Modern Literature - Tuesday, Sept. 30

Today we spent the majority of the period watching and discussing the 1955 film Rebel Without a Cause. This film is probably the closest "adaptation" of Catcher in the Rye out there, and it deals with many of the same themes that we've been talking about. Pay attention to the similarites between film and novel, and how the film approaches the subject of teenage rebellion... If you are absent, please download the discussion questions and set up a time with me to view the film (or you can rent it on your own).

Rebel Without a Cause Film Questions

English 9 - Tuesday, Sept.30

Today we continued our work with the "Battle of the Sexes." We discussed the articles we read yesterday and talked about the social hierarchy of boys in Lord of the Flies. We also discussed the social systems in today's society and how they affect gender roles as well as our innate human nature. After viewing the video "The Politics of Girl World," we had a brief debate and weighed the credulity of Wiseman's argument that girls are just as capable of violence and attack as boys. We also weighed this argument compared to Golding's intent to feature only young male characters to further exploit his "point" of the novel, and what it might say about his own ideas about gender roles and human nature. Please make sure the organizer sheets from the articles/video are complete and turn those in on block days this week. For block day, we will be watching the film Lord of the Flies so don't be absent! =)

Juniors - Monday, September 29, 2008

Today was a very exciting day!! Due to the rally for Barack Obama that was held here at MRHS (see picture - that's him in our gym!), we watched the live broadcast of his speech (6th and 7th hour only) followed by a short discussion. This is an especially exciting time in terms of a presidential election. Not only is it a landmark election that could bring record numbers to the polls, but Colorado is a "swing" state and could possibly be the determining factor in the outcome of this election. I want you all to pay close attention to the rhetoric and language play that each candidate uses in order to be persuasive, and to also closely watch the strategies being used in all of the campaign commercials and advertisements. We will be dealing with persuasion and propaganda in our next unit, and this material is perfect for helping to get you prepared for that. In addition to our campaign discussion today, we also briefly discussed the Guided Reading questions for Chapters 21-23 of Catcher in the Rye. If you were absent, please go over these questions as some of them may appear on your last quiz. Also, now that you all have finished the novel, I asked you in class to write a "3-2-1." Those of you who were absent: please do this as well, it is a way for me to check in with you regarding the novel. On a sheet of paper, write 3 things you took from this novel (things you learned OR what you feel are the most important things to remember about the book), 2 likes or dislikes (or one of each) regarding the novel, and one question you have (are you confused about anything, do you have a burning question about Holden, the plot, Salinger, anything?) This week will mostly be spent celebrating Banned Book Week, watching the film Rebel Without a Cause (with discussion questions) and working on our assessments. Please remember to PLAN AHEAD because this is a large assessment and requires a lot of quality effort. Don't slack on this.

Guided Reading Questions 9/29

Freshmen - Monday, Sept. 29

Today, in preparation for our "Girls versus Boys" debate, we read some articles and brainstormed some ideas about the social dynamics of both girls and boys, especially the dynamics of a group. As you know, Golding was fascinated with psychology and in studies of human nature. The novel also makes a bold statement about the nature of boys. Why did Golding specifically decide to include only boys in his novel? Would his novel been as effective in getting his point across if girls had been in the story? Why or why not? Are boys and girls innately different, or are we shaped simply by our society? These are all issues we will continue to explore this week. If you were absent, please download the articles/excerpts below, read them, and summarize in the bulleted worksheet. Tomorrow we will be watching a video, so don't fill in the "Video" section (duh). Before you read the three articles, brainstorm your own ideas about the characteristics of girl dynamics versus boy dynamics and list them in the first section. As you read the articles, underline the main points that each author is making with regards to these dynamics. Record these ideas in the "Articles" section, and come to class with this complete and ready for Tuesday!

