Due March 23: Catcher in the Rye Unit
Lauren Wilkie
Unit Plan
1. What are your core standards for this unit? (3-4 standards)
Reading:
1. Cite strong and thorough evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text
4. 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.
Writing:
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.
a. Introduce a topic; organize complex ideas, concepts, and information to make
important connections and distinctions; include formatting, graphics, and
multimedia when useful to aiding comprehension.
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended
definitions, concrete details, quotations, or other information and examples
appropriate to the audience’s knowledge of the topic.
c. Use appropriate and varied transitions to link the major sections of the text,
create cohesion, and clarify relationships among complex ideas and concepts.
e. Establish and maintain a formal style and objective tone while attending to the
norms and conventions of the discipline in which they are writing.
d. Provide a concluding statement or section that follows from and supports the
information or explanation presented.
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.
2. What are your final assessments? Turn in actual assessment
materials: tests, prompts, assignment descriptions, etc., whatever
you would give to your students.
My final assessment is a collection of all of the student’s min-checkpoint assignments in
one portfolio that tracks their progress as writers. Students will also be required to
reflect upon their work and their writing process. Please consult section two of the unit
plan packet.
3. What are your mini-assessments? (min. of 4) Turn in those
materials (if one or two of them is not material based, briefly
describe what they are and what the evidence for learning will be.
 Facebook Page
 Character Analysis
 Close Reading Letter
 Literary Analysis
 Weekly Comprehension Quizzes (Included first week)
 Timed Responses (Included first week)
Hard copies of these materials can be found in Section 4 of the unit plan.
4. What supplementary materials are you using? (Other texts,
poems, music, film, art).
We are using the following supplementary materials:
“The Man Who Was Almost a Man” by Richard Wright
“The Language of ‘The Catcher in the Rye’” by Donald Costello
“Who Wrote Holden Caulfield?” by Green Day
“Comin’ Thro’ the Rye” by Robert Burns
“A Perfect Day for Bananafish” by J.D. Salinger
5. What is your expository text?
“The Language of ‘The Catcher in the Rye’” by Donald Costello
6. First week’s lesson plans using template from previous
assignments (please make sure you have a realistic workload!).
Please consult Section 4
Catcher in the Rye Unit Plan
Lauren Wilkie
Table of Contents:
I.
II.
III.
IV.
V.
Common Core Standards
Final Assessment
Unit Overview
Week 1 Lessons
Assessment Materials
I. Common Core Standards
Reading:
1. Cite strong and thorough evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text
4. 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.
Writing:
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.
a. Introduce a topic; organize complex ideas, concepts, and information to make
important connections and distinctions; include formatting, graphics, and
multimedia when useful to aiding comprehension.
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended
definitions, concrete details, quotations, or other information and examples
appropriate to the audience’s knowledge of the topic.
c. Use appropriate and varied transitions to link the major sections of the text,
create cohesion, and clarify relationships among complex ideas and concepts.
e. Establish and maintain a formal style and objective tone while attending to the
norms and conventions of the discipline in which they are writing.
d. Provide a concluding statement or section that follows from and supports the
information or explanation presented.
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.
II. Final Assessment
Unit Portfolio Assessment
Due Monday, Week 5
One of the main goals of this class, and in this unit in particular, is to gauge your
progress as a writer. Writing, as you know, is a process; this process will be just as
important if not more than the product itself.
Assignment:
We will be creating a writing portfolio for this unit that will encompass all of the major
writing assignments we have over the duration of the unit. Each week, we will have a
“mini-checkpoint”, a writing assignment. These are listed below with the due dates and
the graded return dates.




Facebook/Twitter/Match.com page
Character Analysis
Close Reading Letter
Literary Analysis
Due
Due
Due
Due
Friday Week 1 – Returned Monday
Friday Week 2 – Returned Monday
Friday Week 3 – Returned Monday
Weds. Week 4 – Returned Friday
Once you receive your “mini-checkpoint” writing assignment back with feedback from
me, it will eventually go into this unit portfolio. However, with stressed emphasis on
improving our writing over time, you will have until the Wednesday of Week 5 to make
revisions that will account for your final portfolio grade based on the feedback you have
received.
