Welcome to our Catcher in the Rye mini-unit! The book responsible for the art at the top of our 10th grade website page. You will find your intended reading on the document below.
THIS VERY IMPORTANT DOCUMENT has your reading calendar printed on it, as well as summaries of the chapters we will skip. Every day, you will have one brief post-reading task which is intended to help you better understand the novel, as a very short two-chunk will be your final for LA 10. Let's do it! MONDAY, JUNE 3RD Introduction: Introducing Holden Caulfield, Who Thinks You Are a Phony Objective: Recognizing emerging themes & establishing characterization Holden Caulfield, the main character and narrator of The Catcher in the Rye, has been described as “yet another quizzical adolescent, scornful of what he does see and quite sure there is even more to unearth and condemn.…He serves the author’s purpose: to scrutinize the banalities and cruelties that the rest of us, grown up and so sure of our right to preach to children, often make a point of ignoring or justifying.” Divide yourself into groups of 4. Each group should select a different topic from the list that follows. In your small groups, discuss your chosen topic from the list below. After taking a close look, make a list of all the “banalities and cruelties” (Holden's words, meaning unfairnesses and stupid things that happen) that Holden associates with each topic. Include specific examples for each point on your list. Topics to Examine: • The way parents react to the failure of their children • The attitude of teachers toward students who fail • The attitude of handsome, athletic males towards females • The methods school administrators use in dealing with failing students • The attitudes of social misfits towards others • The attitude of wealthy private school students and faculty • The way students who are failing react to their failure • The differences between private and public schools TUESDAY, JUNE 4TH With a partner, draw Holden Caulfield in all of his glory and pity, on the back, answer the following questions.
WEDNESDAY, JUNE 5TH In these chapters, Holden starts to dip to his rock bottom. He is acting pretty manically- and makes poor choices which ultimately will hurt his emotional health. Holden is a hotly debated character. We are going to "take sides" around Holden and who he is (we've done this get up and move around activity before). Here are you questions:
THURSDAY, JUNE 6TH Chapter 18 is kind of "THE" chapter of this book. Take out a piece of binder paper. Do this by yourself. Look at the following passages and write a few sentences of commentary about how this helps you to understand what Holden truly thinks about other people, and weather he is really onto something, or weather he is just completely angsty and "blowing smoke." Once you're done- look back at your commentary and write a theme statement for the book. 1) On Jane dating a jock: "He's all muscles and no brains...I couldn't understand it. I swear I couldn't. After we started going around together, I asked her how come she could date a show-off bastard like Al Pike. Jane said he wasn't a show off. She said he had an inferiority complex. She acted like she felt sorry for him or something and she wasn't just putting it on. She meant it. It's a funny thing about girls. Every time you mention some guy that's strictly a bastard- very men, or very conceited, and all- and when you mention it to the girl, she'll tell you he has an inferiority complex" (Salinger 176). 2) On the movie Holden sees, he hates the whole thing, except one single part: "The part that got me was, there was a lady singing next to me that cried through the whole god damn picture. The phonier it got, the more she cried. You'd have thought she did it because she was kind-hearted as hell, but I was sitting right next to her, and she wasn't. She had this little kid with her that was bored as hell and had to go to the bathroom, but she wouldn't take him. She kept telling him to sit and behave himself. She was about as kindhearted as a god damn wolf. You take somebody that cries their god damn eyes out over phony stuff in the movies, and nine time out of ten they're mean bastards at heart. I'm not kidding" (Salinger 181). 3) On his jock brother D.B shipping off to war: "I swear, if there's another war, they better just take me and stick me in front of a firing squad. I wouldn't object. What gets me about D.B. is he hates war and violence so much, and yet he got me to read this book A Farewell to Arms last summer. He said it was so terrific... I don't see how he could like a phony book like that and still like that one The Great Gatsby. D.B. got sore when I said that... Anyway, I'm sort of glad the atomic bomb was invented. If there's ever another war, I'm going to sit right the hell on top of it. I'll volunteer for it, I swear to God I will" (Salinger 183). FRIDAY, JUNE 7TH AH, the confusing chapter where Holden explains what the catcher in the rye means. Read the passage and interpret Holden's dream. What the heck does it mean? How does it connect to the theme? Read with a partner and be prepared to share with the class. "Anyway, I keep picturing all these little kids playing some game in this big field of rye and all. Thousands of little kids, and nobody's around—nobody big, I mean—except me. And I'm standing on the edge of some crazy cliff. What I have to do, I have to catch everybody if they start to go over the cliff—I mean if they're running, and they don't look where they're going I have to come out from somewhere and catch them. That's all I'd do all day. I'd just be the catcher in the rye and all. I know it's crazy, but that's the only thing I'd really like to be. I know it's crazy." MONDAY, JUNE 10TH How is Mr. Antolini characterized? Do we trust him? Why is this the final nail in Holden's coffin? Why is this the thing that sets Holden over the edge? TUESDAY, JUNE 11th Check and Connect - Conference About Grade / Study for Finals Period FINAL: CATCHER IN THE RYE IN CLASS TIMED WRITE (3 PROMPTS TO CHOOSE FROM, NO CHROMEBOOKS)
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You need to finish LOTF by May 31st- you'll have a 25 point reading quiz on that day, Friday, the 31st.
