Two Week Unit Plan for
The Outsiders
By S.E. Hinton
Prepared by Miss N. Santuccio
8th Grade Language Arts
Methods of English - 571
Dr. L. Nicosia
December 8, 2008
Day One: Introducing The Outsiders
Objectives:
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As a pre-reading strategy, students will set a purpose for reading, make and adjust predictions, ask essential
questions, relate new learning to background experiences, and respond to anticipatory questions.
During the lesson students will demonstrate active listening behaviors in a variety of situations and by analyzing
information, ideas, and opinions to determine relevancy.
Students will develop and refine an extended vocabulary through listening and exposure to a variety of texts and
independent reading.
Students will clarify word meanings through the use of a word’s definition, example, restatement, or contrast.
NJCCCS: 3.1.8.E.1; 3.4.8.A.1-2; 3.1.8.F.1-2
Materials: Copies of Letter from S.E. Hinton (+ transparency or on computer projector screen), The Outsiders
Introduction:
(Students should be taking notes throughout discussion)
The Outsiders was written by a teenager about teenagers. The author, Susan Eloise Hinton, began writing the story
when she was 15-years-old and it was finally published when she was 17-years-old, in 1967. She was advised to use a
pen name, S.E. Hinton, because the publisher did not think that people would believe that a girl wrote this novel!
Hinton began writing the story in response to an act of teenage violence that occurred in her hometown. The setting of
the novel, Oklahoma in the 1960s, is the same setting in which Hinton wrote the book. Considered a coming-of-age
novel, The Outsiders examines many social and teenage issues that were prevalent in the 1960s and are still issues
today.
Discussion Questions:
What do you think “The Outsiders” means? What is an “outsider”?
What do you think a “coming-of-age” novel means?
What do you think were some of the issues teenagers faced in the 1960s?
Do you think these are issues that teenagers still face today?
Letter from S.E. Hinton
(Show letter on projector, distribute handouts; have class read aloud)
Discussion Questions:
What kinds of characters do you think you will encounter while reading The Outsiders?
What kinds of themes do you think you will encounter while reading The Outsiders?
What do you think the author wants you to take away from this novel?
Vocabulary Assignment
Explain to students that they will be keeping track of new vocabulary words they come across in each chapter
of the novel. Students must record at least 3 new words from each of the chapters. They must write the
word, its complete definition, and the quote from the book which uses the word (with citatation) in their
notebooks. Each reading HW assignment will be accompanied by this Vocabulary Assignment and
completion will be checked and recorded each day reading is assigned for HW. This will count as a HW
grade. At the end of the novel, each student will submit their vocabulary, a master list of 20-30 words will
be compiled and distributed. Students will then be tested on the vocabulary. Details regarding the test will
be explained when Master Vocabulary List is distributed.
Class Reading: Chapter 1
Time permitting: Begin reading with class until period it is over.
Homework: Read Chapter 1 (1-18) & Vocabulary (due tomorrow)
Dear Reader,
It is very difficult for me to write about myself, and especially The Outsiders, which was written at a
horrendous time in my life, was published by a series of mind-boggling synchronicities, and has gone further
than any author dared dream. But I’ll give it a shot.
I wrote The Outsiders when I was sixteen years old. Actually I began it when I was fifteen, as a short
story about a boy who as beaten up on his way home from the movies.
But I didn’t just write The Outsiders, I lived it. Looking back, I realize how important it was to me to
have another life at that time. To be someone else. To deal with the problems I had to face, and write my
way to some sort of understanding and coping. This is all in hindsight. At the time, I was mad about the
social situation in my high school. I desperately wanted something to read that dealt realistically with teenage life.
I knew I was going to be a writer. I love to write. I began in grade school, because I loved to read,
and liked the idea of making stories happen the way I wanted them to. By the time I was in high school I had
been practicing for years. So I was both elated and not surprised when I received my publishing contract on
the day I graduated from high school.
….
Fans. I receive letters from every state, from dozens of foreign countries. From twelve-year-olds and
forty-year-olds. From convicts and policemen, teachers, social workers, and of course, kids. Kids who are
living like those in The Outsiders. Kids who can’t imagine living lives like those in The Outsiders. Kids
who read all the time. Ones who never before finished a book.
