The Outsiders
By S. E. Hinton
Jessica Robinson
ENGLISH LANGUAGE ARTS – GRADE 8
Novel Study
Table of Contents
Overview ...................................................................................................................................... 2
Rationale ...................................................................................................................................... 2
Program of Study Curriculum Outcomes ................................................................................... 2
Essential Goals and Questions.............................................................................................. 3
Questions ............................................................................................................................................... 3
Goals ........................................................................................................................................................ 3
Calendar of Lessons ................................................................................................................. 4
Learning Activities and Instructional Strategies ........................................................... 6
Assessment Plan ....................................................................................................................... 9
Appendices ............................................................................................................................... 10
Sample Lesson Plans....................................................................................................................... 10
Lesson 1 .......................................................................................................................................................... 10
Lesson 2 .......................................................................................................................................................... 11
Lesson 3 .......................................................................................................................................................... 12
Lesson 4 .......................................................................................................................................................... 13
Lesson 5 .......................................................................................................................................................... 14
Sample Assignments for Lessons 1-5 ....................................................................................... 15
Final Project Outline and Assessment...................................................................................... 19
1
Overview
This novel study is designed for grade 8 students in an English Language Arts class.
The purpose of this unit is to help students gain a greater understanding of other
people’s perspectives and to consider issues such as social class, gang violence,
death, friendship and the struggles of life.
They will have the opportunity to read the novel The Outsiders by S. E. Hinton,
enhance their reading comprehension and vocabulary, interpret meanings from the
text, and reflect upon the main themes of the novel. At the end of the unit we will
discuss and reflect upon the main themes of the novel including fighting, gangs,
prejudice and what it is like to be a teenager.
This unit uses group work, whole class discussions, and individual projects as a
means for students to demonstrate their understanding.
Rationale
This unit would be a good experience for Junior High students because it can
broaden their perspective and enables them to see something from another person’s
point of view. In Junior High students are very concerned with labeling others and
forming groups. This novel provides clear examples of how things are not always as
they seem and that labels can be deceiving. This unit covers various curriculum
outcomes from the Language Arts curriculum. A detailed list can be found in the
table below.
Program of Study Curriculum Outcomes
GLO 1: Explore
thoughts, ideas,
feelings and
experiences
1:1: Discover and
Explore
1:2: Clarify an
Extend
GLO 2:
Comprehend
and respond
personally and
critically to oral,
print and other
media texts
2.1: Use
Strategies and
Cues
GLO 3: Manage
ideas and
information
GLO 4: Enhance
the clarity and
artistry of
communication
GLO 5: Respect,
support and
collaborate with
others
3.1: Plan and
Focus
4.1: Enhance and
Improve
2.2: Respond to
Texts
3.3: Organize,
Record and
Evaluate
4.3: Present and
Share
5.1: Respect
Others and
Strengthen
Community
5.2: Work within
a Group
2.3: Understand
Forms, Elements
and Techniques
2.4: Create
Original Text
3.4: Share and
Review
2
Essential Goals and Questions
Questions
Students will keep considering…
 What does it mean to be “good” or “bad”?
 How do outward appearances affect the way we think of people?
 How does social class affect young people?
Goals
Students will…
 Express their own ideas and point of view
 Extend their understanding of other people
 Understand and respond to the text
Students will understand…
 Other peoples views may differ from their own and that is okay
 The consequences of using violence as a way to solve conflict
 That characters/ people can change i.e. their actions, point of view,
understandings
Students will know…
 That written text can hold more meaning than what lies on the surface
 Strategies to understand written material
 That opinions may vary about the same issue or topic
Students will be skilled at…
 Expressing their own opinion through writing
 Comprehending written word
 Inferring meaning from text
3
Calendar of Lessons
Week
1
2
3
4
Monday
Objective:
Introduce Author
and Novel
Activities: Pre
Reading Questions
Outcomes:
2.2-5
Objective:
Understand the
main conflicts in
the novel.
Activities:
Chapter 2
AssignmentIntroduction to
Conflicts
Outcomes:
3.1-2
Objective:
Consider how point
of view effects the
story.
Activities:
Chapter 4
Assignment -Point
of View
Outcomes:
2.3-5
Objective:
Examine conflict
resolution.
Activities:
Chapter 6
AssignmentConflict Resolution
Outcomes:
3.1-2
Tuesday
Objective:
Consider the
perspective of the
author and how it
relates to their
own.
Read: Chapter 1
Activities: During
Reading
Discussion/ Journal
Questions
Outcomes:
1.1-1, 1.1-2, 1.1-3
Objective:
Understand
character motives.
Read: Chapter 3
Activities:
During Reading
Discussion/ Journal
Questions
Outcomes:
1.1-1, 1.1-2, 1.1-3
Objective:
Analyze and
understand text.
Read: Chapter 5
Activities:
During Reading
Discussion/ Journal
Questions
Outcomes:
1.1-1, 1.1-2, 1.1-3
Objective:
Explore which
characteristics of a
person are
desirable in
different situations.
Read: Chapter 7
Activities:
During Reading
Discussion/ Journal
Questions
Outcomes:
1.1-1, 1.1-2, 1.1-3
Wednesday
Objective: Get to
know and
understand
characters.
Activities:
Chapter 1
Assignment
Introduction to
Characters
Outcomes:
5.2-2, 5.3-3,
Thursday
Objective: Look at
definitions of
groups. Where do
they come from?
Read: Chapter 2
Activities:
During Reading
Discussion/ Journal
Questions
Outcomes:
1.2-1, 1.2-2, 1.2-3
Friday
Objective:
Understand and
remember the main
ideas and events of
the novel.
Activities:
Reading
Comprehension
Questions Ch.’s 1&2
Outcomes:
2.1-3, 2.1-4, 2.1-5
Objective:
Understand
character and
analyze dialogue.
Activities:
Chapter 3
AssignmentUnderstanding
Characters
Outcomes:
2.2-6, 2.2-7, 2.2-8
Objective:
Consider how you
relate to or
understand what
the characters are
going through.
Activities:
Chapter 5
Assignment- Life as
a Greaser Poem
Outcomes:
2.4-1, 2.2
Objective:
Interpret and infer
meaning from the
text.
Activities:
Chapter 7
AssignmentInference and
Character
Motivation
Outcomes:
1.2, 2.2-4, 2.2-3, 4.110
Objective:
Understand
character
relationships.
Read: Chapter 4
Activities:
During Reading
Discussion/ Journal
Questions
Outcomes:
1.2-1, 1.2-2, 1.2-3
Objective:
Consider what it
means to be “good”
or “bad”.
Read: Chapter 6
Activities:
During Reading
Discussion/ Journal
Questions
Outcomes:
1.2-1, 1.2-2, 1.2-3
Objective:
Develop and
expand vocabulary.
Activities:
Vocabulary Ch.’s 14
Outcomes:
2.1 -8, 2.1-9
Objective:
Consider similarities
and differences
between your life
and the characters
in the book.
Read: Chapter 8
Activities:
During Reading
Discussion/ Journal
Questions
Outcomes:
1.2-1, 1.2-2, 1.2-3
Objective:
Develop and
expand vocabulary.
Activities:
Vocabulary Ch.’s 58
Outcomes:
2.1 -8, 2.1-9
Objective:
Understand and
remember the main
ideas and events of
the novel.
Activities:
Reading
Comprehension
Questions Ch.’s 5&6
Outcomes:
2.1-3, 2.1-4, 2.1-5
4
5
6
7
8
Objective:
Discuss ways
characters change
throughout the
novel.
Activities:
Chapter 8
AssignmentUnderstanding
Characters Writing
Outcomes:
2.2-8
Objective:
Discuss ways
characters have
changed
throughout the
novel.
Activities:
Chapter 10 &11
Assignment- Plot
and
Characterization
Outcomes:
2.2-8
Objective:
Explore the main
themes of the
novel.
Activities:
Work on Final
Project
Outcomes:
2.3-3, 4.3-1, 4.3-5
Objective:
Explore the main
themes of the novel
and present ideas
to the class.
Activities:
Present Final
Projects
Outcomes:
2.3-3, 4.3-1, 4.3-5,
3.4-1, 3.4-2, 5.1-5
Objective:
Consider character
motivation.
Read: Chapter 9
Activities:
During Reading
Discussion/ Journal
Questions
Outcomes:
1.1-1, 1.1-2, 1.1-3
Objective:
Consider positive
and negative ways
to resolve a conflict.
Activities:
Chapter 9
AssignmentFighting Survey
Outcomes:
2.3-3
Objective:
Consider
experiences and
perspective of the
narrator and relate
to your own
perspective.
Read: Chapter 12
Activities:
During Reading
Discussion/ Journal
Questions
Outcomes:
1.1-4, 2.3-3, 3.3-7
Objective:
Understand and
remember the main
ideas and events of
the novel.
Activities:
Review Jeopardy
Objective:
Evaluate elements
of the novel.
Activities:
Chapter 12
AssignmentElements of the
Novel Web
Outcomes:
2.2-10, 2.2-11, 2.212, 2.3-6
Objective:
Explore the main
themes of the novel
and present ideas
to the class.
Activities:
Present Final
Projects
Outcomes:
2.3-3, 4.3-1, 4.3-5,
3.4-1, 3.4-2, 5.1-5
Objective:
Test all knowledge
outcomes for the
unit.
Activities:
Final Quiz
Objective:
Discuss choices
made in making the
movie.
Activities:
Watch Movie
Outcomes:
2.3-6
Objective:
Reconsider
assumptions of the
novel.
Read: Chapter
10&11
Activities:
During Reading
Discussion/ Journal
Questions
Outcomes:
1.2-1, 1.2-2, 1.2-3
Objective:
Explore the main
themes of the
novel.
Activities:
Introduce Final
Project
Outcomes:
2.3-3, 4.3-1, 4.3-5
Objective:
Understand and
remember the main
ideas and events of
the novel.
Activities:
Reading
Comprehension
Questions Ch.’s
9&10
Outcomes:
2.1-3, 2.1-4, 2.1-5
Objective:
Explore the main
themes of the
novel.
Activities:
Work on Final
Project
Outcomes:
2.3-3, 4.3-1, 4.3-5
Objective:
Discuss choices
made in making the
movie.
Activities:
Watch Movie,
Discussion/ Journal
Questions
Outcomes:
2.3-6
Objective:
Discuss choices
made in making the
movie.
Activities:
Watch Movie
Discussion/ Journal
Questions
Outcomes:
2.3-6
5
Learning Activities and Instructional Strategies
L= Listening, S= Speaking, R= Reading, W= Writing, V= Viewing, RP= Representing
Name
Chapter
Reading
Comprehensi
on Questions
Pre, during
and post
reading
Journal
Questions
Chapter 1 Intro to
Characters
Assignment
Chapter 2 Intro to
Conflict
Assignment
Chapter 3 Characterizat
ion
Assignment
Key Concept
Use strategies
and cues to
understand and
comprehend
text.
Respond
personally and
critically to text.
Respect, support
and collaborate
with others. Use
strategies and
cues to
understand text.
Discover and
explore
thoughts, ideas,
feelings and
experiences.
Clarify and
extend to
explore
thoughts, ideas,
feelings and
experiences.
Activity
Students will complete reading comprehension
questions once a week on the chapters we have
read that week.
L
S
R
W
V
RP
Assessment
Questions will be
handed in to be
marked.
Students will respond to readings in their journal
by answering journal questions after each time we
read. Students will be asked to share their
responses with the class to participate in group
discussion of the questions.
Each member of the group will focus on 1 character
and fill in the char about them. Then the group will
come together and each member will teach the rest
of the group about their character.
Journals will be
handed in to be
marked.
Using the information from the novel students will
fill in the chart about the 3 main conflicts that
continue through the novel. They will describe it,
find a quote about it and explain why the conflict
exists.
Students will select a statement from the list
provided and think about its meaning. What ideas
come to mind when you read the statement? What
point of view is being expressed? Do you agree or
disagree? Explain. Then using these three
questions as a guide write notes on your reaction to
the statement. Each person should give a 3-minute
Students will
hand in their
chart to be
marked.
Observation of
group work
skills.
Students will be
graded based on
a rubric for their
speaking .
6
Chapter 4Point of View
Assignment
Respond to text.
Create original
text.
Chapter 5 Poem
Assignment
Respond to text.
Create original
text.
Chapter 6 Conflict
Resolution
Assignment
Clarify and
extend to
explore
thoughts, ideas,
feelings and
experiences.
Discover and
explore
thoughts, ideas,
feelings and
experiences.
Chapter 7 Inference
Assignment
Chapter 8 Character
Assignment
Clarify and
extend to explore
thoughts, ideas,
feelings and
experiences.
speech on the statement. After the speech the class
will discuss their reaction to it.
Students will think about Ponyboy’s decision to run
away. List what they would like to say to him about
his decision and use the list to write a letter to
Ponyboy either approving or disapproving of his
decision. They must make reference to information
from the novel in their letter and use appropriate
formatting.
Ponyboy has given the reader a detailed account of
his life as a “hood” or greaser. Write a poem that
describes one day in the life of a juvenile
delinquent, using details from the novel. You may
start with: For a hood, life is…
Students will answer questions to consider the
details of the plot that lead to the conflict resolution
between Ponyboy and Darry.
Using the statement they have been given from the
book they will first list all of the information they
can about it. Then they will use the information to
write a paragraph that explains the meaning of the
statement.
Students will get together with others who did the
same statement as them. Then they will discuss
how their inference differed from others. They will
present to the class their statement and briefly
describe how their inference related to others in
their group.
Students will select one of the topics and write a
letter to one of the characters involved. Their letter
should include specific details from the story,
reasons for their main points and at leas two
quotations from the story
Students may
share the letter
with the class.
Letters will be
handed in to be
marked.
Students can
share their
poems with the
class.
Questions will be
handed in to be
marked.
Observation
checklist will be
used to observe
how students
work with their
group.
Letters may be
shared with the
group and
handed in for
marking.
7
Chapter 9 Fighting
Assignment
Use strategies
and cues to
understand text.
Chapter 10 &
11 Plot and
Characterizat
ion
Assignment
Chapter 12 Web
Assignment
Clarify and
extend to
explore
thoughts, ideas,
feelings and
experiences.
Understand
forms, elements
and techniques
to comprehend
text.
Final Project
Plan and focus to
manage ideas
and information.
Present and
share. Respect,
support and
collaborate with
others.
As a class we will discuss the negative
consequences of solving conflict with fighting as
seen in the novel. Students will then research
strategies to resolve conflict in positive ways. Each
student will share at least 2 items that they found.
Students will answer questions to show how
Ponyboy comes to his conclusions about the two
issues he has been struggling with. As well as their
opinion about the conclusions of the novel. We will
discuss feelings about the conclusion of the novel as
a class.
Using details from the novel, students will fill in a
thought web to explain what the mood and tone of
the novel are and how the elements of word choice,
figurative language, plot, setting and character
work together to create this mood and tone. Go
over the results of the assignment as a class. What
are some of the variations among responses? If you
changed one of the elements how would it affect the
mood or other elements of the novel?
After reading the novel students may choose a list
of possible projects or create their own project to
complete. They will include information from the
novel to demonstrate that they have read and
understand the main themes of the novel, as well as
the main series of events that took place. They will
present their project to the class.
Students will
present their
research to the
class.
Questions will be
handed in to be
marked.
We will go over
the material as a
class.
Projects will be
graded based on
the rubric
attached in the
appendices.
8
Assessment Plan
Taxonomy and Content
Taxonomic Level
Objectives
1: Explore thoughts, ideas, feelings and
experiences
1:1: Discover and Explore
1:2: Clarify an Extend
2: Comprehend and respond personally and
critically to oral, print and other media texts
2.1: Use Strategies and Cues
2.2: Respond to Texts
2.3: Understand Forms, Elements and Techniques
2.4: Create Original Text
Evidence of Learning
Knowledge/
Application/Analysis/
Comprehension
Evaluation/ Synthesis
Assignments/ Quizzes
Assignments/ Projects
 Pre, during and post
reading journal questions
(10%)
 Chapter 1& 2
Comprehension Questions
(2%)
 Chapter 3-6
Comprehension Questions
(2%)
 Chapter 7-10
Comprehension Questions
(2%)
 Chapter 1-4 Vocabulary
(2%)
 Chapter 5-8 Vocabulary
(2%)
3: Manage ideas and information
3.1: Plan and Focus
3.3: Organize, Record and Evaluate
3.4: Share and Review
4: Enhance the clarity and artistry of
communication
4.1: Enhance and Improve
4.3: Present and Share
5: Respect support and collaborate with others.
5.1: Respect Others and Strengthen Community
5.2: Work within a Group
All Outcomes
Totals
 Chapter 3 Characterization
Assignment (5%)
 Chapter 4 Point of View
Assignment (5%)
 Chapter 5 Poem
Assignment (5%)
 Chapter 8 Character
Assignment (5%)
 Chapter 9 Fighting
Assignment (5%)
 Chapter 10 & 11 Plot and
Characterization
Assignment (5%)
 Chapter 12 Web
Assignment (5%)
 Chapter 2 Intro to Conflict
Assignment (5%)
 Chapter 6 Conflict
Resolution Assignment
(5%)
 Chapter 7 Inference
Assignment (5%)
 Chapter 1 Intro to
Characters Assignment
(5%)
Final Quiz (10 %)
20 %
Final Project (15 %)
80 %
9
Appendices
Sample Lesson Plans
Lesson 1
Length: 45 Min
GLO’s
2: Comprehend and respond personally and critically to oral, print and other media texts
SLO’s
2.2-5: make connections between biographical information about authors, illustrators, storytellers
and filmmakers and their texts
Learning Objectives
Students will…
o Demonstrate their understanding prior to reading the novel.
o Draw conclusions between the biographical information about the author and the
text.
Materials
 Class set of novel The Outsiders by S. E. Hinton
 Students Journals
Preparation
 Have journal questions written up on the board
Procedure
Introduction
 Introduce the author and the novel. Explain who she is, where she comes from,
why she wrote the book. Refer to inside cover of the book as well as interview
with her on pgs….
Body
 Students will work on pre-reading questions in their journals then we will discuss
them as a class.
 Pre reading questions:
1. Think of a time in your life when you felt like an outsider. What was the
situation? How did you handle it?
2. How do you select friends? What qualities do you look for in a friend? What
qualities do you try to avoid?
3. Think about a time when you or someone you know made decisions about a
person’s neighborhood, town, school or friends. What might be the outcomes
of this type of thinking?
Conclusion
 Discuss student’s responses to questions as a class.
 Students will hand in their journals to be marked.
Assessment Methods
 Students will hand in their journal responses at the end of class.
10
Lesson 2
Length: 45 Min
GLO’s
1: Explore thoughts, ideas, feelings and experiences
SLO’s
1.1-1: Revise understanding and expression of ideas by connecting new and prior
knowledge and experiences
1.1-2: Review, reread, discuss and reflect on oral, print and other media texts to explore,
confirm or revise understanding
1.1-3: Seek out and consider diverse ideas, opinions and experiences to develop and
extend own ideas, opinions and experiences.
Learning Objectives:
Students will…
 Read and comprehend the events in the novel
 Consider the ideas, opinions and experiences of the narrator of the novel
and how they relate to their own ideas, opinions and experiences.
Materials:


Class set of novel The Outsiders by S. E. Hinton
Student journals
Preparation
 Have journal questions written up on the board
Procedure
Introduction
 Read Chapter 1
Body
 Students will respond to during reading questions in their journals and
later we will discuss them as a class:
1. Ponyboy is very concerned with his appearance and says that it marks
him as a greaser. How important is appearance to you? Does your
appearance label you as part of a particular group? Explain your
responses
Conclusion
 Discuss student’s responses to the novel and discussion questions.
Assessment Methods
 Students will hand in their journal responses once every 2 weeks.
11
Lesson 3
Length: 45 Min
GLO’s
5: Respect, support and collaborate with others
SLO’s
5.1-2: clarify and broaden perspectives and opinions, by examining the ideas of others
5.1-3: compare ways in which oral, print and other media text reflect specific elements of
culture or periods in history.
5.2 -2: use opportunities as a group member to contribute to group goals and extend own
learning
5.2-3: contribute ideas, knowledge and strategies to identify group information needs and
sources
Learning Objectives
Students will…
 Examine ideas of others
 Consider ways that the text reflects specific elements of the time period
Materials


Class set of novel The Outsiders by S. E. Hinton
Character handouts
Procedure
Introduction
 Divide the class into groups of 7. Hand out books. Explain the assignment
that students will be doing.
Body
 Each member of the group will focus on 1 character and fill in the chart about
them. Characters include Ponyboy, Two- Bit Mathews, Sodapop, Darry,
Steve Randle, Dally, and Johnny Cade.
