Unit Title: The Catcher in the Rye, Cultural Analysis, and the Teenage Voice

Teacher: Sarah Geist

Focus Class Description: 11th grade Honors English; Hyflex instruction with block schedule

Essential Question(s): What are universal characteristics of the teenage experience? How do we read the world around us for hidden cultural meanings and assumptions?

Objectives/Goals of the Unit:

SWBAT perform a cultural analysis of a text (broadly defined) that they are passionate about.
SWBAT write in their own unique voice.
SWBAT analyze how Holden Caulfield’s teenage voice and mental health are affected by the world around him.

Standards:
CCSS.ELA-LITERACY.RI.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters
uncertain.
CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a
complex account; provide an objective summary of the text.
CCSS.ELA-LITERACY.RL.11-12.3
Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are
introduced and developed).
CCSS.ELA-LITERACY.W.11-12.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCSS.ELA-LITERACY.W.11-12.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Summative Assessment: Cultural Analysis Project

Monday Tuesday Wednesday Thursday Friday

DAY 1 DAY 2 DAY 3

60 minute Hyflex
SWBAT define cultural analysis and
identify how it is different from
literary analysis.
SWBAT perform a cultural analysis
of classroom desks.
35 minute Remote 60 minute Hyflex
SWBAT define cultural text and SWBAT analyze early
choose a text that they would like to characterization, narration, and
analyze and write about. conflict in the novel.
SWBAT describe a cultural text
In-Class Activities: while imitating features of Holden’s
SWBAT define writer’s voice. ● Attendance Check voice.
● Options:
In-Class Activities: ○ Reading Day In-Class Activities:
● J.D. Salinger and Catcher ○ Choosing a text ● Discuss Ch. 1-7 (pg. 1-52)
background activities ● Crash Course
● Introduce cultural analysis ● Exit Ticket
project Independent Work:
● Practice cultural analysis ● Read Ch. 1-7 (pg. 1-52) Independent Work:
with school desks Catcher in the Rye ● Read Ch. 8-14 (pg. 53-104)
● Cultural vs. literary analysis Catcher in the Rye
● Writer’s voice

Independent Work:
● Think of possible cultural
texts to write about
● Read Ch. 1-7 (pg. 1-52)
Catcher in the Rye

DAY 4 DAY 5 DAY 6

60 minute Hyflex
SWBAT explain the difference
between empathy and sympathy
and write about how they feel each
for Holden.
SWBAT diagnose Holden’s mental
health and provide evidence from
the texts to support their diagnoses.
SWBAT suggest a treatment for
Holden.
In-Class Activities:
● Reading Check
● Discuss Ch. 8-14 (pg.
53-104)
● Mental illness activity
Independent Work:
● Read Ch. 15-20 (pg.
105-157) Catcher in the Rye
60 minute Remote
SWBAT write and revise a single
claim for their cultural analysis
project.
SWBAT provide strong evidence
and explain how the evidence
supports the claim.
SWBAT identify features of their
own unique writer’s voice.
SWBAT brainstorm potential
structures for their cultural analysis
project.
In-Class Activities:
● Claims, evidence, and
structure activities
● Authority and voice activities
Independent Work:
● Read Ch. 15-20 (pg.
60 minute Hyflex
SWBAT reevaluate their initial
impressions of Holden.
SWBAT analyze how Holden
relates to the world around him.
SWBAT support their opinion about
whether The Catcher in the Rye
remains relevant today.
In-Class Activities:
● Reading Check
● Discuss Ch. 15-20 (pg.
105-157)
● Holden’s perspectives
activity
● “From everyteen to
annoying” + Jamboard
Independent Work:
● Read Ch. 21-26 (pg.
 105-157) Catcher in the Rye 157-214) Catcher in the Rye
● Work on cultural analysis ● Work on cultural analysis
project project

