Title: The Catcher in the Rye (Plus Lit Circle)
Creators: Angie Hickey, Elizabeth Pitt, Krysta Fitzpatrick, and Natalie Adams
Grade Level: 12
Subject: English Language Arts 3201
Timeframe: Seven Weeks (approx. 30 classes)
Theme: Teen rebellion and alienation in The Catcher in the Rye
General Curriculum Outcomes:
Speaking and Listening: Students will speak and listen to explore, extend, clarify, and
reflect on their thoughts, ideas, feelings, and experiences; Students will be able to
communicate information and ideas effectively and clearly, and to respond personally
and critically
Reading and Viewing: Students will be able to select, read, and view with
understanding a range of literature, information, media, and visual texts; Students will
respond personally to a range of texts; Students will respond critically to a range of
texts, applying their understanding of language, form, and genre
Writing and Representing: Students will be able to use writing and other forms
of representation to explore, clarify, and reflect on their thoughts, feelings, experiences,
and learnings; and to use their imaginations; Students will be able to create texts
collaboratively and independently, using a variety of forms for a range of audiences and
purposes
Specific Curriculum Outcomes:
1.3 Articulate, advocate, and justify positions on issues or texts in a convincing
manner, showing an understanding of a range of viewpoints
1.4 Listen critically to analyse and evaluate concepts, ideas, and information
2.2 Adapt language and delivery for a variety of audiences and purposes in informal and
formal contexts, some of which are characterized by complexity of purpose, procedure,
and subject matter
4.3 Articulate their understanding of the ways in which information texts are
constructed for a particular purpose
6.2 Articulate and justify points of view about texts and text elements
7.1 Critically evaluate the information they access
8.1 Use writing and other ways of representing to explore, extend, and reflect on their
experiences with and insights into challenging texts and issues, the writing processes
and strategies they use, their achievements as language users and learners, and the
basis for their feelings, values, and attitudes
9.1 Produce writing and other forms of representation characterized by increasing
complexity of thought, structure, and conventions
Core Breakdown
Introduction class with hook exercise, class discussion and assignment of first reflection
journal entry.
Viewing and Listening Activities, Exercises and Discussion (7 class periods)
Representation Work (8 class periods)
Reading and Writing Activities and Work (6 class periods)
In-class Essay (1 class period)
Lit Circle and Final Notes (Final 7 classes)
Intro/Hook
Announce the New Class Rules:
- Your feet cannot, at any point, touch the floor
- There will be no speaking, you must rely upon facial expressions and gestures
- No using the washroom, leaving the classroom, or giving birth during class
-
You may not pick your nose
You may only write with your wrong hand, and you must write “I will not break
the rules” 10 times
Pose questions to the students and ask them to write their responses individually:
- If you could get a tattoo, what would it be?
- What are you most excited about doing after you finish high school?
- What famous teenager do you relate to the most?
- What is the dumbest rule you are expected to obey?
- What teenage stereotype bothers you the most?
- What expectations are placed on teens?
- What do you hate most about being a teenager?
Discuss the stupidity and pointless nature of the new class rules, expectations of
teenagers today, the rules they should follow, why the rules and expectations seem stupid,
and why teenagers rebel.
Introduce the main text, Catcher in the Rye, and the theme of teenage rebellion and
alienation
Assign a journal entry based upon:
If you were kicked out of school today what where would you go and what would you
do?
Viewing and Listening Activities and Work

“Thirteen” (3 classes): The students will watch the movie “Thirteen”.
Activity 1: “Lights, Camera, Action!” The students are the directors of the new
movie for “The Catcher in the Rye”. They will create a star-studded cast for the film for
major characters including Holden, Ackley, Stradlater, Phoebe, Mr. Spencer, Sally Hayes,
Carl Luce, Mr. Antolini, Maurice, Sunny. Other characters such as Jane Gallagher, Allie,
D.B., and Holden’s parents may be added if they wish. In their journals, they will explain
what parts of the novel they would include in the movie and which parts they would
not. Give reasons for your decisions. The students will also explain if any characters that
are only mentioned by name, such as Allie, will make an appearance through flashback
or added scenes.
Activity 2: Reflection journal. The students will choose one of the following
questions and write a response in their journals, referencing both the movie “Thirteen”
and The Catcher in the Rye.
- Compare the acts of rebellion in “Thirteen” and compare them to Holden. How are
their reactions different? How are they the same?
- Do you think “Thirteen” and The Catcher in the Rye are good examples of teenage
rebellion? Why or why not?

