March 5th, 2014

3/5/14

In Class:
Journal--  Describe and reflect on how your life has changed over the last 8 weeks--academically, personally, socially, etc. Identify at least one positive change you have made (or are in the process of making).

Students compiled and submitted seven journal entries since midterms (3/5, 3/3, 2/26, 2/24, 2/19, 2/12, 2/10).

Course feedback survey.

Students worked independently on final projects:
  * Read/re-read your story.
  * Write your lesson plan. Revise with instructor's feedback and assistance.
  * Write lesson plan 'defense' reflection.

Exit ticket: What grade do you think you deserve in this class and why?

Homework:
Read, write, and have an amazing break!

March 3rd, 2014

3/3/14

In Class:
Journal--  Reflect on the following quote: "Authenticity is a collections of choices that we have to make every day. It's about the choice to show up and be real. The choice to be honest. The choice to let our true selves be seen." - Brené Brown

Students worked independently on final projects and missing assignments. By the end of the period, each student submitted at least three objectives for his or her lesson plan.

Exit ticket: Where is one place you can find inspiration?

Homework:
Work on finals! Due Wednesday.
Catch up on any missing work or journals.

February 26th, 2014

2/26/14

In Class:
Journal--  Consider the following quotation. How would Salinger--and his characters--react?
"He who is overly attached to his family members experiences fear and sorrow, for the root of all grief is attachment. Thus, one should discard attachment to be happy." - Chanakya

Lesson on Bloom's Taxonomy and Madeline Hunter's lesson plan model to inform students for the final project.

Distributed missing work reports.

Students worked independently on the following tasks:
 * Read your chosen short story for the final.
 * Begin preparing your lesson plan for the final.
 * Write your lesson plan "defense" reflection for the final.
 * Complete any missing assignments and/or journal entries.
Note: please return The Catcher in the Rye once you have submitted your midterm project.

Exit ticket: What is the purpose of a lesson plan rationale?

Homework:
Work on final project.
Catch up on missing assignments/journals.

February 24th, 2014

2/24/14

In Class:
Journal-- Respond to one or both of the following Salinger quotes:
  * "I'm sick of liking people. I wish to God I could just meet someone I respect."
  * "An artist's only concern is to shoot for some kind of perfection, and on his own terms, not anyone else's."

Finished and discussed Salinger (2013) and reviewed guided notes worksheet.

Introduced final project and distributed selected stories.

Exit ticket: What is one thing to which you are looking forward?

Homework:
Begin working on final project.
Catch up on any missing work.
Polish Salinger worksheet to turn in next class.

Final Project -- Advanced Literature

Advanced Literature: Survey of J.D. Salinger – Final

Due March 5^th, 2014 by 5:00 PM

In order to demonstrate your engagement with and developing knowledge of J.D. Salinger and his literature, you will complete a two-part final project focusing on a Salinger short story (or novella) of your choice. Since teaching others requires thorough understanding and high-level cognition, this assessment will require you to delve deep into the text you choose, applying your ‘underwater’ thinking skills and evaluating your cognitive process.

Assignment: Lesson Plan for “_________________________________” by J.D. Salinger

First, you should choose one of the following works of fiction by Salinger as a focus:

·      “Zooey”

·      “Franny”

·      “Pretty Mouth and Green My Eyes”

·      “Raise High the Roof Beam, Carpenters”

·      “Uncle Wiggily in Connecticut”

·      “Just Before the War with the Eskimos”

·      “The Laughing Man”

·      “Down at the Dinghy”

·      “Teddy”

You will read and analyze the text as thoroughly as possible. You may use study aides like SparkNotes or Shmoop in order to enhance your understanding and analysis. Be sure to consider how your selected work connects to a) other texts we’ve read in class, and b) J.D. Salinger’s life experience, as portrayed in Salinger (2013).

Next, you will write a lesson plan for a class teaching your chosen work. You will include the basic requirements of a lesson plan, including but not limited to: rationale, objectives, materials, anticipatory set, modeling & practice, assessment, and independent practice. (See the example lesson plans accompanying this handout for guidance.) Imagine that you are teaching this very class with the same students and same environment. Also, consider Bloom’s Taxonomy (which we will discuss in class).

