English 8:
The Outsiders
Kimberly Campbell
Clarence Fulton Secondary School
5 Week Practicum
Mentor Teacher: Jeanie Moynes
Vernon, British Columbia
April 11-May 13, 2011
Table of Contents
Table of Contents 2
Lesson 1 – Introduction to The Outsiders 3
Lesson 2 – Peer Relations 6
Lesson 3 – Character 8
Lesson 4 – Things Are Rough All Over 10
Lesson 5 – Teen Violence 12
Lesson 6 – Identity 14
Lesson 7 – Intentions 16
Lesson 8 – Media and Bias 18
Lesson 9 – The Family 20
Lesson 10 – Death 22
Lesson 11 – Nothing Gold Can Stay 24
Lesson 12 – Unit Review 26
Lesson 13 – Unit Test 28
Lesson 14 – Wrap Up 29
Appendices 30
Lesson 1 : The Outsiders – Story Impression Handout 31
Lesson 1: The Outsiders – Four Corners Anticipation Guide 33
Lesson 2: Somebody to Love – Jefferson Airplane 36
Lesson 2: The Outsiders Peer Relationships Opinionaire 38
Lesson 3: Leader of the Pack – The Shangri-Las 40
Lesson 3: Reading Quiz – Chapter 2 42
Lesson 3: The Outsiders Ponyboy Name Identity 44
Lesson 4: The In Crowd – Dobie Gray 46
Lesson 4: Unsent Letters 48
Lesson 5: Born to be Wild - Steppenwolf 50
Lesson 5: Violence Pattern Guide 52
Lesson 5: Murder Discussion Web 54
Lesson 6: Heartbreak Hotel – Elvis Presley 56
Lesson 6: Reading Quiz – Chapter 5 59
Lesson 7: You’ve Got to Hide Your Love Away – The Beatles 61
Lesson 7: Floor Grid 63
Lesson 7: The Outsiders Mid-Novel Check In 65
Lesson 8: I’m So Lonesome I Could Cry – Hank Williams 68
Lesson 8: Reading Quiz – Chapter 7 70
Lesson 8 – Interview Worksheet 72
Lesson 1 – Introduction to The Outsiders
Topic
- The Outsiders introductory lesson
Objectives/Expectations
- A1 – interact and collaborate in pairs and groups
- A3 – listen to comprehend, interpret, and evaluate ideas and information
- A8 – speak and listen to make personal responses to texts
- B7 – after reading and viewing, select and use a range of strategies to extend and confirm meaning
- B8 – explain and support personal responses to texts
- C1 – write meaningful personal texts that explore ideas and information
- C3 – write effective imaginative texts to explore ideas and information
- students will work individually and in groups to form and discuss opinions
- students will begin to form impressions and ask questions about the novel
Preparation
- photocopy Four Corners Anticipation Guide
- photocopy Story Impressions
Anticipatory Set
- book teaser (5 minutes)
They walked around slowly, silently, smiling.
“Hey, grease,” one said in an over-friendly voice. “We’re gonna do you a favour, greaser. We’re gonna cut all that long greasy hair off.”
He had on a madras shirt. I can still set it. Blue madras. One of them laughed, then cussed me out in a low voice. I couldn’t think of anything to say. There just isn’t a whole lot you can say while waiting to get mugged, so I kept my mouth shut.
“Need a haircut, greaser?” The medium-sized blond pulled a knife out of his back pocket and flipped the blade open.
I finally thought of something to say. “No.” I was backing up, away from that knife. Of course I backed right into one of them. They had me down in a second. They had my arms and legs pinned down and one of them was sitting on my chest with his knees on my elbows, and if you don’t think that hurts, you’re crazy. I could smell English Leather shaving lotion and stale tobacco, and I wondered foolishly if I would suffocate before they did anything. I was scared so bad I was wishing I would. I fought to get loose, and almost did for a second; then they tightened up on me and slugged me a couple of times. So I lay still, swearing at them between gasps. A blade was held against my throat.
“How’d you like that haircut to begin just below the chin?”
It occurred to me then that they could kill me.
Direct Instruction/Guided Practice
- review the meaning of character, setting, and plot (5 minutes)
o would have been previously discussed in a short story unit
§ character – the “who”
§ setting – the “where” and “when”
§ plot – the “what,” “why,” and “how”
- introduce the book and time period (15 minutes)
o Today we are starting The Outsiders by S.E. Hinton. S.E. Hinton started writing the novel when she was a fifteen year old going to high school in Oklahoma. She wrote the book after a friend of hers was beaten up by some other teenagers who didn’t like that he was a “greaser.” (what do you think makes someone a greaser?)
- Four Corners Anticipation Guide activity (25 minutes) (B8)
o assign each corner a label of “strongly agree,” “agree,” “disagree,” or “strongly disagree” and then read off statements and have the students move to the corner – once there have them Think-Pair-Share
o give students a handout (appendix) with all the questions being asked and have them check off which corner they went to and explain why
o do the first four as a class and then have the students complete the worksheet for homework – writing a one to three sentence explanation of their answer
§ Friends should always stick up for each other.
§ It is fair to judge people based on their appearance.
§ Brothers and sisters can be your best friends.
§ People who love you always say, “I love you”
§ Boys should help with household chores.
§ Beating someone up is okay if it is for a good reason.
§ You should always help people even if you get hurt because of it.
§ Running away from home is the only way to escape problems.
§ Gangs always want to get into fights.
- have students complete a Story Impression activity starting with the first lines of the novel (20 minutes) (C3)
o When I stepped out into the bright sunlight from the darkness of the movie house, I had only two things on my mind: Paul Newman and a ride home…
§ tough
§ greaser
§ undisturbed
§ drawing
§ hollering
o have the students Pair and Share their writing
- ask students if their partner’s story was the same as theirs (10 minutes)
o from here, talk about how every person can use the same list of words but create a completely unique and creative story
o read section from Chapter 1 of The Outsiders
Extension/Independent Practice
- Four Corners Worksheet
Closure
- Exit Slip: “Write one impression of or question about the novel”
Assessment
- Story Impression/Sprints
Notes
Lesson 2 – Peer Relations
Topic
- evaluating peer relationships
Objectives/Expectations
- A4 – select and use a range of strategies to interact and collaborate with others in pairs and groups
- A6 – select and use a range of strategies to express ideas and information in oral communications
- B5 – before reading and viewing, select and use a range of strategies to anticipate content and construct meaning
- C10 – write and represent to synthesize and extend thinking
- students will obtain a copy of The Outsiders
- students will work individually and collaboratively to explore peer relationships
Preparation
- song
- powerpoint
o lyrics
o guiding questions
o first impression images
- Peer Relationships Opinionaire
- copies of The Outsiders
Anticipatory Set
- Somebody to Love – Jefferson Airplane (5 minutes)
Direct Instruction/Guided Practice
- Guiding Questions ( 5 minutes)
o What are the costs and benefits of conformity or nonconformity to a peer group? How do you measure these costs and benefits?
o How does a person’s relationship with his/her peers affect the kind of person he/she will become?
- Guiding Questions Journal (20 minutes) (B5)
- Distribute books and vocabulary worksheets while journal writing
- have students fill out the Peer Relationships Opinionaire (appendix) (5 minutes)
- First Impressions Think-Pair Share (15 minutes)
o students discuss their first impressions to images presented on the powerpoint
- read Chapter 1 of The Outsiders to students (30 minutes)
o students record their first impressions of each character
Extension/Independent Practice
- read chapter 2
Closure
- Exit Slip: “What are three ways peers can influence your behaviour?”
Assessment
- Guiding Questions Journal
Notes
Lesson 3 – Character
Topic
- Characterization
- Chapters 2
Objectives/Expectations
- A2 – express ideas and information in a variety of situations and forms
- B1 – read, both collaboratively and independently, to comprehend a variety of literary texts
- B4 – independently select and read, for sustained periods of time, texts for enjoyment and to increase fluency
- C4 – create thoughtful representations that communicate ideas and information
- students will work individually and in groups to explore characterization
- students will be able to explain direct and indirect characterization
Preparation
- Song
- PowerPoint
o Lyrics
o Heroes
o Characterization
o Character Portfolio Assignment
- Reading Quiz
- Name Poem Forms
Anticipatory Set
- Leader of the Pack – The Shangri-Las (5 minutes)
- Reading Quiz (5 minutes)
Direct Instruction/Guided Practice
- show students pictures of “heroes” (10 minutes)
§ Superman
§ Spiderman
§ Batman
§ Wonder Woman
o discuss why they are considered heroes
o point out their characterization
- review types of characterization (10 minutes)
o Direct Characterization à What the author tells us about the character
o Indirect Characterization à What the author shows us about the character
- Ponyboy name poem (15 minutes)
o have students work in pairs to create a name poem for Ponyboy (appendix)
- Character Portfolio (35 minutes) (C4)
o introduce assignment
o start a full-class character portfolio for Ponyboy
§ Think-Pair-Share to find examples of direct and indirect characterization in the first two chapters
o have students choose a character from The Outsiders to create a portfolio about
§ Sodapop (Soda) Curtis
§ Darrel (Darry) Curtis
§ Johnny Cade
§ Dallas (Dally) Winston
o draw an annotated picture of their character
o write a name poem for their character
Extension/Independent Practice
- read chapter 3
Closure
- Exit Slip: “Define direct and indirect characterization”
Assessment
- Heroes journal
Notes
Lesson 4 – Things Are Rough All Over
Topic
- “Things are rough all over”
- Chapter 3
Objectives/Expectations
- A10 – speak and listen to synthesize and extend thinking
- B9 – interpret and analyse ideas and information from texts
- C5 – select and use a range of strategies to generate, develop, and organize ideas for writing and representing
- students will analyze the statement “things are rough all over” in terms of both the text and their personal lives
Preparation
- Song
- PowerPoint
o Lyrics
- Unsent Letters Worksheet
Anticipatory Set
- The In Crowd – Dobie Gray (5 minutes)
Direct Instruction/Guided Practice
- read part of Chapter 2 where Cherry and Ponyboy are talking about the Socs and the Greasers (5 minutes)
I had nearly forgotten that Cherry was listening to me. But when I came back to reality and looked at her, I was startled to find her as white as a sheet.
“All Socs aren’t like that,” she said. “You have to believe me, Ponyboy. Not all of us are like that.”
“Sure,” I said.
“That’s like saying all you greasers are like Dallas Winston. I’ll bet he’s jumped a few people.”
I digested that. It was true. Dally had jumped people. He had told us stories about muggings in New York that made the hair on the back of my neck stand up. But not all of us were that bad.
Cherry no longer looked sick, only sad. “I’ll bet you think the Socs have it made. The rich kids, the West-side Socs. I’ll tell you something, Ponyboy, and it may come as a surprise. We have troubles you’ve never even heard of. You want to know something?” She looked me straight in the eye. “Things are rough all over.”
- Think Pair Share (5 minutes)
o talk about how things being “rough all over” can lead to people behaving in certain ways
- read Chapter 3 to students (30 minutes)
- Unsent Letters (35 minutes) (B9) (C5)
o have students write a letter to a friend from the perspective of their character (Soda, Darry, Johnny, Dally) telling them about the ways “things are rough all over”
Extension/Independent Practice
- Read chapter 4
Closure
- Exit Slip: “Write down the character you are making a portfolio about and list two things you have learned bout that character so far”
Assessment
- Unsent Letter
Notes
Lesson 5 – Teen Violence
Topic
- Teen Violence
- Chapter 4
Objectives/Expectations
- A5 – select and use a range of strategies to prepare oral communications
- B6 – during reading and viewing, select and use a range of strategies to construct, monitor, and confirm meaning
- B10 – synthesize and extend thinking about texts
- students will examine the violence between the Socs and the Greasers
Preparation
- Song
- PowerPoint
o Lyrics
o Foil Characters
- Violence Pattern Guide
- Discussion Web Worksheet
Anticipatory Set
- Born to be Wild – Steppenwolf (5 minutes)
Direct Instruction/Guided Practice
- brainstorm reasons why people are violent (10 minutes)
o anger
o depression
o self-defence
- read Chapter 4 (25 minutes)
o Violence Pattern Guide
- Murder Think-Pair-Share (10 minutes)
o Why do you think Johnny killed Bob?
o What could have been some alternatives? Were there any?
- discussion web (10 minutes) (B10)
o “Should Johnny have killed Bob?”
- foil characters (20 minutes)