Grade Nine English Language Arts Lesson Plan Three:
“He Ain’t Heavy… He’s My Brother”
For the Thematic Unit:
“Brothers and Sisters: The Good, the Bad, and the Only Child.”
By Miss Angela Roach
Lesson Plan Three
Unit Topic: Brothers and Sisters: The Good, the Bad, and the Only Child.
Unit Rationale: This unit is intended to have students explore the many different types of
relationships that siblings share. The students will be encouraged to explore through a
variety of texts examples of both good and the bad sibling experiences. Students will be
invited to reflect on their own relationships with their siblings, or someone they share a
comparable bond with. The importance and the uniqueness of a bond between siblings
will be explored at a time in students’ lives when they may not be aware of the quality of
this bond. If students do not have a sibling, they will be able to explore their experience
as an only child.
Grade Level: Grade 9
Lesson Topic: “He Ain’t Heavy… He’s my Brother”
Length of Lesson Period: 100 minutes
Lesson Rationale: In this lesson the students will take a glimpse into S.E. Hinton’s The
Outsiders for an examination of the relationship between siblings and friends who are
forced to raise each other because they are not in a caring home environment or because
their parents are no longer present. This is a unique set of circumstances for most
siblings and the bond between siblings and friends (who are like brothers) that is
portrayed in this novel is unforgettable. Students will be able to relate to the characters in
the novel as the characters are close in age to the students. Students will also be able to
examine and compare the variety of relationships portrayed in this novel.
Learning Objectives:
 Students will listen to a chapter being read aloud to improve their listening skills
and engage in audio text.
 Students will read a short text to develop their reading skills while also
completing their understanding of the novel.
 Students will write or represent a characters thoughts, feelings, and emotions.
 Students will represent characters through written drama and dialogue.
 Students will listen to a text and watch a video clip to interpret and combine
information to make inferences about characters and events in the texts.
Learning Outcomes from English Language Arts Curriculum Guide:
General Curriculum Outcomes
 SPEAKING AND LISTENING
(1) Speak and listen to explore, extend, clarify, and reflect on their thoughts,
ideas, feelings, and experiences. P 20.
(2) Communicate information and ideas effectively and clearly, and to respond
personally and critically. P 20.
 READING AND VIEWING

(1) Select, read, and view with understanding a range of literature, information,
media and visual texts. P 21.
(2) Interpret, select, and combine information using a variety of strategies,
resources, and technologies. P 21.
(3) Respond personally to a range of texts. P 21.
(4) Respond critically to a range of texts, applying their understanding of
language, form, and genre. P 21
WRITING AND REPRESENTING
(1) Use writing and other forms of representing to explore, clarify, and reflect on
their thoughts, feelings, experiences, and learnings; and to use their
imaginations. P 21.
(2) Create texts collaboratively and independently, using a variety of forms for a
range of audiences and purposes. P 21.
(3) Use a range of strategies to develop effective writing and other ways of
representing and to enhance their clarity, precision, and effectiveness. P.21.
Specific Curriculum Outcomes
 SPEAKING AND LISTENING
(1) Examine others’ ideas in a discussion to extend their own understanding. P 26
(3) Articulate, advocate, and support points of view, presenting view points in a
convincing manner. P 26
(5) Participate constructively in conversation, small-group and whole-group
discussion, and debate, using a range of strategies that contribute to effective talk.
P 27
(7) Give and follow instructions and respond to questions and directions of
increasing complexity. P 27
(9) Demonstrate active listening and respect for the needs, rights, and feelings of
others. P 28
 READING AND VIEWING
(2) Read widely and experience a variety of young adult fiction and literature
from different provinces and countries. P 29
(4) Use cueing systems and a variety of strategies to construct meaning in reading
and viewing increasingly complex print and media texts. P 29
(7) Respond to some of the material they read or view by questioning, connecting,
evaluating, and extending. Move beyond initial understanding to more thoughtful
interpretations. P 31
(8) Express and support points of view about texts and about issues, themes, and
situations within texts, citing appropriate evidence. P 31
 WRITING AND REPRESENTING
(2) Use note-making to reconstruct knowledge and select effective strategies
appropriate to the task. P 33
(3) Make informed choices of language to create a range of interesting effects in
imaginative writing and other ways of representing. P 33
(4) Demonstrate facility in using a variety of forms of writing to create texts for
specific purposes and audiences, and represent their ideas in other forms to
achieve their purposes. P 34
(7) Demonstrate an awareness of what prewriting, drafting, revising, editing,
proofreading, and presentation strategies work for them with various writing and
other representations. P 35
(8) Consistently use the conventions of written language in final products. P 35
(9) Experiment with the use of technology in communicating for a range of
purposes with a variety of audiences. P 35
(11) Integrate information from several sources to construct and communicate
meaning. P 35
Materials/Resources Needed for Lesson:
25 copies of the first chapter of The Outsiders by S.E. Hinton.