The letters saying “I loved the book” are good, the ones that say “I never liked to read before, and
now I read all them” are better, but the ones that say “The Outsiders changed my life” and “I read it fifteen
years ago and I realize how much it has influenced my life choices” frankly scare me. Who am I to change
anyone’s life? I guess the best reply is “It’s the book, not the author” and “It’s the message, not the
messenger.” A lot of the time I feel that The Outsiders was meant to be written, and I was chosen to write it.
It’s certainly done more good than anything I could accomplish on a personal level.
If this sounds like I am overwhelmed by the decades of incredible response to what began as a short
story I started when I was fifteen years old, well, I guess that’s the truth.
Stay Gold.
S.E. Hinton
Taken from the Author’s Foreword in The Outsiders Speak Platinum Edition, published by Penguin Group (1995)
Name___________________________________________
Period__________
Date_________
Directions: Please respond to the questions below regarding the poem. Responses must be at least 5
sentences long.
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.
What do you think is the meaning of this poem?
How do you think it relates to The Outsiders?
Day Two: Chapter 1 & Characters
Objectives:
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
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Students will compare and analyze author’s perspectives of a character, personality, topic, setting, or event.
Students will begin to locate and analyze the elements of setting, characterization, and plot to construct
understanding of how characters influence the progression and resolution of the plot.
Student will write responses to literature and develop insights into interpretations by referring to textual
information for the quiz.
NJCCCS: 3.1.8.G.2; 3.1.8.G.4; 3.2.8.D.3
Materials: The Outsiders, Characterization Worksheets
(Check and record Vocab)
Class Discussion: Chapter 1
(Students should be taking notes throughout discussion)
Discussion Questions:
Who is the narrator? Where is the setting of the novel?
Why do you think the Greasers and the Socs do not get along?
How does this rivalry affect Ponyboy?
Why do you think Ponyboy likes books and movies?
Characterization Activity
There are two ways in which we, the readers, learn about the characters in a novel. Direct and Indirect
Characterization. (Define on board; have students take notes)
Direct Characterization – where the writer makes direct statements about a character’s personality and tells what the character is
like. (“Tells”)
Indirect Characterization – where the writer reveals information about a character and his personality through that character’s
thoughts, words, and actions AND where the writer reveals information about a character by how other characters respond to that
character, including what they think and say about him. (“Shows”)
(Distribute Character Worksheets)
Explain: you are going to complete a character description worksheet for each of the major characters in the
novel. You should be working on these as you read the novel.
Importatnt: At the end of unit all of your Characterization Worksheets (8) will be due and will be graded as a
test! You will also be required to choose one of the characters to draw (using any materials, technology), and
this will be included in the test grade. Details regarding the due date and the Character Drawing will be
explained as we get closer to finishing the book.
Directions: As you add information about each character you must cite the page where they find the
information AND determine whether it is an example of Direct or Indirect Characterization (D/ID). The
class will begin with Ponyboy and I will model the process for completing these sheets properly. (Complete
Master Class Copy as well)
1) Ask students to tell you something about the main character Ponyboy.
2) Using the response received, ask students on what page they find that information (if applicable; if not be sure to get to an
example that demonstrates citation.)
3) Demonstrate how to cite (Ex: He likes to read (2))
4) Ask students whether this information is an example of D or ID Characterization & discuss.
5) Have students write label their other Characterization Worksheets with: Darry, Sodapop, Johnny, Dally, Two-Bit, Steve.
6) Continue examples and discussion until end of period
Homework: Read Chapter 2 (19-36) and Vocabulary (due tomorrow); Remember to keep working on
Characterization Sheets as you read!
Name___________________________________________
CHARACTERIZATION WORKSHEET:
Period__________
Date___________
The Outsiders by S.E. Hinton
Directions: Use the space below to record all the information on a particular character. You must cite the
page where this information is located in the novel, if applicable. You must also note whether this
information is based on Direct (D) or Indirect (ID) Characterization.
CHARACTER NAME: _______________________________________________________________
Day Three: Chapter 2/Greasers & Socs
Objectives:
 Students will demonstrate active listening behavior during class discussion and during group activity.
 Students will demonstrate active listening by analyzing information, ideas, and opinions to determine
relevancy to the discussion.
 Students will present ideas and opinions spontaneously, orally, and appropriately in response to a topic,
other speakers, and the literature.
 Students will identify and use organizational structures to comprehend information by using a Venn
Diagram to compare and contrast the Greasers and Socs.
 Students will gather, select, and organize the most effective information appropriate to a topic and task as
they complete the Venn Diagrams.
