OVERVIEW
This unit was developed for eighth grade
reading students.
Students will read The Outsiders by S. E.
Hilton and analyze how the characters affect
the theme(s) of the story.
Students will look at the story from different
points of view and determine the effect of
word choice within the text.
Students will draw parallels between this story
(set in the 1960’s) and life today (cliques vs.
gangs / social issues facing teenagers then
and now).
COMMON CORE STANDARDS AND LEARNING TARGETS
CCSS.ELA-Literacy.RL.8.2 Determine a theme or central idea of a text and analyze its
development over the course of the text, including its relationship to the characters,
setting, and plot; provide an objective summary of the text. (Power Standard)
LT: I will be able to determine the central idea (theme) to a text.
LT: I will be able to analyze the theme’s development over the course of the text, including
its relationship to supporting ideas; (summary of the text.)
LT: I will be able to analyze the story’s characters and its importance to the theme.
CCSS.ELA-Literacy.RL.8.3 Analyze how particular lines of dialogue or incidents in a story or
drama propel the action, reveal aspects of a character, or provoke a decision.
LT: I will be able to analyze a character’s dialogue and infer the meaning and relationship to
other characters in a novel.
LT: I will be able to explain the impact of other character’s speech and actions to cause a
character to change in a novel.
CCSS.ELA-Literacy.RL.8.6 Analyze how differences in the points of view of the characters and
the audience or reader (e.g., created through the use of dramatic irony) create such
effects as suspense or humor. (Power Standard)
LT: I will be able to analyze how a character’s point of view affects a change in their thoughts,
speech and/or actions in a novel.
CCSS.ELA-Literacy.RL.8.7 Analyze the extent to which a filmed or live production of a story or
drama stays faithful to or departs from the text or script, evaluating the choices made by
the director or actors.
LT: I will be able to compare and contrast a novel to the filmed version.
LT: I will be able to evaluate why a film director chose to make the film version different from
the text.
INTERVENTIONS
Students will take CFAs (Common Formative
Assessments) throughout the unit that focus
on the individual learning targets. For those
students who are not proficient, they will work
with me in a small intervention group during
ELT (Extended Learning Time) the week
following the assessment. They will then
retake the assessment to monitor progress
and proficiency.
READING
S T R AT E G I E S
INSTRUCTIONAL
S T R AT E G I E S
Teacher read-aloud
Direct instruction
Partner reading
Whole group discussion
Small group reading
Teamwork (relay activity)
Independent
reading
Small group collaboration
Independent response
and reflection
ASSESSMENTS
Class participation and discussion
Reading responses (chapter questions)
Independent reflections (journal prompts)
Boxcar vocabulary project
Character analysis
Final synthesis project
PRE-READING ACTIVITIES
Whole group –introduction of S.E. Hilton
Teams – Class will be divided into two groups. Half will have a chart with the word
“cliques” and half will have a chart with the word “gangs”. They will collaborate to
create a list for their group and then share out to the to class. (Reveal s that
cliques and gangs aren’t that different after all).
Independent (technology) – Students will research the 1960’s to find out about
pop culture (compare and contrast to today).
Independent (journal response) – Students will consider the following questions
and write a reflection:
*How do groups of people differ from other groups of people?
*How can people join, or leave, certain groups?
*Who determines whether a teenager belongs to one group or another?
*Into what group do you fit in? Do you feel that might ever change?
DURING READING
Character analysis – Students will complete an analysis of all main characters as they
read the book (this includes physical description, personality, and a quote as a
citation of evidence).
Boxcar vocabulary activity – Students will select a word from the book that they don’t
know. They will write the definition, use the word in a sentence (a more complex
sentence will receive more points). Students will then use symbols, synonyms, and
phrases to decorate a boxcar graffiti style.
Chapter questions – Students will respond to comprehension questions for each
chapter as they read (students will work collaboratively in small groups, with
partners, and also independently – varying by day).
Quotation analysis – Students will discuss quotations throughout the book with regard
to characterization and word choice – what is the impact of character’s speech and
actions that causes a character to change in a novel? (whole class discussion)
DURING READING (CONTINUED)
Journal responses – Students will think “beyond the text” to respond to these prompts (one per
student per week). They will share one of their responses aloud with the class.
*When Ponyboy left the movie theatre he was deeply afraid. What are some fears you have felt or
feel?
*Cherry Valance tells Ponyboy “Things are rough all over.” What are some ways things have been
rough on you?
*Soda wanted a horse so badly he bawled like a baby. Have you ever wanted something so badly?
What was it? Did you get it? How?
*Johnny wants to forget about the night he killed Bob. Is there anything you would like to forget
about? Explain.
