Student Teacher Candidate: Leanna Yeager
Lesson Subject(s)/Title: The Outsiders Chapter 2
Lesson Date(s): 3/7/14
Course & Grade(s): Language Arts – 8th Grade
INSTRUCTIONAL MATERIALS:
The Outsiders novel
Classtools.net /ActiveBoard
ESSENTIAL QUESTIONS/ SUBSIDIARY QUESTIONS:
How does social class affect young people?
PURPOSE:
The purpose of this lesson is to read and go over chapter 2 of The Outsiders. This chapter
touches on the theme of social class and stereotyping.
SPECIFIC LEARNING OBJECTIVES: (clear, observable)
Students will be able to identify how social class and stereotyping in their own lives.
Students will also be able to answer comprehension questions of the novel.
Sensory
Register
STM
LTM
Attention
Recognition
Perception
Focus
Organization
Rehearsal
Visualization
Connections
Elaborations
Meaning
Facets of Understanding
1.
2.
3.
4.
5.
6.
1.
2.
3.
4.
5.
6.
7.
8.
Explanation
Interpretation
Application
Perspective
Empathy
Self-Knowledge
Multiple Intelligences
Linguistic [words]
Visual [pictures]
Mathematical [numbers &
reasoning]
Kinesthetic [hands-on]
Musical [music]
Interpersonal [social]
Intrapersonal [self]
Naturalist [nature]
Multiple Exposures [4 x 2]
STANDARDS:
E08.B-K.1.1.2: Determine a central idea of a text and analyze its development over the
course of the text, including its relationship to supporting ideas; provide an objective
summary of the text.
DIFFERENTATION STRATEGIES: N/A
ANTICIPATORY SET:
Students will do a two minute write asking them, “how does social class affect you and society?
Students will then share their answers
INPUT/ ACQUIRE NEW KNOWLEDGE:
and/or
APPLY/ DEEPEN NEW KNOWLEDGE:
 After the anticipatory set, I will ask the students to give me a brief summary that
happened in chapter one. I will ask them who the main characters are and the social
groups that are discussed in the novel.
 After that brief discussion, I will then read chapter 2 of the novel to them and ask them
various questions throughout the reading.
 Throughout the discussion, I will show the students “fake tweets” of what the
characters may be thinking in their head using the Tweet Generator on Classtools.net.
This will bring a more modern aspect to the class and the students can relate to it. I
feel this will entertain them.
 After the reading, students will then respond to comprehension questions from Mrs.
Napotnik and I will go over those questions with them in class.
CLOSURE/ASSESSMENT:
Exit Ticket: What kind of problems do you think Socs’ have according to Cherry? Can they be the
same as Greaser problems?
1.
2.
3.
1.
2.
1.
2.
3.
4.
5.
Dramatization
Visualization
Verbal
Complex Interactions
Discussion
Argumentation
Bloom’s Taxonomy
Knowledge [Verbatim]
Comprehension [Own Words]
Application [Problem-Solving]
Analysis [Identify components]
Synthesis [Combine
information]
6. Evaluation [Decisions]
1.
2.
3.
4.
5.
6.
1.
2.
3.
4.
5.
6.
7.
8.
9.
Aspects of the Topic
Facts
Compare
Cause/Effect
Characteristics
Examples
Relationships
9 Effective Strategies
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
HOMEWORK: (Purpose- Preparation, Practice, Expansion)
None, unless given by Mrs. Napotnik
Ed. Department - Revised August 2012
Amy Nelson, Spring 2010
EVALUATION/ASSESSMENT OF STUDENTS:
Evaluations through student participation, engagement, and their answers to questions
INSTRUCTIONAL PROCEDURES:
Time:
The teacher will:
1. Give anticipatory set for students: 2
min write and share responses
2. Read chapter 2 of the novel to the
students and ask various reflection
questions
3. Show students “Fake tweets”
4. Give comprehension questions
5. Help students answer questions
6. Give exit ticket
Ed. Department - Revised August 2012
Ed. Department - Revised August 2012
The students will:
1. Do anticipatory set & share
responses
2. Listen to chapter 2 and answer
questions through discussion
3. Answer worksheet given by Mrs.
Napotnik
4. Do exit ticket
Student Teacher Candidate: Leanna Yeager
Lesson Subject(s)/Title: English Language Arts
Lesson Date(s): 3/14/14
Course & Grade(s): Grade 8
INSTRUCTIONAL MATERIALS:
The Outsiders novel
ESSENTIAL QUESTIONS/ SUBSIDIARY QUESTIONS:
Have you ever made a mistake that seemed small at the time, but later had significant
consequences? Write about what happened and how you felt.
PURPOSE:
The purpose of this lesson is to go over chapter four, but make sure students understand that
there are consequences with certain situations. An example would be Johnny’s in the novel.
SPECIFIC LEARNING OBJECTIVES: (clear, observable)
Students will be able to comprehend what is happening in the novel.
Students will be able to reflect on their own lives from situations in the novel
STANDARDS:
CC.1.2.8.A :
Determine a central idea of a text and analyze its development over the course of the text, includ
ing its relationship to supporting ideas; provide an objective summary of the text
DIFFERENTATION STRATEGIES: N/A
ANTICIPATORY SET:
Ask a question: Have you ever got in trouble and feared the consequences? Did it seem like a
small or big deal?
INPUT/ ACQUIRE NEW KNOWLEDGE:
and/or
APPLY/ DEEPEN NEW KNOWLEDGE:
 I will let the students share their responses to the anticipatory set.
 Then we will review what has happened in the previous chapter and predict what may
be occurring in Chapter 4.
 I will read chapter four out loud to the class and ask them questions.
 While I am reading the chapter, I will have students answer reflective questions on a
worksheet.
 Students will then answer questions after the reading on the chapter worksheet given
in the packet from Mrs. Napotnik.
CLOSURE/ASSESSMENT:
If you were Johnny, would you run away?
Sensory
Register
STM
LTM
Attention
Recognition
Perception
Focus
Organization
Rehearsal
Visualization
Connections
Elaborations
Meaning
Facets of Understanding
7.
8.
9.
10.
11.
12.
9.
10.
11.
12.
13.
14.
15.
16.
Explanation
Interpretation
Application
Perspective
Empathy
Self-Knowledge
Multiple Intelligences
Linguistic [words]
Visual [pictures]
Mathematical [numbers &
reasoning]
Kinesthetic [hands-on]
Musical [music]
Interpersonal [social]
Intrapersonal [self]
Naturalist [nature]
Multiple Exposures [4 x 2]
4.
5.
6.
3.
4.
7.
8.
9.
10.
11.
Dramatization
Visualization
Verbal
Complex Interactions
Discussion
Argumentation
Bloom’s Taxonomy
Knowledge [Verbatim]
Comprehension [Own Words]
Application [Problem-Solving]
Analysis [Identify components]
Synthesis [Combine
information]
12. Evaluation [Decisions]
7.
8.
9.
10.
11.
12.
10.
11.
12.
13.
14.
15.
16.
17.
18.
Aspects of the Topic
Facts
Compare
Cause/Effect
Characteristics
Examples
Relationships
9 Effective Strategies
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
HOMEWORK: (Purpose- Preparation, Practice, Expansion)
No homework unless given by Mrs. Napotnik
Ed. Department - Revised August 2012
Amy Nelson, Spring 2010
EVALUATION/ASSESSMENT OF STUDENTS:
Through participation and class discussion
INSTRUCTIONAL PROCEDURES:
Time:
The teacher will:
7. Give anticipatory set
8. Review previous content in the story
9. Read the chapter to the class and
give out questions
10. Give exit question
Ed. Department - Revised August 2012
The students will:
5. Do anticipatory set
6. Tell previous information on the story
7. Listen to reading and answer
reflective questions
8. Participate in exit question.
Name______________________________________
Chapter 4 Reflective Questions
1)
How would you feel if you were in Ponyboy and Johnny’s position when the Socs
arrived? Would you have a different approach how to act when they came up to you?
2)
Do you feel Johnny did the right thing, or could he have solved the situation without
violence?
3)
Would you trust getting help from Dally? Why or why not?
4)
Are there any words that you did not understand and wanted to know their meaning?
Ed. Department - Revised August 2012
Student Teacher Candidate: Leanna Yeager
Lesson Subject(s)/Title: The Outsiders
Lesson Date(s): 3/24/14
Course & Grade(s): Language Arts – Grade 8
INSTRUCTIONAL MATERIALS:
The Outsiders novel
ESSENTIAL QUESTIONS/ SUBSIDIARY QUESTIONS:
 How is everyone in society the same?
PURPOSE:
The purpose of this lesson is to finish the end of chapter 7. This chapter shows the importance of
how everyone is human and that they have their own issues.
SPECIFIC LEARNING OBJECTIVES: (clear, observable)
Students will understand that everyone in society has their own battles that they need to face.
Students will also realize that no one has a perfect life.
Sensory
Register
STM
LTM
Attention
Recognition
Perception
Focus
Organization
Rehearsal
Visualization
Connections
Elaborations
Meaning
Facets of Understanding
13.
14.
15.
16.
17.
18.
17.
18.
19.
20.
21.
22.
23.
24.
DIFFERENTATION STRATEGIES:
Reading out loud to students so they can hear voice inflections to better understand the story.
ANTICIPATORY SET:
Since this section the story begins with Ponyboy’s nightmare, I will ask the students if they ever
had a nightmare that was absolutely terrible and would play over and over again.
INPUT/ ACQUIRE NEW KNOWLEDGE:
and/or
APPLY/ DEEPEN NEW KNOWLEDGE:
 Will begin the final half of chapter 7 by reading out loud.
 Throughout the reading students will read along and answer any questions that may be
asked in class. These questions are used to stir small discussion
 Students will then answer questions in a packet given by Mrs. Napotnik
CLOSURE/ASSESSMENT:
Exit Ticket: Did Randy do the right thing about his decisions not to go to the rumble or do you
consider him a coward? Why or why not?
HOMEWORK: (Purpose- Preparation, Practice, Expansion)
No Homework, PSSA week
Multiple Intelligences
Linguistic [words]
Visual [pictures]
Mathematical [numbers &
reasoning]
Kinesthetic [hands-on]
Musical [music]
Interpersonal [social]
Intrapersonal [self]
Naturalist [nature]
Multiple Exposures [4 x 2]
7.
8.
9.
STANDARDS:
E08.B-K.1.1.2: Determine a central idea of a text and analyze its development over the
course of the text, including its relationship to supporting ideas; provide an objective
summary of the text.
Explanation
Interpretation
Application
Perspective
Empathy
Self-Knowledge
5.
6.
13.
14.
15.
16.
17.
Dramatization
Visualization
Verbal
Complex Interactions
Discussion
Argumentation
Bloom’s Taxonomy
Knowledge [Verbatim]
Comprehension [Own Words]
Application [Problem-Solving]
Analysis [Identify components]
Synthesis [Combine
information]
18. Evaluation [Decisions]
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
Aspects of the Topic
Facts
Compare
Cause/Effect
Characteristics
Examples
Relationships
9 Effective Strategies
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
EVALUATION/ASSESSMENT OF STUDENTS:
Through participation and exit ticket responses
Ed. Department - Revised August 2012
Amy Nelson, Spring 2010
INSTRUCTIONAL PROCEDURES:
Time:
The teacher will:
11. Give anticipatory discussion
12. Read Chapter 7 and ask questions
13. Assign packet questions
14. Give exit ticket
Ed. Department - Revised August 2012
Ed. Department - Revised August 2012
The students will:
9. Participate in anticipatory discussion
10. Read chapter 7 and answer
questions
11. Work on packet questions
12. Do exit ticket
Student Teacher Candidate: Leanna Yeager
Lesson Subject(s)/Title: The Outsiders
Lesson Date(s): 3/28/14
Course & Grade(s): English 8th grade
INSTRUCTIONAL MATERIALS:
The Outsiders novel, chapter 9
ESSENTIAL QUESTIONS/ SUBSIDIARY QUESTIONS:
How has the novel shown that violence is not always the answer? Does it show the effects?
PURPOSE:
The purpose of this lesson is to continue the novel and have students understand the particular
themes of the chapter.
SPECIFIC LEARNING OBJECTIVES: (clear, observable)
After this chapter, students will learn that violence is not always the answer because of its
effects.
Sensory
Register
STM
LTM
Attention
Recognition
Perception
Focus
Organization
Rehearsal
Visualization
Connections
Elaborations
Meaning
Facets of Understanding
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
STANDARDS:
DIFFERENTATION STRATEGIES: N/A
7.
8.
Do you feel that the rumble is necessary?
INPUT/ ACQUIRE NEW KNOWLEDGE:
and/or
APPLY/ DEEPEN NEW KNOWLEDGE:
I will have the students give a review of chapter 8
I will then introduce the Reading with a Pencil strategy. This strategy let’s students
write down certain things on paper with symbols. For example, students will put a 
for what they like,  for what they dislike, ? for a question, and an ! for something they
found interesting. I will make this into a graphic organizer and they will fill it out during
the reading.
Chapter 9 will also be read aloud in class
Go over aspects of Reading with a Pencil strategy
CLOSURE/ASSESSMENT:
2 minute write: What does Johnny mean when he says “Stay golden” to Ponyboy?
HOMEWORK: (Purpose- Preparation, Practice, Expansion)
None, long week of PSSAs!
Multiple Intelligences
Linguistic [words]
Visual [pictures]
Mathematical [numbers &
reasoning]
Kinesthetic [hands-on]
Musical [music]
Interpersonal [social]
Intrapersonal [self]
Naturalist [nature]
Multiple Exposures [4 x 2]
10.
11.
12.
ANTICIPATORY SET:
I ask the students this question: If you were in a rumble, which Outsiders character would you be
and why?
Explanation
Interpretation
Application
Perspective
Empathy
Self-Knowledge
19.
20.
21.
22.
23.
Dramatization
Visualization
Verbal
Complex Interactions
Discussion
Argumentation
Bloom’s Taxonomy
Knowledge [Verbatim]
Comprehension [Own Words]
Application [Problem-Solving]
Analysis [Identify components]
Synthesis [Combine
information]
24. Evaluation [Decisions]
19.
20.
21.
22.
23.
24.
28.
29.
30.
31.
32.
33.
34.
35.
36.
Aspects of the Topic
Facts
Compare
Cause/Effect
Characteristics
Examples
Relationships
9 Effective Strategies
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
EVALUATION/ASSESSMENT OF STUDENTS:
Through participation and discussion answers
Ed. Department - Revised August 2012
Amy Nelson, Spring 2010
INSTRUCTIONAL PROCEDURES:
Time:
The teacher will:
15. Give anticipatory question and
discuss
16. Review chapter 8
17. Introduce Reading with a Pencil
18. Read Chapter 9
19. Discuss reading with a pencil
20. Give Closure (2 min write)
Ed. Department - Revised August 2012
The students will:
13. Answer anticipatory question
14. Review chapter 8
15. Learn about Reading With a Pencil
16. Read Chapter 9 along with Miss
Yeager
17. Tell your aspects of Reading With a
Pencil
18. Closure – 2 minute write
Reading With a Pencil!


!
?
Ed. Department - Revised August 2012