DAY 7 DAY 8
60 minute Hyflex 90 min Hyflex
SWBAT analyze the meaning of SWBAT perform a literary analysis
Holden’s red hunting cap and other and a cultural analysis of “Comin
significant symbols in the text. thro’ the Rye”.
SWBAT distinguish between literary SWBAT analyze the title of The
issues and literary themes and Catcher in the Rye.
identify important themes in The SWBAT provide meaningful
Catcher in the Rye. feedback on their peers’ writing and
revise and edit their own writing.
In-Class Activities:
● Discuss Ch. 21-26 (pg. In-Class Activities:
157-214) ● Read Robert Burn’s “Comin’
● Symbols activity: first thro the Rye”
students will have to guess ● Literary analysis of poem
the five symbols on the list, ● Cultural analysis of poem
family feud style (one team ● Discuss title of Catcher
in-person, one team online); ● Peer Review
then they will be put in
groups and will need to Independent Work:
explain what the symbol ● Cultural analysis project due
means using evidence from 11:59 pm
the text
● Issues and themes

Independent Work:
● Cultural analysis rough draft
due before next class
 The Catcher in the Rye Cultural Analysis Project

Holden Caulfield is very critical of the world around him. He frequently calls people “phonies”
and points out the flaws of movies, women, Jesus’s disciples, school, cliques, actors, athletes,
money, and many other aspects of society. While much of Holden’s analysis is influenced by his
disillusionment with the world, he does possess a strong ability to interrogate the culture he lives
in and discover hidden meanings and assumptions behind seemingly arbitrary and
inconspicuous cultural objects and systems.

Following Holden’s example, your task for this unit is to choose any cultural text and use your
unique writer’s voice to analyze its personal and cultural significance.

Types of cultural texts (Shannon Falkner):

● Object or creation: singles items that you can interact with in some way
○ Examples - clothing, toys, technology, movies and music
● Practice: the ways people do particular things
○ Examples - holidays, eating, driving, relationships
● Development: changes that occur in culture; trends
○ Examples - slang, TikTok dances, side parts, Keto diet

Cultural vs. Literary Analysis

● Cultural analysis looks into what a text can reveal about a specific group of people or
time period
○ Method often used by anthropologists, sociologists, and other social scientists;
sometimes considered a subgenre of literary analysis
● Literary analysis is broader in what it can reveal but more specific in what it examines,
i.e. language

Writer’s Voice
● “In literature, ‘voice’ refers to the rhetorical mixture of vocabulary, tone, point of view, and
syntax that makes phrases, sentences, and paragraphs flow in a particular manner”
(Dan Brown).
● Voice is how the author/narrator puts their personality in their writing

Your cultural analysis can take any structure or format you would like, but needs to include
some sort of claim about your cultural text (we will talk more about structure and claim later in
the unit). You should include both personal and broader cultural significances/meanings of your
text in your writing.

This assignment is due Thursday, April 1st and must include a title and 300+ words.
 Day 1

Lesson Objective(s) SWBAT define cultural analysis and identify how it is different
from literary analysis.
SWBAT perform a cultural analysis of classroom desks.
SWBAT define writer’s voice.
Standards CCSS.ELA-LITERACY.RI.11-12.3
Analyze a complex set of ideas or sequence of events and
explain how specific individuals, ideas, or events interact and
develop over the course of the text.
CCSS.ELA-LITERACY.RL.11-12.3
Analyze the impact of the author's choices regarding how to
develop and relate elements of a story or drama (e.g., where a
story is set, how the action is ordered, how the characters are
introduced and developed).
Materials Needed slides; The Catcher in the Rye; Cultural analysis project;

Time Learning Task Methods or Procedures

7 J.D. Salinger Background
5 Introduce Cultural Analysis
Project
Go through the slides (2-4) and read all
the information. Explain that Salinger
was known as a recluse following the
publication of The Catcher in the Rye,
but that he did socialize in his
community and had several
relationships with younger women.
Read the text on slide 5 that
contextualizes the project.

Then explain that students will be doing

an adapted version of Holden’s cultural
criticism, analyzing the personal and
cultural significance of a text (broadly
defined) using their unique writer’s
voice. Using the idea of an iceberg
(slide 6), explain that everything we
interact with in our culture is informed
by deeper, hidden meanings and
assumptions. The purpose of this
project is to explore those hidden
meanings behind our cultural texts.

Review the due date and requirements

for the final draft of the project.
3 Types of Cultural Texts Review the three types of cultural texts
(slides 7) and provide examples of each.

