English10

UNIT:
CatcherintheRye
LESSONTOPIC:
HearingontheRelevanceof
TheCatcherintheRye
AIMQUESTION:
ShouldJ.D.Salingers
TheCatcherintheRyer
emainintheschool
curriculum?

A.CENTRALFOCUS/MAINIDEAS
1)Studentswillevaluatetherelevanceof
TheCatcherintheRyei
ntheschool
curriculumbypresentingtextualevidenceofrelatablethemes/ideas.
2)Studentswillbeabletopresenttheirclaimsandevidencetotheirpeersandrespond
totheirpeerscommentsincollaborativediscussions,adheringtothespeakingand
listeningstandards.

B.COMMONCORESTANDARDS
W.9:Useevidencefromliterary/informationaltextstoanalyze.
SL.1:Collaborativediscussions,workcivilly/democratically,setgoals,respondtoand
evaluateideasanddiverseperspectives.
SL.3:Evaluatespeakerspointofview,reasoningandevidence
SL.4:Presentfindings/evidenceconveyclearperspectiveaddressalternate
perspectives

C.VOCABULARY
CentralIdea:
mainideaofapieceofwriting
TextualEvidence:
supportlifteddirectlyfromthetexttosupportinferences,claimsand
assertions.
Claim
:statesaconclusionafterreadingatextthatyouwantotherstothinkabout
Reasoning
:allpartsoftheclaimaresupportedbyspecificevidenceyoucanpointtoin
thetext
Counterclaims:
acknowledgesanotherpositionthatyouattempttorefuteinyour
argument

D.MATERIALS

Handoutcompletedinclassyesterdayforthedebate

NewYorkTimes
RoomforDebatearticlesReachingHoldenCaulfields
GrandchildrenandTeenagersSpeakUpAboutSalinger.

E.DONOW/MOTIVATION
Studentswillmeetwiththeirgroupstodiscusswhattheyhavepreparedforthehearing
on
CatcherintheRye
splacementintheschoolcurriculum.(
57minutes
)

F.ACTIVITIES
1. Studentswillmeetwiththeirpeerstogoovertheirnotesfromyesterdayand
discusshowtheyaregoingtopresenttheircase.
(5minutes)
2. Debatewhyorwhynotthe
CatcherintheRyei
sstillrelevanttoteenagerstoday
andifitshouldstillhaveaplaceintheschoolcurriculum.Debatewillbe
moderatedbyteacher:
(20minutes)
a. Hearing:Bothsideswillpresenttheevidencetheyfoundtodefendtheir
caseandeachsidemustacknowledgeacounterclaimandbeableto
refuteit.
3. Classwillevaluatewhichsidepresentedthebestcase.Theclasswillcometoa
consensusastowhatthefinalverdictis.Studentswillanalyzequestionssuchas:
(10minutes)
a. Whichsidedoyouthinkusedthemostconvincingevidencefortheir
argument?
b. Isthereanyonewhowasontheopposingsidethatwasswayed?How
come?
c. Classvoteonthefinalverdictandwhytheythinkso(writedownonexit
slip).

G.DIFFERENTIATEDINSTRUCTION

Accommodation:Selectedpartsofarticlewerereadaloudforstudents.

Accommodation:Studentsmayusedevicetotypetheiranswers.

Strugglingreaderswereprovidedwithvocabularytoassisttheirreadingofthearticle
andacopyofthearticlewithhighlightsofimportanteventsandinformation.Students
hadtowritegiststatementsonwhatwashighlighted.

Advancedlearnersmaypursueatopicingreaterdepth,i.e.student(s)mayfindother
sourcestobringtothedebate,orresearchtherelevance/irrelevanceof
Catcherinthe
Rye
toteenagers.

Duringgroupwork,teacherwillmeetwithgroupstoreteachanideaorskilland/or
extendthethinkingofadvancedlearners.

DifferentiateaccordingtoIEPsand504accommodations.

H.H.O.T.(KEY)QUESTIONS

Whatisthereasoningfortheclaimsyoumadeaboutthe
CatcherintheRyes

positionintheschool?

Whereinthetextcanyoufindevidencethatsupports/doesnotsupportthe
position?

Whichsidedoyouthinkusedthemostconvincingevidencefortheirargument?

Isthereanyonewhowasontheopposingsidethatwasswayed?Howcome?

I.ASSESSMENT

InformalAssessment:Coldcallingonstudents,listeningtostudentsspeakand

makeclaimsabouttheplacementof
TheCatcherintheRye,t
herelevanceofthe
themes,theuseoftextualevidence.

FormalAssessment:Exitslipofthefinalverdictof
CatcherintheRyes
position
intheschoolcurriculumCollectthehandoutinwhichstudentsoutlinedtheir
argumentfortherelevance/placementof
CatcherintheRye.T
hisallowsthe
teachertoanalyzetheclaims,supportingevidenceandthecounterclaimthe
studentsmadetosupporttheirposition.

J.CLOSURE(SUMMARYQUESTION)

ExitTicket:Studentsmustwritewhattheirfinalverdictisonthehearingof
Catcherinthe
Rye.
Inaddition,theywillalsowritesomethinganotherpeersaidthattheythoughtmade
agoodcasefortheargument/didnotconsiderbefore.
(5minutes)

K.HowwillIreinforceandextendstudentlearning?
1.

CLASSROOMAPPLICATIONS:Studentlearningisreinforcedinthattheyarefamiliar
withSalingerstextfrompreviouslessonsvocabularyfrompreviouslessonsabout
claimsandevidencearereinforced.Studentlearningisextendedastheyworkwiththeir
peersandengageindiscoursewiththeirclassmateswhohavedifferingpointsofview.
2.ENRICHMENTACTIVITIES:Studentsmaybringinadditionalsourcestosupporttheir
positioninthehearing.Ifstudentsareinterested,theymayindependentlyresearchthe
historyof
CatcherintheRye
(i.e.howitwasbanned,MarkDavidChapman)
3.HOMEWORK:Nohomework

L.Whattopicscomenext?
1.TOMORROW:SynthesisEssay(AfterFebruaryBreak)
2.DAYAFTER:SynthesisEssayUnit