The Outsiders Day #8-Chapter 8
Name: Fatima Chishti & Ashley Rockafellow
Class/Subject: 7 th
Grade/ Reading-Language Arts
Date: Wednesday, April 1 st
Student Objectives/Student Outcomes:
After hearing the audio/reading chapter 8 of The Outsiders and given a worksheet, students will answer comprehension and plot questions about the novel.
After viewing examples of successful/unsuccessful debates on the Smart Board, students will begin to construct their own debate stance on whether or not the Socs and the greasers should have a final rumble. Students will demonstrate their ability to persuade by filling out a debate outline worksheet.
Content Standards:
1.B.3d
Read age-appropriate material with fluency and accuracy.
Students will read/listen to The Outsiders chapter #8 in class and answer comprehension questions.
3.B.3a
Produce documents that convey a clear understanding and interpretation of ideas and information and display focus, organization, elaboration and coherence.
Given the debate outline worksheet, students will begin to construct a logical argument for the debate on Thursday. Students will fill in their main points for their argument and they will find evidence to support these points.Their understanding will be displayed by beginning their outline.
Materials/Resources/Technology:
-CD for audiobook
-OCF
-Chapter #8 worksheets
-Debate outline worksheets
-Podium
-Debate rules worksheet
-Dry erase board
-Dry erase markers
The Great Debaters, Old School, and Harvard vs. Berkeley You Tube clips
-Smart Board
-The Outsiders novels

Procedure:
Time: Activity:
Start of Class:
*Ask student volunteer to pass out OCFs to students
*Have one student pass out books to all the other students
15 min
**OR have books and folders on students desks prior to student arrival**
*Books are located in red basket
Begin with Bell-Ringer

Tell students that they will be viewing a clip of proper/improper professional debating

Prior to showing the clips and having a discussion, remind students about the rules/expectations for discussion:
*Raising your hand and being called on before talking
*Listening to others/Not talking over teacher and others
*Staying on task and focused in class discussion

Ask students to take out a sheet of paper and while they are watching the clips note the following things/answer the following questions:
*What does a good debate look like?
*What do you see? What do you NOT see?
*What do you hear? What do you NOT hear?

Students will watch a video clips from The Great Debaters

After each clip, have students give their responses to the questions you posed.

Have a small discussion based on what makes a successful debate and tell students we will be having a debate after reading chapter 8
5 min
1 min
32 min
Intro of Lesson:
Go over objective/agenda board for the day
Go over major occurrences of chapter 7 and ask for volunteer to pass out chapter 8 worksheets

The gang is interviewed about the fire.

Ponyboy is a hero in the paper!

The brothers fear they may be split up in the court hearing.

Randy and Ponyboy have a talk in which Ponyboy sees Randy as an actual human with feeling instead of a stuck up Soc.
Lesson Instruction:
Explain to students that we will be discussing these questions as a class, but they need to be filling in the answers as they read.
Have students turn to the beginning of chapter #8 on page # 119
Begin playing the audio and monitor to make sure students are staying on task and following along with the reading- Pace around the room

5 min
5 min
Stop the audio every couple of questions to make sure students comprehend the text
The questions all have page numbers next to them to help students find the answers
Continue playing the audio through until the end of chapter 8
Have students hang on to their worksheets and remind them to turn them into the
“completed work” basket as they leave the room at the end of the period
Extension of Lesson:
Explain the debate that will take place in class tomorrow, however, we can start preparing for it today individually.

Ask for a volunteer to pass out debate outline worksheets

Go through each step of the debate and explain to students that it may sound confusing, but we will go through each step as it comes

Go over worksheet that explains expectations for the debate
In a real debate, people are judged on:

How they address the moderator

Making sure they are talking to the moderator/judge and not arguing with their opponent
 The type of body language they have [standing up straight]
 If they are distracting to others
 If they are properly dressed

Explain to students that each team will start out with 10 POINTS and points will be taken away for breaking debate rules and points will be given for properly presenting their argument in each segment (opening statement, rebuttal, and closing statements). The team with the most points by the end of the debate will receive a prize on Friday!

Divide the students into their groups (they will be written on the board)

Students, depending on which group they are in, will be given their claim/argument
Have students individually work on the opening statement, main points, and evidence for the side of the argument they were assigned.
They are to begin sketching their argument on the OPENING STATEMENT portion of their worksheets.

3 min
(rest of class)
2 min
Closing/Wrap Up/Review
Ticket out the door: Write a response in which you write down which TWO RULES you think are the most important for a successful debate. Why are these rules so important?

Students are to work silently

This is their ticket out the door to leave class
Share. Students will share their rules with the class and we will discuss how these rules will benefit our debate.
Students will put their debate worksheet in their OCF and place it on top of the binders on their way out and hand me their ticket out the door
Assessments/Checks for Understanding:
I will:

Informally assess students during the reading to see which students are comprehending/not comprehending the text based on their engagement in the audio reading
 Formally assess students’ understanding of plot/character development from the questions they answer on the worksheet

Formally assess students’ completion of the OPENING STATEMENT portion of their worksheet for credit
 Informally assess the student’s understanding of the debate format by looking over their worksheets/ticket out the door
Self-Assessment
This worked:
This did NOT work:
This is what I would change: