- discuss the use of symbols in literature;
- select a symbol to represent an important issue; and
- write a description of the symbol's meaning.
- Paper, pens, pencils
- Copies of Metamorphosis , by Franz Kafka
Great Books: Kafka's Metamorphosis video and TV/VCR
- Begin the lesson by holding a class discussion about the role of symbols in literature. Why do authors use symbols? What do symbols convey? Ask students if they think symbols are a powerful literary device.
- Then ask students to think about Franz Kafka's masterpiece, Metamorphosis . Discuss the compelling symbol at the centerpiece of the novel — Gregor Samsa's transformation from a man into a large insect. Ask students for ideas about what this symbol represents. Some suggested ideas are listed below:
- The transformation, or metamorphosis, represents Gregor's personal alienation and the effect of his deadening job.
- Gregor's metamorphosis symbolizes problems in his family and how the demands placed on him have worn him down.
- Gregor's metamorphosis poignantly illustrates the power struggle within this family and shows how Gregor's transformation alters the family's dynamics.
- Next, tell students that they will have an opportunity to experiment using symbols in a piece of writing. Working individually or in pairs, have students think of a symbol that represents a big idea. Examples include increasing violence in our society, the threat of terrorism, or how peer pressure affects behavior. Explain that a symbol representing the threat of terrorism may be an image of a student burdened by the weight of a heavy backpack. The student could represent people in the United States or throughout the world, and the backpack symbolizes the burden of having to worry about a random act of terrorism happening anywhere, at any time.
- After students think of a symbol, have them incorporate it into a piece of writing up to two pages long. The piece could be an essay on what the symbol means, a piece of fiction, or a poem describing the symbol's meaning.
- Give students time in class to work on their writing. Then ask for volunteers to read their work. What issues are of concern to students? What symbols did they select?
- Conclude the lesson by revisiting the questions asked at the beginning of the lesson. After students have experimented using symbols in their writing, hold a class discussion about why authors use them. Do students think symbols are a powerful literary device? Have them give reasons to support their ideas.
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Use the following three-point rubric to evaluate students' work during this lesson.
Three points: Students participated actively in class discussions, developed a compelling symbol to represent their ideas, and used their symbol effectively in writing.
Two points: Students participated in class discussions, developed a symbol to represent their ideas, and used their symbol in writing.
One point: Students participated minimally in class discussions, had difficulty developing a symbol to represent their ideas, and did not use their symbol in writing.
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The separation of a person from other people or objects to which he or she was formerly attachedContext:
Gregor Samsa's alienation was the result of his long working hours and the lack of affection and affirmation he received from his employer and his family.
Definition: A Czechoslovakian writer who lived from 1883 to 1924; most well known for Metamorphosis , published in 1915; The Trial , published in 1925; and The Castle , published in 1926
Context: Franz Kafka's works did not achieve recognition until long after his death, but today he is known as a powerful writer who wrote about pain, suffering, and loneliness in a unique and compelling way.
Definition: Change in physical form or structure
Context: Gregor's metamorphosis from a man into a giant insect dramatically conveys all the pent-up frustrations and unresolved issues of both Gregor and his family.
Definition: A concrete representation of abstract ideas that makes those ideas clearer and more accessible to readers
Context: The American flag is a symbol of the United States and its democratic ideals.
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This lesson plan addresses the following standards from the National Council of Teachers of English:
- Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
- Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
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Marilyn Fenichel, education writer and editor
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