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?


“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?

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”?

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?”


Definition Synonym
innocence
Examples Sentence
Definition Synonyms
loss
Examples Sentence

Definition Synonyms
alienate
Examples Sentences
Definition Synonyms
phony
Examples 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?

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.

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_____________________________________________________________________
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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_____________________________________________________________________
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_

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_____________________________________________________________________
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_
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_____________________________________________________________________
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_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 Merriam-
Webster. 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 Merriam-
Webster 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 Merriam-

Webster 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
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;

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."

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 Meaning + Part of Speech Origin
NOUN a specific type of hip hop music, based out of the southern
While most crunk-style music could be United States, particularly
called "Dirty South" or southern rap Atlanta, Georgia.
crunk
ADJECTIVE both high on marijuana and popularized by rapper Lil' Jon
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"

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) - a gas (a lot of fun)

- gams (a woman's legs) - dig (like or understand)
- dogs (feet) - a drag (boring event or person)
- giggle water (liquor) - far out (excellent)
- swell (wonderful; also a rich man) - groovy (nice, cool, "neat")
- hard boiled (a tough guy) - right on (I agree)
- jake (OK, as in "everything's jake") - pad (house or apartment)
- outta sight (fantastic)
1930s
1970s
- Abyssinia (I'll be seeing you)
- wingding (party) - foxy (good looking, describing a woman)
- sweet patootie (attractive girl) - check ya later ( see you later)
- all wet (no good) - mellow out (get calm)
- five spot, Lincoln ($5 bill) - dy-no-mite! (great)
- togged to the bricks (dressed up) - I hear that (I accept your decision
- joed (tired) - score (obtain, as in "Let's score some
- kippy (neat) pizza)
- doss (sleep)
1980s
1940s
- airhead (stupid or unaware person)
- make tracks (leave quickly) - chill (to relax, hang out)
- off the cob (corny) - bogus (unfair, unfortunate)
- blow your wig (get excited) - yuppie (young urban professional)
- behind the grind (behind in one's studies) - grody (gross, unappealing)
- shake a leg (hurry) - awesome, bad (very good or cool)
- scrub (a poor student) - rad, radical (incredibly good)
- suds (money)
- aces up (good) 1990s
1950s - all that (having everyone's attention; "All

that and a bag of chips" means "The best
- go ape (show anger) and then some.")
- back seat bingo (necking in a car) - don't go there (touchy subject)
- cat, Daddy-O (hip person) - crib (home, dwelling)
- square (conformist) - my bad (my mistake)
- go for pinks (a car race with a title at stake) - dude (exclamation, or, any person)
- knuckle sandwich (a fist in the face)

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 A. Agerstown
10. ___Stradlater B. Saturday meal
11. ___Jane Gallagher C. Ackley
12. ___pimply D. Dancer
13. ___Doberman Pinscher E. Conceited
14. ___Allie F. Jane’s dog
15. ___Brown Betty G. Baseball mitt
16. ___Ackley H. Virgin
17. ___snowball fight I. Red hair
18. ___poems 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)

Names _____________________
_____________________
_____________________
_____________________
Group Pop Quiz: The Catcher in the Rye

10 points each!!!
1. Why
Directions: does
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
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?

(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 Thing
Dad Tool box
Computer
Mom Dogs
Garden
Fur coat
Sister Cookbooks
Quilts
Sewing machine
Steven 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)
_________________________________ _________________________________
_________________________________ _________________________________
_________________________________ _________________________________
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)
_________________________________ _________________________________
_________________________________ _________________________________
_________________________________ _________________________________
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)
_________________________________ _________________________________
_________________________________ _________________________________
_________________________________ _________________________________

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: _____________________________________
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Names _____________________
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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

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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: Holden didn’t want to stay and I think, deep down, Holden is kind.
“I have to get going. I have to go have hot chocolate with the He doesn’t want to hurt their
right to the gym.” (Salinger 15) Spencers. feelings.

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.
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
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.

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.

(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?