Finally, you will write a half-page reflection defending your lesson plan. In this reflection, you should explain your process of creating the plan, the challenges and successes you faced, the reasoning behind your final product, and any notes or qualifications not apparent in the plan.

You will be scored using the following rubric:

Lesson Plan: The student constructs a lesson plan for at least one class period which reflects understanding of the Salinger work, cognitive engagement and evaluation of the work, and a plan for engaging students in the writing. (300 pts. possible)
Completion (25 pts.)	Student completes all required elements of the lesson plan (see above).
Comprehension and Analysis of Salinger work (100 pts.)	Student demonstrates understanding and engagement with the work by presenting meaningful and thoughtful discussion topics, activities, etc. in the lesson plan.
Rationale of Teaching (25 pts.)	Student explains why the selected work is meaningful and beneficial to education.
Exercises, Activities, and Methods (75 pts.)	Student incorporates relevant and unique methods for teaching the selected work.
Meta-cognitive Reflection (75 pts.)	Student reflects on the process and reasoning behind creating the lesson plan.

February 19th, 2014

2/19/14

In Class:
Journal--  Wade back through the conversation between Sgt. X and Esmé. What is Salinger trying to tell us about Americans in the War?

Screened Salinger (2013) through 1:28:00 and reviewed worksheet.

Exit ticket: 1) What is one thing you've learned in the past week? 2) What is one thing you're proud of?

Homework:
Revisit "For Esmé--with Love and Squalor" for class next week.
Polish your answers on the worksheet for the film.

February 12th, 2014

2/12/14

In Class:
Journal--  Why does Salinger so frequently portray human communication as difficult, flawed, or impossible? What barriers do people face in expression?

Note: School will not be in session on Monday, February 17th, 2014. This class will meet again next Wednesday, February 19th.

Briefly reviewed and discussed "A Perfect Day for Bananafish" by J.D. Salinger, specifically focusing on the breakdowns of communication and the trauma of war.

Screened Salinger (2013) through 33:15.

Exit ticket: Identify three things you want to accomplish over the long weekend.

Homework:
Read "For Esmé—with Love and Squalor" by Wednesday.

February 10th, 2014

2/10/14

In Class:
Journal--  Reflect on a time you've felt alienated, isolated, outcast, or otherwise marginalized.

As a class, discussed the last reading of Catcher, specifically focusing on the Antolini interactions, the "F*** you" signs, and the carrousel scene.

Began reading and discussing "A Perfect Day for Bananafish," highlighting the frequent breakdowns in communication and the appearance-obsession demonstrated by Muriel.

Exit ticket: What does bildungsroman mean?

Homework:
Finish reading "A Perfect Day for Bananafish" and answer the following question--What do you think the bananafish symbolize?
Catch up on missing work.

February 5th, 2014

2/5/14

In Class:
Journal--  Reflect on the following quote, particularly as it pertains to Holden's worldview:
"All the world's a stage, / And all the men and women merely players..." -William Shakespeare

Students worked independently on the following tasks:
  * Finish Catcher in the Rye.
  * Compile and submit journals (8 entries so far).
  * Make up missing discussion questions (5 sets so far).
  * Finish your midterm project (due by 5 PM).

Exit ticket: a) What did you accomplish in class today? (Be specific.) b) What do you need to do to put yourself in better standing for the last half of the block? (Be specific.)

Homework:
Finish and submit midterm project.
Be prepared to discuss Catcher in its entirety on Monday.

February 3rd, 2014

2/3/14

In Class:
Journal--  Reflect on Holden's relationship with Phoebe. Do you have a similar relationship with anyone in your life? How so?

Introduced and reviewed expectations of the midterm assignment.

As a class, discussed the most recent reading of Catcher, focusing on Phoebe, Holden's relationship with Phoebe, and Holden's desire to protect youth and preserve innocence.

Students read independently or began their midterm character profile.

Exit ticket: Which character do you intend to analyze for your midterm?

Homework:
Finish Catcher.
Write three discussion questions.
Work on midterm.
Catch up on any missing work or journal entries.

