ssmith1014.weebly.com · Web viewJ.D. Salinger's The Catcher in the Rye. 12th Grade . Samantha A....

Samantha Smith

J.D. Salinger's The Catcher in the Rye

12th Grade

Samantha A. Smith

(This unit is part of the big concept of the year, which is character. I use this in a sort

of tongue in cheek way because, while in this unit it has to do with the literary use of

character, in other parts of the year it has to do with moral fiber. We start the year

off with college application essays thinking about the moral fiber type of character,

move on to this unit which focuses on the literary type of character, and from here,

we move on to Everything is Illuminated by Jonathan Safran Foer which focuses on

both!)

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Rationale

Many people stand by classic texts by claiming that they contain themes that

are still relevant today and, most likely, always will be relevant. While this is true, it

is important to mention that the same cannot be said for the way the classics are

taught. How we present them to our students must change with the time and the

culture and, most importantly, with the students. Each batch of students will be

different and they will take different things from the novels that they are assigned.

Regardless, it is our job as educators to make sure that they do take something away

from what they read in our classrooms. Salinger's The Catcher in the Rye is an

example of a classic that can remain relevant to students for generations to come as

long as we, as educators, update the way that we are teaching it. One of the things

that makes this novel relevant to all generations is the theme of creating an identity.

Who are we? Do we decide who we get to be, or are our roles dictated by outside

forces? Holden struggles to find his place in the world and determine what he

believes in- an experience that all humans go through in their adolescence and early

adult years. This also ties in with our big theme of the year: character, in both moral

and literary senses. It addresses the issues of grief and loss, emphasizing how they

shape us and shift our paths in life. Themes such as this make the content relevant

and give teachers a springboard for making their lessons according to the interests

of their students. In this unit, we will examine how people are influenced by those

around them. Holden's life has been turned upside down, and many of our students

may experience this as well. The trick to this unit is making Holden's experiences

accessible for students so that they can take what they will from Salinger's novel,

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and I intend to do that through the practices of journaling, discussion, language

exploration, and short writing assignments- all of which align with core standards

for grade 12 in Pennsylvania. As long as students are interacting with the text, they

are learning. That, I think all can agree, is what matters the most. Administrators

and parents might question the teaching of this text, known for its morally

questionable material and incidences of foul language. But to them I would say this,

doesn't that make it all the more relevant to our students? When have you heard a

student say, "man, I know exactly how Jane Eyre feels" after they finished reading?

Pretending that the material in this novel includes things our students already been

exposed to is denying the truth. And so, for the Holden in all of us (and I do assure

you, he's there) I chose a story about growing up, or choosing not to.

Big Question

How do those around us change who we are and who we become and how can we

use this information to analyze/describe Holden Caulfield as a character?

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UNIT: J.D. Salinger's The Catcher in the Rye

LESSON 1: Introduction to the text TIME LENGTH: 50

min.

COMMON CORE STANDARDS:

1. CC.1.3.11-12.A: Determine and analyze the relationship between two or

more themes or central ideas of a text, including the development and

interaction of the themes; provide an objective summary of the text.

2. CC.1.3.11-12.D: Evaluate how an author's point of view or purpose shapes

the content and style of a text.

3. CC.1.5.11-12.A: Initiate and participate effectively in a range of collaborative

discussions on grade-level topics, texts, and issues, building on others' ideas

and expressing their own clearly and persuasively.

MOTIVATIONAL DEVICE: For the first five minutes of class, students will engage in

a large group, teacher led discussion about why certain books become "Banned

Books." This discussion will serve as an opportunity to inform students that the

book uses vulgar language and its content is, at times, uncomfortable. During this

time, students can address their concerns about the novel and we can discuss them.

INSTRUCTIONAL OBJECTIVES:

1. Students will be introduced to the Tumblr site and placed into groups in

order to gain the tools and skills necessary to start their semester project.

2. Students will watch a PowerPoint presentation on the biography of J.D.

Salinger in order to discuss how his life, personality, and time period may

have influenced his writing style.

3. Students will brainstorm different factors that influence identity in order

to begin understanding how Holden has been affected by the events and

people in his life.

MATERIALS NEEDED: Notebooks, dry-erase board and markers

TECHNOLOGY NEEDED: Computers, projector, PowerPoint, Tumblr

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LESSON TYPE: Lecture, Large Class Discussion, Small Group Discussion

LESSON OUTLINE:

I. Motivational Device - Large Group Discussion (5 minutes)

A. Why do certain books become banned?

B. Introduction to sensitive topics of the novel

C. Students have time to address concerns (more time given if needed)

II. Salinger PowerPoint - Lecture/Discussion (20 minutes)

A. Biography (10 minutes)

B. Students discuss factors in Salinger's life that may have affected his

writing (10 minutes)

III. Introduction to Tumblr Project - Lecture/Group Work (15 minutes)

A. Assignment sheet will be passed out and explained

B. Students will be assigned to groups

C. Following a guided presentation, groups will create their Tumblr

D. Time allotted for student questions

IV. Brainstorming Identity Factors - Large Group Discussion (10 minutes)

A. Students will be asked to take notes on the discussion

B. Students will discuss factors they believe affect who a person is and will be

C. I will ask students to keep this list and think about which apply to Holden

as they read and create their Tumblr posts

FORMATIVE ASSESSMENT:

During the lecture portion of the lesson, I will frequently ask questions to

assess whether or not students are paying attention. During the brainstorming

discussion, I will check students off my class list once they have spoken to assure

that all students have a chance to speak.

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ACCOMMODATIONS:

In this classroom, there are two students with IEPs. One student has ADHD.

In order to keep him on task during this lesson, we'll be doing a lot of discussion and

interaction, which will hold him accountable for the conversation so that he can be

part of it. The other IEP student is identified as having Autism Spectrum disorder in

the form of Asperger syndrome. She is high functioning, very intelligent, but has

trouble making eye contact and expressing her contrasting opinions nicely. This unit

will really challenge her because we'll be doing a lot of discussion, as in this lesson,

and collaborative work. For her, I will always offer an out in case she becomes

overwhelmed. In this lesson, she must engage in at least 15 minutes of overall

discussion before she is allowed to assume the roll of note taker. This roll ensures

that she is still following along and engaged in the lesson, though in a different way.

HOMEWORK: Create group Tumblr, Read Ch. 1,2, &3 and pick out your favorite line

of dialogue.

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LESSON: An Introduction to Characters TIME LENGTH: 50 min.


1. CC.1.3.11-12.B: Cite strong and thorough textual evidence to support

analysis of what the text says explicitly, as well as inferences and conclusion

based on and related to an author's implicit and explicit assumptions and

beliefs.

2. CC.1.4.11-12.U: Use technology, including the Internet, to produce, publish,

and update individual or shared writing products in response to ongoing

feedback, including new arguments and information.

3. CC.1.5.11-12.D: Present information, findings, and supporting evidence,

conveying a clear and distinct perspective; organization, development,

substance, and style are appropriate to purpose, audience, and task.

MOTIVATIONAL DEVICE: For the first five minutes of class, in a large group

discussion, students will respond to what they've read and how they feel about

Holden's character. At this time, if any students are confused about or having

problems with their Tumblr, that will be addressed.


1. Students will complete character sheets in a jigsaw format in order to

effectively and efficiently communicate their opinion of a character and how

the events of the novel have shaped them so far.

2. Students will participate in both small and large group discussion in order

to compile details of the characters of the novel and what makes them the

way they are.

3. Students will examine important traits of key characters in the text in

order to make connections between the events of our lives and the people we

are.

MATERIALS NEEDED: Character sheets

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TECHNOLOGY NEEDED: None planned, computer and projector if needed

LESSON TYPE: Large and Small Group Discussion

LESSON OUTLINE:


A. Ask students to respond to what they've read, EX: how do you feel

about the characters so far?

B. Ask students if anyone is having problems or is confused about the

collaborative Tumblr assignment.

II. Character Sheets - Jigsaw (40 minutes)

A. Divide students into four "home" groups, each representing a single

character

1. Holden

2. Mr. Spencer

3. Ackley

4. Stradlater

B. Pass out character sheets to each "home" group

C. The "home" groups work together to complete the character sheets

D. Students in each home group will receive a number and form new

groups according to that number

E. In their new groups, students will fill in a new character sheet with

slots for each of the four characters

III. Wrapping Up - Large Group Discussion (5 minutes)

A. Students will be asked if they have any questions

B. Students will be assigned their homework


During the jigsaw activity, I will circulate and ask guiding questions to make

sure that students are on track.

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ACCOMMODATIONS:

For this lesson, the student with ADHD will meet with their group in the

hallway or library, a quieter environment in which it is easier to focus. The student

with Asperger syndrome will be allowed to complete her character sheets on her

own if she becomes overwhelmed.

