Q3, week 7 skedj.

Monday.
In class: Writing day.
Homework: Finish Catcher writing assignment.

Day 2.
In class: The Graduate.
Homework: Moodle forum.

Day 3.
In class: The Graduate.
Homework: Catcher/Graduate snapshot.

Friday.
Conferences; no school.

From The Onion: "Bunch of Phonies Mourn J.D. Salinger"

CORNISH, NH—In this big dramatic production that didn't do anyone any good (and was pretty embarrassing, really, if you think about it), thousands upon thousands of phonies across the country mourned the death of author J.D. Salinger, who was 91 years old for crying out loud. "He had a real impact on the literary world and on millions of readers," said hot-shot English professor David Clarke, who is just like the rest of them, and even works at one of those crumby schools that rich people send their kids to so they don't have to look at them for four years. "There will never be another voice like his." Which is exactly the lousy kind of goddamn thing that people say, because really it could mean lots of things, or nothing at all even, and it's just a perfect example of why you should never tell anybody anything.

January 28, 2010 | Issue 46•04

Q3, week 6 skedj.

Monday.
In class: Kivel; "Comin' through the rye."
Homework: Ch. 24, pp. 235-251 (17).

Day 2.
In class: Mr. Antolini.
Homework: Ch. 25 & 26, pp. 252-277 (26).

Day 3.
In class: Graded discussion: synthesizing Catcher.
Homework: Discussion reflection and get a start on Catcher writing assignment.

Friday.
In class: Writing day.
Homework: Continue to work on Catcher writing assignment. Have a first draft for Monday.

Writing contest.

ThreeSixty--an organization whose aim is to strengthen the civic literacy, writing skills and college-readiness of Minnesota teens--wants to hear how middle- and high-school students in Minnesota see themselves and their place in America. In 200 words or less, describe who you are--your age, race, culture, class, gender, religion. Then, describe how you fit into the picture of what it is to be an American. What does that mean in your life, in your family, and for the communities you belong to? Submit your piece of writing here.

Coming thro' the rye.

by Robert Burns, National Poet of Scotland (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?

Q3, week 5 skedj.

Day 1.
In class: Close readings.
Homework: Ch. 18 & 19, pp. 175-193 (19).

Day 2.
In class: Holden's musings on Jesus, war, sex, and psychoanalysis.
Homework: Ch. 20 & 21, pp. 194-215 (22).

Friday.
In class: Open topic graded discussion.
Homework: Ch. 22 & 23, pp. 216-234 (19) and Paul Kivel article, "Young White Men."

A modern Norman Bowker, but with a better ending.

From Minnesota Public Radio:

Duluth, Minn. — More than 1.6 million U.S. troops have deployed to Iraq and Afghanistan since 2001. The Defense Department estimates that up to 20 percent of them suffer from post-traumatic stress disorder or major depression. The "thousand-yard stare," shell shock, combat fatigue. PTSD has had many names throughout history. Many returning veterans find ways to cope. Some get help, and many recover. Here is one Minnesota man's story of PTSD. Listen to the full segment below.

Q3, week 4 skedj.

Monday.
In class: "You'd like her. . . . I swear to God you'd like her."
Homework: Ch. 11 & 12, pp. 99-114 (16).

Day 2.
In class: "Jane on the brain again" and "People are always ruining things for you."
Homework: Ch. 13 & 14, pp. 115-136 (22).

Day 3.
In class: Open topic graded discussion.
Homework: Ch. 15-17, pp. 137-174 (38!).

Friday.
School for me; no school for you.

Re: Friday.

Friday's graded discussion topics are as follows: 1) Stradlater's composition and/or 2) "So damn lonesome."

You will be assessed based on only two criteria, the extent to which you:

• Engage in a full, balanced discussion. Every voice must be heard multiple times.
• Offer connections, conclusions based on a close reading of the text. Your books must be in hand and open with your eyes in them. Pursue meaning with relentless verve and rigor. Page numbers are crucial.
  

About the author, J.D. Salinger.

J.D. Salinger
January 1, 1919 - January 27, 2010

• Biography.
• Obituaries & other posthumous reflections: New York Times, Associated Press, The New Yorker.
  
• Audio essays: "J.D. Salinger Remembered", "What Salinger Mean To Me", "Meeting J.D. Salinger", and "Rest in Privacy".
  
• New York Times archives: news and reviews.
• BBC News: "A Glimpse Inside the Life of a Recluse."
• New York Review of Books: "Justice to J.D. Salinger."
• Time Magazine: "All-Time 100 Novels."

Also, Catcher was in the news this time last year because of a Swedish author's attempt to publish a so-called sequel that contains a 76-year-old version of Holden. The author went by the not-so-subtle pen name "J.D. California." If you're interested in reading more about it, check out the two Times articles below.

• Get a Life, Holden Caulfield
• Judge Rules for J.D. Salinger in ‘Catcher’ Copyright Suit

Q2, week 3 skedj.

Monday.
In class: Vignette showcase and HMS wrap up.
Homework: Begin Catcher in the Rye, chapters 1 & 2, pp. 3-21 (19).

Day 2.
In class: Narrative voice and tone.
Homework: Catcher ch. 3 & 4, pp. 22-45 (24).

Day 3.
In class: I could tell you what we're going to do today, but "I'm not in the mood right now."
Homework: Catcher ch. 5-7, pp. 46-68 (23).

Friday.
In class: Graded discussion. Topics: 1) Stradlater's composition and/or 2) "So damn lonesome."
Homework: Catcher ch. 8-10, pp. 69-98 (30).