7 Cultural Analysis: Classroom
Desks
5 Cultural vs. Literary Analysis
10 Writer’s Voice + Examples
Explain that students should expand
their idea of what a “text” is.
Model how to do a cultural analysis on
classroom desks (slide 8). Begin with
the picture on the left. Ask students to
share what they notice about the desk.
Why is the desk designed that way?
What does the design tell us about the
society/culture in which it exists?
Then shift to the picture on the right
and ask students to focus on the
arrangement of classroom desks. Why
do teachers arrange desks in certain
ways? What does that tell us about
their teaching philosophy?
Tips if students struggle:
● Do not be afraid to make claims
that are a stretch. Consider an
idea even if it seems unlikely.
● Pretend you are an
anthropologist from another
planet who has just discovered
the American public school
system. The only information
you have is what you see. What
hypotheses would you make
about the culture you are
observing?
Explain the difference between cultural
and literary analysis (slide 9). Explain
that both types can be done on a text
with language, but only cultural analysis
can be done on a text without language.
Using the music video for “This is
America” (slide 10) have a few students
share what they would analyze for a
cultural analysis and what they would
analyze for a literary analysis.
Read the definition of writer’s voice
(slide 11). Explain that readers can
often identify the author of a text from
the voice alone.
 Read the first excerpt (slide 12) out
loud. Explain that it was written by one
of the authors we have studied in this
class. Have students guess who wrote
it. Once students have successfully
named Sherman Alexie, have a few
students share how they identified the
author. What are some features of
Alexie’s voice?

Read the second excerpt (slide 13) out

loud. Have students guess who wrote it.
Once students have successfully named
Nathaniel Hawthorne, have a few
students share how they identified the
author. What are some features of
Hawthorne’s voice?

Read the third excerpt (slide 14) out

loud. Explain that it is from the first
page of The Catcher in the Rye. Ask a
few students to identify some features
of Holden’s/Salinger’s (they’re
different) voices.
3 To-Do Students (slide 15) have the rest of the
hour to think about their cultural
analysis project and begin reading Ch.
1-7 (pg. 1-52) of The Catcher in the Rye.
 Day 2

Prior Knowledge J.D. Salinger background; types of cultural texts; cultural

analysis of desks and classrooms; cultural vs. literary analysis;
writer’s voice
Lesson Objective(s) SWBAT define cultural text and choose a text that they would
like to analyze and write about.
Standards CCSS.ELA-LITERACY.W.11-12.5
Develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach, focusing
on addressing what is most significant for a specific purpose
and audience.
Materials Needed The Catcher in the Rye; cultural analysis project

Time Learning Task Methods or Procedures

5 Attendance Check Students will answer the following
question: What is one good thing in
your life right now?

Call on students randomly to share and

record attendance as you go.
25 Two Choices Explain the two options before
dismissing students.
Choice 1: Reading Day Students may spend the remainder of
the class period reading Ch. 1-7 of The
Catcher in the Rye to prepare for class
on Friday.

Remote students who choose this

option may log off the Google Meet.
Face to face students should sit in their
desks and read quietly, continuing to
observe health and safety protocols.
Choice 2: Selecting a Text This activity is intended to help
Activity students choose a cultural text to write
about for their cultural analysis project.
Students need to have chosen a text by
class on Friday.

For this activity, students should get out

a sheet of paper and divide it into four
boxes. Do the activity with the students
and show them each step on your sheet
of paper.
First, students should think of four
passions they have. This can include
hobbies, interests, extracurriculars, and
anything else students care about.
Students should write one passion at
the top of each of the four boxes.

Second, students should write down

three cultural texts that are a part of
each of their four passions. For each
passion, students should have one
object or creation, one practice, and one
development. Clarify any definitions.

Third, students should look over their

four passions and choose two to focus
more deeply on. Students may use any
rationale to choose, but if students are
struggling, recommend they eliminate
the passion that had the
easiest-to-identify text and the passion
that had the hardest-to-identify texts.

Fourth, students should cross off one

text for each of the two remaining
passions.

Fourth, students should look over their

two remaining passions and four
remaining texts. For each text, they
should brainstorm one or two qualities
that they would be able to analyze.

