Catcher In The Rye Unit

Catcher in the Rye: Journal # _________________

Please answer this question with as much detail as possible: What did you do over the weekend, and what do your actions say about you as a person? (For instance, if I told you that I spent the weekend drowning kittens, it would say that my character is demented, strange, sad and sadistic. It would also say that I disliked animals, had a lot of free time, no one was watching me, and that I live near a large body of water…) • Write for 15 minutes • There are no right or wrong answers • Be prepared to share

Ms. Viren Animo Inglewood English 10 2007

Catcher in the Rye : Journal #_____________ You are 15 or 16 years old. You are not quite and adult, but you’re also not a kid. How do you feel about getting older? Do you like it or dislike it? Explain. Are you in a hurry to grow up and join the world as an adult? Or are you more interested in the life of a teenager? Explain. If you could reverse time and go back to being a nine or ten year old child, would you? Why or why not? Do you have friends who you think more or less mature than they should be? Why do you think they are this way? • Write for 15 minutes • There are no right or wrong answers • Be prepared to share Ms. Viren Animo Inglewood English 10 2007

“A Perfect Day for Bananafish” Break it Down Questions (WARNING: Do NOT read or answer these questions until AFTER you’ve read the story at least once!!!)

1. Who is the girl in the room? 2. Give three adjectives (of your own) that describe Muriel. Give proof from the text. (Example-Adjective: calm. Proof: She moves slowly to pick up the phone)

3. What clues do we get that Seymour is having mental problems? Quote directly from the text.

4. What did Seymour do that made Muriel’s mom so nervous? 5. In what year does this story take place? How do you know? 6. What opinion do you think Seymour Glass has of Muriel Glass and why do you think this? Use proof from the text to support your answer.

7. What is a Bananafish? How does it die? 8. How does Seymour Glass die? 9. In your opinion, why do you think the story is called “A Perfect Day for Bananafish?”

10. The end is quite shocking. Why do you think J.D. Salinger wrote this story? Ms. Viren Animo Inglewood English 10 2007

Ms. Viren Animo Inglewood English 10 2007

Unit Essential Questions: How do Holden Caulfield’s experiences relate to those of other characters we’ve studied? What are some of the effects of the loss of a loved one in a teenager’s life? How have teenagers changed or stayed the same in the past 50 years? How does Holden change throughout the novel, and what literary devices does the author use to help readers understand him? How are the roles of women and men treated in the book? Why does Holden have an obsession with “phonies”?

Ms. Viren Animo Inglewood English 10 2007

Catcher in the Rye: Journal # _________________ What do you think Bananfish are symbolic of?

If World War II is the bananafish, what are the bananas?

If Seymour is a bananafish, what are his bananas?

If Muriel is a bananafish, what are her bananas?”

• Write for 15 minutes • There are no right or wrong answers • Be prepared to share

Ms. Viren Animo Inglewood English 10 2007

Definition

Examples

Definition

Examples

Ms. Viren Animo Inglewood English 10 2007

Synonym

innocence

Sentence

Synonyms

loss

Sentence

Definition

Examples

Definition

Examples

Ms. Viren Animo Inglewood English 10 2007

Synonyms

alienate

Sentences

Synonyms

phony

Sentences

Viren: Study Questions The Catcher in the Rye Chapters 1-9 Name__________________ Date/ Period ________/____ DIRECTIONS: Answer the questions based on your understanding of the text. WRITE THE PAGE number where you got your answer. Chapters 1-2 1. Who is Holden Caulfield?

2. Where is Holden at the VERY beginning of the story? (Not the football field or NY)

3. Later, why wasn’t he at the big football game?

4. Why wouldn’t he be going back to Pencey after Christmas break?

Chapters 3-4 1. Who is Robert Ackley? Based on his ACTIONS, what kind of a dude is he?

2. Who is Stradlater? Based on his ACTIONS, what kind of a dude is he?

3. Who is Jane Gallagher? Based on his WHAT WE HEAR about her, what kind of a girl is she?

4. Why doesn’t Holden go down and say hello to Old Jane?

Ms. Viren Animo Inglewood English 10 2007

Ms. Viren Animo Inglewood English 10 2007

Name__________________ Viren: Study Questions The Catcher in the Rye Chapters 1-9 Date/ Period ________/____ DIRECTIONS: Answer the questions based on your understanding of the text. WRITE THE PAGE NUMBER where you got your answer. Chapters 5-9 1. What did Holden write the composition about?

2. Why did he tear it up?

3. Why did Stradlater hit Holden?

4. Where did Holden decide to go?

5. Who did Holden meet on his train ride? Why did he lie to her about Ernie?

**6. Based on his action so far, give your impression of what kind of dude Holden is.

Ms. Viren Animo Inglewood English 10 2007

Vocabulary Words: Catcher in the Rye: Chapters 1-4 1. hemorrhages: noun bursting of blood vessels 2. ostracized: verb shunned, alienated, left out or made to feel not-normal 3. qualms: noun feelings of doubt 4. compulsory: adjective required, must be done 5. groping: verb reaching blindly 6. sadistic: adjective getting pleasure from some one else’s pain 7. ironical: adjective meaning the opposite of what is expressed 8. exhibitionist: noun someone who likes to show off NOTES_____________________________________________________________________ ___________________________________________________________________________ _____________________________________________________________________ Vocabulary Words: Catcher in the Rye: Chapters 5-9 1. unscrupulous: adjective having no moral code or ethics 2. fascinated: adj/ verb held the attention of, captivated 3. pacifist: noun someone who opposes the use of violence in any case 4. lavish: adjective very generous in giving attention, praise or spending 5. conscientious: adjective attentive to duty 6. unanimous: adjective showing total agreement 7. incognito: noun state of being in disguise NOTES_____________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ _ Vocabulary Words: Catcher in the Rye: Chapters 10-13 1. putrid: adjective disgusting, rotten 2. intimately: adverb privately, personally, very closely 3. humble: adjective low, unpretentious, without conceitedness 4. capacity: noun state of being able to hold something 5. nonchalant: adjective showing a lack of concern or care 6. frock: noun a dress or coat NOTES_____________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ _ Vocabulary Words: Catcher in the Rye: Chapters 14-17 1. atheist: noun person who doesn’t believe in god 2. random: adjective by chance 3. bourgeois: adjective middle and upper class smugness and materialistic 4. swanky: adjective expensive and showy 5. blasé: adjective bored or unconcerned 6. raspy: adjective grating and harsh sound or voice NOTES_____________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ _Ms. Viren Animo Inglewood English 10 2007

