Serenity Sul Lesson Plan
Subject: English Language Arts
Topic: Novel Study
Unit: The Outsiders
Grade: 8.
Learning Outcome (s):
GLO – Students will listen, speak, read, write, view, and represent to explore thoughts, ideas, feelings, and
experiences. (GLO 1)
SLO – 1.1.2 Consider Others’ Ideas: Integrate new understanding with previous viewpoints and
interpretations. (5-6 classes)
1.2.2
Explain Opinions: Articulate, represent, and explain personal viewpoints clearly. (1- 2 classes)
Assessment:
Formative: Use cold calls to have students recap the major events of the pervious chapter (chapter 5 of
The Outsiders)
Summative: Fill out worksheets (one pertaining to vocabulary, one pertaining to evaluation of characters.
As Learning: As a class we will correct the vocabulary worksheet using cold calls and students will share their
character evaluation with a partner.
Connection to Last Lesson:
Continuation of main themes in novel and development of characters.
Flexible Groupings:
There will be class recap, discussion (on latest chapter 6, which will be read aloud by teacher) using discussion
questions on attachment #1, individual work for the two worksheets (attachment #2 and #3), and partner work
when sharing worksheet #3.
Activating Strategies - Preparing for Learning:
Do a whole class recap on important events in chapter 5. (Johnny goes to get supplies, Johnny and Ponyboy cut
their hair, Dally shows up, Pony gets a letter from Soda, Dally tells them that there’s going to be a big rumble
against the Socs, that he’s carrying an unloaded gun and that Cherry is a spy for the Greasers).
Acquiring Strategies – Integrating and Processing Learning:
Teacher reads chapter 6 (page 85-99) out loud, have students recap important events, (Johnny decides to turn
himself in, the church catches fire, Johnny and Ponyboy go in a save some kids, Dally pulls Johnny out from the
burning church, all three are rushed to the hospital, Pony is reunited with Soda and Darry). Have a whole class
discussion using the discussion questions (#2, 4,6, and 7) on attachment #1. This can be done by cold calls or by
writing questions on board and have students write down their answers individually.
Applying Strategies – Consolidating Learning:
Next introduce a vocabulary worksheet, do one or two as a class then students work on it individually, afterwards
correct as a whole class using cold call method. Worksheet #3, the character chart is then done individually,
(instructions are at top of the worksheet), once completed they will share with a partner what they have written
and why. If time allows students can share their answers from worksheet #3 with the whole class.
Learning Resources:
The Outsiders by S.E. Hinton Teacher Guide written by Starr Hull and Anne Troy. (Used for discussion questions).
The Outsiders by S.E. Hinton Student Packet written by Anne Troy (Used for vocabulary worksheet and
characterization chart).
Different Ways of Learning – Resources used:
Multiple Intelligences:
Intrapersonal, when using worksheet #3 students need to reflect on their own values and beliefs in order to place
characters on the grid.
Verbal/Linguistic, students need to be able to do worksheet #2 concerning vocabulary and also be able to defend
their position on worksheet #3.
Learning Styles:
Auditory – reading aloud to students.
Tactile – using worksheets to engage students.
Thinking Styles:
Abstract Random – students can do worksheet #3 any way that they choose in any order. They can even include
some of their own criteria and ideas.
Concrete Sequential – students follow along in novel in a linear manner and have individual work for the
vocabulary worksheet.
Options for Students:
Students can choose to read the novel by themselves either in the hall or the library.
Independent Practice:
Worksheet #3 is the assignment; students can also choose to change the criteria as long as the teacher approves it,
students then need to hand it in, since it is a personal reflection marks are based on whether it is completed or
not.
Time Line
Recap of chapter 5 – 5 min.
Read chapter 6 out loud – 20 min.
Recap/discussion – 10 min.
Vocabulary worksheet individ. – 10 min.
Correction of worksheet – 5 min.
Character worksheet – 10 min.
Share with partner – 10 min.
Total – 60 min
• If time allows ask students to share some of their ideas from worksheet #3.