Outline for The Outsiders Intro
Week of Jan. 7-10, 2014
ESSENTIAL QUESTION:
How does society determine a person’s value?
Other HOT questions: What makes us who we are? Why are people social? How do
we choose an identity in a conflicted society? What does it
mean to be an insider or an outsider? Why did Susan Eloise
Hinton elect not to use her whole name on the cover of her
book? Do you agree with this? Why/why not?
I can...draw evidence from literary or informational text to support analysis, reflection,
and research.
I can…define inference and explain how a reader uses textual evidence to reach a logical
conclusion.
I can…read closely and find answers explicitly in text and answers that require an
inference.
I can...determine the meaning of words and phrases as they are used in a text, including
figurative and connotative meanings; analyze the impact of rhymes and other repetitions
of sounds on a specific verse or stanza of a poem or section of a story or drama.
Common Core:
Shift 1; Shift 4: Shift 5; Shift 6
CCCS:
CCSS.ELA-Literacy.RL.7.1 Cite several pieces of textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RL.7.4 Determine the meaning of words and phrases as they are used in a text,
including figurative and connotative meanings; analyze the impact of rhymes and other repetitions
of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
CCSS.ELA-Literacy.RI.7.6 Determine an author’s point of view or purpose in a text and analyze how the
author distinguishes his or her position from that of others.
CCSS.ELA-Literacy.W.7.1 Write arguments to support claims with clear reasons and relevant evidence.
CCSS.ELA-Literacy.W.7.2 Write informative/explanatory texts to examine a topic and convey ideas,
concepts, and information through the selection, organization, and analysis of relevant content.
CCSS.ELA-Literacy.SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas
and expressing their own clearly.
CCSS.ELA-Literacy.L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.
Week 1: Outsiders Intro
Monday: No School
Tuesday: Journal response: How does society determine a person’s value?
-Reveal our theme “The Battle’s On”. Explain what this means internally and
externally.
-Have students take brief notes on the 3 types of conflict to refer to
throughout this study of The Outsiders (Man vs. Man, Man vs. Self, Man vs.
Nature). Students will get with a partner to come up with 3 scenarios that
occurred over Christmas break in which these 3 types of conflicts were played
out (if they cannot think of anything, they can create 3 situations using their
imaginations). Students will be randomly chosen to share these events and we
will help to identify them as a class. We will make a connection between
their personal events to the upcoming events in The Outsiders without
giving away any key details.
-Students will then review unfamiliar words that they will see in the first
couple of chapters of The Outsiders. Students will write these
words/definitions down on their vocab notecards and we will play a brief
review game to serve as a pre-assessment and see what words they are
already familiar with before reading.
-Lastly, we will read S.E. Hinton’s biography aloud using the CLOSE read
strategy. After each paragraph, we will discuss and annotate what was just
explained in the biography.
*Closure- Have you ever been a victim of stereotyping? Have you ever
stereotyped someone because of what he or she was wearing, how he or she
looked, how he or she talked, etc.?
Wednesday: Journal response- How do we choose an identity in a conflicted society?
Students will get into small groups to reread S.E. Hinton’s
biography and they will answer discussion questions that follow. Upon
answering these questions as a group, students will place their answers
around the room on corresponding poster paper and we will complete a
gallery walk when ample time as been given.
We will then read a non-fiction article on ESPN.com that corresponds
with our topic on stereotypes.
http://sports.espn.go.com/espnmag/story?section=magazine&id=3789373
Upon reading this article aloud, students will complete this
independently
o Summarize the events of this article in 2 or 3 sentences
o What is unusual about Gainesville State School?
o Knowing where the boys on this team went to school, what do
you expect them to look like? Why do you have that expectation?
o Read paragraph 15 (“It was a strange experience…”). How does
the statement by the Gainesville player show examples of
stereotyping?
-Students will get with a partner to share their responses and then share
them with the whole class.
*Closure- Review game with vocabulary words/ discuss how these words can
be used in sentences and in relation to our topics.
Thursday: Journal Response- What does it mean to be an insider or an outsider?
Students will complete an anticipation guide that corresponds with The
Outsiders. They will answer 8 questions in which they must agree or
disagree and choose to what extent (1-4) while also giving an explanation
for each response.
We will review these questions and have a class debate about them.
Next, we will read the poem “Richard Cory” by Edwin Arlington
Robinson and discuss the meaning of this poem and how it connects with
topics we have been discussing (stereotypes, etc.).
http://www.poemhunter.com/poem/richard-cory/
Next, students will complete practice exercises with their vocabulary
words on Quizlet to ensure their understanding of these words before
tomorrow’s test.
*Closure- Review vocabulary aloud in whole group with ball
FRIDAY: Vocab Quiz
- Students will then write a brief paragraph describing what they think
life was like in the 1960’s including clothing, cars, restaurants,
entertainment, housing, hairstyles, music, etc. (the setting for The
Outsiders).
Once they’ve written their paragraphs they will get into small groups
and, with their paragraphs in hand, they will participate in a gallery walk to
discover genuine pictures of items from the 1960’s that represent objects
discussed in the book. Students will circle guesses within their paragraph that
are correct and put a star by guesses that are incorrect. We will discuss the
differences between what they assumed and what actually was true about the
1960’s. We will also compare/contrast these things with our modern
lives/objects.
*Closure: Students will predict what types of topics our novel will
cover next week and we will discuss what struggles they think people
underwent during the 1960’s.
RESOURCES:
Links embedded
1960’s pictures for Friday’s gallery walkhttp://2.bp.blogspot.com/4fJhFVhOFDI/T4c2Cq7nWKI/AAAAAAAAADk/Rbj2DHvRyMs/s1600/madrasshirt.png
http://fashionsunrise.com/wp-content/uploads/2013/12/Sixties-Hairstyles-for-Women.jpg
http://swblog.spaweek.com/wp-content/uploads/2011/08/POMP-500x207.jpg
http://www.pophistorydig.com/wp-content/uploads/2011/07/1965-group-photo-340.jpg
http://images6.fanpop.com/image/photos/32700000/The-beatles-1960s-music-32709397640-480.jpg
http://mrcoward.com/slcusd/corvair.jpg
http://38ccda.medialib.glogster.com/media/35b07bbf90fa1a26155938c204e47965558a75
9d2303bee37b42a9e91971a314/1960corvairs.jpg
http://bessgeorgette.com/wp-content/uploads/2013/01/1960s_mail_order_dresses_03.jpg
http://www.tvhistory.tv/1960-Motorola-Model-23SF3.JPG
http://growltigger.files.wordpress.com/2013/04/000_0214.jpg
http://www.rootsweb.ancestry.com/~irlcar2/bushRadio.jpg
http://www.housebeautiful.com/cm/housebeautiful/images/nM/S35C-109080601001xl.jpg