You are on page 1of 2

Catcher in the Rye: Psychology versus Hormones

Jessica White, Student Teacher AP Lang & Comp


February 20 March 2, 2012 Bartlett High School, Bartlett, IL

In the exceptionally short time period of 2 weeks, this unit will follow the development of the
characters in Catcher in the Rye by JD Salinger. Using the characters in the novel, students will
evaluate various conflicts with nature when it comes to growing up, as well as natural conflicts
in the field of psychology. Through a cross-curricular examination of elements provided by the
psychology departments, students will attempt to draw conclusions about the characters state of
mind, mental health, and developmental process as they are portrayed in the novel. Further,
through these explorations and a context discovery, the students will draw conclusions about why
Catcher was considered to be a Taboo novel of its age. Assessments will be provided through
abstract in-class projects called Think Tanks wherein the students comfort zones will be
somewhat violated through the removal of every day dependencies such as speech, choice,
guidance, technology and companionship. Ultimately, these assessments along with several
writing assignments will answer the following essential questions:

1. Why are teenagers often misunderstood and perceived to be acting inappropriately?


2. Where is the line drawn between a typical developmental phase and a potentially clinical
psychosis?

Materials Required for this unit will include:

Catcher in the Rye, JD Salinger


Young Masculinities: understanding boys in contemporary society (excerpts),
S Frosh
From teenage to young manhood: A psychological study (excerpts), D Offer
Desired Outcomes
Reading
1. Comprehension: Given several advanced texts in both fiction and scientific forms, the
students will utilize a variety of close reading strategies to synthesize the knowledge
that each text provides. They will utilize each text laterally to develop a deeper
understanding of each of the other texts.
2. Comprehension: The students will be able to portray their understanding of the texts in a
variety of formats, utilizing a variety of intelligences including visual, audio and
kinesthetic modes.
Writing
1. Idea Construction: The students will undergo a variety of planning techniques in order to
conclusively develop new ideas about the topics presented by the texts. These
techniques will include daily journaling, brainstorming, visual webbing, drafting
processes, peer editing, external conferences and final drafting.
2. Citation: The students will be synthesizing the ideas presented by the texts provided, and
will also be encouraged to seek additional materials to support their constructed ideas.
Therefore, appropriate MLA citation will be required, and APA citation formatting
will be introduced.
Speaking
1. This unit will utilize a number of small group integrative lessons that will require the
students to communicate in abstract ways. Often, their ability to speak/communicate will
somehow be hindered (as in one activity that disallows speech, or anther that removes all
writing utensils, etc.) in order to further advocate for some of the issues being raised in
the texts. Developing an understanding of the loss of these will ultimately further their
appreciation for communication techniques.
2. Students will give multiple verbal presentations on their findings throughout this unit.
They will be evaluated based on their presentation and speaking skills.

Accommodations
Reading:
1. Each of these materials have associated audio book versions that are available to the
students.
2. Students may be guided individually in their developing comprehension of the texts
Writing:
1. Appropriate accommodations will be made for progressive idea development and
sophistication of writing.
2. Graphic organizers and/or guided planners are available for student use during the writing
process.
Speaking:
1. All students are invited to utilize media and technology or other visual cues to assist them
in the presentation of their written works.
2. Alternatively, students requiring accommodation may be prompted through guided
questioning during verbal presentations of idea development

You might also like