The video clip from the movie The Outsiders based on the novel by S.E. Hinton.
25 copies of the synopsis of The Outsiders (See appendix).
Organizational Approach:
The students will be asked to listen to the first chapter of S.E. Hinton’s novel The
Outsiders that will be read aloud. The students will be instructed to follow along with the
reading of the text and they will be instructed to write down any questions they have in
the margins of the hand-out. They will also be instructed to underline or highlight any
character traits they notice, find interesting, or enjoy about the characters. This reading
strategy will prepare the students for their main unit project. After chapter one has been
read aloud, the students will watch a clip from the movie The Outsiders. Again, students
will record any questions they have about the movie, as well as recording any character
traits that notice, find interesting, or enjoy about the characters. This reading strategy
will prepare the students for their project. Both chapter one and the clip from the movie
focus on the following characters and relationships: Sodapop, Ponyboy, Darry (all of
whom are brothers), Johnny, and Dally (both of whom are an only child, but think of
each other as a brother). Students will then be presented with a brief written synopsis of
S.E. Hinton’s novel The Outsiders. The students will be expected to read this during
class. After they have finished reading this synopsis, they will re-read the questions they
have recorded in the margins of the hand-out to see if the answer to any of these
questions were found in the synopsis. The students will then be given the opportunity to
have a brief discussion and question period as a whole group while also sharing their lists
of character traits. Students will be instructed on the options they have for their project
on The Outsiders (see appendix for assignment sheet). Students will work on their
projects. Students will clean up and put away all resources.
Step by Step Lesson Activities and Estimated Time:
Activity One: The class will come in, get settled, and attendance will be taken. I will
explain the schedule of events for the double period as well as tell the students what will
be expected of them at each stage of the lesson. (Approx. time: 5-8 minutes).
Activity Two: I will read aloud the first chapter from S.E. Hinton’s The Outsiders. The
students will follow along with the copy of the chapter given to them and will be
instructed to record any questions they have while listening to the text in the margins.
Students will also be instructed to underline in the text any character traits which they
notice, find interesting, or enjoy about Sodapop, Ponyboy, Darry, Johnny, or Dally.
(Approx. time: 20 minutes).
Activity Three: The students will then watch a clip from the movie The Outsiders based
on the novel by S.E. Hinton. Students will be instructed to record any further questions
they have while watching the clip. The students will also be instructed to record any
character traits that they notice, find interesting, or enjoy about Sodapop, Darry,
Ponyboy, Johnny, or Dally. (Approx. time: 20 minutes).
Activity Four: Students will be presented with a brief synopsis of The Outsiders.
Students will read this in class. They will then look over the questions they asked while
reading and viewing the texts to determine whether any of their questions have been
answered by the synopsis. (Approx. time: 10 minutes).
Activity Five: Students will engage in a whole group discussion of both pieces of text.
A piece of chart paper will be devoted to each of the listed characters and will be put at
the front of the room. I will record the traits of each of the listed characters on an
individual piece of chart paper as the students share their findings. These pieces of chart
paper will remain hung up for students to refer back to when completing their projects.
The students will be instructed to record these lists in their writing folders as well.
Students will also be given the opportunity to ask any questions to which they were
unable to find an answer in the synopsis. (Approximate time: 15 minutes).
Activity Six: The students will be given their project sheets, the expectations for each
project option will be explained, and any questions will be answered. (Approx. time: 10
minutes).
Activity Seven: Students will work independently on the project they have chosen from
the project options. (Approx. time: 20-30 minutes). Students are not expected to finish
this project in class and will be permitted to finish it for homework and pass it in the on
the last day of the unit.
Activity Eight: Students will clean up and put away all resources. (Approx. time: 3
minutes).
Assessment: Refer to appendix for rubric.
Plans for Reflection:
Would it have been more advantageous to make a longer unit and have the students read
the entire novel?
Should have I included a group or pairs project option? Would have the same outcomes
been achieved?
Plans for Follow-up Lesson:
“Step Outside The Box”
Students will watch a clip from an episode of the TV sitcom “Step by Step” and will role
play different everyday scenarios (both positive and negative) that could take place
between step-siblings.
Appendix
Project Options for The Outsiders.
Value: 20%
Create a written dialogue and script for an additional scene for the movie The
Outsiders.
You will be expected to use your imagination and write a new scene to be added to the
movie The Outsiders. The scene does not need to be more than two pages; however, the
scene must be believable and must have the same theme as the novel written by S.E.