Gender Dynamics Organizer

Listenening to Boys' Voices: Rescuing Ophelia's Brothers (from Real Boys by William Pollack)

Social Selves - Peers (from Reviving Ophelia by Mary Pipher)

Book Review for Queen Bees and Wannabes

Modern Literature - Sept. 26, 2008

Yay for Fridays! Today we spent the majority of the period going over the assessment for our Catcher in the Rye unit. There are two parts, both worth 50 points, for a total of 100 points. Please remember, I WILL NOT ACCEPT THESE ASSESSMENTS AFTER MONDAY, OCTOBER 6. NO EXCEPTIONS. For a copy of the assessment sheet, which includes the details and thorough instructions, click the link below. **Please note, if you were absent, please come and see me so I can explain some extra things that were not included on the assignment sheet. You will have one in-class work day to work on these assessments. Everyone must do Part One, and for Part Two, choose one option from the list for your Creative Choice project - it is up to you. Whichever option you choose, please read ALL of the instructions and requirements for that choice. If you have questions or concerns, if you are confused about anything, OR if you would like to do something different from the options listed (which is fine with prior approval), please come see me. I will also be posting helpful links, pictures, and other relevant information that might help you with your assessments. Look for them here, in this post. Have a great weekend and don't get arrested! =) Please finish the novel this weekend and be ready to discuss it on Monday.

Catcher in the Rye Assessment Sheet
Pastiche Example - "Catcher in the Oatmeal" (Can you guess what fairy tale this is from?)

Freshmen - Friday, September 26

Happy Friday! I love Fridays. Today we talked about many of the key scenes in the novel and how they tie into symbolism and theme. The class split into small groups and each group was given a specific scene from the novel. Each group had to act out a silent, one-minute long play of the scene (sort of like charades) for the rest of the class, who had to guess the scene. After every act, we discussed as a class the significance of each scene and its significance to the overall meaning of the novel. It was great fun and the groups did a wonderful job! If you have an excused absence there is no need to "make up" this activity (unless, of course, you want to!) since it only counts towards class participation. Please finish the novel by Monday! Next week, we have a few more activities and assignments planned before we begin our assessments. Enjoy your weekend and stay out of trouble!

Check This Out

Visit FreeRice.com, a vocabulary challenge website where each correct answer sends 20 grains of rice to the U.N. food program. So far, this program has generated 20 billion grains of rice- enough to feed nearly a million people for a day. It's addicting for English nerds like me.

Modern Lit. - Wednesday and Thursday Sept. 24-25

Block days this week were spent discussing chapters 18-20 and then completing an in-class group activity in which we created a life size character biography (also called a "humanoid") of Holden. Groups were assigned a specific body part which they had to create on large pieces of paper and fill with pictures, quotes, and words that relate figuratively or metaphorically to their specific body part (for example, the group with the heart had to think about what Holden holds in his heart, what breaks his heart, etc., the group with the arms/hands had to think about who or what he reaches for, what he holds, what he wants to hold...) Click on the links below for more details on the assignment. On Friday we will be discussing the assessment for this unit, which we will be working on next week. So, please finish the novel by Monday!

Discussion Questions
Humanoid Instructions
Body Guiding Questions

English 9 - Block Days Wed.and Thur 9/24-25

During our block days this week, we watched The Simpson's parody of Lord of the Flies. First, we viewed a power point and discussed the elements and purposes of satire and parody. We also discussed numerous examples from books, movies, and television. After viewing the episode, we went over the similarites and differences from the novel and discussed the various examples of satire. Please read through Chapter 11 tonight. If you haven't turned in your comic strip yet, please do so by Friday.

View the episode here.

Satire Power Point

Also, check out this article about the (awful) show Kid Nation that we discussed in class last week - it mentions Lord of the Flies and civilization versus human nature, as well as our culture's treatment of children for the sake of entertainment. Interesting stuff!