Components:
Your portfolio should include the following:
 All of the original previous “mini checkpoint” writing assignments
 The newly revised “mini checkpoint” writing assignments
 One page personal reflection
*Since you will be required to have your original as well as your new “minicheckpoints”, I encourage that you keep these assignments in our class filing cabinet to
ensure they are not misplaced.
Portfolio Expectations:
 Portfolio can be contained by any means possible (ie. box, folder, etc.) but it
cannot simply be handed in with a paperclip/staple
 Multimedia portfolios will be considered (those submitted via website/blog/etc.)
but must receive approval of Ms. Wilkie beforehand
 Reflection must be at least one page, single-spaced, traditional style font in 12pt
(No Comic Sans!)
 All pieces included will be included in the aforementioned order
Reflection:
The reflection will serve as a way for you to look back upon the writing you have
conducted in this unit and gauge your growth and understanding. Please consider the
following questions when writing your reflection?
- What interested you the most about Catcher in the Rye, and how did that
translate into your writing?
- Based on the work in this portfolio, what are your strengths as a writer? What
are your weaknesses? What do you still need to work on?
- Where, in each work, did you make significant changes? How did you make
them? Why? What did you learn as a result of these changes?
- How do you feel you responded to this assignment? How much effort did you
put into not only the “mini checkpoints” themselves, but the corrections,
reflection and portfolio as a whole?
Grading Rubric:
*This is the exact rubric that will be used when grading your portfolio and reflection.
Please consider this before you turn in your portfolio.
____/ 5 Materials (Are all of the required documents included in the portfolio? 2pts per)
____/ 25 Reflection
_____/ 5 The student cites specific strengths of the writing process/works and
where they made changes/improvements in their new pieces
_____/ 5 The student cites specific weaknesses of the writing process/works
_____/ 5 The student reflects upon Catcher in the Rye
_____/ 5 The student fulfills length requirements
_____/ 5 The student puts thoughtful effort into the reflection
____/ 20 Revisions (This will be based on the scale below)
0
Student makes no
changes to their work
____/50 Points
10
Student makes some
changes to their work
20
Student uses every
opportunity to
improve writing
III. Unit Overview
Week 1 – Day 1 Intro to Catcher in the Rye
 Journal: Brainstorm the title and cover
 Context, Purpose and Importance of CR
 Introduce Interactive Notes ½ sheets
 Read Aloud Chapter 1, Model ½ sheet
 Homework: Read Chapters 2-4, Fill out ½ sheets
Week 1 – Day 2 Intro to Time Period
 Technical Tuesday: Synonyms and Antonyms
 Information Station Activity
 Timed Response: Why do you feel that Holden acts the way he does? (15min)
 Homework: Read Chapters 5-6, Fill out ½ sheets
Week 1 – Day 3 Breaking Down Holden
 Journal: Can you relate to Holden’s struggles? Give examples from your own life.
 Comprehension Quiz
 Character Study Vocabulary Partner Activity
 Introduce Character Study Facebook Page Assignment
 Homework: Start Facebook Page
Week 1 – Day 4 Digging Deeper
 Think About-It Thursday: If Holden were to be in this classroom today as your
classmate, would you be friends with him? Why or why not? Cite specific
examples from the text.
 Character Analysis Terms
 Character Analysis Guided Activity
 Homework: Finish Facebook Page
Week 1 – Day 5 Making Connections
 Facebook Page Due
 Sustained Silent Reading
 Read Richard Wright’s “The Man Who Was Almost a Man”
 Venn Diagram between Dave and Holden
 Homework: Finish up to Chapter 10, Fill out ½ sheets
Week Resources:
http://www2.scholastic.com/content/collateral_resources/pdf/u/unit_characteranalysis_
understandingcharact.pdf
http://www2.scholastic.com/content/collateral_resources/pdf/u/unit_characteranalysis_
characteranalysis.pdf
http://en.wikipedia.org/wiki/J._D._Salinger
http://kclibrary.lonestar.edu/decade20.html
www.lausd.k12.ca.us/Gardena_HS/links/themanwhowasalmostaman.doc
http://www.superteacherworksheets.com/synonyms-antonyms.html
Week 2 – Day 1 Language Study
 Journal: Refer to Richard Wright’s “The Man Who Was Almost a Man”. How does
the use of African American Vernacular English influence the way we read the
text/understand the character? How is this similar to “text speak”? Holden’s use
of language?
