Catcher in the Rye: Lesson Seven Friday, November 4th; 60 min

Purpose: By pairing each illustration with a specific paragraph from the text, or one that conveys a theme that we will explore throughout the first half of class, the students can analyze the ways in which one represents the other; in other words, the students will have to perform a close reading of different textual/media structures in order to find and make connections between the two. Pairing these structures can accomplish many tasks: first, it provides visual learners with a supplementary source for understanding the text; second, it provides the students with an opportunity to go beyond a textual structure and see the artistic potential that words can inspire. Objective: SWBAT analyze theme though different media/textual structures Common Core Standards: Determine a theme or central idea of a text and analyze how it emerges and is shaped and refined by specific details Materials: Conflict Theme Worksheets Painting/Text Combinations: o Melancholy by Edvard Munch (Theme of alienation) o Hide-and-Seek by Pavel Tchelitchew (Inevitable corruption of children) o The Persistance of Memory by Salvador Dali (Desire for the preservation of innocence and youth)

Activity One: Discussion: Students and I will discuss the ending of the novel. From where is Holden narrating the story? Do you think he changed as a character? Does Phoebe save him? (10 min) Activity Two: Reviewing Theme Worksheets: For homework, the students completed one more theme worksheet (that they derived from another conflict in the story.) We will spend time as a class reviewing what themes they came up with and how they derived these themes from a conflict in the novel. (10-15 min) o Methodology: Each student has approximately 4 of the conflict theme worksheets, for there are multiple themes in each novel. They filled out one for homework, and I will ask the students to volunteer the themes they came up with in class. I will write these themes on the board and ask how many others also found this theme for homework. We will work through 2 or 3 of these themes as a class: I will ask for one student to come up to

the overhead projector and copy his worksheet on a blank worksheet for others (who did not do that theme) to talk through and copy for their notes.

Activity Four: Exploring Theme through Pictures: In groups of four, the students will get together and explore one picture that is representative of a theme in the novel, and this particular picture is paired with a paragraph from the novel that conveys that specific theme. For example, Edvard Munch represents the theme of alienation in his painting Melancholy, and this picture can be paired with an excerpt from Catcher that conveys the alienation he feels from himself or society. The students have to perform a close reading on the paragraph (as we practiced yesterday) and analyze the ways in which the picture is representative of that excerpts theme. o Group-Work: In groups, students will perform a close reading on the text and will complete a corresponding worksheet that allows them to organize their analyses on how the text is represented in its corresponding picture. Each student will be responsible for completing their own worksheet, and they will also be responsible for writing a brief paragraph that describes the ways in which the painting represents the theme of the text for them to hand in at the end of class. (20-25 min) Share: After the group work is completed, one group from each painting will come to the front of the class, show their picture (which I can display on the PowerPoint so all the students can see it in detail) and state how it is representative of the theme they analyzed in the corresponding excerpt from the text. (5-10 min)

Homework: Complete symbolism tracker. Minimum symbols: 4. Assessment: Theme/Conflict Worksheets Text/Art worksheets and paragraph