Catcher in the Rye Unit Portland Public Schools

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Table of Contents Catcher in the Rye,Activity Page. Introduction to Unit 3,Unit Template with Learning Plan 5. Student Progress Monitoring 8,Academic Vocabulary 10. Pre assessment 11, Culminating Assessment Writing an Analytical Essay 14. Differentiation 16, Note that the majority of the lesson plans and activities are found in the original.
curriculum packet which appears at the end of this unit guide See the Learning Plan for. suggested activities,Introduction, From the original curriculum packet edited slightly. 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 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 is a caveat As The. Catcher in the Rye is frequently banned we have included an Opt Out letter and feel. compelled to remind you of the novel s potentially offensive language and adult. situations Considering our freshmen audience we have chosen to introduce Holden s. status as patient in a sanatorium from the start of the unit and to focus on Holden s. mindset and the impact of his choices It is our hope that by portraying Holden as a. person in need we have downplayed the potential for students to glorify his more. rebellious and illegal behavior, Finally as teachers who have watched many sixteen year olds awaken to the wonder that. literacy can offer as a result of reading Catcher designing this unit was a curious labor of. love We continually wrestled with feeling protective of Holden protective of the. freshmen and protective of J D Salinger We hope that this result full of opportunities. to write from a variety of viewpoints role play read critically act and draw will not. only lead to the enhanced ability to analyze text and craft a coherent essay but also the. maturity needed to reflect on the universality of the teen experience. Original curriculum packet written and compiled in 2007 by. Maggie Michaels Jefferson High School,Keith Higbee Wilson High School.
Amy Botula Wilson High School,Tammy O Neill MLC,A note on the revision. The materials found here are not expected to replace the novel s earlier exceptional. materials but rather to complement them the page numbers found on the Stage 3. Learning Plan refer to the page numbers of the original materials The activities. highlighted here are those that most closely relate to the unit s identified priority. standards and lead most directly to the culminating assessment. Revised by,Anne Dierker Cleveland,Alex Gordin Cleveland. Catcher in the Rye Template,Stage 1 Desired Outcomes. Priority Standards, 9 05 Infer an author s unstated ideas analyzing evidence that supports those unstated ideas and. make reasonable generalizations about text,9 06 Draw conclusions about the author s purpose.
9 07 Analyze characterization, 9 08 Describe the function and effect upon a literary work of common literary devices. 9 11 Develop a thesis providing connections and insights. 9 11 Provide details examples to support ideas developed into separate paragraphs. 9 13 Support interpretations of literature through the use of textual references. Understandings Essential Questions, Students will understand that Does Holden represent adolescence. novelists often provide insights about Is he abnormal or are all adolescents. human experience and inner life abnormal, through fictional means Who is genuine and who is phony. writers use a variety of stylistic Why do people act. techniques to engage and persuade phony,their readers How do authors hook and hold. Holden Caulfield reflects common readers How does J D Salinger. adolescent experiences but masks engage you,deep seated personal problems about.
growing up and relating to others,Students will know Students will be able to. analyze a novel for characterization and,the key plot elements of the novel tone. the ways that Salinger uses language to support their analyses with relevant. create tone and develop textual examples, characterization write effective topic sentences and. thesis statements,Stage 2 Assessment Evidence,Culminating Assessment Other Evidence. learning task, Students will write an essay in which they 1 Dialogue journals.
analyze the character of Holden the setting 2 Observation notebook. or theme of the novel or the tone that 3 Advice letter for Holden. Salinger or Holden uses and for what 4 You be the shrink. Stage 3 Learning Plan, Please note that many of the activities refer to pages in the original curriculum materials. for Catcher in the Rye found at the end of this guide. Activity Title Priority Standards This Original,Guide Guide. Pre Assessment 9 06 Draw conclusions about the author s 11. 9 07 Analyze characterization,9 11 Develop a thesis providing connections. and insights,9 11 Provide details examples to support ideas. developed into separate paragraphs, 9 13 Support interpretations of literature through.
the use of textual references, Journals 9 06 Draw conclusions about the author s 6. 9 07 Analyze characterization, 9 13 Support interpretations of literature through. the use of textual references, Observation 9 06 Draw conclusions about the author s 16. Notebook purpose,9 07 Analyze characterization,9 08 Describe the function and effect upon a. literary work of common literary devices,The Line Up 9 07 Analyze characterization 22.
9 13 Support interpretations of literature through. the use of textual references, Variation on 9 06 Draw conclusions about the author s 27. Point of View purpose,9 07 Analyze characterization. 9 13 Support interpretations of literature through. the use of textual references,Dear Abby 9 07 Analyze characterization 28. Tone Analysis 9 08 Describe the function and effect upon a 31. literary work of common literary devices, 9 13 Support interpretations of literature through. the use of textual references,Activity Title Priority Standards This Original.
