Group Names: Class Period: - MS. ZIMNYmszimny.weebly.com/uploads/5/8/8/0/58805487/catcher_in...such as: themes, symbols, motifs, and situations that Holden and the novel explore. You

Group Names: Class Period:

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Catcher in the Rye – Final Project Options

Directions:

Your group must choose from one of the project choices below and work together to create a final creative project related to The

Catcher in the Rye. No project choices will be repeated within a class period, so only one group may choose any given option.

Projects will be graded on effort, creativity, how well your group demonstrates understanding of the novel, and how well your group

completes all parts of whichever option you choose. Variations on any of these options must be pre-approved. You will also be

required to present your project to the class.

Your group will be expected to work each Friday toward your final presentation, which will be expected to be ready and completed

for presentation to the class during the week of February 14-17. Each presentation will be approximately 15-20 minutes long. Each

group member must have a roll in the presentation. (NOTE: Groups volunteering to present earlier in the week will receive bonus

points.)

Individuals will also be expected to review and rate all other group presentations based on the scoring rubric. This will not constitute

any groups’ final grade, but it will be a crucial portion thereof (see grading breakdown below):

Week 2: Prep Work = ___/20 pts (Teacher initials: _____)




Week 6: Class Rubric Average = ___/60 pts.

Week 6: Teacher Rubric/Score = ___/60 pts.

Total Presentation Score = _______/200 points

__________________________________________________________________________________________________

Project Choices

1. Style of Language: Research and create a presentation about the style of language used in The Catcher in the Rye.

Specifically, research the slang/colloquialisms/idioms of the 1940’s used in the novel. Your group must research the

etymological origins of each term/phrase that you include.

2. New York City: Research and create a presentation about all of the historical sites that Holden visits during his time alone in

NYC. If Holden mentions fictional sites (a creation of J.D. Salinger, for example), you may include these as if they were part

of the historic NYC landscape. Projects could include a cartographical charting of these locations, a Prezi or PowerPoint

Presentation, or a Tourist Guide.

3. Mental State of Holden: Create a doctor’s chart for Holden. Imagine that Holden is in the hospital as your patient, and you

are keeping record of his mental state and his progress as a patient. Your group should research actual patient charts,

mental conditions that would be relevant to Holden’s character, appropriate therapies and treatments, etc. The product

must be able to be experienced visually and able to be produced for presentation to the entire classroom.

4. Movie Planning: Create and present story boards and casting for a movie version of The Catcher in the Rye. You must

present a minimum of 5 major scenes in story board form, along with casting details, which include the actors you would

choose for all major roles and the reasoning behind that choice of actor.

5. Act It Out: Find 1 – 3 integral moments from the novel and write dialogue for them, then film the scene(s). You will need to

turn in your mini-screen play when you submit the video. Your video should be edited well so that actors can be heard and

the scene(s) flow(s) smoothly.

6. 20 Year Reunion: Imagine that the characters from Pencey Prep all come together for their twenty year reunion. What has

happened in the years since? Use contextual clues and evidence to predict where the characters might find themselves as

grown-ups. Create backgrounds for each of the characters, etc. Make sure you are able to chronicle and trace the

characters’ lives from their teenage years throughout the years. You may present this for the class in any way you choose.

7. Graphic Novel / Comic Book: Recreate the story in a graphic novel (i.e. comic book) format. Choose the most important

scenes – in your view – and tell the story of The Catcher in the Rye (you must include at least 10 scenes in order to get full

credit). The quality of your project will be determined by the following: a) the extent to which your graphic novel includes

the entire story of the novel, b) the quality/effort put into the art work, and c) the inclusion of an introduction in which you

explain what you have tried to capture in your recreation of the novel. You should use textual evidence (quotes from the

novel) to narrate your story.

8. Serial Killers: Is The Catcher in the Rye an assassination trigger? Research the bizarre connection between the novel and its

history with serial killers. Be prepared with to create a PowerPoint or Prezi presentation to share your findings.

9. “Comin’ Thro the Rye” by Robert Burns: Investigate the poem that inspired the title of the novel. Demonstrate the

parallelisms between Holden and the poem. Be prepared with a PowerPoint or Prezi presentation to share your findings.

10. Secrets, Symbols, and Metaphors in The Catcher in the Rye: Where are the big symbols, metaphors, and secret messages

JD Salinger repeatedly includes in the novel? Are they ever answered or explained, and if not, what is your groups’ best

explanation? Create a secret de-coder for all the more mysterious obscurities that others have yet to unlock.

