Staying Gold
Plan #1 of 15
Context
This will be the first lesson of a unit on literary devices and The Outsiders. The unit is
titled Staying Gold, and students will explore the topic of innocence and what “staying
gold” really means. This lesson will introduce students to Robert Frost’s “Nothing Gold
Can Stay,” and students will get the chance to explore The Outsiders and its context as
well as the first few pages of the text. Students have just completed their previous unit on
Poetry, so the poetry connection is present in this first lesson to my unit.
Specific Learning Objectives
Students will be able to:
[Cog]
 Predict the focus of a fictional text through a visual film representation (CC
RL.7.7)
 Identify poetic devices in a poem (NCSCOS 5.02)
[Aff]
 Collaborate in pairs to complete a book information evaluation. (NCSCOS
1.03/5.01)
 Understand and agree to The Outsiders Notebook Guidelines and Expectations
(CC SL. 7.1)
[Perf]
 Interact with a text through writing (NCSCOS 1.02)
Materials
Laptop, Screen, and Projector
YouTube video of “Nothing Gold Can Stay” scene from the film The Outsiders
White board and markers
Hard copies of “Nothing Gold Can Stay” by Robert Frost
Copies of The Outsiders for each student
Book Intro Handouts
The Outsiders Notebook Guidelines and Expectations handouts
Time
50 minutes
Procedures/Instructional Strategies
1. Students watch “Nothing Gold Can Stay” video from YouTube. (5 minutes)
http://www.youtube.com/watch?v=TwJ-ppxCGPk
2. After watching the clip, students participate in an individual free write. (5 minutes)
 Guiding Questions: What’s going on in this clip? Who are the boys in the clip?
How old are they? What does their appearance tell you about them? When does
this scene take place? Where are they? What are they talking about? What does
this poem mean?
3. Poetry reading (5 minutes)
Give students text version of “Nothing Gold Can Stay” by Robert Frost. Give students
the opportunity to watch the video once again, this time, following along with the words
of the poem.
4. Exploration of poem for poetic devices. (8 minutes)
 Students will use the Poetry handout to help them focus on poetic devices and
structure. As we go over the poem as a class, students will be able to take notes on
their poetry handout and write the correct answers to each question. Directions are
listed on the Poetry handout, but I will give them verbally as well.
What poetic devices are present in this poem? Give an example of each.
 Alliteration (Nature’s first green is gold, Her hardest hue to hold)
 Personification (“Her” <- Personification of nature)
 Rhyme Scheme (AABBCCDD)
What does “nothing gold can stay” mean?
Right now, I don’t expect that most students will fully grasp the meaning of this line in
the poem, and The Outsiders will help them understand the meaning. However, some
target answers I might expect would be:
 Everything changes at some point
 Nature is ever-changing
 Time is constantly moving forward
 Days go by fast, sometimes before we even notice
5. Read aloud with The Outsiders, pages 1-3 in my copy (8 minutes)
6. Students receive book intro handout and begin to fill out it out with the help of a
partner. This will be a Think-Pair-Share activity. Students will take four minutes to
identify answers from their book intro handout independently, and then they will be able
to speak with a partner and share ideas for about four minutes. With a couple of minutes
left, we will share ideas as a class. (10 minutes)
7. Explanation of The Outsiders Notebook criteria and expectations. (10-12 minutes)
 A special section of their Language Arts notebook will be designated for their
work on The Outsiders.
 Everything done (free writes, journals, assignments, handouts, notes, etc.) should
be kept in order in the section of their notebook for this unit. Everything must
have a date listed, as well. Basically, anything they receive or complete will be
kept in this notebook and will be checked at the end of the unit.
 Each night, after reading their assigned pages in the novel, students will also write
a one-paragraph response to that particular section of the novel. This can include
opinions and questions that they have about the text, and students must focus on
one particular aspect of language arts that I suggest they think about (for example,
characterization, setting, theme, plot, etc…) There is no right or wrong, but
students must demonstrate that they have been engaged with the text.
