1. PDN Gather your journals and PDNs from the Mice and Men unit.
You need at least 5 of the 6 journals. Circle the journal you most want me to read. I am going to select another at random. The other 3 you will get credit for completing.
You need at least 10 PDNs/exit tickets, answered correctly.
Please keep the PDNs and journals separate. Please make sure you name is on them.
Do you have any other general questions about the essay due on Sunday night before we move on?
Discuss at your table what you have heard about Catcher in the Rye and Holden Caulfield?

2. Catcher in the Rye
Week 1: Word choice/effect: Determine how the author uses the meaning of words or phrases, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone.
Week 2: Point of view (unreliable narrator): Analyze how an author develops and contrasts the points of view of different characters and/or narrators.
Week 3: Compare and contrast characters: Identify examples of characterization through comparing and contrasting characters.
Week 4: Draw inferences from the text and use text based evidence to best support conclusions and inferences. Summary: Provide a concise but developed summary of the text.
Week 5: Symbolism: Identify symbols in the text, their meaning, and purpose in development of major themes. Author’s purpose: Identify the theme most reflected or developed in the text.
Final Week: Structure of the text: Identify the structure of the narrative (paragraphs, chapters, etc.) and its purpose in developing the themes.

3. Pre-reading
What stereotypes have you heard about teenagers or your generation?

4. Pre-reading Read the articles together.
After reading, discuss the following:
Do the articles agree or disagree with the stereotypes you listed?
Do you think the articles are an accurate reflection of teenagers today?
What was left out of the articles about teenagers?

5. Journal #1
Finish the following statement in _____ paragraphs (5-6 sentences each).
If I could tell the world anything about teenagers, it would be that ______________.
From a teacher’s perspective:
Example: If I could tell the world anything about teenagers, it would be that teenagers are more disciplined, earnest, and hard-working that the stereotypes suggest.
Example: If I could tell the world anything about teenagers, it would be that adults do a lot of the same things that they angrily complain about teenagers (spend too much time on their phones, are distracted, lose control of their emotions, post inappropriate things on social media).

6. Catcher in the Rye Prompts (related to adolescence)
Harold Bloom writes, “Faulkner remarked that Holden’s dilemma was his inability to find and accept an authentic mentor, a teacher or guide who could arouse his trust. Holden speaks for our skepticism, and for our need.” Explain whether this is an accurate portrayal of Holden’s problems as an adolescent and whether it applies to adolescents in general.
Many scholars say that The Catcher in the Rye belongs to the literary tradition of the Quest— that the novel is a modernization of this mythic form where a character goes on a spiritual quest. Explain whether this is an accurate portrayal of Holden’s problems as an adolescent and whether it applies to adolescents in general.
Arthur Heiserman and James E. Miller Jr. write, “American literature seems fascinated with the outcast, the person who defies traditions in order to arrive at some pristine knowledge, some personal integrity.” Explain whether this is an accurate portrayal of Holden as a character, the outcast, and whether it applies to adolescents in general.
Clinton Trowbridge observes that Catcher is the story of “a search for truth in a world that has been dominated by falsity.” Explain whether this is an accurate portrayal of Holden’s conflicts and whether it applies to adolescents in general.
James Bryan notes that Holden “is poised between two worlds, one he cannot return to and one he fears to enter.” Explain whether this is an accurate portrayal of Holden’s conflicts and whether it applies to adolescents in general.

7. Learning Target: Week 1: Diction/Effect: Determine how the author uses the meaning of words or phrases, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone.
Diction/Effect
It is like the choices a painter or photographer makes for what to put in the painting (what colors, shapes, etc.) that makes up the whole for a specific effect.
Effective voice is shaped by words that are clear, concrete and exact.
When studying diction, students must understand both connotation (the meaning suggested by the word) and denotation (the word’s literal meaning).
Interesting, eye-catching, or unusual word choice is usually from words with strong emotional meanings.
Diction can impart freshness and originality to writing.
Effective diction is shaped by words that are clear, concrete and exact.
The words usually word with other words in the passage to develop a common idea.

8. Shared Reading
Pay close attention to the author’s diction in the first chapter of the novel.

9. Achieve3000 You may sit with friends.
Get an iPad as soon as you come in and begin working on Achieve3000.
Select two Achieve3000 articles to read for the first half of class.

10. Independent Reading
Pay close attention to diction and effect in your independent novel today

11. Diction/Effect: Independent Reading
Identify three examples of interesting or unusual word choice from the text that develop a character’s dialogue or inner monologue in a specific way.
Define those words, explain what they show about the character, and provide me with its connotation.

12. Holden
Turn holden's life into a news article with a chart/graph/image