Mark Seymour

[email protected]
The Outsiders by S.E. Hinton
Unit Plan
 SECTION 1 PLANNING DOCUMENT

Teacher Name Title of Unit

Mark Seymour The Outsiders (Realistic Fiction)
Class Grade level
English Language Arts Grade 8
Segment 1
1. Community
The Emmet County seat of Petoskey is a small resort community on the shore of Lake Michigan’s
Little Traverse Bay. The year-round population is 5731 residents. Although, another 60,000 seasonal
residents come to the greater Little Traverse area during the summer months. An additional 750,000
people pass through or visit mainly throughout the summer months. Petoskey’s three largest
industries are Healthcare & Social Assistance (16.8%), Retail Trade (10.5%), and Hospitality & Food
Service (9.9%). These service industries make up over a third of the local economy and employment.
Petoskey’s median household income is $41,010 compared to the state’s which is $52,492.
The median home value in Petoskey is $195,097 compared to the state’s median home value of
$147,100. (2016 Figures) These numbers indicate the lack of affordable housing for many residents.
Many of the people who work in the City of Petoskey live in outlying areas, rent, or in some cases live
transiently.
Despite some economic disparity within the permanent population, Petoskey is rich in cultural
opportunity. Petoskey is home to two substantial arts centers, a comprehensive district library with
multiple resources, and a myriad of other enrichment opportunities through Parks and Recreation
programs as well as extensive civic and environmental community engagement programs. These
include: Live public music performance, culinary, literary, and cultural festivals, Sports parks and
complexes, and outdoor activities through the many natural resources in the area.
Politically, the area is roughly divided into two factions: a youthful, progressive, and
environmentally conscious ideology, and a staunch conservative ideology which is prevalent in
regional and municipal politics. Both sides are equally vocal and use very public platforms for open
demonstration and activism.
Racially and ethnically, Petoskey is very homogeneous. The majority racial population is white
(90.4%). Other racial and cultural populations include: Hispanic (3.5%), Multiracial (2.9%), Native
(1.7%), Asian (.7%), African American (.3%). This lack of diversity leaves the most pronounced
cultural distinction drawn not in terms race or ethnicity, but that of socio-economic class.

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?”.

2
 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.

• Student to Teacher Ratio: 19:1

• Overall School Rank: Top 30% in MI
• Math Proficiency: 52% (Top 20% in MI)
• Reading Proficiency: 60% (Top 30% in MI)

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?

7. Standards & I CAN statement(s)

Standard (analyze) Reading & Analysis

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 cite textual evidence to support a claim.

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.

Standard (Connect) Speaking & Listening

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)

I can engage effectively in discussion.

I can build on the ideas of others.
I can express ideas clearly.

Standard (organize) Writing

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

Segment 5 (24 Day Assessment Calendar)

A=Activity R=Reading FAQ=Formative Assessment Questions SA=Summative
W=Writing. #’s = Chapter Pacing Guide
Monday Tuesday Wednesday Thursday Friday
A, FAQ A, FAQ R, A, FAQ 1 A, FAQ, R. 1 R, FAQ 2
FAQ, R 2 R, FAQ 3 R, FAQ 4 R, FAQ 4 SA
R 5 A, FA, SA, R 6 Mid Book Quiz R 7 R, SA 8
SA
R 9 R, SA 10 R 11 R, FAQ 12 Final Test SA
Essay W W W Essay Due SA

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Communication to Families about The Outsiders Unit:
Sent as email:

Dear Parents and Families,

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.

Thank you for your continued support.

Sincerely,
Mark Seymour

6
Pre-Unit Assessment Rational:

The documents on the following pages will be used for pre-assessments.

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

Community and School Community descriptions, we have a significant class separation in

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

building, but it also follows a theme of the novel.

Academically, the lesson/assessment covers multiple standards and subsequent “I

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

working as a group, constructing their knowledge base, and working as a team.

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 Name ___________________________
Chrysanthemum: Elements of a Story Hour _______

Characterization
1. Chrysanthemum is a (circle one) dynamic / static character because
_____________________________________________________.

2. Chrysanthemum is the story’s main character and ___________________, while

___________________
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

4. Describe Chrysanthemum’s character using 2 examples per category:

a. Physical Appearance: (adj.)______________________

____________________________
b. Personality Traits: (adj.) ________________________
____________________________
c. Interactions with Others: ________________________
_______________________________
(What do her relationships with and feelings about other characters reveal about
Chrysanthemum’s character? What do her interactions with other characters and
their thoughts and feelings about Chrysanthemum reveal about her?)

5. Setting—Fill in the 3 literary components below:

_T________________________: Present day
_S_______________________: A classroom in a school and a little girl’s home
_M_______________________: Eager, excited, disappointed, happy

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

8
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.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
____________________________________

12. Below, draw a plot diagram (Story Mountain).

Indicate the parts of the story by using the literary term and description of Chrysanthemum here.

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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

4.Describe Chrysanthemum’s character using 2 examples per category:

a. Physical Appearance: (adj.)__white mouse_________ ____petite, colorful

clothing______
b. Personality Traits: (adj.) ___shy, sensitive____ ___perky, upbeat, outgoing, easily
persuaded__
c. Interactions with Others: defeated, sad, bullied but she starts each day the best she
can
(What do her relationships with and feelings about other characters reveal about
Chrysanthemum’s character? What do her interactions with other characters and
their thoughts and feelings about Chrysanthemum reveal about her?)

5. Setting—Fill in the 3 literary components below:

_Tense/Time___________________: Present day
_Setting/Place__________________: A classroom in a school and a little girl’s home
_Mood___________________: Eager, excited, disappointed, happy

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

10
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.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
____________________________________

12. Below, draw a plot diagram (Story Mountain).

Indicate the parts of the story by using the literary term and description of Chrysanthemum here.

11
 SECTION 2 DAILY ANALYSIS AND LESSON PLANS

Lesson 1 Pre-Reading Lesson Plan

The Outsiders
Cliques
Objective:
*Students will be able to identify and analyze characteristics of clique in
society. *Students will build prior knowledge of social groups before reading
The Outsiders.

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.

Materials: Group Task Sheet; Poster board; Markers

Warm-Up Exercise: (5-10 min)

Ask students to respond in writing to the following prompts:
1. What does it mean to be in a clique?
2. What types of cliques are there in school that you know about?

Then, whole class discussion. (5-10 min)

Step 1: (5-10 min)
1. Students will be in groups of 3-5 for this activity.

2. Each student will receive at Clique Information Sheet to fill out with their
group. (5-10 min)

Step 2: (15-20 min)

1. Each group will need to complete a poster that represents their clique that they
create. (If possible, group students, so it ends up that most of the students in each
group have different interests and friends – numbering off may be helpful.)

2. The students will use the Clique Information Sheet in order to

complete the poster assignment.

3. Students report as a group to explain poster and decisions. All

members will contribute.

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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?

Does your group have any of your regular friends in it?

Etc.?

Lesson 1 “Clique” Reflection

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.

13
Lesson 1 -Pre-Assessment Tool
The Outsiders
“Cliques”
8th Grade ELA
Mr. Seymour
Assessments

Name: _______________________________________ Hour: ________

Step One (Individually): Answer these questions.

1.What does it mean to be in a clique?

2.What types of cliques are there in school that you know about?

Step Two: Get into groups chosen by teacher.

Step Three (As a Group): Fill out Clique Information Sheet (on the back)

Clique Information Sheet – Directions:

1. Fill out sheets:
As a group you will create a clique that incorporates each member of your group.
You are all different, so you will have to listen, and communicate effectively to complete this
activity. Each team member will record the clique’s choices on their own sheet.

2. Create a poster that includes:

• What your clique chooses to wear
• Where your clique likes to spend their time
• 1-3 songs that represent your group
• A creative/original name for your clique. (What you call yourselves)
• Any additional items you would like to include that represent your clique

- 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.

15
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

Grade Level Common Core State Standards (CCSS):

Comprehension and Collaboration:

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.

Craft and Structure:

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 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.

16
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.

Instructional Method/Guided Practice:

A. Present Power point
B. Ongoing questioning and discussion
C. Students complete charts

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

Re-Teaching, Independent Practice, Extension Activity:

A. Re-Teaching: Subsequent Lessons for Unit content will follow similar analysis
techniques.
B. Independent Practice: Student will be responsible for independently answering key
questions and use textual evidence to supply answers.
C. Extension Activity: Teacher provided answers to “questions students still had.”

Summative Assessment:
Assess completion of Charts

17
Lesson 2 Reflection

Activity:
Students respond to Power Point on The Outsiders which covers theme, author bio,

vocabulary, symbolism, contextual references. They do this by thoughtful discussion and

questioning.

Presentation incorporates multiple multimedia platforms such as film and audio

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:

Students were fully engaged in presentation. They responded in a positive manner

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,

they came back to a place of attention and learning when needed.

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.

18
Lesson 2 Reflection continued

Some questions the students posed in their KWL charts:

• What did the roads look like?

• What was life like?
• Who were the Presidents?
• What type of technology was there?
• Why was there such a wealth difference back then?
• What Civil Rights Movements were happening at this time?
• How were African Americans treated?
• How were Women treated?
• What war was happening?

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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

be, or not be judged.

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

most in our community and society.

20
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

Grade Level Common Core State Standards (CCSS):

Key Ideas and Details:
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.8.3
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.

