The Catcher in the Rye, by J. D. Salinger An Eight Week Lesson Plan Tamara Tower English 480H Professor Knapp Spring 2000 The Catcher in the Rye, by J. D. Salinger Eight Week Lesson Plan Proposed Class Description: This lesson plan is intended for a fifty-five minute, five days a week, Sophomore American Literature class. There are twenty students in the class of standard ability. Context and Content: The unit covers J. D. Salinger's novel, The Catcher in the Rye, in its entirety over eight weeks. We will spend some extra time on this, our first novel of the year, to hone the students' analytical and interpretive skills for future material. During the eight weeks, several writing projects will be done to be compiled into a portfolio by the end of the unit. Some of the types of activities that are included in the lesson plan are reading guides, quizzes, group discussions, and reflection and observation entries in their learning logs, all to be compiled into individual portfolios (Purves, Jordan, and Peltz ). Unit Objectives: 1. The students will read aloud several chapters in CITR, providing for them the opportunity to experience the text and Salinger's writing style through the interpretive readings of their fellow classmates. Reading the text aloud in the class could help auditory learners comprehend the actions and events of the text. Additionally, it could also create a forum for immediate question and answer sessions for the students. Additionally, the students will have some of the chapters read aloud to them, especially those chapters that contain sensitive and possibly embarrassing material, so as to reduce the potential of disruptions in the class, as well as maintain the integrity of both the book and my students. 2. The students will have the opportunity to work on a number of activities and assignments in their workshop groups, that will: a. open them up to a wider range of interpretations from fellow students. b. work on their communication and cooperation skills. c. help the students focus their abilities, talents, and shared experiences in a group environment. d. create student-centered learning (Bullock 35). e. help them engage in a reader response based environment as they share their own unique responses to certain situations, and understand why they decided on those responses (Kelly 112). f. empower the students with the responsibility of workshop roles: Recorder (takes notes on group discussions and provides a written summary for presentation); Reporter (presents the group's findings); Leader (maintains control of the discussion so that the group remains focused on the topic at hand); and Timekeeper (ensures that the group completes the necessary work in the time allotted) (Knapp 1). 3. The term theme (Abrams 121) will be reintroduced to the students and, through close reading and analysis of the text, the students will identify a number of thematic concepts in CITR, such as: a. superficiality versus genuineness b. artificiality versus reality c. fantasy versus reality d. innocence versus maturity [ex: Phoebe and all children] e. appearance versus reality [ex: Holden acting his age] f. depression versus happiness g. child versus adult h. acceptance versus rejection i. *isolation versus communication j. truth versus lies k. hate versus compassion l. *conformity versus nonconformity m. *listener [ex: Phoebe] versus non-listener [examples to follow]: 1. "People never notice anything." 2. Mr. Spencer 3. Stradlater 4. blonde at Lavender Room 5. Horwitz, the taxi driver 6. lady at the movie 7. the parents walking and ignoring their kid 8. headwaiter at Wicker Bar o. remembrance versus non-remembrance p. value of memories versus non-value of memories [ex: Stradlater and the composition; Jane's kings] q. past versus present r. trust versus distrust s. weak versus strong t. growth versus static u. *acceptance of authority/rules versus resentment of authority/rules v. *individual versus society w. *honesty versus "phoniness" / hatred of hypocrisy (Carpenter, in Marcus 2) x. Holden's distaste for "phoniness" (Marcus 2): 1. the football between Pencey Prep and Saxon Hall "was the last game of the year, and you were supposed to commit suicide or something if old Pencey didn't win." [Holden] 2. "A game that one plays according to the rules." [Mr. Spencer] versus "Game, my ass. Some game. If you get on the side where all the hot-shots are, then it's a game all right-I'll admit that. But if you get on the other side, where there aren't any hot-shots, then what's a game about it? Nothing. No game." [Holden] 3. Mister Haas, the headmaster at Elkton Hills, "charming as hell." [Holden] 4. Mr. Ossenburger, who gave Pencey a "pile of dough." - "He told us we ought to think of Jesus as our buddy and all. He said he talked to Jesus all the time. Even when he was driving his car. That killed me. I can just see the big phony bastard shifting into first gear and asking Jesus to send him a few more stiffs." [Holden] 5. "Navy guy." - "One of those guys who think they're being a pansy if they don't break around forty of your fingers when they shake hands with you." [Holden] 6. "I'm always saying 'Glad to 've met you' to somebody I'm not at all glad I met. If you want to stay alive, you have to say that stuff, though." [Holden] 7. Sally Hayes' mother who couldn't do charity work if she had to wear black clothes and no lipstick. 8. boys' schools where you study to "be smart enough to be able to buy a goddam Cadillac someday." [Holden] 9. cliques "the guys that are on the basketball team stick together, the Catholics stick together, the goddam intellectuals stick together, the guys that play bridge stick together. Even the guys that belong to the goddam Book-of-the-Month Club stick together." [Holden] 10. the Christmas pageantry at Radio City with "guys carrying crucifixes and stuff all over the place." [Holden] 11. the lady next to Holden who cries "all through" the sentimental movie, who ignores the kid with her, who "had to go to the bathroom." - "She was about as kind-hearted as a goddam wolf. You take somebody that cries their goddam eyes out over phony stuff in the movies, and nine times out of ten they're mean bastards at heart." 12. Sally Hayes and the cute ice skating outfit. 13. Carl Luce, who insisted on making "you" describe personal things but "got sore" when asked personal questions. 14. Phil Stabile and his six friends, responsible for the death of James Castle. 15. Stradlater. 16. D.B., prostituting his writing skill. 17. steak for dinner on Saturday at Pencey. 18. skill = arrogance = "phoniness" [ex: Ernie] y. additional themes and examples offered by the students could accompany the above incomplete list. * Denotes major themes in CITR 4. The terms metaphor (Abrams 67) and symbolism (Abrams 209) will be reintroduced and, through close reading and analysis of the text, the students will identify a number of symbolic concepts in the text. By expanding the students' understanding of symbolism to include characters, dialogue, events, actions, setting, physical objects, and the narrator's description, students could understand the important role symbolism plays in literature, as well as more easily and effectively identify examples of symbolism, such as: a. Holden's hunting hat (isolation from society; independence from others; thwarted search for external reality and private identity (Vanderilt ); badge of nonconformity (Vanderbilt ); rebellion against society (Vanderbilt )) b. New York City (constant change/transformation) c. kings in the back row (inability to separate past events from present; innocence; passivity; apprehension; prevention of maturity) d. four-day journey (quests-personal, spiritual, epic (Marcus )) e. carrousel (risk; permanence; stability despite circus-like surroundings) f. the nuns (security in New York; religion; what's good in the world; selflessness; innocence) g. catcher in the rye (title of poem/song; fantasy; champion/protector/ preserver of innocence) h. Holden Caulfield (in a "holding" pattern; trying to "hold" on to sense of self and purpose; lost youth; preserver of innocence; search for people/things that aren't "phony") i. Phoebe (what's not "phony" in the world; innocence; youth) j. D.B. ("phony;" sold-out; prostitute) k. Ackley (has "acne;" pathetic character, etc.) l. cigarettes (comfort; addiction) m. alcohol (desire to be grown up; numbing of pain; escapism) n. ducks (search for security; explanation for the unexplainable) o. Natural History Museum (desire to revert to past and to a time Holden did not feel so depressed) p. "Little Shirley Beans" record (disappointment; erosion of mental health) q. the baseball glove (Holden's connection to Allie and his memory; preservation of the past; innocence; respect of talent and intelligence; goodness) r. additional examples of symbolism and metaphor offered by the students could accompany the above incomplete list. 5. The terms speaker/narrator, first person point of view, audience, and setting will be reintroduced and, through close reading and analysis of the text, the students will be able to identify and discuss examples of each. 6. The terms stream-of-consciousness, flashback, digression, novel as monologue (Marcus 3), setting as character [ex: New York City - it can't just happen anywhere], psychological state of narrator, and structure of novel [1. Holden at Pencey; 2. four attempts at sexual satisfaction: a. calling a girl who's "not quite a whore;" b. three girls from Seattle at Lavender Bar; c. prostitute Sunny; d. Sally; 3. Holden turns away from corruption of adult society toward the innocence of childhood (Marcus 4-5)] will be introduced so as to increase the students' understanding and interpretation of the text, as well as Salinger's writing style and use of literary techniques. 7. Through in-class discussions and entries in their learning logs, the students will analyze topics and major issues that will better help them understand and interpret the themes, characters, and symbols within the text, such as: a. What Holden admires (Marcus 6-7): 1. Allie 2. James Castle 3. truth 4. the kettle drummer at Radio City 5. the nuns 6. the kid humming title song 7. ducks 8. Phoebe 9. talking with Phoebe 10. hat-check girl at Wicker Bar 11. Estelle Fletcher's "Little Shirley Beans" 12. Jane Gallagher 13. D.B.'s short stories 14. Robert Tichener - "Nice" fellow at Pencey 15. Ernest Morrow's mother 16. Miss Aiglitinger 17. gentle guards at Museum of Natural History b. What Holden has compassion for, and what he pities (Marcus 7-8): 1. Ackley 2. girls at Lavender Room 3. missing people he hates 4. students in his oral expression class who digressed 5. Sunny, the prostitute c. Holden's nonconformity (Marcus 5-6): 1. Pencey's "molding boys" 2. composition about Allie 3. delights in Jane's checker playing 4. gives nuns money 5. breaks windows 6. stands in the rain 7. watches Phoebe reach for ring 8. against sex without love 9. social patterns: a. football game - not there b. life being a game - doesn't play c. Ossenburger's speech - doesn't follow advice to pray d. Carl Luce - tells him he ought to see a psychoanalyst e. tells Antolini about Oral Expression and digressions - doesn't think it's fare f. reads magazine about how one should look - doesn't look like that g. novel ends with school he's "supposed to go to next fall" d. "phoniness'/human frailty/conceit/apathy/ignorance e. blaming others f. additional discussion and writing topics and major issues offered by the students could accompany the above incomplete list. 8. Through close reading and analysis of the text, as well as whole-class and small-group discussions, the students will be able to identify the development and relationships of the characters (Abrams 23) in CITR, including: a. Holden Caulfield (main character, narrator) b. Allie Caulfield, Holden's brother who died of leukemia July 18, 1946, two years younger than Holden c. D.B. Caulfield, Holden's older brother, a poet who is now "out in Hollywood ... being a prostitute" d. Mother, Father, Grandmother, Aunt (mentioned in passing) e. Phoebe Caulfield, Holden's ten-year-old sister f. Miss Aigletinger, Holden's grade school teacher g. Mr. Antolini and his wife, English teacher at Elkton Hills h. Mr. Spencer and his wife, history teacher at Pencey Prep i. Mr. Vinson, Oral Expression teacher at Pencey Prep j. Mr. Ossenburger k. Robert Ackley, student at Pencey Prep l. Ward Stradlater, Holden's roommate at Pencey m. Mal Brossard, student at Pencey n. Jane Gallagher, old girl friend of Holden's o. Sally Hayes, a girl with whom Holden has a date p. James Castle, student at Elkton Hills who committed suicide q. Ely, Ackley's roommate r. Lillian Simmons, a girl previously dated by D.B. s. George something, Andover student, friend of Sally Hayes t. Carl Luce, student at Whooton u. Al Pike, Bob Robinson, Roberta Walsh, Richard Kinsella, Robert Tichener, Paul Campbell, various other students v. Mr. Thurmer, head master at Pencey w. Mr. Zambesi, biology teacher at Pencey x. Selma Thurmer, Mr. Thurmer's daughter y. Ernie, the piano player z. the nuns aa. Maurice, elevator operator and pimp bb. Sunny, a prostitute cc. Horwitz, a taxi drive dd. other minor characters 9. The students will engage in a number of reading quizzes that will assess them on their closeness and completeness of the required reading. The quiz questions will be comprised of report, analysis, and speculation questions. The quizzes will vary in points. 