Closure: Students will sign their notebook agreement. Assign pages for homework: read
chapter one and two before the next class period, and write a brief paragraph about their
first impressions of the novel.
Accommodations
 Students can work in pairs to collaborate on the book introduction handout and
use each other as a resource for this lesson.



Audio is used for auditory learners.
Images, in the form of a YouTube video, are used for visual learners.
Writing is used for students that need to put thoughts on paper.
Modes of Evaluation
Completed book information evaluation handout (NCSCOS 1.03/5.01)
Signed notebook guideline agreement (CC S.L.7.1)
Completed Frost poetry handout (NCSCOS 5.02)
Students’ participation in class discussion on film viewing, staying gold (CC R.L.7.7)
Teacher observation (NCSOS 1.03)
Appendix of Materials
“Introducing The Outsiders” handout
“The Outsiders Notebook Guidelines and Expectations” handout
“Nothing Gold Can Stay” poetry handout
Introducing The Outsiders
1. Title
____________________________________________
2. Author
__________________________________________
3. Date of publication
_______________________________
4. Genre
___________________________________________
5. Dedication
_______________________________________
6. Look at the front and back covers of the
novel. What images are present? What colors
are used? What does this tell us about what
the novel may be about?
7. After reading the first few pages, what
do you think this book will be about?
8. Who is the main character of this book so
far? __________
9. What point of view is this book written
in? ____________
10. List three questions that you have about
this book.
 _________________________________________
________
 _________________________________________
________
 _________________________________________
________
The Outsiders Notebook Guidelines and
Expectations
As we read The Outsiders, you will be expected to
keep a special section in your Language Arts
notebook for activities, writings, handouts, and
assignments (we will call these items
“artifacts”) based on The Outsiders. These
artifacts must always contain your name and the
date on them, and they must be kept in order in
your notebook. At the end of the unit, you will
turn in your notebook (I will provide a folder
for you for this purpose), and I will take a look
at your work. Before I collect your notebooks for
grading, I will provide a list of required
artifacts that must be included in your notebook.
I have listed a number of guidelines and
expectations for The Outsiders Notebook. Please
check each guideline and expectation listed
below, and sign your name at the bottom. We will
think of this document as a contract, or an
agreement that you will complete the assigned
work in order to receive an “A” on this project!

___ I will complete a reader response paragraph each time
a chapter or section of the book is assigned for reading.
This paragraph will contain thoughtful insight and
inquiry about The Outsiders, and I will demonstrate my
knowledge of the text through this response.
___ I will save all free writes, journal entries, and
notes written inside and outside of class on The
Outsiders.
___ I will keep each handout, worksheet, and rubric given
to me in my notebook.
___ Each artifact in my notebook will have my name and
date clearly written at the top of the page.
___ All of my artifacts will be organized by date in my
notebook. The earliest work will be at the front of my
notebook, while the work I complete toward the end of the
unit will be included at the end of my notebook.
___ If I am absent during one of our classes, I will
visit the “Missed Work Bin” to find the correct artifacts
that I may have missed. I will complete any missed work
and turn in any missed assignments, and I will place all
absent work in my notebook with a date of completion.
Print name: ________________________________________
Sign name: _________________________________________
Date: _____________________
Directions: Read the poem below. Highlight, circle, or underline examples of alliteration,
personification, and rhyming words. Use the blanks below to write examples of poetic
devices, and identify the number of lines, stanzas, and the rhyme scheme.
“Nothing Gold Can Stay”
by Robert Frost
Nature's first green is gold
Her hardest hue to hold.
Her early leaf's a flower;
But only so an hour.
Then leaf subsides to leaf.
So Eden sank to grief,
So dawn goes down to day.
Nothing gold can stay.
Examples of alliteration:
Examples of personification:
Rhyme Scheme:
Number of lines:
Number of stanzas: