The Catcher in the Rye Unit Plan chermosilla weebly com

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Section I Overview Rationale Goals and Assessments. Unit Plan Overview Rationale,Goals and Assessments. Section I Overview Rationale Goals and Assessments. 1 Introduction, Unit Title Alone Together J D Salinger s The Catcher in the Rye. Grade Subject Area 11th grade English,Length of Unit 3 weeks. Unit Plan Rationale, This unit is built around students discovering and exploring major themes characteristics. and cultural meanings of J D Salinger s seminal novel The Catcher in the Rye More than 50. years after its publication Catcher remains one of the most widely read assigned and. referenced American novel in high schools across the country due predominantly to Salinger s. treatment of Holden Caulfield the book s complex jaded young protagonist The book embodies. and openly grapples with many of the same conflicted issues that 11th grade students of all. generations have likely faced themselves feeling alone and disconnected from others finding. authenticity in a fake phony society and navigating or avoiding the painful transition from. adolescence to the world of adulthood Through the focused study of this dense multilayered. text students will develop their own critical reading and writing skills while also applying their. learning from this canonical classic to their modern lives. Holden s story is a rich character study and discussion and comprehension of Catcher. requires students to go beyond simple plot retellings into deeper analyses of character actions. thoughts and motivations Holden himself is notoriously conflicted and unreliable as a narrator. prone to hypocrisy dishonesty mood swings and other mental inaccuracies and his ambiguous. nature as a storyteller means students need to interpret the novel s actions and themes through. multiple filters of truth and perception A core tenet of this unit is problematizing Holden. exposing his character flaws along with his virtues and using Catcher to have students engage in. critical discussion of their opinions of a literary character creating an argument for their beliefs. with evidence from the text the class will wrestle with the good and bad parts of Holden just as. Holden himself does throughout the novel, Exploring the nature of Salinger s writing style and tone also gives students the.
opportunity to apply critical reading skills to writing that s positioned in a more informal un. academic register a style of written expression typically only encountered outside of the. English classroom In his informal colloquial musings and ramblings Holden expresses many. universal truths about perceiving rejecting and trying to understand the obvious shortcomings in. society at large Throughout this unit students will read discuss and respond to the novel both. in traditional standard written English and in a more casual informal register of writing. Section I Overview Rationale Goals and Assessments. 2 Unit Plan Goal, The overarching goal of this unit is for students to gain experience reading discussing. and interpreting the multiple themes of a novel both in a group setting and through independent. practice By focusing three weeks of study on a single text students will learn about literary. criticism and analysis by continually practicing it returning to recurring characters and themes in. a growing feedback loop built to demonstrate that reading and analyzing a literary text is an. ongoing process that takes place during reading not just before it and after it. On a more enduring emotional level I also want students to walk away from reading. Catcher with the knowledge that it s okay to feel conflicted confused and uncertain about the. same life questions that Holden faces as he struggles to find his place in a world that he can t. fully understand Students will ideally recognize at least some element of Holden s coming of. age that appears relevant to their lives and by comparing their own approach to Holden s and. either agreeing or disagreeing with how he handles himself they will gain more perspective on. their own outlook on life and learn how to voice that outlook to themselves and to others. Throughout the unit students will examine Holden s unreliable nature and present a. structured argument for whether or not they believe Holden should be held up as a heroic. example of a lost alienated teenager Students will also explore how reading and dissecting his. story helped them learn something about themselves either for better or for worse Regardless of. their opinion on Holden however students will also be able to identify analyze and debate the. presentation of three major themes within the novel as follows. Theme Questioning Authenticity, Essential questions What does it mean to be real and what does it mean to be phony How do. we know what is genuine and what isn t If a part of something or someone real is phony does. that make everything about it phony,Theme Belonging and Isolation. Essential questions What does it mean to belong or fit in with a group Do you define who. you are because you belong to a group or do you belong to a group because of who you are. What happens to you when you change groups or become removed from a group. Theme Growing Up Coming of Age, Essential questions What s the difference between being a child and being an adult What kinds. of experiences lead a person to grow up Is growing up more physical mental or emotional. What does it mean to be mature, Section I Overview Rationale Goals and Assessments.
3 Learning Objectives, Throughout this unit of study students will have content area knowledge of. A theme related analysis of a literary text, The basics of literary theory and how different theoretical approaches influence critical. Perspective,The unreliable narrator as a literary device. Students will understand, Three major themes of The Catcher in the Rye questioning authenticity belonging. isolation and growing up coming of age, The controversy surrounding Catcher and its inclusion on high school reading lists.
The historical and social climate of 1950s New York City. The interplay and crossover between literature and film in exploring related themes of. Students will be able to, Read discuss and analyze a novel in large and small group settings. Identify and understand major themes of Catcher and how the novel develops and. complicates these themes, Recognize and discuss how a writer s tone vocabulary and pacing of writing can. influence meaning, Self check for understanding of key vocabulary terms and seek out definitions of words. Compare two different literary filmic works and analyze how they explore related themes. or can be interpreted through related thematic lenses. Use one or more themes from Catcher to analyze passages and characters from the text. and present well developed opinions and arguments, Compare and relate character motivations and interactions in Catcher to motivations and. interactions in their own daily lives, Write an ongoing journal of their opinions of and reactions to a literary text.
