Lesson Plan
Unit
Time
Grade Level
Date
Chapter 2 - Characters
The Outsiders
40-80 minutes
8
September 29, 2009
Standards
NYS English Language Arts Standard #1 – Students will read, write, listen, and speak for
information and understanding.
NYS English Language Arts Standard #2 – Students will read, write, listen, and speak for literary
response and expression.
NYS English Language Arts Standard #3 – Students will read, write, listen, and speak for critical
analysis and evaluation.
NYS English Language Arts Standard #4 – Students will read, write, listen, and speak for social
interaction.
Rationale
This lesson aligns with NYS English Language Arts Standard #1, as students will locate and
record information about characters in The Outsiders. This lesson also aligns with NYS English
Language Arts Standards #2 & #3, as students will analyze and respond to the text through the
completion of a reading guide. Finally, this lesson aligns with NYS English Language Arts
Standard #4, as students will read chapter 2 aloud and work in pairs to complete the Character
Chart.
Objectives
 Students will be able to work in pairs to locate and record information in The Outsiders
relating to characters’ appearances and personalities.
 Students will be able to read chapter 2 of The Outsiders aloud and accurately answer
chapter comprehension questions.
 Students will be able to analyze and respond to the first two chapters of The Outsiders
through the completion of a reading guide.
Materials
 The Outsiders
 Character Chart Worksheet
 Whiteboard
 Chapters 1-2 Reading Guide (Questions taken from:
http://www.ngsp.com/Portals/0/downloads/HSLL.T2.SJ.Outsiders.pdf)
Modifications/Accommodations
Classes may work at different paces when completing the Character Chart and reading chapter 2
of the novel. Classes struggling with completing the Character Chart will have the activity
modeled several times before they are released to finish it in pairs.
Physical Arrangement of Classroom
Students will be seated at desks in rows facing the front of the classroom. Students may move
desks in order to work with partners during Character Chart activity.
Anticipatory Set
 Inform students that we are going to be doing an activity with the characters in The
Outsiders in order to help us remember the distinct qualities of each character.
 Inform students that before beginning the character activity, we
will quickly review everything that happened in chapter 1.
o What characters have we met so far and what can you
tell me about them?
o What are the two main social groups represented in this
novel? Why are they called the greasers and the Socs?
o What events occurred in chapter 1?
o Where are the boys headed now?
Procedure
 Instruct students to leave their books out.
 Introduce Character Chart, read directions, and names of characters on chart.
 Explain that we will do the first two characters as a class and then they will break up into
pairs to complete the rest of the worksheet.
 Distribute worksheet and instruct students to fill out heading.
 Show students the page numbers listed below each characters name and explain that these
are the pages where most of the information we are looking for can be found.
 Begin with the character of Ponyboy.
 Instruct students to take a minute and quietly look through the text (specifically the pages
for Ponyboy) and locate information about Ponyboy’s appearance and his personality.
 Ask volunteers to raise their hands and provide this information.
 Record information on board and instruct students to record it in the appropriate boxes on
the Character Chart as well.
 Ask students if most of this information is provided through direct or indirect
characterization.
 Explain that most of this information is a result of direct characterization, as Ponyboy
directly tells us about the appearances and personalities of the characters.
 Locate and record information for the character “Darry” in a similar manner.
 Ask if there are any questions about completing the Character Chart.
 Instruct students to get with a partner or work individually to complete the rest of the
Character Chart.
 Assist struggling groups or individuals during activity.
 Call students back together.
 Quickly go over information for characters not discussed during whole-class instruction.
 Instruct students to raise their hands to offer information about characters.
 Instruct students to record any information they do not have that might be important.
 Ask if there are any questions and instruct students to leave these sheets out as we begin
reading chapter 2.


Instruct student to open their books to chapter 2 and ask for volunteers to read.
Remind students that they will read approximately 2-3 pages each and that I will interrupt
frequently to discuss the story.
Closure
 Ask one student to quickly summarize what has happened in chapter 2 so far.
 Inform students that they have two things to do for homework – finish reading chapter 2
and complete a reading guide on chapters 1-2.
 Introduce reading guide and read directions.
 Distribute reading guides and instruct students to look over them in case they have any
questions.
 Reiterate that the homework is to finish reading chapter 2 and to complete the reading
guide. This will be due at the start of the next class.
Assessment
 Were all of the objectives met?
 Was enough time allotted for each activity?
 Did I model how to complete the Character Chart well?
 Did I break down the instructions for the Character Chart in a clear manner?
 Were students engaged in the Character Chart activity?
 Were students engaged during the reading of the chapter?
 Were transitions between activities smooth?
 Did students work well together in pairs?
 Should I choose partners for students next time or allow them to choose their own
groups/partners for class activities?
 Was I able to/did I provide adequate help to pairs struggling to complete the Character
Chart?
 Is the Character Chart a good tool to help students organize information about the
characters?
Chapter 2 Comprehension Questions
Page 19:
Why do the Socs and greaser go to different drive-ins?
Page 20:
Why does Dally hate “to do things the legal way?”
Page 21:
Why did Ponyboy always think the redhead was stuck up? Was he stereotyping her?
How do you know?
Page 22:
Why do you think Ponyboy’s father gave him his name? Why do you think Ponyboy
likes it so much?
Page 23:
Is it strange for Cherry to say that Ponyboy’s brother Soda is a “doll?” Why or why
not?
Page 24:
How does Johnny stand up for Cherry and Marcia? Why is this unusual for Johnny?
Page 32:
What does Johnny’s jacket on the road foreshadow or give us a clue about?
Page 33:
What do you think of Johnny crying? Is he a wimp or is his sobbing legitimate?
Page 34:
Why does Johnny carry a switchblade in his pocket now?
Page 35:
What does Cherry mean when she says, “Things are rough all over?”
Page 36:
Why does Ponyboy think the Socs have “the life?”
NAME: _________________________________ DATE: ____________________ PERIOD: _____________
The Outsiders
Character Chart
TASK: Complete the chart below using information from the first chapter of The Outsiders. Be sure to include information
about each character’s physical appearance as well as his personality. Use bullets to list your answers.
Character
Ponyboy Curtis
(1-2)
Darry (Darrel)
Curtis
(6-7)
Sodapop Curtis
(7-8)
Steve Randle
(9)
Two-Bit (Keith)
Matthews
(9-10)
Dally (Dallas)
Winston
(10-11)
Johnny Cade
(11-12)
Characteristics/Traits
NAME:_______________________________ DATE: ______________ PERIOD: _________
The Outsiders – Reading Guide
Chapters 1-2
TASK: Answer the three questions below using perfect paragraph strategies. Each
response should be 3-5 sentences long.
1. Darry must be a parent to Ponyboy. He thinks that the best way to discipline Ponyboy is
to yell at him. If you were Darry, how would you discipline Ponyboy? Provide a reason
for your answer.
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2. Ponyboy explains that people think of greasers as delinquents. What do the greasers do
that make people think of them this way?
Delinquent: a person who disobeys the law
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3. In chapters 1-2, Ponyboy introduces Johnny. Write what you know about Johnny in the
details web below, and then use the web to answer the question.
Johnny
How is Johnny unlike a typical greaser? Why do you think he chose to be a greaser?
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