CEP Lesson Plan Form

Teacher: Genevieve Adams

2016

Date: April, 5th

School:
Fort Collins High School
11th grade
Content Area:

Grade Level:

Title: Catcher In The Rye: An Introduction

Lesson #:_1_ of _1_

Content Standard(s) addressed by this lesson:

1.Complexliterarytextsrequirecriticalreadingapproachestoeffectivelyinterpretandevaluatemeaning
a.UseKeyIdeasandDetailsto:

iii. Analyze the impact of the authors choices regarding how to develop and relate
elements of a story or drama (e.g., where a story is set, how the action is ordered, how the
characters are introduced and developed). (CCSS: RL.11-12.3)
2.Ideassynthesizedfrominformationaltextsserveaspecificpurpose
a.UseKeyIdeasandDetailsto:

ii. Determine two or more central ideas of a text and analyze their development over
the course of the text, including how they interact and build on one another to provide a
complex analysis; provide an objective summary of the text. (CCSS: RI.11-12.2)

Understandings: Understand how the theme of conformity is a driving force within

the plot and setting of J.D. Salingers The Catcher In the Rye
Inquiry Questions:
How did the idea of conformity impact individuals in the 1950s?
What are some impacts of forcing or strongly encouraging conformity on
individuals?
Evidence Outcomes: (Learning Targets) AND (Success Criteria)
I can: define the aspects of conformity and recognize specific instances of
conformity during the 1950s.
This means: I can contribute to classroom discussion and complete
handout.
List of Assessments: Formative assessment: Pre-Reading Conformity Handout.

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CEP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson
Should be a creative title for you and the
students to associate with the activity.
Think of the purpose as the mini-rationale
for what you are trying to accomplish
through this lesson.

Approx. Time and Materials

American Conformity in the 1950s: This lesson will give students a brief
background on American society during the 50s and an introduction on
a driving theme within the novel.

30-40 minutes

How long do you expect the activity to

last and what materials will you need?

Anticipatory Set
The hook to grab students attention.
These are actions and statements by the
teacher to relate the experiences of the
students to the objectives of the lesson,
To put students into a receptive frame of
mind.
To focus student attention on the
lesson.
To create an organizing framework
for the ideas, principles, or
information that is to follow
(advanced organizers)
An anticipatory set is used any time a
different activity or new concept is to be
introduced.
How do you intend to engage your
students in thinking during the
Anticipatory Set?
Why are you using it at this point in
your lesson?

Procedures

Students will participate in a brief pre-reading worksheet that accesses

their prior knowledge and personal opinions. This activity will ask
students a series of controversial and thought provoking questions that
I hope to get conversation going.

The strategy I intend to use is : activating prior knowledge

I am using this strategy here because: I want them to be interested and
connected to the coming lesson.
Students are given the handout provided below. We go over the

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CEP Lesson Plan Form

(Include a play-by-play account of what
students and teacher will do from the
minute they arrive to the minute they
leave your classroom. Indicate the length
of each segment of the lesson. List actual
minutes.)
Indicate whether each is:
-teacher input
-modeling
-questioning strategies
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other

handout together, and I give explanation/examples to each provided

question. Students may write down my examples, but they will be
asked to think of their own answers later. After we go over the
worksheet, I will ask students to fill it out. During this time, they will be
instructed to work independently and quietly.
(10 minutes)
At this time, I will ask students to volunteer their answers for each
question (about 2 students per question)
(5 minutes)
At this time I will give a brief introduction for the Shy Guy video I will
play. (The introduction should include that this was a video shown to
high school students during the 1950s. During this video, they are not
required to take notes, but I want them to reflect on how societal norms
have changed and how they would have responded to these
expectations.) https://www.youtube.com/watch?v=-wU0Kiu2VGY
(5-10 minutes depending on how much time we have left)
After the video I will ask students to re respond to any question on the
worksheet. This time, I want them to answer the question as if they
were a teenager in 1950s. I will give them 2-3 minutes to do this. I will
then call on volunteers to share out how their answers differed.
(5 minutes)

How do you intend to engage your

students in thinking during the
PROCEDURE?
Why are you using it at this point in
your lesson?

Closure
Those actions or statements by a teacher

The strategy I intend to use is: catch and release

I am using this strategy here because: I want them to be engaged in
our discussion but also fully attentive to the video and worksheet
responses.
During this time I will explain that The Catcher in the Rye takes place in
the 1950s. The main character, Holden, has a very difficult time

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CEP Lesson Plan Form

that are designed to bring a lesson
presentation to an appropriate conclusion.
Used to help students bring things
together in their own minds, to make
sense out of what has just been taught.
Any Questions? No. OK, lets move on is
not closure. Closure is used:
To cue students to the fact that
they have arrived at an important
point in the lesson or the end of a
lesson.
To help organize student learning
To help form a coherent picture and to
consolidate.
How do you intend to engage your
students in thinking during
CLOSURE?
Why are you using it at this point in
your lesson?

conforming to societal norms. If we are to believe that his society was

anything like it was depicted in the movie, his rebellion might have had
a different interpretation than it does today.

The strategy I intend to use is : reflective application

I am using this strategy here because: I want them to reflect on their
initial attitudes to conformity compared to the attitudes held by
American society in the 1950s. This reflection will help them understand
Holdens lack of motivation.
Reflections, discussion, and video learning opportunities.

Differentiation:
Differentiation should be
embedded throughout your
whole lesson!!
This is to make sure you have
met the needs of your students
on IEPS or 504
To modify: If the activity is too advanced
for a child, how will you modify it so that
they can be successful?
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CEP Lesson Plan Form

To extend: If the activity is too easy for a
child, how will you extend it to develop
their emerging skills?

Assessment

Reflections and discussions

How will you know if students met the

learning targets? Write a description of
what you were looking for in each
assessment.

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CEP Lesson Plan Form

Name:_______________________________
Date:________________________________
Everyone has experienced the pressure to conform in some way. The
following worksheet is designed to have you reflect on past
experiences, personal standpoints, and situation interpretation in
order to answer the following questions. Take the time to answer
each question with 2-3 complete sentences. If you have time, you
may write more.
1. How important is conformity to most humans? Why?

2. In what ways are values dictated by society so that pressures are

placed on the individual?

3. What, other than societal pressures, may motivate individuals?

4. What types of issues are caused when people dont conform?

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