HOMEWORK: Post on collaborative Tumblr, Read Ch. 4, 5, & 6 and pick one line

that they loved.

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LESSON: Examining Influences TIME LENGTH: 50 min.



analysis of what the text says explicitly, as well as inferences and conclusions


beliefs.

2. CC.1.3.11-12.C: Analyze the impact of the author's choices regarding how to

develop and relate elements of a story or drama.

3. CC.1.5.11-12.A: Initiate and participate effectively in a range of collaborative

discussions on grade-level topics, texts, and issues, building on others' ideas

and expressing their own clearly and persuasively.

MOTIVATIONAL DEVICE: For the first five minutes of class, students will be able to

ask any questions that they might have about the novel or the Tumblr assignment.


1. Students will participate in a large group discussion in order to examine

how characters are influenced by those around them.

2. Students will answer questions about influences/changes in Holden's life

in order to begin thinking about their final "Top 5" list.

3. Students will complete group evaluation sheets in order to provide

benchmark information about group functioning and give data on the

effectiveness of the collaboration that is taking place.

MATERIALS NEEDED: Group evaluation sheets


LESSON TYPE: Large and Small Group Discussion

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LESSON OUTLINE:


A. Allow students to ask questions about the novel or the Tumblr

assignment

II. Influences Discussion - Large Group Discussion (30 minutes)

A. Prompt Question 1: Who do you feel has had the strongest

influence on Holden so far? Why?

B. Prompt Question 2: What event(s) have stuck out to you as

important so far in your reading? Why?

C. Prompt Question 3: Where do you think Holden will end up by the

end of the novel? What makes you feel this way? Does the

author offer any potential clues?

D. Prompt Question 4: Can you relate to any aspect of Holden's

character? If so, which ones? How can you account for the

differences in his life and your life?

III. Group Evaluations - Small Group Discussion (10 minutes)

A. Ask students to gather into their Tumblr groups

B. Pass out evaluation sheets for students to complete independently

C. Collect group evaluations and allow a minute for groups to

collaborate

IV. Homework - Large Group Discussion (5 minutes)

A. Assign homework, including first multimedia post

B. Discuss concerns about multimedia post

C. Discuss general concerns

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During the large and small group discussions, I will keep a checklist to assure

that all students have a chance to speak. While students are working in their small

groups, I will check the collaborative Tumblr pages in order to make sure that all

posts to date have been completed fully and on time.

ACCOMMODATIONS:

For the student with ADHD, I will provide a list of potential questions in

order to give him a more concrete way to follow the discussion. The student with

Asperger syndrome will also be given this sheet in case she becomes overwhelmed

and can turn it in at the end of class to get participation points. She must, however,

participate in at least 15 minutes of discussion.

HOMEWORK: Post on collaborative Tumblr, Read Ch. 7, 8, & 9 and choose one

paragraph that stood out to them.

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LESSON: Character Interactions TIME LENGTH: 50 min.


1. CC.1.3.11-12.C: Analyze the impact of the author's choices regarding how

to develop and relate elements of a story or drama.

2. CC.1.3.11-12.E: Evaluate the structure of texts including how specific

sentences, paragraphs, and larger portions of the texts relate to

each other and the whole.

3. CC.1.3.11-12.F: Evaluate how words and phrases shape meaning and tone

in texts.

MOTIVATIONAL DEVICE: For the first 10 minutes of class, students will be asked to

respond to the quote, "[a]lmost every time somebody gives me a present, it ends up

making me sad" from page 52 in the novel and think about how that quote

represents a specific influence on Holden and how he chooses to deal with it.


1. Students will closely examine a quote from the text in order to practice

isolating important details and to become more intimate with the

Holden's character.

2. Students will work collaboratively in order to enhance their

understanding of the text and how individual interpretations shape a

character in the mind's eye.

3. Students will complete character interaction worksheets in order to

examine the important influences that the other characters have on

Holden.

MATERIALS NEEDED: Character interaction sheets

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LESSON TYPE: Large Group Discussion, Jigsaw

LESSON OUTLINE:


A. Students will be given a quote from the text

B. Students will interact with the quote

II. Character Interaction Sheets - Jigsaw (35 minutes)

A. Assigns groups into four home teams

1. Holden/Ackley

2. Holden/Stradlater

3. Holden/Phoebe

4. Holden/Jane

B. Hand out question sheets

C. Allow groups to work together on their interaction sheet

D. Assign ask groups to count off within themselves and form new

groups according to their number

E. In these new groups, students will share their findings

F. Students will discuss which interactions they feel are the most

important at this point and justify their answers

III. Homework - Large Group Discussion (5 minutes)

A. Collaborative Tumblr posts

B. Read Ch. 10, 11, & 12


For this assignment, I will circulate during the jigsaw activity and ask

questions to assure that students are on track. I will also check their Tumblr pages

during this time period.

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ACCOMMODATIONS:

For this lesson, the student with ADHD will meet with their group in the

hallway or library, a quieter environment in which it is easier to focus. The student

with Asperger syndrome will be allowed to complete her character sheets on her

own if she becomes overwhelmed.


word that they loved.

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LESSON: Character Role Play TIME LENGTH: 50 min.


1. CC.1.5.11-12.B: Evaluate how the speaker's perspective, reasoning, and

use of evidence and rhetoric affect the credibility of an argument

through the author's stance, premises, links among ideas, word

choice, points of emphasis, and tone.

2. CC.1.5.11-12.E: Adapt speech to a variety of contexts and tasks.

3. CC.1.3.11-12.J: 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.

MOTIVATIONAL DEVICE: For the first five minutes of class, students will respond

to the question, "which aspect of Holden's life, personality, or experiences can you

relate to the most? Which can you not relate to at all?"


1. Students will work with specific scenes of the text in order to become

more familiar with Holden's character and what makes him tick.

2. Students will practice role playing in order to practice taking on the role of

a character so they can better understand said character.

3. Students will engage in discussion about performances in order to

articulate their opinions about how the body language, tone, and pace of the

speaker were influenced by the situation within the text.

MATERIALS NEEDED: Books and bodies, props if desired


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LESSON TYPE: Large Group Discussion, Reenactment/Role Playing

LESSON OUTLINE:


A. Students will be asked which aspect of Holden they can most relate

to

B. Students will respond to the question in the format of class

discussion

II. Role Playing Activity - Student Presentation (40 minutes)

A. Students will be broken into four groups

B. Each group will choose a 2-5 page scene from the novel

C. The groups will plan and practice their performance

D. The groups will perform their scenes for the class, props

encouraged

E. After each group has a chance to perform, the class will discuss the

ways in which certain characters were portrayed

1. Similarities and Differences

2. Tone of Actor

3. Pace of Actor

4. Body Language of Actor

F. As a class, students will decide which groups portrayed which

characters in the most effective way


A. Students should post on their collaborative Tumblr with at least

one post in multimedia format

B. Students will be asked to read Ch. 13, 14, & 15


During the role-playing activity, I will use a checklist to assure that all criteria

are met. I will also check the Tumblr pages during this time period.

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ACCOMMODATIONS:

For this lesson, the student with ADHD will be engaged using kinesthetic

learning, which he loves. In order to keep him on task for the assignment, he will be

working in groups. The student with Asperger syndrome will be grouped with her

friends in order to help increase her comfort level. She will be notified about this

assignment a few days in advance to give her the opportunity to prepare herself

mentally for the challenge. If she is not comfortable, her group can do their

performance after class.

HOMEWORK: Post on collaborative Tumblr, Read Ch. 13, 14, & 15 and choose the

line that you think is most important in this section.

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LESSON: Popcorn Passages TIME LENGTH: 50 min.


1. CC.1.5.11-12.D: Present information, findings, and supporting evidence,

conveying a clear and distinct perspective; organization,

development, substance, and style are appropriate to purpose,

audience, and task.

2. CC.1.5.11-12.A: Initiate and participate effectively in a range of

collaborative discussions on grade-level topics, texts, and issues,

building on others' ideas and expressing their own clearly and

persuasively.




MOTIVATIONAL DEVICE: For the first five minutes of class, students will discuss

the quote, "We never know which lives we influence, or when, or why" from Stephen

King. Students will be asked to relate the quote to Holden's character and

experiences.


1. Students will select key passages in order to demonstrate the importance

of language in shaping a text and the identity of characters within

that text.

2. Students will justify their selections in a large group discussion in order to

encourage class discussion, practice persuasive speaking skills, and

analyze the importance of different passages from different perspectives.

3. Students will discuss the Stephen King quote in order to relate concepts to

the text and examine the factors that shape characters.

MATERIALS NEEDED: Books and bodies

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LESSON TYPE: Large Group Discussion, Independent Work

LESSON OUTLINE:


A. Students will be asked to think about the quote on the board

B. Students will relate the quote to Holden's character and

experiences

II. Picking Passages - Independent Work (10 minutes)

A. Students will be asked to choose a passage from the text that spoke

to them- either they like it or feel that it is important

III. Popcorn Passage Reading (30 minutes)

A. First, I will read the passage that I chose and explain why I chose it

in order to model the process for the class

B. I will select a student at random to read their passage and explain

why they chose it

C. After they finish reading, that student will chose another student at

random

D. These steps will be repeated until all members of the class have

presented their passages


A. Post on collaborative Tumblr

B. Read Ch. 16, 17, & 18


During the passage reading, I will keep track of all students that participate

and award participation points.

ACCOMMODATIONS:

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For the student with ADHD, will be asked to keep track of who chooses which

passage in order to keep him on task while his classmates are reading. The student

with Asperger syndrome will receive no additional accommodations for this lesson.

HOMEWORK: Post on collaborative Tumblr, Read Ch. 16, 17, & 18 and choose the

line that they think best sums up Holden's character.

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LESSON: Character Trees TIME LENGTH: 50 min.



analysis of what the text says explicitly, as well as inferences and

conclusions based on and related to an author's implicit and

explicit assumptions and beliefs.

2. CC.1.3.11-12.C: Analyze the impact of the author's choices regarding how

to develop and relate elements of a story or drama.




MOTIVATIONAL DEVICE: For the first five minutes of class, students will be asked

to discuss which character they feel has impacted Holden the most throughout the

novel and relate the traits of that character to someone that has impacted their life.


1. Students will create character trees in order to visualize the importance of

a character based on their proximity to Holden.

2. Students will justify the character tree they have created in order to

provide textual support for their decisions.

3. Students will work collaboratively to come to decisions about which tree

to present in order to build communication skills and examine multiple

perspectives of characters.

MATERIALS NEEDED: Books, character tree sheet

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LESSON TYPE: Large Group Discussion, Small Group Discussion

LESSON OUTLINE:


A. Students will be asked to identify which character from the novel

has impacted Holden the most so far

II. Character Tree Activity - Small and Large Group Discussion (40

minutes)

A. Students will be broken into four groups

B. Once students are in groups, I will show the template and explain

that the placement of characters will signify their importance

to Holden based on their proximity to his name (placed on the

trunk of the tree)

C. After this, I will show students a sample tree based on

Shakespeare's Hamlet (See Appendix A)

D. Independently, each student will then create their character tree

E. Once all students have completed their trees, they will share them

within their groups

F. After all members of the group have shared their work, each group

will choose one tree to present to the class as the one they view

as the most accurate

G. Groups will then present their trees to the group


A. Students should post on their collaborative Tumblr with at least

one post in multimedia format

B. Students will be asked to read Ch. 19, 20, & 21


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During the activity, I will circulate and ask questions to make sure all

students are on task. I will check the Tumblr pages.

ACCOMMODATIONS:

For this lesson, the student with ADHD will be given a print out of the

example in order to serve as a visual reminder of the task. The student with

Asperger syndrome will be allowed to work alone if, after 15 minutes, she is

uncomfortable with working within her group.


character that you'd like to see more of.

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LESSON: Journal Entry TIME LENGTH: 50 min.


1. CC.1.4.11-12.S: Draw evidence from literary or informational texts to

support analysis, reflection, and research, applying grade-level

reading standards for literature and literary nonfiction.

2. CC.1.4.11-12.R: Demonstrate a grade-appropriate command of the

conventions of standard English grammar, usage, and capitalization,

punctuations, and spelling.

3. CC.1.4.11-12.P: Create a smooth progression of experiences or events

using a variety of techniques to sequence events so that they build on one

another to create a coherent whole and build toward a particular tone and

outcome; provide a conclusion that follows from and reflects on what is

experienced, observed or resolved over the course of the narrative.


the format of the novel. How do the techniques of narration engage you as a reader

or turn you away from a book? What about Holden's voice do you like or not like

while you read?


1. Students will free write a journal entry in order to gain practice with using

and controlling the conventions of their voice in their writing.

2. Students will write a journal entry centered around a scene from the novel

in order to encourage them to relate the experiences of Holden to those

within their own lives.

