HICKSVILLE PUBLIC SCHOOLS
English Language Arts
Curriculum Resource Guide
Unit of Study:
Number of Lessons:
Loneliness and Comradery
Grade Level:
11
Module Overview: Loneliness and Comradery
Content Understandings: Students will gain an understanding of the complexities of adolescence and how adolescents cope with the world
around themselves. Also, students will investigate how and why people are isolated from mainstream society and the price many teens
pay for succumbing to peer-pressure.
Essential Questions: Why is the theme of individuality important in understanding Holden’s mindset?
-How does the red hunting hat affect Holden’s action throughout the novel?
-Why does Holden have issues with authority?
-How does The Catcher in the Rye address James Marcia’s adolescent stages of development?
-How do the symbols in The Catcher in the Rye reflect the changes in Holden?
-What statement is Salinger making about adolescents? Maturity?
Suggested Works:
LITERARY TEXTS: The Catcher in the Rye
INFORMATIONAL TEXTS: James Marcia’s Four Stages of Adolescent Identity, “Three years after J.D. Salinger's Death, What to Make of
Holden Caulfield?” by Nicolaus Mills, “Taking a Walk Through J. D. Salinger’s New York” by James Barron, “Reaching Holden Caulfield’s
Grandchildren,” “Advice; Teen Angst? Nah!” by Ned Vizzini, “College’s High Cost, Before You Even Apply” by Tara Parker-Pope,
“Understanding the Temporary Insanity of Adolescence” by Joseph Berger, “Feel Like a Fraud? At Times, Maybe You Should” by Benedict
Carey, “Here in New York” by E.B. White web link: http://engl658-oconnell.wikispaces.umb.edu/file/view/White+on+NYC.pdf
ART, MUSIC, MEDIA & DIGITAL SOURCES: Songs: “Subdivision” by Rush, “Authority Song” John Cougar Mellencamp, "Paint It Black" by
The Rolling Stones, “Spinnin’” by Soul Asylum, “I am a Rock: by Simon and Garfunkel, “The Sound of Silence” by Simon and Garfunkel.
Poetry: “Stopping by Woods on a Snowy Evening” and “Acuainted with the Night” by Robert Frost, “Daffodils” by William Wordsworth,
“If” by Rudyard Kipling. Short Stories: “A Rose for Emily” by William Faulkner
http://resources.mhs.vic.edu.au/creating/downloads/A_Rose_for_Emily.pdf , “The Yellow Wallpaper” by Charlotte Perkins Gilman
http://www.library.csi.cuny.edu/dept/history/lavender/wallpaper.html , “All Summer in a Day” by Ray Bradbury
http://staff.esuhsd.org/danielle/English%20Department%20LVillage/RT/Short%20Stories/All%20Summer%20in%20a%20Day.pdf
“Sonny’s Blues” by James Baldwin http://www.bayshoreschools.org/webpages/dmacdougal/files/sonny's%20blues-text.pdf and “The
Open Boat” by Stephen Crane http://etext.lib.virginia.edu/toc/modeng/public/CraOpen.html Video: Finding Forester.
Instructional Technology: Interactive map: Walking in Holden’s Footsteps web site:
http://www.nytimes.com/interactive/2010/01/28/nyregion/20100128-salinger-map.html
Literary Map of The Catcher in the Rye in New York City:
http://www.nytimes.com/packages/html/books/20050605_BOOKMAP_GRAPHIC
Focus Standards Selected
from NYS Common Core State
Standards
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Academic Vocabulary
RI.11-12.1. Cite strong
The Catcher in the Rye
and thorough textual
Vocabulary List handout
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.
RI.11-12.2. Determine
two or more 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 provide a
Learning Activities
-Analyzing Holden Caulfield’s
relationship with Phoebe, Mr.
Antolini, Stradlater
Assessments /
Evidence of Learning
-Content exam.
-Critical Lens essay exam.
-Vocabulary quiz.
-Soundtrack project
-Characterization and
-Reading log/journal
development of John Proctor
-Two-three page paper
throughout The Catcher in the
developing a theme from the
Rye.
text using outside information to
support ideas.
-Various songs to help bring a
-Interpreting important
closer understanding of the
passages from the text and
themes and characters in The
drawing connection between
Catcher in the Rye
the passages and higher level
meanings.
-Close reading of key passages
-Research project on the stages
for higher level meaning, writing of adolescences, conformity and
style and author’s
teenagers, banned books or any
meaning/message.
other topic related to The
Catcher in the Rye-Create a
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complex analysis;
provide an objective
summary of the text.
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.
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.
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.
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
-Paired informational texts and
non-fiction articles to help foster
a deeper understanding of The
Catcher in the Rye and compare
various points of view on similar
themes.
-Find examples of various
literary devices within The
Catcher in the Rye and explain
how each example/literary
device conveys or develops a
theme in the text.
-Video Clips from the movie
Finding Forester as a companion
to key scenes in The Catcher in
the Rye.
-Read James Marcia’s Stages of
Adolescent Identity and
compare his stages of identity to
characters/adolescents in The
Catcher in the Rye
-Read a paired non-fiction
article and have students
explain ideas in the article using
evidence/direct citations from
the article. Students then make
comparisons from the article to
The Catcher in the Rye using
evidence from both the paired
passage and The Catcher in the
Rye.
- Teach direct and indirect
characterization using an
excerpt from The Cat in the Hat
and The Catcher in the Rye.
Fakebook page on characters in
The Catcher in the Rye.
-Multi-Modal project choosing a
key passage from the text.
Students will develop a 300
word typed analysis of the
passage chosen and teach the
passage using a multi-modal
source during their
presentations to the class.
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action is ordered, how
the characters are
introduced and
developed).
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.
W.11-12.2. Write
informative/explanatory
texts to examine and
convey complex ideas,
concepts, and
information clearly and
accurately through the
effective selection,
organization, and
analysis of content.
W.11-12.9. Draw
evidence from literary or
informational texts to
support analysis,
reflection, and research.
SL.11-12.2. Integrate
multiple sources of
information presented in
diverse formats and
media (e.g., visually,
quantitatively, orally) in
order to make informed
decisions and solve
problems, evaluating the
credibility and accuracy
of each source and
noting any discrepancies
among the data.
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SL.11-12.3. Evaluate a
speaker’s point of view,
reasoning, and use of
evidence and rhetoric,
assessing the stance,
premises, links among
ideas, word choice,
points of emphasis, and
tone used.
L.11-12.1. Demonstrate
command of the
conventions of standard
English grammar and
usage when writing or
speaking.
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
Instructional Supports for English Language Learners / Students with Disabilities:
Graphic Organizers: Free printable graphic organizers can be found at the following web site:
http://www.fresno.k12.ca.us/divdept/sscience/graphicorgan.htm
Suggested Materials: Various graphic organizers and character charts available on http://www.engageny.org/english-language-arts and
http://www.fresno.k12.ca.us/divdept/sscience/graphicorgan.htm
Professional Resources: http://www.engageny.org/english-language-arts http://www.webenglishteacher.com/
http://www.readwritethink.org