Craft and Structure:

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 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

21
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.

Instructional Method/Guided Practice:

A. Teacher starts reading and then allows volunteers to read story aloud
B. Teacher stops at key points to illustrate literary devices, discuss possible meaning,
thematic clues, and ask questions to assess understanding
C. Include guided practice to illustrate effective analysis and using textual evidence
D. Whole class discussion covering responses (check for understanding)

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

Re-Teaching, Independent Practice, Extension Activity:

D. Re-Teaching: Subsequent Lessons for Unit content will follow similar analysis
techniques.
E. Independent Practice: Student will be responsible for independently answering key
questions and use textual evidence to supply answers.
F. Extension Activity: Subsequent Lessons will follow similar themes.

Summative Assessment:
Closing questions completed in class. Rubric will consider all assigned elements of text

22
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

covering roughly three thirds of the novel each.

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.

Comprehension questions are answered in both independent and partnered settings to

ensure students are able to generate thoughtful independent responses while citing textual

evidence as well as meaningful collaboration, meeting standards for both.

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

interact more closely with the text.

23
 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

hyperbole, foreshadowing, metaphor and characterization.

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.

24
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

Grade Level Common Core State Standards (CCSS):

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.

Instructional Method/Guided Practice:

A. Present Power point
B. Ongoing questioning and discussion
C. Students complete sheets by taking notes.

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

Re-Teaching, Independent Practice, Extension Activity:

A. Extension Activity: Subsequent Lessons will follow similar themes.

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.

26
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

to interpret theme and find meaning.

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.

27
Lesson 10 Character Analysis

Grade 8
Subject: English Language Arts
Unit: The Outsiders Novel

Grade Level Common Core State Standards (CCSS):

Comprehension and Collaboration:

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.

Opening: (2-3 minutes)

State learning objectives
Set clear goals and expectations for lesson.
Provide resources and direction.
Students will begin in preassigned home groups to await their expert group roles.

28
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.

Re-Teaching, Independent Practice, Extension Activity:

G. Re-Teaching: Subsequent Lessons for Unit content will follow similar analysis
techniques.
H. Independent Practice: Student will be responsible for independently answering key
questions and use textual evidence to supply answers.

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

29
Lesson 10 Character Analysis Document

The Outsiders
Character Analysis Group Activity

Name: _________________________________ Hour __________

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.

IN YOUR EXPERT GROUP

Step 1 My Character is: _________________________________

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:______________________________________________________________________
______________________________________________________________________________

30
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:___________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

31
 Name: ________________________________________ Hour: ___________

ON YOUR OWN This sheet is due at the end of class.

Based on what you now know about your character, finish these sentences.

My character’s name is: _____________________________

• (Analyze) This character’s actions are mostly motivated by:

_______________________________________________________________________

_______________________________________________________________________

______________________________________________________________________ .

• (Predict) By the end of the story this character will:

_______________________________________________________________________

_______________________________________________________________________

______________________________________________________________________ .

• (Create) If this character was in your friend group, he/she would be:

_______________________________________________________________________

_______________________________________________________________________

______________________________________________________________________ .

32
Lesson 10 Character Analysis

Analysis:

The purpose of this lesson was to achieve the following learning targets:

• I can engage effectively in discussion.

• I can build on the ideas of others.

• I can site textual evidence to support a claim.

• I can express ideas clearly.

Formative Assessment

Comprehensive student participation was witnessed throughout entire lesson. Students

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 analyze the text.

• Students were able to successfully make predictions based on rationale form the

text they have read.

• Students were able to create a scenario and apply dimensions of the text to real life

situations

• The Outsiders Summative Assessment

33
 The Outsiders
I. Multiple Choice: Write the letter of the best answer on the blank.

_____1. Pony has gone to the movies alone because…

a) he is meeting a soc girl there.
b) no one else would go.
c) Pony believes no one else likes movies the way he does.
d) Pony thought he would meet someone there.

_____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.

_____4. Cherry and Pony…

a) tell each other things they couldn’t tell others.
b) become best buddies.
c) leave the drive-in angry at each other.
d) talk about running away together.

_____5. Johnny and Pony dream of a place…

a) where they wouldn’t have to go to school.
b) where they could make lots of money.
c) without Greasers and Socs.
d) where they could meet pretty girls.

_____6. When Pony gets home late, Darry…

a) calls the police.
b) tells Pony to go to bed.
c) hits Pony when they argue.
d) gets mad at Pony for not doing his chores.

34
_____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.

