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Catcher in the Rye Lesson

Catcher in the Rye Lesson

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Published by Andy Sokol

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Published by: Andy Sokol on Aug 04, 2011
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08/04/2011

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Andrew SokolEDU 512Third DraftTopic: Character AnalysisGrade 10
Learning Context
:Analysis of literature can be broken down into a number of different elements. However, these elements areall intertwined. The element of literature that I want to focus on is character analysis. It's important for students to analyze characters, to understand plot, symbolism, setting, dialogue, and overall themes. Whenstudents read a piece of literature, they usually form a sufficient, but somewhat limited understanding of it.It's the responsibility of the teacher to teach the student the literary analysis skills necessary to gain a fullunderstanding of the work with all of its complexities. I feel teaching new vocabulary words will beimportant for this topic because descriptive words regarding a person are often words that are unfamiliar toyoung students.ELA Standard 2- Students will read, write, listen, and speak for literary response and expressionPerformance Indicators (Grade 10 Reading)- Read, view, and interpret texts and performances in every medium (e.g., short stories, novels, plays, filmand video productions, poems, and essays) from a wide variety of authors, subjects, and genres- Interpret multiple levels of meaning and subtleties in text- Recognize relevance of literature to contemporary and/or personal events and situations
ELA Standard 4- Students will read, write, listen, and speak for social interactionPerformance Indicator - Share reading experiences with a peer or adult; for example, read together silently or aloud, or discuss reactions to texts(Grade 10 Writing)ELA Standard 1- Students will read, write, listen, and speak for information andunderstanding- Analyze data, facts, and ideas to communicate information
Assessment Plan:
I'm not going to be giving exams or assignments where I would be trying to quantify a student's ability toanalyze characters. Assessing students' progress will come in different forms. One such form is observingstudents giving insightful contributions to class discussions as well as the discussions in small groups. I'llalso give different types of writing assignments where character analysis will play a big role in fulfilling theassignment.
 
Criteria ExcellentGoodNeedsImprovementUnsatisfactoryGroup work 
Studentcommunicateshis/her own ideaswell and isresponsive to peersStudent cansufficientlycommunicatehis/her ideas andis responsive to peersStudent has adifficultydiscussing his/her ideas in a groupsetting andstudent does notrespond much to peers.Student takesgroup work as atime to slack off and doesn't participate ingroup discussions
Relatingliterature to thestudent'spersonal life
Student is able toempathize withone or more of the characterswhich is apparentin the student'swriting as well asin classdiscussionsStudent recallstimes in his/her own life thatwere similar tothe scenarios thatthe characters arein. This will beapparent inwritingassignments aswell as in classdiscussionsStudent attemptsto recall times inhis/her own lifethat relate to thecharacters in theliterature.However, theseconnections arevague or unclear Student is unableto relate his/her own life to thecharacters in theliterature
Analyzingcharacters bygoing beyondplot
Student fullygrasps mostliterary devicesand sees howthey relate to thedevelopment of the characters byreading onhis/her ownStudent mostlygrasps mostliterary devicesand understandshow they relate tothe developmentof charactersafter payingattention to classdiscussionsStudent partiallyunderstandsdifferent literarydevices and partiallyunderstands howthe charactersdevelopStudent reliesonly on plot tounderstandcharacters
Forming a thesis
Student hasformed a thesisthat is relevant tothe text and willallow for acreative andinsightful essayStudent hasformed a thesisthat is relevant tothe text but willonly allow for alimited amount of insight in theessayStudent hasformed a thesisthat is onlysomewhatrelevant to thetextStudent hasformed a thesisthat is notrelevant to thetext
Student Work 
: N/A
Procedure:
 
Day 1Before the class will begin reading
The Catcher in the Rye
, we will have a class discussion where the classwill be asked to recall times in their lives where they experienced the same types of issues as Holden. Oneof the main issues that the class will discuss will be times where they wanted to withdraw from their environments. For homework, they will be assigned to read the first chapter.Day 2We will have a class discussion on the first chapter of 
The Catcher in the Rye
. The class will be asked todescribe the scenario that the protagonist, Holden is in. The class will also be asked to make assumptionsabout Holden's personality from the information given at the beginning of the book. I will help to lead thediscussion along by pointing out key passages that are most telling. We will collectively form a graphicorganizer on the marker board. The graphic organizer will use clustering in some type of a spider webformat. For homework, the students will be assigned to read the next two chapters.Day 3
We will have a class discussion on the next two chapters following the first one. The classwill list the most significant characters around Holden and describe the relationships between them and Holden. I will hand out worksheets for the class to fulfill for theremainder of the class period. The worksheet will ask questions that will test that thestudents did the reading as well as challenge them to form conclusions about thecharacters. An example of a question that could appear on this worksheet is "What madeHolden so upset that he tore up the homework assignment he did for his roommateshortly after he completed it?"
Day 4
I will have the class split up into groups. Each student in the group will be assigned adifferent character. The students will then be asked to describe Holden from their assigned characters' points of view. After each member of the group has finishedindividually, they will take turns sharing their work among the group. I will then haveeach group decide on one person to share his/her work with the entire class. For homework, the class will be assigned to read the next two chapters.Day 5We will have a class discussion on what took place in the chapters assigned for homework. We will discuss why Holden decided to leave his school early and discusswhy he has decided to roam around Manhattan. I will give a homework assignment inwhich the students are asked to write a letter to Holden. In this letter, the students will beasked to think of what kind of advice they would give to Holden if they were his friends.I feel this assignment can be somewhat fun for students because it gives them the chanceto write in a conversational tone.Day 6At this point, I would like to have the class do more in-depth character analysis. We willhave a class discussion where the students are asked to think of the root causes for Holden's behavior patterns and try to think of what Holden is trying to accomplish. It

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