NJCCCS: 3.4.8.A.1-2; 3.3.8.A.2; 3.3.8.A.6-7; 3.1.8.A.1; 3.1.8.D.1
Materials: Characterization Worksheets, Venn Diagram Worksheets (+ Master Copy for projector)
(Check & record Vocabulary while distributing another Characterization Worksheet for Cherry –tell students that it is for Cherry!)
Chapter 2 Class Discussion
(Students should be taking notes and adding to their Worksheets throughout discussion)
Begin by asking: Does anyone have any questions or comments about the novel so far?
Discussion Questions:
What do you think about Dally?
What do you think about how the girls (Cherry and Marcia) reacted to Dally? Ponyboy? Johnny? Two-Bit?
Why do you think Cherry says, “I kind of admire him” (27) about Dally?
What are some of the rules of the gang (29)?
What does Ponyboy say about the difference between a gang and a pack (26)?
What happened to Johnny? What affect do you think this had on the gang?
There are two important moments of foreshadowing in this chapter, what are they and what do they suggest
may happen?
Greasers & Socs Venn Diagram Group Activity
1) Divide the class into 4 or 6 groups. Assign each group either “Greasers” or “Socs”.
2) Each group must come up with a list of at least 5 things about the group they were assigned, citing where
the information is found in the novel.
3) After collaborating for 10-15 minutes I will go around to check for at least 5 items per team (this will
count as Classwork grade for each student in the group)
4) Venn Diagram worksheets will then be distributed to each student and we will reconvene as a class to
discuss the findings.
5) During discussion students will fill in the Venn Diagram for the Greaser Circle and the Socs Circle.
(Complete Master Class Copy as well)
6) Explain to the students the “Both Circle”, where they will put the things that are similar between the two
groups, and discuss what can go in this category. (Complete Master Class Copy as well)
Journal Assignment
Explain to students that for HW they must respond to the following question in their journals. Journal entries
must be at least 1 page long. Students must write the question on the top of the journal page.
Journal Question: Do you think that different groups of people are treated differently? If so, how? If not, why not?
Homework: Journal Entry (due tomorrow)
Day Four: Gangs/Family
Objectives:
 Students will demonstrate their understanding by automatically setting a purpose for reading, making and
adjusting predictions, asking essential questions, and relating new learning to background experiences.
 Students will locate and analyze the elements of setting, characterization, and plot to construct
understanding of how characters influence the progression and resolution of the plot.
 Students will read critically by identifying, analyzing, and applying knowledge of the theme, structure,
style, and literary elements of fiction and providing support from the text as evidence of understanding.
 Students will respond critically to text ideas and the author’s craft by using textual evidence to support
interpretations.
 Students will be able to identify and understand the author’s use of analogies and metaphors by
examining the gang/family relationship in the novel.
NJCCCS: 3.1.8.E.1; 3.1.8.G.4; 3.1.8.G.6-7; 3.1.8.G.11
Materials: The Outsiders, Anticipatory Worksheets
(Check and record Journals)
Class Discussion: Gangs/Family
Instruct student to take out their Venn diagrams.
Begin by reviewing Master Class Copy from yesterday. (Students should be taking notes throughout discussion)
Ask students: Does anyone have anything else to add to the Greaser Circle? To the Socs Circle?
Discussion Questions:
(This discussion will utilize all Characterization Worksheets & the Venn Diagram)
How you do think these two groups are similar?
[Yesterday we discussed the rules of gangs, and packs] Based upon the novel, what is a gang?
(Critical Thinking: The goal is to get students to develop criteria for what makes a gang)
Do you think a gang can be like a family? How so?
(Critical Thinking: The goal is to get students to develop criteria for what makes a family)
Are the boys in Ponyboy’s gang like a family?
What happened to Ponyboy’s real family?
What do you think of Johnny’s real family? Who treats Johnny better: his family or his gang? Why?
Are the boys in the Soc gangs like a family?
What are the differences between the two groups?
What does Cherry think about the two groups? Do you think she’s right?
Closing Activity: Foreshadowing/Anticipatory Exercise (Last 10 -15 minutes of class)
(Hand out Worksheets)
Read Quote from Chapter 2 to students. Explain the directions: Based upon this quote, and what you know
so far from the novel, what do you think this quote suggests about the novel? What do you think may
happen in the novel using this quote in as a clue?
Homework: Read Chapter 3 (37-52) & Vocabulary (due tomorrow); Remember to keep working on
Characterization Sheets & Venn Diagram as you read!
Name___________________________________________
Period__________
Date___________
The Outsiders by S.E. Hinton
Directions: Respond to the quote below (5 sentence minimum)
In the last few lines of Chapter Two, Ponyboy says:
I really couldn’t see what Socs would have to sweat about—good grades, good cars, good girls,
madras and Mustangs and Corvairs—Man, I thought, if I had worries like that I’d consider myself lucky.
I know better now (36).
Based upon what you already know from reading the novel and from Class Discussions, what do you
think this means?? What do you think may happen in the novel using this quote in as a clue?
Extra Credit: What literary element is this an example of?
Day Five: Chapter 3
Objectives:
 Students will begin to examine and analyze ideas and recurring themes found in texts, such as the idea of
fairness, social injustice, and classism.
 Students will expand reading vocabulary by identifying and correctly using idioms (“Rat Race”) with
literal and figurative meanings in their speaking and writing experiences.
 Students will write responses to literature and develop insights into interpretations by connecting to
personal experiences and referring to textual information.
 Students will interpret text ideas through journal writing, discussion, and enactment.
NJCCCS: 3.1.8.G.3; 3.1.8.F.4; 3.2.8.D.3; 3.1.8.G.13
Materials: The Outsiders
Class Discussion: Chapter 3
(Students should have their Worksheets and Notebooks out and be taking notes throughout discussion)
Questions:
How do Cherry & Ponyboy explain the difference between Socs & Greasers?
What is the “Rat Race”? Have you ever heard this expression before?
Why do you think Mickey Mouse was important to Soda?
Why do you think Darry hits Ponyboy?
Why do you think Cherry tells Ponyboy not to say “Hi” to her in the hallway?
Ponyboy says, “It isn’t fair” a few times in this chapter. What do you think he is referring to?
What is not fair to Ponyboy? Do you agree or disagree?
Do you face these same problems in your life? Do you think teenagers face these same problems today?
Journal Assignment
For the last 20 minutes of class, let students write in their journals in response to the question below. Before
students are permitted to leave they must complete this assignment, which will count as a Classwork grade.
Journal entries must be at least 1 page long.
Journal Question: Imagine that you were a character in the book. Would you be associated with the Greasers
or with the Socs? Why?
Homework: Read Chapter 4 (53-67) and Vocabulary (due tomorrow); Remember to keep working on
Characterization Sheets & Venn Diagram as you read!
Day Six: Chapter 4
Objectives:
 Students will use increasingly complex text guides to understand different text structure and
organizational patterns (e.g. chronological sequence or comparison and contrast).
 Students will locate and analyze the elements of setting, characterization, and plot to construct
understanding of how characters influence the progression and resolution of the plot.
 Students will read critically by identifying, analyzing, and applying knowledge of the theme, structure,
style, and literary elements of fiction and providing support from the text as evidence of understanding.
NJCCS: 3.1.8.E.2; 3.1.8.G.4; 3.1.8.G.6
Materials: The Outsiders, Plot Worksheets
(Check and record Vocabulary)
Elements of Plot: The Outsiders
(Students should be taking notes and adding to their Worksheets throughout discussion)
Begin by briefly asking the students what occurs in Chapter 4.
Explain that Johnny killing the Soc and the two boys running away is considered part of the rising action.
Ask: Who knows what the rising action is?
Begin reviewing the elements of structure (delivery can be done on board, on PowerPoint, etc.)
Distribute Plot Worksheets to fill in as class discusses the elements of plot (though we will not be able to
answer all of the question yet).
*At then end of the unit this will be due and count as a Quiz grade! Due date and more details will be
explained as we get closer to finishing the book.
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All fiction is based on conflict and conflict is presented in a structure format called plot (also considered the sequence of
the story).
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Foreshadowing is the use of hints or clues to suggest what will happen in the story.
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Rising Action is a series of events that builds from the conflict (begins with the inciting force and ends with the climax).
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Falling Action is the events after the climax which close the story.
The Inciting Force is the event or character that triggers the conflict.
Conflict: There are 4 major kinds of conflict (there can be more than one going on in a story)
1) Person vs. Self – An internal conflict that involves the struggle between the character and his/her conscience
2) Person vs. Nature – An external conflict that involves a struggle between the character and the elements of
nature that are beyond his/her control
3) Person vs. Person – An external conflict that involves a struggle, mental or physical, between two
characters in the story
4) Person vs. Society – An external conflict that involves the struggle between a character and the rules of
laws that govern the society in which he/she lives.