_____9. Why does Johnny go after Bob in the park?

a) to prove to Cherry that he’s tuff
b) to save his friend
c) to show he’s brave
d) to prove his loyalty to the Greasers

_____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

_____11. Why is Ponyboy reluctant to do anything with his hair?

a) it would make him look too old
b) it is his trademark
c) his mother had loved his hair
d) it was going to take too much time when they could be running

_____12. Who becomes a “spy” for the Greasers?

a) Marcia
b) The nurse
c) Cherry
d) Dally’s girl

_____13. What did Micky Mouse symbolize in Ponyboy’s mind?

a) the loss of what Sodapop wanted & valued
b) the advantages enjoyed by the Socs
c) Sodapop’s athletic abilities
d) using the horse to run away together

35
_____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!

_____15. Johnny sees Dally as gallant because

a) Dally survived prison
b) Dally didn’t hit him at the drive-in
c) Dally always sticks up for him
d) Dally took the blame for what Two-bit did wrong

Extended Response: 5 points

Nothing Gold Can Stay

Nature’s First Green is Gold
Her hardest hue to 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.

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.

__C__1. Pony has gone to the movies alone because…

a) he is meeting a soc girl there.
b) no one else would go.
c) Pony believes no one else likes movies the way he does.
d) Pony thought he would meet someone there.

__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.

__A___4. Cherry and Pony…

a) tell each other things they couldn’t tell others.
b) become best buddies.
c) leave the drive-in angry at each other.
d) talk about running away together.

__C___5. Johnny and Pony dream of a place…

a) where they wouldn’t have to go to school.
b) where they could make lots of money.
c) without Greasers and Socs.
d) where they could meet pretty girls.

___C__6. When Pony gets home late, Darry…

a) calls the police.
b) tells Pony to go to bed.
c) hits Pony when they argue.
d) gets mad at Pony for not doing his chores.

37
__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.

__B__9. Why does Johnny go after Bob in the park?

a) to prove to Cherry that he’s tuff
b) to save his friend
c) to show he’s brave
d) to prove his loyalty to the Greasers

__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

__B___11. Why is Ponyboy reluctant to do anything with his hair?

a) it would make him look too old
b) it is his trademark
c) his mother had loved his hair
d) it was going to take too much time when they could be running

__C___12. Who becomes a “spy” for the Greasers?

a) Marcia
b) The nurse
c) Cherry
d) Dally’s girl

__A___13. What did Micky Mouse symbolize in Ponyboy’s mind?

a) the loss of what Sodapop wanted & valued
b) the advantages enjoyed by the Socs
c) Sodapop’s athletic abilities
d) using the horse to run away together

38
__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!

__D___15. Johnny sees Dally as gallant because

a) Dally survived prison
b) Dally didn’t hit him at the drive-in
c) Dally always sticks up for him
d) Dally took the blame for what Two-bit did wrong

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.

39
 SECTION 3 REFLECTION

Student Knowledge and Skills

Summative Assessment Results – Multiple Choice and Essay Test

Class Population Percentages Assessment Scores in Percentages

16% of students Scored at 100%
26% of students Scored at 95%
26% of students Scored at 90%
11% of students Scored at 85%
5% of students Scored at 80%
6% of students Scored at 75%
5% of students Scored at 65%
5% of students Scored at 55%

• Based on scores from the main summative assessment, 80% of students are at

proficient levels for literary analysis and reading comprehension for this unit.

• Assessment targets were comprehensively covered throughout the reading lessons

as well as the activity-based lessons.

• 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

teacher and limited choice options.

• Test scores are uploaded to the PowerSchool district data base for administrative

analysis.

40
Formative Assessment

Formative assessments were gauged throughout unit. Non-quantitative data revealed

increased student participation, community building, and cooperative learning.

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

during this unit.

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

assessed again nearer the school years end.

41
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.

Identifying Similarities and Differences - We regularly discussed the differences between

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

and provides deeper meaning to the reader.

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

audio and visual technology during this particular lesson.

42
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

explore what content may need to be re-taught.

43
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

overwhelmed students is that we needed to take a measured and more intentional

approach to The Outsiders. I have discarded some of the mentoring that has been provided

to me throughout my time in education in which teachers just start teaching a topic or

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

been able to restrain their desire to read ahead.

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

extracting those personal connections from students. During lesson 10 (Character

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

contributed to making a connection and community building.

44
The three questions asked students to:

1. Analyze character motivations.

2. Predict what will happen to a character.

3. Create a scenario in which one of the characters is part of the student’s own friend

group.

Some examples of student responses include:

This character’s actions are motivated by:

Johnny – “fear and anger”

Johnny – “how vigilant he is after he was jumped by the Socs and not being beat up again”

Analysis: Students have a firm grasp on Johnny’s state of mind.

By the end of the story this character will:

Dally – “become more like Darry, still being the defender of the group and care about the

personal needs of the group”

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.

If this character was in your friend group, he/she would be:

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.

45
 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.

46