10. The students will increase their vocabulary and their comprehension of the test, as well as reinforce their membership in the authorial audience (Rabinowitz 5), by identifying and defining unfamiliar words within the chapters, such as: a) Chapters 1-5: autobiography, dough, ostracize, grippe, posture, ironical, innumerable, moron, phony, sheer, parlor, rostrum, chiffonier, falsetto, conceited, aggravate, hound's-tooth, muffler, monotonous, psychoanalyze, halitosis, splendid, polo, psychoanalyze, exhibitionist, solitary, unscrupulous, galoshes, liberate, morgue, hoarse, foils, qualms, sadist, compulsory, illiterate b) Chapters 6-10: linoleum, hospitality, fiend, corridor, Canasta, janitor, conscientious, phony, lagoon, incognito, brassiere, burlesque, psychic, brassy, intoxicating, verification, jitterbug c) Chapters 11-15: snub, necking, newsreel, vomit, rile, galoshes, nonchalant, rake, frock, atheist, chisel, banister, rubberneck, gory, matinee, bourgeois, convent d) Chapters 16-20: screech, auditorium, bosom, raspy, beret, clinch, blasé, conceited, enlightening, sacrilegious, booze, slobber, sophisticated, louse, flitty, boisterous, stagger, puke e) Chapters 21-26: racket, Sagittarius, Taurus, betray, snotty, expel, spontaneous, flunk, digression, pedagogical, provocative, stenographer, appeal, stimulate, scholarly, pervert, moccasin, cockeyed, recess, mummy, pharaoh, punk, carrousel, jazzy, bawl 11. The students will be exposed to secondary materials so as to reinforce, or restate, one or several of the book's themes or examples of symbolism. Additionally, secondary materials could help the students better understand and interpret the situations surrounding Holden's four-day story (narrative audience (Rabinowitz 21)), as well as what Salinger might have been thinking when he wrote the book (authorial audience (Rabinowitz 5)). 12. The students will discuss and present reports on the concept of censorship and how it applies to CITR and other works of controversial literature. Through our discussion, the students should better understand why it is necessary for their parents to sign a waiver to allow them to read and discuss the book. Additionally, our discussion on censorship could heighten the students' awareness of the First Amendment. Finally, the external theme of controversy will be an on-going discussion throughout the reading of the book, as we explore reasons why or why not it should be censored. 13. The students will engage in various types of in-class and at-home writing assignments that will enhance their awareness, understanding, and interpretation of the book's themes, symbols, and characters. Additionally, these writing assignments will create a stronger connection between the students and the book's characters and themes, thus increasing the relevance of the unit. Finally, these writing assignments will provide an outlet of expression, a means of assessment, and a referential overview of the book for the students. The writing assignments will be gathered and organized in a portfolio (three-ring binder) that each student will be responsible for throughout the unit (see Portfolio). Each student will have the opportunity to "publish" his or her work by continual revisions, close editing, peer editing, displaying the work in class for public view and/or presenting that work orally to the rest of the class (Romano). Week One The Catcher in the Rye Monday: Lesson Plan Context: Today is the first day of the CITR unit. I will start the day off by introducing and explaining the portfolio (see Portfolio), as well as hand out a three-ring binder to each student. These binders will be used by the students to hold all of their writing assignments, notes, learning logs, and any handouts for CITR (Purves, Jordan, and Peltz). Following this, the students will write their first learning log entry on the following prompt: In what ways do you think you've been affected by censorship? What ways do you think you benefit from censorship, and what ways are you hurt by it? Finally, we will go to the library where students will do a small amount of research about censorship in general and how it has affected one piece of literature that I will assign to each student. Objectives: * The CITR portfolio will be passed out and explained (see Portfolio and Objective 13). * Through an entry in their leaning logs, the students will further their further their thinking on the concept of censorship, as it affects them (see Objectives 12 and 13). * For homework, the students will complete their entries in their learning logs, as well as continue their research the concept of censorship in the library/on the Internet so as to increase their understanding of censorship and its issues (see Objectives 11, 12, 13). Activities and Procedures: 1. Discuss portfolio and hand out three-ring binder (15 minutes). 2. Learning log entry on the following prompt: In what ways do you think you've been affected by censorship? What ways do you think you benefit from censorship, and what ways are you hurt by it? (10 minutes) 3. Library research on censorship (30 minutes). 4. Homework: Finish learning log entry; Internet/library research on censorship; write report. Activity #1: Discuss portfolio and hand out three-ring binder (15 minutes) I will hand out three-ring binders to each student. I will present and explain the portfolio, its organization, and purpose. Activity #2: Learning log entry on the following prompt: In what ways do you think you've been affected by censorship? What ways do you think you benefit from censorship, and what ways are you hurt by it? (10 minutes) In their learning logs, the students will write a personal reaction to censorship and how it affects them. While they are writing, I will pass around a list of banned books from which each student will choose one to research in the library. Activity #3: Library research on censorship (30 minutes). As a class, we will walk down to the learning resource center and begin research on censorship. Each student will have the rest of the class period to look up general information about censorship and specific information about the piece of literature they chose. These one to two page reports will be presented in class tomorrow. Activity #4: Homework: Finish learning log entry; Internet/library research on censorship; write report. As homework, the students will complete their personal reactions and their research if they did not finish in the class time given. They will also complete their reports to be ready to present them to the rest of the class tomorrow and throughout the next couple of weeks going two per day in the beginning of class (about five minutes per presentation). Feedback and Looking Ahead: Everyone will complete their homework assignments and come prepared to present their findings tomorrow and throughout the next couple of weeks. The Catcher in the Rye Tuesday: Lesson Plan Context: Today, I will choose two people to present their reports in the beginning of class. Following the presentations we will comment or ask any questions pertaining to the reports. After the commentary is over, I will pass out the CITR books to each student. We will begin reading the book aloud, covering the first chapter, and then discussing it for the rest of the period. Objectives: * Two students will present their findings on their censorship topics (see Objectives 12 and 13). * The students and I will read aloud Chapter One (see Objective 1). * Through whole-class discussion, the students will: 1) be introduced to some of the essential themes of the text (see Objective 3 and 6). 2) be introduced to Holden Caulfield, the book's main character, as well as a few secondary characters (see Objectives 5 and 8). 3) be introduced to a few examples of symbolism (see Objective 4). 4) identify and define unfamiliar words (see Objective 10a). * For homework, the students are to read Chapter 2, focusing their reading questions and comments on Holden and his state of mind (analysis), as well as where they think Holden and the book are heading (speculation) (see Objectives 7, 8, and 13). Activities and Procedures: 1. Individual report presentations on censorship/commentary (15 minutes). 2. In-class reading aloud of Chapter One (20 minutes). 3. Whole class discussion (20 minutes). 4. Homework: Read Chapter Two; through learning log questions and comments, focus on Holden's state of mind (analysis), as well as where he and the text are going (speculation). Activity #1: Individual report presentations on censorship/commentary (15 minutes). Two students will begin the class by presenting their reports on censorship. Each presentation will be five minutes long, and a few minutes after each for class discussion (see Objectives 12 and 13). Activity #2: In-class reading aloud of Chapter One (20 minutes). Before we begin reading, I will explain how their reading notes and vocabulary lists should be done (see Portfolio). I will start the reading and student volunteers may continue (see Objective 1). Activity #3: Whole class discussion (20 minutes). Through whole-class discussion, the students will analyze, reflect on, and answer the following questions: 1. Who is the speaker/narrator? 2. What is this perspective called? 3. What limitations/advantages are there with first person point of view? 4. When is the action taking place? Is it happening right now? 5. What kind of storytelling technique is this? What could "flashback" do to the integrity of the story? 6. What does Holden mean by "here?" Where do you think Holden is when he is telling his story? What does this do to the authority/honesty of Holden and his story? 7. Where is Holden during the action of the story in Chapter One? 8. What time of year is it? What is the significance of this? 9. Why doesn't Holden go to the football game? 10. What has happened to Holden before he begins his story? 11. How do you think Holden felt about the situation? How would you feel if you were in Holden's situation? 12. Do you think Holden will call his parents? Why, or why not? 13. What do we learn about Holden from the way he talks? 14. What do we learn about Holden's family Chapter One? Could what we know about Holden's family have any influence on Holden as a character? How? 15. Who is Selma Thurmer? What does Holden think of her? 16. Who is Holden visiting at the end of the chapter? Why? 17. By the end of the chapter, what does Holden have going against him? Going for him? 18. Are there any questions on the text or unfamiliar words that you encountered? Activity #4: Homework: Read Chapter Two As they read Chapter 2 at home, the students will work on their Portfolios (see Portfolio), including a learning log entry: Think about what Holden's state of mind is at the end of Chapter 1. What do you think will happen to Holden next? Feedback and Looking Ahead: Tomorrow we will begin class with two more censorship reports. After this, we will discuss Chapter 2, focusing on Holden's state of mind, possible examples of symbolism, and beginning themes (Holden's values, "phonies," etc.). We will also discuss the students' learning log entries. We will conclude class by writing on a new learning log entry and, for homework, continue on to Chapter 3. The Catcher in the Rye Wednesday: Lesson Plan Context: Today's class will begin with two individual student report presentations on censorship, and commentary following from the class. Then we will discuss Chapter 2 and our learning log entries, after which the students will start a new learning log entry. I will hand out Character Comparison Chart on Ackley and Stadlater, and the students will work on it for homework as the begin to read Chapter 3. Objectives: * Two students will present their findings on their censorship topics (see Objectives 12 and 13). * The students will present and discuss their findings on the following leaning log prompts: through learning log questions and comments, focus on Holden's state of mind (analysis), as well as where he and the text are going (speculation) (see Objectives 7, 8, and 13). * Through whole-class discussion, the students will: 1) analyze the growth of the character of Holden (see Objective 4a & h, 5, 6, 7a-c, and 8a). 2) continue their interpretations of the themes of the text (see Objective 3). 3) identify and define unfamiliar words (see Objective 10a). * The students will write an entry in their learning logs, touching upon one of the book's important themes (see Objective 3u and 13). * For homework, the students are to read Chapter 3, write an entry in their learning logs, and begin working on Character Comparison Chart on Ackley and Stadlater (see Character Comparison Chart; also, see Objectives 8, 11 and 13). Activities and Procedures: 1. Individual report presentations on censorship/commentary (15 minutes). 2. Whole-class discussion on Chapter Two (20 minutes). 3. Learning log entry on the following prompt: Write about a time or circumstance when you resented authority, but you were wrong in doing so (10 minutes). 4. Hand out Character Comparison Chart on Ackley and Stradlater and discuss assignment (10 minutes). 5. Homework: Read Chapter 3; learning log entry; begin working on Character Comparison Chart on Ackley and Stradlater Activity #1: Individual report presentations on censorship/commentary (15 minutes). Two students will begin the class by presenting their reports on censorship. Each presentation will be five minutes long, and a few minutes after each for class discussion (see Objectives 12 and 13). Activity #2: Whole-class discussion on Chapter 2 (15 minutes). Through whole-class discussion, the students will analyze, reflect on, and answer the following questions: 1. What is Holden's attitude about the Spencers? About old people in general? 2. What is Holden talking about when he says "gets on your nerves sometimes?" 3. What was depressing when Holden enters Mr. Spencer's room? 4. What is "grippe?" Are there any other unfamiliar words in your logs that you have found so far in the chapter/book? 5. What do we know about Holden's character by his visiting Mr. Spencer? What does Mr. Spencer by "Life is game ... life is a game that one plays according to the rules?" Does Holden agree? What does he think about Mr. Spencer's saying? 6. What does Holden think about his parents? Will Holden call his parents? Why will he/won't he? 7. Let's start a list of what Holden thinks is "phony." What do you think he means by "phony?" What word would you use? 8. How is Holden doing in school? 9. How does Holden feel when Mr. Spencer reads his essay? 10. Why is Holden thinking about the ducks in Central Park? What could they represent? Let's begin a list of things we think might be symbolic. 