolute last day to deliver your speech will be Thursday, April 10. This will be your last "graded" assignment from me for this grading period.

the values:

• Posture, Eye Contact, and Volume, 20 points
• Preparedness / Outline, 20 points
• Stays on Topic / Content, 20 points
• Time Limit, 20 points
• Prop, 20 points
• Total value: 100 points

important dates:

• Wednesday, April 2 -- receive speech handout
• Thursday, April 3 -- sign-up sheet posted before school; choose topic and presentation date
• Thursday, April 3 -- in-class planning / brainstorming session with interns, teacher, and peers
• Tuesday, April 8 & Wednesday, April 9 -- presentations
• Thursday, April 10 -- last day to present (i.e., absences)

objectives:

• Students will organize their thoughts into a logical sequence that leads the audience to a clearly defined goal.
• Students will build a speech outline that includes an introduction, body, and conclusion.
• Students will use body movements, gestures, facial expressions, and eye contact that illustrate and enhance the verbal meaning.
• Students will use volume, pitch, rate, and quality to enhance the speech.
• Students will use words that effectively communicate the message to the audience.
• Students will use short, clear, and descriptive words and avoid lengthy words, sentences, and jargon.
• Students will present a speech that uses one or more props to add impact to the message.

Indiana State Academic Standards met by this project:
10.3.3, 10.3.4, 10.3.8, 10.7.2, 10.7.4, 10.7.6, *10.7.17

*Indiana State Academic Standard 10.7.17:
Deliver oral responses to literature that:

• advance a judgment demonstrating a comprehensive understanding of the significant ideas of works or passages.
• support important ideas and viewpoints through accurate and detailed references to the text and to other works.
• demonstrate awareness of the author’s writing style and an appreciation of the effects created.
• identify and assess the impact of ambiguities, nuances, and complexities within the text.

Daily Agenda 4/1

Today's Objectives:

• Students will analyze the relationships between characters in the text, including conflicts, motivations, and interactions.
• Students will identify intention, attitude, and bias of the author.
• Students will explain how the author uses literary devices.
• Students will analyze narrative elements in the text.

Indiana Standards:
10.1.2, 10.1.4, 10.3.3, 10.3.4, 10.3.6, 10.3.7, 10.3.8, 10.3.9, 10.3.13, 10.3.11, 10.3.12

Activities:

• Turn in "Odyssey Top Ten" / vocabulary lesson 23-24
• Discuss chapters one and two

Announcements:

• Poetry reading Thursday, April 10, 6:30-8:30 at Barnes and Noble
• Last day for "Odyssey Top Ten" = Friday, 4/4
• Vocabulary due today
• substitute on Friday: Ms. Endress
• last day of grading period = 4/11
• Feller's last day = 4/11
• long-term sub: Ms. Yelton
• If you plan to own To Kill a Mockingbird, start looking for a copy now

Daily Agenda 3/31

Today's Objective:
Students will be able to answer questions about "The Metamorphosis" including vocabulary, reading comprehension (fiction and nonfiction), and written response with at least 75% proficiency after reading the novella on their own.

Today's Standards:
10.1.2, 10.1.4, 10.2.4, 10.3.2, 10.3.3, 10.3.4, 10.3.6, 10.3.7, 10.3.8, 10.3.9, 10.3.13, 10.3.11, 10.3.12, 10.4.2, 10.4.5, 10.4.11, 10.5.2

Today's Activities:

• Turn in Odyssey Top Ten project
• Receive copy of calendar (next two weeks)
• Take test

Today's Announcements:

• Last day for Odyssey Top Ten project = Friday, April 4
• Vocabulary due tomorrow (lessons 23-24)
• Sub Friday for Mrs. Feller's tech day -- Ms. Endress
• End of grading period = Friday, April 11
• Feller's last day = Friday, April 11; sub: Ms. Yelton
• If you plan to own your own copy of To Kill a Mockingbird, please begin looking to purchase one now; best deal = Target

Questions for After Reading the Metamorphosis

1. What is Gregor’s initial reaction to his transformation?
2. Describe the reactions of Gregor’s family and boss when Gregor finally leaves the room.
3. Describe what Gregor eats and why he eats this.
4. List the ways the Samsa’s manage their finances after Gregor’s metamorphosis.
5. Explain Grete’s feelings toward Gregor in the beginning of the story and how they change by the end.
6. Both physically and mentally, what causes Gregor’s death?

thanks to source Ms. Schafale, U of E

Metamorphosis, Chapter Three

Key Points

• Gregor’s transformation has affected his family greatly. All members of his family are forced to take more responsibility on themselves. His father gets a job at a bank. His mother begins sewing lingerie for a clothing store. His sister takes a job as a sales girl and begins learning shorthand and French. They are too tired and busy to pay any attention to Gregor.


• Gregor’s family hires a woman to clean. Gregor’s room becomes a storage/junk room because the cleaning lady is not to go in there even though she is not repulsed by him.


• In order to add to their income, the family accepts three tenants who are rude and take over the apartment. One evening, Gregor’s sister plays the violin in hopes of entertaining the lodgers. Gregor is greatly moved by the music and comes out of his room. The lodgers see him, refuse to pay their rent, and immediately leave the apartment.


• The family begins discussing what to do about Gregor. His sister says they must get rid of him, because the insect is not really her brother anymore. Gregor is chased back into his room, where he dies.


• The family grieves, but they are relieved at the same time to be rid of such a burden. They all leave the apartment together and take a trolley outside of the city.

Quotes

• “What mainly prevented the family from moving was their complete hopelessness and the thought that they had been struck by a misfortune as none of their relatives and acquaintances had ever been hit.”