Themes of alienation and rebellion in music (3 classes): The students will listen to
four songs which represent either or both themes of teen alienation and teen
rebellion. These songs are “Have You Ever” by The Offspring, “Teenage Wasteland”
by The Who, “Creep” by Radiohead, and “We’re Not Gonna Take It” by Twisted
Sister.
Activity 1: Students will break into groups of four. Each group will be provided
with a copy of the lyrics to each song. In their groups, the students will choose one of
the songs that they think best reflects either or both themes of alienation and rebellion.
One member will write the group’s final answer to be passed in. The class will discuss
everyone’s answers as a whole.
Activity 2: Compare/contrast journal. The students will choose one of the songs
from class and compare it to Holden and his experiences/feelings in the novel. How are
these feelings of alienation and/or rebellion similar to what Holden is experiencing and
feeling? How are they different? Use specific references to the chosen song and The
Catcher in the Rye.
Activity 3: “We’re Not Gonna Take It” personal reflection journal. Students will
think about why teenagers rebel, who they rebel against, and how they rebel. In their
journals, students will either write about a time when they or a friend rebelled (names
can be changed to protect the rebels) or they can invent their own situation.

Wrap-up and catch-up (1 class): This class will be used to discuss any final questions
that the students may have about the movie or the songs. It will also be a time for
students to finish their assignments if they have not already done so or read the
novel.
Reading and Writing Activities and Work

Reading important passages out loud in class and discussing their significance (1
class):
Examples:
“Life is a game, boy. Life is a game that one plays according to the rules.”
“Yes, sir. I know it is. I know it.”
Game, my ass. Some game. If you get on the side where all the hot-shots are, then it's a
game, all right--I'll admit that. But if you get on the other side, where there aren't any
hot-shots, then what's a game about it? Nothing. No game.
The best thing, though, in that museum was that everything always stayed right
where it was. Nobody'd move. . . . Nobody'd be different. The only thing that
would be different would be you.
. . . I'm standing on the edge of some crazy cliff. What I have to do, I have to
catch everybody if they start to go over the cliff--I mean if they're running and
they don't look where they're going I have to come out from somewhere and
catch them. That's all I'd do all day. I'd just be the catcher in the rye and all.
“I have a feeling that you're riding for some kind of terrible, terrible fall. . . . The
whole arrangement's designed for men who, at some time or other in their lives,
were looking for something their own environment couldn't supply them with. . .
. So they gave up looking.”
Get students to write an entry in their reflection journal in response to one of
the key passages/quotations. What do you think it means? Why is it
important? What are they really trying to say here? And so on.

Character analysis of Holden (1 class): We have been discussing his personality and
attitude via song, video, and visual representation, but now I want an on paper
character sketch of our main man of the hour. What have you learned about Holden
at this stage in the game? What kind of person do you think he is? Character sketch
of Holden.

The “not new idea of teenagers rebelling” lyrics activity (1 class): Reading two songs
with lyrics based on the isolation and fear of growing up, the oppression and desire
to escape. In your reflection journal you can either a) post song/poem lyrics that you
wrote that best represents how you feel as a teenager.

Review of the novel (2 classes): Can't forget that there is an in-class essay on Class
23. However, at the end of class 22, I'm going to bring in a big piece of Bristol board
to hang up on the wall. Our unit has really dealt with the rebellious nature of
teenagers, their issues and their feelings of isolation and repression. They feel so
alone. I'm going to pass out small pieces of paper to the class and get them to write
one thing that makes them feel really bad or nervous or “not good enough.” One
thing that makes them feel alone and like it sucks to be them. They are not to sign it,
keep it anonymous so you can write whatever you like without being judged. Then
they will hand these pieces of paper to me at the end of class and the next time they
come in I will have all the pieces of paper stuck to the Bristol board and hung on the
wall. Then I'm going to say “Look! You all feel alone and you've all got your issues
and your insecurities, but look at that board. You've all got it, so you're not alone at
all.

