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9/28/15 Do Now: - Take out your Catcher books - Take out your “Understanding the Temporary Insanity of Adolescence” annotations (Period 2) Homework: - Catcher Vocabulary #1 Content Objective: Content Objective: Students will review the guidelines for the “Catcher” summative assignment and the Dialectical Journal assignment and examine how this will help us to complete our summative assignment at the end of the unit. Language Objective: Language Objective: Students will practice using Post-Notes with a full class reading of chapter one.
1) Review homework 2) Review annotations and last week 3) Intro summative assessment 4) Introduce Post-It notes and dialectical journals 5) Review characterization 6) Full class read aloud Agenda :
WordSentenceDefinition based on context clues premature The premature birth of the baby made the doctors very concerned for his health. The Catcher in the Rye Vocabulary 1 English 10 Name:_________________ Date:__________________ Directions: Read each sentence. Underline the context clues in each sentence. Using the context clues, determine the definition of the italicized vocabulary words. WordPart of SpeechDefinitionCreate a picture based on the definition prematureadj.occurring too soon Directions: Create or find a picture clue for each word that will help you to visualize the definition.
Post It Notes Level 1 Options: o A quote or moment you like. o A question you have about the facts of the novel (plot, characters, etc.) o Vocabulary o New facts or details that you have learned about a character. Level 2 Options: o A connection to self o A literary element you notice (what it is and how it is used) Characterization (Adjective) Imagery (How is word choice used) Setting (What is significance of place) Metaphor/Simile Theme (What is the big idea) Conflict (What is the big problem) Symbol (Concrete and abstract) o An inference or prediction that you can make about the text. o A question you have that would require thought to answer (beyond the facts) Level 3 Options: o A connection to the world or another text. o A universal theme or idea o Thought provoking questions for Socratic Seminar. o Awareness of authors craft (Salinger is using this technique because…)
The Catcher in the Rye Dialectical Journal Assignment Chapter # ______ Textual Evidence Textual evidence comes directly from the book. This can be a direct quote spoken by a character or a passage of narration. Response This is where you will respond to the text in a thoughtful way. Follow the guiding questions to respond at the three different levels of analysis. Each level should be at least 4-5 complete sentences. Each passage you choose should relate to the overarching question: To what extent does Holden represent a typical teenager or someone who has a serious mental disorder? Choose quotes that relate to Holden’s: Appearance Personality Attitude toward life Attitude toward other people Important relationships Other characters’ attitudes toward Holden Beliefs: What is important to Holden? Include the correct MLA format citation “ Text” (Author’s last name, page #). Level 1: The Context of the Quote Who is speaking? What is happening in the text at the time of this quote? What is the literal meaning of the quote? Level 2: Author’s Tools and Literary Elements What literary element(s) is/are revealed and how? Characterization – What does this passage reveal about the character? Setting – How does the setting in this passage impact the meaning? Conflict – What problem or issue is revealed? Theme – What theme or central message is revealed? Symbolism – What symbol is revealed and what does it represent? Tone – What is the author’s attitude toward the subject? Language Use (diction, syntax, imagery) – How does the language use advance the effect of the passage? What is the significance of these lines? What is the author’s intention? Why is the passage written in such a way? How is the passage related to the text as a whole? Level 3: Create a thematic claim Based on the evidence and the information from Levels 1 and 2, create a thematic claim. Then, support it with an argument. Is the claim true for the book as a whole? Is the claim true for the world? What might be an argument against the claim? How can you defend the claim?
