Leanna Yeager
The Outsiders Unit Plan
Grade 8
“The Outsiders” - Stage 1 - Desired Results
Established Goals:
1. Students will be able to analyze S.E. Hinton’s The Outsiders.
2. Students will be able to see how different social groups react to each other through a
panel discussion.
3. Students will be able to create their own definition of loyalty and how it relates to their
life by viewing the choices of the novel’s characters. They will also check their own
loyalty by self-reflection.
4. Students will be able to write a narrative of how a particular choice in their life changed
them.
5. Students will research articles to see how our world uses way too much violence to solve
issues.
Standards:
CC. 1.3: Reading Literature: Students read and respond to works of literature with emphasis
on comprehension, making connections among idea and between texts with focus on textual
evidence.
 CC.1.3.7-8.B: Determine a theme or central idea of a text and analyze in detail its
development over the course of the text, including how it emerges and is shaped and
refined by specific details; provide an objective summary of the text.
CC.1.4.7-8.M: Write narratives to develop real or imagined experiences or events.
CC.1.5.7-8.A: Initiate and participate effectively in a range of collaborative discussions on
grades level topics, texts, and issues, building on others’ ideas and expressing their own clearly
and persuasively.
Big Ideas:
• Battle of Social Classes
• Choices
• Loyalty
• Violence
Enduring Understandings:
Essential Questions:





Students will understand that class does
not determine how you treat a person,
even though most people think it does.
Students will understand that loyalty is a
good attribute to have many people
admire it.
Students will understand that making
choices are very important.
Students will learn that violence causes
much harm and is not the answer.



Why is there a battle between lower and
higher social classes? Does it determine
how people should be treated because
they belong in those classes?
How important are choices?
How is loyalty a treasured quality?
Why do people find violence to be the
answer?
The Outsiders Unit – Stage 2
Performance Assessment:
Benchmarks
1. Students will be able to analyze S.E. Hinton’s The Outsiders.
2. Students will be able to see how different social groups react to each other. Students will be able
to analyze S.E. Hinton’s The Outsiders.
Students will be able to see how different social groups react to each other.
Task: Students will be asked to get together in groups. They will create a panel discussion
between the Socs and Greasers
Scenario: The Socs and Greasers do not like each other, as we see from our reading of the
book. These two groups want to have a venting session to tell how they feel about each
other. They will explain certain scenarios of where disrespect is given to one another.
Communication Device: Students will give this presentation verbally to the class.
Other Types of Assessment:
 Quizzes
o Check reading comprehension on the novel.
o Addresses standard 1.1.7.E: D and anchor R7.A.1.
 Test
o Test on reading comprehension of the novel.
 Academic Reading Prompt
1) Students will read the story and record the choices that Ponyboy and whatever
characters they may choose. They must journal what they read.
2) Students will research an article on violence and question whether violence was
needed in that particular situation.
 Academic Writing Prompt:
1) Students will write a short 1-2 pg. paper. They will give the definition of loyalty from
the dictionary and create their own. They will tell me how they relate to their
definition or have a friend that does go with their meaning. They will have to give
specific examples in their life.
 Formal Classroom Discussion
 Participation in everyday lessons
Socs vs. Greasers Panel
After reading Chapters 1-4, readers notice that there is definitely a conflict
between the Socs and the Greasers. As a class, we will take the role as the town
and want to fix this problem. These groups are violent and degrading to each
other. This is a debate/panel.
You will put into several groups, some of you will be Socs and some will be
Greasers. You will go against one of these opposing groups. Each social group will
state their case and argue how the opposite group has affected them. You must
use specific examples from the novel to discuss. You will write these ideas on
paper and will be turning them in to me at the end of the panel.
Be creative, active in your role, and confident! Do not be shy. 
Violence Research Articles
Violence is seen throughout the novel. For this assignment, I would like you to
research some sort of violence between people. I want you to print out and
summarize the article and answer a few questions:
1) What was the problem?
2) Could it have been fixed without violence?
3) How do you think the situation would have turned out to be if there wasn’t
any violence?
4) Can this situation relate to any of the situations in the novel? Provide an
example and explain how.
Make sure you use correct grammar and spelling. This is worth 20 points.
Loyalty
Ponyboy shows a lot of loyalty towards his fellow Greasers, even if he did not
agree with their choices. He was always there to help when he was needed. I
want to hear your own opinion of loyalty and how you view it. You are to write a
1-2 page paper describing the following.
1) Define loyalty from the dictionary and then create your own definition of
the word. Do they compare or contrast?
2) Do you follow your own definition?
3) Do you have any friends that fit your definition? Provide specific events and
tell how they were loyal to you.
This is worth 20 points. Make sure to use correct grammar and spelling! Express
yourself as much as you want, consider this a self-reflection.
Name_____________________________
Panel Rubric
Category:
Point Values:
8-10
5-7
4-6
0-3
Information
All information
presented in the
debate/panel was
clear, accurate and
thorough. Cited
various specific
examples
Most information
presented in the
debate/panel was
clear, accurate and
thorough. Cited
good examples,
but not as specific
Most information
presented in the
debate/panel was
clear and accurate,
but was not
usually thorough.
Very few
examples.
Information was
inaccurate, no
examples, made
up fake scenarios
Presentation
Team consistently
used gestures, eye
contact, tone of
voice and a level of
enthusiasm in a
way that kept the
attention of the
audience.
Team usually used
gestures, eye
contact, tone of
voice and a level of
enthusiasm in a
way that kept the
attention of the
audience.
Team sometimes
used gestures, eye
contact, tone of
voice and a level of
enthusiasm in a
way that kept the
attention of the
audience.
One or more
members of the
team had a
presentation style
that did not keep
the attention of
the audience.
Rebuttal
All counterarguments were
accurate, relevant
and strong.
Respected
opponent
Most counterarguments were
accurate, relevant,
and strong.
Respected
opponent
Most counterarguments were
accurate and
relevant, but
several were weak.
Not as much
respect for
opponent
Counterarguments were
not accurate
and/or relevant.
No respect for
opponent
In-Character
Students are in
character the
whole time. Very
believable and
show great
confidence
Students stay in
character most of
the time, at times
not believable.
Mostly confident
in their ideas
Students are in
character part of
the time, less
confident.
Students are not in
character at all. No
confidence or
fooling around.
A 36-40 points
D 24 – 28 points
B 32-35 points
F 23 & below
C 28- 31 points
Grade_______/40
The Outsiders – Stage 3
Learning Activities

