The Catcher in the Rye

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The Catcher in the Rye

Maggie Michaels, Benson High School
Keith Higbee, Wilson High School
Amy Botula, Wilson High School
Tammy Lite-O’Neill, Wilson High School

2007
DRAFT
PPS Funding
Table of Contents

Introduction1

Calendar3

Criteria and Standards Table4

Parent Opt-Out Letter 5

Journals6

Pre-Reading: Teens Reflecting on the Teen Experience9
Teens Overhead10

Setting the Stage: Viewing “Dead Poet’s Society”11
Anthropological Wheel, Student Handout12
Post-Viewing Discussion Questions, Student Handout13

Imaginative Writing: Four Days in Holden’s Shoes14
Four Days of Freedom Journal, Student Handout15

Observation Notebook16
Observation Notebook, Student Handout Cover17
Observation Notebook, Point of View Chart18
Possible Template to Support Narrative Notes, Student Handout19

Chapter 5: The Sibling Connection20
Chapter 5/The Sibling Connection, Transparency21

The Line Up22
The Line Up, Student Handout23

Craft Lesson: Point of View Simulation24

Rewriting the Truth25
Rewriting the Truth, Student Handout26

Observation Notebook, Variation of Point of View27

Dear Abby: An Advice Letter for Holden28
Advice for Holden, Student Handout29

Craft Lesson: It’s Time to Rant30

Craft Lesson: Tone Analysis31
Craft Lesson: Title It! Creating Effective Titles32
Title It! Transparency33
Title Me, Baby! Student Handout34

Tone in a Tune: Holden’s Theme Song35
Tone in a Tune: Holden’s Theme Song Student Handout36

Analyzing Art: Approaching Tone Visually38

Craft Lesson: You Be the ___________ or You Be the Shrink39
You Be the ______________ Student Handout41
You Be the Shrink-CITR Final Rubric46

Revision Support 47

Editing Support48
Introduction

Upon learning that The Catcher in the Rye had been selected as a Core Book for the Ninth Grade, all members of our group struggled to suppress the questions: What? How? Freshmen? Thus, we chose to come together and find the answers by developing the curriculum necessary to support this potentially daunting task.

To be clear, all of us believe in rigor and in assisting our students to tap unknown strengths, but we also recognize the impact that Holden Caulfield has on students who are his same age.

For freshmen, new to the experience of high school and only just entering adolescent arrogance, the subtleties of Holden’s struggle may be lost. To make Holden more accessible, we have chosen to begin this unit by focusing on the collective teen experience—weighing and discussing societal and parental expectations, peer pressure, limitations, and privileges. With this base, we then move on to introducing the idea of point-of-view. Students will transition from personally analyzing Holden’s choices in the early chapters of the novel to critiquing his behavior in the mindset of a specific role—parent, doctor, teacher, or peer. By assuming this role and reading with a purpose, students gain experience with analyzing text and more subtly, critiquing tone. To ensure comfort and familiarity first, we wait until the middle of the unit to actually use the term “tone.” This way, students will have already had multiple opportunities to discuss, write, and even, act “tone” and will, hopefully, find it to be a less elusive concept. The unit concludes with two culminating activities: 1) a performance-based task that furthers students’ assigned roles and leads to an expository essay and 2) a common grade-level writing assignment—which, for ninth grade, is a literary analysis on tone.

As this is a unit for freshmen on The Catcher in the Rye, there are a number of caveats: 1) Please, please do not begin the year...
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