Climax is the decisive moment which will determine the outcome of the story. It is the high point of the story for the
reader. Frequently, it is the moment of the highest interest and greatest emotion.
The Resolution rounds out and concludes the action.
Continue discussing plot and the events in the chapter until end of period.
Homework: Read Chapter 5 (68-84) and Vocabulary (due tomorrow); Remember to keep working on
Characterization Sheets, Venn Diagram, & Plot Worksheet as you read!
Name___________________________________________
Period__________
The PLOT of The Outsiders
Please answer the questions below. (2-3 sentences per response)
1) What is the conflict in The Outsiders?
2) What are two examples of foreshadowing in the novel?
a.
b.
3) What is the inciting force in the story?
Date___________
4) What is the rising action in the story?
5) What is the climax of the story?
6) What is the falling action of the story?
7) What is the resolution of the story?
Day Seven: Chapter 5/Symbols/Poem
Objectives:
 Read critically by identifying, analyzing, and applying knowledge of the theme, structure, style, and
literary elements of fiction and providing support from the text as evidence of understanding.
 Students will write responses to literature and develop insights into interpretations by connecting to
personal experiences and referring to textual information.
 Students will respond critically to text ideas by analyzing Robert Frost’s poem, “Nothing Gold Can
Stay”.
NJCCCS: 3.1.8.G.6;ONE MORE; 3.2.8.D.3; 3.1.8.G.7
Materials: The Outsiders, Symbol Search Worksheets, Poem Worksheets
(Check and record Vocabulary; Distribute Symbol Search Worksheets)
Class Discussion: Chapter 5 & Symbols
(Students should be taking notes and adding to their Worksheets throughout discussion)
Review the events in Chapter 5: Begin by asking students to recap what has gone on in the chapter. When
students refer to the scene where the boys cut their hair introduce Symbols.
Explain that “hair” in The Outsiders is a Symbol.
Symbol – a thing that represents or stands for something else.
Ask: What do you think Ponyboy’s hair represents or stands for? (Discuss)
Ask: Does anyone recognize another symbol in Chapter 5? (Sunset, which appears a few chapters
back too)
Instruct students to add symbols to the worksheet as the come across them reading, and to go back and see
any symbols in the chapters we already read.
*Symbol Worksheet will be due at end of unit & will count as Quiz, more details regarding the due date and
other instructions will be explained as we get closer to finishing the book.)
Continue discussing Chapter 5 events.
“Nothing Gold Can Stay” Activity
(Hand out worksheet)
For the last 10 minutes of class have students reflect on the poem that appears in Chapter 5.
(Read the poem aloud to the students)
Instruct students to read the poem again and begin thinking about the questions. Explain that the Worksheet
that was distributed will be due tomorrow as HW.
*Also, students will be expected to learn the poem and recite the poem to the class in 3 days. Start
practicing! This will count as a Quiz!
Homework: Complete Poem Worksheet (due tomorrow); Practice reciting poem (due in 3 days).
Name___________________________________________
SYMBOL SEARCH:
Period__________
Date___________
The Outsiders
Directions: Please list the different symbols you find in the story below. Then, respond to the questions for
each symbol. Be sure to include the page numbers where you find your information!
SYMBOL:
What does this represent in the story?
SYMBOL:
What does this represent in the story?
SYMBOL:
What does this represent in the story?
SYMBOL:
What does this represent in the story?
Day Eight: Chapter 6
Objectives:
 Read critically by identifying, analyzing, and applying knowledge of the theme, structure, style, and
literary elements of fiction and providing support from the text as evidence of understanding.
 Students will extend knowledge of specific characteristics, structures, and appropriate voice and tone of
selected genres and use this knowledge in creating written work, considering the purpose, audience, and
context of the writing.
 Students will write responses to literature and develop insights into interpretations by connecting to
personal experiences and referring to textual information.
 Students will interpret text ideas through journal writing, discussion, and enactment.
NJCCCS: 3.1.8.G.6; 3.2.8.B.1; 3.2.8.D.3; 3.1.8.G.13
Materials: The Outsiders
(Collect Poem Worksheet)
Class Discussion: Chapter 6
(Students should be taking notes and adding to their Worksheets throughout discussion)
Begin reading Chapter 6 as a class (students can read aloud, professional readings on CD/MP3 can be
incorporated). Discuss as we read. Remind students to keep track of Vocabulary as they read, it will be due
tomorrow!
