10th-grade-english-unit-1 unit plan

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10th Grade English
Unit 1
The Catcher in the Rye
Match Fishtank
www.matchfishtank.org
Table of Contents
Unit Summary
Content Standards
Opportunities for Remediation
Standards
Texts and Materials
Essential Questions
Writing Focus Areas
Vocabulary
Content Knowledge and Connections
Intellectual Prep
Unit at a Glance
Unit Summary
The Catcher in the Rye by J.D. Salinger is a coming of age novel in which readers follow the protagonist, Holden Caulfield, through a pivotal
three days in his unraveling teenage life. The novel is set in post-World War II Manhattan and Holden, who has been expelled from several prep
schools, is struggling to find meaning and truth in a world he sees as full of “phonies.” Holden’s struggles with becoming a young adult make the
book a particularly appropriate choice for the beginning of the tenth grade year. Students will grapple with the theme of fear as it is developed in
the novel, wrestling specifically with the consequences of making decisions based on fear and anxiety. Additionally, students will trace the
themes of innocence and corruption, exploring the impact of corruption on our lives. This first unit of the year will be immediately followed by a
unit on Arthur Miller’s The Crucible in which students will explore these same themes in a different setting and in a more complex allegorical
text.
Throughout the unit, the teacher should pay particular attention to developing students’ abilities to analyze author’s craft, specifically how to
discern tone and investigate how specific choices of diction create tone, character, and theme. The writing focus of this English unit will be
connected to this emphasis on diction. Students will be asked to create their own analyses of the text and express them through theme
statements supported by brief moments/partial quotations (i.e. specific diction) from the text rather than more extended pieces of evidence.
Relying less heavily on extensive quotations from the text is a step in helping students to develop their own arguments and style, rather than
following a formulaic approach to writing.
At Match, students have a Composition class 4 days per week in addition to English class. Below, we have included Supplementary
Composition Projects to reflect the material covered in our Composition course. For teachers who are interested in including these Composition
Projects but do not have a separate Composition course, we have included a “Suggested Placement” to note where these projects would most
logically fit into the English unit. While the Composition Projects may occasionally include content unrelated to English 10, most have both a skill
and content connection to the work students are doing in their English 10 class.
Both 10th grade English and 10th grade Composition at Match focus on students developing their own style and approaches to expressing their
unique insights into the literature they are reading. In the English lessons, students will focus on analyzing author’s craft, investigating how
authors use various techniques to create mood, tone and theme. In these parallel composition projects, students will learn to craft effective
literary analysis essays expressing their thoughts on J.D. Salinger’s use of literary techniques to create mood, tone and theme in The Catcher
in the Rye. Additionally, students will work to improve their own narrative writing by using these same techniques to create mood, tone and
theme in their original pieces. While the writing described in the English unit are exclusively on-demand pieces of writing, the Composition
projects are a blend of on-demand writing and process writing so students have exposure to writing for a range of topics, time frames, and
purposes.
Note of caution: You made find that some students relate very strongly with Holden, the protagonist of The Catcher in the Rye, to a point where
it is painful or difficult for them to read the book. Before beginning the unit, you should consider how to preview this issue for students and
possibly alert the mental health counselors at your school as well.
Number of Lessons: 26
10th Grade English
Unit 1: The Catcher in the Rye
Except as otherwise noted, © 2015 - 2018 Match Education, and licensed under a CC BY-NC-SA 4.0 license.
Page 1
Match Fishtank
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Standards
Reading Standards for Literature
RL.9-10.1 — Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn
from the text.
RL.9-10.2 — Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it
emerges and is shaped and refined by specific details; provide an objective summary of the text.
RL.9-10.3 — Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text,
interact with other characters, and advance the plot or develop the theme.
RL.9-10.4 — Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings;
analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place;
how it sets a formal or informal tone).
RL.9-10.5 — Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and
manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
RL.9-10.9 — Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme
or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).
Reading Standards for Informational Text
RI.9-10.1 — Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn
from the text.
RI.9-10.2 — Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is
shaped and refined by specific details; provide an objective summary of the text.
Writing Standards
W.9-10.1 — Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and
sufficient evidence.
W.9-10.1.a — Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that
establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
W.9-10.1.b — Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of
both in a manner that anticipates the audience's knowledge level and concerns.
W.9-10.3 — Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and wellstructured event sequences.
W.9-10.3.a — Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of
view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
W.9-10.3.d — Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events,
setting, and/or characters.
W.9-10.5 — Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on
addressing what is most significant for a specific purpose and audience.
W.9-10.6 — Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking
advantage of technology's capacity to link to other information and to display information flexibly and dynamically.
W.9-10.9 — Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.9-10.10 — Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single
sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Speaking and Listening Standards
SL.9-10.1 — Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grades 9—10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
Language Standards
L.9-10.3 — 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.
L.9-10.3.a — Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian's Manual for
Writers) appropriate for the discipline and writing type.