Midterm -- Advanced Literature

Advanced Literature: Survey of J.D. Salinger – Midterm

Due February 5^th, 2014 by 5:00 PM

In order to demonstrate your engagement with The Catcher in the Rye so far, you will complete an in-depth character profile and analysis of one of the novel’s supporting characters. This assignment will assess your understanding of Catcher and your analytical processing of the ‘underwater’ elements of the literature.

Assignment: Character Profile & Analysis

First, you should choose one character to examine from the novel other than Holden Caulfield; I recommend Phoebe Caulfield, D.B. Caulfield, Allie Caulfield, Stradlater, Ackley, Sunny, Jane Gallagher, Sally Hayes, Mr. Spencer, or Mr. Antolini. Then, you will complete the graphic organizer, attached to this handout, about your character. Finally, you will use your character profile to analyze, in writing, the ‘underwater’ ideas surrounding that character. Specifically, you should focus on the following prompts:

·         

·      How does this character influence Holden’s worldview (short-term or long-term)?

·      Why do you imagine Salinger included this character in Holden’s story? Why did he choose to portray this character in the way he did?

·      To which dualities/paradoxes does this character contribute?

·      What is Salinger trying to tell us about our world using this character?

·         

In order to thoroughly examine a character, you will need to revisit passages of Catcher where the character makes strong appearances. You should evaluate his or her actions and words, as well as Holden’s reaction to and thoughts about him or her.

Your analysis should be in 12-point font, double-spaced, with one-inch margins. You should not need to use any sources other than The Catcher in the Rye, but if you do, you MUST cite your sources.

You will be scored using the following rubric:

Character Profile: The student thoughtfully and thoroughly completes the character profile graphic organizer using original insight and reflection. The student uses evidence from the novel to support and explore characterization. (100 pts. possible)
Completion (10 pts.)	Student completes graphic organizer.
Response to prompts (10 pts. each)	Student accurately and insightfully responds to the prompt within the organizer.
Use of textual support (20 pts. overall)	Student uses direct quotes and/or paraphrasing to support the profile.
Character Analysis: Using his or her character profile to support the process, the student analyzes the character, characterization, and character significance within The Catcher in the Rye. The student uses evidence from the novel to examine the implicit and thematic elements of Salinger’s writing. (100 pts. possible)
Ideas & Content of Analysis (40 pts.)		Student incorporates unique and insightful analysis.
Clarity and Cohesion of Analysis (25 pts.)		Student directly and articulately expresses ideas.
Extended Analytical Reflection (15 pts.)		Student uses his or her analysis of the character to reflect on the broader messages of the novel.
Use of textual support (20 pts. overall)		Student uses direct quotes and/or paraphrasing to support the profile.

 

January 29th, 2014

1/29/14

In Class:
Journal--  Reflect on the poem below by Emily Dickinson. How does Dickinson's perspective on war and violence compare to Holden's (particularly p. 140-1)? Why do you think D.B. names Dickinson as a war poet? Is Holden a pacifist?

No Rack can torture me --
My Soul -- at Liberty -- 
Behind this mortal Bone 
There knits a bolder One -- 

You cannot prick with saw -- 
Nor pierce with Scimitar -- 
Two Bodies -- therefore be -- 
Bind One -- The Other fly -- 

The Eagle of his Nest 
No easier divest -- 
And gain the Sky 
Than mayest Thou -- 

Except Thyself may be 
Thine Enemy -- 
Captivity is Consciousness -- 
So's Liberty.


Discussed most recent reading of Catcher, focusing on psychoanalysis within the story, particularly the concept of id, ego, and superego. Reflected on Holden's struggles in terms of conflicting psychological urges and desires; discussed sexuality in Holden's interaction with Luce.

Exit ticket: Set one academic and one non-academic goal for yourself for the next five days.

Homework:
Read through p. 196 of Catcher.
Write three discussion questions for Monday. 

January 27th, 2014

1/27/14

In Class:
Journal--  Reflect on the following golden line: "The thing is, most of the time when you're coming pretty close to doing it with a girl--a girl that isn't a prostitute or anything, I mean--she keeps telling you to stop. The trouble with me is, I stop. Most guys don't. I can't help it" (Salinger 92).

Discussed most recent reading of Catcher, focusing on feminism and the treatment of women thus far, including Sunny specifically. Read and discussed introduction to feminism handout and "The Feminist Lens: Catcher in the Rye."

