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Mark Seymour The Outsiders Unit
Mark Seymour The Outsiders Unit
[email protected]
The Outsiders by S.E. Hinton
Unit Plan
SECTION 1 PLANNING DOCUMENT
2. Community Connection
The unit explores the dynamics of S. E. Hinton’s Early 1960’s Oklahoma “town” and draw a
connection to that of our own. It illustrates the social and class structures which are commonly found
in modern America’s small towns. The world Hinton portrays just as easily could have been set in a
small Michigan town, especially considering that the characters are not separated as much by
distance as they are by class. In our town of Petoskey, it is often times easy to distinguish the “haves”
from the “have-nots”. This could be true anywhere perhaps, but the struggle to find one’s identity and
to emulate oneself as successful, relevant, and significantly affiliated in our community is ever
present. We will look at certain establishments, activities, and organizations in our community that
students may or may not be connected to and ask the questions “why?” or “why not?”, as well as
“how do we become affiliated with any aspect of community?”.
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3. School Population
Petoskey Middle School houses grades 6-8 for the entire district as well as those students who live
outside the district but choose to attend Petoskey schools through schools of choice initiatives.
The racial and ethnic population of Petoskey Middle school aligns significantly with the general city
population.
While academic proficiencies tend to fall above State of Michigan norms, economically disadvantaged
students make up about 36% of our school’s population. 45% of eligible student participate in the
Free and Reduced Lunch Program, another 29% take advantage of Breakfast Programs.
Petoskey Schools offer a wide array of extracurricular activities. Many students participate in Band
and Choir. Opportunities to participate in theatric productions are offered in both the spring and fall.
Extracurricular sports include volleyball, basketball, cross country, track and field, football, lacrosse,
downhill skiing, and wrestling, all of which many students participate.
Additional academic resources are available for At-Risk students through Title I federal funding as
well as enrichment programs for gifted and advanced students.
4. Student Connection
The novel will explore the social and class dynamics which students encounter in their own lives. We
will front load reading with lessons that explore the differences and similarities we share, but also
what things set us apart and lead us to different groups and cliques, as well as how we operate within
those spaces. Also, we look to answer the question of “How do we overcome obstacles in our lives
over which we have little or no control?” Ultimately, the desire is to find commonality among fellow
students and find ways in which we work best together, build community, and set ourselves on a
course to be contributing citizens in our greater communities.
Segment 2
5. Grade Level and Focus
8th Grade (median age 13) – Realistic Fiction Unit (The Outsiders)
6. Engagement and Essential Questions
Building Identity
Finding the Power in Words
How is one’s identity shaped?
3
How has Petoskey Middle School and Petoskey helped to shape that identity?
CCSS.ELA-LITERACY.RL.8.1
Cite the textual evidence that most strongly supports an analysis of what the text says
explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RL.8.4
Determine the meaning of words and phrases as they are used in a text, including
figurative and connotative meanings; analyze the impact of specific word choices on
meaning and tone, including analogies or allusions to other texts.
I CAN statement(s)
I can explain and give examples of specific poetry terms, determine the theme and central
meaning of a poem, and connect it to the text.
CCSS.ELA-LITERACY.SL.8.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others'
ideas and expressing their own clearly.
I CAN statement(s)
CCSS.ELA-LITERACY.W.8.2.A
Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and
information into broader categories; include formatting (e.g., headings), graphics (e.g.,
charts, tables), and multimedia when useful to aiding comprehension.
I CAN statement(s)
I can organize ideas, concepts, and information.
4
Segment 3
I CAN statements, in order with DOK* Notes (optional)
highest on the top
1. I can cite textual evidence to support a 4 extended Comprehension Questions
claim. thinking
2. I can engage effectively in discussion. 3 strategic Reading Discussions
thinking
3. I can build on the ideas of others. 3 strategic Reading Discussions/Activities
thinking
4. I can express ideas clearly. 2 skill Questions
5. I can organize ideas, concepts, and 2 skill Essay, Questions, Activities
information.
