Catcher in the Rye REVIEW GUIDE

Catcher in the Rye: Study Guide
Be able to explain the following themes and give examples of three scenes that fit each theme:
Loss of Innocence
Rebellion From Society
Mental Instability
Death
Hypocrisy
Sexual Confusion

Be able to explain the following symbols – what they represent and why they are important:

Allie’s Baseball Glove
Holden’s Red Hunting Cap
The Duck Pond
The Carrousel
Holden Caulfield’s name
Kings in the back row
Prep School Life
The title

List and explain five allusions.
Explain the major conflict.
List the point of view.
Discuss how Holden is an unreliable narrator.
Discuss how Holden in an anti-hero.
Discuss how Catcher in the Rye is a Bildungsroman novel.
Pick out and explain three ironies.
Discuss Holden’s character development.
Outline the plot.
Briefly discuss Holden’s relationship with girls (Jane, Sally, Sunny, Bernice, Marty, Larverne, Faith Cavendish, Mrs. Morrow)

Discuss the importance of the following characters:
Achey
Stradlater
Horwitz
Ernie
D.B.
Phoebe
Allie
Maurice
Carl Luce
Lillian Simmons
Mr. Antolini
Mr. Spencer

List some schools that Holden got kicked out or (or left).
Given a quotation be able to identify the speaker
Compare Holden Caulfield to Scout Finch.

Catcher in the Rye OVERVIEW

NOVEL UNIT: Catcher in the Rye

“In leaving something unsaid the beholder is given a chance to complete the idea and thus a great masterpiece irresistibly rivets your attention until you seem to become actually a part of it.” –on the value of art and suggestion, Kakuzo Okakura--

The novel unit is designed to give students the chance to expand the fundamentals learned during the short story unit at a much larger scope. Students will learn how to break a novel down by applying basic prose elements such as themes, plots, subplots, characters (and character development), while learning about symbols, metaphors, imagery, and word choice.

During the unit students, starting with chapter 6, will be required to keep a journal outline of all chapters. These outlines should include summaries of what happened during the chapter, a description of characters, symbols, metaphors, allusions, foreshadows, imagery, as well as general notes and descriptions of possible themes. These entries will count as your journal requirement for this unit and be equal to 10% of your grade.

Catcher in the Rye is a story about a young teenage named Holden Caulfield. Holden has a conflict with himself – he feels that everyone around him is a phony. He seems to hate everyone and everything. The only thoughts of innocence and childhood bring him joy. Perhaps he struggles to accept the hypocrisy of the adult world. Holden is the narrator and anti-hero. The novel is a coming of age story or a bildungsroman novel. We will look at the following themes, symbols and conflicts while reading:

MAJOR THEMES: SYMBOLS:
Loss of Innocence Alle’s Baseball Glove
Rebellion From Society Holden’s Red Hunting Cap
Mental Instability The Duck Pond
Death The Carrousel
Hypocrisy Holden Caulfield’s name
Sexual Confusion Kings in the back row
Prep School Life

Major Conflict: Person vs. Self. Holden has a hard time dealing with the people around him believing that they are all phonies and either pretending to be something that they are not, or selling themselves for some reason. Everyone is untruthful.

OBJECTIVES:

At the end of the unit students will be able to

1) Define character development, irony, metaphor, personification, subplot, atmosphere, tone, allusion, symbol, bildungsroman. Antihero.
2) List all the characters that appear in the novel and describe their physical appearance, motivations, social class.
3) List various allusions and foreshadows and discuss what they mean in relation to plot.
4) List the various types of conflict that occur throughout the novel and discuss who the conflicts are between.
5) Keep a journal that outlines the novel – and the plot
6) List three themes and in a paragraph or more discuss how these themes work in the novel.
7) In an essay of a page or more discuss how Bradbury uses particular images or characters as symbols and discuss how these symbols reflect larger themes or ideas in the novel.
8) Outline the character development (inward change) of various characters (to be mentioned later).
9) List and outline the central plot.
10) In a paragraph or more discuss how the title and the images of innocence or childhood
11) Pick out two or three examples of similes and/or metaphors and in a paragraph discuss how they are used.
12) Given a quotation identify the speaker.
13) Write various journal entries from different characters’ points of view, which demonstrates an understanding of the character and the character’s attitude towards life.
15) Write an essay that analyzes the main character of Holden Caulfield

ACTIVITIES TO BE INCLUDED:

1) Quizzes
2) Reading (inside and outside of class)
3) Viewing Documentaries and Movies that relate to the novel
4) Listening to CDs that relate to the novel
5) Journals
6) Group questions and group work
7) Drawings
8) Unit Final
9) Possible memorization and acting of chara

Class Homework - DUE MONDAY

Catcher in the Rye STUDY QUESTIONS for chapters 1-3

2nd Draft of Personal Narratives.