 “The Language of ‘The Catcher in the Rye’” by Donald Costello
 Small Group/Large Group Share
 Homework: Read Chapters 11-13, Fill out ½ sheets
Week 2 – Day 2 Banned Book List
 Technical Tuesday: Thesis Statements
 Discussion about banned/controversial books
 Timed Response: Should we read books like Catcher in the Rye? Why or why
not? What do we have to gain by reading this text? (15 minutes)
 Homework: Read Chapters 14-16, Fill out ½ sheets
Week 2 – Day 3 DIY Character Analysis
 Journal: What are Holden’s opinions on intimacy? Why does he feel this way?
 Comprehension Quiz
 Character Analysis Review Chart, Groups of 3
 Introduce Character Analysis. What are the elements of a good character
analysis? Why do we conduct them?
 Homework: Character Analysis Draft Due on Day 4
Week 2 – Day 4 Connections
 Think About It Thursday: Listen to Green Day’s “Who Wrote Holden Caulfield?”
with the lyrics. What are your initial reactions? Is this an accurate portrayal of
Holden?
 Peer Edit Workshop of Character Analysis
 Homework: Finish Character Analysis
Week 2 – Day 5 Perspectives
 Character Analysis Due
 Sustained Silent Reading
 Class Discussion: How does the perspective of the novel (1st person) impact the
way in which it is read/understood? What is tone? What is mood?
 Making Inferences Exit Card: What do you believe will happen to Holden in the
remainder of the novel?
 Homework: Finish up to Chapter 20, Fill out ½ sheets
Week Resources:
http://www.enotes.com/topics/how-write-character-analysis
http://www.azlyrics.com/lyrics/greenday/whowroteholdencaulfield.html
http://owl.english.purdue.edu/owl/resource/545/01/
http://owl.english.purdue.edu/owl/resource/690/1/
Week 3 – Day 1
 Journal: Have you ever written a letter to anyone? What was the form, audience,
and purpose? How are letters helpful?
 Identifying themes of Catcher in the Rye worksheet activity
 MLA Citations Review
 Homework: Read Chapters 21-23, Fill out ½ sheets
Week 3 – Day 2
 Technical Tuesday: Transitions and Topic Sentences
 Timed Response: What instances have caused Holden to change towards the
end of the novel?
 Introduce Close Reading Letter Assignment
 Homework: Read Chapters 24-26, Fill out ½ sheets
Week 3 – Day 3
 Journal: Childhood vs. Adulthood Venn Diagram
 Comprehension Quiz
 Close Reading DIY
Week 3 – Day 4
 Think About It Thursday: Is the ending to the novel what you expected? Was it
satisfying? Why or why not?
 Close Reading Tri-fold
 Review of MLA letter format
 Homework: Finish Close Reading Letter
Week 3 – Day 5
 Close Reading Letter Due
 Sustained Silent Reading
 Read Robert Burn’s Poem “Comin’ Through the Rye”
 Assign/Introduce Literary Analysis, approval of topics
 Homework: Start Literary Analysis
Week Resources:
http://owl.english.purdue.edu/owl/resource/653/01/
http://owl.english.purdue.edu/owl/resource/574/01/
http://oldpoetry.com/opoem/398-Robert-Burns-Comin-Thro--The-Rye
Week 4 – Day 1
 Journal: Based off of Catcher in the Rye, what do you believe is Salinger’s
opinion about childhood and adulthood? How do you know?