English 10Name: Date: The Catcher in the Rye Dialectical Journal Assignment Chapter # _____ Textual Evidence Textual evidence comes directly from the book. This can be a direct quote spoken by a character or a passage of narration. Response This is where you will respond to the text in a thoughtful way. Follow the guiding questions to respond at the three different levels of analysis. Each level should be at least 4-5 complete sentences. Level 1: The Context of the Quote Level 2: Author’s Tools and Literary Elements Level 3: Create a thematic claim
English 10Name: Date: The Catcher in the Rye Dialectical Journal Assignment Chapter # 1 Textual Evidence Textual evidence comes directly from the book. This can be a direct quote spoken by a character or a passage of narration. Response This is where you will respond to the text in a thoughtful way. Follow the guiding questions to respond at the three different levels of analysis. Each level should be at least 4-5 complete sentences. “I remember around three o’clock that afternoon I was standing way the hell up on top of Thomsen Hill, right next to this crazy cannon that was in the Revolutionary War and all… practically the whole school except me was there” (Salinger 2). Level 1: The Context of the Quote Holden is at the biggest football game of the year at Pencey Prep. Everyone from his school is there watching the game in the bleachers down by the field. Holden is way up on the hill by himself watching as everyone cheers on the two teams. He explains later that he felt ostracized because he had left all of the fencing foils on the subway and the fencing team was angry with him for his mistake. Level 2: Author’s Tools and Literary Elements This passage shows the characterization of Holden. Salinger is trying to portray Holden as someone who is left out and by himself. The reader is left to wonder whether Holden does this to himself or whether the others have truly left him out. Throughout the next few chapters it seems that Holden is someone who plays by his own rules. If he doesn’t want to do something, he doesn’t. Salinger depicts Holden as someone who does not apply himself which could relate to his schoolwork but also to his social life. Level 3: Create a thematic claim Holden is a character who is ostracized and left out of his society. While some may say that he has Ackley as a friend, Holden does not truly like Ackley. Holden and Ackley are similar in that they are both misfits in their social realm. However, Holden seems to be someone who chooses to be alone whereas Ackley is left out because of others’ reactions to him. Holden has now been kicked out of four schools. Though he is someone who is well read, he does not seem to apply himself causing him to be ostracized, or kicked out of, wherever he is. EXAMPLE
Category CRITICAL READER CONNECTED READER THOUGHTFUL READER LITERAL READER LIMITED READER 5 (46-50) 4 (43-45) 3 (37-42) 2 (30-36) 1 (<30) Responses Elaborate and insightful responses Detailed and meaningful responses Somewhat detailed responses Simple, factual responses that lack detail Incomplete or inadequate responses Quotes You consistently choose quotes that allow for deep, meaningful analysis of each of the required response questions. Most quotes allow for deep, meaningful analysis of the required response questions. Some, but not all, quotes are relevant in connection with the response you provide or they lack a connection to the required response questions. Few quotes allow for meaningful analysis. Quotes may or may not connect to the required response questions. The quotes chosen appear to be randomly selected with no real sense of purpose or the required response questions. Analysis You “read between the lines” of the text to explain the nuances of Holden’s character and offer strong insights into the claim how Holden is developing as a typical teenager or not. You construct a thoughtful and accurate interpretation of Holden’s character and how he views his world. Connections to the claim are evident. You have a good understanding of Holden’s character, but you tend to repeat ideas in showing Holden’s personality and how he views his world. Connections to the claim are vague or underdeveloped. Some responses lack sufficient detail. You accept the text literally without thinking of different possible interpretations of Holden’s character and/or in how he views his world. Connections to the claim are limited or insufficient. Your insight into Holden’s character is weak; how Holden views his world is barely examined. Either there are no connections to the claim character, or the ideas are inaccurate. Journal Requirements o Entries are numbered 1-5 o Entries span the entire set of required chapters o Chapter # and page # provided for all quotes o Entries are in 2 column format (Quote/Response) o Responses meet minimum length You fulfill all the required elements of the journal consistently across all five entries. You fulfill most of the required elements of the journal across all five entries. You attempt to fulfill the required elements of the journal, but with some inconsistencies in content and/or format. The journal does not meet a couple of the requirements in content and format. Review project guidelines. The journal is lacking in several project requirements in both content and format. Review project guidelines. ConventionsThe journal has been carefully proofread and edited. There are virtually no writing or mechanical errors! Although the journal has been proofread and edited, there are occasional writing and/or mechanical errors. The journal could still benefit from some polishing of grammar and mechanics. There is little evidence of the journal having been proofread or edited for grammar and mechanics. The journal should have been proofread and edited for grammar and mechanics.
Characterization is the process by which the writer reveals the personality of a character. Characterization is revealed through direct characterization and indirect characterization. Defining Characterization:
Tells the audience what the personality of the character is. Example: “The patient boy and quiet girl were both well mannered and did not disobey their mother.” Explanation: The author is directly telling the audience the personality of these two children. The boy is “patient” and the girl is “quiet.” Direct Characterization:
Shows things that reveal the personality of a character. There are five different methods of indirect characterization: S peech: What does the character say? How does the character speak? T houghts: What is revealed through the character’s private thoughts and feelings? E ffect: on others toward the character. What is revealed through the character’s effect on other people? How do other characters feel or behave in reaction to the character? A ctions: What does the character do? How does the character behave? L ooks What does the character look like? How does the character dress? TIP: Use the mnemonic device of STEAL to remember the five types of indirect characterization Indirect Characterization:
Monday: Introduce summative assignment and begin reading Tuesday: Introduce dialectical journals Wednesday: Supplemental Text Thursday: Friday: Looking Ahead :
A Poor Example of a Body Paragraph: Holden Caulfield is not suffering from a serious mental illness but is at a social disadvantage because his brain has not fully developed its region that controls reasoning. Friedman writes, “the prefrontal cortex is one of the last regions of the brain to mature, adolescents have far less ability to modulate emotions” (Friedman 3). Holden’s adolescent mind struggles to modulate his emotions and this causes him to feel anxious in social situations. For example, “I pulled the peak of my hunting hat around to the front all of a sudden. I’m quite a nervous guy” (Salinger 34). Holden is uncomfortable with the thought of Stradlater dating Jean that he struggles to control his emotions during their conversation. *Think about paragraph structure…*
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