Based on the potential for analysis and

their interest in the topic, students
should choose one of the remaining
texts. If students are struggling to
choose, ask them to explain each of
their texts to you and make a
recommendation.
 Day 3

Prior Knowledge J.D. Salinger background; types of cultural texts; cultural analysis of desks and
classrooms; cultural vs. literary analysis; writer’s voice
Lesson Objective(s) SWBAT analyze early characterization, narration, and conflict in the novel.
SWBAT describe a cultural text while imitating features of Holden’s voice.
Standards CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where
the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.3
Analyze the impact of the author's choices regarding how to develop and relate
elements of a story or drama.
CCSS.ELA-LITERACY.L.11-12.3
Apply knowledge of language to understand how language functions in different
contexts, to make effective choices for meaning or style, and to comprehend more
fully when reading or listening.
Materials Needed slides; The Catcher in the Rye; Crash course; exit ticket (in Google Classroom)

Time Learning Task Methods or Procedures

3 Welcome Before students join the Google Meet, share your screen to
show slide 1. I recommend using two devices (a laptop and
a desktop), one to share your screen and another to see the
students and the chat. As students join class, remote or face
to face, greet them and take attendance. Google Meet will
not allow you to see everyone if someone is sharing their
screen, so you will want to click on the Show Everyone icon
in the upper right corner of the screen, which will allow you
to see a list of those who are in the Meet.
10 Holden First Impressions Once you have taken attendance, click forward to slide 2 and
read the question out loud. Give students a few seconds to
think, then take volunteers to share their ideas. Spend some
time on each question, going through them one by one. Try
not to influence students’ opinions of Holden.

If students are really quiet, ask for a show of hands for each
question, then have some students who raise their hands
explain why they answered the way they did. For example,
first have students who like Holden raise their hands and
talk, then have students who did not like Holden raise their
hands and talk.

Note: You may need to explain the difference between

sympathy and empathy to the students. Sympathy is more
cognitive and involves understanding a person’s feelings.
Even though you cannot relate, you acknowledge their

5 Discuss Narration
5 Conflict in the Novel
10 Watch Crash Course
5 Features of Holden’s Voice
10 Exit Ticket
feelings as valid. Empathy is more emotional and involves
experiencing someone’s feelings with them.
Click twice to switch to slide 3. Text should only appear on
the top half of the slide. Read the question out loud and take
volunteers to share. Students should use evidence from the
text to support their answers.
Note: Holden is in California (he says he is near his brother
D.B., who is in Hollywood) in a mental institution (“madman
stuff,” “run-down,” visits from his brother).
Click once more to reveal the second part of the question,
still on slide 3. read the question out loud and have a few
volunteers share their ideas.
Click forward to slide 4 and read the question in the left text
box out loud. Inform students that there are some examples
of conflict in the right text box if they need a refresher. Have
a few volunteers share their ideas. Students should be more
specific than “character vs. self” in their responses.
Encourage them to think about who the character is and
how he is in conflict with himself.
Note: There is not a correct answer for this question.
Students should identify multiple conflicts and somewhat
disagree on the central conflict.
Click forward to slide 5 and read the instructions out loud.
Copy the link to the video (hyperlinked on the slide) and
paste it in the Google Meet chat. Explain to students that it is
also hyperlinked in the class calendar. Students, regardless
of mode of instruction, should click the link and watch the
entire video on their own devices.
After 10 minutes, click forward to slide 6 and ask students to
refocus their attention to the Google Meet. Ask volunteers to
share some unique features of Holden’s voice, both from the
video and from their own reading of the text. There is one
example on the slide. As students share, type their
responses into the slide or write them on the white board. If
you write them on the board, make sure that remote
students can see it.
Note: Features from the video include passive voice, under
exaggerating, using hedging language (kind of, sort of), and
using the word “listen”. An additional feature that is not in
the video is Holden’s explicit addressing of his readers.
Click forward to slide 7. Read the directions on the slide and
instruct students to locate the exit ticket assignment in
Google Classroom. Students should write quietly for 10
minutes. Those who finish early may read The Catcher in the
Rye.
 If there is still time at the end of ten minutes, invite students
to share what they wrote. This is optional and students can
choose to do reading time instead. Make sure students turn
in their exit ticket before the end of the class period.
2 Homework Reminder Students should read Ch. 8-14 (pg. 53-104) of The Catcher in
the Rye. There will be a 10 question multiple choice reading
check on Ch. 1-14 next Tuesday.
 DAY 4

