Tuesday, September 30, 2014

Tuesday, Sept. 30 Agenda

Bell Ringer: Museum WN entry
As he remembers his visits to the Museum of Natural History, Holden indicates that he wants life to be like the canoe scene he loves: frozen, unchanging, simple, and easily comprehensible. Do you think Holden is afraid of change? Is he afraid to grow up? Why? Is this something people today worry about? Is it something you’ve ever thought? (Not specifically the canoe part, but the frozen, unchanging part)
Catcher in the Rye: chapter 20-22
After reading, answer questions and add to timeline
While reading chapter 20, what did it make you think about Holden? Write down more about him on your quote tracing sheet (Holden's mental state section)
When you finish 22, come up to me to get the ch22 quiz
The quiz is NOT open book or note
When you complete the quiz, turn it in on the stool and answer the WN question below, then read your own book

**In writer’s notebook: What books have you read (or been exposed to) that you feel should not be accessible to children or teens? Why or why not?  What books have you read that you think ‘adults’ may have issues with? Why would they? --this is homework if you don't finish it in class

Monday, Sept. 29 Agenda

Bell Ringer: Comment on another comment
Go to my blog, read all of the comments. Find one you agree with and one you disagree with and then comment on each of them why you agree/disagree
Read 18-19Study guide, time line
Discuss the following question with your partner, then in WN, write about the controversy of Catcher in the Rye –is it ‘bad’, should it be challenged or banned? Why do you think people have had problems with it in the past and still do today?
Reading time for OWN BOOK –need to finish in about a month!!

Thursday, September 25, 2014

Thursday, Sept. 25 Agenda

Bell Ringer: Read 15
S.G. questions, quote tracing
Add to timeline as well as questions

Response as comment online (previous post)

Catcher in the Rye Relevancy

Of the articles we read on Wednesday, two out of three of the adult authors claimed that Catcher in the Rye no longer connects with teens.  Your goal was to construct a response to one of those three authors where you respond to their ideas and develop your own.  Please post your response as a comment to this post.

Before you do, here are some things to check:
1. Do you refer to the title or author to whom you are responding? If not, put it in.
2. Do you give textual evidence to support what you are responding to? If not, put it in.
3. Do you fully support your point of view with examples from your life and the book? If not, put it in.
4. Have you edited the response, looking for spelling, sentence structure, punctuation, capitalization and fluency? If not, do it.
5. Once you are sure your response communicates what you want it to in an academic and professional way, please post it here.

Wednesday, September 24, 2014

Wednesday, Sept. 24 Agenda

Bell Ringer: Take out your brainstorm on Catcher from yesterday
Read the packet on Catcher’s Relevance
Underline things you agree with in one color, things you disagree with in another
Bring the packet to me to check when you are done
Point of View of each section
Take a look at the thoughts you were brainstorming yesterday and the close read of the packet
Where do your thoughts fit with the reading?
Can what you read help you make your point more clearly?
Construct your own response to one of the sections of the packet, or the packet overall, commenting on whether or not you feel Catcher in the Rye is a book that connects with teens today/is something that should be read by teens –In WN or on Google Drive

Read own book (you need at least one book completion sheet done by end of beginning of November, but more than one equals EXTRA CREDIT)

Tuesday, September 23, 2014

Tuesday, Sept. 23 Agenda

Bell Ringer: WN Entry: Phonies
Read Rest of 13-14
Update time line, questions. 
Poem Work Time
Type up poem and send to me on Google Docs by Wed
Brainstorm: Is Catcher in the Rye relevant? Why yes, why no, write in the writer’s notebook section

closely connected or appropriate to the matter at hand.