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MATERIALS NEEDED: Books and paper


LESSON TYPE: Large Group Discussion, Independent Work

LESSON OUTLINE:


A. Students will be discuss the format of the novel

B. Is the narration successful? Which aspects of the novel help it and

which hinder it?

II. Free Writing Activity - Independent Work (10 minutes)

A. Students will write a journal entry on a topic of their choice

III. Journal Entry - Independent Work (20 minutes)

A. Students will be asked to re-read the scene at the end of chapter 20

where Holden is in Central Park

B. After students have refreshed their memories, they will write a

journal entry connecting these events to feelings and

experiences from their own lives.

IV. Discussion of Journaling Activity - Large Group Discussion (10

minutes)

A. Volunteers will share their work

B. Students will discuss how this activity furthered their

understanding of Holden as a character

C. How did writing this entry give insight into how small events affect

us?

D. Did writing about this scene change how you felt about Holden and

his methods of dealing with things? Why or why not?

V. Homework - Large Group Discussion (5 minutes)

A. Students should post on their collaborative Tumblrs

B. Read Ch. 22, 23, & 24

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While students are writing, I will circulate and make sure that they are on

task. I will check the collaborative Tumblr pages.

ACCOMMODATIONS:

For the student with ADHD, I will be checking in every five minutes during

the independent work to assure that he is on task. The student with Asperger

syndrome will receive no additional accommodations for this lesson.

HOMEWORK: Post on collaborative Tumblr, Read Ch. 22, 23, & 24 and choose your

favorite section of dialogue.

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LESSON: Re-Writing the Language TIME LENGTH: 50 min.


1. CC.1.3.11-12.F: Evaluate how words and phrases shape meaning and tone

in texts.

2. CC.1.3.11-12.I: Determine or clarify the meaning of unknown and

multiple-meaning words and phrases based on grade-level reading and

content, choosing flexibility from a range of strategies and tools.

3. CC.1.5.11-12.E: Adapt speech to a variety of contexts and tasks.

MOTIVATIONAL DEVICE: For the first five minutes of class, students will compile a

list of terms from the novel that they view as "dated" or "old" slang to prepare for

the task of updating the text.


1. Students will analyze the language of the novel in order to gain insight into

how language strengthens aspects of a text.

2. Student will re-write a portion of the text in modern language in order to

increase understanding of the text and gain context for the slang of

the novel.

3. Students will discuss the changes made to the language in the

presentations in order to gauge how language can shape a text.

MATERIALS NEEDED: Books and bodies


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LESSON TYPE: Large Group Discussion, Pairs

LESSON OUTLINE:


A. Students will compile a list of dated slang terms from the novel

II. Re-Writing a Passage - Pairs (20 minutes)

A. In pairs, students will chose a passage from the text that they think

deserves a makeover

B. I will show a passage re-write from A Tale of Two Cities as a model

(See Appendix B)

III. Presentation of New Passage - Large Group Discussion (20 minutes)

A. Pairs will present their re-written paragraph (preferably with flair)

to the class

B. After each presentation, the class will respond to the changes in

language (ex: did it make the passage more effective? less

effective? no change in effectiveness at all? why do you feel this way?)


A. Post on collaborative Tumblr

B. Read Ch. 25 & 26


While students are writing, I will circulate and ask questions to see if

students are on the right track.

ACCOMMODATIONS:

For this lesson, the student with ADHD and his partner will be working in the

hallway or the library where it is quiet and he will be more able to focus. The

student with Asperger syndrome will not be required to speak during her group's

presentation, but she will be required to participate in the entire discussion (20

minutes).

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HOMEWORK: Post on collaborative Tumblr, Read Ch. 25 & 26 and choose their

favorite line from the entire novel.


LESSON: Top 5 List Presentations TIME LENGTH: 50 min.


1. CC.1.3.11-12.A: Determine and analyze the relationship between two or

more themes or central ideas of a text, including the development and

interaction of the themes; provide an objective summary of the text.


analysis of what the text says explicitly, as well as inferences and conclusions


beliefs.

3. CC.1.5.11-12.A: Initiate and participate effectively in a range of

collaborative discussions on grade-level topics, texts, and issues, building on

others' ideas and expressing their own clearly and persuasively.


their Top 5 in their own life.


1. Students will discuss the top five in their lives in order to demonstrate

their knowledge of influencing factors in identity.

2. Students will present and justify their Top 5 list in order to demonstrate

their knowledge in the area of Holden's psyche, making inferences and

assumptions based on solid, textual evidence.

3. Students will work collaboratively in order to create a class-approved Top

5 list for the novel, a skill requiring intimate knowledge of the novel's

characters and a mastery of the English language, both spoken and written.

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Samantha Smith

MATERIALS NEEDED: Books, Top 5 lists


LESSON TYPE: Large Group Discussion

LESSON OUTLINE:


A. Students will discuss the Top 5 in their life

II. Top 5 Lists - Large Group Discussion (40 minutes)

A. Students will sit with their Tumblr groups

B. Each group will present their Top 5 list to the class

C. During the presentation, groups will justify why they selected the

order that they did

D. After all groups have presented their lists, we will discuss them as a

class

E. After discussing, we will try to come to an agreement on our own

Top 5 list for the novel


A. Students should rest up in preparation for the next unit


During the presentations, I will facilitate questions and mark off who speaks

on a checklist to assure all students get a turn to speak.

ACCOMMODATIONS:

For this lesson, the student with ADHD will be required to keep notes on each

group's Top 5 list and will turn these notes in at the end of class as part of his

participation grade. The student with Aspergers will receive no additional

accommodations for this lesson.

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Samantha Smith

HOMEWORK: None

APPENDIX A

APPENDIX B

Original Passage:

Perhaps the following silence, perhaps some latent disclosure in the expression of Miss Pross's face, perhaps a sudden misgiving apart from either suggestion,

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Samantha Smith

whispered to Madame Defarge that they were gone. Three of the doors she opened swiftly, and looked in.

"Those rooms are all in disorder, there has been hurried packing, there are odds and ends upon the ground. There is no one in that room behind you! Let me look."

"Never!" said Miss Pross, who understood the request as perfectly as Madame Defarge understood the answer.

"If they are not in that room, they are gone, and can be pursued and brought back," said Madame Defarge to herself.

"As long as you don't know whether they are in that room or not, you are uncertain what to do," said Miss Pross to herself; "and you shall not know that, if I can prevent your knowing it; and know that, or not know that, you shall not leave here while I can hold you."

"I have been in the streets from the first, nothing has stopped me, I will tear you to pieces, but I will have you from that door," said Madame Defarge.

"We are alone at the top of a high house in a solitary courtyard, we are not likely to

be heard, and I pray for bodily strength to keep you here, while every minute you

are here is worth a hundred thousand guineas to my darling," said Miss Pross.

Re-Written Passage

Maybe it was how quiet the place seemed, or the look on Miss Pross's face, or

maybe it was both, that told Madame Defarge that they'd left. She checked all for

rooms to see.

"They're a mess and whoever was packing in there threw stuff everywhere.

Maybe there's someone in there that you're hiding, let me see!"

"No," Miss Pross replied. They both knew why.

"It doesn't matter if they're fugitives or if they're in that room, they'll be

caught and brought to me either way," said Madame Defarge.

"Well, you can't do a damn thing without knowing if they're here or not," said

Miss Pross, "and I plan to make sure that you don't find out."

"Get out of the way before I get violent!"

"Go ahead and hurt me, no one will here you and the longer I can fight you,

the better the chances they have of getting away!"

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Samantha Smith

Summative Assessment:I've designed an ongoing assessment for my unit. This will take place online

using Tumblr. The class will be divided into groups of four and each group will be responsible for creating and updating their own Tumblr page. For each chapter, students will be required to write/speak about a person in that chapter that influenced Holden. They must do at least three in multimedia formats. For example, they can explain using a cartoon or a video journal. After all members of the group have posted, they will be required to comment on each other's posts. At the end of the novel, they will be required to collaborate in the creation of a "Top 5" list of characters that influenced Holden and present their list, with explanations, to the class. This will, hopefully, inspire an informal class debate over who the most influential character is, or maybe (if all students agree) why they are the most influential character.

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Samantha Smith

SEMESTER PROJECT

For this project, you will be required to work online in pre-assigned teams of four. If your group is having problems, please come see me. This project is worth 15% of

your grade so DO NOT take it lightly. Tumblr:

You will be required to create and maintain a group Tumblr throughout the semester. I will not be grading you on aesthetics but I WILL be grading on focus. This is not a page for you to vent about your parents, friends, or job- this is to be a professional representation of you as a learner and as a thinker! Making personal connections to texts can help clarify your point, but do not let them carry you off topic. If you have any questions or you would like me to review your post, please email it to me no later than 5pm on the Thursday before it is due.