10th Grade English
Unit 1: The Catcher in the Rye
Except as otherwise noted, © 2015 - 2018 Match Education, and licensed under a CC BY-NC-SA 4.0 license.
Page 2
Match Fishtank
www.matchfishtank.org
Texts and Materials
Core Text(s)
Book: The Catcher in the Rye by J. D. Salinger (Little, Brown and Company, 1991)
Supporting Materials
Short Story: “A&P” by John Updike
Article: “J. D. Salinger, Literary Recluse, Dies at 91” by Charles McGrath (New York Times, 2010)
Poem: “Ode on a Distant Prospect of Eton College” by Thomas Gray
Article: “Depression: Signs and Symptoms” (National Institute of Mental Health)
Article: “The Complexity of Fear” by Mary C. Lamia (PsychologyToday.com)
Poem: “Comin thro’ the Rye” by Robert Burns
Excerpt: The Bible (Contemporary English Version) (Luke 5:1-11)
Excerpt: The Bible (Contemporary English Version) (Matthew 10)
Excerpt: The Bible (New Living Translation) (Mark 5)
Text Selection Rationale
With a Lexile level 790, The Catcher in the Rye, by J. D. Salinger, could suggest that the novel is for a much younger audience. The
qualitative analysis, however, suggests that it is appropriate as the first book of the tenth-grade year. The protagonist’s struggles with mature
issues, the multiple themes, and the cultural background knowledge required to make meaning of the text all make it appropriate for the more
mature reader. Additionally, the many paired texts are all of a complexity appropriate for tenth grade.
Essential Questions
Fear and Anxiety: How do fear and anxiety drive action?
Innocence and Corruption: What is corruption and how does it affect our lives and our decisions?
Isolation and Loneliness: What leads one to feel isolated or alone?
Writing Focus Areas
English Lessons Writing Focus Areas
The focus of this unit is primarily on the development of a clear and relevant thesis. In addition, the teacher should focus on layered evidence
that is embedded throughout the open response in the form of partial quotations. Teachers should work on eliminating “in the text it says,” “this
proves that,” and other similar phrases from all writing during this unit.
Composition Projects Writing Focus Areas
Thesis: Clear and relevant thesis (focused on a particular feature of the text)
Evidence/Details: Effectively uses best evidence/details to support topic/position
Analysis: Context clearly and sufficiently frames evidence
Diction: Includes precise language and advanced vocabulary
Professionally Revised: Complete and follows guidelines; adequate revisions
There are narrative and analysis writing projects included with this unit. For each project we detail writing focus areas that we recommend
teachers instruct, provide feedback, and assess student writing based on. Each focus area is aligned to a row on our Composition Writing
Rubric.
10th Grade English
Unit 1: The Catcher in the Rye
Except as otherwise noted, © 2015 - 2018 Match Education, and licensed under a CC BY-NC-SA 4.0 license.
Page 3
Match Fishtank
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Vocabulary
Literary Terms
tone, diction, juxtaposition, unreliable narrator, characterization, allusion, irony, symbolism, plot, theme
Roots and Affixes
anim- (unanimous), sad-/Sade (sadist), cog- (incognito)
Text-based
A&P: mundane, prim, colony, decent
The Catcher in the Rye: corruption, phony (12), ostracized (6), qualm (17), compulsory (20), sadistic (26), exhibitionist (33), rile (39),
monotonous (42), unscrupulous (45), pacifist (52), lavish (59), conscientious (62), unanimous (64), modest (64), incognito (68), suave (72),
putrid (77), verification (78), crude (78), immaterial (81), witty (84), ignorant (82), humble (94), fiend (95), rake (104), suave (104), premature
(109), atheist (112), bourgeois (121), stereotype, conceited (150), sacrilegious (152), sophisticated (157), boisterous (166), economizing (170),
ostracizing (184), intellectual (200), digression (202), pedagogical (203), provocative (203), nobly (208), reciprocal (209)
Idioms and Cultural References
The Catcher in the Rye: “ironical” (11), “chiffonier” (13), “give my regards” (48), “chewed the rag” (31), “chew the old bull” (16), “horsing around”
(28), monastery (56), “lousy with” (62), jitterbugging (81), “yellow” (100), “dolled up” (102), “clavichord” (102), “rubbernecks” (117), “a king's
ransom” (119), “got the ax” (120), Judas (111), “chisel me” (113), Romeo and Juliet (123), Hamlet (130), “Ivy League” (141), “trim the tree” (144),
“inferiority complex” (150), “elevator boy” (173), Benedict Arnold (179), “flit” (159), “chewing the fat” (189), “make it snappy” (192), Bloomingdales
(217)
A&P: “smooth your feathers,” “people are sheep”
Content Knowledge and Connections
Students will become familiar with the concept of “corruption” and how it impacts us as well as children in society.
Previous Connections
While quite different in setting and plot from Purple Hibiscus, a novel read {% unit 9 %}, both novels are examples of coming-of-age novels.