Prior Knowledge J.D. Salinger background; types of cultural texts; cultural

analysis of desks and classrooms; cultural vs. literary analysis;
writer’s voice; The Catcher in the Rye Ch. 1-7; unreliable
narrator; conflict in the novel; features of Holden’s voice
Lesson Objective(s) SWBAT explain the difference between empathy and
sympathy and write about how they feel each for Holden.
SWBAT diagnose Holden’s mental health and provide
evidence from the texts to support their diagnoses.
SWBAT suggest a treatment for Holden.
Standards CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support analysis
of what the text says explicitly as well as inferences drawn
from the text, including determining where the text leaves
matters uncertain.
CCSS.ELA-LITERACY.RI.11-12.7
Integrate and evaluate multiple sources of information
presented in different media or formats as well as in words in
order to address a question or solve a problem.
Materials Needed reading check; slides; DSM-V diagnosis criteria; The Catcher in
the Rye

Time Learning Task Methods or Procedures

10 Reading Check
7 Sympathy/Empathy Warm-Up
5 Share Warm-Up Responses
5 Explain DSM Diagnosis Activity
Students will have 15 minutes to
complete the reading check (slide 2) on
Google Classroom.
Ask a student to explain the difference
between sympathy and empathy (hint:
we talked about this on Friday). Then
read the warm-up prompt (slide 3).
Students will have 5 minutes to write
their ideas on a scrap piece of paper.
Ask a few students to share what they
wrote about. Begin with ways that they
sympathize with him, then with ways
they empathize with him.
Transition into the next activity by
explaining that it is important to view
Holden with kindness (at least for this
activity) because he suffers from an
unspecified mental health disorder.
Students should avoid using deficit or
 harmful language to talk about mental
health during this activity.

Read the instructions (slide 4). Explain

what the DSM-V is and how students
will be using it to diagnose Holden.
Holden’s diagnosis is unspecified in the
text, leaving a lot of room for many
different diagnoses. Each group will be
assigned one family of disorders and
will have to choose a more specific
diagnosis from the provided
information.

Go over what a CLEvR paragraph

outline (slide 5) should look like for this
activity, explaining the importance of
providing evidence from both the
DSM-V and The Catcher in the Rye.
20 Group Work Divide students into five groups and
assign each group a family of mental
disorders (slide 6).

Put remote students in breakout rooms

or separate Google Meets. Put
in-person students in groups based on
the seating chart.

Students have 20 minutes to read the

diagnostic criteria and write a CLEvR
outline on their group’s slide (7-11).

Move from group to group, clarifying

10 Share Diagnosis Argument
3 Reading for Friday
definitions and asking questions to
deepen their thinking.
Have each group share their diagnosis,
explaining the symptoms and the
evidence from the novel that supports
this diagnosis. If students had time to
suggest a treatment, invite them to
share that as well.
Go over what students need to have
read by class on Friday (slide 12).
 Day 5

Prior Knowledge J.D. Salinger background; types of cultural texts; cultural

analysis of desks and classrooms; cultural vs. literary analysis;
writer’s voice; The Catcher in the Rye Ch. 1-7; unreliable
narrator; conflict in the novel; features of Holden’s voice;
sympathy vs. empathy; DSM-V diagnostic criteria
Lesson Objective(s) SWBAT write and revise a single claim for their cultural
analysis project.
SWBAT provide strong evidence and explain how the
evidence supports the claim.
SWBAT identify features of their own unique writer’s voice.
SWBAT brainstorm potential structures for their cultural
analysis project.
Standards CCSS.ELA-LITERACY.W.11-12.1
Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and relevant
and sufficient evidence.
CCSS.ELA-LITERACY.W.11-12.4
Produce clear and coherent writing in which the
development, organization, and style are appropriate to task,
purpose, and audience.
CCSS.ELA-LITERACY.W.11-12.5
Develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach, focusing
on addressing what is most significant for a specific purpose
and audience.
Materials Needed slides; google doc