Catcher in the Rye VOCABULARY

Ostracize
Grippe
Halitosis
Incognito
Nonchalant
Bourgeois
Convent
Blase
Boisterous
Pedagogical
Stenographer

Words of the Day

Sagacious (adj)

A sagacious lawyer can keep you out of jail.

Voluminous (adj)

The voluminous works of Shakespeare overfilled my bookshelf.

Arduous (adj)

The arduous task took five weeks to finish.

Words of the Day

Decorous (adj)

Anna's decorous behavior exemplified the meaning of maturity.

Eulogium (n)

The minister's eulogium for the departed mayor left the church congress weeping.

Propriety (n or adj)

Katie needs to practice her propriety when it comes to dealings with the police.

Words of the Day

Rori's tempestuous spirit gets her into fights.

The library is an edifice of knowledge.

Greek Tragedy

Prologue: A monologue or dialogue preceding the entry of the chorus, which presents the tragedy's topic or theme.

Parodos: (Entrance Ode) Refers to the section of the play following the prologue, in which the chorus enters chanting or singing verses.

Odes - Refers to songs sung by the chorus throughout the play. There are two sections:
1) Strophe: (turn) A stanza in which the chorus moves in one direction
2) Antistrophe:(counter-turn) A stanza in which the chorus moves in the opposite direction

Exodus: (Exit Song) Refers to the section of the play in which the chorus leaves chanting or singing.

Chorus: 12-15 actors. The chorus comments on themes, and shows how an ideal audience might react to the drama. It also can represent the general city or town people within a story.


Introduction to Greek Tragedy

Overview - Greek Tragedy

Words of the Day

Elucidate (v)

Your answers will elucidate the meaning of human existence.

Torpid (adj)

His torpid tongue displayed his unusual lack of interest.

Words of the Day

Dissipate (v)

We dissipated our savings on travel.

The rumor of the cuts dissipated throughout the town.

Disparage (v)

His critical statements disparaged the students from writing confidently.

Words of the Day

Dogmatic (adj)

The dogmatic historian told his students why their essays were "simple", and he ordered them to rewrite them.

Egregious (adj)

Hiring a teacher with no experience was an egregious decision.

Words of the Day

New Vocabulary Words

1) Dogmatic
2) Egregious
3) Dissipated
4) Disparage
5) Elucidate
6) Torpid
7) Tempestuous
8) Edifice
9) Decorous
10) Eulogium
11) Propriety
12) Sagacious
13) Voluminous
14) Arduous
15) Alacrity
16) Languid

Short Story Projects

Short Story Projects:

The short story project aim is to grant students the chance to think creatively and critically about stories that are in their textbook, giving them hands-on permission to add their own talents and knowledge to a story and to teach the story to the class. The ultimate goal is to create something that will allow future students a chance to learn from it.

The first step in the project is to pick a story from the sign-up list and read the story closely, taking notes on things like character, plot, metaphors, symbols, and so on. The second step will be to outline a presentation (see below) for class. The third step will be to develop a creative connection.

The project is worth 200 points and will be graded upon the following items.

1) 100 points presentation of story to class. You presentation needs to address the following:
a. You should have summary of the story. A detailed account of what happens.
b. In the second part of your presentation you should discuss the literary elements that appear in the story and how they may make meaning. Example: In “Blues Ain’t No Mockin’ Bird” the act of mimicking appears often in the story: Terry copies Tyrone, Cathy copies Granny and adults, Camera and Smilin’ are trying to copy the Cain’s life on film, Granddaddy and Granny in a while mimic the two children hawks, and finally all the places the Cain family move too they find a repetition of disrespect from people. All these acts of mimicking, conscious and unconscious, form the backdrop of the story, the mockingbird of the story, the idea of intrusion which contrasts the blues granny hums which is calm, soothing and represents respect.
c. The third part of your project should be a comparison to a story you have read in class. You can compare characters, themes, ideas, the use of some literary device.
d. The fourth part of your presentation will be some sort of visual aid that corresponds to the story.

A-D are worth 20 points each. The final twenty 20 points will come from a oral presentation rubric, meaning you will be graded on how well you spoke.

2) 100 points for the creative connection. This connection displays an understanding of the story, neatness, enthusiasm and makes the story fun for the class.

POSSIBLE PROJECTS:

1) You can translate the story into a play (with a written script) and act out part of it for the class. You should think about either writing a possible theme song or finding one. You will have to justify your theme song. You could record your play on tape or burn it on a CD. Your play should be close to the original story.
2) You can make the story into a movie (with a written script) and film it in Skagway. You should think of music. Your movie should be at least 15 minutes long and should remain close to the text of the original story. (I’ll show you an example of this soon).
3) You can create a comic book out of the story but your version should remain very close to the text of the original story. Your comic book should be at least ten pages and can contain the sequel to the book. The comic should also have a list of reading comprehensive questions at the end.
4) You could create a magazine about the story—things to include might be: interviews with characters from the story; reviews from critics; short story sequels; poetry about the story; information about the author, drawings; review of movies or radio programs based on the story, etc. You should have at least 6 things in your magazine (magazine should be 6-8 pages).
5) You could write a 2-5 page critical paper on the story. If you decide to do this you must talk to me about your topic and your direction.
6) You could write a story of 4 or more pages that corresponds with the story in some why.
7) You could do a power point presentation that includes research on the story, the author and some other aspect of the story.
8) You could create a board game for the story (with artwork)

PROJECTS WILL BE DUE ON OCTOBER 12.

Please put your name besides on of the following stories:

“By the Waters of Babylon”
“A Chip of Glass Ruby”
“Everyday Use”
“Imitation”
“The Interlopers”
“A White Heron”
“The Witness for the Prosecution”
“Marriage is a Private Affair”
“No Witchcraft for Sale”
“On the Rainy Day”
“The Pit and the Pendulum”
“Searching for Summer”
“The Son from America”
“A Sound of Thunder”


Another story from the textbook:

Come see me!

Friday's Class

Read the story "The Monkey's Paw" and discuss the mood of the piece on your blogs. Finish your group work from Thursday.

New Vocabulary Words

Recalcitrant
Sublime
Irate
Verdant
Acrimonious
Ephemeral
Tremulous
Silhouette
Psychopathic

HOMEWORK for Wednesday

Study Literary Terms for quiz. Finish journal entries connecting "Harrison Bergeron" and "The Pedestrian" and the theme: The Meaning of Freedom or The Meaning of Home.

Welcome to Skagway's English 10

English 10
Course Syllabus: 2009-2010
Instructor: Mr. Fielding
Phone: 983-3604

Course Description:

Emphasis: The development of critical literary skills needed to analysis the works of fiction and non-fiction. The development of formal essays, research papers, and both creative fiction, non-fiction and poetry.

The primary purpose of English 10th is to build on the foundation established in 9th grade for composing literary, persuasive, and reflective essays, and to produce an original research paper. Additionally, students will utilize proper writing conventions appropriate to their learning level. To accomplish this, students will actively read from an extensive selection spanning all literary genres, analyze these works, develop original theses, and share their ideas in formal compositions (persuasive, reflective, and analytical), class discussions, and oral presentations.

In other words the class will dissect literature (and literary genres) at the roots—for the roots beneath the tree are extensive and only by understanding those roots can one understand the entire tree. We will look at literature as an investigation, an exploration, an adventure. We will examine genres and themes and we will share our ideas, interests and findings by discussion and writing essays, poetry, and fiction and by doing research to find out more.

TEXTS:

In addition to the textbook and various handouts from the instructor, we will read Julius Caesar and/or Macbeth, Huckleberry Finn, The Odyssey, The Catcher in the Rye and various short stories and essays from Literature and Language Arts Textbook.

BLOGS/JOURNALS

Students will be required to keep a blog throughout the year. This blog will be the student’s journal. In this blg/journal will be reading reflections, lists of literary devices found in stories and novels, creative assignments that correspond with readings, pre-writing exercises, analytical writing.

NOTE: Blogs will count as your journal grade. I read every journal entry and you will lose points for skipping entries or not following directions. If you do not understand an assignment please ask.

GRADES:

Tests – 25% of overall grade
Papers—25% of overall grade
Projects—20% of overall grade
Quizzes, class work, homework—20% of overall grade
Journals—10% of overall grade

Scale:

100- 93 = A
92.49- 90 = A-
89.49- 87 = B+
86.49-83.00 = B
82.49- 80.00 = B-
79.49-77.00 = C+
76.49- 73 = C
72.49-70.00 = C-
69.49-67.00 = D+
66.49- 63.00 = D
62.49- 60 = D-
Below 60 = F

Late Work: Late work is marked down 10% every day it is overdue and will not be accepted after 4 days. Please note that this policy includes papers. Some projects (such as oral presentations) will receive zeros if not done on the day assigned.

Required Materials:

1 Spiral Notebook (use as a journal)
1 Pocket Folders (to keep handouts, note guides, returned work)
1 Binder with loose paper
Something to write with

General Guidelines:

1. Be prepared when class begins. It is imperative that all pencils are sharpened and materials are ready when the bell rings.
2. Class discussions should be conducted in an orderly and respectful fashion. Students should not disrupt their classmates and should respect the opinions of others.
3. Do not talk when I am talking.
4. I dismiss you, not the bell!
5. You may choose you own seat, but I reserve the right to assign seats or move you if I see the need.

Behavioral Expectations

1. Respect others and their property. This respect extends to remaining quiet during announcements, directions, lectures, and presentations.
2. Learning is the 1st priority.
3. Make Good Choices and Be Accountable for the bad ones.