The Outsiders by S.E. Hinton

Unit Lesson Plan

Grade 8

 

Unit Overview:

            This is a twelve lesson unit plan over S.E. Hinton’s novel, The Outsiders, and is intended for an eighth grade classroom.  Although the lessons are planned for a fifty-five minute class period, some of the lessons may be extended into two days depending on the needs of the students.  The unit plan also allots two class periods for watching the movie The Outsiders with discussion of the movie built into the lessons.

            As for grading, I do not believe in tests or that they effectively measure a person’s abilities/ knowledge.  Students will receive a daily plus/minus grade for participation or small tasks such as journaling, completing an exit slip, or worksheet.  Students’ final grade for the unit will be determined by a completion grade for their portfolio as well as a letter/percentage grade on their final project.  Students will be made aware of the portfolio and final project during day three of the unit plan.  This should give them plenty of time to prepare their final project as well as arrange their portfolio as required. 

Due to the fact that early adolescent students are much different then high school students, they may need more time to complete tasks.  Early adolescent students also learn best in a small group setting and are in need of activities that help them to focus.  Therefore, the unit plan includes a number of activities that require collaboration, personal reflection, and work time.  These types of activities or need for in-class reading may require for lessons to be extended depending on the needs and level of the students. 

 

 

 

 

The Outsiders by S.E. Hinton

Unit Lesson Plan

Grade 8

 

Lesson #1- Identity

Component #1:  Objectives for the Learners

            Standard-

8.3.1    By the end of the eighth grade, students will participate in group discussions by asking questions and contributing information and ideas.

8.4.1    By the end of the eighth grade, students will identify information gained and complete tasks through listening.

Objective-

By the end of today’s lesson, students will be able to understand the theme of identity as well as define identity, class, and race.  Students will also be able to discuss the differences between personal identity and group identity as well as the concepts of cliques and gangs. 

 

Component #2:  Assessment Plan

Students will be informally and formally assessed using performance assessments.  Students will be assessed on their understanding of individuality, cliques, and gangs during class discussions and a group brainstorming activity.  Students will also be assessed on their ability to define identity as well as discuss the difference between individuality and clique/gang identity through the use of an exit slip.

 

Component #3:  Instructional Sequence and Activities

            Anticipatory set- (5 min)

Students will have the opportunity to write a journal entry entitled “Identity”.  In this journal entry, students will be able to explore their own identity as well as the identity of the group they associate themselves with.  They will complete the entry by answering the following two questions:

                        1.  What is your personal identity?

                        2.  What is the identity of your group of friends?

            Input- (10 min)

After completing their journal entries, students will quickly share with their neighbor what they think the differences are between personal identity and group identity.  Then in a group discussion the class will define identity, class and race and provide examples.   

Check for Understanding-

Using observation, I will monitor student understanding during the input section of my lesson as well as during guided practice.

Guided Practice- (20 min)

In groups of three or four, students will be given a topic to brainstorm.  The topics will be individuality, cliques, and gangs.  They will be given a large piece of paper to brainstorm and create a chart with their ideas.  Each group will them present their chart and ideas to the class.  After each group has presented their chart, I will then briefly introduce the book The Outsiders by S.E. Hinton to the class.

            Independent Practice- (10 min)

On an exit slip, students will define identity by answering the following question and giving examples.  After they have completed the exit slip they will then hand them in.

What is the difference between identity and belonging to a belonging to a clique or gang identity?  Give an example for each.

            Closure- (5 min)

As a group, volunteers will discuss what they wrote on their exit slip.  Students will also be given their first assignment to read chapter one for our next class meeting.

 

Component #4:  Materials, Resources, Technology needs

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Lesson Plan #2- The 1960’s

Component #1:  Objectives for the Learners

            Standard-

8.1.4        By the end of the eighth grade, students will identify and apply knowledge of the structure, elements, and literary techniques to analyze fiction.

8.1.6        By the end of the eighth grade, students will identify similarities and differences across a variety of eighth grade reading selections.

8.1.7    By the end of the eighth grade, students will demonstrate the ability to analyze literary works, nonfiction, films, and media.

8.3.1    By the end of the eighth grade, students will participate in group discussions by asking questions and contributing information and ideas.

8.4.1    By the end of the eighth grade, students will identify information gained and complete tasks through listening.

Objective-

By the end of today’s lesson, students will be able to discuss the setting and issues of the 1960’s.  Students will also be able to discuss the differences/similarities of the 1960’s and today as well as readdress the theme of identity in terms of the first chapter and in terms of the media’s portrayal of the 1960’s. 

 

Component #2:  Assessment Plan

Students will be informally and formally assessed using performance assessments.  Students will be assessed on their understanding of their reading during our group discussion.  Students will also be assessed on their ability to identify similarities and differences between today’s society and that of the 1960’s through both group discussion and an exit slip.

 

Component #3:  Instructional Sequence and Activities

            Anticipatory set- (5 min)

Students will have the opportunity to write a journal entry entitled “The 19 What?: Setting of The Outsiders”.  In this journal entry, students will be able to discuss the setting of the outsiders and how they came to the conclusion of this setting.  They will complete the entry by answering the following two questions.

1.  What is your impression of the setting, including the time period and the place?

                        2.  What clues helped you come to these conclusions?

            Input- (20 min)

After completing their journal entries, students will quickly share with a neighbor what they think the setting of the story is and why.  After they have had the chance to discuss this with their neighbor, I will lead the class in a group discussion about their ideas and perceptions of the setting of the book.  I will also focus the discussion on what lead them to these ideas and perceptions by tying in their journal writing and discussing what lead them to their conclusions about the setting.  After we have discussed what we get from the book about what is happening during time period and place, I will then briefly present the era of the 1960’s to the students using pictures, icons, music, magazines, and newspaper clippings.  Once the students have been exposed to life during the 1960’s, I will lead the class in a group discussion about the similarities/differences they see between the 1960’s and now.        

Check for Understanding-

Using observation, I will monitor student understanding during the input section of my lesson as well as during guided practice.

Guided Practice- (10 min)

In groups of three or four, students will be given the following set of questions to discuss about chapter one. 

1.      Who is Ponyboy?

2.      Who are some of the other characters we learn about in chapter 1?

3.      What is the introduction, setting, mood, and theme of the story?

4.      What has the story taught us so far?

5.      What is the setting of The Outsiders telling us about identity, cliques, and gangs?

Independent Practice- (10 min)

On an exit slip, students will write two similarities and two differences between the 1960’s and today.  After they have completed the exit slip they will then hand them in.

            Closure- (5 min)

As a group, volunteers will discuss what they wrote on their exit slip. 

 

Component #4:  Materials, Resources, Technology needs

 

 

 

 

 

 

 

 

 

 

 

Lesson Plan #3- Who Am I?

Component #1:  Objectives for the Learners

            Standard-

8.1.4    By the end of the eighth grade, students will identify and apply knowledge of structure, elements, and literary techniques to analyze fiction.

8.2.4    By the end of the eighth grade, students will demonstrate the use of multiple forms to write for different audiences and purposes.

8.3.1    By the end of the eighth grade, students will participate in group discussions by asking questions and contributing information and ideas.

8.4.1    By the end of the eighth grade, students will identify information gained and complete tasks through listening.

Objective-

By the end of today’s lesson, the students will be able to evaluate and discuss their own identity and values as well as that of Ponyboy.  Students will also observe and discuss gender roles and gender identity.  Students will also have an opportunity relate themselves with a famous person and analyze why they can or cannot relate to that person.

 

Component #2:  Assessment Plan

Students will be informally and formally assessed using performance assessments.  Students will be assessed on their understanding of identity and values through the use of a name poem about Ponyboy.  Students will also be assessed on their understanding of the influence of gender on one’s identity through a group discussion.  Students will also analyze and identify aspects of their own identity through a short writing by comparing themselves to a famous person and discussing why they share or why they do not share similar identities and values.

 

Component #3:  Instructional Sequence and Activities

            Anticipatory set- (10 min)

In pairs and with the help of a worksheet, students will have the opportunity to create a name poem about Ponyboy. 

            Input- (10 min)

After completing their poems, students will then share their poems with the rest of the class.  Then, as group we will discuss the poems and what they say about Ponyboy.  As a group, we will then discuss what role gender plays in identity.           

Check for Understanding-

Using observation, I will monitor student understanding during the input section of my lesson as well as during guided practice.

Guided Practice- (5 min)

In pairs, students will then be asked to share how gender influences them and their identity.

            Independent Practice- (15 min)

Students will then have the opportunity to choose a famous person whom they feel they share a similar identity and have similar values as.  Students will brainstorm and write down some of those qualities and values.  After they have a list of qualities and values, they will write one or two paragraphs explaining why they feel the two of them have similar identities and values.  Students may also choose to write about a person they feel has an opposite identity and qualities as them.  These students will also need to explain their choice. 

            Closure- (10 min)

Once students have finished writing their paragraph(s), they will then get into groups of two or three to share their writing and three traits that help define Ponyboy’s identity.  After the groups have finished their discussions, I will also quickly introduce the portfolio project and their final project.  Students will also be given an assignment to read chapters two and three for our next class meeting.

 

Component #4:  Materials, Resources, Technology needs

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Lesson #4- Who Am I? Continued

Component #1:  Objectives for the Learners

            Standard-

8.1.4        By the end of the eighth grade, students will identify and apply knowledge of structure, elements, and literary techniques to analyze fiction.

8.3.1    By the end of the eighth grade, students will participate in group discussions by asking questions and contributing information and ideas.

8.4.1    By the end of the eighth grade, students will identify information gained and complete tasks through listening.

Objective-

By the end of today’s lesson, the students will be able to identify the various characters in The Outsiders as well as analyze their identities and collaborate with their peers to create a detailed tripod chart identifying the characteristics of a particular character.

 

Component #2:  Assessment Plan

Students will be informally and formally assessed using performance assessments.  Students will be assessed on their analysis of each character as well as their comparisons of the characters through group discussion and the creation of a chart.

 

Component #3:  Instructional Sequence and Activities

            Anticipatory set- (10 min)

Students will have the opportunity to write a journal entry entitled “Who Am I?”.  In this journal entry, students will be able to explore who they are, what makes them unique, and what factors influences who they are.  They will complete the entry by answering the following questions:

                        1.  Who are you?

                        2.  What makes you unique?

                        3.  What factors influence who you are?  Why?

            Input- (20 min)

In groups of three or four, students will create a poster about an assigned character.  Students will be given a large piece of poster board as well as a character (Ponyboy, Soda, Darry, Steve, Two-Bit, Johnny, or Cherry).  After the posters have been completed, each group will present their poster.

Each poster should include all of the following:

Characters Name

Physical Characteristics

Personality Traits

Relationship to Other Characters

Any Other Relevant Information           

Check for Understanding-

Using observation, I will monitor student understanding during the input section of my lesson as well as during guided practice.

Guided Practice- (10 min)

As a class, we will then discuss the differences and similarities of each character as well as relate the characters to the students.

Discussion Questions:

1.      Are the identities the same?  Different?

2.      Does gender play a role in their identity or position?

3.      What makes the characters different (money, house, clothes, ect.)

4.      Do any characters seem similar to you?  Different?  How?

5.      Do you know someone who is similar to one of these characters?

            Independent Practice- (5 min)

On an exit slip, students will give one characteristic or piece of information about Darry, Cherry, and Sodapop.  After they have completed their slip, they will then turn it in.

            Closure- (5 min)

As a group, volunteers will discuss what they wrote on their exit slip.  Students will also be given their assignment to write a one page journal entry about a particular event that has impacted their life and has shaped who they are.  With their entry, they will need to include a picture, drawing, or object that represents this event and an explanation why they have chosen the item.  This entry will be due for the next class meeting.

 

Component #4:  Materials, Resources, Technology needs

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Lesson #5- Greasers vs. Socs

Component #1:  Objectives for the Learners

            Standard-

8.1.4        By the end of the eighth grade, students will identify and apply knowledge of structure, elements, and literary techniques to analyze fiction.

8.1.6    By the end of the eighth grade, students will identify similarities and differences across a variety of eighth grade reading selections.

8.3.1    By the end of the eighth grade, students will participate in group discussions by asking questions and contributing information and ideas.

8.4.1    By the end of the eighth grade, students will identify information gained and complete tasks through listening.

Objective-

By the end of today’s lesson, the students will be able to determine the differences and similarities between the Greasers and the Socs as well as identify their position in life in relation to these two groups.  Students will also become aware of how stereotypes cause tension between different social and racial groups.

 

Component #2:  Assessment Plan

Students will be informally and formally assessed using performance assessments.  Students will be assessed on their discussion and exit slip on the similarities and differences between the Greasers and the Socs, and their discussion of each scene after it has been dramatized.

 

Component #3:  Instructional Sequence and Activities

            Anticipatory set- (5 min)

When students enter the classroom, they will be given and card that has the name of one of the characters from the novel, a role play number, and a brief description of the setting.  I will then explain to the students that they are person on the card they received for this class meeting and will need the card for a later activity. 

            Input- (35 min)

As a group, we will discuss the following questions over the characters and plot thus far in the novel.

1.      What is the east, Ponyboy’s neighborhood, like?

2.      What is the west like?

3.      What are the differences between the two?  What are the similarities?

4.      How does where the characters live make them different from each other?

5.      How are they really different?

After our discussion, I will then lead the class in the role play activity.  Students will gather in groups of three or four depending on the role play number on their card.  They will then reenact the scene listed on their card to demonstrate different characters identities and personalities.  The students will choose who will play each character in the scene and one student will play the narrator (if there are not enough students I will step in as the narrator).

Check for Understanding-

Using observation, I will monitor student understanding during the input section of my lesson as well as during guided practice.

Guided Practice- (Included in the Input time)

After each scene, I will lead a group discussion using the following questions:

1.      What makes the scene important?

2.      What does it tell us about the differences between the East and the West?

3.      How are the characters different?

4.      What part of the role play was most effective in demonstrating the divide between the East, the West, and the characters?

            Independent Practice- (5 min)

On an exit slip, students will determine the differences between the Greasers and the Socs as well as provide two characteristics for each group.  After they have completed the exit slip they will then hand them in.

            Closure- (5 min)

As a group, volunteers will discuss what they wrote on their exit slip.  Students will also be given an assignment to read chapter four and five for our next meeting.  Before leaving, students should also turn in their portfolios/journals including their one page entry due for today and their object/picture/drawing. 

 

Component #4:  Materials, Resources, Technology needs

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Lesson #6- Innocents vs. Experience

Component #1:  Objectives for the Learners

            Standard-

8.1.4        By the end of the eighth grade, students will identify and apply knowledge of structure, elements, and literary techniques to analyze fiction.

8.3.1    By the end of the eighth grade, students will participate in group discussions by asking questions and contributing information and ideas.

8.4.1    By the end of the eighth grade, students will identify information gained and complete tasks through listening.

Objective-

By the end of today’s lesson, the students will be review chapters four and five to determine the point-of-view for each character.  Students will also interpret Robert Frost’s poem which is recited by Ponyboy in the novel.

 

Component #2:  Assessment Plan

Students will be informally and formally assessed using performance assessments.  Students will be assessed on their discussion of the assigned reading and the point-of-view of each of the characters.  Students will also be assessed on their interpretive writings over Robert Frost’s poem which is recited by Ponyboy in the novel.

 

Component #3:  Instructional Sequence and Activities

            Anticipatory set- (5 min)

Students will have the opportunity complete a crossword puzzle about the characters and events that have happened thus far in the novel.

            Input- (10 min)

After students have been given the opportunity to work on their crossword puzzle, I will then lead the class in a discussion of chapters four and five using the following questions.

1.      Why do you think Johnny killed Bob?

2.      Do you think you would have reacted differently?

3.      What could have been some alternatives?

4.      If you were Ponyboy or Johnny, who would you turn to for help?

5.      Why do you think they went to Dally?

6.      Why do you think Johnny and Ponyboy’s situation prompted Ponyboy’s reaction to “Nothing Gold Can Stay?”

7.      Who is innocent?  Who is experience?

Check for Understanding-

Using observation, I will monitor student understanding during the input section of my lesson as well as during guided practice.