6. I can explain and identify literary 1 skill
devices
Segment 4
Main Learning Goals Method Weight
(I CAN statements)
I can site textual evidence to support a Rough Draft Writing* 40
claim. Comprehension Questions
I can express ideas clearly. Literary Analysis Essay
I can engage effectively in discussion. Graphic Organizers 30
I can build on the ideas of others. Group Discussions and Projects
I can organize ideas, concepts, and Comprehension Quizzes with Multiple 30
information. Choice and Short Answer Questions
5
Communication to Families about The Outsiders Unit:
Sent as email:
As you know we have had a slow start to the second half of our school year due to the multiple
snow days, but we are moving forward steadily to cover our curriculum. As you may remember
from our initial letter home at the beginning of the school year, the 8th grade will be reading the
Young Adult Novel, The Outsiders by S.E. Hinton in all ELA classes. We requested, if possible,
that your child purchase a copy of this book so that they have the resource to work
independently at home if needed. We do have classroom copies for all students to accomplish
reading and assignments during school but having the resource at home will only strengthen
your student’s ability to meet the goals and targets of our learning as we move through this
unit of study.
The Outsiders has been a part of Language Arts curriculum in our district as well as many others
across the country for decades. While it is considered a classic and appropriate for middle grade
students, it does explore themes of real teenage problems such as poverty, rejection, violence,
and alcohol and drug abuse.
Although Hinton’s youthful characters often reject authority, they always have a sense of hope
in her novels.
This hopefulness and the exploration of community are among the main targets and ideas we
hope to express through instruction. If you or your student have any questions regarding this
particular unit of study or any other, please feel free to contact me.
Sincerely,
Mark Seymour
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Pre-Unit Assessment Rational:
The first is an assessment completed at the beginning of the year to cover elements
of a story based on the children’s book Chrysanthemum. This assessment will help identify
student’s understanding of plot structure, character types, and other universal elements of
story.
The second lesson assesses both social and academic skills. As mentioned in the
our communities. The group interaction enhances our PBIS initiative which we refer to as
our Full Value Agreement. One of the tenants is, “work as a team”. This is the community
Can Statements” which the students have already encountered but can build upon and
refine. It is appropriate for these students because they have had previous experience
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Name ___________________________
Chrysanthemum: Elements of a Story Hour _______
Characterization
1. Chrysanthemum is a (circle one) dynamic / static character because
_____________________________________________________.
3. Because the narrator doesn’t specifically state Chrysanthemum’s character traits and
thoughts, her character is developed through
a. direct characterization b. indirect characterization
Plot
6. Chrysanthemum is born to parents who think she is absolutely perfect. This aspect of plot is
the
a. resolution
b. climax
c. exposition
d. falling action
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7. Chrysanthemum is torn between loving her name or being ashamed of her name because she
is teased about how different it is. This aspect of plot is the
a. conflict
b. climax
c. exposition
d. theme
8. When Mrs. Twinkle validates Chrysanthemum by praising her name, Chrysanthemum’s inner
struggle ends. Mrs. Twinkle’s validation is the story’s ______________________ because it
turns the story to its resolution.
a. conflict
b. theme
c. climax
d. plot
9. At the end of the story, Chrysanthemum once again loves her name. This aspect of plot is
a. resolution
b. climax
c. exposition
d. rising action
10. In the end, the girls who relentlessly teased Chrysanthemum about her name end up wanting
flower names themselves. This literary element is called
a. hyperbole
b. foreshadowing
c. symbolism
d. irony
Theme (Example of themes: Personal Growth, Acceptance, Diversity, Optimism, Staying True
to Yourself, Honesty, Hope, Friendship)
11. Directions: State a theme (Abstract noun + Author’s Opinion) of Chrysanthemum. Then,
explain how that theme applies to the story.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
____________________________________
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Name: KEY
Hour: All
Chrysanthemum: Elements of a Story
Characterization
1. Chrysanthemum is a (circle one) dynamic / static character because she grows and changes
throughout the story.
1. Chrysanthemum is the story’s main character and _Protagonist___, while _Victoria____
is the story’s antagonist.
3.Because the narrator doesn’t specifically state Chrysanthemum’s character traits and
thoughts, her character is developed through
a. direct characterization b. indirect characterization
Plot
6. Chrysanthemum is born to parents who think she is “absolutely perfect.” This aspect of plot is
the
a. resolution
b. climax
c. exposition
d. falling action
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7. Chrysanthemum is torn between loving her name or being ashamed of her name because she
is teased about how different it is. This aspect of plot is the
a. conflict
b. climax
c. exposition
d. theme
8. When Mrs. Twinkle validates Chrysanthemum by praising her name, Chrysanthemum’s inner
struggle ends. Mrs. Twinkle’s validation is the story’s because it turns the story to its resolution.
a. conflict
b. theme
c. climax
d. plot
9. At the end of the story, Chrysanthemum once again loves her name. This aspect of plot is
a. resolution
b. climax
c. exposition
d. rising action
10. In the end, the girls who relentlessly teased Chrysanthemum about her name end up wanting
flower names themselves. This literary element is called:
a. hyperbole
b. foreshadowing
c. symbolism
d. irony
Theme (Example of themes: Personal Growth, Acceptance, Diversity, Optimism, Staying True
to Yourself, Honesty, Hope, Friendship)
11. Directions: State a theme (Abstract noun + Author’s Opinion) of Chrysanthemum. Then,
explain how that theme applies to the story.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
____________________________________
11
SECTION 2 DAILY ANALYSIS AND LESSON PLANS
CCSS
Comprehension and Collaboration:
CCSS.ELA-LITERACY.SL.8.1
I Can: Engage effectively in a range of collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and
issues, building on others' ideas and expressing their own clearly.
2. Each student will receive at Clique Information Sheet to fill out with their
group. (5-10 min)
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Assessment:
- Students are assessed on their participation and explanations of what they
chose for each topic and how each topic represented the people in their
group.
- Meaningful Independent Answers to Questions
- Effective Collaboration
Debriefing Questions:
Do you feel like you had an equal or equitable voice in the decision making
process?
After seeing all the different cliques, is there one that you feel you would fit into
better than your own?
Analysis:
Students did work together well and so achieved the desired element of community
building. Cliques generated were unique and required participation from all members.
Work sheet answer did show limited rationale for choices. Students relied heavily on their
most recent experiences, especially the previous week’s class trip to Washington DC and
New York City. Students were fully engaged in the group collaboration portion of the
assessment. They worked very well together sharing resources, making creative decisions
and completing within given time constraints. Activities such as this are ideal in keeping
students engaged throughout an entire lesson. Assessment, while not hard data, is
evaluated on the cooperative nature of the task. There will be follow-up lessons with
similar structures, but the intent with will to reinforce these skills and not necessarily to
re-teach them.
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Lesson 1 -Pre-Assessment Tool
The Outsiders
“Cliques”
8th Grade ELA
Mr. Seymour
Assessments
2.What types of cliques are there in school that you know about?
Step Three (As a Group): Fill out Clique Information Sheet (on the back)
- For each of these items you need a visual (picture) and an explanation to
explain the visual.
- For each category you need to explain what you chose and WHY you chose it.
- Your groups will present these to the class. Each person will talk and will share a
different part of the poster.
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Clique Information Sheet
Directions: Work with your group members to complete this sheet. Everyone in
the group needs to include their input. This sheet represents all of you!
What type of clothes does your group How does this represent the clique?
wear?
Where does your clique hang out? Why did you choose this spot? What
does it say about your clique?
Pick 1-3 songs that represent your clique. Why do these songs represent your
clique?
What is your clique’s name (title)? Why did your clique choose to be called
this name?
Feel free to add any other details you think would represent your group and explain
why.
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Lesson 2 Power Point KWL
Grade 8
Subject: English/Language Arts
Unit: The Outsiders Novel
Chapter 1 Reading Questions
Content Focus: Literary Analysis – Identifying Theme and Purpose – Character
Analysis
Finding One’s Identity and sense of Belonging within a Community
CCSS.ELA-LITERACY.SL.8.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others'
ideas and expressing their own clearly.
Statement of Purpose:
Students will gain valuable information regarding the setting and context of the novel.
Accommodations:
Teacher led discussion
Whole Group Discussion
Resources:
Power Point Presentation KWL Chart
Learning Objective(s):
Students will: Use textual evidence to identify the theme. –– Identify key vocabulary words
and find meaning in relation to the story. Identify referenced cultural icons and explore
symbolism in story. Gain meaningful knowledge about the author.
Strategies:
Independent Work and Whole Class Discussion: Negotiate meaning through reflection and
thoughtful discussion – Facilitate formative assessment to ensure students are on track.
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Bell Work:
SSR (Silent Sustained Reading) 10 Min
Open class daily with personal preference reading materials to develop positive reading
habits and initiate tone and expectations for lesson reading goals.
Opening:
State learning objectives
Set clear goals and objects for lesson.
Lesson Closure:
Have students complete KWL Charts and collect.
Formative Assessments:
A. Check for understanding during Whole Class discussion
B. Thumbs up/down for understanding throughout lesson
C. Access Prior Knowledge
Summative Assessment:
Assess completion of Charts
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Lesson 2 Reflection
Activity:
Students respond to Power Point on The Outsiders which covers theme, author bio,
questioning.
clips to give students reference points for the context of novel’s setting.
Students will use KWL Chart to: indicate prior knowledge, indicate what they have learned,
and list what questions or knowledge they are still seeking to put the historical setting of
the 1960’s into context for the purpose of understanding the novel’s text.
Analysis:
to the multiple audio and video clips provided throughout the lesson. The incorporation of
music evoked movement and interaction as students clapped and danced in their seats. Yet,
What the KWL charts revealed were multiple student questions ranging from the
topics we discussed to other topics including The Civil Rights Movement, Government, and
other cultural trends. The essential question students had was, “What was it like to live in
the 1960’s?”
I was able to compile a sizable response to their queries in the form of a Q & A
document. I presented it a few days later in order to make sure that their efforts have
meaning and to illustrate that their inquiries, for the most part, had relevant answers.
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Lesson 2 Reflection continued
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Lesson 3 Sizing People Up
Activity:
Students use worksheet survey and questions to explore what aspects of others they
use to determine their position or feelings about meeting and interacting with the people
around them, whether they are fellow students or others they may come in contact with in
and around their community. Activity is followed by assigned reading of chapter 1. Factors
that students responded to included: where others live in town, sense of humor, ethnicity,
physical appearance, the way they talk, etc. Then they were asked how they would like to
Analysis:
Most students responded that superficial aspects of a person’s being are less useful
in determining a person’s character and ultimately how they treat others. Being that this is
a group activity, I suspect that most students respond with the “ideal” answer. But, the
conversation does spark a true evaluation of student beliefs and outlook of what matters
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Lessons 4-8, and 11-17
Grade 8
Subject: English/Language Arts
Unit: The Outsiders Novel
Chapter Reading Questions
Content Focus: Literary Analysis – Identifying Theme and Purpose – Character
Analysis Elements of Story
Finding One’s Identity and sense of Belonging within a Community
CCSS.ELA-LITERACY.RL.8.3
Analyze how particular lines of dialogue or incidents in a story or drama propel the action,
reveal aspects of a character, or provoke a decision.
Statement of Purpose:
Students should draw a connection between the literature they read and their own
experiences.
Students should understand the context of the story in relation to the author’s goal. (Why is
this piece of literature important? What can we learn or take away from its reading?)
Students should understand that the content of what an author creates can be influenced
by the author’s own life experiences.
Accommodations:
Teacher led Reading and discussion
Partner collaboration
Audio book version available to accommodate 504’s, IEP’s, and differentiation.
Resources:
Text The Outsiders and Worksheet
Audio books
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Learning Objective(s):
Students will: Use textual evidence to identify the theme. –– Identify key vocabulary words
and find meaning in relation to the story- Identify literary devices such as irony.
Strategies:
Independent Work and Whole Class Discussion: Negotiate meaning through reflection and
thoughtful discussion – Facilitate formative assessment to ensure students are on track.
Bell Work:
SSR (Silent Sustained Reading) 10 Min
Open class daily with personal preference reading materials to develop positive reading
habits and initiate tone and expectations for lesson reading goals.
Opening:
Review assigned reading – Chapter 1
State learning objectives
Set clear goals and objects for lesson.
Lesson Closure:
Recap Themes Key Details and Purpose of text. Go over questions and answers.
Formative Assessments:
D. Check for understanding during Whole Class discussion
E. During all reading, ongoing check-ins for understanding of story elements such as
plot, rising action, etc.
F. Access Prior Knowledge
Summative Assessment:
Closing questions completed in class. Rubric will consider all assigned elements of text
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Lessons 4 -8, and 11-17
(The Outline for Lesson 4 will be used for all subsequent chapter readings 1-12)
Activity:
Read and respond. Students will closely read in class with teacher the text chapter
by chapter. Reading will be paused periodically to answer questions and analyze the text.
Upon completion of each chapter students are responsible for independently answering
comprehension questions. These questions are presented in three separate Unit Packets
Accommodations:
Resource room, audio versions, small group reading, teacher led reading.
Analysis:
Reading is accomplished by teacher led reading and discussion, student led reading,
the listening of audio versions, and independent student reading time. This varied
approach differentiates traditional long sustained methods for reading and text analysis.
ensure students are able to generate thoughtful independent responses while citing textual
Several chapters will include annotated “close reading” strategies for independent reading
sequences. Work sheets are provided so that student are able to annotate, highlight, and
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Students are fully engaged in reading and listening. Frequent pauses in reading have
been moments to ask questions allowing students to identify literary devices such as
Students are also asked to take a stance on the legitimacy of Johnny’s action of
killing Bob. Is it a case of self-defense, is it justified, etc? The informal in-class debates have
been exuberant. Students are asked to state textual evidence to support their claim.
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Lesson 9 Nothing Gold Can Stay
Grade 8
Subject: English/Language Arts
Unit: The Outsiders Novel
Nothing Gold Can Stay
Content Focus: Literary Analysis – Identifying Theme and Purpose
Poetic Device and Terminology
CCSS.ELA-LITERACY.RL.8.4
Determine the meaning of words and phrases as they are used in a text, including figurative
and connotative meanings; analyze the impact of specific word choices on meaning and
tone, including analogies or allusions to other texts.
Statement of Purpose:
Students will learn poetic devices and terms.
Accommodations:
Teacher led discussion
Whole Group Discussion
Resources:
Power Point Presentation Poetic Terms Work Sheet, Nothing Gold Can Stay
Learning Objective(s):
Students will: explain and give examples of specific poetry terms, determine the theme and
central meaning of a poem, and connect it to The Outsiders.
Strategies:
Independent Work and Whole Class Discussion: Negotiate meaning through reflection and
thoughtful discussion – Facilitate formative assessment to ensure students are on track.
Bell Work:
SSR (Silent Sustained Reading) 10 Min
Open class daily with personal preference reading materials to develop positive reading
habits and initiate tone and expectations for lesson reading goals.
25
Opening:
State learning objectives
Set clear goals and objects for lesson.
Lesson Closure:
Assign writing
Formative Assessments:
A. Check for understanding during Whole Class discussion
B. Thumbs up/down for understanding throughout lesson
C. Access Prior Knowledge
Summative Assessment:
On a sheet of paper, using the notes and discussion information, write a 7-9
sentence summary that includes:
o The poem’s theme and meaning
o At least three literary terms we discussed in class.
o Importance of the poem and “Stay Gold” to the plot and story, The Outsiders.
Think about Johnny’s explanation and use Chapter 5 for reference if needed.
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Lesson 9 Nothing Gold Can Stay
Activity:
Students will engage in teacher led presentation about Robert Frost’s Poem
“Nothing Gold Can Stay” used as an allusion in the novel’s text. Teacher will facilitate a
discussion on poetic device terms and usage as well as provide interpretation of the poem.