B Y

R I C H A R D

L E D E R E R

www.salon.com

Slang is hot and slang is cool. Slang is nifty and slang is wicked. Slang is the bee's knees, the cat's whiskers and the cat's pajamas. Slang is far out, groovy, and even outta sight. Slang is fresh, fly, and phat. Slang is bodacious, ducky, and fantabulous. Slang is ace, awesome, bad, sweet, smooth, copacetic, the most, the max, and totally tubular. Those are 25 ways of saying that if variety is the spice of life, slang is the spice of language. In "Flappers 2 Rappers: American Youth Slang" (Merriam-Webster) master storyteller and slangmeister Tom Dalzell offers an engaging overview of the slang used by teens from the 1890s to the 1990s. Dalzell's joy ride through our American slanguage covers every flip, hip, hop, jive snip of spectacular vernacular ever dropped by hipsters, tipsters, finger-poppin' daddies and guys and dolls — the extraordinary vocabulary of way bad dudes and uptown, downtown, all around the town, showcasing groovers. Wordaholics everywhere now have a rich new brew to slake their unremitting thirst for language fun. Paul Dickson, author of several shelves of books on all matters linguistic, has teamed with MerriamWebster. Dickson, author of such popular language titles as "The Dickson Baseball Dictionary," "Slang!" and "What's In a Name?," has become the consulting editor for a new line of Merriam-Webster books that celebrate the whimsical side of language. You wouldn't think that a bunch of dictionary-making academics would start a series exploring the lighter side of language, but the MerriamWebster folks in Springfield, Mass., are authentic logolepts and verbivores who love the play of words just as much as the rest of us. The first fruits of the relationship between Dickson and MerriamWebster are Dickson's "What's In a Name?" and Tom Dalzell's "Flappers 2 Rappers." Dalzell admits to being a middle-aged, white-bread guy who grew up in the lap of luxury. After graduating from a posh private school on Philadelphia's Main Line and receiving a bachelor's degree from the Ms. Viren Animo Inglewood English 10 2007

University of Pennsylvania, he headed west and worked 8 years for Cesar Chavez and the United Farm Workers' movement. He became a hunter-gatherer of slang while researching period slang for a novel he was writing. He put the novel aside as the language research piqued his interest. Ten years later, his slang library of more than 1,000 books and 2,000 articles and his e-mail address, which begins with the name slangman, speak volumes about the degree of his obsession. The clearest sense of the energy powering "Flappers 2 Rappers" streams from Tom Dalzell's own words at the end of his introduction: "Pick up on this riff you sharp cats and kitties. Heed these syllables you ditty boppers. Drape yourself in shape 'cause here's a hot flash of ecstatic static, ... some real gone jive guaranteed to sharpen your game! Let me lay it on you! Let these words wake you! I mean it and how — Boot it, shoot it hang with this slang and reep these righteous words. Don't vegetate, percolate! Here it be!!!!! Let it roll, let it all roll!!!!!" Although it is tempting to think that the language spoken by today's teens is a members-only secret tongue, consider that the current faves fly, homey, icy and jell date back at least to the days when FDR lived in the White House. In an e-interview, Dalzall observed, "Despite the sense that slang is inventive and constantly replenished, to a startling degree there is not much new. Slang is governed by the law of natural selection: only the strong survive. At any given moment, there are many slang words and expressions in play, most of which won't be heard in a few months. When a good word or expression gets tired, it is discarded but somehow not forgotten. By a puzzling process, slang gets recycled. After sitting out a generation or more, words come back, sometimes bigger than ever": • • • • • • •

"boss" was used by students at Cornell in 1877, long before the teen magazines of the 1960s' Frank Norris employed "far out" in 1899, long before the hippies of the 1960s; championed by Tommy Dorsey, "groovy" was a more pervasive word in the 1940s than it was in the 1960s; Stephen Crane used "outta sight" in 1895, long before enthusiastic hippies in the 1960s; Lord Byron and Ben Franklin employed "mellow" more than two centuries before Donovan and "Mellow Yellow"; "solid" was used in the 1940s, long before Link on "Mod Squad" helped make it a big word of the 1960s; and as unreal as it seems, "unreal" was used by the Flappers of the 1920s, long before the 1960s;

Ms. Viren Animo Inglewood English 10 2007

The same can be said for many of the most popular hip-hop words: •

• • •

"fly" seems so modern, but we can find the word in Charles Dickens' Bleak House in 1855 and Cab Calloway in the 1940s singing, "Are you fly? Are you fly?"; "homie" is such a quintessential rap word, but there it was in the 1940s; "dead presidents" was used in the 1940s for money; Connie Eble has been tracking slang at the University of North Carolina since 1972. The single most-reported word that she has found is "sweet" (meaning "very good"), which was a big praise word of the 1930s.

Dalzell believes that slang is a key to the soul of people — that through slang we can hear America singing. "Each generation of young people since the Flapper has invented itself, shocking its parents with its defiance of convention with the clothing they wear, music they listen to, and slang they use. While slang may not be as original as its speakers believe, it is nonetheless a vibrant manifestation of youthful creativity."

Ms. Viren Animo Inglewood English 10 2007

Now you add to the lexicon…

• • •

•

Get into groups of two or three only Come up with as many slang words/ sayings and their meanings as you can (KEEP IT PG-13) Write definitions to the words without using more slang! (For instance, don’t define ‘tight’ as ‘cool’) Make sure you include the PARTS of speech Please include the word origin (its place or details of ‘birth’) if you know

Word or Phrase

crunk

Meaning + Part of Speech

Origin

NOUN a specific type of hip hop music, While most crunk-style music could be called "Dirty South" or southern rap

based out of the southern United States, particularly Atlanta, Georgia.

ADJECTIVE both high on marijuana and drunk on alcohol at the same time: or for being both crazy and drunk or excited. Achieving this status is known as "getting crunk," commonly not using the usual -ed suffix. Liquids that aid in this process can be referred to as "crunk juice"

popularized by rapper Lil' Jon

Ms. Viren Animo Inglewood English 10 2007

From Flappers to Rappers - A Sampling of Slang from the Editors of the Merriam-Webster Dictionary 1920s

1960s

-

-

bee's knees, cat's pajamas (the ultimate) gams (a woman's legs) dogs (feet) giggle water (liquor) swell (wonderful; also a rich man) hard boiled (a tough guy) jake (OK, as in "everything's jake")

1930s -

Abyssinia (I'll be seeing you) wingding (party) sweet patootie (attractive girl) all wet (no good) five spot, Lincoln ($5 bill) togged to the bricks (dressed up) joed (tired) kippy (neat) doss (sleep)

a gas (a lot of fun) dig (like or understand) a drag (boring event or person) far out (excellent) groovy (nice, cool, "neat") right on (I agree) pad (house or apartment) outta sight (fantastic)

1970s - foxy (good looking, describing a woman) - check ya later ( see you later) - mellow out (get calm) - dy-no-mite! (great) - I hear that (I accept your decision - score (obtain, as in "Let's score some pizza) 1980s

1940s -

make tracks (leave quickly) off the cob (corny) blow your wig (get excited) behind the grind (behind in one's studies) shake a leg (hurry) scrub (a poor student) suds (money) aces up (good)

1950s -

go ape (show anger) back seat bingo (necking in a car) cat, Daddy-O (hip person) square (conformist) go for pinks (a car race with a title at stake) knuckle sandwich (a fist in the face)

Ms. Viren Animo Inglewood English 10 2007

-

airhead (stupid or unaware person) chill (to relax, hang out) bogus (unfair, unfortunate) yuppie (young urban professional) grody (gross, unappealing) awesome, bad (very good or cool) rad, radical (incredibly good)

1990s - all that (having everyone's attention; "All that and a bag of chips" means "The best and then some.") - don't go there (touchy subject) - crib (home, dwelling) - my bad (my mistake) - dude (exclamation, or, any person)

Name/ Period/ Score ___________/_____/_____

POP QUIZ: Chapters 4, 5 The Catcher in the Rye Directions: Answer the questions below.