• “‘But how can it be Gregor? If it were Gregor, he would have realized long ago that it isn’t possible for human beings to live with such a creature, and he would have gone away of his own free will. Then we wouldn’t have a brother, but we’d be able to go on living and honor his memory.’”


• “They decided to spend this day resting and going for a walk; they not only deserved a break in their work, they absolutely needed one.”


• “…it occurred almost simultaneously to Mr. and Mrs. Samsa, as they watched their daughter getting livelier and livelier, that lately, in spite of all the trouble which had turned her cheeks pale, she had blossomed into a good-looking, shapely girl. Growing quieter and communication almost unconsciously through glances, they thought that it would soon be time, too, to find her a good husband. And it was like a conformation of their new dreams and good intentions when at the end of the ride their daughter got up first and stretched her young body.”

Important Symbols (found in Glossary)

• Isolation


• Tenants


• Litotes


• Gregor’s Death

thanks to source Ms. Vanderwall, Ms. Scherle, and Ms. Jose, U of E

Metamorphosis, Chapter Two

Key Points

• Gregor, before becoming a bug, was the sole breadwinner of his family. Neither of his parents nor his sister worked. He was proud of this even though he did not enjoy his job.


• Gregor’s entire family is repulsed by his presence. His sister is the only who takes care of him (feed him, clean his room), but she is as disgusted by him as her parents.


• Gregor’s mother and sister discuss the furniture in his room and whether or not to remove it. His mother thinks taking the furniture away would tell Gregor that they did not expect him to recover. His sister has the final word since she takes care of him and disagrees with their mother. When they remove the furniture, Gregor’s mother sees him again and faints.


• After his mother faints, Gregor’s father wants to know what happened. He believes that Gregor has hurt his mother some how and throws apples at Gregor attempting to kill his bug son. Gregor’s mother begs for her son’s life.

Quotes

• “‘What a quiet life the family has been leading,’ Gregor said to himself, 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 and so nice an apartment for his parents and his sister. But what now if all the peace, the comfort, the contentment were to come to a horrible end.”


• “If Gregor had only been able to speak to his sister and thank her for everything she had to do for him, he could have accepted her services more easily; as it was, they caused him pain. Of course his sister tried to ease the embarrassment of the whole situation as much as possible, and as time went on, she naturally managed it better and better, but in time Gregor, too, saw things much more clearly.”


• “He realized from this that this sight of him was still repulsive to [his sister] and was bound to remain repulsive to her in the future, and that she probably had to overcome a lot of resistance not to run away at the sight of even a small part of his body jutted from under the couch.”


• “‘You, Gregor!’ cried his sister with raised fist and piercing eyes. These were the first words she had addressed directly to him since his metamorphosis.

Important Symbols (found in Glossary)

• Communication


• Mother/Sister


• Vagueness

thanks to source Ms. Vanderwall, Ms. Scherle, and Ms. Jose, U of E

Metamorphosis, Chapter One

Key Points

• Gregor Samsa wakes up a bug. He finds it hard to use his new body to move around the room or even get out of bed.


• Gregor is a traveling salesman, but hates his job. He works it faithfully to pay off the debt his parents owe his boss. He is late for work on the day he turns into a bug and an office manage comes to his apartment.


• The office manager, his parents, and his sister all plea to open the door and come out. He tries to explain why he will not come out of his room, but his voice is chirpy and garbled and they do not understand him.


• When Gregor finally gets the door open, the office manager and his mother were shocked and frightened while his father became hostile. The office manager moves toward the door to flee and Gregor attempts to stop him, further frightening the office manager.


• The chapter ends with Gregor being chased back into his room and the door slammed shut on him.

Quotes

• “When Gregor Samsa woke up one morning from unsettling dreams; he found himself changed in his bed into a monstrous vermin.”


• “Once I’ve gotten the money together to pay off my parents’ debt to him—that will probably take another five or six years—I’m going to [confront him and quit my job] without fail.”


• “‘Mr. Samsa,’ the manager now called, raising his voice, ‘what’s the matter? You barricade yourself in your room, answer only ‘yes’ and ‘no,’ cause your parents serious, unnecessary worry, and you neglect—I mention this only in passing—your duties to the firm in a really shocking manner.’”


• “With a hostile expression his father clenched his fist, as if to drive Gregor back into his room, then looked uncertainly around the living room, shielded his eyes with his hands, and sobbed with heaves of his powerful chest.”

Important Symbols (found in Glossary)

• Metamorphosis


• Gregor’s Decision


• Backbone


• Father


• Raindrops

thanks to source Ms. Vanderwall, Ms. Scherle, and Ms. Jose, U of E

Before You Read the Metamorphosis

Consider these topics / themes before reading Franz Kafka's "Metamorphosis"

thanks to source Ms. Cagle, U of E

1. Throughout life, Franz Kafka was often alienated by his peers. To alienate someone is to cast them out or ignore them all together. What type of stories do you think an alienated person might write?


2. Kafka’s works were not published until after his death, and Kafka pursued jobs in other fields besides writing. Why did Kafka not become a writer by vocation?


3. Think about your daily life for a couple of minutes. If you were to write a book about your life, what characters would you have in it? What name would you give each character as to conceal his or her true identity?


4. What is a metamorphosis? Does it occur suddenly or gradually? Give one example of a metamorphosis that occurs in nature.


5. How would you react if someone in your family suddenly turned into an insect?


6. How would you react if you turned into an insect?

Metamorphosis thread

Post your questions / answers / comments as you read "The Metamorphosis."

Consider also posting links to websites / articles which helped you better understand the story.

go to the message forum: click here for "Metamorphosis" thread