Students will record terminology and meaning. They will then respond to a writing prompt
Analysis:
Poetry as a literature form is revisited during this unit building upon previous
lessons from earlier units. Another more comprehensive poetry unit will also be
implemented in late Spring. Again, device and execution are reinforced through this lesson.
While students are not being asked at this time to write their own poem, they are required
to analyze, summarize and interpret this poem by utilizing the terms and processes of
poetry.
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Lesson 10 Character Analysis
Grade 8
Subject: English Language Arts
Unit: The Outsiders Novel
CCSS.ELA-LITERACY.RL.8.3
Analyze how particular lines of dialogue or incidents in a story or drama propel the action,
reveal aspects of a character, or provoke a decision.
Statement of Purpose:
Students will gain valuable information regarding the characters, their motivations, and
how their actions propel the story by working collaboratively.
Accommodations:
Teacher Guided discussion
Small Group Discussion
Resources:
Text, Worksheets
Learning Objective(s):
Students will be able to: Analyze how particular lines of dialogue or incidents in the story
propel the action, reveal aspects of a character, or provoke a decision.
Strategies:
Jigsaw – Small group collaborations: Negotiate meaning through reflection and thoughtful
discussion – Facilitate formative assessment to ensure students are on track.
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Instructional Method/Guided Practice:
Jigsaw method.
After opening, students will find their expert groups. There they will use the text and
collaborative skills to find textual evidence of internal character traits for their character
and record it on their sheet. (10-15 minutes)
Then, teacher will return them to their home groups where they will report to home group
members. All group members will report. All group members will record new character
information.
(5-10 minutes)
Lesson Closure:
Have students independently complete last task on worksheet in which they will provide
analysis, a prediction, and create a hypothetical scenario, and collect. (5 minutes)
Begin reading chapter 6.
Formative Assessments:
G. Check for understanding through small group check-ins.
Summative Assessments:
A. Document (Answer three questions about characters by analyzing, predicting, and
creating to formulate comprehensive answers)
B, Mid Book Quiz: Multiple choice/short essay
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Lesson 10 Character Analysis Document
The Outsiders
Character Analysis Group Activity
Our Goal: Analyze how particular lines of dialogue or incidents in the story propel the action,
reveal aspects of a character, or provoke a decision.
Directions:
START IN HOME GROUPS
Here you will be assigned your character and assigned to an expert group.
First, using textual evidence, supply at least three internal character traits.
(Use the text as your resource)
Example:
Trait: Dally is loyal to his friends.
Evidence: He supplied Johnny and Pony with clothes, money, a gun, and a plan to avoid being
caught by the police for killing Bob.
1.Trait:________________________________________________________________________
Evidence:______________________________________________________________________
______________________________________________________________________________
2.Trait:________________________________________________________________________
Evidence:______________________________________________________________________
______________________________________________________________________________
3.Trait:________________________________________________________________________
Evidence:______________________________________________________________________
______________________________________________________________________________
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IN YOUR HOME GROUPS
Step 2
First, report back to your group and share any information about your character that
your other group members may not have. (Take turns sharing, but make sure everyone
participates) You will be asked to discuss.
As each member shares, log what new information you have learned about the
character below.
Ponyboy:________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Johnny:_________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Dally:___________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Darry:__________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Soda:___________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
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Name: ________________________________________ Hour: ___________
Based on what you now know about your character, finish these sentences.
_______________________________________________________________________
_______________________________________________________________________
______________________________________________________________________ .
_______________________________________________________________________
_______________________________________________________________________
______________________________________________________________________ .
• (Create) If this character was in your friend group, he/she would be:
_______________________________________________________________________
_______________________________________________________________________
______________________________________________________________________ .
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Lesson 10 Character Analysis
Analysis:
The purpose of this lesson was to achieve the following learning targets:
Formative Assessment
were engaged with the subject matter and used the text appropriately to cite textual
evidence in their answers. They worked cooperatively which is one goal of the unit.
Students used the entire time allotted for the activity. Slight adjustments were made from
class to class to differentiate student needs. Primarily, time sequences for each step of the
activity were gauged and altered as needed. But all classes completed assignment in class
and on time.
Summative Assessment
• Students were able to successfully make predictions based on rationale form the
• Students were able to create a scenario and apply dimensions of the text to real life
situations
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The Outsiders
I. Multiple Choice: Write the letter of the best answer on the blank.
_____2. Pony was embarrassed when Dally started talking to the girls at the drive-in because…
a) they were not greasy girls.
b) they were older girls.
c) the girls were talking dirty to him, too.
d) they were related to Two-Bit.
_____3. Dally let Johnny tell him to stop pestering Cherry and Marcia because…
a) Johnny threatened to call the police.
b) Dally always took Johnny’s advice.
c) Johnny is the gang’s favorite/pet.
d) Johnny is tougher than Dally.
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_____7. After Bob is murdered, Dally…
a) takes Johnny and Pony to a place to sleep.
b) calls the police and turns them in.
c) tells Johnny and Pony how to escape into the city.
d) gives Johnny and Pony money, a gun, and tells them where to hide.
_____8. When Pony gets to the country, he knows he won’t like it as much as he thought
because…
a) he has to hide and can’t see anyone.
b) there are more people than he thought living there.
c) it turns out that some Socs live there.
d) he has to live & work with a farmer and his family.
_____10. To whom do Johnny and Ponyboy go to for help after being in the park?
a) Two bit
b) Darry
c) Sodapop
d) Dally
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_____14. What does the author mean in “Nothing Gold Can Stay” when he says
“Her early leaf’s a flower; But only so an hour”?
a) Seasons pass quickly but always return.
b) Nature is constantly changing.
c) Nature should be protected.
d) Time flies!
This poem functions as a metaphor. In a 4-6 sentence extended response, explain how Nothing
Gold Can Stay applies to Ponyboy’s life. Review your paragraph to make sure it includes all of
the elements of CIQE (Claim, Intro to Quote, Quote & Explanation) and correct grammar.
36
The Outsiders
I. Multiple Choice: Write the letter of the best answer on the blank.
__A__2. Pony was embarrassed when Dally started talking to the girls at the drive-in because…
a) they were not greasy girls.
b) they were older girls.
c) the girls were talking dirty to him, too.
d) they were related to Two-Bit.
___C__3. Dally let Johnny tell him to stop pestering Cherry and Marcia because…
a) Johnny threatened to call the police.
b) Dally always took Johnny’s advice.
c) Johnny is the gang’s favorite/pet.
d) Johnny is tougher than Dally.
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__D___7. After Bob is murdered, Dally…
a) takes Johnny and Pony to a place to sleep.
b) calls the police and turns them in.
c) tells Johnny and Pony how to escape into the city.
d) gives Johnny and Pony money, a gun, and tells them where to hide.
__A___8. When Pony gets to the country, he knows he won’t like it as much as he thought
because…
a) he has to hide and can’t see anyone.
b) there are more people than he thought living there.
c) it turns out that some Socs live there.
d) he has to live & work with a farmer and his family.
__D___10. To whom do Johnny and Ponyboy go to for help after being in the park?
a) Two bit
b) Darry
c) Sodapop
d) Dally
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__B___14. What does the author mean in “Nothing Gold Can Stay” when he says
“Her early leaf’s a flower; But only so an hour”?
a) Seasons pass quickly but always return.
b) Nature is constantly changing.
c) Nature should be protected.
d) Time flies!
Essay Rubric
Points 1 2 3 4 5
Standards Provided only Provided only Provided only Provided four Provided all
one two three components components
component components components of CIQE of CIQE
of CIQE of CIQE of CIQE paragraph paragraph
paragraph paragraph paragraph but has and has no
and/or has and/or has and/or has grammar grammar
multiple grammar grammar mistakes. mistakes.
grammar mistakes. mistakes.
mistakes.
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SECTION 3 REFLECTION
• Based on scores from the main summative assessment, 80% of students are at
proficient levels for literary analysis and reading comprehension for this unit.
• Test was administered by paper and pencil in a classroom setting per established
conditions.
• 504 plans and IEP’s were accommodated on an individual basis which include but
are not limited to: alternate testing location facilitated by special education resource
• Test scores are uploaded to the PowerSchool district data base for administrative
analysis.
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Formative Assessment
In particular, Lesson 10 showed community growth and cooperation at a level that was not
necessarily present at the onset of the school year. Classroom expectations and etiquette
has been taught and retaught consistently. I feel this does attribute to the increase in
cooperation. Also, the engaging nature of the text has allowed students to identify with the
cultural and societal differences they encounter in their school and community resulting in
greater empathy towards one another. Two main learning targets, (I can engage effectively
in discussion) and (I can build on the ideas of others) have been met by most students
Elements of Story including characterization, setting, theme, and plot have been continually
assessed formatively. The beginning of the school year assessment (Chrysanthemum) has
been included in this document to illustrate year-long goals. These elements will be
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Methods
The following researched base best practices were employed throughout the unit.
Cooperate Learning – Students engaged in two major lessons in which cooperate learning
was present. Our Clique activity asked students to work collectively to form a hypothetical
clique based on their group’s individual components. Students recorded their synthesis,
created a visual component (a poster) and then presented orally to the entire class.
this novel and a previous novel unit on the book Chains by Laurie Halse Anderson. Students
were asked to compare and contrast elements of both stories, what drove each story (for
example character decisions, etc) and what aspect of setting may have been similar or
different. We also explored the use of figurative language and how it enhances the story
Direct Instruction – Much of the reading lessons were group read and teacher led
discussions and lecture. Teacher asked guiding quests to elicit higher depth of knowledge
responses.
KWL Charts – KWL charts were used to access prior knowledge as well as what questions
students still had about the setting and context of the novel before beginning to read.
Students responses proved extremely valuable as they connected greatly with the use of
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Reading Responses – Students were asked to respond to comprehension questions
following each chapter. Most questions were short answer, but some did involve longer
essay responses which allowed practice of CIQE format which was eventually assessed in
the summative form. Responses also allowed teacher to provide formative instruction and
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IMPACT OF INSTRUCTION
Based on the summative assessment data from this unit, target goals were met.
Instruction for comprehension and the skill of citing textual evidence has been effective in
this unit. I credit the technique of “no opt out” as a primary contribution to overall student
success. What I have learned from previous units in which large reading assignments have
approach to The Outsiders. I have discarded some of the mentoring that has been provided
subject without exploring with students why it is an important skill or concept to learn. We
spent a great deal of time with pre-reading exercises and activities. I believe I was able get
students to invest in this unit well before we started to read the book. One of the biggest
issues I have had with this book is having students slow down and not read too far ahead. I
have had to make several small differentiations or enrichments for students who have not
Part of my instruction strategy was to incorporate real-life stories and my own life
experiences into instruction. Any content or elements of the story that I could tie to myself,
the students, or our community, I did. One assessment I designed helped facilitate
Analysis) I asked students to respond to three level 4 depth of knowledge questions. I used
these as a formative assessment, but they revealed much more about students which only
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The three questions asked students to:
3. Create a scenario in which one of the characters is part of the student’s own friend
group.
Johnny – “how vigilant he is after he was jumped by the Socs and not being beat up again”
Dally – “become more like Darry, still being the defender of the group and care about the
Analysis: This response is well founded by the slight change we see in Dally as he
uncharacteristically puts the needs of others ahead of his own at this point in the book.
Ponyboy – “the one that helps with homework and answers. A guyfriend.”
Analysis: This student knows that Ponyboy is book smart and has gathered information
about his potential as a “guyfriend” through his interactions with Cherry Valance.
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Referring back to the planning document, I believe the intention of teaching this
novel was maintained throughout. “The novel will explore the social and class dynamics
which students encounter in their own lives. We will front load reading with lessons that
explore the differences and similarities we share, but also what things set us apart and lead us
to different groups and cliques, as well as how we operate within those spaces.” As eighth
graders, our students are on the precipice of a larger community which they will explore as
Freshman in a much larger environment. Their formation now, finding their identity, and
staying true to self is facilitated through this unit and contributes greatly to an authentic
educational experience.
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