11. Taboos of America in the 1940’s: What are some of the things that are unmentionable, off-limits, forbidden, and barred

from society in the 1940’s with which Holden must deal in the novel? (Note: Today we may not think of these things as

“wrong,” but in the 1940’s society may not have been accepting, whereas others may still be taboo in our society today.)

Create a Tourists’ Helpful Pamphlet to Taboos for the Time-Traveling Visitor to the 1940’s. Pull your inspiration from the

novel specifically.

12. Teens in the 1940’s: A Peer Group Guide for Dummies – What are the types of teens and how would you label their

“groups” in the 1940’s using the same terms and phrases from today? Who from the novel fits into these groups and why?

13. Urban Lifestyle and American Culture: How things have changed since the 1940’s and how things have stayed the same.

Identify in a PowerPoint or Prezi presentation the cultural dynamics and shifts in American society, specifically pulling

examples from the novel.

14. Modernist Themes in The Catcher in the Rye: Where in the novel do you note any modernist themes? Create a visual

poster board flow chart or diagram after researching some of the major Modernist Literary themes of the 20th century

connecting these themes to the novel.

15. The iPod Playlist: Make a ten song playlist that might appear on Holden Caulfield’s iPod if he lived in the year 2017. Each

song must have a paragraph of an in-depth analysis/description that explains its connection to the novel, using evidence

such as: themes, symbols, motifs, and situations that Holden and the novel explore. You should use textual evidence (at

least one quote from the novel for each song that supports your decision to include it). You must also create an actual iPod

(out of poster board or cardboard). Be artistic. The final product should look like something you would buy in a store.

16. Holden Caulfield’s Twitter Account: Create a Twitter account for Holden Caulfield. Your project should include at least one

tweet from each chapter, each of which relating to a major theme of the novel. For each of your tweets, you must also

include a page number from the novel that contains the theme about which you are writing (Example: A tweet about a

horrible date with a phony girl could be linked to pages 141-142). Think of a creative and appropriate username for Holden

(no more than 15 characters), as well as an appropriate quote for his profile that he might pick if he were the creator of it.

You must create your account on something that you can visually present to the class.

17. Holden Caulfield’s Instagram Account: Create an Instagram account for Holden Caulfield. Your account must include one

photo for each chapter. Each photo should have both a caption that Holden would use and a quote from the chapter, with

the chapter number labeled. You must create your account on something that you can visually submit for presentation to

the class. You may additionally have responses, likes, etc.

18. Music or Poetry: Write 5 songs/poems that illustrate points in the novel that are meaningful (focus on characters, themes,

symbolism). For each song/poem, be sure to include a paragraph explication/analysis (minimum) that connects what you

wrote to the novel using text based evidence. Have copies for the class, or a fun way to incorporate class in your

presentation.

19. Holden’s Scrapbook/Photo Album: Create a 1940’s style black-and-white photo album and scrapbook that represents his

time and experiences from the beginning of the book to the end of the book. Make use of the most poignant and significant

experiences. You may create a virtual scrapbook for presentation, or a real, physical scrapbook for the classroom to view

and explore.

20. JD Salinger Research: Conduct and present research on the life of the write JD Salinger. Be prepared with a PowerPoint or

Prezi presentation to share your findings.

Group: ________________________ Topic Choice: ___________________________________________________

Period: _______________ Teacher Approval: ______________________________________________

My group will present on: ___ Tuesday, 14 February (+10 bonus pts.) ___ Wednesday, 15 February (+5 bonus pts.)

___ Thursday, 16 February (+2 bonus pts.) ___ Friday, 17 February (+0 bonus pts.)

THE CATCHER IN THE RYE PRESENTATIONS CALENDAR Sunday Monday Tuesday Wednesday Thursday Friday Saturday

Week #2 16 17 18 19 20 Review

and Intro.

Present-

ations

21

22 Week #3 23 24 25 26 27 28

29 Week #4 30 31 1 2 3 4

5 Week #5 6 7 8 9 10 11

Week #6 13

HOLIDAY

14 Present-

ations

Day #2

15 Present-

ations

Day #2

16 Present-

ations

Day #3

17 Present-

ations

Day #4

Group Member #1 Group Member #2 Group Member #3 Group Member #4 Group Member #5

Week #2 Week #2 Week #2 Week #2 Week #2




Weekly Work Weekly Work Weekly Work Weekly Work Weekly Work

The Catcher in the Rye Presentation Rubric

Group _______________________________ Class Period ______ Date_________________________

Collaboration Little to no collaboration – is unclear whether group members worked together or not

Obviously some group members did not do their part and left others to carry the project for them

While all group members participate, the collaboration demonstrated seems basic or half-hearted

Collaboration seems to have resulted in a cohesive group that worked together well and seamlessly

Strong collaboration resulted in a strong group dynamic and relationship; presentation reflects this

Collaboration is obvious; relationship between group members is clearly strong; presentation benefits from outstanding rapport

Organization Did not organize Minimal organization

Basic organization

Organization is fine

Group took time to carefully consider organization

Excellent organization – clearly part of groups’ work throughout the process

Preparedness Not prepared in any way

Minimally prepared

Basically prepared

Prepared Well-prepared Excellent Preparation

Speaking Style/Delivery

Awkward, inappropriate, or not as required

Informal, unprepared, not all students took part

May be Unprepared or basic, demonstrating average delivery

Attempt is evident, though perhaps not 100% successful; a good effort

Clearly practiced ahead of time; not flawless but shows more ease and preparedness

Demonstrates ease and fluidity; group obviously practiced and worked to smooth their presentation ahead of time

Audio/Visual Component

None, or seemingly thrown together at last minute

Few, if any, and not helpful or relevant

Marginally interesting or helpful; may not be impressive or demonstrate effort

Demonstrates effort and forethought; helps to engage audience/class.

Useful, interesting, engaging, and demonstrated care and effort. Has a specific purpose.

Creative and useful to topic/project. Demonstrates creative and critical thinking. Impressive effort and industry.

Mastery of Subject

Unacceptable Poor/little mastery

Basic Good/strong Strong/Above Average

Excellent/Superb

Overall Impressions

Confusing, short, unclear, not able to answer questions, incomplete, lacking focus

Lacking focus, unclear, not comfortable with topic, lacked depth, had some trouble

Lacked depth, clarity, some presenters were more comfortable than others, had little trouble

Demonstrated little to no trouble with topic, most members were comfortable and competent and able to answer questions; did not depend on notes

Did not need notes; all group members were prepared and understood their topic well. Presentation was engaging and interesting.

All group members were interesting, prepared, and experts in regard to their topic. Presentation was engaging and seemed effortless.

Language Skills

Faulty usage w/inappropriate vocabulary, grammar, spelling, mechanics; mistakes prevalent

Reflects poor vocabulary, grammar, spelling, mechanics; errors distract from presentation

Proficient usage of vocabulary, grammar, spelling, mechanics w/ mistakes that don’t interfere w/presentation

Good and consistent usage of vocabulary, grammar, spelling, and mechanics with some understandable mistakes

Strong and knowledgeable usage of vocabulary, grammar, spelling, and mechanics with few to no mistakes

Knowledge of vocabulary, grammar, spelling, and mechanics is flawless; no evident mistakes

Critical Thinking Level

Did not seem to take Depth of Knowledge into account at all

Extremely Basic and low level information

Some information reflected higher level critical thinking

Most attempted to reflect higher level critical thinking

Most information did reflect higher level critical thinking

All information in presentation imparted higher level critical thinking

Fun Factor Ummmm….. It had its moments.

I liked it. It was okay.

I’m impressed. Good work.

I REALLY LIKED IT! I did!

GREAT, WOW! ZING!

Group Work: Week #2 – Friday 20 January 2017 (Ch. 1-6)

1) Presentation Review and Information (Receive Booklets)

2) Options and Choices

3) Sign-Ups and Approvals

4) Group Discussion – Use this time to clarify your project with your group. You

should do the following:

a. Discuss the project together and take notes here:

b. Clarify what the project means to each of you and take notes here:

c. Roughly sketch out a plan for the upcoming weeks, taking notes here:

d. Distribute tasks for this first week after reviewing the attached calendar and rubric (see next pages), again, take notes here:

e. Assign homework: Each group member must participate and have

something to contribute to the project/presentation by next week.

1. Group Member #1 will…




5. Group member #5 will…

Write your notes for the week here…

Group Work: Week #3 – Friday 27 January 2017 (Ch. 7-13)

1) Teacher Check: (work from last week) = _______/20 pts. (initials _____)



a. Review homework together and take notes here:

b. Discuss the project together, clarify next steps, and take notes here:

c. Reconsider your plan(s) for the upcoming weeks, taking notes here:

d. Assign homework: Each group member must participate and have

something new to contribute to the project/presentation by next week.







Group Work: Week #4 – Friday 3 February 2017 (Ch. 14-19)















Group Work: Week #5 – Friday 10 February 2017 (Ch. 20-End)


4) Teacher Check: (work from this week) = _______/20 pts. (initials _____)














Documents

Group Names: Class Period: - MS. ZIMNYmszimny.weebly.com/uploads/5/8/8/0/58805487/catcher_in...such as: themes, symbols, motifs, and situations that Holden and the novel explore. You