"Call of the Wild: The dark truth behind Kid Nation" http://www.slate.com/id/2174385/

Juniors - Tuesday, Sept. 23

Today we spent the period watching an episode from the TV series Freaks and Geeks. This series explores many similar themes that are present in Catcher, such as alienation, the struggle to fit in, coming of age and identity, rebellion, and the struggle for independence in a conformist society. It's also really funny! If you were absent, please see me as soon as possible to set up a time to view the video or look into downloading it (Episode 15 "Noshing and Moshing"). Please view the assignment below and turn these into me on block day (Wednesday for Period 8, Thursday for Periods 6 and 7). Please read Chapters 20-22. (20 and 21 for Period 8)

Freaks and Geeks/Catcher in the Rye Assignment

Freshmen - Tuesday, Sept.23

After the vocab presentations today we briefly discussed the reading from the last few days. We also read and discussed an editorial from a British online newspaper that makes some interesting claims about the true nature of boys. The rest of the period was spent creating comic strips. We discussed the characteristics of good comic strips, such as thought and speech bubbles, action pictures, narration, humor, and logical sequencing. For this assignment, pick one chapter that you feel is the most significant in terms of the overall meaning or message of the novel. You can summarize the whole chapter or zero in one specific event, it is up to you. You must have at least 6 tiles on your paper, feel free to use more than that if you like. Get creative! You do not have to use direct quotes. You will be graded on sythesis and effort. It is okay if you are not artistically inclined - stick figures are fine as long you focus on the detail and dialogue! Have fun with this! To see some examples, click here. For homework tonight, read Chapters 10 and 11 for Per.2 and Chapter 10 for Period 3. Check out this funny cartoon pictured here that could make a reference to Lord of the Flies. On block days this week we will be talking about social commentary and satire - what does this cartoon say about what happens when kids are taken out of civilization and put into nature?

Juniors - Monday, Sept. 22

Today we took a quiz covering Chapters 8-18 in Catcher. If you were absent, please remember that it is your responsibility to schedule a time to make up the quiz in the time frame determined by the school's make up work policy. For homework tonight, please read Chapter 19 and be ready to participate in a class discussion tomorrow. This will be our last week reading the novel, and next week will be spent working on your assessment for this unit, which we will go over on Friday.

Freshmen - Monday, Sept.22

Today we took a quiz on Chapters 1 through 8 of Lord of the Flies. If you were absent, please remember it is your responsibility to make an appointment with me to make it up within the time frame determined by the make-up work policy. For homework tonight, please read Chapter 9. Also, make sure you have your worksheets from last week for class tomorrow - we will be going over them in class and turning them in.

Modern Literature - Wednesday and Thursday Sept. 17 and 18

Our block days this week were a "multimedia bonanza extravaganza". We spent the better part of the class period discussing the bizarre and mysterious Catcher in the Rye/John Lennon/Mark David Chapman connection. Please read the Lesson Notes below - they contain a detailed summary of the lesson. As you know, Mark David Chapman shot and killed John Lennon in 1980 and claimed that he did it because of Catcher in the Rye. In fact, when police responded to the scene, they found Chapman sitting on the curb reading the book beside Lennon's body. Inside the front cover, he had written "This is my statement." Our time in class today was spent trying to figure out why someone would be so compelled to commit such a tragic act against a cultural icon and someone who was very much loved and revered by the public. After reading the Lesson Notes, watch the video clips below and read the articles. We spent quite a bit of time discussing the possible connections between Holden and Lennon, Holden and Chapman, and themes in Catcher. The rest of the block period was spent watching a clip from the film Pleasantville - a movie that makes several connections to Catcher in the Rye, provides some insight into 1950's culture in America, and deals with some of the essential questions for the course that we've been discussing. We will be watching a few more clips from this film next week (sorry, not the whole thing) as well as some clips from other films. For this weekend, make sure you read through Chapter 18. There will be a quiz on Monday. Also, please remember that your first blog assignment is due Saturday by midnight, no later. I will not accept this assignment late as you have had a full week to do it and ample time to see me if you've had difficulty!

