N High School Lesson Plan

Topic: The Catcher in the Rye Students will engage in: (check all that apply)
Do Now Ticket Out The Door Pair/Share Guided Lecture Active Reading Word Splash KWL Jigsaw Previewing/Predicting

Teacher: Mr. Dallaire Subject: English 3 Week of: 3/3/2014-3/7/2014

Revision/Peer Revision Type 1-5 Writings Literature Circle I-Search Tech. Integration Lab _________________ _________________ _________________

Enduring Understanding:

!Materials/Resources:
Monday

Tuesday

Wednesday

Thursday

Friday

Minutes: 54 Lenses: M S L H Objective: Students will be able to understand the importance of personal history in the creation of fiction, particularly as it pertains to Salinger and The Catcher in the Rye.

Minutes: 54 Lenses: M S L H

Minutes: 54 Lenses: M S L H Objective: Students will be able to understand how art influences art in order to increase excitement about the novel and understand how ideas influence ideas. Before: Do Now: List as many works of art (songs, movies, plays, and paintings) that were inspired from other works of art.

Minutes: 54 Lenses: M S L H Objective: Students will be able to understand isolation in order to better understand the main characters feelings and point of view.

Minutes: 54 Lenses: M S L H Objective: Students will be able to use new vocabulary words to explained their own vocabulary and

Objective: Students will be able to write a journal entry reflecting on the first three chapters of the novel in order to enhance their knowledge of the novel and relate the content to their own experiences. Before: Do Now: How do the Before: Do Now: What is the events of your life shape who importance of keeping a you are? Specifically, how do journal? Why do people keep traumatic events shape our journals? lives? What traumatic events have you experienced?

Before: When have you felt Before: Do Now: Vocabulary isolated? When have you ever isolated yourself or isolated someone else? What does isolation feel like?

M=Meaning | S=Social | L=Language | H=Human

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During: Introduce Salinger by reading and showing excerpts from his biography and biographical film. Based on what we learned about Salinger, what would anticipate a book written by him would be about? What would the tone most likely be based on his experiences? Students will reflect individually and share out their predictions. After: Pass out and introduce the novel by reading it to the entire class. Introduce the unit long assignment.

During: Continue working on During: Students will listen to finishing the chapter and your two songs inspired by The first journal entry. Catcher in the Rye. Students will read excerpts from Salingers biography and work in small groups to make meaning the excerpts.

During: In small groups students read articles about isolation. Students share out what their article was about and how it relates to the novel.

During: Students write stories in groups using vocal words. Each student writes a sentence or part of sentence than another takes over picking up where the other students left off. Students will be in the style of Salinger. Introduce and assign Socratic Seminar for Catcher.

After: Continue working on assignment or begin working on the next journal entry.

Homework Assigned: Begin Homework Assigned: reading Catcher chapters 1-3. Continue reading. First journal entry due Wednesday. Notes: Teacher may not be in class on Tuesday.

After: Students will be asked to share what their initial reaction to what they have been introduced to during class. In groups student will share their reactions to the music and then share their reactions to the class. How do these songs reflect on the author and the novel? Homework Assigned: Chapters 4 through 7 and journal entry due for Friday.

After: Groups continue After: Students share out their sharing with entire class what stories. they learned and how it relates to the text.

Homework Assigned: Continue reading.

Homework Assigned: Read chapters 8 through 10 and journal entry.

M=Meaning | S=Social | L=Language | H=Human

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