Organization of the Unit: Unit Calendar Monday Introduce the theme of the unit: brainstormwhat do we think bildungsroman means?

Anticipation guide: Look at handout for specific questions Discussion: Share enduring understanding and essential questions with the class. Talk about coming of age, what does it mean to grow up? Tuesday Mini Lesson: internet sources and citations: Since we are going to be working on computers we are going to take a few minutes to learn/review using internet sources. Whats credible, how do you know, how do you cite websites/online journals etc., safe use of the internet Computer Lab for Webquest work time Wednesday Present webquest information in groups: students will have been assigned one of four roles, today they will split up into groups of four and each share their findings. Mini Lesson: reflections/ summaries, what is important to include, concise language, including any citations, formatting Webquest reflection: if it is not finished in class they can have it done by Friday Thursday Mini Lesson: characterization, what are character traits? What are some that people/you think you have, are their good ones/bad ones Introduce Characterization Tracker Chart, jigsaw activity by characters, have them fill out what they know from the first 8 chapters then find people with the other characters and spend a couple minutes sharing their information Conformist/Phony Venn Diagram: C: obey, integrate, comply, fit, follow rules P: fraud, fake, hoax, cheat B: Adapt, change, pretend, act, false, insincere Journal 1: Complete a characterization on Friday Mini Lesson: themes/motifs, what is a theme and a motif? After learning what they are-think, pair and share (with one other pair) themes for students own lives Start Theme Map on the wall, cite textual evidence as class: use a large piece of butcher paper on the wall, it will stay up for the rest of the unit. Pain of growing up, lonliness, relationships, (to add: hat, catcher in the rye, ducks etc) Journal 2: Write a reflection on what you think the theme/s for your life are so far. What do you hope for them to be one day?

Pass out book, read chapter 1

yourself and one other person in your life

CTR ch. 2-3 Monday Give students time to form discussion questions Socratic Circle: How is Salinger conveying Holdens instability? Are there any patterns in Holdens relationships with other people? Holden is the first one to point out other peoples phoniness, are there any instances where he falls short? Are his dreams realistic? How do our surroundings impact the way we think, feel and act?

CTR -6 Tuesday Mini Lesson: language, the power of language. Talk about how language and words have evolved over the years. There are words that used to be profanity that are not anymore and vice versa. There isnt just one dialect of English, discuss different types of English Slang/names activity in groups and as class, Holdens Dictionary, start on wall

CTR 7-8 Wednesday Mini Lesson: symbolism, talk about what symbolism is. Ask students for examples. Show them woman in different hats and discuss what each picture might symbolize Introduce artifact wall where students will be bringing in artifacts that relate to main characters from CTR and lit circles, artifact association quiz for CTR, Journal 4: Artifact survey, what are things in your life that represent you or someone might consider an artifact if they were researching you in 200 years Share as a class for those who would like to

CTR 9-11 Thursday Revisit character tracker chart and theme map, review what we have and discuss what needs to be added to it Analyze catcher in the rye passage: What is Holden talking about in this passage? Why do you think Salinger chose this as the title of the novel? Whats the significance of being the Catcher in the Rye, and why is this the only thing that Holden wants to be?

CTR 12-17 Friday Introduce summative assessment, talk about what they need to do for the portfolio, expectations and guidelines for revision

Exit slip: Socratic reflection: How do you think the Socratic

Journal 3: Your own personal dictionary. Minimum of 5 maximum of 10 words. Clarify that they must not be discriminatory or derogatory to any individual or group of people, words that not everybody knows

Read CTR 25 out loud in class Wrap Up: Final thoughts/ questions Discuss Mr. Antolinis advice

Portfolio work time, allow students to brainstorm with each other and peer review, walk around the class while they are compiling their work. If anyone is missing work it needs to be completed by the end of class if they want feedback, otherwise by Monday

discussion went, was it hard/easy, what couldve gone better, was their anything you learned or are now questioning from the discussion? CTR 18-19 Monday Computer Lab time for Portfolios, if they need computers they can use them. Finish up portfolios and turn them in. SSR time for those who have finished. CTR 20-22 Tuesday Journal 5: Free write, the only rule is that for 10 minutes your hand does not stop writing Present portfolios as a class. Go over expectations for public speaking. CTR 23-24 Wednesday Mini Lesson: Social Studies teacher (maps), the importance of maps, basic features, examples of different kinds of maps Talk about what Holdens map would look like Journal 6 (fold out character map of yourself), can be completed any way as long as it is complete and accurate and on tri fold paper. Use color to enhance the map

