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=Welcome to English 163's //The Catcher in the Rye// Wiki=

Class Project – Catcher in the Rye Wiki  http://english163.wikispaces.com/
 * __Introduction__**

Many people can relate to Holden: the loner, the sad, depressed rich kid from New York City who has everything yet can’t seem to get it together.

One reason we can relate to The Catcher in the Rye is because, although Salinger’s story is relatively short, there are a number of things going on in the novel at the same time. Holden is not a one-dimensional character; rather, he consists of layers that are slowly peeled away as the story progresses. There is not only one reason why this book has made such an impact on America; there are many.

But how can we bring Holden into the modern era? Your job, in your core research group and in your Wiki group, is to create a wiki based upon Holden and his thoughts on the events that happened to him at Christmastime.

Each research group will be responsible for compiling the information they have found on their assigned topic and positing it on the Wiki. Each page should be comprehensive, well thought out and researched, covering the topic in full, all the while trying to be as concise as possible.

You will be placed in groups which you will work with to research individual topics. Each group will individually help one another, gather information, and will be given class time to discuss gathered information. Then you will move to another group where you will take your expertise and work with peers from other groups to create a Wiki page together that represents the novel. You will be given time to post your information on the wiki. You can also post at home at any time if you have internet access.

When we’re done, we will share our Wikis with the class and we will have 4 really great resources that everyone in the class can benefit from.


 * __Process__**

Start looking at Google for information, videos (if applicable), and images. You can find lots of information on literary elements, symbolism, history, etc. Whatever you get, write it down, save the link, copy and paste, along with the source information so you can cite the source. You are going to edit later, so don't worry if you have too much.


 * Make connections:** Look at what you have and ask yourself the following questions

• What does this say about Holden?

• Do I have a better understanding of his character?

• Is there something more I can say about this?

• But what does this have to do with the novel?

Remember: This is a project that will be seen by all of your classmates. They are relying on you to give them the information necessary for the projects we’ll be covering on this novel. It is up to **YOU** to provide them with what they need.
 * Edit, Edit, and Edit again.**

• Make sure your information is correct.

• Make sure you have information that supports your claims. For example, if you feel the ducks on the lagoon are a symbol in the novel, give examples in the novel of when it is mentioned and resources from the web to support this.

• Do your best to follow the conventions of standard English, such as using complete sentences, watching subject-verb agreement, and avoiding short cut language that one might use when instant messaging.


 * DO YOUR BEST!**


 * __Each Group Will Be Responsible for One Topic:__**

Topic One - **Historical information (Shatoya, Seng, Ryan, Nikki)** You are responsible for finding all the information you can about life in 1949. Here are some things you might want to think about: what was it like being a teenager in 1949? Holden's use of language is very distinct in the novel-- is this the way most teenagers spoke at the time? How did they dress? What did they like to listen to? What was the median income? What was the median income for people like Holden's parents? You can include recordings of popular songs, pictures, links, anything you want, as long as it’s connected to life in the late 1940s.

Topic Two - **History of the novel (Alex K., Jenny, Denzel)** Why did this book have such an impact on Americans of the 20th century and today? Here are some suggestions: Look for information on book reviews when it was published in 1951, find interviews with current writers that were affected by Holden and add them to your information. How did teenagers react to the book when it was first published? Why was the book banned? Are there letters readers wrote to the author?

Topic Three - **What's bothering Holden? (Ray, Stephanie, Eddie)** You are responsible for finding the possible psychological reasons for Holden's madman days around Christmas. Find out about the symptoms of Post Traumatic Stress Disorder, depression, the five stages of grieving and loss, the impact of death on a family, and any other reason you think Holden might be failing out of school and wandering New York City. You can give Holden your diagnosis and find out how doctors would treat him today. Would Holden be on medication?

Topic Four **- Character analysis (Kevin G., Tanya, Samantha, Alex S.)** Create a section describing most of the characters in the novel. Your section should include information about Holden, Pheobe, Stradlater, Allie, Ackley, and Mr. Antolini. It can (and would get a higher grade) if it included information on Maurice, Sunny, Old Spencer, D. B. and Holden's parents. Write your own details about each character, add pictures if you think they capture a character's physical appearance (hair, height, weight), include descriptions that others have written about any of these characters. For example, for Pheobe include an insert of information about gifted children.

