Lesson Ideas
Teaching The Catcher in the Rye would ultimately give students the ability to critically think about the novel and the world around them. A potential unit could be built on students responding to and exploring elements within the novel. With each discussion and experience, simply have the students write. The culmination of all their writing placed and bound together will create a journal.
As the students read, they can highlight quotes they wish to discuss or respond to. This will allow the students to critically think about and process what they have read. It also teaches students how to pick out important concepts within literature. Having students choose what they think is important plays a large role in the affective domain. They will feel a connection with the literature.
Homework, Lessons, and Activities:
As the students read, they can highlight quotes they wish to discuss or respond to. This will allow the students to critically think about and process what they have read. It also teaches students how to pick out important concepts within literature. Having students choose what they think is important plays a large role in the affective domain. They will feel a connection with the literature.
Homework, Lessons, and Activities:
- Assign reading pages and the choosing of a quote for homework. This work is to be done by the students outside of class. There can also be in class reading time.
- When the literature period begins, discuss any questions or thoughts the students may have had on their readings or quotes. Use the discussion questions to ensure important points are covered.
**Let the students lead and carry the discussion. The teacher acts only as a facilitator to make sure students are on the right track.
- Assign journal assignment(s). Allow at least 15-20 minutes to begin the
writing assignment. What the students do not finish is to be done for homework. Encourage the students to record any important information or thoughts in their journals, not just the journal assignments.
- Allow the students to share aloud any ideas they want to. This could include, but not be limited to: predictions, excerpts from their journals, feelings, and thoughts.
- Ask students why they think Salinger wouldn't want to make this a movie. What sorts of aspects of the novel cannot be transferred into film? If students think it should be made into a movie, inquire which actors should play each part and why.
- Collect the journals as you see fit (my suggestion is at the end of each week). Respond to the students’ writing and check in assignments.
- Have students write essay on why they think the book has been banned, accompanied by a class lecture on censorship. This can be a research-based or persuasive essay. Students can also debate this topic in-class.
- Students can write a chapter based on another character's perspective: Phoebe, Stradlater, Sally, Mr. Antolini, etc..