In-class essay (1 class): The students will have three questions to choose from to
write an essay on. They must choose one of the following essay questions:
Is Holden mentally deranged, or is he a normal teenager? Explain why or why not
discussing specific examples from the story.
Write your own growing-up story. Refer to your own life or invent a character.
If you were Holden, what would you have done the same? Different? Write an
essay describing your decisions and compare them with Holden’s. Write a
conclusion summarizing your main points.
Lit Circle (Final 7 classes)
Keeping with the theme of teenage rebellion and isolation, we have selected the
following novels for the students to choose from for their lit circles.
Go Ask Alice by Beatrice Sparks
Summary: An unnamed fifteen-year-old begins keeping a diary. With a
sensitive, observant style, she records her thoughts and concerns about
issues such as crushes, weight loss, sexuality, social acceptance, difficulty
relating to her parents, and ultimately, her growing problem with drugs.
Speak by Laurie Halse Anderson
Summary: A few weeks before her freshman year of high school, Melinda
Sordino and her friend Rachel are invited to a high school party. There,
Melinda gets drunk and meets a senior, Andy Evans, who takes her to a
secluded part of the woods and rapes her. She calls 911 and the police
break up the party for underage drinking, arresting some of the kids.
Numb and alone, Melinda walks miles home to an empty house. In the
following weeks she tells no one what happened, and as a result, no one
realizes she was raped. She becomes depressed.
It's Kind of a Funny Story by Ned Vizzini
Summary: Craig, the narrator, is 15, and lives with his family in an uppermiddle class Brooklyn neighborhood. He attends the prestigious
Executive Pre-Professional High School, having studied arduously to win
admission. Once admitted, however, he becomes overwhelmed by the
school's intense academic pressure. His stress eventually manifests itself
in an eating disorder, use of marijuana, affected sleep habits, and suicidal
thoughts. After he stops taking medication prescribed by his psychiatrist,
his depression builds until, unable to fend off his suicidal ideation, he
calls 1-800-SUICIDE and is admitted to a nearby psychiatric hospital.
Last Exit to Normal by Michael Harmon
Summary: It's true: After 17-year-old Ben's father announces he's gay and
the family splits apart, Ben does everything he can to tick him off: skip
school, smoke pot, skateboard nonstop, get arrested. But he never thinks
he'll end up yanked out of his city life and plunked down into a small
Montana town with his dad and Edward, The Boyfriend. As if it's not
painful enough living in a hick town with spiked hair, a skateboard habit,
and two dads, he soon realizes something's not quite right with Billy, the
boy next door. He's hiding a secret about his family, and Ben is
determined to uncover it and set things right.
The Perks of Being a Wallflower by Stephen Chbosky
Summary: In an unknown setting, the novel begins in August 1991 with a
teenager going by the alias of Charlie, writing to an anonymous "friend"
whom he heard someone at school talking about, and decided they
sounded like a nice person to write to, on the basis that he or she
reportedly did not sleep with someone at a party despite having the
opportunity. Charlie states that he does not want the anonymous friend
to try to figure out who he is or to find him. Charlie has just begun his
freshman year of high school, his brother is at Pennsylvania State
University on a football scholarship, and his sister is a senior in high
school. We learn that his best--and only--friend committed suicide prior
to the beginning of the book--leaving Charlie to face high school alone.
Assessment Plan
Grade: 12
Course: English 3201
Unit: Teen Rebellion in Catcher and the Rye
Time Frame: 7 weeks. This unit will be divided into 4 parts.
Part 1(weeks 1and 2):
The unit will commence with an introduction to the theme of teenage rebellion by
considering rules and expectations. They will begin reading the assigned text, Catcher in
the Rye, and they will explore the themes of alienation and rebellion through listening
and viewing activities. Students will watch the movie “Thirteen” and compare and
contrast characters and themes in the two texts. Students will also listen to a number of
songs based around the theme of teenage rebellion. This part of the unit will be evaluated
based upon multiple journal entries which will show students understanding of the
themes and characters of the main text in relation to other texts. The instructor may also
circulate during structured group discussions to determine participation and
understanding.
Part 2 (weeks 3 and 4)
Part 2 of the unit will deal mainly with representing and speaking activities. Students
will research the issue of teen depression and create informational pamphlets. They will
also view rebellious art such as graffiti and discuss why activism takes alternative forms
of representation. Students will create their own representations of the theme of teenage
rebellion by creating collages.
Part 3 (weeks 4 and 5)
This part of the unit will focus on the main text and will predominantly involve reading
and writing activities. Students will read portions of Catcher in the Rye and discuss their
significance. Students should be very familiar with the text and the theme at this point
and they will demonstrate their understanding by completing a character sketch of the
protagonist Holden. They will also read secondary texts such as song lyrics and/or
poems and reflect on their own feelings as a teenager. Classes will be dedicated to
review of the main text when formative assessment will determine students level of
understanding. Along with the character sketch, other summative assessment for this part
of the unit will involve journal entries and will culminate in a formal in-class essay on
Catcher in the Rye. At this point students should have a good grasp on the text and
should be able to answer questions regarding theme, character, and other literary devices.
They should be well prepared for year-end summative assessments such as the public
exam.
Part 4 (weeks 6 and 7):
Part 4 will involve independent reading through a literature circle activity. In groups,
students will select a text dealing with teen rebellion and will complete an assigned
reading and task for each class. Each student will in turn act as discussion director,
graphic artist, music maestro, personal reflector, scene stealer, shower and teller, and
virtual builder for a portion of the text. They will discuss aspects of their novel including
significant text events, the tone of the text, character traits, and symbolism present in the
text, to name a few. They will also be given time in class for reading independently.
Students should gain an in-depth understanding of the text through their own activities as
well as the insight of group mates. They will be evaluated on participation and task
completion. Students may discuss elements from these texts on unit essays and exams.
Summative Assessment
Assessment
Unit Value (out of 100)
Participation
15
Journal Entries
20
Pamphlet
10
Poster/Collage
15
Character Sketch
5
In-class Essay
15
Lit. Circle
20