Lesson Overview Notes 9.17/18

Annie Liebowitz' famous 1980 photograph of John Lennon and wife Yoko Ono

The Beatles' "Help!" video

"Imagine" by John Lennon (pay attention to the contrast in lighting in this video - how does it relate to the subjects of idealism, innocence, and childhood?)

A Troubled Youth - Mark David Chapman, the Man Who Killed John Lennon

Mark David Chapman's Statement to the New York Parole Board: October 3, 2000

Compilation Video of John Lennon (ignore the statements about Lennon that are interspersed throughout, as this was created by someone and put on YouTube. Pay attention to his behavior - what might it say about his character and how he deals with fame?)

Various News Clips about John Lennon's death

(Please note: some of the links will not be working until Monday)

English 9 Honors - Thursday, September 18, 2008

During our integration today, we spent the first part of the morning outside doing a leadership/teamwork activity. To help us better understand the challenges that arise when attempting to set up leadership responsibilities and government in a mini-society like that in Lord of the Flies, we divided into two large groups. Everyone was blindfolded, and members of each group had to work together to form large shapes using a piece of string. Some clear leaders emerged to delegate and direct instruction, and there were also some chaotic, messy moments! After our groups were finished, we headed inside to complete a small group assignment, The Lifeboat Game. In groups of four, students were given profiles of a group of fifteen fictional survivors. Imagining that they were on a lifeboat that could only hold nine people, and in order to survive they must rid the boat of some, the groups had to decide which people to "cast away" and why. This activity was difficult and fun, and a great discussion of our results followed. If you were absent, look over the Lifeboat Game handout and ask yourself this: What criteria did you look for when deciding who to cast off the boat? Why? What was your reasoning in deciding who would stay? What might your results say about what types of people our society values most? As a society, do we "cast away" certain groups of people? Who, and why do you think this is? Please read Chapter 8 by Monday...there will be a quiz!

The Lifeboat Game

Freshmen - Wednesday, Sept. 17, 2008

Today Ms.Cody and I split our block period so I got to see all of you instead of just 3rd period. During our short time together, I read some articles that made some connections to the novel (view these below). We discussed Kohlberg's Levels of Moral Development, and then decided the level that best fit each major character and explained why. We also briefly went over Maslow's Hierarchy of Needs, and using the leadership charts we've been working on, discussed the needs of the boys on the island and how these needs are being met or not being met. For block day on Thursday, we are integrating with Ms.Cody and spending the block doing some fun and challenging activities! Please read Chapter 8 over the long weekend, and don't forget that your first blog assignment is due Friday night by midnight! =)

Maslow's Hierarchy of Needs handout

Check out these articles:

"Katrina Takes a Toll on Truth, News Accuracy"

http://articles.latimes.com/2005/sep/27/nation/na-rumors27

"Lord of the Flies Style Show Raises Ethical Concerns"

http://abcnews.go.com/Entertainment/story?id=3389215

"TV's Lost Indebted to Golding's Lord of the Flies" http://www.associatedcontent.com/article/262315/tvs_lost_is_indebted_to_william_goldings.html

Modern Literature - September 16, 2008

Today we discussed Chapter 16, the theme of childhood innocence versus the "phony" adult world, and Holden's fascination with the museum and his own childhood recollections. We also read and discussed a poem and short story that made some interesting connections to the themes and content of Catcher in the Rye. What similarities do you notice? What is similar between the narrator in Gideon and Holden? Do you see any thematic connections? If you were absent today, please be sure to read these two pieces as they will probably be on a quiz next week.

Homework: Please have Chapter 17 read for block day, and don't forget that your first blog assignment must be posted no later than Saturday, Sept.20 at midnight.