Time Learning Task Methods or Procedures

3 Explain Google Doc (slide 1)
5 Brainstorm (slide 2)
3 Articulating a Claim (slide 3)
5 Question Flooding (slide 4)
4 Think, Pair, Share (slide 5)
2 Revising Your Claim (slide 6)
3 Using Evidence Effectively (slide 7)
5 Justify Your Evidence (slide 8)
4 Think, Pair, Share (slide 9)
2 Revising Evidence (slide 10)
5 What Pieces Do You Want to (slide 11)
Include in Your Writing?
7 Experimenting with Structure (slide 12)
4 Think, Pair, Share (slide 13)
5 Discovering Your Voice (slide 14)
4 Think, Pair, Share (slide 15)
2 Upcoming Assignments (slide 16)
 Day 6

Prior Knowledge J.D. Salinger background; types of cultural texts; cultural

analysis of desks and classrooms; cultural vs. literary analysis;
writer’s voice; The Catcher in the Rye Ch. 1-20; unreliable
narrator; conflict in the novel; features of Holden’s voice;
sympathy vs. empathy; DSM-V diagnostic criteria; creative
claims, evidence, structure, and voice
Lesson Objective(s) SWBAT reevaluate their initial impressions of Holden.
SWBAT analyze how Holden relates to the world around him.
SWBAT support their opinion about whether The Catcher in
the Rye remains relevant today.
Standards CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support analysis
of what the text says explicitly as well as inferences drawn
from the text, including determining where the text leaves
matters uncertain.
Materials Needed slides; “From everyteen to annoying”; Jamboard

Time Learning Task Methods or Procedures

10 Reading Check Students will have 15 minutes to
complete the reading check (slide 2) on
Google Classroom.
7 Warm-Up Writing Read the following prompt (slide 3):
Think back to last Friday and remember
your first impressions of Holden. Has
your opinion of him changed since
then? Why or why not?

Students will have five minutes to jot

5 Share Warm-Ups
3 Explain Groups
down their ideas on a scrap piece of
paper.
Invite a few students to share whether
their opinions of Holden have changed
or remained the same since the first
discussion of the book.
Read the following prompt (slide 4):
How does Holden view and/or relate to
money? women? religion? school?
entertainment?

Divide students into five groups and

assign a topic to each group.

10 Group Discussion
5 Summarize Group Discussion
5 Article + Jamboard
10 Discuss Catcher’s Relevance
3 Reading for Tuesday
Put remote students in breakout rooms
or separate Google Meets. Put
in-person students in groups based on
the seating chart.
As students discuss, check in with each
group and ask follow up questions to
deepen their thinking.
Invite a student from each group to
share what they talked about.
Students should read the article and
then put a sticky note on the Jamboard
to indicate their answer to the following
question: Is The Catcher in the Rye
relevant today?
Students should explain why they put
their sticky note where they did and use
evidence from the article and the book
to support their responses.
Go over what students need to have
completed by class on Tuesday.
 Day 7

Prior Knowledge J.D. Salinger background; types of cultural texts; cultural

analysis of desks and classrooms; cultural vs. literary analysis;
writer’s voice; The Catcher in the Rye Ch. 1-26; unreliable
narrator; conflict in the novel; features of Holden’s voice;
sympathy vs. empathy; DSM-V diagnostic criteria; creative
claims, evidence, structure, and voice; modern day relevance
of book
Lesson Objective(s) SWBAT analyze the meaning of Holden’s red hunting cap and
other significant symbols in the text.
SWBAT distinguish between literary issues and literary
themes and identify important themes in The Catcher in the
Rye.
Standards CCSS.ELA-LITERACY.RL.11-12.4
Determine the meaning of words and phrases as they are
used in the text, including figurative and connotative
meanings; analyze the impact of specific word choices on
meaning and tone, including words with multiple meanings or
language that is particularly fresh, engaging, or beautiful.
CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and
analyze their development over the course of the text,
including how they interact and build on one another to
produce a complex account; provide an objective summary of
the text.
Materials Needed slides; The Catcher in the Rye; Google Meet links

Time Learning Task Methods or Procedures

5 Quick Write
10 Red Hunting Cap Analysis
7 Symbols Family Feud
Read the prompt (slide 2) and give
students time to write as many symbols
and issues from the text that they can
think of.
Model what fully reading a symbol looks
like using Holden’s red hunting cap
(slide 3). Begin by taking suggestions
from students, then ask follow up
questions, encourage them to use
evidence to support their answers, and
fill in any gaps.
Go over the instructions (slide 4). Then
have students try to guess which five
symbols are on the list. Do this family
feud style, first asking remote students

