The Catcher in the Rye

What
diving deeper into the first 4 chapters of Catcher to explore who Holden really is and why he acts the way he does.
Why:
Understanding Holden helps us understand bigger themes about growing up, feeling lost, and dealing with the world around us. Plus, it makes the book more interesting once we get what’s going on beneath the surface.
How:
You’ll know you’ve nailed it if you can confidently find details in the text, explain what they mean, and use them to create part of your group’s poster about Holden.

Out-Loud Review (5 minutes):
Next, we’ll do five minutes of a more lively review—you can chat with a partner or a small group and discuss any scenes or details you noticed.
Reading Check (10 minutes):
You’ll take a short quiz that’s all about the real details of what we read—no shortcuts! This will help you show you’ve really got a handle on the first four chapters.

Partner Check-In on Poster Project (Rest of Class):

After the quiz, you’ll meet up with your group to start planning your “Who is Holden?” poster. We’ll use what we learned today to help shape your ideas.

"Generation"
The American Teenager
rebellion, revolution taboo

Objectives:
set context FOr Catcher overview of post-war American society, and the lives of teenagers in particular.

To reflect on the concept of“generation” and discuss how social and historical context impact one’s generation and sense of identity.

To explore the concepts of rebellion, revolution and taboo and discuss the reasons for discontent with one’s society.

To explore the role and power of language in reflecting and transmitting sentiments of rebellion.

Dichotomies:
COnformity/Rebellion
Repression/expression
deception/honesty

Rebellion
Class
Grief
Growth

Students are conditioned to think everything they do is for the purpose of looking good in the eyes of others-college admissions, employers, social media “friends,” etc.

We’ve created an emptiness that we can only combat by helping them find a true, noble, more inspiring purpose.

What does Holden want?

connection

authenticity

Purpose

Phony vs. Genuine human interaction

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After all, one only has to live on a violent, beleaguered planet and watch the news to know we are troubled. And one may only have to read fiction to understand that solutions can spring as readily from love and empathy as logic.

It balloons into a broader discussion about the purpose of an English education. English teachers—at least the ones I know—want to churn out thinkers who wield power through language. We want them to love books, but also to survive. We want them to read a lease in 10 years and know what they’re getting into. We also want to turn out good citizens who practice in the streets and at the office what they identify as moral and good in class, people who do not cheat, manipulate, abuse, and unfairly judge others.

"THe best thing though, in that museum, was that everything always stayed right where it was. Nobody'd move. You could go there a hundred thousand times, and that eskimo would still be just finished catching those two fish,

the birds would still be on their way south, the deers would still be drinking out of that water hole...Nobody'd be different. THe only thing that would be different would be you" (122).

Stock Stories about men and masculinity

On the blue POst-It, a stock story or cultural assumption about men or masculinity

On the pink Post-it, a concealed story about men or Masculinity

"Boys will be boys"
"man up"
"Boys don't cry"
"stop acting like a girl"

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unmasking masculinity

HW: Read chs 18-19: 3 passages that relate in some way to masculinity: reflect/connect (a few sentences on each)

Next: A Close-Reading Analysis of your choice of passage: How does it perpetuate or challenge a cultural assumption related to masculinity?

Close Reading

• Diction and images
• mood/tone
• Questions and connections
• significance: possible symbolism?
• Connections to broader Themes?

Solving the mystery: