Growing up in the Goddam Rye

Unit Title: Growing Up in the Goddam Rye
By Brandon Lambert

Prefatory Statement
Catcher in the Rye is, as far as I can tell, a story about growing up in an imperfect world. It was written by America’s favorite shut-in, Jerome David Salinger, and published in 1951. Since then, it has become one of the most popular and often banned books of all time. There is no theatric version of the story, and if Mr. Salinger has his way, there never will be. Like the novel’s main character, Holden Caulfield, “if there’s one thing [Salinger] hate(s), it’s the movies” (2).
Holden Caulfield’s story is about “this madman stuff” that happened to him before Christmas break (1). He had flunked out of yet another school, and instead of going home, he decides to spend a few days in New York to “take it easy” (51). Taking it easy, however, is just about the only thing he doesn’t do. While in New York, a terrible date, a run-in with a pimp named Maurice, and a “perverty” encounter with an old teacher, are a few things that do happen to him. All the while, serious issues such as inadequacy, alcoholism, and suicide are cluttering his mind. Meanwhile, as readers, we sit in a psychoanalyst’s chair and either sympathize, empathize, or pass judgment.
In this unit, students will be able to identify and analyze Holden’s struggles with growing up in a phony world. The students will ultimately discuss the main character and the issues presented from a variety of viewpoints. This is important because students will gain insight into multiple perspectives and current issues. Hopefully, when they finish this unit they will be “splendid and clear-thinking.” Holden claims to have met only two such people at school. “And they probably came [there] that way” (2).
I chose this book because I believe it is the greatest novel ever written, “if you want to know the truth” (1, etc.). I hope that this book will encourage students to try and view the world from different perspectives. I also hope that they will discover that though nearly fifty years since the original publication of this book have passed, the issues it deals with are the same ones they struggle with today. This novel transcends time and should still serve as an important commentary on how hard growing up can be.
Besides reading Catcher in the Rye, students will keep a journal of their thoughts and reactions to the characters and issues presented in the book. Discussion, community perspective interviews to find out what people think and believe about issues presented in the novel, peer interivews for the same purpose, and short creative papers will also be part of this unit. At the end of the unit, students will write a paper describing Holden Caulfield from a minor character’s point of view. The unit test will be an individual perspective essay about their diagnosis of and their prediction for Holden’s future.
Class Specification
The protagonist of this novel is seventeen years old. Therefore, this unit is designed with eleventh and twelfth grade students in mind. I believe that before this point, students would probably not be able to relate as well. They also would probably not be able to handle the controversial issues and often times vulgar language maturely. Even at the eleventh and twelfth grade level, an alternative book should be available for students who cannot handle, or those students whose parents cannot handle, the content of the book. Very few socio-economic groups in the public schools would be able to financially relate to Holden. Fortunately, the story isn’t about money. It’s about growing up. And who can’t relate to that?
Significant Assumptions
In writing this unit I have assumed that:
*Students will be able to maturely handle the language and issues presented in the novel.
*Students have an idea of what a private school is like.
*Students have an idea of what New York City is like.
*Students will be able to find diverse community members to interview.
*Students are capable of interpreting a situation from various viewpoints.
*Students will have some experience with the issues presented in the book.
*Students will not view the book as dated.
*Students will use class reading and writing time for those purposes.
*Students will be able to journal effectively without constant guidance.
Desired Outcomes
Completion of Minnesota High School Graduation Standard 7.2: Diverse Perspectives
Students shall evaluate events and actions from diverse United States and world perspectives by identifying
A how race, culture, gender, and disability may influence beliefs, actions and world view
B how data and experiences may be interpreted differently, and
C issues, topics, or concepts around which disagreement or ambiguity exists, including describing points of view concerning the issues, investigating reasons for identified points of view, investigating reasons for alternative viewpoints, and analyzing how the interpretation of an issue is affected by omitted viewpoints.
*Students will make connections with issues presented in the novel to their own lives.
*Students will explore different perspectives on issues presented in the novel in their own community.
*Students will understand both sides of issues presented in the novel.
*Students will understand the importance of respecting each others’ views and opinions.
Possible Whole Group Activities
*Student/teacher reading and discussion of text.
*Discussion of important issues presented in the book.
*Discussion of the importance of different perspectives.
*Reporting of results from interviews.
*Discussion of community perspectives.
Possible Small Group Activities
*Discussion of text, issues, and perspectives
*Peer editing of creative papers.
*Role playing of minor characters and community members.
*Interviewing peers and community members.
Possible Individual Activities
*Short creative papers.
*Journaled reactions to text and issues.
*Perspective paper at the end of the unit.
*Interviewing peers and community members.
*Keep and on-going list of characters and their significance to the story.
Possible On-going Activities
*Journaled reactions to text and issues.
*On-going list of characters and their significance to the story.
*Interviewing community members.
Student Resources
*Catcher in the Rye by J.D. Salinger
*Journal/notebook
*Internet
*Community members
* Handout explaining required activities
Unit Launch Week one, Day one 50 minute lesson
Objectives: Students will identify how data and experiences may be interpreted differently by writing about being placed in an unfamiliar situation and sharing what they wrote with the rest of the class.
Methods:
1. Present students with the following situation as a journal prompt: Christmas vacation is a few days away. Instead of leaving the private school you attend for two weeks, you will be leaving for good because you are failing every subject except English, and you have been kicked out. Write about the thoughts going through your mind. In addition to this, your parents aren’t expecting you home for a few days and you have quite a bit of dough. Knowing expensive Christmas presents will probably not smooth things over, what will you do with your extra time and money? Write about this as well. (10 min.)
2. Organize students into small groups. Ask students to discuss what they’ve written,
citing specific reasons for their thoughts and rationale for their plan of action. (10 min.)
3. Regroup and share with class what was discussed. (5 min.)
4. Introduce through short lecture J.D. Salinger and Catcher in the Rye, hand out copies of the novel, and ask students to write what they think the title means. This will be handed in. (10 min.)
5. Read Chapter One (pages 1-6) to the class. (8 min.)
Homework: Write a journal entry on any aspect or issue from Chapter One. Give some example ideas, such as selling out (D.B.) or leaving some place or some thing behind.
Assessment: I will know my students are learning by the responses they give to the situation they are faced with, and if they are active participants in small-group and whole-group discussion.
Week One
We will be reading Chapters One through Six. We will focus on the idea of being
ostracized and feeling isolated and depressed. This theme will carry throughout the entire
unit. In addition to isolation , we will begin to focus in on what it means to be a phony.
We are introduced to several characters in the first six chapters. What does Holden think
of them? Does he think they are phony? Is Holden phony himself? Make sure students
are taking notes about each character, no matter how minor they seem to be. Explain that
they will be using their notes throughout the unit while journaling and at the end of the
unit when they write a paper about Holden Caulfield through the eyes of one of the
supporting characters. On Tuesday, assign a short creative paper to be handed in on
Friday. The purpose of the paper is to have the students draw an analogy for life. On
page eight, Holden quotes Dr. Thurmer, “Life is a game, boy. Life is a game that
one plays according to the rules.” Allow students to either pursue this analogy or work on one of their own. Give some class time for this, and of course, journaling and reading. Other important things that should be touched on are the significance of Holden’s feelings for Jane Gallagher, the effect Allie’s death has had on him, his hunting cap, the ducks in Central Park, and whatever the students would like to talk about. Another engaging exercise would be to have the students compare their school to Pencey. How are they similar and different? (Taken from Teaching English in Middle and Secondary Schools by Rhonda J. Maxwell and Mary Jordan Meiser, page 412)
Week Two
We will be reading Chapters Seven through Twelve. We will look at a number of issues in these chapters. I will implement the lesson I have included on when it is okay to lie. On page fifty, Ackley says, “I don’t care what you say about me or anything, but if you start making cracks about my goddam religion, for Chrissake-“ We will look at the hypocrisy in this statement, society, and our own personal lives. We will also go in depth about expectations we have, and others have for us. On page 67, Holden says, “As a matter of fact, I’m the only dumb one in the family.” We will talk about this. I will play the song “Perfect” by Alanis Morisette, the lyrics of which I have included. We will also discuss alcoholism and child abuse using Mr. Cudahy (Jane’s father) as an example. We will go over what to do when faced with this type of situation, and I will make it clear that it is not the victim’s fault. Ever. On a lighter note, we will discuss how “people are always ruining things for you.” Can you think of a time someone ruined something for you?” How did you react? Also note that the ducks in Central Park are mentioned on pages 60 and 81. Why is Holden so interested in the ducks? Holden also finally tells us about Phoebe. What is it about her that he likes so much? Why is it that everyone Holden seems to really like and understand are just kids? What does this say about Holden? What does this say about the difference between adults and children?
Perfect by Alanis Morisette
Sometimes is never quite enough
If you’re flawless, then you’ll win my love
Don’t forget to win first place
Don’t forget to keep that smile on your face

Be a good boy
Try a little harder
You’ve got to measure up
And make me prouder

How long before you screw it up
How many times do I have to tell you to hurry up
With everything I do for you
The least you can do is keep quiet

Be a good girl
You’ve gotta try a little harder
That simply wasn’t good enough
To make us proud

I’ll live through you
I’ll make you what I never was
If you’re the best, then maybe so am I
Compared to him compared to her
I’m doing this for your own damn good
You’ll make up for what I blew
What’s the problem. . .why are you crying

Be a good boy
Push a little farther now
That wasn’t fast enough
To make us happy
We’ll love you just the way you are if you’re perfect

Lesson Plan for Week 2

Objective: Students will identify a topic (lying) around which disagreement or ambiguity
       ambiguity exists, describe points of view concerning the issue, investigate
       reasons for identified points of view, and investigate reasons for alternate
       viewpoints.

Methods:
1. Have students silently read Chapter Eight (53-58). (10 min.)
2. Whole-group discussion on when it is appropriate to lie. In what situations, if any, is it appropriate to lie? In what situations have you lied? Why? (15 min.)
3. For the remainder of the class period, have the students “rewrite part of Chapter 8 when Holden is on the bus with Mrs. Morrow. Have Holden tell her the truth about Pencey and her son, Ernest.” (Taken from Teaching English in Middle and Secondary Schools by Rhonda J. Maxwell and Mary Jordan Meiser, page 412) (25 min.)
Homework: Finish rewriting Chapter 8 and come to class prepared to share the truthful
version with everyone.
Assessment: I will know my students are learning by their participation in class
discussion and their rewritten versions of Chapter 8.
Week Three
We will be reading Chapters Thirteen through Seventeen. There are several issues and many thought-provoking characters in these chapters. The main point of this unit is to teach students to see different perspectives. We are partially doing this by analyzing the supporting characters in the novel. Show the students that Holden does the same thing when he talks about religion. He doesn’t like the Disciples, but he likes the lunatic “that lived in the tombs and kept cutting himself with stones.” He also talks about the tragic death of Mercutio in Romeo and Juliet. Have you ever been more interested in a minor character? Why? Holden orders a prostitute, but when she arrives, all he wants to do is talk. What does this say about Holden? Holden talks about suicide on page 104. I will say something about this, but save the discussion on suicide for when we talk about James Castle. Holden meets two nuns. They appear to be the first adults he really likes. Why? When they are leaving, he accidentally blows smoke into their faces. He is extremely embarrassed. Describe a situation in which you were embarrassed. On page 112, Holden stereotypes Catholics. Have students make a list of stereotypes they have heard. Discuss where they come from and why they are products of ignorance. On page 121, Holden talks about how when he went back to the Museum of Natural History, he was the only thing different. Assign a short creative paper. The paper should be about a place that hasn’t changed, but seems different because you’ve changed. Holden continues to talk about phonies, and the conversation between Sally and some Andover guy being “the phoniest conversation you ever heard in your life.” Can you think of a phony conversation you have had? Have you ever noticed how your parents’ voices change when they are on the phone? Play “Big Empty” by Stone Temple Pilots, the lyrics of which I have included. Holden talks about cliques on page 131. Ask students to form small groups and discuss cliques in our school. Ask them if their small groups are cliques.
Big Empty by Stone Temple Pilots
Driving faster in my car
Falling farther from just what we are
Smoke a cigarette and lie some more
These conversations kill
Falling faster in my car

Time to take her home
Her dizzy head is conscience laden
Time to take a ride
It leaves today, no conversation
Time to take her home
Her dizzy head is conscience laden
Time to wait too long
To wait too long
These conversations kill

Too much walking, shoes worn thin
Too much tripping and my soul’s worn thin
Time to catch a ride
It leaves today, her name is what it means
Too much walking, shoes worn thin

Week Four
We will be reading Chapters Eighteen through Twenty-two. Right away, Holden talks about the difference between having an inferiority complex and being conceited. What do you think the difference is? Does Holden have an inferiority complex or is he conceited? Holden meets up with Carl Luce. Carl pretends to be very mature and treats Holden like a child. It is, perhaps, the other way around? That is, which of them is more mature? Or are they both really immature? On page 149, Holden says, “People never give your message to anybody.” If someone asks you to say “Hi” to your mom for them, what do you do? Why? One of the two very important issues in this section is the effects of alcohol on Holden. I will have students come up with a list of the negative effects of alcohol. As juniors or seniors in High School, this issue will be very relevant. Holden goes to Central Park and looks for the ducks. What is the significance of the ducks? Where do you think they go? For the remainder of this section, Holden visits with Phoebe. What do you learn about him through their conversation? What do you learn about Phoebe? Near the end of Chapter 22, Holden tells us about James Castle. Talk to students about suicide and the more sensible alternatives.
Lesson Plan
Objective: Students will identify how race, culture, gender, and disability may influence
       actions by writing about what they would like to be, no matter how crazy it
       sounds.
Methods:
1. Organize students into small groups. Ask them to discuss what job or jobs they
           could picture Holden doing for the rest of his life. (5 min.)
2. Regroup and share with class what was discussed. (5 min.)
3. Read to students what each of them had written the first day regarding what it meant to be a catcher in the rye. (10 min.)
4. Have students silently read Chapter 22. (166-174) (15 min.)
5. Whole-group discussion. What does the paragraph on page 173 about being a catcher in the rye say about Holden? Is his idea crazy? (5 min.)
6. Journal Entry: If you could be anything, no matter how crazy it sounded, what would you like to be, and why? (10 min.)
Homework: Assign Chapter 23
Assessment: I will know my students are learning by their participation in class
                     discussion, and their response in their journals.
Week Five
We will be reading Chapters Twenty-three through Twenty-six. We will discuss the significance of Phoebe giving Holden her Christmas dough and he giving her his hunting cap. When Holden stays at Mr. Antolini’s, he wakes up to Mr. Antolini petting his head. What was your immediate reaction to this? Did you, like Holden, think he was being “perverty,” or did you just think he was being nice and protective? Why? Did your reaction change at all a page later when Holden say, “That kind of stuff’s happened to me about twenty times since I was a kid?” We will also discuss the infamous “Fuck you” paragraphs. What purpose do they serve? As we near the end of the story, I will ask what the climax is. Finally, a significant amount of time has passed. Has Holden changed at all? On Friday, we will go over any questions the students have and I will assign a 3 to 5 page paper: Describe Holden Caulfield from a minor character’s point of view.
Week Six
Unit test on Monday. Tuesday through Thursday will be spent working on papers and conferencing with me about them. The final draft will be due on Friday.
Unit Test
You have just listened to Holden Caulfield tell you his story. Imagine that you are the psychoanalyst who Holden was speaking to. Give your diagnosis of Holden, any recommendations you have, and make a prediction for the future. What will become of Holden Caulfield?
**Students will be given a full hour to complete this exam. They will be allowed to use the text and any notes they have taken throughout the unit.
Catcher in the Rye Unit Assessment Package
Items to be Included:
*Two short creative papers
*Unit test
*Completion of Minnesota High School Performance Package

Grading:
I have no specific criteria. The following is an excerpt from Clearing the Way by Tom Romano. I suggest grading as he does:
“I have no foolproof grading system. I don’t grade 50% for content and 50% for mechanics. . .I am looking for writing that works, the same thing I anticipate when I open a novel, take a first plunge into a poem, or begin an editorial. When I read my students’ final drafts, I hope to be knocked out, floored, bowled over, and generally wowed.
I’m looking for information that makes me crave more information, gives it to me, and then makes a point.
I’m looking for surprises of language and vision.
I’m looking for vivid images.
I’m looking for rhythms of language and voice.
I’m looking for an adept employment of some naturally evolved form that might even prompt me to utter aloud my appreciation as I sit alone reading” (114).
Pencey Prep
Performance Package
Minnesota Profile of Learning

Content Standard: People and Cultures: Diverse Perspectives Level: 11th and 12th grade

Title of Package/Activity: Looking Through the Rye

Summary Statement of Content Standard: Evaluate events and actions from diverse
U.S. and world perspectives.

Description of Student Performances:

Task 1: Analyze Catcher in the Rye from different perspectives—character, reader, author, and journal-write about various issues and points of view in the text and in the community.

Task 2: Write a paper about Holden Caulfield from a minor character’s point of view.

Task 3: Analyze sub-cultures in your own school and different perspectives members hold about one issue.

Final Achievement: Use the following scoring criteria when evaluating student
performance.

Scoring Criteria
4-Performance on this standard achieves and exceeds expectations of high standard work.
3-Performance on this standard meets the expectations of high standard work.
2-Work on this standard has been completed, but all or part of the student’s performance
    is below high standard level.
1-Work on this standard has been completed, but performance is substantially below high
    standard level. No package score is recorded until ALL parts of the package have been
    completed.

Performance Package Task 1
Looking Through the Rye

Content Standard: People and Cultures: Diverse Perspectives Level: 11th and 12th grade

Specific Statement(s) from the Standard:

What students should know:
Students should be able to read Catcher in the Rye, identifying issues and evaluating them from multiple perspectives.

What students should do:
1. Identify how race, culture, gender, and disability may influence beliefs, actions, and worldview.
2. Identify how data and experiences may be interpreted differently.
3. Identify issues, topics, or concepts around which disagreement or ambiguity exists.
A. Describe points of view concerning the issue (e.g. depression, suicide, etc.)
B. Investigate reasons (e.g. race, class, gender) for identified points of view.
C. Investigate reasons for alternative viewpoints (e.g. race, class, gender).
D. Analyze how the interpretation of an issue is affected by omitted viewpoints.
(This section was taken from the performance package “Perspective Taking,” which is available on the MN Dept. of Children, Families, and Learning Homepage.)

Product(s):
*List of all characters in the novel including the significant role each plays in the development of the text
*Perspective reports written from the point of view of minor characters that deal with an issue mentioned in the novel
*Individual perspective reports dealing with issues mentioned in the novel
*Journal
*Student/teacher conferences about writings in journal
* Developed interview questions and notes from interviews with members of community

Task Description:
You will identify issues, topics, or concepts within Catcher in the Rye that are a part of growing up or, at least, have the potential to be. Through class discussion, small group discussion, interviews with community members, and journaling, you will identify points of view within the text, community, classroom, and yourself. You will investigate reasons for differing viewpoints with regard to race, class, gender, and disability. You will analyze the effect omitted viewpoints have on an interpretation by keeping an ongoing list of characters in the novel, including notes regarding the significance, or insignificance of each character, and writing perspective reports through character point of view. You will also keep an ongoing journal, which will contain your thoughts on issues, topics, and concepts presented in the novel with regard to multiple perspectives and interpretations. Finally, you will be required to write perspective reports on the issues we discuss from your own point of view, citing how your life experiences affect your interpretations.