Exit ticket: What profession do you think fits Holden best?

Homework:
Read through p. 157 of Catcher.
Write three discussion questions.

January 24th, 2014

1/24/14

In Class:
Journal--  Wade through the last few pages of Catcher that you read. Identify at least one ‘golden line’ and reflect on its meaning and significance.

Discussed the most recent reading of Catcher, using student-generated golden lines and discussion questions, and specifically focusing on dualities/paradoxes highlighted in Holden's story:
    - truth / lies 
    - maturity / immaturity 
    - authenticity / phoniness 
    - virginity / sexuality 
    - purity / impurity
    - sanity / insanity


Exit ticket: What is your current favorite song?


Homework:
Read through p. 123 of Catcher by Monday.
Write three discussion questions for Monday.

January 22nd, 2014

1/22/14

In Class:
Journal--  In the last several chapters, Holden has described several people who have influenced his life in a positive or negative way— Stradlater, Ackley, Allie, Jane Gallagher. Identify and describe at least one person who has had a strong influence in your life.

Class discussion of The Catcher in the Rye:
  * Revisited "How'd He Do That?" by Thomas C. Foster.
  * Discussed the nature and influence of various characters, including Stradlater, Ackley, and Jane Gallagher. Noted important traits and descriptions using the chart to the right.

As a class, read "Slight Rebellion off Madison" by Salinger, the precursor to The Catcher in the Rye. Discussed similarities and differences in Holden's personality, Salinger's narrative perspective, and the scope of the story.

Exit ticket: Who is someone you can always count on?

Homework:
Read through p. 80 of Catcher by Friday.
Write three discussion questions.

January 15th, 2014

1/15/14

In Class:
Journal--  Reflect on the following quote: 
“Knowledge speaks, but wisdom listens.” - Jimi Hendrix 

Discussed the first reading of The Catcher in the Rye, focusing specifically on Holden's obsession with authenticity/phoniness, his relationship with Spencer, and his unreliability as a first-person narrator. Introduced discussion question assignment:
Unless otherwise instructed, you should come up with three "underwater" discussion questions per reading. Examples of questions like this from our first reading are:
     * How does Holden remind us that he is an unreliable narrator? How does Holden's lack of reliability affect our reading of the story?
     * Why does Holden seem so obsessed with "phoniness"?
     * "After I got across the road, I felt like I was sort of disappearing. It was that kind of a crazy afternoon, terrifically cold, and no sun out or anything, and you felt like you were disappearing every time you crossed a road" (Salinger 5).
     * Why does Old Spencer think life is a game? Why does Holden disagree? What do you think of that philosophy?
     * What does Holden's discussion with Spencer tell us about his personality?

The development of identity is an essential component of Holden's journey in Catcher. To reflect on their own identities, each student began a collage which reflects their sense of self. Students can use images from media sources, their own drawing or artwork, words (e.g., song lyrics, poetry, news articles), and anything else that represents themselves.

Exit ticket: What does it mean to be authentic to you?




Homework:
Read "How Did He Do That?" from How to Read Literature Like a Professor by David C. Foster.
Read through p. 46 of Catcher and write three discussion questions.
 

January 13th, 2014

1/13/14

In Class:
Welcome!
Journal--  Take an ‘identity inventory’ of your characteristics and the roles you play in your life. Begin each line with “I am…”

Lecture and discussion: "What is literature?"
Literature -- communication, art, and truth.
Read aloud The Giving Tree by Shel Silverstein.
  Literature is an art form of deliberately and creatively constructing stories, feelings, and ideas.
  Literature distinguishes itself because it stimulates our emotional and intellectual sides.
Critical reading allows us to access the unique and important elements of literature. Critical reading is:
  - critical      - transactional     - investigatory
  - active/attentive     - deliberate
  - personal     - communal/collaborative

Constructed and explained the iceberg metaphor:

 











Reviewed syllabus and class expectations.

Introduced and distributed The Catcher in the Rye.

Exit ticket: If I do one thing to be successful this block, it will be...

Homework:
Read through p. 16 of Catcher.