 Read “A Perfect Day for Bananafish” by: J.D. Salinger
 Classroom Discussion/Connections
 Address concerns with literary analysis
 Homework: Literary Analysis Draft Due
Week 4 – Day 2
 Technical Tuesday: Commas and Semi-Colons
 Peer Editing and Individual Teaching Conferences
 Homework: Literary Analysis Due
Week 4 – Day 3
 Literary Analysis Due
 Emotional Response – Lab Time Blog Entry: Write a blog post letter to Holden as
if he was your classmate. What advice would you give him for the future? Why?
 Class review activity for Comprehension Final
Week 4 – Day 4
 Final Comprehension Assessment (with Timed Response) made up of
Standardized Test-like questions based on Catcher in the Rye.
Week 4 – Day 5
 Sustained Silent Reading
 Discuss purpose of book reviews and summaries
 Write a “back of the cover” summary of Catcher in the Rye
 Receive back Literary Analysis
 Time in class to work on Reflection
Unit Portfolios Due: Monday of Week 5
Resources:
www.miguelmllop.com/stories/stories/bananafish.pdf
http://owl.english.purdue.edu/owl/resource/697/1/
IV. Week 1 Lesson Plans
Date of lesson: Week 1, Day 1 (Monday)
Title of book/section addressed: Catcher in the Rye
Standard:
Reading #1: Cite strong and thorough evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
Objective (must be specific, observable and measurable):
SWBAT draw inferences based on the title and cover page of CR
SWBAT develop higher-order note taking skills through ½ sheet mastery
Rationale
When being introduced to a new text, we often times consider, “why am I even reading
this? Why is this important? Why or how is this relevant to my life?” By using prereading strategies, we can get excited about books, even in the classroom.
Warm-Up Activity:
Journal: Brainstorm the title and cover. (See The English Teacher’s Companion for
example with Lord of the Flies) Reiterate what the word inference means. Explain the
difference between implicit and explicit. Follow with classroom discussion. Come up with
class prediction about what the book is about on butcher paper.
Lesson:
-Introduction powerpoint on Catcher in the Rye.
-Pass out books
-Introduce Interactive Note ½ sheets. These will be used for every chapter. Show
students where they can find blank copies in the classroom. They are to be kept in
classroom 3 ring binder.
-Read Aloud Chapter 1. Model ½ sheet and my expectations with ½ sheet on
transparency or Smartboard
-Give remainder of class time, if any, for students to continue reading.
Assessment:
-Informal assessment day. I will be circulating around during journals and getting
classroom volunteers for the discussion portion. Modeling will ensure that all students
know what my expectations are for the ½ sheets. I will be doing ½ sheet checkpoints
every day reading is due.
Closure:
Please have up to chapter 4 read for tomorrow’s class and make sure you are following
the guidelines for the ½ sheets.
Date of lesson: Week 1, Day 2 (Tuesday)
Title of book/section addressed: Catcher in the Rye
Standards:
a. Introduce a topic; organize complex ideas, concepts, and information to make
important connections and distinctions; include formatting, graphics, and multimedia
when useful to aiding comprehension.
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.
Objective (must be specific, observable and measurable):
SWBAT identify examples of synonyms and antonyms, as well as create their own
SWBAT identify historical context based on related CR topics
SWBAT construct a prompted response in a timed manner in order to prepare for timed
college prep tests
Rationale
As life-long learners, we can be looked at as humans with various tools that can help us
succeed in life. The same is true in the English classroom; we all have tools that will
make us successful- some just need sharpening and polishing. We will be conducting
regular mini lessons in this class to help us not only today, but for the end of the week
mini-checkpoint and for the end of the year state standardized tests.
Warm-Up Activity:
Technical Tuesday: Define synonyms and antonyms. Multiple choice synonyms and
antonyms questions. Create synonyms and antonyms for words from passages in CR
chapter 4. I will stamp ½ sheets at this point in time.
Lesson:
-Stations will be set up around the room with these different stations: 1940’s, 1940’s
New York, Prep Schools, J.D. Salinger. (There may be multiple stations of one particular
theme). Students will rotate once the jazz music stops. Each station will have
information regarding the era and provide context for CR.