Make sure all journals and activities for the unit are completed and in your possession Thursday Finish character maps Share maps in lit groups, ask if anyone would like to share as a class Lit circle meeting check-in with groups, have groups meet for a minute to discuss where they are at with the reading and any questions, review roles Mini Lesson: group work, discuss the expectations for the lit circles, hogs/logs, holding yourself accountable, equal discussion

Friday Lit circle discussions Write up group summary of what was discussed, four different sections of the summary. Each group member writes the section for a role other than their own (roles are same as webquest roles) Have students find a member of a different circle and share what they read and discussed

Once everyone it done, introduce lit circle If there is time left class books and groups and can work on their lit circle assign lit roles books

1st book/ lit role

Read next

(Friday)

(Tuesday)

Monday Lesson: Literary Theories crash course (gender, Marxism, new historicism, deconstruction, readerresponse)

Tuesday Time to organize thoughts on lit theories Lit circle discussions, each member discuss what they found. Did anyone else catch anything that that person missed? Discussion write up, switch roles and write summary from a different perspective

Wednesday Have each lit theory meet up and discuss what they found in their different novels Class discussion on which theory each group think was best, is there one overall that students prefer? Mini Lesson: dialogue, proper formatting. Synonyms for said making sure speaker is clear Journal 7: With different literary theories in mind. Write a short story on how one of your main characters would react/handle a situation (Put three scenarios to pick from on the board)

Look at theories with CTR

Have each group member pick one theory to become the expert on as it pertains to the lit circle book

Thursday Friday Peer review/reflection Revisit themes and of journal 7 short stories characterization: Have lit circle Mini Lesson: groups pick out editing/revision, writing themes from their expectations, novel and character formatting, readers traits of their main response to the story, characters word choice, dialogue As a class discuss overarching themes/characteriza tion, why are they all overlapping. Revisit bildungsroman characteristics Explain shoe activity: On Monday students will bring in a picture of a shoe (drawn, magazine, internet etc) that best represents their main character with one paragraph explaining why they picked that shoe, add to artifact wall

Revise story and bring final copy on Monday

Have students create four roles for their discussion on Monday

Monday Lit circle discussion, Have groups share with the class role choice and discussion summary, one shoe and why that shoe is a good representation

Tuesday Journal 8: Would you want to switch shoes with your character, why or why not? Invite students to share Lesson: Introduce final assessment personal narrative, what is it, read and listen to examples, expectations etc.

Wednesday Mini Lesson: Math teacher (graphs) the importance of graphing data, the purpose, simple line graph Journal 9: Life graph. Graph the highs and lows of your life Invite students to share their life graph Brainstorming: Personal Narrative ideas as a class, talk about connections to coming of age and how that could be incorporated Wednesday Personal Narrative Draft/workshop

Have read first book by Monday Thursday Friday Lit circle: Final thoughts Journal 10: To get in on books the personal narrative mode, Group presentation Write about a time planning/work time for you disagreed with a book talks. Book talks decision that can be presented in any somebody made. format. Incorporation of Did you do technology is welcome. something about it, Should be an if not, why? advertisement to get other people to want to Finish preparations read it (Lab) for book talks Make sure all groups have the resources and materials to complete their presentations Friday Personal Narrative Presentations

Finish lit book by Thursday Monday Tuesday Book talk presentations Personal Narrative Draft/workshop Book talk reflections

Thursday Personal Narrative Draft/workshop

Organize portfolios, make sure students have added the rest of their journals and activities to their portfolios (and revisions, if they arent revising it why not)continuation from the beginning of the unit

This time is for students to work on their personal narratives. There will be small mini lessons through these workshop days based on what students need help with at the time. They will be given the opportunity to share ideas with each other

Working on the draft, second half of the class will be dedicated to a peer revision workshop As the teacher, I will conference with each student about their narratives during these workshop days

Last day to polish the narrative and workshop for feedback This class period will be spent in the lab, narrative should be word processed by Friday.

Outline/rough draft of narrative by Tuesday

Make revisions to narrative at home, should be pretty polished by tomorrow

Turn in portfolios