Syllabus -- Advanced Literature

Advanced Literature: Survey of J.D. Salinger

January 13^th – March 7^th, 2014

MW 9:00 - 10:30, Room 1

http://boulderprepadvlit.blogspot.com/

Shane Abrams

shaneabrams@boulderprep.org

Course Texts

The Bedford Glossary of Critical and Literary Terms, 3^rd ed. Eds. Ross Murfin and Supryia M. Ray. Boston: Bedford, 2009. Print.

Foster, Thomas C. How to Read Literature Like a Professor, 1^st ed. New York: Harper, 2003. Print.

Salinger, J.D. The Catcher in the Rye. New York: Little, Brown & Co., 1991. Print.

Salinger, J.D. Franny and Zooey. New York: Little, Brown & Co., 1991. Print.

Selections from Salinger, J.D. Nine Stories. New York: Little, Brown & Co., 2001. Print.

The following blog will also serve as a resource for disseminating materials, notes, and texts: 

http://boulderprepadvlit.blogspot.com/

Course Description

This course will examine selected works of the author J.D. Salinger to help students develop literary and critical thinking skills through reading, writing, speaking, and listening. Advanced Literature is designed as a Boulder Prep Language Arts capstone reading class with the intent to prepare students for a college-level literature course. Salinger was a world-renowned author whose writing can provide us access to understanding the human condition and experience, including the meaning of identity, maturity, and community. By surveying Salinger’s work, students will develop awareness of literature as a cultural reflection and critique.

Learning Outcomes and Essential Questions

During this course, students will develop the ability to…

·       read, analyze, discuss, and respond to a variety of texts.

·       engage in unique and relevant literary discussions and assignments by drawing on personal experiences, academic analysis, and textual information.

·       develop higher-level cognition skills and critical reading techniques to engage literature at a college preparatory level.

We will aim to explore—perhaps even answer—some of the following questions:

·       How does literature reflect and critique our current society? Our historical backgrounds?

·       How do we independently and collaboratively develop our identities and community roles?

·       How do factors like socioeconomic status, family environment, and education shape life experience?

Outcomes Assessment

The following assignments will be used to assess students’ progress toward learning outcomes: participation & attendance (graded daily); daily journal entries (graded twice per block); discussion questions and golden line analysis; a midterm project or exam; and a final analysis and presentation. Additionally, other artistic or academic assignments will be collected and assessed when the instructor sees appropriate.

Classroom Policy – Grading, Attendance, and Comportment

*** My classroom is a place for personal growth, be it intellectual, emotional, or otherwise. I expect all students to help me maintain an environment conducive to such growth. All students are entitled to the right to improve and evolve, and no person should infringe upon this right in any manner. My classroom will be a safe and respectful environment for my students to exercise their right to learn. ***

Attendance and Breaks

Students should attend all classes as possible. There will be only 14 sessions of Advanced Literature; each absence is detrimental to learning potential. I will not deduct points for absences, whether they are excused or unexcused.

Even though I will not lose any points for being absent, I am responsible for any assignments I miss, including journal entries.

If a student misses class, I advise visiting the course blog – http://boulderprepdadvlit.blogspot.com/— to see what she or he missed and what she or he needs in order to catch up. If you know in advance that you will miss a class, please consult with me beforehand.

Students are expected to arrive to class on time. This means that each student should be sitting at a desk with all necessary materials, including any assigned reading for the class, ready to begin working at 9:00. This does not mean walking from the Commons to the classroom at 9:00; this does not mean arriving at 8:59 and leaving to use the bathroom until 9:05. In regards to individual breaks, you should think of yourselves as adults during this class:

I will leave the classroom only when I must and only when it is appropriate.

Grades

Grades for Advanced Literature will be calculated on a points-based scale; i.e., each assignment, including long-term projects and daily participation grades, will be valued at a certain number of points possible. Over the 8-week course, points possible will amount to roughly 1000-1200 points. At any time, a student may request his or her grade, and I will do my best to provide a response in a timely fashion.

Extra credit will not be provided, barring unforeseen, extenuating circumstances; therefore, students are expected to complete each and every assignment to the best of their respective abilities. Opportunity for success will not be withheld: each student will have the chance to excel, in terms of grades and personal growth. However, the burden lies upon the student to optimize these opportunities.

