Lesson Plan : The Catcher in the Rye
Teacher Name: | Brandy Hicks |
Grade: | Grade 9-10 |
Subject: | Language Arts |
Topic: | "The Catcher in the Rye" writen by J.D. Salinger |
Content: | Themes, Technique and style autobiography, dough, ostracize, grippe, posture, ironical, innumerable, moron, phony, sheer, parlor, rostrum, chiffonier, falsetto, conceited, aggravate, hound's-tooth, muffler, monotonous, psychoanalyze, halitosis, linoleum, hospitality, fiend, corridor, Canasta, janitor, conscientious, phony, lagoon, incognito, brassiere, burlesque, psychic, brassy, intoxicating, verification, jitterbug, snub, necking, newsreel, vomit, rile, galoshes, nonchalant, rake, frock, atheist, chisel, banister, rubberneck, gory, matinee, bourgeois, convent, screech, auditorium, bosom, raspy, beret, clinch, blase, conceited, enlightening, sacrilegious, booze, slobber, sophisticated, louse, flitty, boisterous, stagger, puke, 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 |
Goals: | I want you to understand the different themes presented in this novel. I want you to decide if you feel this book should be banned. I want to know if you think that this book and it's main character are still relevant to teenagers today. I want you to understand the vocabulary and word usage in this book. |
Objectives: | Do you relate specifically to Holden and his problems? Do you believe that Holden has made soud choices and shown good judgement? What can you learn from Holden's misadventures? |
Materials: | Essay prompt handouts, vocabulary list & tests, chapter discussion questions, period pictures and music, |
Introduction: | Most teenagers feel misunderstood and alone at one time or another. Have you ever felt this way? How do you fel about censorship and baned books? Is right for books to be banned? Before reading "The Catcher in the Rye" do you have any ideas or know any facts about the book? |
Development: | Keep a reading journal, daily class discussions, review of related materials |
Practice: | group work: create list of things that Salinger is trying to tell his reader. Fan Fiction: at least 2 pieces writen on 2 different characters |
Accommodations: | |
Checking For Understanding: | Quizzes: vocabulary and content Writing Assignments: given throughout the unit End of Unit Evaluation: could be writen, oral or presentation |
Closure: | Discussion and Transition |
Evaluation: | |
Teacher Reflections: |
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