Modeling Comprehension (new)

Journals

2 minute writes

Read-Write-Pair-Share (New)

Response Writing

Tossed Terms

Article Research

Academic Writing Prompt

Literature Circles
WHERETO
W:
Goals:





Students will be able to analyze the themes of S.E. Hinton’s The Outsiders.
Students will be able to see how different social groups react to each other.
Students will be able to create their own definition of loyalty and how it relates to their
life.
Students will be able to write a narrative of how a particular choice in their life changed
them.
Students will learn to research article about violence and how it affects our world today.
Standards:




CC. 1.3: Reading Literature: Students read and respond to works of literature with
emphasis on comprehension, making connections among idea and between texts with
focus on textual evidence.
CC.1.3.7-8.B: Determine a theme or central idea of a text and analyze in detail its
development over the course of the text, including how it emerges and is shaped and
refined by specific details; provide an objective summary of the text.
CC.1.4.7-8.M: Write narratives to develop real or imagined experiences or events.
CC.1.5.7-8.A: Initiate and participate effectively in a range of collaborative discussions
on grades level topics, texts, and issues, building on others’ ideas and expressing their
own clearly and persuasively.
Resources:

Students will use the novel and the computer as resources.
Expectations:

Students will be expected to read the chapters of the book. And participate in various
assignments.

Some of the key assignments are a debate/panel, article research, and journaling. They will also
have various quizzes.

Students will demonstrate their learning by answering questions about the novel and what they
write about in their writing prompts.
Relevance and Value:




Why is there a battle between lower and higher social classes? Does it determine how
people should be treated because they belong in those classes?
How important are choices?
How is loyalty a treasured quality?
Why do people find violence to be the answer?

Students will use these essential questions to reflect on their lives.

These can help them look into their futures by creating better choices.
Diagnosis:

Students will access their prior knowledge of what they know about the big ideas of the story
through a series of question & answer and journal prompts.

Some misconceptions that may occur may be character or plot confusion, trying to keep the
characters straight.
H:
Hook:

The very first lesson from my unit will be talking about the battle between the social classes.
Will have two faculty members fight about how their car is better than the others. One car is
nicer than the other.

I will start with a 2 minute writes about what they think about social class and if they ever felt
like they were threatened because of the difference in social classes.

I will hold the students with assignment that deal with their own opinion, researching what they
find interesting, and role play in a panel.
E:
Experimental and Inductive Learning




Students will understand that class does not determine how you treat a person, even
though most people think it does.
Students will understand that loyalty is a good attribute to have many people admire it.
Students will understand that making choices are very important.
Students will learn that violence causes much harm and is not the answer.
Direct Instruction:
 I will teach these lessons by direct instruction and lecture.
 The students will need to work on their reading and writing skills.
Homework and Other Out-Of-Class Experiments:



Students will read the novel for homework, along with small journal entries.
They will use strategies to come up with questions and be able to have quality discussions
They will do outside writing assignments and performance assessment.
R:
Rethink:

The big ideas are
1) Battle between social classes
2) Violence
3) Choices

4) Loyalty
My design will challenge students by that they will have to think and evaluate about some of
these things in their own life. I want my students to think and reflect.
Reflect:
 Students will reflect through various assignments.
 Let students state their own opinions.
Revise or Refine:


Students will refine their reading and writing skills.
Also critical thinking skills
E:
Encouraging Self-Evaluation:


How does what you have learned about choices change your thinking about them?
What questions do you still have about the different characters?


How does loyalty reflect your life?
Did you gain any strength in reading or writing?
T:
Content:
 Student’s prior knowledge will be used to help with this unit
 Open-ended questions: the essential questions
 Students will be introduced to different strategies and different types of lectures
Process:

Students will each do their own, individual work, but there will also be cooperative learning in
the unit plan for extra help and support from peers.
 Students will be able to freely research what they want about the book if it interests them.
Product:

For their performance assessments/writing prompts, students are able to choose what they
want to do or who they want to portray
O:
“Coverage”
 Book will be presented in chronological order
 Students will be given multitude of activities to broaden understanding.
 I will have students apply what they learned.
Uncoverage”


I will stay focused on the big ideas
I will move back and forth between the big ideas and find a way for them to interconnect
Sensory
Register
STM
LTM
Focus
Attention
Student Teacher Candidate: Leanna Yeager
Lesson Subject(s)/Title: The Outsiders
Recognition
INSTRUCTIONAL MATERIALS:
1)
2)
The Outsiders novel Chapters 1-4
Spark Notes
Perception
PURPOSE:
The purpose of this lesson is to discuss the differences between social classes and how others
treat each other because of these differences. As the students see in the novel, it can lead to
certain extremes. I am also using this lesson to model how students should do to comprehend a
story.
SPECIFIC LEARNING OBJECTIVES: (clear, observable)
6.
7.
Students will be able to analyze S.E. Hinton’s The Outsiders.
Students will be able to see how different social groups react to each other through
taking roles and participating in a panel discussion.
Meaning
Visualization
Facets of Understanding
1.
2.
3.
4.
5.
6.
Explanation
Interpretation
Application
Perspective
Empathy
Self-Knowledge
Multiple Intelligences
ESSENTIAL QUESTIONS/ SUBSIDIARY QUESTIONS:
Why is there a battle between lower and higher social classes? Does it determine how
people should be treated because they belong in those classes?
Elaborations
Rehearsal
Lesson Date(s):
Course & Grade(s): Language Arts: Grade 8
Connections
Organization
1.
2.
3.
4.
5.
6.
7.
8.
Linguistic [words]
Visual [pictures]
Mathematical [numbers &
reasoning]
Kinesthetic [hands-on]
Musical [music]
Interpersonal [social]
Intrapersonal [self]
Naturalist [nature]
Multiple Exposures [4 x 2]
1.
2.
3.
Dramatization
Visualization
Verbal
Complex Interactions
1.
2.
Discussion
Argumentation
Bloom’s Taxonomy
STANDARDS:
CC. 1.3: Reading Literature: Students read and respond to works of literature with emphasis on
comprehension, making connections among idea and between texts with focus on textual
evidence.
CC.1.3.7-8.B: Determine a theme or central idea of a text and analyze in detail its development
over the course of the text, including how it emerges and is shaped and refined by specific
details; provide an objective summary of the text.
CC.1.5.7-8.A: Initiate and participate effectively in a range of collaborative discussions on grades
level topics, texts, and issues, building on others’ ideas and expressing their own clearly
1.
2.
3.
4.
5.
Knowledge [Verbatim]
Comprehension [Own Words]
Application [Problem-Solving]
Analysis [Identify components]
Synthesis [Combine
information]
6. Evaluation [Decisions]
Aspects of the Topic
1.
2.
3.
4.
5.
6.
9 Effective Strategies
and persuasively.
1.
2.
DIFFERENTATION STRATEGIES:
Facts
Compare
Cause/Effect
Characteristics
Examples
Relationships
3.
4.
5.
6.
7.
8.
9.
Similarities and Differences
Summarization and Note
Taking
Reinforcing Effort and
Providing Recognition
Homework and Practice
Nonlinguistic Representations
Cooperative Learning
Setting Objectives and
Providing Feedback
Generating and Testing
Hypotheses
Questions, Cues, and
Advanced Organizers
Literature Circles
ANTICIPATORY SET: (5 minutes)


