Reflection: Checks for Understanding Following Holden: The Character's Journey (Student SSR and Role Analysis 3) - Section 3: Student Lit. Circle Work Time: Sustained Reading and Role Assignment Work


As students read today, I took the opportunity to engage many of them in conversation as they read. As I engaged various students, I either answered questions they may have, or asked some review questions from the section. I wanted to informally get a "feel" that the students were paying attention as they read, and understanding what it was they saw. These discussions allow the students to voice their opinion in a "safe" situation, so they don't need to speak out to the class, but they also allow me to plan for the unit quizzes as I gauge the classes' reactions and thoughts. Most of the students were able to respond to the questions I asked. For the students who went blank, or I caught off guard, this gave me a chance to remind them to stay focused during this time, in a way that showed respect rather than "calling them out."

Examples of questions to review include personal reaction questions, calling on students to make inferences (RL.9-10.1) such as:

How do you feel about Holden so far? Do you feel his voice is authentic or does he seem like a caricature? 

Will Holden be a reliable narrator? Why or why not?

And understanding and interpretation questions about Holden and other characters (RL.9-10.3), such as:

How does Holden feel about Jane Gallagher? 

Why does Holden feel Ernie, the piano player, is phoney?

How do ducks and fish appear in Holden's conversation with the cab driver?


  Student Reading: Asking the Right Questions
  Checks for Understanding: Student Reading: Asking the Right Questions
Loading resource...

Following Holden: The Character's Journey (Student SSR and Role Analysis 3)

Unit 5: Literacy: Catching Identity, Novel Study of "The Catcher in the Rye"
Lesson 8 of 13

Objective: SWBAT continue drawing specific evidence on Holden's journey into New York City (Chapters 11-15) of "The Catcher in the Rye" through independent reading and assignment completion, preparing for their third collaborative discussion.

Big Idea: Students follow Holden's wandering through New York City, learning about what and whom he dislikes, and the few things and people he enjoys.

  Print Lesson
Add this lesson to your favorites
English / Language Arts, characterization (Fictional Lit), discussion leader, Vocabulary, literature circles, independent reading, the catcher in the rye, Catcher in the Rye, sustained silent reading, illustrators
  50 minutes
at the lavender
Similar Lessons
Analyzing Poetry about Beliefs: Using FACE to Uncover the Mask (Day 1 of 2)
9th Grade ELA » Poetry Analysis
Big Idea: Will my beliefs about masks affect my judgment? Let's see the outcome!

Environment: Urban
Donna Fletcher
Each Detail Matters: A Long Way Gone
10th Grade ELA » What It Means to be Human
Big Idea: Can we pay homage to an author by examining each word he or she chooses to put onto paper?
Independence, MO
Environment: Suburban
Lindsay Thompson
Making Inferences about the Character of the Characters in "The Scarlet Ibis"
9th Grade ELA » The Search For Identity: "The Scarlet Ibis" Reading and Analysis
Big Idea: Dissections aren't just for science --In ELA students dissect characters and use vocabulary development tools.
Bel Air, MD
Environment: Suburban
Paula Stanton
Something went wrong. See details for more info
Nothing to upload