Curricular topic or text: The Outsiders-characterization
Essential Question: What makes you who you are and what determines who you will become?
Conceptual Knowledge: What factors influence behavior? Family, friends, where you live,
technology, fashion, time in which you live, etc.
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Do actions always determine whether you are a good or bad person? Evaluate motives.
How does your decade influence who you are?
Procedural Knowledge: Make a bio-poem powerpoint to help highlight who you are as a person
right now.
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Compare/contrast your decade with that of The Outsiders. Compare slang, fashion,
music, entertainment, etc.
Find examples of people who have done “bad” things who turned out to be good
people.
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Fact vs. opinion
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Expository writing vs. creative writing.
Frontloading activity:
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Divided room/ pink and blue cards.
Pink side mistreated, given extra work, teacher implies they are stupid, etc.
Blue side given extra help, treats, compliments, etc
Write complete sentences answering questions about what happened in the classroom.
Evaluate the teacher’s behavior to both sides of the room.
• Class discussion--discuss openly why it was unfair and who that might affect how a
person acts.
Scaffold of Activities:
• 1960s power point--highlights things important to students now and current events that
might affect how a person turns out?
• Bio-poem power point
• DRTA--read the first part of chapter 3 after given certain vocabulary.
Connection to Conceptual and Procedural Knowledge:
• Evaluating things that influence who a person is
• Evaluating what makes the students who they are right now in their lives.
• Compare/contrast the Greasers and the Socs. Make text to self, text to world, schema,
connections.
Formative Assessments and proof of one’s learning:
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Small group to large group discussions to discuss specific questions.
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Reading response journals answering questions concerning the essential question.
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Bio-poems
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Using context clues to answer vocabulary questions on the DRTA
Name Identity – In pairs, students will write a
name poem for Ponyboy (see attached worksheet)
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Discuss Ponyboy Name Identity poems – what does it say
about him? Student’s present their poem
Chapter 4 poems: students write a poem based on chapter four. Must include how it
affects the identities of Ponyboy and Johnny.
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Who is S.E. Hinton? What role does gender play in the
identity? How does your gender influence you?
Closure: What are 3 traits that help define Ponyboy’s
identity? (class discussion)
• Reading Response journal questions:
• Why do you think Johnny killed Bob?
• Do you think you would have reacted differently?
• What could have been some alternatives?
• If you were Ponyboy and Johnny,whom would you turn to for help? Why
do you think they went to Dally?
• Why do you think Ponyboy and Johnny’s situation prompted Ponyboy’s
recitation of “Nothing Gold Can Stay?”
• Who is innocent? Who has experience?
Media’s affect on who we are:
• Heroism and the Media’s Portrayal
• Can students identify the false media representation in the newspapers such
as The Enquirer, The Star?
• Choose an event to write a newspaper article about. It can either be about
the murder of Bob, or the church fire. How do you want to portray the
identities of Ponyboy, Johnny, and Dallis?
Final Project: Identity Museum.
• Choose a main character from the novel
• Create a slide show discussing the following things:
o How family affects who that character is
o Friends
o Education
o Actions
o Looks and appearance
o Likes and Dislikes
• Include pictures and specific examples from the novel to support your ideas.
• Do the same thing for yourself
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Include one final paragraph explaining the kind of person you want to
be when you are older and how you plan to be that person.