Week 3, Day 1 Focus of Lesson: Continuation of the Mapping the Text Activity. Week 3, Day 2 Focus of Lesson: The Catcher and the Rye and Slang

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1 1 Week 3, Day 1 Focus of Lesson: Continuation of the Mapping the Text Activity *Class will take place back in the computer lab. (75 minutes) First half of the class (35 minutes.): Students will be finishing up their Google Maps of Holden`s travels. Make sure students save their work and print off a copy to submit to teacher. Second half of the class (35 minutes:) Students will present their maps to the class and discuss the images that they selected, and the routes that they mapped out from their reading of the text. Week 3, Day 2 Focus of Lesson: The Catcher and the Rye and Slang Hook Activity: Catching the Slang! (5-10 minutes.) For this activity break the class up into groups of five. Directions: Each group will be investigating the use of slang within The Catcher and the Rye. Each group is to find five slang words from the chapters assigned to them and write them down on a piece of chart paper. Students will be broken up into the following groups: Group 1 Chapters 1-5 Group 2 Chapters 6-11 Group 3 Chapters Group 4 Chapters Group 5 Chapters Catching the Slang Assignment (35 minutes): Hand out chart paper and markers to all five groups. Have groups write down the five slang words that they found and beside each slang word, come up with their own definition of the word-- without consulting the dictionary!

2 2 Once students are finished writing their own definitions of the slang. Groups are to consult a dictionary and find out the true meaning of the slang word that they selected. This will allow students to learn new words and meanings in a fun and imaginative way. Students will then read out their slang words, what they think the word means and then what they discovered the word to actually mean. Refreshing The Rye Activity: (30 minutes) Students will brainstorm and write down slang words on the chalkboard that they feel represents their generation. Once the modern slang words are written down, the teacher will ask the class to flip to any section of their The Catcher in the Rye and copy out a short passage from the text, leaving some blank spaces in between words. The teacher will ask the class to insert their own slang words into the blank spaces that they left to ultimately refresh the old text with their own language. Note: This activity will allow students to explore the text by adding their own personalized touch. With the remaining class time, students can volunteer to read their personalized message to the class, or, rap it out if they want. Week 3, Day 3 Focus of Lesson: Meaning of Names in The Catcher in the Rye Character Name Symbolism Activity: (35 minutes) Students are to explore the meaning of names used in The Catcher in the Rye. Each student is to write down their own definition and the characteristics that they think match the following character names: Holden Phoebe Allie Stradlater Jane

3 3 Once the students are finished, the teacher will take up their answers before moving to the computer lab for the rest of class. Computer Lab Activity (35 minutes): Students will visit websites to look up the meanings of character names in The Catcher in the Rye. Possible websites may include: o meaning-of-names.com o behindthename.com o zelo.com o babynamesworld.parentsconnect.com Students are to record the definition in their notebooks. If there is time remaining students will be allowed to go to urbandictionary.com to look up their own meaning of their names or to write a meaning of their friend s name and publish it online. Note: This activity is building off the slang assignment from yesterday s class. Week 3, Day 4 Focus of Lesson: The Catcher in the Rye Inspiration Work Station Activities (75 minutes): - Students will travel to different work stations to explore pieces of music, artwork and literature that are inspired by or reflect the themes within The Catcher in the Rye. Station I: "Comin Thro the Rye," by Robert Burns: Students explore Robert Burns poem, Comin' Thro the Rye, that Holden famously misinterprets, and answer the following question: 1) What do you think is the difference between Holden s interpretation and the actual meaning of the poem?

4 4 Station II: Music and The Catcher in the Rye Students listen to several different songs that share similar themes of angst, adolescence, and escapism. The students are instructed to pick a song that they think best represents the The Catcher in the Rye and write a one paragraph justification for their choice. Available Songs: Yesterday Beatles Dream On Aerosmith Teenagers My Chemical Romance Bohemian Rhapsody Queen Prayer of the Refugee Rise Against the Machine Wake Me Up When September Ends Greenday Station III: Cover Artwork and The Catcher in the Rye: 1) Students examine the different cover artwork and taglines used in the various publications of The Catcher in the Rye since Students are instructed to explore with their group why they think the cover artists chose to interpret the novel with different images. Example: In the 1951 first edition of the novel, why do you think the cover artist chose to use a carousel horse covered in red to represent the novel? 2) Students are asked to select the cover artwork that they think best represents the novel and justify their choice in writing (maximum 2 paragraphs in length). Station IV: Fisher-Price Theatre: The Catcher in the Rye: Catcher1.htm 1) Students explore the The Catcher in the Rye comic by Evan Dorkin. Students are asked to examine how the comic version of Holden s adventures contrasts with the actual novel: - Does the comic style of the story take away from the angst of the novel version? - How does the creator of the comic strip utilize the dialogue and images to create Holden s narrative?

5 5 2) Students are asked to create their own one panel comic of The Catcher in the Rye how would they take ownership of the story through creating their own graphic representations? Note: Remind students that tomorrow is a work period for their cumulative projects. Homework: Bring in any work for their cumulative projects to show teacher their progress. Week 3, Day 5 Focus of Lesson: Work Period Note: Today s class is a work period so that students have the opportunity to work on their major assignment. This class is also beneficial for students who are behind to get caught up. This work period allows the teacher to assess how far students are with their assignments and gives students the opportunity to ask any questions they might have and to receive feedback from the teacher.

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