-Students will have a timed response (roughly 2 to 3 paragraphs). Students will be
asked to take a stand and complete the projected prompt in 20 minutes.
Assessment:
-I will be stationed at one of the stations to make sure students are doing their station
work. I will check ½ sheets at the beginning of class. Informal assessment for
synonyms and antonyms. Timed response will be an understanding and critical thinking
checkpoint for me.
Closure:
Please have up to chapter 6 read and ½ sheets filled out.
Date of lesson: Week 1, Day 3 (Wednesday)
Title of book/section addressed: Catcher in the Rye
Standard:
4. 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.
Objective (must be specific, observable and measurable):
SWBAT understand general plot guidelines and make connections through
comprehension quizzes.
SWBAT strengthen their vocabulary, utilize their knowledge of synonyms and antonyms,
and create a more vivid picture of what Holden is like through the use of strong
language.
Rationale
Does the word “bad” due justice as the description of a murderer? How about
disgraceful? Or treacherous? These words, like we learned the other day with our
lesson about synonyms and antonyms, can allow us as readers to pinpoint exact
characteristics about characters in a particular text. Holden is a very complex character,
like you. How many of you have a Facebook or a Twitter? You are a “complex
character” with different motivations, actions, feelings, changes of heart, correct? What
would happen if we gave that same power to Holden? What would his Facebook say
about him?
Warm-Up Activity:
Journal: Can you relate to Holden’s struggles? Give examples from your own life.
*I will also use this time to go around and check ½ sheets
Lesson:
-Comprehension Quiz based off of chapters 1-6 See quiz questions in Section 4
-Students will partner up and fill out the Character Study Vocabulary page (Jim Burke’s
Teaching English Companion pg 131) to describe Holden in order to prepare for their
Facebook activity. This vocabulary sheet builds on the synonyms and antonyms learned
yesterday and will scaffold into their character analysis later in the week. Each person
needs to fill out their own sheet.
-Partners can share to class for participation points
-Explain Facebook page (purpose, expectations, grading)
Assessment:
-Comprehension quiz, vocabulary sheet based off of synonyms and antonyms as well as
character study.
Closure:
Remember to get started on your Facebook page, as it is due on Friday.
Date of lesson: Week 1, Day 4 (Thursday)
Title of book/section addressed: Catcher in the Rye
Standard:
4. 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.
Objective (must be specific, observable and measurable):
SWBAT define key literary terms acquainted with characterization and character
development
SWBAT connect these literary terms to instances within CR
SWBAT analyze Holden in a present day context.
Rationale
Characters have a profound impact on the development of a story. Can you think of a
book you didn’t like? Why didn’t you like it? More often than not it was something you
considered boring- the character didn’t help develop the story. Just like in our own
lives, thoughts and actions have an impact on our character’s lives and the characters
around them.
Warm-Up Activity:
Think About-It Thursday: If Holden were to be in this classroom today as your
classmate, would you be friends with him? Why or why not? What would he be like? Is
he involved in any sports or clubs? What classes would he take, if any? Cite specific
examples from the text. Classroom discussion about choices as well as major points
that needed to be clarified from the ½ sheets. I will be passing back quizzes and Timed
Responses today during warmup.
Lesson:
-Using the overhead, we will use the Character Analysis Terms together.
-Then, students will break up into groups and complete the character analysis guided
activity (both the first and second activity worksheets are listed in the weekly resources
during the overall unit plan in section 3. These are from the Scholastic website)
-Final class discussion to go over Holden as a dynamic character.
-Any remaining time can be used for conferencing/questions regarding the Facebook
activity.
Assessment:
-Informal assessment today. I will walk them through the first activity and circulate
during the second.
Closure:
Remember! Facebook pages are due tomorrow and does not qualify for late work points
Date of lesson: Week 1, Day 5 (Friday)
Title of book/section addressed: Catcher in the Rye
Standard:
4. 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.