1. What does Stradlater ask Holden to do for him? 2. Why does Pency put a big dinner out on Saturday night? 3. How does Holden react to Stradlater taking Jane out? 4. Does Holden go to talk to Jane? 5. How old was Holden when Allie died? 6. How old was Allie? 7. How did he die? 8. What did Holden do? Directions: Match the best answer from the list on the right to the number on the left.

9. ___bus 10. ___Stradlater 11. ___Jane Gallagher 12. ___pimply 13. ___Doberman Pinscher 14. ___Allie 15. ___Brown Betty 16. ___Ackley 17. ___snowball fight 18. ___poems

Ms. Viren Animo Inglewood English 10 2007

A. Agerstown B. Saturday meal C. Ackley D. Dancer E. Conceited F. Jane’s dog G. Baseball mitt H. Virgin I. Red hair J. After dinner

Holden Speak Holden sure gets a bang out of things. He’s got this goddamn crazy way of talking, though. Boy, he sure does. So, I’m gonna have you do something, then, to record it all. It’ll be pretty easy, though. 1) Every odd numbered chapter, find one thing Holden said. That you thought was interesting: It could be a sad, funny, smart, sexy, hypocritical, arrogant or silly thing. 2) Write the quote on a Post it. 3) Write the page number 4) Write the tone J.D. Salinger is using while Holden is narrating Write your name, period number and date on the back We will post these notes on the poster of Holden’s Head PLEASE use ONLY single-colored, PLAIN 3”x3” Post Its Example

Holden is… Sad “I didn’t even answer him, I just threw the pieces in the wastebasket. Then I lay down on my bed…” (Salinger 41)

Ms. Viren Animo Inglewood English 10 2007

Names _____________________ _____________________ _____________________ _____________________ Group Pop Quiz: The Catcher in the Rye 10 points each!!! Directions: Get into groups of 4 Take out writing instruments in 4 colors (pencil, black pen, red pen, blue pen) When directed, pass the quiz to the right WITHOUT discussing the answers Each person writes the answer to one question in a different color After all questions are answered, each person will have a chance to challenge the responses written

1. Why does

Holden rip up the composition?

2. Why did Holden hit Stadlater?

3. Where did Holden decide to go and why?

4. What thing does Holden get depressed about before he leaves and what does he yell as he exits school?

Ms. Viren Animo Inglewood English 10 2007

Catcher in the Rye: Journal # _________________ (Allie’s Mitt) 1. Think about/ list people that you love 2.

Think about/list things that the person owns

3.

Choose one

4.

Write a VERY DESCRIPTIVE page (using your 5 senses or anything else that works for you) the thing that the person owns. Does this sound familiar? Duh! It’s the same assignment Hold Caulfield did for Stradlater –you remember the one about Allie’s baseball mitt? Now you do try. It can be about anything… just make it, “descriptive as hell!”(Salinger 28)

Stuck? Here are some people I know and things they own… maybe that’ll help you get going… Person Dad

Thing Tool box Computer

Mom

Dogs Garden Fur coat

Sister

Cookbooks Quilts Sewing machine

Steven

Ms. Viren Animo Inglewood English 10 2007

iPod Big TV

Name____________________ Name____________________ Pass a Passage Directions: Work with a partner to uncover the meaning in the passage below. One person reads the passage, then writes a question or comment about it. The second person reads the passage, the question/comment, and then answers the question or adds to the commentary. Students should switch who gets to be the first responder each time. Make sure your questions/ comments are ANALYTICAL.

1. “Yeah?” Stradlater said. That really interested him. About the booze hound running around the house naked, with Jane around. (Salinger 32) Responder 1 (Question or comment about the passage)

_________________________________ _________________________________ _________________________________

Responder 2 (Answer or further commentary)

_________________________________ _________________________________ _________________________________

2. It looked pretty as hell, and we all started throwing snowballs and horsing around all over the place. (Salinger 35) Responder 1

_________________________________ _________________________________ _________________________________

Responder 2

_________________________________ _________________________________ _________________________________

3. I didn’t answer him. All I did was I got up and went over and looked out the window, I felt so lonesome, all of a sudden, I almost wished I was dead. (Salinger 48) Responder 1

_________________________________ _________________________________ _________________________________

Responder 2

_________________________________ _________________________________ _________________________________

4. I had to pack these brand new ice skates my mother practically just sent me a couple of days before. That depressed me. (Salinger 52) Responder 1

_________________________________ _________________________________ _________________________________

Responder 2

_________________________________ _________________________________ _________________________________

5. But I bet, after all that crap I shot, Mrs. Morrow’ll keep thinking of him now as this very shy, modest guy that wouldn’t let us nominate him for president. (Salinger 57) Responder 1

_________________________________ _________________________________ _________________________________

Ms. Viren Animo Inglewood English 10 2007

Responder 2

_________________________________ _________________________________ _________________________________

Name________________________ Date/ Period _________/________ UNDER THE SURFACE Discussion Questions: The Catcher in the Rye (With stamp = 3 points each. Without stamp = 1 point) Chapter 10: Write an UNDER THE SURFACE question that you’d like discussed and the page number that made you think about it: _____________________________________

_____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ ______________________________________________________Page #________Date_________ Chapter 11: Write an UNDER THE SURFACE question that you’d like discussed and the page number that made you think about it: _____________________________________

_____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ ______________________________________________________Page #________Date_________ Chapter 12: Write an UNDER THE SURFACE question that you’d like discussed and the page number that made you think about it: _____________________________________

_____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ ______________________________________________________Page #________Date_________ Chapter 13: Write an UNDER THE SURFACE question that you’d like discussed and the page number that made you think about it: _____________________________________

_____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ ______________________________________________________Page #________Date_________ Chapter 14: Write an UNDER THE SURFACE question that you’d like discussed and the page number that made you think about it: _____________________________________