*When Johnny cut Ponyboy’s hair he cried because it was “tuff” and he was proud of it. Is there
anything that you are proud of? What is it? Why are you proud of it?
*Johnny had a hero worship of Dally. Is there anybody that is your hero? Explain.
*Randy said to Ponyboy “I wouldn’t have, I would have let those kids burn to death.” Would you have
risked your life to save those kids? Why or why not?
*Johnny told Ponyboy “I wouldn’t mind dying if there were not so many things I haven’t done yet.”
What are some things you want to accomplish before you die?
*If you had the chance to tell somebody something before you or that person died, what would it be?
*Do you think Dally was a hero or a hoodlum? Why?
*Have you ever had to play the middle person like Soda did between Darry and Ponyboy? What did
you do? How did you feel?
*What was you opinion of Ponyboy’s theme paper? Why?
AFTER READING – RELAY ACTIVITY
Students will be divided into two groups – Greasers and Socs. They will be faced with various
challenges. Greasers will have a disadvantage in each challenge, while Socs will have a small
advantage. This relay will show reveal that even kids who have unfair circumstances in life can
succeed by working doubly hard (much like how Ponyboy and his brothers choose to overcome
their situation in order to make something of themselves). Here is the challenge Greasers will
face: Do you give up, or do you work harder to overcome the Socs’s advantages?
Students will be encouraged to dress the part of their character on the day of the relay.
Supplies needed for the activity:
2 golf balls
Large Serving Spoon
Regular Silverware Spoon
Two jump ropes
Two rolling chairs, or skateboards
Post-It Notes
Large Markers
Notebook Paper
Pens/Pencils
2 koosh balls or soft balls
2 trash cans
2 Sleeping bags
An open space for the relay activities (gym, cafeteria, outside)
RELAY ACTIVITY (CONTINUED)
THE GOLF BALL RACE
Designate a distance students will
have to walk down and back to,
and give the Socs the large
serving spoon and Greasers the
regular-sized silverware spoon.
Tell students they must carry the
golf ball in the spoon to the other
end and back without dropping
the ball. If they drop the ball, they
must return to the starting line
and begin again. Students MUST
NOT touch the ball and must hold
the spoon on the handle.
The first team to have each member
complete the challenge, wins! If
you have uneven teams, make
sure you have a student go twice
to keep the challenge even.
JUMP ROPE RACE
Have students run to a designated
stopping point to complete their
jump roping, and run back to their
line for the next team member to
go.
Greasers will have to complete ten
jumps, while Socs will only have to
complete eight before running back
to their line.
After completing their jumps, they will
drop the rope and leave it for the
next team member.
RELAY ACTIVITY (CONTINUED)
ROLLING CHAIR OR
S K AT E B O A R D R A C E
“MARY HAD A LITTLE
LAMB”
Students will roll themselves to a
designated stopping point, and
back to their teammates.
Greasers will only be allowed use
one foot to propel themselves,
while Socs are allowed to use
both feet.
They must keep all four wheels of
the chair on the ground, and
their bottom in the seat.
Greaser can hold their foot up or
sit on it, but once they choose
which leg they are using to
use, they cannot switch.
Pass out sticky notes and black markers
to Greasers.
Pass out notebook paper and
pens/pencils to the Socs.
Instruct students that they cannot write
on the back of their sticky note or
paper, and they cannot abbreviate
the first part of "Mary Had a Little
Lamb" (They must write, "Mary had a
little lamb, little lamb, little lamb.
Mary had a little lamb whose fleece
was white as snow.")
They cannot begin writing until the
teacher says "go“; students run to the
teacher to stack their writing. The
first team to stack their writing and
be seated, wins.
Breaking the writing rules will disqualify
their team!
RELAY ACTIVITY (CONTINUED)
KOOSH BALL TOSS
Using two trash cans, put them at
differing distances from the
starting line.
Place the Socs’s can a foot closer
than the Greasers.
Each team member will stay behind
the start line and toss the koosh
ball in the trash can.
If they miss the trash can, they have
to retrieve the ball and go back to
the line to keep trying until they
make it.
Each team member must make it
into the can before moving onto
the next member.
First team to have every teammate
shoot and score, wins!
SLEEPING BAG PULL
The object of the challenge is to drag
each team member (one at a time)
on the sleeping bag to the finish
line, drop them off, and pick up the
other team member. (Riders will
have their back facing the end
being dragged to avoid injury)
The first team to drag each member to
the finishing point, wins.
Teams may alternate "draggers" but
every team member must ride the
bag at some point (for example, if
one team member decides to be
the designated dragger, he too
must ride at the end of the race
before the team can win the
challenge)
Give Socs the advantage by making
them drag their team mates a
shorter distance than the Greasers.