11. How does Holden feel as he is leaving Mr. Spencer's? Do you think it helped or hindered his attitude by visiting him? 12. What does Holden mean by "opposite sides of the pole?" Activity #3: Learning log entry on the following prompt: Write about a time or circumstance when you resented authority, but you were wrong in doing so (10 minutes). The students will have ten minutes in class to write about the following prompt in their learning logs: Write about a time or circumstance when you resented authority, but you were wrong in so doing (see Objectives 3u and 13). Activity #4: Handout Character Comparison Chart on Ackley and Stradlater and discuss assignment (10 minutes). Hand out sheet that the students will begin as homework while they read Chapter 3. This assignment will be continued through the reading of Chapter 6. They will have the opportunity to work in groups on this assignment (see Character Comparison Chart; also, see Objectives 8, 11, and 13). Activity #5: Homework: Read Chapter 3; learning log entry; begin working on Character Comparison Chart. For homework, the students will read Chapter 3 and write an entry in their learning logs on the following prompt: What do we learn about Holden in Chapter 3? How does our opinion of him as a narrator change from the first line of Chapter 3? Also, the students will begin working on their Character Comparison Charts (see Character Comparison Chart; also, see Objectives 8, 11 and 13). Feedback and Looking Ahead: In tomorrow's class, we will begin with two more report presentations, followed by a whole-class discussion on Chapter 3. After this, the students will begin working in their groups on their Character Comparison Charts. We will finish class by begin reading Chapter 4 aloud in class. The Catcher in the Rye Thursday: Lesson Plan Context: Today, we will begin with two individual report presentations on censorship. Also, we will discuss Chapter 3, focusing on the idea of reliable vs. unreliable narrator, as well as Holden's values. We will then break up into five groups and work on the Character Comparison Chart on Ackley and Stradlater. Then, we will begin reading Chapter 4 aloud in class. For homework, the students will finish reading Chapter 4, and continue working on their Character Comparison Charts. Objectives: * Two students will present their findings on their censorship topics (see Objectives 12 and 13). * Through whole-class discussion, the students will: 1. analyze the growth of the character of Holden (see Objective 4, 5, 7, 6, and 8). 2. continue their interpretations of the themes of the text (see Objective 3) 3. identify and define unfamiliar words (see Objective 10a). * The students will break into their groups to discuss a prompt (see Objectives 2 and 8). * Students will begin reading aloud Chapter 4 (see Objective 1). * For homework, students will finish reading Chapter 4, continue working on Character Comparison Chart, and complete Portfolio for evaluation (see Character Comparison Chart; also, see Portfolio). Activities and Procedures: 1. Individual report presentations on censorship/commentary (15 minutes). 2. Whole-class discussion on Chapter 3 and work in groups (20 minutes). 3. Begin reading Chapter 4 aloud in class (20 minutes). 4. Homework: Finish reading Chapter 4; continue with Character Comparison Chart; complete Portfolio for evaluation. Activity #1: Individual report presentations on censorship/commentary (15 minutes). Two students will begin the class by presenting their reports on censorship. Each presentation will be five minutes long, and a few minutes after each for class discussion (see Objectives 12 and 13). Activity #2: Whole-class discussion on Chapter 3 and work in groups (20 minutes). Through whole-class discussion, the students will analyze, reflect on, and answer the following questions: 1. What does Holden's opening line say about him? Do you believe this statement? What does it say about Holden as a narrator? Is he reliable or unreliable? 2. How does Holden feel about Mr. Ossenburger (add to list of "phonies")? How does Holden feel about God? The students will then move into their groups, and I will follow with this question: 3. How does Holden describe Ackley? The students will work in their groups on their Character Comparison Chart. Activity #3: Begin reading Chapter 4 aloud in class (20 minutes). I will begin reading Chapter 4 aloud in class, and any volunteers may continue (see Objective 1). Activity #4: Homework: Finish reading Chapter 4; continue with Character Comparison Chart; complete Portfolio for evaluation. For homework, the students are to finish reading Chapter 4, and work on their reading notes. Also, they are to add to their Character Comparison Charts (see Character Comparison Chart; also, see Portfolio). Feedback and Looking Ahead: We will begin tomorrow's class with two more censorship presentations, and then break into groups to work on Character Comparison Charts, as well as group discussion on questions about events in Chapter 4. I will be checking Portfolios (see Portfolio) in class, looking for completeness, comprehension, analysis, and organization. The Catcher in the Rye Friday: Lesson Plan Context: Today, we will start with two more students presenting their reports on censorship. Then the students will break into their groups to discuss Chapter 4 amongst themselves, following my prompts. As they do so, I will check their Portfolios, looking for completeness, comprehension, analysis, and organization. The groups will also continue their work on their Character Comparison Charts. Also today, the students will take a quiz on the reading completed thus far. For homework over the weekend, the students will read Chapter 5 and write what they think Holden's composition about Allie's baseball glove says in a 200-300 word essay. Objectives: * Two students will present their findings on their censorship topics (see Objectives 12 and 13). * Through group discussion, the students will: 1. analyze the growth of the character of Holden (see Objective 4, 5, 7, 6, and 8). 2. continue their interpretations of the themes of the text (see Objective 3). 3. Work on their Character Comparison Charts (see Character Comparison Chart). * The students will take a quiz over Chapters 1-4 that will assess the students' comprehension of the text, attentiveness to class discussions, and completeness of reading (see Objective 9). * For homework, the students will read Chapter 5 and write a 200-300 word essay on what they think Holden's composition on Allie's baseball glove is (see Objectives 8 and 13) Activities and Procedures: 1. Individual report presentations on censorship/commentary (15 minutes). 2. Workshop group discussion on Chapter 4 and work on Character Comparison Chart (20 minutes). 3. Quiz over Chapters 1-4 (15 minutes). 4. Homework: Read Chapter 5; write what they think Holden's composition says in a 200-300 word essay. Activity #1: Individual report presentations on censorship/commentary (15 minutes). Two students will begin the class by presenting their reports on censorship. Each presentation will be five minutes long, and a few minutes after each for class discussion (see Objectives 12 and 13). Activity #2: Workshop group discussion on Chapter 4 and work on Character Comparison Chart (20 minutes). In their groups, the students will answer the following questions: 1. Why doesn't Holden go down to see Jane? 2. How does Holden feel about Jane? 3. Why does Holden talk about checkers? 4. Why does Holden get nervous? 5. How does Holden describe Stradlater? At this point, the students will continue working on their Character Comparison Charts. Activity #3: Quiz over Chapters 1-4 (15 minutes). The students will take a quiz covering the first four chapters. The quiz will assess the students' comprehension of the text, attentiveness to class discussions, and completeness of reading (see Objective 9). The quiz will be comprised of 20 short answer report and generalization questions, such as: 1. How had Holden ruined the day for the fencing team? 2. Did Holden's opinion of Mr. Spencer up or down during his visit? 3. What had Holden purchased in New York City? 4. What sort of person is Ackley? 5. What sort of person is Stradlater? etc. Activity #4: Homework: Read Chapter 5; write what they think Holden's composition says in a 200-300 word essay. For homework, the students are to read Chapter 5 and make notes in their Portfolios. Also, they are to write Holden's composition for Stradlater about Allie's baseball glove, as described in Chapter 5. The students should utilize this description as well as previous information about Holden's character, his attitudes, his past, his values, etc. The student should speculate about what is included in this composition that Holden does not ell us about, and about his writing ability. The composition should be written in Holden's voice, but as a formal writing assignment. The composition needs to be 200-300 words long, type-written (see Objectives 8 and 13). Feedback and Looking Ahead: On Monday, we will start the day with two more student reports on censorship. After this, we will discuss Chapter 5 and read aloud a few of the Allie compositions. Week Two The Catcher in the Rye Monday: Lesson Plan Context: Today, we will begin the week with two more censorship reports. We will discuss Chapter 5, looking at Holden's relationships with his family, as well as his dormmates. After this, we will read aloud some of the Allie compositions. For homework, the students will read Chapter 6 and continue final work on their Character Composition Charts. Additionally, the students will write about a learning log prompt. Objectives: * Two students will present their findings on their censorship topics (see Objectives 12 and 13). * Through whole-class discussion, the students will: 1. analyze the growth of the character of Holden (see Objectives 4, 5, 7, 6, and 8). 2. continue their interpretations of the themes of the text (see Objective 3) 3. identify and define unfamiliar words (see Objective 10a). 4. look at possible examples of symbolism (see Objective 4). * The students will read aloud, or "publish," their Allie compositions (see Objectives 8 and 13). * For homework, the students will read Chapter 6, finish working on their Character Comparison Charts, and write an entry in their learning logs (see Character Comparison Chart; also, see Objectives 1, 2, and 8). Activities and Procedures: 1. Individual report presentations on censorship/commentary (15 minutes). 2. Whole-class discussion of Chapter 5 (15 minutes). 3. Reading aloud of Allie compositions (25 minutes). 4. Homework: Read Chapter 6; continue work on Character Comparison Chart; write a learning log entry on the following prompt: Think about how this scene/chapter would be acted out. If you were a director/actor, how would you do it, especially keeping in mind when Holden says he doesn't "remember so hot"? Activity #1: Individual report presentations on censorship/commentary (15 minutes). Two students will begin the class by presenting their reports on censorship. Each presentation will be five minutes long, and a few minutes after each for class discussion (see Objectives 12 and 13). Activity #2: Whole-class discussion of Chapter 5 (15 minutes). Through whole-class discussion, the students will analyze, reflect on, and answer the following questions: 1. What does "steak night" represent for Holden (add to "phony" list)? 2. Why doesn't Holden toss the snowball? 3. What do we learn about Holden's brother Allie? 4. How did Holden deal with Allie's death? What does this reaction say about Holden's mental status? 5. Why did Holden write Stradlater's composition? Activity #3: Reading aloud of Allie compositions (25 minutes). I will ask for volunteers to stand before the class and read aloud their Allie compositions. I will impress upon the students that it is important to share our work, therefor "publishing" it, as well as the importance of participation points. During this time, I will reinforce the importance of classroom respect (see Objectives 8 and 13). Activity #4: Homework: Read Chapter 6; continue work on Character Comparison Chart; write a learning log entry on the following prompt: Think about how this scene/chapter would be acted out. If you were a director/actor, how would you do it, especially keeping in mind when Holden says he doesn't "remember so hot"? For homework, the students will write a learning log entry on a prompt in order to prepare them for tomorrow's activities: Think about how this scene/chapter would be acted out. If you were a director/actor, how would you do it, especially keeping in mind when Holden says he doesn't "remember so hot"? Also, the students will need to read Chapter 6 and finish their work on their Character Comparison Charts (see Character Comparison Chart; also, see Objectives 1, 2, and 8). Feedback and Looking Ahead: Tomorrow, after presenting two more censorship reports, the students will break into their groups and block the scene in Chapter 6 between Holden and Stradlater, after his return from his date. Each group member will have a specific role. The Catcher in the Rye Tuesday: Lesson Plan Context: Today, two more students will present their censorship reports and then the class will split up into groups of four to block the scene of Chapter 6 between Holden and Stradlater. Each member will have his or her specific role in the group as Holden, the narrator/Holden's mind, Stradlater, and the director/special effects person. Objectives: * Two students will present their findings on their censorship topics (see Objectives 12 and 13). * Through group discussion, planning, and working together on blocking the scene the students will: 1. analyze the growth of the character of Holden (see Objectives 4, 5, 7, 6, and 8). 2. continue their interpretations of the themes of the text (see Objective 3). 3. visualize the text by acting it out a scene and watching others act it out using their own interpretations (Objectives 1 and 2). * For homework, the students will read Chapter 7 and write an entry in their learning logs (Objectives 1, 2, and 8). Activities and Procedures: 1. Individual report presentations on censorship/commentary (15 minutes). 