_____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ ______________________________________________________Page #________Date_________ Ms. Viren Animo Inglewood English 10 2007

Chapter 15: Write an UNDER THE SURFACE question that you’d like discussed and the page number that made you think about it: _____________________________________

_____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ ______________________________________________________Page #________Date_________

Chapter 16: Write an UNDER THE SURFACE question that you’d like discussed and the page number that made you think about it: _____________________________________

_____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ ______________________________________________________Page #________Date_________ Chapter 17: Write an UNDER THE SURFACE question that you’d like discussed and the page number that made you think about it: _____________________________________

_____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ ______________________________________________________Page #________Date_________ Chapter 18: Write an UNDER THE SURFACE question that you’d like discussed and the page number that made you think about it: _____________________________________

_____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ ______________________________________________________Page #________Date_________ Chapter 19: Write an UNDER THE SURFACE question that you’d like discussed and the page number that made you think about it: _____________________________________

_____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ ______________________________________________________Page #________Date_________ Chapter 20: Write an UNDER THE SURFACE question that you’d like discussed and the page number that made you think about it: _____________________________________

_____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ ______________________________________________________Page #________Date_________

Ms. Viren Animo Inglewood English 10 2007

Chapter 21: Write an UNDER THE SURFACE question that you’d like discussed and the page number that made you think about it: _____________________________________

_____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ ______________________________________________________Page #________Date_________ Chapter 22: Write an UNDER THE SURFACE question that you’d like discussed and the page number that made you think about it: _____________________________________

_____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________Page #________Date_________

Ms. Viren Animo Inglewood English 10 2007

Names _____________________ _____________________ _____________________ GROUP QUOTE ANALYSIS Get into groups of two or three. Complete the chart below, being careful to read the passage closely and discuss your answers thoroughly. You will report your findings to the class. Holden’s Hat

 read I took it off and looked at it. I sort of closed one eye, like I was taking aim at it. “This is a people shooting hat,” I said. “I shoot people in this hat. (Salinger 22)

 ask

What do you think the hat is a symbol for? Why do you think this? What do you think this quote says about Holden? Does the quote remind you of anything you’ve ever said? What feelings do you associate with the hat? What ABSTRACT thing could the hat stand for?

 analyze/ brainstorm how both quotes answer #2

 find another hat quote

 write a paragraph to report out to a partner and the class ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ Ms. Viren Animo Inglewood English 10 2007

Name_________________________ Date __________Period__________ The Lie Detector Log Holden sure lies a lot. He sure does. Let’s start catching him in his fibs. Keep a Lie Log, and be sure to indicate what the lies are about. Each Lie is worth 5 points: 1pt=lie & page#, 1pt=reason, 3pt=analysis

Lie Told (Passage)

Reason for Lie

Analysis of Lie

EXAMPLE: “I have to get going. I have to go right to the gym.” (Salinger 15)

Holden didn’t want to stay and have hot chocolate with the Spencers.

I think, deep down, Holden is kind. He doesn’t want to hurt their feelings.

Ms. Viren Animo Inglewood English 10 2007

The Sibling Connection

Experiencing the Death of a Sibling as an Adolescent By Dr. Janecca Myers Ph.D Farewell to Childhood

Adolescence has been described as the "farewell to childhood", as the teenager lets go of his or her childhood, grieves its loss, and begins to move into adulthood. Loss of a sibling during this period intensifies the issues related to the normal tasks of adolescence. Adolescents are capable of an adult understanding of death, but the way in which they grieve is related to both children and adults. Since they have the capacity to think like adults, adolescents may suffer more from the effects of loss than children, who are protected somewhat by their concrete or magical way of thinking. The main difference between the grief of adults and children's grief is the amount of power or autonomy the individual holds. Powerless children who cannot survive without an adult may not be able to seek sympathy, comfort, and understanding from those around them. Autonomous adults can reach out for the help they need through counseling, church, or support groups. Like hermit crabs, that seek a larger shell because their old shell has become too small, adolescents leave their childhood identity and seek an adult identity.

Adolescents, however, are midway between the two domains. On the one hand they have a strong drive towards autonomy and independence, and they may resent being over-protected by parents. On the other hand, the loss of a sibling is so intense that they may wish to regress like a child and seek support. This conflict is critical to understanding the unique experience of grieving teenagers who have lost a sibling. Although adolescents know and understand mentally the reality of death, what makes grieving particularly troublesome at this age is the conflict in their feelings. They are just at the point when they are moving away from their families emotionally in the normal separation/individuation process we all go through to form a unique identity. They often appear to know everything, and feel that nothing bad can happen to them. Ms. Viren Animo Inglewood English 10 2007

Faced with the death of a brother or sister, the awareness of the reality of death and subsequent sense of vulnerability shakes the very foundation of their still fragile identity. Not only have they lost a loved one, but they are faced with the reality that they too will die someday. So, they desperately want to regress to get the needed support. The importance of peers

At best, this conflict in an adolescent's feelings is resolved by going to their peers for support. They can get support from their peers without having to regress to what seems to them as a childlike state when they get support from parents. However, many surviving siblings have told me that they could not go to their peers because they felt so different from them. At the worst, their grief is pushed underground, and may result in disorders of conduct, such as the use of drugs and alcohol, poor school performance, loneliness, a tendency to withdraw from relationships, low self-esteem, depression, and difficulty in making long-term commitments. There has been a great deal of research on sibling loss as an adolescent. Based on research findings, the experience of losing a sibling results in adolescents feeling different from peers, being more mature than his or her peers, and being angry and insecure in relationships. Often teenagers become protective of their parents or other siblings, and they feel guilty about feelings they have had towards the deceased brother or sister. Depression as adults

The question of whether the death of a sibling during childhood or adolescence leads to depression as an adult is not known. However, it is clear that what happens after the loss is significant in contributing to or preventing adult depression. According to current theories of attachment between family members, children, and even adolescents, cannot always tell the difference between themselves and their siblings. When the sibling dies, it may feel as if part of the self is lost too. What contributes to a healthy resolution of grief depends on a number of factors. First is the nature of the relationship with the sibling prior to death, and Ms. Viren Animo Inglewood English 10 2007

the relationship with the parents. When the family is secure, and the children feel their home offers a comfortable place for them to retreat to when they are hurt, they will probably fare better after the loss of a family member. Being given timely and accurate information about the sibling's illness or circumstances surrounding the accident is crucial. Some siblings have spent years in wondering what actually happened to their brother or sister because the parents did not want to talk about it. Others have suffered needlessly because parents tried to hide the facts surrounding the death. Young people need to ask questions and have an adult answer and explain whatever they need to know. They should be given the opportunity to attend or even participate in the funeral. They need to be reassured about the continuing security within the family, although one of their members has died. Unfortunately, in many families, these healthy activities do not take place and the grief remains unresolved for a life time. Statistics of trauma

If you were a teenager at the time of a sibling's death, it is statistically very likely that your sibling died in an accident. A sudden, unexpected death like this (car accidents, for example) is surrounded by trauma for the survivors. Psychic trauma follows a sudden and unexpected event which exceeds the capacity of the individual's coping skills and psychological defenses, so that they become temporarily helpless. This may result in distorted memories, lack of trust, a pessimistic attitude towards life, and low self-esteem. The trauma itself gets in the way of the successful resolution of the grief. People may want you to "talk about" your grief at a time when you are still reeling from the shock of the accident. Such cases may result in complicated grief which, over time, leads to an anxiety disorder or depression. Depending on the nature of the trauma, the person may develop post-traumatic stress disorder, and become over-vulnerable to stressful situations. Often, the bereaved individual is not allowed to talk about what happened, in order to protect the feelings of others, and therefore, has no way to work through the trauma.

Ms. Viren Animo Inglewood English 10 2007

The other side of the story

All of the results are not so negative, however, and many adolescents find that their experience with death has taught them a great deal about life. Site visitors have written to me and complained about this statement, saying that "Nothing good can come from the death of a sibling." I understand the feelings that are being expressed in this statement, but I believe they are being expressed by someone who has not yet integrated the loss. Humans have the capacity to learn from their experiences, whether they are positive or negative. In spite of the unfairness and devastation associated with the loss of a brother or sister during adolescence, the pain and guilt leave wisdom and love in their wake. They appreciate life and relationships more, feel closer to God, and are able to listen to and be with others who are grieving. Many bereaved adolescents go on to become adults who work in the area of counseling, research on sibling loss, ministry, and social work. Finding ways to make sense of this loss motivates some adolescents to make significant contributions in the realm of emotional healing.

Ms. Viren Animo Inglewood English 10 2007

Catcher in the Rye: Journal # _________________ (Female Characters) 1.

Think of/ list all the female characters in the book

2.

Write the archetype each character represents

3. Answer the following question: What do you think of the results? Do you see lots of different types represented, or just one or two? How do you think J.D. Salinger sees women? How do you think Holden thinks about women/ girls? What does this say about the author or the protagonist or both? • Write for 15 minutes • There are no right or wrong answers • Be prepared to share

Ms. Viren Animo Inglewood English 10 2007

The Catcher in the Rye and the Personal Symbol Salinger wrote that Allie, “has this left-handed fielder’s mitt…he had poems written all over the fingers and the pocket and everywhere. In green ink. He wrote them so he’d have something to read when he was in the field and nobody was up at bat.” (38) The baseball mitt accurately represents an aspect of Allie’s personality and shows us a glimpse at what he loves and values. Holden, writes about it in his essay for Stradlater. Now it’s your turn. 1) Write an essay (draft) about an object that you or someone you know owns and loves. The essay must be at least three paragraphs and “descriptive as hell.” (28) The final essay MUST be typed. (Can’t figure out what to write about it? Here are some ideas: write about your attachment to this object, or the person whose object it is, write about the color, smell, feel, look of it, write about where it came from, write about WHY it’s so important, its history, what you would do if it got lost….etc.) 2) Get the object. 3) Choose poems, lyrics, songs, lines from movies or words that inspire you (they don’t necessarily have to have anything to do with the object) and find a way to attach these to the object. Be prepared to show and tell about the object the day you turn the final draft of the essay in. *Rough draft of essay: Due ____________________ (Ready for Peer Edit) *Bring final draft and object with poems etc. on _____________________

Ms. Viren Animo Inglewood English 10 2007

Group Pop Quiz Chapter 16: The Catcher in the Rye Get into groups of 4--Take out writing instruments in 4 colors (pencil, black pen, red pen, blue pen)--When directed, pass the quiz to the right WITHOUT discussing the answers--Each person writes the answer to one question in a different color--After all questions are answered, each person will have a chance to challenge the responses written

Name_________________ Name_________________ Name_________________ Name_________________ Date/ Period______/____

1. What makes Holden sad when he thinks about the nuns?

2. How did the little boy walking with his family lift Holden’s spirits?

3. What kind of shows does Sally Hayes like to see?

4. Although Holden is getting low on cash, he takes a cab to the park instead of the subway. Why?

5. What is it about Phoebe’s liking to skate near the bandstand that Holden thinks is funny?

6. Why is the young girl in the park having trouble tightening her skate?

7. How does Holden feel while he thinks about Miss Aigletinger taking his class to the museum?

8. What is it about Gertrude Levine, his partner at the museum, that Holden remembers?

9. According to Holden, what is the best thing about the museum?

10. Is Holden looking forward to his date with Sally?

Ms. Viren Animo Inglewood English 10 2007

Catcher in the Rye: Journal # _________________ (Adulthood)

Most of you are just a couple of years from adulthood. Do you think you’re mature or childish? Are you in a hurry to turn 18, or do you want to stay younger? Why? What are the good and bad things about being a teen and being an adult?

• Write for 15 minutes • There are no right or wrong answers • Be prepared to share

Ms. Viren Animo Inglewood English 10 2007

Quote Quiz: 25 points

Name_________________ Period/ Date ______/____

Directions: Read the passage below and answer the question that follows. You should use your book so that you can understand the context of the quote. "Anyway, I keep picturing all these little kids playing some game in this big field of rye and all. Thousands of little kids, and nobody's around - nobody big, I mean - except me. And I'm standing on the edge of some crazy cliff. What I have to do, I have to catch everybody if they start to go over the cliff - I mean if they're running and they don't look where they're going I have to come out from somewhere and catch them. That's all I do all day. I'd just be the catcher in the rye and all. I know it's crazy, but that's the only thing I'd really like to be." (173) 1. Why do you think Holden wants this job? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ - - - - - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Quote Quiz: 25 points

Name_________________ Period/ Date ______/____

Directions: Read the passage below and answer the question that follows. You should use your book so that you can understand the context of the quote. "Anyway, I keep picturing all these little kids playing some game in this big field of rye and all. Thousands of little kids, and nobody's around - nobody big, I mean - except me. And I'm standing on the edge of some crazy cliff. What I have to do, I have to catch everybody if they start to go over the cliff - I mean if they're running and they don't look where they're going I have to come out from somewhere and catch them. That's all I do all day. I'd just be the catcher in the rye and all. I know it's crazy, but that's the only thing I'd really like to be." ( 173) 1. Why do you think Holden wants this job? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________ Ms. Viren Animo Inglewood English 10 2007

Study Questions Chapter 22 1. To what does Holden compare Phoebe’s behavior when she finds out that he was expelled from Pencey?

2. Where does Holden say that his father will send him when he learns that Holden has been expelled?

3. Even though Holden likes Mr. Spencer, why does he consider him a phony?

4. What was the Pencey alumnus looking for when he came to Holden and Stradlater’s dorm?

5. When Holden thinks about the nuns, what does he picture them doing?

6. Why did James Castle commit suicide?

7. What was the topic of the only conversation that Holden remembers having with James Castle?

8. What habit of Holden’s does Phoebe wants him to change?

9. What bothers Holden about becoming a lawyer?

10. Who is the author of “if a body meet a body coming through the rye?”

Ms. Viren Animo Inglewood English 10 2007

Coming Through the Rye by Robert Burns (1759-1796) Coming thro' the rye, poor body, Coming thro' the rye, She draiglet a' her petticoatie Coming thro' the rye. O, Jenny's a' wat, poor body; Jenny's seldom dry; She draiglet a' her petticoatie Coming thro' the rye. Gin a body meet a body Coming thro' the rye, Gin a body kiss a body Need a body cry? Gin a body meet a body Coming thro' the glen, Gin a body kiss a body Need the warld ken?

Ms. Viren Animo Inglewood English 10 2007

Ms. Viren Animo Inglewood English 10 2007

Ms. Viren Animo Inglewood English 10 2007

Ms. Viren Animo Inglewood English 10 2007

Names___________________________

Study Questions 23 1. How does Mr. Antolini respond to Holden’s telephone call?

2. Who taught Phoebe to dance?

3. How does Holden feel after he dances with Phoebe?

4. What behavior of Charlene, the maid, does Phoebe object to?

5. Where does Phoebe say her prayers before she goes to bed that evening?

6. Why does Holden say that he has to leave the house?

7. Why does Phoebe not want Holden to go away?

8. Where does Holden plan to stay until Wednesday?

9. How does Phoebe try to comfort Holden when he is crying?

10. What does Holden do with the hunting hat?

Ms. Viren Animo Inglewood English 10 2007

Names___________________________ Names___________________________ Names___________________________ Study Questions 24 1. How did Mr. Antolini feel about D.B. going to Hollywood?

2. Why does Mrs. Antolini not want Holden to look at her when she enters the room with the coffee and cake?

3. What criteria does Holden say one must meet in order to get a good grade in Oral Expression?

4. Why does Holden like Richard Kinsella’s speeches better than anyone else’s?

5. Holden admits that there were times when he hated both Stradlater and Ackley. What else does Holden say about them?

6. What is the sense of the quote from Wilhelm Stekel which Mr. Antolini writes down for Holden?

7. What does Mr. Antolini say that Holden will do once he decides what to do with his life?

8. What does Mr. Antolini say that a good academic education will do for Holden?

9. What excuse does Holden give Mr. Antolini for having to go to the train station to get his money?

10. While awaiting the elevator, what does Holden say to Mr. Antolini?

Ms. Viren Animo Inglewood English 10 2007

Name _____________________ Date _____________________ Period _____________________ Directions: Analyze the symbolism of Holden’s hat using the steps below. Write in pen, be neat and grammatically correct, and be prepared to read around tomorrow. (25 points) Holden’s Hat

 read I took it off and looked at it. I sort of closed one eye, like I was taking aim at it. “This is a people shooting hat,” I said. “I shoot people in this hat. (Salinger 22)

 ask

What do you think the hat is a symbol for? Why do you think this? What do you think this quote says about Holden? Does the quote remind you of anything you’ve ever said? What feelings do you associate with the hat?



answer/ bullet point / brainstorm  find another quote

write a paragraph about what you think the hat symbolizes and why ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ Ms. Viren Animo Inglewood English 10 2007

Catcher in the Rye: Journal # _________________ (The End)

Answer any or all of these questions: What do you think of the last line? What do you think of Holden? What do you think of the book? Do you think that Holden Caulfield is J.D. Salinger? How are you and Holden similar? Different? Why do you think this novel has been popular for about 55 years?

• Write for 15 minutes • There are no right or wrong answers • Be prepared to share

Ms. Viren Animo Inglewood English 10 2007

The Catcher in the Rye Essay: Get Ready Directions: 1. Get into groups 2. Read/ Review all the essay prompts 3. Brainstorm on all, find page numbers 4. As an individual, choose one to concentrate on, and circle it

Theme/ Issue

Essay Assignment/ Questions to ask and answer

Coming of age/ Fear of growing up/ Goodbye to childhood

Why is Holden afraid of growing up?

Page #s ______, ______, _____ _____,_____, ______,______

How does he romanticize childhood?

What does his think of adults?

How does his journey relate to the hero’s cycle?

Effects of loss and Symbolism as a device

In what ways does Holden suffer psychologically after Allie’s death?

Page #s ______, ______, _____ _____,_____, ______,______

How does Salinger use symbolism to show Holden’s loss?

Obsession with phonies

What are some examples of Holden’s obsession?

Page #s ______, ______, _____

How does it affect his life?

_____,_____, ______,______ Why, do you think, he is obsessed?

Is he right/ justified? Why?

Ms. Viren Animo Inglewood English 10 2007

Symbolism and its use (at least 3)

What are 3 major symbols in Catcher? (not including the hat)

Page #s ______, ______, _____ _____,_____, ______,______

What do they represent?

Connect the symbols to a theme and Holden.

The author and his work Page #s ______, ______, _____

Write about the similarities of Catcher and “A Perfect Day for Bananafish.” Use the J.D. Salinger biography as a source as well.

_____,_____, ______,______

Beyond the book Page #s ______, ______, _____

In what way does Holden Caulfield and his experiences relate to other characters we’ve studied this year (Odysseus, Kino and Juana, Seymour Glass)

_____,_____, ______,______ What does this say about universal themes?

Ms. Viren Animo Inglewood English 10 2007

Coming of Age Write an essay in which you explain how Salinger shows the difficulties of growing up and leaving childhood and the things associated with childhood behind. Show how Holden eventually takes the journey from child to adult and how his conflict about growing up is evident through his opinions about children, adults and the old. When organizing your essay, include carefully selected passages from the book as evidence of your thesis. Effects of Loss Write an essay in which you explain how Salinger detailed what happens to an adolescent when he looses a sibling. Explain why the changes that Holden goes through are related to this loss, and NOT to the loss of his own childhood or the loss of innocence. When organizing your essay, include carefully selected passages from the book AND from the handout as evidence of your thesis. The Unreliable Narrator Write an essay in which you argue that Salinger has created either a reliable or unreliable character in Holden. If you argue that he is an unreliable narrator, explain why the reader cannot trust him. If you argue that Holden is a reliable narrator, explain why the reader can trust him. When organizing your essay, include carefully selected passages from the book as evidence of your thesis. Symbolism and its Use Write an essay in which you explain how Salinger uses the literary device of symbolism in order to show theme. Explain how he creates at least three symbols (not including the hat) to help the reader understand something deep and meaningful about the themes of: innocence, purity/corruption, phonies, and/ or escapism. When organizing your essay, include carefully selected passages from the book as evidence of your thesis. The Author and his Other Works Write an essay in which you explain the similarities between “Bananfish” and Catcher. Explain how JD Salinger parallels characters, themes, and symbols to help the reader understand something deep and meaningful about life in general. When organizing your essay, include carefully selected passages from the book and/ or the short story as evidence of your thesis. Beyond the Book Write an essay in which you explain how Salinger’s book and/ or short story connect with the other books we’ve studied this year. Explain how the characters and their journeys are similar based upon the evidence in the texts and your understanding of story structure, characterization, and literary elements like symbolism and metaphor. When organizing your essay, include carefully selected passages from the book and references to the other stories as evidence of your thesis.