RELAY ACTIVITY (CONTINUED)
Relay Assessment
After the race, have students respond to the following questions,
by writing in their journals or on a separate sheet paper that
they will turn in for a grade.
1. What advantages were given to the Soc team in each
challenge?
2. How did the advantages or disadvantages make you feel?
3. What lessons can be learned about the real world through
this activity?
Have them reflect on and discuss the questions before writing
their responses, because many students will see the realworld connections that other students may not see.
AFTER READING – COMPARE/CONTRAST
*Students will view the film version of The Outsiders.
*They will compare and contrast the film version with the novel using the
common formative assessment below.
Common Formative Assessment #7 (Compare/Contrast) Name:___________________ Rdg. Hr. _____
Unit: Short Stories Topic: Compare/Contrast Proficiency: 5/6 Your Score: ____/6 Proficient: Yes/No
ELT: Yes/No
Learning Target: LT: I will be able to compare and contrast a novel to the filmed version.
Below state two differences from the novel The Outsiders and the video as well as two similarities: (Make sure
the differences and similarities are important details to the storyline.)
Novel: The Outsiders
SIMILARITIES
Video: The Outsiders
1.
1.
1.
2.
2.
2.
LT: I will be able to evaluate why the director chose to make the film version different from the text.
Write: Give a reason why the director of the film may have chosen the difference they did for the film version.
_______________________________________________________________________________________
AFTER READING – SYNTHESIS PROJECT
Students will choose from the following projects:
Yearbook – Students will create a yearbook that includes the characters from the novel
(done digitally or in a book/binder format). They must include pictures (photographs
of people dressed in character or self-created drawings), quotes, and relevant
information. They will include a written reflection explaining why they included the
information that they chose, citing evidence from the novel.
Graffiti Wall – Students will convert the bulletin board in the 8th grade hallway into a
graffiti wall by writing quotations that they think the characters from the novel would
write. Students will write a reflection explaining why they chose the quotation/graffiti
on the wall, citing evidence from the novel.
Diorama – Students will select a critical scene from the novel and create a diorama that
accurately reflects the scene (using description and details from the book).
Students will write a reflection explaining why the scene was a pivotal point in the
book and why they included certain details in their diorama (citing evidence from the
novel).
Book Soundtrack – Students will create a CD of current music that they think would go
with the book. The CD must include at least 5 songs. They will create a sleeve for
the CD that includes a cover for the front and the list of songs. They will write a
reflection explaining why they chose each of the songs, citing evidence from the text.
CENTRAL TENETS OF CONSTRUCTIVISM
Allows for personal perception of the world
Provides opportunities for invention
Provides for active involvement in the learning process
Creates opportunities for transferring learning
Accommodates individual and social construction in the learning process
Provides opportunities to defend ideas
Knowledge is constructed, not transmitted.
Emphasizes process over product
Teacher serves as facilitator rather than director
Allows students to see the “Big Picture” as opposed to looking only at a series of
details
Is a “hands on” activity
Does not require extensive memorization
Encourages use of dialogue
Cooperation/collaboration are valued as opposed to competition
Provides multiple perspectives on reality
CENTRAL TENANTS OF CONSTRUCTIVISM
(CONTINUED)
Can be an ongoing process. (Students are constantly making connections between
the book and their other classes/life.)
Has open-ended activities
Has multiple extensions
Allows for a spiraling curriculum so that students can continually build knowledge
Prior knowledge is assessed/evaluated
Encourages independent research.
Scaffolding present
Makes use of cognitive terminology
Requires connections to real world activities
Emphasizes importance of social and cultural contexts
Technology is useful
Allows for self-reflection
Involves students in language-rich activities
WISCONSIN EDUCATOR STANDARDS
Teachers know that subjects they are teaching.
The teacher understands the central concepts, tools of inquiry, and structures of the
disciplines she or he teaches and can create learning experiences that make these
aspects of subject matter meaningful for pupils.
Teachers understand that children learn differently.
The teacher understands how pupils differ in their approaches to learning and the
barriers that impede learning and can adapt instruction to meet the diverse needs of
pupils, including those with disabilities and exceptionalities.
Teachers know how to teach.
The teacher understands and uses a variety of instructional strategies, including the use
of technology, to encourage children's development of critical thinking, problem solving,
and performance skills.
Teachers communicate well.
The teacher uses effective verbal and nonverbal communication techniques as well as
instructional media and technology to foster active inquiry, collaboration, and supportive
interaction in the classroom.
Teachers know how to test for student progress.
The teacher understands and uses formal and informal assessment strategies to
evaluate and ensure the continuous intellectual, social, and physical development of the
pupil.