2. Workshop group activity-blocking the scene of Chapter 6 (40 minutes). 3. Homework: Read Chapter 7 and write in their Learning Logs the following prompt: Think about where you think Holden is going to go now. What is his state of mind? Will he call his parents? Will he go home? Activity #1: Individual report presentations on censorship/commentary (15 minutes). Two students will begin the class by presenting their reports on censorship. Each presentation will be five minutes long, and a few minutes after each for class discussion (see Objectives 12 and 13). Activity #2: Workshop group activity-blocking the scene of Chapter 6 (40 minutes). Everyone will split up into five groups of four members. Each member will have a specific role to fulfill: Holden (as a character), Holden (as the narrator/Holden's mind), Stradlater, and the director/special effects person who will direct, produce sound effects, lighting effects, etc. Each group will block out the scene of Chapter 6 using their own interpretations of the text keeping in mind their prompt from last night's Learning Log about Holden's less than stellar memory. This element of memory leaves a lot up to personal reaction and understanding of the text, so each group will be a bit different. Activity #3: Homework: Read Chapter 7 and write in Learning Logs the following prompt: Think about where you think Holden is going to go now. What is his state of mind? Will he call his parents? Will he go home? The students will write in their Learning Logs as they read Chapter 7. They will also do their regular activities in their Portfolios (see Portfolio). Feedback and Looking Ahead: Tomorrow, after presenting two more censorship reports, the students will complete their Chapter 6 blocking activity if it is not completed in Tuesday's class. We will discuss Chapter 7 and the Learning Log entry as a class. We will then read Chapter 8 in aloud in class. For homework, the students will finish reading Chapter 8 at home if necessary and begin to log Holden's journey as a review to prepare them for the next major section of the book. The Catcher in the Rye Wednesday: Lesson Plan Context: Today we will begin class with two more censorship presentations. Then we will discuss Chapter 7 and the Learning Log entry, provided the blocking activity on Chapter 6 was completed yesterday. If there is time, we will read Chapter 8 aloud in class and as homework, if necessary to complete the Chapter 8. As a review, we will begin to map Holden's journey in groups, work on it at home, and continue to work on it tomorrow and the in the days to come. Objectives: * Two students will present their findings on their censorship topics (see Objectives 12 and 13). * Through whole-class discussion, the students will: 1. analyze the growth of the character of Holden (see Objectives 4, 5, 7, 6, and 8). 2. continue their interpretations of the themes of the text (see Objective 3) 3. identify and define unfamiliar words (see Objective 10a). 4. look at possible examples of symbolism (see Objective 4). * Students will begin reading aloud Chapter 8 (see Objective 1). * As workshop groups the students will begin to map Holden's journey as a review and set-up for the rest of the novel. Through group discussion, the students will: 1. analyze the growth of the character of Holden (see Objective 4, 5, 7, 6, and 8). 2. continue their interpretations of the themes of the text (see Objective 3). 3. Work on mapping Holden's journey. * For homework, students will finish reading Chapter 8, continue working on mapping Holden's journey, and complete Portfolio assignments as they read (see Portfolio). Activities and Procedures: 1. Individual report presentations on censorship/commentary (15 minutes). 2. Whole class discussion on Chapter 7 and Learning Log entry (10 minutes). 3. Read aloud Chapter 8 (20 minutes). 4. Begin to map Holden's journey thus far as a review (10 minutes). 5. Homework: Finish reading Chapter 8, continue working on mapping Holden's journey, and complete Portfolio assignments as they read (see Portfolio). Activity #1: Individual report presentations on censorship/commentary (15 minutes). Two students will begin the class by presenting their reports on censorship. Each presentation will be five minutes long, and a few minutes after each for class discussion (see Objectives 12 and 13). Activity #2: Read aloud Chapter 8 (20 minutes). We will begin reading Chapter 8 aloud in class. I will begin reading and student volunteers can read as well (Objective 1). Activity #3: Begin to map Holden's journey (10 minutes). As class review session, we will begin to map Holden's journey beginning with Elkton Hills, and continue through the action of the novel up to today's reading. The students may utilize their Portfolios as we work together on the board. Activity #4: Homework: Finish reading Chapter 8, continue working on mapping Holden's journey The students will write in their Learning Logs as they read Chapter 8. They will also do their regular activities in their Portfolios (see Portfolio). Feedback and Looking Ahead: Tomorrow's class will begin with two more censorship presentations, and we will go on to discuss Chapter 8 and review the novel thus far and continue to map Holden's journey. The Catcher in the Rye Thursday: Lesson Plan Context: Today we will begin class with two more censorship presentations, as well as discuss the actions and events of Chapter 8. Today's class time will be devoted mainly to review, mapping Holden's journey, and completing our Portfolios for an evaluation tomorrow. Tomorrow will be a free day to catch up on anything in our Portfolios and prepare for Monday's test. Objectives: * Two students will present their findings on their censorship topics (see Objectives 12 and 13). * Through whole-class discussion, the students will: 1. analyze the growth of the character of Holden (see Objectives 4, 5, 7, 6, and 8). 2. continue their interpretations of the themes of the text (see Objective 3) 3. identify and define unfamiliar words (see Objective 10a). 4. look at possible examples of symbolism (see Objective 4). * Students will review the novel thus far by discussing themes, symbols, characters, etc. (see Objectives 2, 3, 4, 5, 6, 7, 8, 10, 11, and 13). Activities and Procedures: 1. Individual report presentations on censorship/commentary (15 minutes). 2. Whole class discussion on Chapter 8 (10 minutes). 3. Review and work on Holden's journey (30 minutes). Activity #1: Individual report presentations on censorship/commentary (15 minutes). Two students will begin the class by presenting their reports on censorship. Each presentation will be five minutes long, and a few minutes after each for class discussion (see Objectives 12 and 13). Activity #2: Whole class discussion on Chapter 8 (10 minutes). Through whole-class discussion, the students will analyze, reflect on, and answer the following questions: 1. After Holden leaves Pencey Prep at around 11:30 pm, where does he go and what does he do? 2. Why didn't Holden call a cab? 3. Who does he meet while he is on the train? Why lies does he tell her? Why does Holden lie? What are the reasons he gives? 