Trauma by Brad Leithauser - poem

Gideon by ZZ Packer - short story

Freshmen - September 16, 2008

Today, the warm up consisted of a free write exploring the possible reasons why Golding chose his characters to be all boys. Why didn't he have any female characters? Why, specifically, did he choose to write his characters as young children rather than teen or adult males? We discussed and evaluated these possible reasons to prepare for some class activities for next week. We looked at a funny cartoon that I found yesterday, read through pages 52 and 53 of the novel and analyzed the conversation the boys are having in this chapter, and what it might mean. After analyzing some important quotes in the novel and talking a bit about characterization, we briefly went over the leadership worksheets that we've been working on, and will use these for an activity on block day. I will be collecting those sheets at the end of the week so be sure you bring them to class finished next time we meet. During class today, I also handed out a sheet on Kohlberg's Levels of Moral Development that we will be discussing on block day. There is an assignment on the back that we will be completing in class.

For block day this week, make sure you have read Chapter 7.

Please remember to post your blog assignment response by Friday, Sept.19!

Kohlberg's Levels of Moral Development handout Side 1

Handout Side 2 - Characters and Moral Development Stages

Baby Blues Cartoon - think of the connections it makes to Lord of the Flies!

Juniors - Blog Assignment #1

This blog assignment has two parts. Please make sure to address all of the questions in your posted response to recieve credit. This is due no later than Saturday, Sept.20 at midnight. No exceptions!

1. Listen to the NPR “In Character” segment (11 mins) and read the short article that is located on the same page. What are the main points of both Tobias Wolff and Stephanie Savage? Do you agree or disagree with them? As a result of having “no sense of teen culture” in the late 1940s and early 1950s, as Savage claims, would this novel be as culturally defining if it was published today as it was then? What character from modern pop culture (books, movies, television) do you think is the Holden Caulfield of your generation? Why? What connections do you see between Holden and your modern day counterpart? Please use specific reference to the NPR segment in your response.

NPR "In Character" Segment (11 mins) - Holden Caulfield:Giving Voice to Generations

2. Read the Anne Trubek article below. What part of Trubek's argument do you find most (or least) convincing? Based on what you have read in the novel so far, do you believe that it should still be a staple of the high school literature curriculum in America? Why or why not? Be sure to defend your responses with specific details and textual evidence (i.e.use direct quotes from the article to support your answer).

Why We Shouldn't Still be Learning Catcher in the Rye

Please remember to write in complete sentences (no abbreviation or textspeak!), proofread and edit your responses, and sign your post with your first name and last initial. This is due no later than Saturday, Sept.20 at midnight. No exceptions.

English 9 Honors - September 15, 2008

Today we continued our work on characterization and evaluating the leadership skills of Ralph and Jack. After the warm up, we discussed the characteristics of a good leader and priortized the list from most important to least important. Using the Leaderships Skills worksheet, we completed a group activity that required collection of specific textual evidence to compare the leadership capabilities of both Ralph and Jack. To prepare for more work with characterization this week, please have this done by Tuesday if you didn't finish in class. For a copy of this worksheet, please click on the link from Friday's post (Sept.12).

Reminder: Blog assignment #1 due Friday by midnight - no later! =)

Modern Lit. September 15, 2008

Today we discussed Chapters 14 and 15 and went over the Guided Reading questions. Specifically, we talked about Holden's struggle with identity and the idea that he is "stuck" between two worlds - the world of childhood and the "phony" adult world. We also read and discussed the Robert Burns poem "Comin thro' the rye" and its significance to the title of the novel. Why do you think Salinger chose to title the novel this way? As you read Chapter 16 tonight, think about the significance of Holden watching a small child singing this song/poem on the street, and why Holden spends a good deal of time reminiscing about the museum (what that might say about his character?)

Guided Reading Questions 9/15

"Comin thro' the rye" by Robert Burns

English 9 Honors - Blog Assignment #1 (finally!)

This week we will be discussing characterization and theme in Lord of the Flies. To help prepare you, visit the website below and read over the various personality types (there are four types - each one is divided into four subsets). Your posted response should include the following:
1. Decide which personality type best fits each of the following: Jack, Ralph, Simon, Piggy, and yourself. Explain why, and find evidence from the book to support your conclusion (chapters, page numbers, quote, etc.)
2. Choose one character and explain how this information helps us understand the role he plays in the story.