Hinton. The characters’ in the script must “stay in character”; the list of character traits
will help you with this aspect of the assignment. The script itself must include both
character dialogue and scene directions. Remember, the theme of this unit is siblings, a
bond between people that is like a bond between siblings, or the experience of an only
child. An understanding of this theme should be reflected in your script!
Journal Entry
You will choose to write a journal entry from the perspective of Ponyboy, Sodapop,
Darry, Johnny, or Dally. The journal entry must be at least two pages in length. The
journal entry can, but does not have to be written about the day that the greasers went into
the burning school house. The reader needs to believe that this journal entry was actually
written by the chosen character. The list of character traits will help you to make this
journal entry believable. With the theme of the unit in mind, the character should reflect
on his relationship (whether good or bad) with a sibling, siblings, or a bond with someone
who is like a brother to him. Use your imagination!
Character Sketch and Drawing
You have already prepared a list of character traits for Ponyboy, Sodapop, Darry, Dally,
and Johnny; with these you are to prepare a character sketch. You can choose any one of
the listed characters. Your character sketch should be a concise, informative and
reflective description of the character. I do not want you to simply repeat the list of
character traits. I want you to present this information succinctly with an additional
reflection on the bond this character has with his brothers or, in the case of Johnny and
Dally, the bond they have with the other. This should reflect your understanding of the
importance of this bond to the nature of the character. Along with this character sketch,
you are to draw a picture of the character of choice. You may draw this free-hand or you
may choose to use the “paint” program on the classroom computer. Keep in mind that if
you do not have access to a computer at home, and you want to use the “paint” program,
you should complete your drawing of the character first during class time and complete
the character sketch after you have finished the drawing.
Letter to a Sibling or Good Friend
You will write a letter from one of the chosen characters to another. The letter must be at
least two pages in length and can be written from Ponyboy, Sodapop, Darry, Johnny, or
Dally. The letter must be believably written from the perspective of the chosen character;
the list of character traits will help you to achieve this. You must keep the theme of the
unit in mind and reflect in the letter an understanding of the sibling-like bond shared
between the two characters.
GOOD LUCK AND USE YOUR IMAGINATION!
Rubric for The Outsiders Project
1
(no)
2
(somewhat)
3
(satisfactory)
4
(good)
5
(excellent)
Total
Reflected an
understanding of
unit theme
Used character
traits as a tool to
enhance quality of
project
Used imagination
while still meeting
project
requirements
Demonstrate
awareness of
proofreading and
writing
conventions
Total: ________
Plot Summary for The Outsiders
The story of young men growing up facing hard times where they have little going for
them. Two opposing groups, the Greasers and the Socs, continually fight against each
other to defend their "turf". The tension between the Greasers and The Socials "Socs"
puts Ponyboy Curtis and his best friend Johnny Cade in a bad spot. One night at the
drive-in, Ponyboy and Johnny develop crushes on Sherri "Cherry" Valance and Marcia.
What Johnny and Ponyboy don't know is that Cherry and Marcia are girls for the
snobbish, popular, and rich group, the Socs. When the Soc boys see their girlfriends
hanging out with the greasers, they get really angry and attempt to fight the greasers. The
girls stop the fighting, but the Socs come back later that night. Johnny and Ponyboy are
in the park sleeping because they both have problems at home; Ponyboy was in a fight
with Darry and Johnny’s parents are fighting and do not seem to care about Johnny. The
Socs gang up on the two boys and are attempting to drown Ponyboy when Johnny gets
scared and fights back… with a knife. Johnny kills Bob Sheldon the toughest and
meanest member of the Socs, resulting in the Socs demanding a rumble against the
Greasers. Johnny and Ponyboy realize they are in great trouble, so they go to Dally for
help. Dally gives them money and instructions to an abandoned church a few towns
away where they are to hide until the “whole thing blows over”. Johnny and Ponyboy
hide out at the church and no one knows where they are. When Dally finally comes to
get them, the boys have changed their appearance so that they would not be recognized.
On the drive back into town, the boys spot a burning school house. They end up saving
the lives of many school children from the flames of the burning building. Johnny is
seriously burned and all the boys are taken to the hospital. Ponyboy is reunited with his
brothers, Sodapop and Darry, who were worried sick about Ponyboy. The tension
between the Socs and the Greasers is growing and a rumble has been scheduled. Johnny
cannot participate in the rumble because he is dying of severe burns and is in the hospital.
The Greasers all agree to win the rumble in Johnny’s name. The Greasers win the
rumble, Johnny dies, and Ponyboy and his brothers are re-united and happy together.
They support each other through the death of Johnny who was like a brother to them.
Dally does not take Johnny’s death well, robs a store and gets himself killed by the police
who think he is armed and dangerous. The brothers again are forced to support each
other through the loss of another good friend. The relationships portrayed between
Ponyboy and his brothers, and their good friends are timeless.