Special Notes:
Catcher in the Rye is often censored and banned from schools. The language can be vulgar and the issues controversial. Careful planning and a letter to parents describing the novel and your intentions of handling it are recommended.

Performance Package Task 1
Looking Through the Rye

Feedback Checklist For Task 1

The purpose of the checklist is to provide feedback to the student about his/her work relative to the content standard. Have the standard available for reference.

Y=Yes
N=Needs Improvement

Student Teacher
______ Important issues, topics, and concepts in Catcher are identified. ______
______ Perspectives from the text, classroom, community, and student are ______
accurately identified.

______ Multiple perspectives of issues are identified and clearly argued ______
and supported with evidence.

______ Persons interviewed present multiple perspectives. ______

______ Interview questions are relevant and unbiased. ______

______ Author, reader, and world viewpoint (community) are discussed in ______
the journal.

______ Student-teacher conferences expand on journal entries. ______

Overall Comments (information about student progress, quality of the work, next steps for teacher and student, needed adjustments in the teaching and learning processes, and problems to be addressed):

Performance Package Task 2
Looking Through the Rye

Content Standard: People and Cultures: Diverse Perspectives Level: 11th and 12th grade

Specific Statement(s) from the Standard:

What students should know:
Students should be able to read Catcher in the Rye, identifying issues and evaluating them from multiple perspectives.

What students should do:
1. Identify how race, culture, gender, and disability may influence beliefs, actions, and
worldview.
2. Identify how data and experiences may be interpreted differently.
3. Identify issues, topics, or concepts around which disagreement or ambiguity exists.
A. Describe points of view concerning the issue (e.g. depression, suicide, etc.)
B. Investigate reasons (e.g. race, class, gender) for identified points of view.
C. Investigate reasons for alternative viewpoints (e.g. race, class, gender).
D. Analyze how the interpretation of an issue is affected by omitted viewpoints.
(This section was taken from the performance package “Perspective Taking,” which is available on the MN Dept. of Children, Families, and Learning Homepage.)
Product(s):
Rough draft(s)
Final Draft

Task Description:
Pick any character from Catcher (except Holden) and try to get inside the character’s mind. Then write a descriptive paper about Holden Caulfield from the character’s viewpoint, making sure that the voice and language of the character, and not your own, comes through in the paper. Within the paper, cite reasons (race, class, gender, disability) for your point of view and analyze how your description of Holden is affected by omitted information about the character you have chosen. If you choose to make assumptions about your character, you must explain your reasons for these assumptions.

Special Notes:
Students should be given time to gather in small groups and brainstorm ideas. During the writing process, students should be encouraged to read each others’ work. It would probably be very helpful to give a mini lesson on voice before you assign this paper.

Performance Package Task 2
Looking Through the Rye

Feedback Checklist For Task 2

The purpose of this checklist is to provide feedback to the student about his/her work relative to the content standard. Have the standard available for reference.

Y=Yes
N=Needs Improvement

Student Teacher
______ Thesis is clearly stated ______

______ Viewpoints are accurately identified ______

______ Arguments are fully developed ______

______ Appropriate voice and language is implemented ______

______ Interpretation is clearly presented ______

______ Conclusion is coherent ______

Overall Comments (information about student progress, quality of the work, next steps for teacher and student, needed adjustments in the teaching and learning processes, and problems to be addressed:

Performance Package Task 3
Looking Through the Rye

Content Standard: People and Cultures: Diverse Perspectives Level: 11th and 12th grade

Specific Statement(s) from the Standard:

What students should know:
Students should be able to read Catcher in the Rye, identifying issues and evaluating them from multiple perspectives.

What students should do:
1. Identify how race, culture, gender, and disability may influence beliefs, actions, and
worldview.
2. Identify how data and experiences may be interpreted differently.
3. Identify issues, topics, or concepts around which disagreement or ambiguity exists.
A. Describe points of view concerning the issue (e.g. depression, suicide, etc.)
B. Investigate reasons (e.g. race, class, gender) for identified points of view.
C. Investigate reasons for alternative viewpoints (e.g. race, class, gender).
D. Analyze how the interpretation of an issue is affected by omitted viewpoints.
(This section was taken from the performance package “Perspective Taking,” which is available on the MN Dept. of Children, Families, and Learning Homepage. This task was largely adapted from the same performance package.)
Product(s):
Individual perspective reports for three or four individuals attending your school.

Task Description:
You will focus on the novel’s presentation of one specific issue. You will create a list of people from your school and identify the various group affiliations (jocks, trendys, nerds, etc.) of each person. Finally, you will interview three or four of these people and write reports on their perspectives of the issue.

Individual Perspective Reports:
From your list, select three or four individuals with different perspectives. For each individual, complete an “Individual Perspective Report,” noting what you learned from the interviews about the individual and his/her perspective. Include the following in your report for each individual:
A. Name of the individual.
B. Connection to the issue: How is the individual affected by the issue?
C. Interpretation of the facts: What do the agreed upon facts of the issue mean to the individual? That is, what significance do these facts have for the individual? What additional facts does the individual believe to be true? Are there aspects or details of the issue that others believe to be true but which the individual disputes? How is the individual’s interpretation similar and different from others’ interpretations? Give examples and quotations from the interviews to support your assertions.
D. Group affiliation: With what groups is the individual affiliated?
E. Consequences: What are the possible short and long-term consequences of the issue for the individual?
F. Omissions: What information may have been left out of the interviews about the individual’s perspective? What do you wish you knew more about?
G. Analysis: How is the individual’s perspective of the issue informed by all of the above factors? How might these factors tend to affect the individual’s perspective? In what ways does the individual’s perspective align with what you would expect, considering these factors? In what ways may the individual’s unique connections to the issue, group affiliations, or personal consequences allow him/her to perceive facts, influences, and/or possibilities about the issue that others may not perceive? In what ways may the individual’s unique connections to the issue, group affiliation, or personal consequences limit his/her ability to perceive certain facts, influences, and/or possibilities about the issue?

Special Notes:
Students may need guidance and support as they identify the group affiliations of individuals involved in and affected by the issue, topic, or concept they are studying. Have students generate lists of groups by working through various categories. While categories such as race, culture, ethnicity, class, gender, disability, occupation, interests and hobbies, religion, politics, education, and age should be considered for all events, specific issues, topics, or concepts may have special categories as well.

Performance Package Task 3
Looking Through the Rye

Feedback Checklist For Task 3

The purpose of this checklist is to provide feedback to the student about his/her work relative to the content standard. Have the standard available for reference.

Y=Yes
N=Needs Improvement

Student Teacher
______ Individual’s perspectives of the issue are accurately describe and ______
supported with evidence from the interviews.

______ Potentially relevant information about individual is accurately ______
identified as omitted from interviews.

______ Factors of individual’s situation (connection to issue, group ______
affiliations, consequences to individual) are convincingly
portrayed as impacting his/her perspective of issue.

______ Interview questions are relevant and unbiased. ______

Teacher Resources

Maxwell, Rhoda J. and Mary Jordan Meiser. Teaching English in Middle and Secondary
Schools. Upper Saddle River, New Jersey: Prentice-Hall Inc., 1997.

Minnesota Department of Children, Families, and Learning. Website:
http://children.state.mn.us

Page Index For Catcher in the Rye. Website: http://www.nyx.net/~smorine/catch.htm

Romano, Tom. Clearing the Way. Portsmouth, NH: Heinemann, 1987.

Salinger, J.D. Catcher in the Rye. Boston: Little, Brown and Company, 1951.

Web Guide For Catcher in theRye. Website: http://members.aol.com/nellansd/english/