4. etc. Activity #3: Review and work on Holden's journey (30 minutes). In workshop groups, the students will review all material covered thus far and share notes and other information in their Portfolios. They will have time today to complete their Portfolios for tomorrow's evaluation and better prepare them for Monday's quiz. Feedback and Looking Ahead: Tomorrow's class will be a free day in order to catch up on missed work, evaluate Portfolios, review, and any other things that might come up that are necessary to discuss for Monday's open-Portfolio test (students are unaware that the test is an open-Portfolio test). The Catcher in the Rye Friday: Lesson Plan Context: Today's class will be a free day in order to catch up on missed work, evaluate Portfolios, review, and any other things that might come up that are necessary to discuss for Monday's open-Portfolio test (students are unaware that the test is an open-Portfolio test). The Catcher in the Rye Portfolio Materials: Three-ring binder, loose-leaf notebook paper, three-hole punch Purpose: To contain all unit materials including writing assignments, handouts, notes, etc. in an organized binder for ease of student reference. Organization: Will be kept in chronological order with all revisions, research, and any other miscellaneous materials according to chapter. Unfinished work will be kept in the back pocket until student is ready for work to be viewed by the teacher. Assessments will be done weekly and a comment sheet will be placed in the front pocket before being returned to the student. This portfolio should be brought to class daily and taken home each night. There will be point-loss penalties if the portfolio is forgotten. Portfolio Assignments (Each has its own section): Learning Log: Prompts will be given as in-class and homework writing assignments on various subjects for further analysis of themes, symbolism, characters, topic suggestions, etc. Reading Notes: As the student reads a chapter, a double-entry journal will be kept. The student may write out three or four sentences from the chapter on one side and on the other side a response to why he or she thinks it's important. The student may include questions about the text to ask in class, brief notes about theme, character descriptions, symbolism, etc. including page number references. Vocabulary Lists: This section will include any unfamiliar words and their definitions. The student should include page number references, a sentence from the book containing the word. Workshop Group Notes: All notes generated from workshop groups should be kept in this section, including the student's specific job and tasks in that group. Whole Class Discussion Notes: All notes from whole class discussions are to be kept in this section, including any questions the student has that come up. Character List and Descriptions: The student should keep running lists of characters and their descriptions for easy reference. Symbolism/Metaphor List: Any possible symbols and metaphors the student encounters should be kept here. Specific Project Notes: Outlines, ideas, research materials, and miscellaneous materials for specific projects are to be kept in this section. All handouts and other in-class materials will be organized by chapter. Annotated Bibliography Abrams, M. H. A Glossary of Literary Terms. 6th ed. Fort Worth: Harcourt Brace, 1993. A comprehensive list of detailed definitions of literary terms. I own this book. Atwell, Nancie. In the Middle. 2nd ed. Portsmouth: Boynton/Cook Publishers, 1998. Discusses some valuable philosophies for teaching middle school students that can be useful for high school as well. I own this book. Block, Cathy Collins. "Comprehension: Crafting Understanding." Best Practices in Literacy Instruction. Ed. Linda B. Gambrell et. al. New York: The Guilford Press, 1999. pp. 98-118. DiVisconti, Melissa et. al. "Turning Pro: Students as Colleagues." Using Portfolios in the English Classroom. Ed. Purves, Alan C., Sarah L. Jordan and James H. Peltz. Norwood: Christopher-Gordon Publishers, Inc. 1997. Edwards, June. "Censorship in the Schools: What's Moral About The Catcher in the Rye?" English Journal (April 1983): 39-41. Talks about censorship and CITR and how to deal with it in the classroom. I obtained this article at NIU's Founders Library. Foerstel, Herbert N. "The Most Frequently Banded Books in the 90's." Banded in the USA. This list was obtained from the St. Charles Public Library Web Site, 1997-1998. The list and further information can be found there. Frangedis, Helen. "Dealing With the Controversial Elements in The Catcher in the Rye." Engish Journal (November 1988): 72-75. Talks about censorship and CITR and how to deal with it in the classroom. I obtained this article at NIU's Founders Library. Marcus, Fred H. "The Catcher in the Rye: A Live Circuit." English Journal 52.1 (January 1963): 1-8. Outlines in detail major themes and ideas of CITR. I obtained this article at NIU's Founders Library. Moore, Robert P. "The World of Holden." English Journal 54.3 (March 1965): 159-167. Outlines in detail major themes and ideas of CITR. I obtained this article at NIU's Founders Library. Moss, Adam. "Catcher Comes of Age." Esquire 96.6 (December 1981): 56-60. Gives history and detailed commentary on CITR at its 30th anniversary. I obtained this article at NIU's Founders Library. Nash, Mildred J. "Holden and Alice: Adolescent Travellers." English Journal (March 1983): 30-31. Discusses an alternative assignment of Alice in Wonderland and the option of teaching CITR and Alice together. I obtained this article at NIU's Founders Library. Peterson, Scott. "Teaching Writing and Grammar in Context." Lessons to Share: On Teaching Grammar in Context. Ed. Constance Weaver. Portsmouth: Boynton/Cook Publishers, 1998. pp. 67-94. Purves, Alan. Literature and the Reader: Research in Response to Literature, Reading Interests, and the Teaching of Literature. Urbana: NCTE, 1972. Romano, Tom. Clearing the Way. Portsmouth: Heinemann, 1987. A terrific book about how to teach writing to secondary students step-by step with strategies and techniques. I own this book. Salinger, J. D. The Catcher in the Rye. Boston: Little, Brown and Company, 1964. Scott, Carolyn. "Fun, Focused Journal Writing." Teaching Literature in High School: The Novel. Urbana: NCTE, 1995. pp. 176-177. Updike, John. "A&P." Literature for Composition: Essays, Fiction, Poetry, and Drama. 4th ed. Ed. Sylvan Barnet et. al. New York: Harper Collins College Publishers, 1996. pp. 608-613. Vanderbilt, Kermit. "Symbolic Resolution in The Catcher in the Rye: the Cap, the Carrousel, and the American West." Western Humanities Review 17.3 (Summer 1963): 271-277. Detailed coverage of symbolism in CITR, as well as major themes. I obtained this article at NIU's Founders Library.