Course Specific Grades:

   Daily participation    –  10  pts. / day

  Daily journal entries  –  140  pts.

 Discussion questions/golden lines  – approx.  200  pts.

  General assignments  –  10-20  pts. / each (approx. 200 pts. total)

    Midterm     –  200  pts.

 Final project  –  300  pts.

                  * see particular assignment sheets for specific breakdown and expectations

                  Miscellaneous

Academic Honesty

Plagiarism and cheating, whether intentional or unintentional, shall not be tolerated. Every student is expected to follow any and all codes of academic honesty endorsed by Boulder Preparatory High School.

Electronic Devices

In order to contribute to a classroom environment which respects everyone’s educational opportunities, students are asked to refrain from the use of cell phones and other unnecessary and/or distracting devices during class time. When you are in class, regardless of the nature of the activity, your cell phone should be put away, your music device shut off, and any other devices out of sight. Devices that seem to be distracting any student will be impounded for the remainder of the period.

Materials Needed

Please bring these things to class every day:

Writing materials (pen/pencil, paper)                                       Writing journal                           Course texts (books, handouts, assignments, etc.)

Binder, folder, or other organizational system for hand-out readings

Approximate Schedule of Study and Curriculum

This schedule is a rough estimate and is subject to change.

            Reading assignments should be completed before the beginning of the class period for which they are listed.

Week one (1/13 - 1/17) –	Introduction to Critical Reading and Analytical Thought Introduction to J.D. Salinger 1/17 – Catcher, p. 16
Week two (1/21 - 1/24) –	Note: school is not in session on Monday, 1/20, in observance of Martin Luther King, Jr. Day. Introduction to The Catcher in the Rye 1/22 – Catcher, p. 46
Week three (1/27- 1/31) –	Identity and Worldview 1/27 – Catcher, p. 80 1/29 – Catcher, p. 123
Week four (2/3 - 2/7) –	Education and Marxist Criticism 2/3 – Catcher, p. 157 2/5 – Catcher, p. 194
Week five (2/10 - 2/14) –	Selflessness, Authenticity, and Community 2/10 – finish Catcher 2/12 – Franny and Zooey, p. 44
Week six (2/18 - 2/21) –	Note: school is not in session on Monday, 2/17, in observance of Presidents’ Day. Psychoanalysis and Religion (suggested) 2/17 – Franny and Zooey, p. 69 2/12 – FZ, p. 91
Week seven (2/24 - 2/28) –	Religion, Family, and Education 2/24 – FZ, p. 173 2/26 – finish FZ
Week eight (3/3 - 3/7) –	Final Projects and Presentations

Miscellaneous

I reserve the right to amend or alter this syllabus; please note that any changes are made in an effort to create the best possible academic environment. I will notify students of any such changes as promptly as possible.

I wholeheartedly welcome feedback. Please do not hesitate to provide response to my teaching practices, assignments, etc.—but please provide this feedback while class is not in session.

 [Please complete and return this section.]

During the course of this block, I hope to:

Ex.:     earn an 85 or higher in this course.            attend every one of my classes.	Identify at least two concrete, measurable academic goals.
Ex.:     become a more critical reader.            be a more supportive sister.	Identify at least two abstract, subjective, and/or personal goals.

I think my biggest asset as a student is:

I believe my greatest struggle as a student is:

I do best on assignments which:

I, _______________________________, hereby acknowledge that I have received and reviewed this

(print name)

syllabus. Any questions or concerns that have arisen have been addressed adequately.

I recognize that I am a student: I am capable of anything I encounter in this course, though it may be challenging—and it should be challenging. I will not state that I “can’t” do something, but that I “can’t yet.” I will ask for help when I need it, whether assistance is from Shane, from my peers, or from another responsible individual.

I will contribute to a classroom environment which is healthy, fun, welcoming, intellectual, emotional, and safe, among other things.

I will read things all the way through before signing them; if not, I will give Shane a candy bar of his choosing.

I will respect everyone’s educational opportunities; I will respect our building; I will respect my peers’ and instructors’ belongings; I will respect everyone’s right to make amends.

I will be the best person—intellectually, socially, and otherwise—that I can be.

_____________________________________                                                                                        __________________

    (signature)                                                                                                                                                   (date)