 Then the group will come together and each member will teach the rest of the
group about their character.
Conclusion
 As a class we will discuss the information that the students have found and
fill in a larger chart to hang up in the classroom for the duration of the novel
study.
Assessment Methods
 As students are working individually and as a group observe to see if they are
completing their assignment and how well they are contributing to the group
 When we go through the information as a class each students must contribute
at least one point to the chart to show that they were participating in the
assignment.
12
Lesson 4
Length: 45 Min
GLO’s
1: Explore thoughts, ideas, feelings and experiences
SLO’s
1.2-1: acknowledge the value of the ideas and opinions of others in exploring and
extending personal interpretations and perspectives
1.2-2: exchange ideas and opinions to clarify understanding and to broaden personal
perspectives
1.2-3: reconsider and revise initial understandings and responses in light of new ides,
information and feedback from others.
Learning Objectives
Students will…
 Understand others an broaden their own perspectives
 Continually reconsider their initial understandings and assumptions and
they gather new information and ideas from the novel
Materials


Class set of novel The Outsiders by S. E. Hinton
Student journals
Preparation
 Have journal questions written up on the board
Procedure
Introduction
o Read Chapter 2
Body
 Students will respond to during reading questions in their journals and
later we will discuss them as a class:
1. Explain the differences between a Soc and Greaser. If you were a
student at Pony and Cherry’s high school would you want to
belong to either group? Why or why not?
Conclusion
 Discuss student’s responses to the novel and journal question.
Assessment Methods
 Students will hand in their journals once every 2 weeks.
13
Lesson 5
Length: 45 Min
GLO’s
2: Comprehend and respond personally and critically to oral, print and other media
texts
SLO’s
2.1-3: enhance understanding by paraphrasing main ideas and supporting details and by
rereading and discussing relevant passages
2.1-4: monitor understanding; skim, scan or read slowly and carefully, as appropriate, to
enhance comprehension
2.1-5: take notes, make outlines and use such strategies are read, recite, review to
comprehend and remember ideas and information.
Learning Objectives
Students will…
 Understand and remember the main ideas and events of the novel
Materials
 Class set of The Outsiders by S. E. Hinton
 Reading Comprehension Questions Chapters 1 & 2
Procedure
Introduction
o Review what has happened in chapters 1 and 2 of the novel on the board
as a class
Body
o Students will complete reading comprehension questions individually then
we will mark them as class.
Conclusion
 Mark reading comprehension questions.
Assessment Methods
 Students responses to the questions will be marked.
14
Sample Assignments for Lessons 1-5
Chapter 1- Introduction to Characters
In Chapter 1, the characters of the novel are introduced. It is important
to know who the characters are to help us follow the events of the novel.
The narrator tells the reader their ages, appearances, backgrounds,
personalities, and things that are important to them in life.
In groups of 7, each person in the group will complete the following
chart about one character. When all members of the group are finished
each person will be describe their character to the other group
members and while they complete the chart on the reverse side.
Characters Name:____________________________
Age and
Background
Appearance
Important
things in his
life
Personality
15
16
Personality
Important
Things in His
Life
Appearance
Age and
Background
Name
Chapter 2- Introduction to Conflicts
In this novel, the narrator, Ponyboy, has several conflicts. The conflicts
involving the Socs are external, the internal conflicts center around
Pony and his relationship with his brother.
Complete the follow charts describing the details of the conflict and
exploring the reasons that it exists.
The Socs versus the Greasers
Details that
describe the
problem
A quotation
from
Ponyboy
about the
conflict
Reasons the
conflict
exists
Darry versus Ponyboy
Details that
describe the
problem
A quotation
from
Ponyboy
about the
conflict
Reasons the
conflict
exists
Ponyboy versus Himself Feeling hurt about Darry
Details that
describe the
problem
A quotation
from
Ponyboy
about the
conflict
Reasons the
conflict
exists
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Final Project Outline and Assessment
Outsiders Final Project
After reading the novel The Outsiders by S. E. Hinton, you may choose
from the list below a project to complete. You must include information
from the novel to demonstrate that you have read and understand the
main themes of the novel, as well as the main series of events that took
place. You will be presenting your project to the class, so you will need
to consider ways to make your presentation interesting, and engaging
for all class members.
1. Scene Illustration:
Illustrate a scene from the novel that reveals one of the themes.
