Tag Archive for definitions


Standard: RL.9-10.10. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Learning Target: Students will read an encyclopedia entry on monsters and begin their anchor text for this unit, Kafka’s “Metamorphosis”.

Activator: The Metamorphosis – Part I

Today we’re going to start reading our Big Reading for this unit, but FIRST we’re continuing with our nonfiction reading. Whoohoo! We’re starting off with an entry in the Myth Encyclopedia that’s appropriately titled “Monsters.” With a partner, I want you to read the article I give you, in any way you choose (you may read silently then discuss, alternate paragraphs reading aloud, have one person read aloud to the other, whatever you like). After you’ve finished reading the article, consider the definitions you wrote yesterday and work together to revise your definitions into a new one.

Your end product should be a 2-3 sentence concise definition that accurately explains what it means to be a monster. Yes, I’m grading it this time.

After we finish with this article, we’re going to start reading our Big Reading for this unit. This is a story entitled “The Metamorphosis” by Franz Kafka. We watched a summary video of it at the beginning of class, but for simplicity’s sake let me give you a two-word run down of this story. It is 1.) Long and 2.) Complicated.

Excited yet? We’re going to read aloud today, popcorn style, the first half of Part I of the story. That’s page 1066-1072 in our book, stopping at the end of the first paragraph on 1072. If you’re reading online, you’re reading to the sentence “his sister began to cry.”

This is a VERY hard text, guys. So we’re going to run through it very slowly and carefully and do a lot of checks for understanding. We will finish part 1 this week, and when we return from spring break we’ll do a little review before we dive right into reading part 2 :)


Welcome to Thursday, everyone!

Standard: RL.9-10.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

Learning Target: Students will seek out words they do not understand and will find definitions for those words; then, they will compile a class-wide vocabulary list for the first act of Julius Caesar.

Activator: Video Sparknotes: Shakespeare’s Julius Caesar

Today we’re going to break from our reading of the play and do a bit of vocabulary building! It’s a student-lead thing and I’m not going to give you much input on it, except for directions. So here’s the skinny:

1. Find 10 words from act I that you don’t know the meaning of. These can be any words except names; if you have a book, do not use the words that are defined at the bottom of the page. Find other words you don’t know. There should be plenty!

2. Look up the definitions of these words. No, I don’t have dictionaries, but I bet your smartphone has Google, right?

3. Walk around the room and fnd some friends who have words that you didn’t pick out. Copy 10 words and definitions from them so your list expands to 20 words. You can only use friends that DO NOT sit at your table!

4. Come back to your table and compare ALLLLL your lists together. Make one giant vocabulary master list!

If we have time afterwards, we’ll make a class-wide master list. But for now, let’s get those four bits done. I’ll tell you guys when you should be moving on to the next step 🙂 I hope you guys enjoy this today because tomorrow we’re back into reading the play! Whooo! (psst…after that we get a LONG WEEKEND!!!!!!)