Develop and support an opinion in writing using analysis of evidence from the text to. build their case, Create a digital multimodal composition illustrating knowledge and understanding of. events and themes from a literary text, Section I Overview Rationale Goals and Assessments. 4 Content Standards, Common Core State Standards for English Language Arts. RL 11 12 1 Cite strong and thorough textual evidence to support analysis of what the. text says explicitly as well as inferences drawn from the text including determining. where the text leaves matters uncertain, RL 11 12 2 Determine two or more themes or central ideas of a text and analyze their. development over the course of the text including how they interact and build on one. another to produce a complex account provide an objective summary of the text. RL 11 12 3 Analyze the impact of the author s choices regarding how to develop and. relate elements of a story or drama e g where a story is set how the action is ordered. how the characters are introduced and developed, RL 11 12 5 Analyze how an author s choices concerning how to structure specific parts.
of a text e g the choice of where to begin or end a story the choice to provide a. comedic or tragic resolution contribute to its overall structure and meaning as well as its. aesthetic impact, RL 11 12 9 Demonstrate knowledge of eighteenth nineteenth and early twentieth. century foundational works of American literature including how two or more texts from. the same period treat similar themes or topics, W 11 12 1 Write arguments to support claims in an analysis of substantive topics or. texts using valid reasoning and relevant and sufficient evidence. W 11 12 4 Produce clear and coherent writing in which the development organization. and style are appropriate to task purpose and audience. W 11 12 6 Use technology including the Internet to produce publish and update. individual or shared writing products in response to ongoing feedback including new. arguments or information, W 11 12 9 Draw evidence from literary or informational texts to support analysis. reflection and research, SL 11 12 1 Initiate and participate effectively in a range of collaborative discussions. one on one in groups and teacher led with diverse partners on grades 11 12 topics. texts and issues building on others ideas and expressing their own clearly and. persuasively, SL 11 12 4 Present information findings and supporting evidence conveying a clear.
and distinct perspective such that listeners can follow the line of reasoning alternative or. opposing perspectives are addressed and the organization development substance and. style are appropriate to purpose audience and a range of formal and informal tasks. L 11 12 1 Demonstrate command of the conventions of standard English grammar and. usage when writing or speaking, L 11 12 2 Demonstrate command of the conventions of standard English capitalization. punctuation and spelling when writing, L 11 12 6 Acquire and use accurately general academic and domain specific words and. phrases sufficient for reading writing speaking and listening at the college and career. readiness level demonstrate independence in gathering vocabulary knowledge when. considering a word or phrase important to comprehension or expression. Section I Overview Rationale Goals and Assessments. 5 Materials,The Catcher in the Rye, J D Salinger s The Catcher in the Rye is the central literary text of this unit of study chosen. because of its thematic relevance to teenage students levels of complexity and quality as a work. of literature prominence in the literary canon and lasting cultural impacts in American history. and modern society The unit uses a thematic structure in teaching students to read discuss and. interact with a novel and in this regard Catcher is an exemplary central text to use due to its. layered use of multiple themes, The novel is also widely cited and referenced by many people today both in an educational. context and outside of the classroom and making students familiar with the novel and its themes. will prepare students to engage further in any contexts in which Catcher is used as a frame of. reference Finally this unit of study guides students in structuring a written opinion of a literary. figure and text and a rich history of very divisive sometimes controversial opinions on Catcher. demonstrates the novel s power in evoking strong criticism both for and against it. Rebel Without a Cause, The 1955 film Rebel Without a Cause directed by Nicholas Ray is used as a secondary material.
in this unit to provide an additional perspective on the themes of Catcher as well as the. historical and social context in which both works were created and originally consumed. Students will become familiar with studying the same themes and central struggles across. different forms of media ultimately developing deeper understanding of both forms of media. and their potential strengths and weaknesses as forms of artistic expression. Section I Overview Rationale Goals and Assessments. 6a Assessment of students,Reading journal, The reading journal is an ongoing low stakes writing activity to encourage students to relate one. of the broader themes of the novel to their own personal lives and experiences Full credit will be. given for completion of at least five entries each entry has a minimum length of two. paragraphs The teacher will respond to each entry and students will have an ongoing personal. dialogue with the teacher across the unit through their journal The first entry is an in class. freewrite that asks students to write openly about any anxieties and worries about leaving high. school once they graduate from there students freely choose one of the unit s three themes to. focus on and write four more entries about their personal connections opinions and questions. about their chosen theme of the text See Days 3 5 8 11 15. Reading quizzes, Three reading quizzes will be administered one at the end of each of the novel s three broad. sections Each quiz consists of 10 questions worth 10 points each relating to the novel s plot. characters events and motivations and prompts students to respond with short answers of one. or two sentences apiece The quizzes are meant as small scale summative assessments to check. comprehension of the novel s plot and events and act as a device to keep students on track with. The Catcher in the Rye J D Salinger s The Catcher in the Rye is the central literary text of this unit of study chosen because of its thematic relevance to teenage students levels of complexity and quality as a work of literature prominence in the literary canon and lasting cultural impacts in American history and modern society The

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