Discussion Questions:
Now that you’ve read about half the book, and have come to the part where Ponyboy refers to the poem we
looked at before we started reading, what do you think the poem means to the story?
How has what Johnny did affected the rivalry between the two groups?
Where does this fit into the plot?
Do you think this all Cherry’s fault? Do you think it’s anyone’s fault?
What do you think about Johnny and Ponyboy going back into the burning church?
Do you think that Johnny, Ponyboy, and Dally are heroes? What makes a hero?
(Critical Thinking: the goal is to get the students to develop a criteria for “hero” and apply to characters)
Why is it such a shock to Ponyboy when Jerry tells him he shouldn’t smoke?
What is Darry afraid of?
Journal Assignment
For the last 15-20 minutes of class, let students write in their journals in response to the question below.
Before students are permitted to leave they must complete this assignment, which will count as a Classwork
grade. Journal entries must be at least 1 page long.
Journal Question: What is your definition of a hero? Do you think that Johnny, Ponyboy, and Dallas are
heroes? Explain.
Homework: Tonight & Tomorrow - Finish Chapter 6 (85-99), if necessary, and Vocabulary (due in 2 days).
Read Chapter 7 (100-118) and Vocabulary (due in 2 days); Remember to keep working on Characterization
Sheets, Venn Diagram, Plot Worksheet, & Symbol Search as you read! Remind students that poem readings
will take place in 2 days, practice!
Day Nine: Chapter 7/Article
Objectives:


Students will interpret text ideas through journal writing, discussion, and enactment.
Students will gather, select, and organize the most effective information appropriate to a topic, task, and
audience.
 Students will apply knowledge and strategies for composing pieces in a variety of genres.
 Students will extend knowledge of specific characteristics, structures, and appropriate voice and tone of
selected genres and use this knowledge in creating written work, considering the purpose, audience, and
context of the writing.
NJCCCS: 3.1.8.G.13; 3.2.8.B.1; 3.2.8.D.1-2
Materials: The Outsiders
Class Discussion: Chapter 6 & 7
(Students should be taking notes and adding to their Worksheets throughout discussion)
Spend 20-25 minutes discussing the events of Chapter 6 (if necessary) and Chapter 7.
Newspaper Article Assignment
Inform students that they will be working on Newspaper Articles that must reflect events that have occurred
so far in the story. They may work on a story about Bob’s death or the Church Fire.
 Students must create a story that answers the questions: Who, What, Where, When, Why, and
How! Articles must be at least 3 paragraphs long.
 Students must also submit their articles in a Newspaper format using a computer or by drawing up the
layout themselves.
 Students must also use direct quotes from the book (3-5 quotes are necessary).
 Articles will count as a Test!
They will have the rest of class day, tonight, and class time tomorrow to work on their articles. The articles
will be due the following day (either at the beginning of class or at the end, allowing them another period of
class time to work on it—depends on how they do).
Homework: Work on Newspaper Article (due in 3 days) and practice reciting poem (due tomorrow); Finish
Chapter 6 (85-99), if necessary, and Vocabulary (due tomorrow). Read Chapter 7 (100-118) and Vocabulary
(due tomorrow); Remember to keep working on Characterization Sheets, Venn Diagram, Plot Worksheet, &
Symbol Search as you read!
Day Ten: Poem/Newspaper Articles
Objectives:
 Students will give oral presentations to different audiences for various purposes (in this case, delivering a
letter to a character in the novel).
 Use speaking techniques, including voice modulation, inflection, tempo, enunciation, and eye contact, for
effective presentations.
 Acknowledge the audience with eye contact and use appropriate verbal responses to clarify questions and
inquiries.
 Read aloud with fluency.
NJCCCS: 3.3.8.D.6; 3.3.8.D.3-4; 3.3.8.D.8
Materials: The Outsiders, Creative materials & Laptops/Computers for working on Newspaper Articles
(Check and record Vocabulary from Chapters 6 & 7)
Poem Readings
Have students recite the poem.
*Students will be graded on how accurately they memorized the poem and their delivery (annunciation,
speed, intonation, etc.). This will count as a Quiz grade.
Newspaper Article Assignment
After having all students recite the poem, give students the rest of the class time to work on their articles.
Students will need the next class period to work on their articles as well. Due date will be the following day.
Homework: Work on your Newspaper Articles (due in 2 days)