As always, please proofread and edit your post, write in complete sentences, and don't forget to sign your name (first name and last initial)!

http://keirsey.com/matrix.html
(click on the "Four Temperments" tab and read the descriptions of each major group plus the subgroups for each - links to those will be at the bottom of the page)

English 9 - September 12, 2008

Happy Friday! After vocab presentations today, we began talking about characterization and the idea that all of the characters in the novel also serve to represent larger ideas about society and human nature, as well as government. We began this by doing an in-class group activity in which we evaluated the leadership skills of Ralph and Jack in the areas of food, shelter, safety, and activity/purpose. We collected specific textual evidence and quotes and recorded them on a worksheet that we will use next week. If you were absent, please download the worksheet (both sides), complete only the "Survival of the Fittest" one and bring in both ready to use for Monday.

No reading assignment this weekend, just make sure you have read through Chapter 6 by Monday. Have a great weekend!

Survival of the Fittest worksheet (side 1)

Leadership Skills worksheet (side 2)

Modern Literature - September 12, 2008

Today was a busy Friday! We spent some time discussing the warm up today (click on the link below to view it). There were two questions that were addressed, and we discussed Holden as an unreliable narrator since we can only see things through his point of view.

We also watched two short film clips that made obvious connections to Catcher in the Rye. One was a short clip from the film When Harry Met Sally, and the other was a clip from the film Six Degrees of Separation. Will Smith gives an awesome monologue about the book (view the clip below) and addresses two of the issues we discussed in class on Wednesday and Thursday this week. We also did a fun in-class writing activity that responded to one of the quotes in the novel.

There is no reading assignment this weekend - please take advantage and get caught up with the reading if you are behind. Have Chapter 15 done by Monday.

Warm Up 9/12

Watch the video clip here.

Juniors - September 10 and 11, 2008

Our block days this week were spent analyzing voice and style in Catcher. Holden's voice is very recognizable among literary characters and the style of Catcher is quite distinct. After completing the warm up and discussing the Guided Reading questions from Tuesday, we completed an in-class group activity on the element of voice in the novel, wrote some paragraphs on a personal topic using Holden's voice, and watched two short video clips followed by a brief discussion of themes. Please read Chapter 15 by Friday.

Guided Reading Questions 9/10-11

Voice Group Worksheet

Warm Up

Freshmen - September 10 and 11, 2008

During our block days this week, we began our vocabulary presentations on vocab words from Lord of the Flies. We continued work on the importance of style and setting in the novel - we analyzed some quotes and discussed Golding's use of imagery and the five senses in his descriptions. We also made some relief maps of the island, which will be used for a future activity, and had some independent reading time. View the assignment here. Please read through Chapter 6 by Friday - there will be a quiz next week.

If you were absent during block day, please see me for copies of the vocab presentation so you can put them on your flashcards.

Modern Lit. - September 9, 2008

Tuesday - Today we had a guided small group discussion about the symbols in Catcher (the ducks, the red hat, etc.) We also spent a good deal of time going over the questions from Monday. We looked at some important quotes, did some in-class reading and a short written response. Please read through Chapter 14.

English 9 - September 9, 2008

Today, we dealt with the importance of setting in Lord of the Flies. The setting is integral to the novel's message, and the island itself serves as an important symbol. We will be talking more about this in class on Wednesday and Thursday.

As a warm up, we discussed the many ways your physical environment can impact your lifestyle, behavior, appearance, and decision-making. We also talked about what sort of changes you would have to make if you found yourself in a completely different physical environment (for example, a remote tropical island...hint hint) and what adaptations you would need to make in order to thrive in that environment.

The rest of class was spent doing an in-class group activity on the setting of the novel in which we analyzed Golding's descriptions of the island through his use of sensory language. We will continue work with this on the block days.