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 _____________________

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

(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?


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?

_____________________________________________________________________________________
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- - - - - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
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?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________
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?”

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?

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?

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?

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
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________

(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?


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/ Why is Holden afraid of growing up?

Fear of growing up/
Goodbye to childhood
How does he romanticize childhood?
Page #s ______, ______, _____
_____,_____, ______,______ What does his think of adults?
How does his journey relate to the hero’s cycle?
Effects of loss and In what ways does Holden suffer psychologically after Allie’s
Symbolism as a device 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?

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 Write about the similarities of Catcher and “A Perfect Day for
Bananafish.” Use the J.D. Salinger biography as a source as
Page #s ______, ______, _____ well.
_____,_____, ______,______
Beyond the book In what way does Holden Caulfield and his experiences relate to
other characters we’ve studied this year (Odysseus, Kino and
Page #s ______, ______, _____ Juana, Seymour Glass)
_____,_____, ______,______
What does this say about universal themes?

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.

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?___

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

Chapters Analysis and Comprehension (cont.)
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.

Chapters Analysis and Comprehension (cont.)
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

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 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

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
2 Maine, on July 18, 1946. You'd have liked him. He was two years younger than I was, but he was
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
46. Based ondothis
it. It waspassage,
a very stupid one
thing tocan
do, I'llconclude
admit, but I hardly
thatdidn't
the even know I was doing it,
narrator:
4 and you didn't
a) was jealous ofknow Allie. Myb)
Allie handisstillmore
hurts me once in a than
tender while when it rains and
cynical c)all,doesn’t
and I can'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

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.

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 Character(s) Reason(s)
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.


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Catcher in the Rye: Journal # _________________

Please answer this question with

(For instance, if I told you that I

• Write for 15 minutes

Ms. Viren Animo Inglewood English 10 2007

You are 15 or 16 years old. You are not

Are you in a hurry to grow up and join the

If you could reverse time and go back to

Do you have friends who you think more

• Write for 15 minutes

Ms. Viren Animo Inglewood English 10 2007

1. Who is the girl in the room?

3. What clues do we get that Seymour is having mental problems? Quote

4. What did Seymour do that made Muriel’s mom so nervous?

7. What is a Bananafish? How does it die?

8. How does Seymour Glass die?

Ms. Viren Animo Inglewood English 10 2007

How do Holden Caulfield’s

What are some of the effects of the

How have teenagers changed or

How does Holden change throughout

How are the roles of women and men

Why does Holden have an obsession

Ms. Viren Animo Inglewood English 10 2007

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

Ms. Viren Animo Inglewood English 10 2007

Ms. Viren Animo Inglewood English 10 2007

Ms. Viren Animo Inglewood English 10 2007

DIRECTIONS: Answer the questions based on your understanding

1. Who is Holden Caulfield?

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

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

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

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

Ms. Viren Animo Inglewood English 10 2007

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?

Ms. Viren Animo Inglewood English 10 2007

Vocabulary Words: Catcher in the Rye: Chapters 5-9

Vocabulary Words: Catcher in the Rye: Chapters 10-13

Slang is hot and slang is cool. Slang is

In "Flappers 2 Rappers: American Youth Slang" (Merriam-Webster)

Wordaholics everywhere now have a rich new brew to slake their

You wouldn't think that a bunch of dictionary-making academics would

The first fruits of the relationship between Dickson and Merriam-

The clearest sense of the energy powering "Flappers 2 Rappers" streams

Although it is tempting to think that the language spoken by today's

• "boss" was used by students at Cornell in 1877, long before the

Ms. Viren Animo Inglewood English 10 2007

• "fly" seems so modern, but we can find the word in Charles

Ms. Viren Animo Inglewood English 10 2007

• Get into groups of two or three only

Word or Phrase Meaning + Part of Speech Origin

Ms. Viren Animo Inglewood English 10 2007

- bee's knees, cat's pajamas (the ultimate) - a gas (a lot of fun)

1950s - all that (having everyone's attention; "All