10 Group Work
8 Sharing Symbols
3 Issues vs. Themes
6 Issues in The Catcher in the Rye
10 Themes in The Catcher in the
Rye
1 Rough Draft Reminder
to guess, then in person students, then
back and forth until they list all of the
following symbols: Allie’s baseball
glove, Pencey Prep/Elkton
Hills/Whooton School, the ducks in
Central Park, the Natural History
Museum, and the merry-go-round.
Assign each group one of the symbols.
Students should discuss with their
groups and take notes of the
corresponding slide (5-9).
Call on a representative from each
group to summarize their discussions.
Encourage students to nominate
someone who has not shared for group
work so far in this unit.
Ask students what the difference
between an issue and a theme is. After
a few students share, clarify the answer
(slide 10).
Have students list some of the issues
from the text that they identified during
their warm-up. Record student
responses (slide 11).
Copy and paste the issues onto the slide
(12). One by one, have students convert
the issues into themes.
Remind students to complete and turn
in their cultural analysis rough drafts
before class tomorrow.
 Day 8

Prior Knowledge J.D. Salinger background; types of cultural texts; cultural

analysis of desks and classrooms; cultural vs. literary analysis;
writer’s voice; The Catcher in the Rye Ch. 1-26; unreliable
narrator; conflict in the novel; features of Holden’s voice;
sympathy vs. empathy; DSM-V diagnostic criteria; creative
claims, evidence, structure, and voice; modern day relevance
of book; symbols; themes vs. issues
Lesson Objective(s) SWBAT perform a literary analysis and a cultural analysis of
“Comin thro’ the Rye”.
SWBAT analyze the title of The Catcher in the Rye.
SWBAT provide meaningful feedback on their peers’ writing
and revise and edit their own writing.
Standards CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and
analyze their development over the course of the text,
including how they interact and build on one another to
produce a complex account; provide an objective summary of
the text.
CCSS.ELA-LITERACY.L.11-12.4
Determine or clarify the meaning of unknown and
multiple-meaning words and phrases
CCSS.ELA-LITERACY.W.11-12.5
Develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach, focusing
on addressing what is most significant for a specific purpose
and audience.
Materials Needed slides; “Comin thro’ the Rye” song; “Comin thro’ the Rye” text;
cultural analysis rough drafts

Time Learning Task Methods or Procedures

7 “Comin’ thro the Rye” Introduce the poem. Explain to
students that we will first analyze the
poem on its own, then think about its
connection to The Catcher in the Rye.

Review some of the Scottish lexical

items (slide 2) that are present in the
poem. Instruct students to write down
the translations so they can refer back
to them.

Put the link to the song in the chat and

have students watch the entire video.
5 First Impressions Without looking at the text, ask
students to share what they think the
poem is about (slide 3).

Note: The poem is about two people

hooking up in a field.
3 Read Full Text Then put the link to the poem (slide 4)
in the chat and have students read the
full text to themselves. Encourage them
to read it out loud if at all possible.
10 Literary Analysis Ask a student to share the difference
between a literary and a cultural
analysis. Then read the questions (slide
5) and have students share their ideas,
working together to analyze the poem’s
text.
5 Cultural Analysis Read the questions (slide 6) and have
students share their thoughts, working
together to analyze the poem’s cultural
significance.
10 Discuss Title Read the quote (slide 7) from The
Catcher in the Rye and ask students to
analyze the meaning of the book’s title.
Follow up questions include:
● Where does Holden first
remember the song? (pg. 115:
from a boy singing as he walks in
the street)
● What is the effect of Holden
mistaking the words “meet” and
“catch”? What is the effect of
Phoebe telling him this mistake?
● How does knowing the original
poem affect your thinking about
the title? (Holden’s
fear/fascination with sex)
5 Explain Peer Review Put students in groups (slide 8). Before
releasing them into their separate
Meets, explain each of the activities that
students can do, categorized by the
aspect of writing that they focus on.
25 Peer Review Groups Students should spend this time in their
groups, trying different activities and
giving meaningful feedback on each
other’s writing.
20 Work Time Students have the rest of the hour to
work on their projects, revising and
editing as needed. Their projects are
due Thursday at midnight.