Future Connections
Students will continue to discuss how fear and anxiety drives action throughout the year, most importantly, in {% unit 153 %}. Students will also
continue to discuss tone throughout several works this year and be able to refer back to how Salinger creates Holden’s tone. Lastly, corruption
of government ({% unit 153 %} and Macbeth) is brought up throughout the year.
Intellectual Prep
1. Read and annotate The Catcher in the Rye with the key thematic questions in mind.
2. Track how Holden copes with this corruption and loss of innocence. Keep in mind your perspective of Holden (as an adult) and what your
students’ perspective of him might be.
3. Read and annotate all of the paired poems, articles, and biblical references.
4. Take the exam and write your mastery response to the essay portion of the exam.
5. Read the short story “A&P,” and consider how you might use it to assess students’ reading abilities at the beginning of the year and
introduce some key skills necessary for analyzing The Catcher in the Rye.
10th Grade English
Unit 1: The Catcher in the Rye
Except as otherwise noted, © 2015 - 2018 Match Education, and licensed under a CC BY-NC-SA 4.0 license.
Page 4
Match Fishtank
www.matchfishtank.org
Unit at a Glance
Lesson Text/Page
Objective
1
“A&P”
Identify narrator’s tone based on diction and support with relevant textual evidence.
2
“A&P”
Explain how the narrator’s final words reveal theme.
3
“J. D. Salinger, Literary Recluse,
Dies at 91”
Determine the main purpose of paragraphs in a nonfiction text.
4
“J. D. Salinger, Literary Recluse,
Dies at 91”
Characterize Salinger based on his obituary and draw connections between Salinger and
Holden.
5
The Catcher in the Rye — Chapters
1-2
Characterize Holden based on his diction and interactions with peers.
6
The Catcher in the Rye pg. 16 — 26
— Chapter 3
Explain the difference between Holden’s point of view of himself/others and reality.
7
The Catcher in the Rye — Chapters
4-5
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
Analyze Holden’s true character based on his relationship with Jane, his treatment of Ackley,
and his revelation of Allie’s death.
Infer the effect Allie’s death has had on Holden.
The Catcher in the Rye — Chapter 7 Identify signs of Holden’s upcoming breakdown and explain how this contributes to the novel’s
“Depression: Signs and Symptoms” overall plot.
Explain how Salinger’s description of the hotel reveals theme.
The Catcher in the Rye — Chapter 9
Write a clear and effective thesis statement in response to a prompt.
The Catcher in the Rye — Chapter
Explain how Holden’s view of Phoebe reveals the theme youth.
10
“Ode on a Distant Prospect of Eton
Analyze and explain how themes from the poem are similar to those found in the novel.
College”
The Catcher in the Rye — Chapter
Explain the significance of Jane and what Holden’s view of her reveals.
11
The Catcher in the Rye — Chapter
Explain the symbolism of the ducks.
12
Explain the author’s use of juxtaposition in the scene at Ernie’s and how it reveals theme.
The Catcher in the Rye — Chapter
Explain why Holden feels he is “yellow” and use that explanation to predict Holden’s behavior
13
later in the chapter.
The Catcher in the Rye — Chapter
14
Explain the impact religion has on Holden’s thoughts by using information from biblical stories.
The Bible (CEV) — Luke 5:1-11
Explain what the conflict in this chapter reveals about Holden and Sunny both.
The Bible (CEV) — Matthew 10
The Bible (NLT) — Mark 5
The Catcher in the Rye — Chapter
Independently analyze Salinger’s characterization of Holden in this chapter.
15
The Catcher in the Rye — Chapter
Explain how Salinger uses structure to communicate Holden’s state of mind.
16
Analyze and explain how the displays at the museum reveal theme.
The Catcher in the Rye — Chapter
Identify Holden’s changing emotions during his encounter with Sally.
17
The Catcher in the Rye — Chapters Craft a written response explaining Holden’s changing feelings in chapter 17.
17-18
Explain how Salinger conveys Holden’s mental state in chapter 18.
The Catcher in the Rye — Chapter
Explain what we learn about Holden from his interaction with Luce, using both explicitly stated
19
and implicitly implied information.
“The Complexity of Fear”
Distinguish between Holden’s fears and anxiety based on information from a nonfiction
The Catcher in the Rye — Chapter
source.
20
The Catcher in the Rye — Chapter
Infer Holden’s motivations by closely reading details.
21
Analyze the relationship between Phoebe and Holden.
The Catcher in the Rye — Chapter
22
Explain how Holden’s misconception about the poem reveals a larger theme of the novel.
“Comin thro’ the Rye”
The Catcher in the Rye — Chapters
Explain the significance of Holden’s interactions with Mr. Antolini.
23-24
The Catcher in the Rye — Chapters
Analyze and interpret the significance of the last two lines of the novel.
25-26
UNIT TEST
10th Grade English
Unit 1: The Catcher in the Rye
Except as otherwise noted, © 2015 - 2018 Match Education, and licensed under a CC BY-NC-SA 4.0 license.
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