Tumblr Posts:TOPICS: For each chapter, you will create a post about a character that YOU

felt had a major impact on Holden at that point in the story. You should give a brief explanation of who the character is and spend most of your post discussing how they affect and change Holden. For every three chapter chunk, you will write a post about a quote from the reading that reminded you of your life and explain the connection. I've given you topics to include in your assigned homework.

FORMAT: While you are welcome to create posts in standard text format, at least THREE of your posts must be in multimedia formats. You can: do a video blog, create a comic, create a timeline on dipity.com, etc. There is no length requirement. However, you must make sure that you fully address the question of HOW the character influenced Holden.

RESPONSES: After all group members have posted, you will respond thoughtfully to each other's posts. Ask questions! If someone felt differently than you, let them know that you disagree. Keep in mind, we are encouraging respectful communication.

Top 5 List:At the end of the novel, your group will be required to rank and justify the

top 5 characters that you feel influenced Holden throughout the novel. Be able to defend your order! During class time, after we finish the novel, each group will present their top 5 list and we will hold a class discussion about each group's rankings and justifications.

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Samantha Smith

A student/group that receives an A would . . .- Complete all chapter posts on time- Respond to their fellow group member's posts in a respectful and thoughtful manner- Have at least three posts per group member in multimedia format-Have completed Top 5 list with justifications prepared on time

4 3 2 1Blog Post Completion

Student posts all 36 blogs complete and on time according to requirements

Student posts at least 26 blogs complete and on time according to requirements



Blog Post Focus

All blog posts show a correlation between the reasoning and the text with no regressions

Student discusses the text with few regressions while still showing a correlation between the reasoning and text

Student regresses frequently and there is a questionable relationship between reasoning and text

Blog posts contain minimal textual focus and there is little relationship between reasoning and text

Responses(You should note that, in order to get points, disrespect is NOT an option)

Student responds to all posts made by group members on time and respectfully

Student responds to at least 3/4 of posts made by group members on time and respectfully



Top 5 Lists Group hands in a complete list on time with excellent justifications for each selection included

Group hands in a complete list on time with reasonable justifications for each selection included

Group hands in a partially complete list on time with questionable justifications or some justifications for each selection included

Group hands in partially completed list on time with no justifications for each selection included

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Samantha Smith

REFLECTION:

Throughout this unit I address the rubric criterion of diversity through my

interesting and playful lesson formatting. No one likes to sit around and listen to a

teacher speak for 50 minutes, no matter how much they consider themselves an

auditory learner. I also included accommodations sections for my two IEP students,

although the female student with Asperger syndrome did not always require an

accommodation. I also addressed the criterion of relevance by making lessons that

students could understand and apply to their own lives while still making sure that

they were getting proper instruction on dealing with classic literature and common

stylistic elements of fiction (relevant to discipline). I did this by frequently asking

students to compare Holden's influences with people that influence them. The

criterion of alignment and scaffolding are well met in this unit plan, I think, because

I made sure that the lessons had a clear path that students could follow logically. I

also made sure that I represented a variety of standards, rather than just using the

same three over and over again. Having the summative Tumblr assessment also

helped to guide the unit. Although the appropriateness of my language is always in

question, as I tend to be a rather informal speaker, I believe that I have met all of the

criteria for the conventions category as well with my consistency of format (as long

as word doesn't keep messing up my spacing like it always seems to do).

Most of the instructor feedback was incorporated into this final edit because

I like to have a full draft before I make changes. What I have done here includes: the

addition of formative assessment and accommodation sections, a reformation of my

rationale so that it includes more information geared to administrators and parents,

and a re-vamp of my objectives to include more solid language and direction. All of

these changes were made in response to Dr. Sherry's feedback. I did not feel as

though I received much constructive criticism from peers, so I just rode the positive

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Samantha Smith

feedback wave as a way to keep planning! One of the most important things that I've

learned throughout this process is, unfortunately, you cannot teach on a whim-

which seems to be my favorite thing to try and do. I put a lot of planning and effort

into varying my lesson formats and spicing things up. I know you'll always get the

students that don't care about the texts and don't care about the class, but I think

that I designed this unit in such a way that it forced those students to become

engaged anyway.

SUMMARY OF CONTENT:

Language- Addressed in lessons 4, 5, 9, and 10

Reading- Addressed in lessons 1, 2, 3, 4, 6, 7, and 10

Writing- Addressed in lessons 8, 9, and 10

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