Include an appropriate caption that describes the scene. You may do
one large scene, or a series of scenes in comic book format. Also
include one paragraph explaining how the scene relates to the theme.
2. Soc vs. Greaser Collage:
Create a collage showing the two “worlds” of the greasers and Socs.
Use quotes, drawings, symbols, and photos to show the differences
and similarities between the two worlds. You must include a one
paragraph that explains why you’ve chosen the images you did and
how they relate to the theme. This can be as a part of the collage, or
separately.
3. Conflict Resolution Report:
Research conflict resolution from books about the topic, or on the
internet. Apply your findings to the conflicts in the story by creating a
report recommending how the greasers should have dealt with their
problems. The report must be at least 2 pages in length typed, 12 pt
font, and double-spaced. Include 2-3 images that represent the conflict
resolution strategies you suggest. Remember to include facts, quotes
and information from the novel.
4. Outsiders Board Game:
Create a board game based on The Outsiders. Base your game board
on events in the novel, and use dice to advance tokens that represent
the characters. Your board game must be the size of a poster board,
and include images and text including clear rules and directions for
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how to play the game. Remember to include facts, quotes and
information from the novel.
5. Reenactment of Courtroom Scene:
Imagine that the judge at the hearing decides that Ponyboy must go to
trial for his involvement in the death of Bob Sheldon. With a
maximum of 4 other students, create a trial. Among the parts you
should assign are a prosecuting attorney, a defense attorney, a judge,
character witnesses, and actual witnesses to the event. Members of the
class will serve as the jury. You may present it in front of the class, or
record it to create a mini movie. Together as a group you must hand in
a printed copy of the script, including speaking lines and stage
directions for each actor.
6. Music PowerPoint:
Research some of the songs of The Beatles and of Elvis Presley in the
mid 1960’s. Create a 10 slide PowerPoint presentation explaining why
you think The Beatles appeal to the Socs, and Elvis to the greasers.
Your PowerPoint must include visual and written elements.
Remember to include facts, quotes and information from the novel to
support your reasoning.
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Final Project Rubric
Great
4
Research and
Preparation of
Project
Content of
Project
Visual
Elements
Written
Elements
Oral
Presentation
Project:__________________________
Good
3
o Used any extra
time to extend
research
o Used a variety of
appropriate
resources
o Showed
outstanding effort
o Used preparation
time well
o Used 2 resources
o Used appropriate
evidence and
examples from the
novel
o Used logical, easyto-follow order
o Covered topic with
appropriate
information
o Made effort to use
evidence and
examples from the
novel
o Were highly
interesting, easy to
see and understand
o Supported purpose
o Communicated
main ideas clearly
o Had very few
errors
o Were thoroughly
proofread and
revised
o Supported main
ideas with rich
details
o Spoke audibly and
expressively
o Maintained eye
contact
o Created and
maintained interest
from the audience
Needs Work
2
o Spent minimal
time on
preparation
o Used 1 resources
o Showed effort
o Showed fair effort
Incomplete
1
Total
o Not prepared
o Used no resources
for research
o Showed little
effort
/12
o Used some
evidence and
examples from the
novel
o Used little
evidence and few
examples from the
novel
o Used easy to
follow order
o Used order that
o Used hard-towas confusing at
follow order
times
o Covered topic with o Did not cover topic o Omitted important
adequately
adequate
information
information
o Were interesting,
o Were somewhat
o Were messy,
easy to see and
interesting
disorganized, hard
understand
to understand
o Supported purpose
o Communicated
main ideas
o Had few errors
o Were proofread
and revised
o Supported main
ideas
o Spoke audibly and
expressively
o Maintained some
eye contact
o Kept the
audience’s
attention
o Were related to
purpose
o Generally
supported main
ideas
o Had several errors
o Needed more
proofreading and
revising
/12
o Were unrelated to
purpose
o Didn’t support main
ideas
/12
o Had many errors
o Needed to be
proofread and
revised
o Weakly supported
main ideas
o Didn’t support
main ideas
o Could develop
more expression
o Attempted to
maintain eye
contact
o Lost audiences
attention at times
o Was difficult to
hear
o Did not attempt to
maintain eye
contact
o Created little
audience interest
/12
/12
Total: / 60
Comments: _____________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
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