Students will do a quick journal entry: Have you ever felt out of place because of your social class? How did that make
you feel? Write down one experience.
Students will then share their experiences
INPUT/ ACQUIRE NEW KNOWLEDGE:
and/or
APPLY/ DEEPEN NEW KNOWLEDGE:






I will first give out a Spark Notes test on the Chapter 4, the assignment from the previous night. It is short answer.
http://www.sparknotes.com/lit/outsiders/section2.rhtml (10 minutes)
After the quiz has been distributed, I will have a class discussion about the battle of the social classes.
1) Why do these two groups fight all the time?
2) Can these issues be fixed?
3) What examples can you give?
After discussion, I will have students break into literature circles and have them discuss the similarities and differences
between the Greasers and Socs. They will write down their examples and we will create an in-class chart. (10 minutes)
We will come back as a class and will go over a new strategy, Modeling Comprehension
Model new strategy
I want the students to analyze their own comprehension, I will use an excerpt they read in chapter 4 and have them do
the following:
Making and checking predictions
Forming mental images
Verbalizing points of confusion
Summarizing and paraphrasing
They will then give me answers verbally and share with the class what they find about themselves and comprehension.
They will be told that they need to do this for readings later on. (15 minutes)
CLOSURE/ASSESSMENT:
I want the students to write a slip of paper whether or not they liked the Modeling Comprehension and if helped them while
looking at The Outsiders. I will then pass out their assignment for the panel discussion.
HOMEWORK: (Purpose- Preparation, Practice, Expansion)
Prepare for Panel work in class tomorrow. Start looking up information
EVALUATION/ASSESSMENT OF STUDENTS:
Assessment of students will be determined by participation and
INSTRUCTIONAL PROCEDURES:
Time:
The teacher will:
1.
2.
3.
4.
5.
6.
Have students journal
Pass out quiz.
Have discussion on the battle of
social classes
Separate into Literature circles
Modeling Comprehension
Closure assessment
Ed. Department - Revised August 2012
The students will:
1.
2.
3.
4.
5.
6.
Journal
Take quiz
Participate in discussion
Participate in literature circles
Modeling comprehension
Closure
Chapter 4 Quote
“This church gave me a kind of creepy
feeling. What do you call it?
Premonition?"
Socs vs. Greasers Panel
After reading Chapters 1-4, readers notice that there is definitely a conflict
between the Socs and the Greasers. As a class, we will take the role as the town
and want to fix this problem. These groups are violent and degrading to each
other. This is a debate/panel.
You will put into several groups, some of you will be Socs and some will be
Greasers. You will go against one of these opposing groups. Each social group will
state their case and argue how the opposite group has affected them. You must
use specific examples from the novel to discuss. You will write these ideas on
paper and will be turning them in to me at the end of the panel.
Be creative, active in your role, and confident! Do not be shy. 
The Outsiders Chapter 4 Quiz
1) You are presented with the chapter 4 summary from Spark Notes, write two things that
happened in the story that did not happen in this summary. Please use full sentences. (4 points)
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
2) Without the Spark Notes, list at least two characters that are Greasers and two that are Soc’s. (4
points).
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
3) What can be the blue Mustang be a symbol of in the chapter? (2 points)
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Sensory
Register
STM
LTM
Focus
Student Teacher Candidate: Leanna Yeager
Lesson Subject(s)/Title: The Outsiders
Lesson Date(s):
Attention
Connections
Organization
Recognition
Elaborations
Rehearsal
Perception
Meaning
Visualization
Course & Grade(s): Language Arts – Grade 8
Facets of Understanding
INSTRUCTIONAL MATERIALS:
The Outsiders
7.
8.
9.
10.
11.
12.
ESSENTIAL QUESTIONS/ SUBSIDIARY QUESTIONS:
 How important are choices?
PURPOSE:
Students will learn that decision making is very important and that they need to make decisions
in their own life.
Explanation
Interpretation
Application
Perspective
Empathy
Self-Knowledge
Multiple Intelligences
9.
10.
11.
12.
13.
14.
15.
16.
Linguistic [words]
Visual [pictures]
Mathematical [numbers &
reasoning]
Kinesthetic [hands-on]
Musical [music]
Interpersonal [social]
Intrapersonal [self]
Naturalist [nature]
SPECIFIC LEARNING OBJECTIVES: (clear, observable)