Guide Guide,Holden s Theme 9 07 Analyze characterization. Song 9 13 Support interpretations of literature through. the use of textual references, You Be the Shrink 9 06 Draw conclusions about the author s 39. 9 07 Analyze characterization, 9 13 Support interpretations of literature through. the use of textual references, Culminating 9 06 Draw conclusions about the author s 14. Assessment OR,Writing an 9 07 Analyze characterization.
Analytical 9 08 Describe the function and effect upon a. Essay literary work of common literary devices,9 11 Develop a thesis providing connections. and insights,9 11 Provide details examples to support ideas. developed into separate paragraphs, 9 13 Support interpretations of literature through. the use of textual references, Student Progress Monitoring Catcher in the Rye Unit. Student 9 06 Draw 9 07 Analyze 9 11 Develop a 9 11 Provide 9 13 Support. conclusions about the characterization thesis providing details examples to interpretations of. author s purpose connections and support ideas literature through the. insights developed into use of textual,separate paragraphs references.
E M D n e E M D n e E M D n e E M D n e E M D n e, Student 9 06 Draw 9 07 Analyze 9 11 Develop a 9 11 Provide 9 13 Support. conclusions about the characterization thesis providing details examples to interpretations of. author s purpose connections and support ideas literature through the. insights developed into use of textual,separate paragraphs references. E M D n e E M D n e E M D n e E M D n e E M D n e,Academic Vocabulary. The vocabulary used extensively in this unit,Characterization. Direct Quotation,Point of View,Primary research,Secondary research.
Writing Process,Pre Assessment Catcher in the Rye, This short pre assessment is designed to give teachers and students a clear sense of the. rate and level of students abilities to analyze literature for theme characterization and. tone Teachers will be able to determine which of these elements they will need to target. more specifically in their instruction, The assessment could be given as early as just after Holden has left school but certainly. should be given before students are halfway though the novel. Time 50 minutes, Materials prompts on following page copies of novel paper and scoring guide. Note be sure that students have a chance to reflect on their own pre assessment both. before submitting and afterward so that they are aware of their own proficiencies at this. Catcher in the Rye Pre assessment, 1 What do you know about Holden and how the author has developed him as a character. Write a response 1 2 paragraphs identifying his key features and explaining why the. author uses these elements to create him Be sure to use evidence from the novel to. support your response, 2 In a similar manner as above list the major themes from the novel so far In other.
words what is the reader expected to learn from the novel Focus on one theme and. compose a free write of 2 3 paragraphs in which you explain the theme Be sure to use. evidence from the novel to support your response, 3 What does tone mean How do authors develop it What is the tone of this novel so. far Be sure to use evidence from the novel to support your response. Pre Assessment Scoring Guide Catcher in the Rye,Priority 6 5 4 3 2 1. Standard Exceeds Meets Does not yet meet, 9 06 Draw The writer makes an The writer makes At this point the. conclusions insightful inference reasonable inference writer does not make. about the of the author s of the author s an inference about. author s purpose purpose based on a purpose based on a the author s purpose. detailed analysis of some analysis of the or the inference. the evidence from evidence from the cannot be supported. the story story with the evidence, 9 07 Analyze Through analysis and Writer demonstrates While the writer may. characterization evidence the writer an awareness that be able to describe. demonstrates a authors develop the main character at. sophisticated characters through this point he or she. knowledge of the various devices has not demonstrated. elements of though the analysis an awareness of the. characterization and evidence at this craft that authors use. point may be to develop,somewhat limited characters.
9 13 Support Even in this short The response At this point the. interpretations of response there are includes appropriate response does not. literature through several effective if somewhat limited include any specific. the use of textual examples offered to examples from the examples from the. references support the text The examples text to support the. interpretation The may not be fully interpretation. examples are fully explained at this,explained point. 9 08 Describe Response Response At this time the, the function and demonstrates a demonstrates an response demonstrate. effect upon a sophisticated and awareness of how little background. literary work of insightful awareness tone is created knowledge of how. common literary of how tone is through specific tone is created. created through language choices through language,Background specific language choices. knowledge choices,about tone, Culminating Assessment Catcher in the Rye Analysis Essay. Assignment Your assignment is to write an essay in which you explain the theme tone. or characterization in Catcher in the Rye by focusing on the specific choices that author. J D Salinger makers Your essay will follow the specified essay format with an. introduction thesis topic sentences and a conclusion paragraph You will also want to. be sure that you have provided your readers with enough context about the novel so they. can understand your essay Do not assume that the reader has read the novel but do not. feel that you need to summarize the story in its entirety. Catcher in the Rye Template Stage 1 Desired Outcomes Priority Standards 9 05 QIHUDQDXWKRU VXQVWDWHGLGHDV DQDO LQJ evidence that supports those unstated ideas and make reasonable generalizations about text 9 06 UDZFRQFOXVLRQVDERXWWKHDXWKRU VSXUSRVH 9 07 Analyze characterization 9 08 Describe the function and effect upon a literary

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