Reflection: Discourse and Questioning Connecting Themes & Personal Stances: Anticipating "Catcher in the Rye" - Section 2: Anticipating Holden: Sharing Personal Responses to the Anticipation Set


I was impressed! Students ideas were "deep" across the board. I expected, "I hate cauliflower," from there we'd develop why these ideas were significant, but my students hopped right on with the ideas shown in the video (turn the volume up all the way, if needed.) I did end up giving verbal feedback, after trying the same conversation in another setion, students were less motivated without the acknowledgement of their ideas.

Given open-ended questions, my students respond well, as noted above, it's only when asked to justify with specific evidence that they struggle. As a result, I will be revisiting this activity later, as I ask students to connect themselves to Holden "hates," or "things too serious to be joked about," etc. in an in-class writing prompt. Students will need to draw evidence from the novel to back up their comparisons. 

  Surprising Statements: Reflecting on Student Opinions
  Discourse and Questioning: Surprising Statements: Reflecting on Student Opinions
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Connecting Themes & Personal Stances: Anticipating "Catcher in the Rye"

Unit 5: Literacy: Catching Identity, Novel Study of "The Catcher in the Rye"
Lesson 2 of 13

Objective: SWBAT determine how the main themes of "Catcher in the Rye" are shaped by outside forces by connecting them to their own beliefs.

Big Idea: As Holden explores and questions his beliefs, students establish and share their own.

  Print Lesson
English / Language Arts, Group Communication and Discussion, Literature, Fictional Literature, anticipation guides, literature circles, collaborative learning, Catcher in the Rye
  50 minutes
holden and the big
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