Students will understand that making choices are very important.
STANDARDS:
CC. 1.3: Reading Literature: Students read and respond to works of literature with emphasis on
comprehension, making connections among idea and between texts with focus on textual
evidence.

CC.1.3.7-8.B: Determine a theme or central idea of a text and analyze in detail its
development over the course of the text, including how it emerges and is shaped and
refined by specific details; provide an objective summary of the text.
CC.1.4.7-8.M: Write narratives to develop real or imagined experiences or events.
DIFFERENTATION STRATEGIES: N/A
ANTICIPATORY SET:
I will make a list of different choices for the students. These choices will include which characters
they like and their favorite scene so far in the novel. They will then have to explain briefly why
they made those choices and how they thought them through (5-7 minutes).
Multiple Exposures [4 x 2]
4.
5.
6.
Complex Interactions
3.
4.
Discussion
Argumentation
Bloom’s Taxonomy
7.
8.
9.
10.
11.
Knowledge [Verbatim]
Comprehension [Own Words]
Application [Problem-Solving]
Analysis [Identify components]
Synthesis [Combine
information]
12. Evaluation [Decisions]
Aspects of the Topic
7.
8.
9.
10.
11.
12.
Facts
Compare
Cause/Effect
Characteristics
Examples
Relationships
9 Effective Strategies
10.
11.
12.
INPUT/ ACQUIRE NEW KNOWLEDGE:
Dramatization
Visualization
Verbal
13.
14.
15.
16.
17.
18.
Similarities and Differences
Summarization and Note
Taking
Reinforcing Effort and
Providing Recognition
Homework and Practice
Nonlinguistic Representations
Cooperative Learning
Setting Objectives and
Providing Feedback
Generating and Testing
Hypotheses
Questions, Cues, and
Advanced Organizers
and/or
APPLY/ DEEPEN NEW KNOWLEDGE:





We will start with a quiz on Chapters 8 & 9 (10 minutes)
We will then have a discussion about the choices that are made from the characters in the story. They will answer the
following:
1) Which character makes the best decisions?
2) Who makes the worse?
3) What is the best decision made in the whole novel? And what is the worse?
Students will pair up and do Read-Write-Pair-Share
We will then come together as a class and hear all of the possibilities. (15 minutes)
I will then pass out the sheet for the Choices Academic Writing Prompt
CLOSURE/ASSESSMENT:
Students will be asked to write one thing they learned about choices.
HOMEWORK: (Purpose- Preparation, Practice, Expansion)
Choices Journal Assignment
EVALUATION/ASSESSMENT OF STUDENTS:
Students will be evaluated and assess through participation
INSTRUCTIONAL PROCEDURES:
Time:
The teacher will:
7.
8.
9.
10.
11.
12.
Give choices to students to decide
Distribute quiz
Discuss choices with questions
Read-Write-Pair-Share
Pass out Academic prompt sheet
Closure
The students will:
7.
8.
9.
Answer anticipatory set
Take quiz
Discussion about choices and
answer questions
10. Read-write-pair-share
11. Receive Academic prompt
12. Closure.
Choices Journal
For this entry, you must write about a time where you had to make a crucial
decision. You have to write why you made that choice and whether it is was the
right decision.
It must be at least a page long.
Chapter 8 & 9 Quiz Short Answer: Please write in full sentences!
1) Who do Ponyboy and Two-Bit meet in the beginning of Chapter 8?
___________________________________________________________
___________________________________________________________
__________________________________________________________
2) Who is the leader of another gang of Greasers?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
3) Which Graser gets injured in the rumble in Chapter 9?
___________________________________________________________
___________________________________________________________
__________________________________________________________
4) What does Johnny tell Ponyboy before he died?
___________________________________________________________
___________________________________________________________
__________________________________________________________
Ed. Department - Revised August 2012