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended
definitions, concrete details, quotations, or other information and examples appropriate
to the audience’s knowledge of the topic. (Facebook page)
Objective (must be specific, observable and measurable):
SWBAT connect the “coming of age” theme between two different texts.
SWBAT identify similarities and differences between similar characters in two different
pieces of literature.
Rationale
It is easy, once you think about things for a bit, to connect a text within the last century
to your own life. But, can you connect multiple texts together and draw conclusions
based upon them? We do this in our own lives every day when we piece together
events to understand coincidences or determine cause and effect. These skills are
crucial for you to better understand characters and texts as a whole.
Warm-Up Activity:
Friday Sustained Silent Reading- students can choose to read CR or any other school
appropriate piece of literature as long as they are reading. (15-20 minutes)
Students will also turn in their Facebook Page at the beginning of class.
Lesson:
-Read aloud Richard Wright’s “The Man Who Was Almost a Man”. Stop along the way to
ask questions and make inferences. Guide student understanding.
-Students will work individually to create a Venn Diagram between Dave and Holden.
Create class Venn Diagram and put up characteristics with Post-its.
Assessment:
-Facebook page mini-checkpoint culminates the first week of character analysis.
-The Venn-Diagram and classroom discussion are more informal methods to gauge for
participation.
Closure:
Enjoy your weekend, but make sure to finish up to chapter 10 of CR and fill out the ½
sheets accordingly!
V. Assessment Materials
Interactive Notes ½ Sheets
Name:________________________________________Date:_______________Ch.___
What are your
predictions for this
chapter?
Unfamiliar words? Questions?
Connections?
Summarize & Synthesize
Important points and
what you still don’t
understand
Interactive Notes ½ Sheets
Name:________________________________________Date:_______________Ch.___
What are your
predictions for this
chapter?
Unfamiliar words? Questions?
Connections?
Summarize & Synthesize
Important points and
what you still don’t
understand
Timed Response
Prompt:
Holden displays rather erratic behavior and uses obscenities frequently. He does not
seem to care much about others aside from a few people. Why do you feel that Holden
acts the way he does? (15min)
Grading for Timed Responses:
___/
___/
___/
___/
2pt.
2pt.
3pt.
3pt.
Is it finished/does it meet length requirement?
Is writing legible/is it clearly organized
Does the writer take a clear, unwavering stand throughout the response?
Does the writer support their argument with concrete examples?
___/ 5pts
Comprehension Quiz #1
Name:____________________________________ Date:________________
1.) Who is Mr. Spencer? Does Holden respect him? What evidence from the text
suggest he does or doesn’t? (3)
2.) Who does Holden consider a phony? Why does he say they are phonies? (2)
Facebook Page Activity
See Attached Link in Discussion Board/Drop Box
Crediting Matt for this!
Additionally, students will create a one-paragraph rationale explaining their choices to
include particular descriptions of Holden as a character. Students, look at this as a
means of “defending” your decisions.
Facebook Page Rubric:
4
3
2
1
Page is finished in
pen, written neatly,
with color picture
Page is finished, but
missing one piece of
neatness
Page is finished, but
missing two or more
pieces of neatness
Page lacks pen,
neatness or color
Page cites specific
examples from the
text
Some facts on page
are not supported by
text
Most facts on page
are not supported
by text
Facts do not
reflect textual
evidence
Page makes use of
strong synonyms for
“dead” words
Some “dead” words
found on page
Many “dead” words
found on page
Little/no attempt
to use synonyms
Rationale is well
thought out and
cites specific
examples in text
Rationale is thought
out but missing some
details to clarify
choices
Majority of rationale
is lacking reasoning
or clarification
No rationale or
little to no
clarification/
support from text
___________/20 points
Comments:
Character Analysis
We have studied Holden Caulfield for the last week and half, so already we have
a solid grasp on him as a character. Let’s put what we have used in the Facebook page
in a new, more academic form, in a character analysis. Remember, the main
components to a character analysis involve the following:





An introduction about the character and
Stating a claim/argument about your character in a clear, concise thesis
Descriptions about the character
Actions the influence the character and his/her change over time
Additional information based on classroom discussion
Assignment and Expectations:
Your assignment is to write a 1 to 2-page character analysis of Holden Caulfield. You
may take any claim or argument about his character. Paper should be in 12 point size,
traditional font, with normal 1 inch margins. Paper must be double spaced and include
your name at the top. The paper also must have a title.
*If you are planning on citing directly from the text, please follow MLA format
guidelines from owl.english.purdue.edu
Grading Rubric:
Student will receive full (5) points if complying with expectation.
1
2
3
4
5
Are all assignment expectations followed?
1
2
3
4
5
The student has a strong, clear thesis, that makes a claim
1
2
3
4
5
The student includes descriptive details about Holden
1
2
3
4
5
The student references actions or situations that have affected Holden
1
2
3
4
5
The student’s work is free of/has very few grammatical mistakes.
_______/25
Comments:
Close Reading Letter
Point Total: 50 points
Directions:
Student must write a formal letter based on the following four prompts.
1.) Holden writing to Phoebe about adulthood/childhood
2.) Holden writing to D.B about adulthood/childhood
3.) Holden writing to Allie about adulthood/childhood
4.) Holden’s teacher writing to Holden’s parents regarding Holden’s actions/where
he is in life.
Questions to Consider:
-Do you believe Holden acts like a child, an adult, neither or both?
-Do you think he wishes to act a different way?
-Do you believe there are external factors that influence his behavior, and if so, what
are they?
-How should Phoebe/D.B. act in response to Holden’s advice?
Expectations:
 Letter is formatted like a regular business letter. Please reference the Purdue
OWL website or check out one of my MLA handbooks.
 Letter is proofread for grammatical mistakes, capitalization/punctuation errors,
etc.
 Letter includes at least 3 citations/evidence from the text to support a position.
This does not need to have page numbers, but reference to explicit events is
necessary.
*Example: If I am trying to say that Phoebe should go into theater, I should
reference her involvement with the school holiday play.
 Letter must fit on one page, standard margins, 12 point font, single spaced
Assessment:
___ /10 Format (Does this letter follow MLA letter standards?)
___ /10 Grammar (Does this letter have little to no grammatical mistakes?)
___ /20 Argument and Evidence (Does this letter have a strong purpose that is
supported by features from the text?)
___ /50 Total
Comments:
Literary Analysis
Over the last few weeks, we have developed our close-reading skills. We can use
these skills to better understand an entire portion, theme or idea of a book. By creating
a literary analysis, we are connecting our skills from all four weeks into one cohesive
essay.
Directions:
Students will write a 2-3 page literary analysis that addresses a major theme, idea, or
event within Catcher in the Rye. Paper must be double spaced, 12-point traditional font,
normal margins, MLA format at top of page. The student will be able to choose from
one of the following prompts/ideas.
1.) Childhood and adulthood. What is Holden’s perception of childhood and
adulthood? How does this affect his thoughts and actions?
2.) Depression. Do you believe Holden is depressed? What evidence in the text
leads you to this assumption?
3.) Phoniness. Holden often calls other people phony. Would you consider Holden a
phony?
4.) Holden’s red hunting hat comes up often. What importance does it have to the
story and to Holden as a character?
5.) Other prompts are welcome by approval.
The literary analysis must contain the following:
 An introduction
 Strong and clear thesis that a.) asserts point b.) cites supporting details c.) and
addresses “so what!?”
 Body paragraphs with transitions/topic sentences
 At least two citations from the text MLA style (with page numbers)
 Conclusion
Rubric:
___ /15 Format (Does this letter follow MLA letter standards?)
____/5 Proper citations and MLA standards
____/5 Introduction
____/5 Conclusion
___ /10 Grammar (Does this letter have little to no grammatical mistakes?)
___ /10 Thesis (The thesis is strong, clear, contains supporting details, so what)
___ /20 Evidence/Supporting details (claims are supported by evidence from the text)
___ /10 Development and Clarity (Is the paper and its ideas organized and conveyed
clearly?)
____/75
Comments