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.
Wednesday, February 26, 2014
Monday, February 24, 2014
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.
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 5th, 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.
|
Wednesday, February 19, 2014
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.
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.
Wednesday, February 12, 2014
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.
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.
Monday, February 10, 2014
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.
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.
Wednesday, February 5, 2014
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.
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.
Monday, February 3, 2014
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.
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 5th, 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.
|
|
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