Ms. Viren Animo Inglewood English 10 2007

Peer Edit: The Catcher in the Rye Essay

Your Name__________________

____Highlight the thesis statement ____Underline the plot summary ____Correct spelling and grammar ____Take out any “I” s or “you” s 1. Is the essay complete?____________ 2. If no, what’s missing?___________________________ 3. Which is the strongest paragraph?__________________ 4. Why?_________________________________________________ 5. Is the citation (quotes and page numbers) correctly done?_________ 6. If no, what’s wrong?_______________________________________ 7. Is the title underlined?___________ 8. Are there at least three quotes in the essay?__________ 9. Is there enough explanation of the quotes? ___________ 10. Does the conclusion restate the thesis or main idea in a new way?___ --------------------------------------------

Peer Edit: The Catcher in the Rye Essay

Your Name______________

____Highlight the thesis statement ____Underline the plot summary ____Correct spelling and grammar ____Take out any “I” s or “you” s 1. Is the essay complete?____________ 2. If no, what’s missing?___________________________ 3. Which is the strongest paragraph?__________________ 4. Why?_________________________________________________ 5. Is the citation (quotes and page numbers) correctly done?_________ 6. If no, what’s wrong?_______________________________________ 7. Is the title underlined?___________ 8. Are there at least three quotes in the essay?__________ 9. Is there enough explanation of the quotes? ___________ 10. Does the conclusion restate the thesis or main idea in a new way?___

Ms. Viren Animo Inglewood English 10 2007

Final Exam: The Catcher in the Rye

Chapters Analysis and Comprehension DIRECTIONS: Choose the BEST answer 1. Who is Holden Caulfield? a) the protagonist b) the antagonist c) the writer d) the director 2. Where is Holden as he narrates the story? a) Florida b) California c) New York d) Pennsylvania 3. Why isn’t Holden at the football game? a) He has to see Spencer b) He’s too hot c) he needs medicine 4. Why isn’t he coming back to Pencey after Christmas? a) poor attendance b) poor health c) poor grades d) poor parents 5. What “dirty trick” did old Spencer pull on Holden? a) made him wash blackboards b) made him hear his paper c) made him apologize for his behavior d) made him re-write his paper 6. Who is Robert Ackley? a) Holden’s roommate b) lived in the room next door c) Holden’s brother d) all of these 7. Who is Stradlater? a) Holden’s roommate

b) lived in the room next door

c) Holden’s brother

d) all of these

8. Who is Jane Gallagher? a) Stradlater’s date b) Holden’s old neighbor c) a girl who played checkers d) all of these 9. Why doesn’t Holden go down to see Jane? a) his grippe b) he’s angry at her c) he’s not on the mood d) he does go see her 10. What did Holden write the composition about? a) Allie’s house b) Allie’s baseball mitt c) Jane’s poems c) Checkers 11. Why did Holden tear up the composition? a) Stradlater complained about it b) It was too long c) Stradlater wanted to know about Allie d) Holden was ashamed of it 12. Holden hit Stradlater because of… a) Ackley b) Spencer c)Thurmer d) Jane 13. Where did Holden decide to go after he went to Ackley’s room? a) Florida b) California c) New York d) Pennsylvania 14. Who does Holden meet on the train? a) Ernie’s mom b) Ackley’s mom c) Troy’s mom d) Jane’s mom

Ms. Viren Animo Inglewood English 10 2007

Chapters Analysis and Comprehension (cont.) DIRECTIONS: Choose the BEST answer

15. Phoebe is Holden’s… a) mother d) girlfriend c) aunt d) sister 16. Holden engages the cab driver in a conversation about: a) the city b) central park c) ducks d) baseball 17. Holden’s mood when he gets to the hotel is: a) depressed b) blase c) light d) victorious 18. Holden sees a man across through the window who: a) throws up b) hits a woman c) dresses like a woman d) faints 19. Holden says, “_________is something I just don’t understand.” a) The world b) Sex c) My brother’s death d) Money 20. Faith Cavendish is a: a) friend of Holden’s b)“loose” girl c) waitress d) tourist 21. What do we learn about Holden from his diversion about his gloves being stolen at Pencey? a) He’s a coward b) He is materialistic c) He likes to fight d) Possessions don't interest him. 22. Why did Maurice hit Holden? a. Holden called Maurice a dirty moron, so Maurice hit him in the stomach. b. Holden had made insulting remarks about the caliber of the hotel, the prostitute, and Maurice's job. c. Sunny had lied and told Maurice that Holden had hit her. Maurice believed he was defending Sunny. d. Maurice was just a bully. He enjoyed roughing up the young rich boys. 23. Why did Holden check out of the hotel, and where did he go? a. He was out of money, so he went to sit in the subway station. b. He didn't want to meet Maurice again, so he went to Grand Central Station and checked his bags c. Sally had invited him to spend the rest of the weekend at her parents' house. d. The heat broke down in the hotel, so he went to a YMCA and got a room there instead. 24. What record did Holden get for Phoebe? Why? a. He got "Little Shirley Beans." He liked it and thought Phoebe would too. b. He got "The Skaters' Waltz" by Strauss because it was her favorite skating song. c. He got Shirley Temple singing, "On the Good Ship Lollipop." Phoebe liked to pretend she was Shirley d. He got "The Twelve Days of Christmas," because he knew she had to learn it for the school play. 25. What did Holden like best about the museum? a. It was free on Sundays. b. Everything always stayed where it was. c. It reminded him of fun times with his parents and brothers when he was young. d. It was warm and cheerful, and no one bothered him.