Your final close-reading which you are doing in partners is TODAY- on Thursday, May 30th. Your symbolism project is due Monday, June 3rd. (You also were given this on paper) Symbolism Project: CLICK HERE Here is your close-reading. You have the period. DO THIS WELL! Meaning: 1) analyze the connotation 2) only choose one-three words to analyze 3) pick odd or interesting words! 4) come up with a non-repetitive commentary question. CLICK HERE TO MAKE A COPY. Homework:
Stanford Prison Experiment 2-chunk due TODAY Tuesday, May 28th. You need to finish LOTF by May 31st- you'll have a 25 point reading quiz on that day, Friday, the 31st. Your final close-reading which you are doing individually is on Thursday, May 30th. Your symbolism project is due Monday, June 3rd. (You also were given this on paper) Symbolism Project: CLICK HERE When you are done, please return LOTF and grab The Catcher in the Rye. We are going to read some of it, not all of it. Today you assessed some 9th graders writing and then spent time working on your symbolism project! Homework:
Stanford Prison Experiment 2-chunk due Tuesday, May 28th. You need to finish LOTF by May 31st- you'll have a 25 point reading quiz on that day, Friday, the 31st. Your final close-reading which you are doing individually is on Thursday, May 30th. Your symbolism project is due Monday, June 3rd. (You also were given this on paper) Symbolism Project: CLICK HERE When you are done, please return LOTF and grab The Catcher in the Rye. We are going to read some of it, not all of it. Today, it is your responsibility to choose what task you are completing. Sorry your brains are probably SBA mush right now. Today's Options: Close-Reading: Did you do this? Did you finish last Friday? Turn it in? DO ALL OF THAT. Look at Friday, May 17th if you need to make a copy of this assessment. Some of you were absent, work on this! Stanford Prison Experiment 2-Chunk: On Monday, we watched a video which detailed and then revised the original Stanford Prison Experiment. Using indirect concrete details, make a 2-chunk which compares SPE to LOTF. This is what the document said on the note-taking sheet: After reading much of LOTF, watching the Stanford Prison Experiment, and thinking about the motives of characters in both narratives, write a two chunk using indirect quotations, meaning just “instances” and “occasions” from the Stanford Prison Experiment, meaning citing a specific event rather than a direct quotation. Write this on a binder paper and attach or write on the back of the note-taking sheet. Due Tuesday, May 28th. Symbolism Final LOTF Project: (You also were given this on paper) Symbolism Project: CLICK HERE Homework: Read Ch.9 LOTF by Monday.
TODAY- I decided not to give you a reading quiz. Ya'll deserve a little break. BUT you have Close Reading Assessment #2 on Chapter 8 during class today. You are doing this one BY YOURSELF! Here it is -> make a copy. Read Chapter 8 by Thursday, May 16th (TODAY).
Read Chapter 9 by Monday May 20th. You will have a reading quiz on Friday (Chapters 7-8). Make sure your one-chunks are up to date You have close-reading assessment #2 on Friday after your reading quiz. HERE IS YOUR GUIDE TO ACING THE SBAC CLICK HERE Practice Test: https://wa.portal.airast.org/ Monday 5/20 ELA PT (WRITING) Testing: 7:40-10:40 Period 1: 10:45-12:51 1st Lunch 10:40-11:10 2nd Lunch 12:21-12-51 Class with 1st Lunch 11-15-12:51 Class with 2nd Lunch 10:45-12-21 Period 2: 12:55-2:31 TUESDAY 5/21 ELA CAT (READING) Testing: 7:40-10:40 Period 3: 10:45-12:51 1st Lunch 10:40-11:10 2nd Lunch 12:21-12-51 Class with 1st Lunch 11-15-12:51 Class with 2nd Lunch 10:45-12-21 Period 4: 12:55-2:31 WEDNESDAY 5/22 MATH PT Testing: 7:40-10:40 Period 5: 10:45-12:51 1st Lunch 10:40-11:10 2nd Lunch 12:21-12-51 Class with 1st Lunch 11-15-12:51 Class with 2nd Lunch 10:45-12-21 Period 6: 12:55-2:31 THURSDAY 5/23 MATH CAT Testing: 7:40-10:40 Period 7: 10:45-12:51 1st Lunch 10:40-11:10 2nd Lunch 12:21-12-51 Class with 1st Lunch 11-15-12:51 Class with 2nd Lunch 10:45-12-21 Period 1: 12:56-1:41 Period 2: 1:46-2:31 FRIDAY 5/24 NO TESTING Period 3: 7:40-8:25 Period 4: 8:30-9:15 Period 5: 9:20-10:05 Lib Dub: 10:10-10:30 Assembly: 10:30-11:10 Last Blast: 11:10-12:50 Period 6: 12:55-1:40 Period 7: 1:45-2:31
Homework: Read Chapter 7 by Monday, May 13th and finish the appropriate one-chunk. Chapter 7 What is the purpose of the game and why do the boys play it? Chapter 8 What is the Lord of the Flies? What significance does it hold? Throughout chapter 8, Simon engages in a "discussion" with the severed pig's head. Is this really happening? What is Golding attempting to accomplish? Chapter 9 Why do the boys blame Simon for being the beast? What does this reveal about their change in the time they have been on the island? Chapter 11 Describe the significance of the fighting in this chapter and what purpose it serves in progressing the theme of the novel. Explain how Piggy is involved in the conflict in this chapter and what significance this holds for students Chapter 12 Describe how what happens to Piggy impacts the island and why it is significant. Explain what the novel’s last sentence means and what you think it indicates about the future of the boys. Write a theme statement for LOTF. Homework: ENJOY THE SUN! Catch up on your LOTF chunks if you are behind. Turn in your Symbolism Worksheet (purple) by Friday (tomorrow.) By Monday, May 13th, please read Chapter 7 and have the one-chunk completed. Today we (tried) to talk about the ID, ego, and superego. I know the sun is out and ya'll are almost 11th graders (woah!) but let's "lock in" so that we can finish out our LOTF unit strong! I also have some Caesar essays I will return tomorrow. I'm trying to crank out those scores as accurately and quickly as possible :) As per our discussion, you have two weeks to revise (Friday, May 24th is the deadline) if you so choose. Chapter 7 What is the purpose of the game and why do the boys play it? Chapter 8 What is the Lord of the Flies? What significance does it hold? Throughout chapter 8, Simon engages in a "discussion" with the severed pig's head. Is this really happening? What is Golding attempting to accomplish? (A solid, thoughtful answer that covers all parts of the questions will require an arguable topic statement, two complete chunks (with a transition between 'em), and a concluding statement that reinforces your argument and provides additional insight.) Chapter 9 Why do the boys blame Simon for being the beast? What does this reveal about their change in the time they have been on the island? Chapter 11 Describe the significance of the fighting in this chapter and what purpose it serves in progressing the theme of the novel. Explain how Piggy is involved in the conflict in this chapter and what significance this holds for students Chapter 12 Describe how what happens to Piggy impacts the island and why it is significant. Explain what the novel’s last sentence means and what you think it indicates about the future of the boys. Write a theme statement for LOTF. |