Topic Five - **Literary elements (Angelica, Kevin A., Cassidy, Frank)** Research all that you can about the literary elements used in the novel and give examples of the following: foreshadowing, imagery, Salinger's use of metaphor, symbolism, setting (this one should be easy!), irony, tone, point of view, conflict and theme. You can use what we've discussed in class, cite quotations from the novel and create a bibliography of other sources to support your position.

Topic Six - **Outside Elements (Jasjit, Nisha, Hollie, Raniel)** Salinger mentions a number of other authors and famous literary characters in The Catcher in the Rye, for example Isak Dinesen's Out of Africa, Somerset Maughm's Of Human Bondage, Emily Dickinson, Ring Lardner and Gatsby. Write a brief summary of each author, character or novel mentioned and a reason why Salinger may have included them in the book. Do these authors tell us something about Holden? The title of this novel is taken from a poem. Why? What is the significance of this poem? Why do you think Salinger used this? Feel free to look at other sources written about this question and, if it is an online source, save the link for the final step in the project.


 * __Wiki Groups - Presentations__**

Group 1: Nikki, Denzel , Eddie , Samantha , Kevin A ., **__ Nisha __**, Jasjit

Group 2: Seng, Ryan , Jenny , Ray , Tanya , Frank , Hollie

Group 3: Shatoya, Alex K ., Stephanie , Kevin G ., Alex S ., Cassidy , Angelica , Raniel


 * __Evaluation__**


 * **Research Magazine : Catcher in the Rye** ||
 * Student Name: ||
 * Topic: ___ ||
 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Amount of Information || All topics are addressed and all questions answered with at least 2 sentences about each. || All topics are addressed and most questions answered with at least 2 sentences about each. || All topics are addressed, and most questions answered with 1 sentence about each. || One or more topics were not addressed. ||
 * Quality of Information || Information clearly relates to the main topic. It includes several supporting details and/or examples. || Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples. || Information clearly relates to the main topic. No details and/or examples are given. || Information has little or nothing to do with the main topic. ||
 * Sources: (information & graphics || All sources ) are documented in the desired format. || All sources are accurately documented, but not in the desired format. || All sources are documented, but many are not in the desired format. || Some sources are not accurately documented. ||
 * Mechanics || No grammatical, spelling or punctuation errors. || Almost no grammatical, spelling or punctuation errors || A few grammatical spelling, or punctuation errors. || Many grammatical, spelling, or punctuation errors. ||
 * Paragraph Construction || All paragraphs include introductory sentence, explanations or details, and concluding sentence. || Most paragraphs include introductory sentence, explanations or details, and concluding sentence. || Paragraphs included related information but were typically not constructed well. || Paragraphing structure was not clear and sentences were not typically related within the paragraphs. ||
 * Organization || Information is very organized with well-constructed paragraphs and subheadings. || Information is organized with well-constructed paragraphs. || Information is organized, but paragraphs are not well-constructed. || The information appears to be disorganized. 8) ||
 * Layout - Headlines & Captions || All articles have titles, capture the reader's attention & accurately describe the content. All articles have a byline. All graphics have captions that adequately describe the people and action in the graphic. || All articles have headlines that accurately describe the content. All articles have a byline. All graphics have captions. || Most articles have headlines that accurately describe the content. All articles have a byline. Most graphics have captions. || Articles are missing bylines OR many articles do not have adequate headlines OR many graphics do not have captions. ||
 * Graphics || Graphics are apppropriate, are and are clearly related to the articles they accompany. || Graphics are in appropriate and are clearly related to the articles they accompany. || 80-100% of the graphics are clearly related to the articles they accompany. || More than 20% of the graphics are not clearly related to the articles OR no graphics were used. ||
 * Requirements || All of the required content was present. || Almost all the required content was present. || At least 75% of the required content was present. || Less than 75% of the required content was present. ||

adapted from lesson by Justin Anderson