Ms. Viren Animo Inglewood English 10 2007

Chapters Analysis and Comprehension (cont.) DIRECTIONS: Choose the BEST answer

26.What did Holden and Luce discuss? a. They discussed Holden's career possibilities. b. They discussed Luce's romantic life and Holden's lack of one. c. They discussed books they had both read recently. d. Holden told Luce all about his adventures of the last few days. 27. What was Holden's reply when Phoebe asked him why he "got the ax again"? a. He said the work was too hard because he had not been adequately prepared at the last school. b. He said it was unfair, that the teachers just didn't like him and were out to get him. c. He said it was because the president of the school board and his (Holden's) father had a disagreement. d. He said it was one of the worst school he ever attended, full of phonies and mean guys. 28. How did Phoebe surprise Holden? What was Holden's reaction? a. She brought her mother along. Holden was secretly glad, although he did not tell her that. b. She had packed her bag to go with him. He told her she couldn't go. c. She packed a lunch for him and gave him the rest of her savings. He cried. d. She didn't show up at lunch time. Holden was upset. 29. How did Holden explain his catcher in the rye daydream? a. He would be running through a field of rye and farmers with pitchforks would be chasing him. b. He would play baseball wearing his brother's glove, and stand in the outfield, ready to catch anything c. He would stand guard over all of the rye whiskey in the world and make sure no one got drunk. d. He would stand in a field of rye, where he would catch any children who started to go over the cliff. 30. Holden is probably addressing _________________or________________ throughout the book: a. a doctor or his mother b. Phoebe or Allie c. the Reader or a doctor d. none of these

J.D. Salinger Biography DIRECTIONS: Choose the BEST answer 31.Salinger wrote The Catcher in the Rye before WWII. a) TRUE b) FALSE 32. After the publication of Catcher, Salinger became a: a) restrainer b) a refuge c) recluse d) respondent 33. In what way is Salinger like Forrester (Finding Forrester)? a) both published in the New Yorker b)both refused to collect money for their works c) both were WWII vets d) all of these 34. Salinger is still alive and living in California: a) TRUE b) FALSE 35. Seymour Glass and Salinger both: a) committed suicide b) went to war c) hated women

Ms. Viren Animo Inglewood English 10 2007

d) none of these

Character Identification DIRECTIONS: Match the character to his/ her trait or action: 36. Phoebe

a. He always knew which celebrities were homosexual.

37. Mrs. Morrow

b. Used to be a “real” writer

38. James Castle

c. Cries in the rain

39. D.B.

d. Old janitor’s wife

40. Carl Luce

ab. Piano player

41. Mrs. Schmidt

ac. Terrific looking older woman

42. Jane Gallagher

ad. Turtleneck sweater

43. Lillian

bc. Excellent writer

44. Ernie

bd. Has “big knockers”

45 Allie

e. played baseball

Ms. Viren Animo Inglewood English 10 2007

Understanding Literature DIRECTIONS: Read the excerpt/ passage and answer the questions that follow. 1

The thing was, I couldn't think of a room or a house or anything to describe the way Stradlater said he had to have. I'm not too crazy about describing rooms and houses anyway. So what I did, I wrote about my brother Allie's baseball mitt. It was a very descriptive subject. It really was. My brother Allie had this left-handed fielder's mitt. He was left-handed. The thing that was descriptive about it, though, was that he had poems written all over the fingers and the pocket and everywhere. In green ink. He wrote them on it so that he'd have something to read when he was in the field and nobody was up at bat. He's dead now. He got leukemia and died when we were up in Maine, on July 18, 1946. You'd have liked him. He was two years younger than I was, but he was 2 about fifty times as intelligent. He was terrifically intelligent. His teachers were always writing letters to my mother, telling her what a pleasure it was having a boy like Allie in their class. And they weren't just shooting the crap. They really meant it. But it wasn't just that he was the most intelligent member in the family. He was also the nicest, in lots of ways. He never got mad at anybody. People with red hair are supposed to get mad very easily, but Allie never did, and he had very red hair. I'll tell you what kind of red hair he had. I started playing golf when I was only ten years old. I remember once, the summer I was around twelve, teeing off and all, and having a hunch that if I turned around all of a sudden, I'd see Allie. So I did, and sure enough, he was 3 sitting on his bike outside the fence--there was this fence that went all around the course--and he was sitting there, about a hundred and fifty yards behind me, watching me tee off. That's the kind of red hair he had. God, he was a nice kid, though. He used to laugh so hard at something he thought of at the dinner table that he just about fell off his chair. I was only thirteen, and they were going to have me psychoanalyzed and all, because I broke all the windows in the garage. I don't blame them. I really don't. I slept in the garage the night he died, and I broke all the goddam windows with my fist, just for the hell of it. I even tried to break all the windows on the station wagon we had that summer, but my hand was already broken and everything by that time, and I couldn't it. It waspassage, a very stupid one thing tocan do, I'llconclude admit, but I hardly even know I was doing it, 46. Based ondothis thatdidn't the narrator: 4 and you didn't Allie. Myb) handis stillmore hurts me once in a than while when it rains and and I can't a) was jealous ofknow Allie tender cynical c)all,doesn’t make a real fist any more--not a tight one, I mean--but outside of that I don't care much. I mean understand why he broke the windows d) all of these I'm not going to be a goddam surgeon or a violinist or anything anyway.

47. Readers can infer that the “they” the narrator refers to in section 3 are: a) school teachers b) friends c) doctors d) parents 48. The mitt characterizes Allie as: a) sweet and funny b) artistic and contemplative c)shy and thoughtful d) strange and otherworldly 49. The juxtaposition of Allie’s red hair and the green grass is an example of: a) vivid imagery b) personification c) metaphor d) simile

Ms. Viren Animo Inglewood English 10 2007

Name____________________________ Date/ Period____________/__________ Viren Spring English 10 The Catcher in the Rye: Short Response Directions: Respond to each of the following questions in three (3) to five (5) sentences each. Please USE A PEN and WRITE NEATLY. Answers that are difficult to read will NOT be scored.

1. Name three ways Holden expresses his fear of growing up. Give examples from the book to provide evidence of this fear.

2. Name three major symbols in Catcher and explain what they represent and why you think so.

3. When Holden is hanging out with Phoebe at the house, he says he wants to be the Catcher in the Rye. Then, at the carousal he says, “The thing with kids is, if they want to grab for the gold ring, you have to let them do it, and not say anything. If they fall, they fall, but it’s bad if you say anything.” Compare these two statements and show that Holden either has matured or has not matured.

Ms. Viren Animo Inglewood English 10 2007

Women Archetypes in The Catcher in the Rye Look at the page of your comp book that includes all of the female characters. Decide which character best fits in each archetype box and put her in there. Then give a reason for your choice. Archetype

MADDONNA: She is pure—so pure she could give birth without even having sex! She can also be seen as a healer or a nurturer

WHORE: She is dirty because she actually thinks about or even has sex!

MOTHER/ WIFE: she is only concerned getting married and having kids. She seems interested only in these things

INNOCENT/ CHILD: She can do no wrong because she knows no wrong.

Ms. Viren Animo Inglewood English 10 2007

Character(s)

Reason(s)

Ms. Viren Animo Inglewood English 10 2007