To see this assignment, click here.

Remember, vocab presentations begin on Wednesday!

Modern Lit. - September 8, 2008

Today we took a quiz on Chapters 1 through 8 of Catcher in the Rye, followed by some discussion of symbolism and the development of Holden's character. We also went over the guided reading questions for tonight's reading assignment (Read through Chapter 12, page 81.) Get the Reading Questions by clicking the link below and come to class tomorrow ready to discuss these questions.

Please note: If you were absent, it is your responsibility to make an appointment with me as soon as possible to make up the quiz.

Guided Reading Questions 9/8

English 9 - September 8, 2008

Today we discussed allegory and symbolism, and how they play a role in Lord of the Flies. We discussed some examples and also viewed a brief power point, followed by some in class reading. (View that here.) Remember that all of the characters, events, the setting, and seemingly random objects all play a significant role in the overall meaning of the novel. Pay close attention to what the characters look like, how they behave, what they wear. Notice details about the setting (for example, what might the 'scar' on the island from the crashed airplane signify?) and of objects like Piggy's glasses and the conch shell. What deeper meanings might be attached to these details? Please read Chapter 3 tonight (pages 48-57).

Modern Literature - September 5, 2008

Today we watched a brief video about the Beat Generation, spent a little more time discussing 'Howl,' and completed some guided in-class reading of Catcher. We will be spending all of our class time on the novel beginning next week. Please come to class on Monday having read through Chapter 8. For the Guided Reading questions, click on the link below.

Guided Reading Questions 9/5

English 9 - September 5, 2008

Today, we had a brief discussion of Chapters 1 of Lord of the Flies. We talked about our basic needs of survival and what is needed to create a functioning civilization, and how the characters in the novel are beginning to organize in order to survive (as well as the problems that are already beginning to surface). We watched a video that explains some of Golding's theories about human nature and what happens when there is an absence of a structured society. This video also analyzes some of the major characters and events in the novel and will help you when we go into some in-depth analysis next week. Again, make sure to get to p.48 (end of Chapter 2) by Monday as there might be a quiz...

Please note: to view the video, please email me and I will send it to you - the file sharing website I use to upload files has a size limit and this video exceeds that limit, so I cannot put a direct link here. So let me know! =)

Modern Lit. September 3 and 4, 2008

Our block days this week were spent going over the first few chapters of Catcher and reading and analyzing Allen Ginsberg's poem 'Howl,' one of the most culturally significant pieces of poetry to come out of the 1950s. This poem is a great introduction to Catcher in the Rye in that it deals with many of the same issues - censorship, rebellion, alienation, isolation from others, and the struggle to find a sense of individualism in a conformist society. This poem, like Catcher, also challenges 'traditional' literary voice and structure that was common during this time period.

Click on the link below for a copy of the small group study questions we did in class. See me for a copy of the poem if you need one, I have tons of extras. Otherwise there are several websites where you can download the text of the poem, like this one: http://www.pangloss.com/seidel/Ramble/howl_text.html

'Howl' Study Questions Handout

English 9 Honors - September 3 and 4, 2008

During our block days this week we began Lord of the Flies. View the novel introduction Power Point here. We went over the essential questions and goals for the unit, and did an in-class activity with our Anticipation Guide questions (view them here). The rest of the class was spent doing some in-class reading. Please read to p.48 by Monday...

Modern Literature - September 2, 2008

Today we began to prepare for reading our first novel of the year, Catcher in the Rye. Please read through Chapter 3 (pages 1-26) by Thursday (Wednesday for Period 8).

We discussed characteristics of rebellion and censorship, which are two issues that we will be dealing with as we get farther into the novel.

We also briefly discussed the poem "Howl" by Allen Ginsberg, which we will tackle together as a class during the coming block days. We read over an analysis of "Howl" as well as some background information that will be needed when we read the poem in class tomorrow and Thursday. Get that handout by clicking here.