Guided Practice- (10 min)

After our discussion of the two chapters, I will then continue with reading an excerpt from pages 54-56 and 76-77.  Once the students have heard the excerpts, I will continue the discussion with questions about the interpretation of Robert Frost’s poem.

            Independent Practice- (20 min)

After our discussion of the poem, students will begin to write a one page description of their own interpretation of the poem.  This interpretation of Frost’s poem will be displayed in their portfolio, so it should be a published copy with no errors. 

            Closure- (5 min)

On an exit slip, students will discuss the issue of innocents or experience by answering the following questions.  When they are finished they will turn in their slips. 

1.      Was Dally innocent or experience?

2.      What about the rest of the Greasers?

Students will also be given assignment to finish their one page interpretation of the poem if they have not already finished it in class.  This interpretation will be due at our next class meeting.

 

Component #4:  Materials, Resources, Technology needs

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Lesson #7- I am…

Component #1:  Objectives for the Learners

            Standard-

8.1.4        By the end of the eighth grade, students will identify and apply knowledge of structure, elements, and literary techniques to analyze fiction.

8.3.1    By the end of the eighth grade, students will participate in group discussions by asking questions and contributing information and ideas.

8.4.1    By the end of the eighth grade, students will identify information gained and complete tasks through listening.

Objective-

By the end of today’s lesson, the students will have been able to explore Ponyboy’s identity through a biography poem as well as explore self-identity through an autobiography poem.

 

Component #2:  Assessment Plan

Students will be informally and formally assessed using performance assessments.  Students will be assessed on their understanding of Ponyboy’s identity through the creation of a biography poem.  Students will also be assessed on their ability to address identity in terms of themselves by writing an autobiographical poem.

 

Component #3:  Instructional Sequence and Activities

            Anticipatory set- (5 min)

Students will have the opportunity to write a journal entry entitled “I am…”.  In this journal entry, students will be able to their best and worst qualities.  They will complete the entry by answering the following two phrases.

                        1.  The best thing about me is…

                        2.  The worst thing about me is…

            Input- (15 min)

After completing their journal entries, students will quickly share with their neighbor why they chose those particular things about themselves to be the best and worst.  After students have had the chance to share, they will be placed in groups of three or four.  Then, using a worksheet, students will complete a biography poem about Ponyboy.  After each group has completed their poem, each group will then present and explain their poem.

Check for Understanding-

Using observation, I will monitor student understanding during the input section of my lesson as well as during guided practice.

Guided Practice- (10 min)

After all the groups have had the opportunity to present their poems, I will lead the class in a group discussion over the following questions.

1.      How does your identity relate to Ponyboy’s?

2.      What are the similarities differences?

3.      Do other characters in the novel see Ponyboy as you described him in your poem?

4.      How important is it to celebrate your identity?

            Independent Practice- (15 min)

After our discussion, students will celebrate their own identity by developing an autobiographical poem using the same form used to create a biography poem written about Ponyboy.

            Closure- (5 min)

On an exit slip, students will identify what a biography is as well as how it represents a person’s identity by answering the following questions.  After they have completed the exit slip they will then hand them in.

1.      What is a biography?

2.      How do they represent a person’s identity?

As a group, volunteers will discuss what they wrote on their exit slip.  Students will also check their portfolios to make sure they are up to date and contain all the items they are suppose to in the order they are suppose to be.  Students will also be given their assignment to read chapters six and seven for our next class meeting.

 

Component #4:  Materials, Resources, Technology needs

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Lesson #8- Are they heroes?

Component #1:  Objectives for the Learners

            Standard-

8.1.4        By the end of the eighth grade, students will identify and apply knowledge of structure, elements, and literary techniques to analyze fiction.

8.1.6    By the end of the eighth grade, students will identify similarities and differences across a variety of eighth grade reading selections.

8.1.7    By the end of the eighth grade, students will demonstrate the ability to analyze literary works, nonfiction, films, or media.

8.3.1    By the end of the eighth grade, students will participate in group discussions by asking questions and contributing information and ideas.

8.4.1    By the end of the eighth grade, students will identify information gained and complete tasks through listening.

Objective-

By the end of today’s lesson, the students will be able to define heroism and discuss it in relation to the events that occur in chapter six.  Students will also discuss whether Ponyboy, Johnny, and Dally are heroes as well as use critical thinking skills to discuss the effects of media in the novel and in society.

 

Component #2:  Assessment Plan

Students will be informally and formally assessed using performance assessments.  Students will be assessed on their discussion of heroism and the events that occur in chapter six.  Students will also be assessed on their evaluation of the effects of media in the novel and in society through discussion, the use of a worksheet, and an exit slip.

 

Component #3:  Instructional Sequence and Activities

            Anticipatory set- (10 min)

Each student will be given an article from a tabloid and a worksheet.  After reading the tabloid, they will answer each of the questions on the worksheet.

            Input- (10 min)

After students have read and completed their tabloid article activity, I will lead a discussion over chapter six using the following questions.

1.      What is the difference between Cherry the Soc and Cherry the Dreamer?

2.      Why is Cherry going to say that Johnny acted in self-defense?         

3.      Why does Johnny decide to turn himself in?

4.      Why did Ponyboy and Johnny run into a burning church to save the kids?

5.      Are Ponyboy, Dally, and Johnny heroes?  Why or why not?

6.      Quote on page 95:  How does this effect Ponyboy’s, Johnny’s, and Dally’s identity?

7.      How do we know that Dally does truly care for Ponyboy?

8.      What happens to the Curtis family?

Check for Understanding-

Using observation, I will monitor student understanding during the input section of my lesson as well as during guided practice.

Guided Practice- (20 min)

In groups of three or four, students will be given one of the gangs, the Greasers or  the Socs.  Then, students will be given the opportunity to write a newspaper article (including a catchy title and in favor of their gang) about one of the two following events.

1.      Bob being stabbed by Johnny (past tense)

2.      Johnny and Ponyboy’s rescue of the kids in the church fire

Once the groups have finished their articles, each group will present their article and the class will determine which gang they are affiliated with.

            Independent Practice- (5 min)

On an exit slip, students will determine how the media’s bias affect the treatment of issues, individuals, and groups/gangs by answering the following question.  After they have completed the exit slip they will then hand them in.

How does media’s bias help to affect society’s treatment of issues, individuals, and groups/gangs?

            Closure- (5 min)

As a group, volunteers will discuss what they wrote on their exit slip.  Students will also be given their assignment to read chapters eight and nine for the next class meeting.

 

Component #4:  Materials, Resources, Technology needs

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Lesson #9- Family Influence

Component #1:  Objectives for the Learners

            Standard-

8.1.4        By the end of the eighth grade, students will identify and apply knowledge of structure, elements, and literary techniques to analyze fiction.

8.3.1    By the end of the eighth grade, students will participate in group discussions by asking questions and contributing information and ideas.

8.4.1    By the end of the eighth grade, students will identify information gained and complete tasks through listening.

Objective-

By the end of today’s lesson, students will be able discuss the impact of family on each of the characters in the novel as well as develop an understanding of the different types of family inside and outside of the novel.  Students will also examine the influence of family on themselves and understand the influence of point-of-view.

 

Component #2:  Assessment Plan

Students will be informally and formally assessed using performance assessments.  Students will be assessed on their understanding of the different types of family as well as the impact of family on the characters in the novel and the events that took place in their assigned reading.  Students will also be assessed on their written responses to how family influences them.

 

Component #3:  Instructional Sequence and Activities

            Anticipatory set- (5 min)

Students will have the opportunity to write a journal entry entitled “My Family”.  In this journal entry, students will be able to explore the role of one of their family members (or themselves) and how they are unique as well as how the family influences them.  The will complete the entry by answering the following questions.

1.  How are you or one of your family member of unique and different from the others?

                        2.  How do these differences contribute to a stronger family?

                        3.  How does your family influence you?

            Input- (20 min)

After completing their journal entries, students will be placed in groups of three or four.  Each group will be given a role play card with an event and several different characters involved in the event.  The groups will then discuss the event and each of the characters reaction to the same event.  The groups will then perform the reaction of their characters to events in front of the class.  After each performance, we will discuss as a group why each of the characters may have reacted in this way and what the influence of the family might have been.

Check for Understanding-

Using observation, I will monitor student understanding during the input section of my lesson as well as during guided practice.

Guided Practice- (20 min)

After the performances and discussion, I will continue to lead the class in a group discussion over chapter seven, eight, and nine using the following questions.

1.      What did Ponyboy learn at the end of chapter six about his family?

2.      How does the Curtis family operate in their house?

3.      How is the gang family?

4.      What threat does juvenile court have on the Curtis family?

5.      How does Ponyboy’s dream affect his family?

6.      How does Two-Bit explain “greasers” to Ponyboy?

7.      How does Randy’s talk with Ponyboy demonstrate similarities in Greasers and Socs?

8.      At the beginning of chapter eight, how do we know Johnny’s condition is bad?

9.      Why doesn’t Johnny want to see his mother?

10.  What is Dally going to do with Two-Bit’s switchblade?

11.  Is Ponyboy sick?  What is happening to him at the end of chapter eight?

12.  Why is Cherry so worried about Ponyboy?  Why does she keep coming around?

13.  What is the significance of the quote on page 129?  How does it relate to the quote on page 40-41?

14.  Why does Ponyboy want to help Cherry and Randy?

15.  What does “rumble” mean to each of the Greasers?

16.  Why does Dally take Ponyboy to the hospital to see Johnny?

17.  What is Dally going to do at the end of chapter nine?

            Independent Practice- (5 min)

On an exit slip, students will examine the ways in which a family can influence an individual by answering the following question.  After they have completed the exit slip they will then hand them in.

What are five ways a family can influence an individual?

            Closure- (5 min)

As a group, volunteers will discuss what they wrote on their exit slip.  Students will also be given their assignment to read chapter ten and eleven for the next class meeting.

 

Component #4:  Materials, Resources, Technology needs

 

 

 

Lesson #10- Take My Advice…

Component #1:  Objectives for the Learners

            Standard-

8.1.4        By the end of the eighth grade, students will identify and apply knowledge of structure, elements, and literary techniques to analyze fiction.

8.3.1    By the end of the eighth grade, students will participate in group discussions by asking questions and contributing information and ideas.

8.4.1    By the end of the eighth grade, students will identify information gained and complete tasks through listening.

Objective-

By the end of today’s lesson, the students will be able to understand their own reaction to a crisis situation as well as identify one of the characters in the novels reaction to Johnny’s death. 

 

Component #2:  Assessment Plan

Students will be informally and formally assessed using performance assessments.  Students will be assessed on their understanding of crisis and the characters’ reaction to Johnny’s death through discussion and the use of an exit slip.  Students will also be assessed on their understanding of the assigned chapters through the use of group discussion.

 

Component #3:  Instructional Sequence and Activities

            Anticipatory set- (15 min)

As the class comes in they will be divided into two groups, the Socs and the Greasers, to play the Outsider’s Language Trivia Game.  Taking turns, each gang will have the chance to define a word given to them from a list of 1960’s words.  Each correct answer will be worth one point.  If a gang answers a term incorrectly, the opposing team will have the chance to steal the point.  The gang with the most points will win.

            Input- (15 min)

After the game has finished, I will then read aloud pages 153-154 and lead a group discussion over the following questions.

1.      Why does Dally handle the situation the way he does?

2.      How do Ponyboy and the other Greasers deal with similar pressures?

3.      How do you handle a crisis? 

4.      Where could Dally have gone for help?

After we have completed our discussion, I will put students into groups of three or four.  As a group they will brainstorm and make a list of all the places they could go for help in their community.    

Check for Understanding-

Using observation, I will monitor student understanding during the input section of my lesson as well as during guided practice.

Guided Practice- (10 min)

After the groups have been given the opportunity to complete their lists and discussions, I will then lead them in a large group discussion over chapters ten and eleven using the following questions.

1.      What should Ponyboy, Johnny, and Dally have done?

2.      What should the other Greasers have done?

3.      Who is to blame for Dally’s death?

4.      Should Ponyboy have taken part in the rumble?

5.      Why did Johnny leave Gone with the Wind for Ponyboy?

6.      What significance does Gone with the Wind have for Johnny?  For the novel?

7.      Why does Randy come to see Ponyboy?

8.      Why does Ponyboy say that he has the knife and killed Bob?

9.      Why does Ponyboy think that Johnny is not dead?

            Independent Practice- (5 min)

On an exit slip, students will discuss actions to be taken in the event of a crisis by answering the following question.  After they have completed the exit slip they will then hand them in.

1.      What is the best thing to do in a crisis?

2.      Who would be a good person to talk to if you were involved in something you don’t think you could handle?

            Closure- (5 min)

With their neighbor, students will discuss what they wrote on their exit slip.  Students will also be given their assignment to read chapter twelve for our next class meeting.  Also, remind the students they will be watching the first half of The Outsiders movie.

 

Component #4:  Materials, Resources, Technology needs

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Lesson #11- Letter to Ponyboy

Component #1:  Objectives for the Learners

            Standard-

8.1.4        By the end of the eighth grade, students will identify and apply knowledge of structure, elements, and literary techniques to analyze fiction.

8.1.7    By the end of the eighth grade, students will demonstrate the ability to analyze literary works, nonfiction, films, or media.

8.3.1    By the end of the eighth grade, students will participate in group discussions by asking questions and contributing information and ideas.

8.4.1    By the end of the eighth grade, students will identify information gained and complete tasks through listening.

Objective-

By the end of today’s lesson, the students will be able to discuss the significance of Johnny’s letter to Ponyboy.  Students will also discuss Johnny’s interpretation of Robert Frost’s poem as well as relate their own interpretations of the poem to that of Johnny’s and Ponyboy’s.

 

Component #2:  Assessment Plan

Students will be informally and formally assessed using performance assessments.  Students will be assessed on their understanding and discussion of the significance of Jonny’s letter as well as their comparisons in their own interpretations of Robert Frost’s Poem to that of Johnny and Ponyboy.  Students will also be assessed on their understanding of the similarities and differences between the first half of the movie and the novel through discussion and the use of an exit slip.

 

Component #3:  Instructional Sequence and Activities

            Anticipatory set- (10 min)

Once students are settled in their seats, I will read Johnny’s letter to Ponyboy on pages 178-179.

            Input- (15 min)

After completing the reading, I will lead the class in a group discussion using the following questions.

1.      What changes Johnny’s outlook on death?

2.      Is he happy to die?  Proud?

3.      Why doesn’t Johnny mind dying?

4.      What is his advice to Ponyboy?

5.      Why do you think none of the Greasers told Johnny about Dally’s death?

6.      “He meant you’re gold when you’re a kid, like green”  What is Johnny saying?

7.      What is the significance of sunsets?  What could it symbolize?

8.      Why does the author use the same lines at the beginning of the novel as he does at the end?

9.      What is the significance of this?

10.  What does it tell us about Ponyboy?

11.  What does the novel Gone with the Wind have to do with the theme of this novel?  The poem?

Check for Understanding-

Using observation, I will monitor student understanding during the input section of my lesson as well as during guided practice.

Guided Practice- (10 min)

In groups of three or four, students will discuss the first half of the movie The Outsiders, which was watched in class the day before, using the following questions.

1.      How are each of the characters portrayed?

2.      Do they stay true to their descriptions in the novel?

            Independent Practice- (10 min)

On an exit slip, each student will write a summary of their group discussions by writing some of their ideas from their discussion.  After they have completed the exit slip they will then hand them in.

            Closure- (5 min)

As a group, volunteers will discuss what they wrote on their exit slip.  Students will also be given their assignment to complete their final project for the next class meeting and other work that goes in their portfolio that has not yet been finished.  Their entire portfolio, which also includes their final project, will be due before the end of class for our next class meeting.  Also remind the students that we will be watching the remaining half of The Outsiders movie during our next class meeting.

 

Component #4:  Materials, Resources, Technology needs

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Lesson #12- The End

Component #1:  Objectives for the Learners

            Standard-

8.1.4        By the end of the eighth grade, students will identify and apply knowledge of structure, elements, and literary techniques to analyze fiction.

8.1.7    By the end of the eighth grade, students will demonstrate the ability to analyze literary works, nonfiction, films, or media.

8.3.1    By the end of the eighth grade, students will participate in group discussions by asking questions and contributing information and ideas.

8.4.1    By the end of the eighth grade, students will identify information gained and complete tasks through listening.

Objective-

By the end of today’s lesson, the students will be able to discuss the similarities and differences between the last half of the movie and the novel.  Students will also assess their portfolios as well as their work throughout the unit.

 

Component #2:  Assessment Plan

Students will be informally and formally assessed using performance assessments.  Students will be assessed on their discussion of the similarities and differences between the last half of the move and the novel as well as the completion of a Venn Diagram to demonstrate their understanding.

 

Component #3:  Instructional Sequence and Activities

            Anticipatory set- (5 min)

Having watched the second half of the movie the day before, I will introduce the students to the idea of critiquing the movie.  Students will be given the opportunity to choose to be a Soc or Greaser.  As a member of that gang, they will critique the movie.

            Input- (20 min)

Students will be given the opportunity to write a journal entry entitled “Roper and Ebert gave it…” critiquing the movie as members of their gang.  They will write about what they thought about the movie using the following questions.

1.      Did you enjoy the movie?  Why or why not?

2.      Who was your favorite character and why?

3.      Who was your least favorite character and why?    

Check for Understanding-

Using observation, I will monitor student understanding during the input section of my lesson as well as during guided practice.

Guided Practice- (20 min)

In groups of three or four, students will be discussing what they wrote for in their journal about the movie.  The groups will also discuss the similarities and differences between the movie and the novel.  To aid in their discussion, they will be completing a Van Diagram to illustrate their discussion.

            Independent Practice- (10 min)

On an exit slip, students will assess their own portfolio work as well as their work throughout the unit by using the following questions.

1.      What were three assignments in your portfolio you feel are your best pieces of work?  Why?

2.      What was your single most favorite activity you did in your portfolio?

3.      If you were to give yourself an overall grade for your portfolio and participation, what letter grade would you give yourself?

            Closure- (5 min)

With a partner, discuss which you preferred, the book or the movie.  Students will also hand in their portfolio which includes their final project before leaving.

 

Component #4:  Materials, Resources, Technology needs

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Name:____________________                                                          Date:__________

 

 

Directions:  Using the letters of Ponyboy’s name, create a name poem that describes his identity.  You are welcome to use a full sentence or a single noun, verb, or adjective that begins with the first letter on the line.

 

 

P______________________________________________________________________

 

 

O_____________________________________________________________________

 

 

N_____________________________________________________________________

 

 

Y_____________________________________________________________________

 

 

B_____________________________________________________________________

 

 

O_____________________________________________________________________

 

 

Y_____________________________________________________________________

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Name:____________________                                                          Date:__________

 

 

Outsiders Portfolio and Final Project

 

Directions:  For a final/comprehensive grade, all of your work, except for group projects, done during the unit should be collected in a three-ring binder.  This binder will also contain your final project.  All of the portfolio will be do on the last day of the unit.

 

Contents of Portfolio: (compile in the following order)

  • Outsider Portfolio and Final Project Handout
  • All journal entries in the following order:
    • Identity
    • The 19 What?: Setting of The Outsiders
    • Who Am I?
    • I am…
    • My Family
    • Roper and Ebert gave it…
  • Name Poem for Ponyboy Worksheet
  • Identity/Values Paragraphs
  • Outsider’s Crossword Puzzle
  • Nothing Gold Can Stay Worksheet with One-Page Interpretation
  • Biography Poem about Ponyboy
  • Autobiography Poem about Selves
  • Tabloid Article with Worksheet
  • Movie/Book Vin Diagram
  • All Exit Slips (don’t have to be in order)

 

Final Project: (the last think in your portfolio) 

“Would I be an Outsider…Greaser…Soc?”

 

To complete your final project, choose a character from the Outsiders whom you feel you do or do not relate to in terms of identity and personality to write an essay about your similarities and differences.  Use the following questions to help you.

  1. Would you both be in the same clique/gang?
  2. What characteristics do you have in common?  What characteristics are different?  Why?

Once you have finished your essay, find a creative way to demonstrate your knowledge of the character you chose.  For example, you could create a poster board with pictures, phrases, quotes, poems, ect.

 

 

 

 

 

 

 

Lesson#5: Role Play Activity

Teacher’s Guide

 

Role Play Activity:  As students enter the classroom, they will be given and card that has the name of one of the characters from the novel, a role play number, and a brief description of the setting.  Each role play will consist of three or four students and the students will play the person on the card they received.  The role play number will correspond to the scenes listed below.  Each group will reenact the scene to demonstrate each of the different characters identities and personalities.

 

Role Play #1:

Pages 21-22

“Take your feet off my chair…” to “I shook my head, wide eyed. “No””

 

Role Play #2:

Pages 22-23

“Suddenly she smiled.” to “…but you could hardly say it about Soda.”

 

Role Play #3:

Pages 24-25

“Dally came striding back…” to “From what I saw, you do.”

