English 9 Catcher Unit
Key Concept:

Identity

Identity is the state or fact of being the same. It refers to the particular features that define
individuals, groups, things, eras, places, symbols and styles. Identity can be observed, or
it can be constructed, asserted and shaped by external and internal influences.
Related Concepts:

Point of View

Character

Setting

Style

Structure

Theme
Global Context:

Identities and relationships
 Who am I? Who are we? Students will explore identity; beliefs and values; personal,
physical, mental, social and spiritual health; human relationships including families,
friends, communities and cultures; what it means to be human
Statement of Inquiry:
People experience physical, psychological, and social transitions, thereby creating
lifestyle choices which impact their lives and their relationships with others.
Inquiry Questions:
 Factual:
 What factors influence one’s identity and his/her perception of the world around him/her?
 Conceptual:
 How does Holden Caulfield’s point of view of himself and society influence his
relationships?
 Debatable:
 To what extent does Holden Caulfield withdraw from society?
English 9 Catcher Unit IB Literacy Proficiency Statements & Strategies
3) Reagan IB students can effectively compare/contrast AND identify cause(s)/effect(s)
when approaching new and/or unfamiliar reading.
*I Am Poem
*Somebody-Wanted-But-So: Cause/Effect Chart
ACT Reading: 24-27 Sequential, Comparative, and Cause-Effect Relationships
Order sequences of events in uncomplicated passages
Understand relationships between people, ideas, and so on in uncomplicated passages
Identify clear relationships between characters, ideas, and so on in more challenging
literary narratives
Understand implied or subtly stated cause-effect relationships in uncomplicated passages
Identify clear cause-effect relationships in more challenging passages
ATL: Communication Skills
By exchanging thoughts, messages and information (written, spoken, and visual texts)
effectively through appropriate interaction.
4) Reagan IB students can make important inferences when approaching new and/or
unfamiliar reading.
*Character Trait Word Bank with Evidence
ACT English: 24-27 Topic Development in Terms of Purpose and Focus
Identify the focus of a simple essay, applying that knowledge to add a sentence that
sharpens that focus or to determine if an essay has met a specified goal
Delete material primarily because it disturbs the flow and development of the paragraph
Add a sentence to accomplish a fairly straightforward purpose such as illustrating a given
statement
ATL: Thinking Skills
By analyzing issues and developing creative solutions within multiple contexts.
5) Reagan IB students can engage in the evaluation and critique(s) when approaching new
and/or unfamiliar reading.
*Questioning As I Read
ACT Writing: 7-8 Organizing Ideas
Maintain a focus on the general topic in the prompt throughout the essay and attempt a
focus on the specific issue in the prompt
Present a thesis that establishes focus on the topic
ATL: Research skills
By finding, interpreting, and judging appropriate media to create ideas and information to
present in a variety of formats and platforms.
Name:________________________________________________________________________________Class:________
The Catcher in the Rye: Holden Caulfield
“I Am” Poem
Stanza #1
I am (1 special trait the character has)
_______________________________________________________________________
I wonder (something character is curious about or questions)
_______________________________________________________________________
I hear (something real or imaginary the character might hear)
_______________________________________________________________________
I see (something real or imaginary the character might see)
_______________________________________________________________________
I want (something the character desires)
_______________________________________________________________________
I am (repeat the first line of the poem)
_______________________________________________________________________
Stanza #2
I pretend (something the character pretends to do)
_______________________________________________________________________
I feel (something the character is feeling)
_______________________________________________________________________
I touch (something the character touches)
_______________________________________________________________________
I worry (something the character worries about)
_______________________________________________________________________
I cry (something that makes the character sad)
_______________________________________________________________________
I am (repeat the first line of the poem)
_______________________________________________________________________
Stanza #3
I understand (something that the character has realized, is a fact, or is a true statement)
_______________________________________________________________________
I say (something the character believes in)
_______________________________________________________________________
I dream (something the character dreams about)
_______________________________________________________________________
I try (something the character really makes an effort to do or to be)
_______________________________________________________________________
I hope (something the character hopes for)
_______________________________________________________________________
I am (repeat the first line of the poem)
_______________________________________________________________________
“Somebody-Wanted-But-So” After Reading Strategy (Cause and Effect)
Somebody
Wanted
But
So
Making Inferences
Character: _______________________________________________
“Questioning As I Read” Strategy
Questions I Have Before
Reading
Questions I Have During
Reading (Include Page #)
Questions I Have After Reading
What do you understand now that you didn’t understand before about identity? (Cite evidence from
the text to support your point)