THE CATCHER IN THE RYE
J.D. SALINGER
Unit Goals:
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.
2. Analyze a case in which grasping a point of view requires distinguishing what is directly
stated in a text from what is really meant.
3. 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.
4. Draw evidence from literary or informational texts to support analysis, reflection, and
research.
5. Come to discussions prepared, having read and researched material under study;
explicitly draw on that preparation by referring to evidence from texts and other research
on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
Note the deadline changes due to Forecasting schedules the week of March 16th!
Mon.
Tue.
Wed.
Thu.
Fri.
Sat./Sun.
3/2$
Booktalk$and$Unit$
Intro$
Catcher$in$Culture;$
DSM;$Expectations$
3/3$
Independent$
Reading$Time;$SRP$
Writing$
Conferences$
3/4$
Independent$
Reading$Time;$SRP$
Writing$
Conferences$
3/5$
Independent$
Reading$Time;$SRP$
Writing$
Conferences$
3/6$
Graded$Socratic$
Discussion$
(Chapters$1K10)$
Journal$Due$
3/7K8$
HW:$Senior$Paper$
Revision,$Senior$
Project$Hours$
3/9$No$G.$
Independent$
Reading$Time$
3/10$
Graded$Socratic$
Discussion$
(Chapters$1K13)$
3/12$Late$Start$$
No$G.$
Per.$6$only:$
Independent$
Reading$Time$
3/13$No$G.$
Mid$Novel*Quiz*
(Chapters*1$16)*
$
3/14K15$
HW:$Senior$Paper$
Revision,$Senior$
Project$Hours$
3/16$Forecasting$
Per.$5$only$
Debrief$and$
Discuss$MidKNovel$
Quiz;$Journal$Due$
3/17$Forecasting$
Per.$6$only$
Debrief$and$
Discuss$MidKNovel$
Quiz;$Journal$Due$
3/21K22$$
HW:$Senior$Paper$
Revision,$Senior$
Project$Hours$
3/24$
Graded$Socratic$
DiscussionK$Whole$
Novel$(Chapters$1K
26)$
3/19$Forecasting$
Per.$6$only$
Independent$
Reading$Time;$SRP$
Writing$
Conferences$
3/26$
Whole$Novel*Test$
(Part$I)$“OpenK
Book,$OpenK
Notes”$
3/20$
Independent$
Reading$Time;$SRP$
Writing$
Conferences$
3/23$
Independent$
Reading$Time;$SRP$
Writing$
Conferences$
3/11$Late$Start$
Per.$5$only:$
Independent$
Reading$Time;$SRP$
Writing$
Conferences$
3/18$Forecasting$
Per.$5$only$
Independent$
Reading$Time;$SRP$
Writing$
Conferences$
3/25$
Graded$Socratic$
DiscussionK$Whole$
Novel;$Review$for$
the$Final$ODW$
3/27$No$G.$
Whole$Novel*Test$
(Part$II)$“OpenK
Book,$OpenK
Notes”$
3/28K29$
HW:$Senior$Paper$
Revision,$Senior$
Project$Hours$
3/30$
NEW*SRP*
REVISIONS*
DEADLINE*
Practice$Peer$
Review$Protocol$
3/21$
SRP$Peer$Review$
4/1$
SRP$Peer$Review$
4/2$
SRP$Revisions$
Work$Time$
4/3$
SRP$Revisions$
Work$Time$
4/4$12*
Spring*Break*
NEW SRP PAPER FINAL DRAFT DEADLINE: 11:59pm, Tuesday April 14th, turnitin.com
If this final draft fails to meet minimum standards, you must resubmit and earn a passing grade before April 30th in order to graduate.
THE CATCHER IN THE RYE
On each day that listed as “Independent Reading Time,” you are required to complete a comprehensive journal
entry in your class notebook. If you choose to read outside of class, you must include that reading into a journal
entry. Each prompt is worth 50 points. These, in addition to required entries on the “discussion days,” will bring the
point total to 1000 points for your reading and discussion journal entries.
Independent Reading Journal Entries must include
• the date of the reading,
• the pages [numbers] you read during the class period, and
• thorough responses to the prompts below:
Entry
Date
3/3
3/4
3/5
3/9
3/11
3/12
Chapters
Addressed
1-3
4-6
7-10
11-13
14-16
3/18
3/19
17-20
3/20
21-23
3/23
24-26
Specific Prompts
1. What is your personal first impression of Holden, and what about him is shaping your
opinion of him?
2. Choose one character at Pencey that Holden interacts with in these chapters, and
explore what that interaction helps to reveal about Holden’s personality or motives.
1. In this section, we learn something very important about Holden’s past. What do we
learn and in what ways do you think is impacting him?
2. One of your tasks is to decide whether Holden is manifesting a personality or behavior
disorder as defined in the DSM. What in this section could serve as potential evidence
for future diagnosis…even if you are not convinced that he deserves a diagnosis?
1. Holden uses the same word over and over again to classify the people around him and
their behavior. What is that word, and what does his obsession with this suggest about
his personality, mindset, or motives?
2. Choose one character that Holden interacts within these chapters and explore what that
interaction helps to reveal about Holden’s personality or motives, particularly how this
reveals something different than what you observed in his interactions with people at
Pencey.
1. Who is Jane, and what does her interaction with Holden reveal about him?
2. Consider your earlier evidence gathering about a potential diagnosis for Holden. What
further (potential) evidence is emerging in these chapters, and does this confirm your line
of thinking or does it change your perspective?
1. Analyze how Holden reacts to or responds to the locations or environments he finds
himself in on this journey to the city.
2. Note your own personal opinion of Holden by this point in the novel. Has your personal
opinion of him changed since the beginning? Why or why not?
1. What happens on Holden’s date, and what do you think causes Holden’s behavior?
2. Analyze and deconstruct Holden’s (apparent) downward spiral. What signs do you see
that align with earlier consideration about a potential diagnosis?
1. What is the one thing that Holden “likes”? How does this connect to the title of the
book?
1. What is Mr. Antolini’s worry about Holden, and how does this connect to the title of the
book (as revealed in the previous section)?
2. In chapter 25 in particular, how is Holden attempting to be a catcher in the rye?
3. Explain the last line and how it relates to Holden’s behavior throughout the novel.
Journal Entry Grading; 50 Points Per Prompt
A
45-50
Response shows intra-text connections, insights go beyond the obvious, and analysis skillfully deconstructs a
pattern of illustrative evidence presented by the text.
Response is ½ to 1 page, handwritten and single spaced.
B
40-45
Response shows strong comprehension of the text, drawing valid inferences supported by well-aligned
illustrative text evidence and thoughtful analytical commentary about the evidence.
Response is ½ to ¾ of a page, handwritten and single spaced.
C
35-39
Response represents accurate comprehension of the text, while leaning more toward summary or surface
inference rather than deep understanding; illustrative text evidence is used and described.
Response is approximately ½ of a page, handwritten and single spaced.
D
30-45
Response represents superficial or basic interpretation of the text.
Weak, minimal, or overly direct text evidence is used in responses.
Response is less than ½ of a page, handwritten and single spaced.
No
Credit
Response fails to go beyond what could be ascertained in sparknotes or online summaries, OR
Response does not show basic comprehension of the text, OR
Response is significantly shorter than ½ page.
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