 

Role Play #4:

Pages 28-29

“Hey, where is ol’ Dally, anyways?” to “He pays up.  No sweat.”

 

Role Play #5:

Pages 32-33

“Somehow the gang sensed…” to It’s okay, Johnnycake, they’re gone now.  It’s okay.”

 

Role Play #6:

Pages 38-39 

“Rat race is a perfect name…” to “Till I met Cherry Valance.”

 

Role Play #7:

Pages 45-56

“Two-Bit took a long drag…” to “I hope I never see him again, or I will.”

 

Role Play #8:

Pages 49-50

“Where the heck have you been?” to “His eyes were huge. Ponyboy…”

 

 

 

 

 

 

Name:____________________                                                          Date:__________

 

 

Directions:  Using Ponyboy’s discriptiong of the poem in chapter five, write a one page interpretation of Robert Frost’s poem “Nothing Gold Can Stay”. 

 

 

Nothing Gold Can Stay

Robert Frost

 

Nature’s first green is gold,

Her hardest hue is hold.

Her early leaf’s a flower;

But only so an hour.

Then leaf subsides to leaf.

So Eden sank to grief,

So dawn goes down to day.

Nothing gold can stay.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Name:____________________                                                          Date:__________

 

 

Directions:  Using the following structure, write an autobiographical poem about yourself.

 

________________________________________________________________________ 

First Name

 

________________________________________________________________________ 

4 Traits that Describe

 

________________________________________________________________________ 

Son, Daughter, or Sibling of

 

Who Loves­­­­_________________________________________________________

3 Items, Places, or People

 

Who Feels_­­­­_________________________________________________________

3 Items

 

Who Needs­­­­_________________________________________________________

3 Items

 

Who Gives_________________________________________________________

3 Items

 

Who Fears_______________________________________________________

3 Items

 

Who would like to See___________________________________________

3 Items

 

Who Lives In______________________________________________________

 

________________________________________________________________________

Last Name

 

 

 

 

 

 

 

 

 

Name:____________________                                                          Date:__________

 

 

Directions:  Using the following structure, write a biographical poem about Ponyboy.

 

________________________________________________________________________ 

First Name

 

________________________________________________________________________ 

4 Traits that Describe

 

________________________________________________________________________ 

Son, Daughter, or Sibling of

 

Who Loves­_________________________________________________________

3 Items, Places, or People

 

Who Feels_­­­­_________________________________________________________

3 Items

 

Who Needs­­­­_________________________________________________________

3 Items

 

Who Gives_________________________________________________________

3 Items

 

Who Fears_________________________________________________________

3 Items

 

Who would like to see___________________________________________

3 Items

 

Who Lives In______________________________________________________

 

________________________________________________________________________

Last Name

 

 

 

 

 

 

 

 

Name:____________________                                                          Date:__________

 

 

Directions:  After reading the tabloid you were given, answer the following questions.

 

  1. Is the article you read interesting?  How did or didn’t it keep your interest?

 

  1. How is the article reliable?  How isn’t it reliable?

 

 

  1. What information makes the article false?

 

  1. How is this effective journalism?

 

 

  1. How would this article influence you?  Would you follow its advice or believe its material?

 

 

 

 

 

 

Lesson#9: Role Play Activity

Teacher’s Guide

 

Role Play Activity:  Students will be placed in groups of three or four.  Each group will be given a role play card with an event and several different characters involved in the event.  The groups will then discuss the event and each of the characters reaction to the same event.  Students are able to use information and dialogue found in the novel.  The groups will then perform the reaction of their characters to events in front of the class. 

 

Group #1:

Situation:  Johnny kills Bob

Reaction from:  Ponyboy, Darry, Sodapop

 

Group #2:

Situation:  Cherry’s father saw her with Dally, Ponyboy, and Johnny after the movies

Reaction from:  Cherry, Cherry’s Father

 

Group #3:

Situation:  Johnny’s parents versus Johnny’s gang family

Reaction from:  Dally, Johnny

 

Group #4;

Situation:  Johnny and Ponyboy run away

Reaction from:  Ponyboy, Darry, Sodapop

 

Group #5:

Situation:  Johnny kills Bob.

Reaction from:  Johnny, Johnny’s mother, Johnny’s father

 

Group #6:

Situation:  Ponyboy’s tension at home

Reaction from:  Johnny, Ponyboy, Dally

 

Group #7:

Situation:  The rescue of the child by Johnny and Ponyboy from the church fire

Reaction from:  Mother of the rescued child, Father of the rescued child

 

Group #8:

Situation:  Randy’s involvement in the fight and the killing of Bob

Reaction from: Randy, Randy’s mother, Randy’s father

 

 

 

 

 

 

Lesson#10: Outsider’s Language Trivia Game

Answer Key

 

How to Play:  The class is divided into two groups, the Socs and the Greasers.  Taking turns, each gang will have the chance to define a word given to them from the below list of 1960’s words.  Each correct answer is worth a point.  If a gang answers a term incorrectly, the opposing team will have the chance to steal the point.  The gang with the most points will win. 

 

A gas

            A lot of fun

All show and no go

            Refers to a car that is painted nice and has lots of detail, but is not very fast

Bad

            Awesome

Badass

            A tough guy

Bag

            To steal

Blitzed

            Drunk

Cruising

            Driving up and down the same street looking for races, girls, guys, ect.

Deuce

            A 1932 Ford

Dude

            A geek

Pad

            Someone’s house

Thongs

            An item worn on your feet

 

           

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Exit Slip