UNIT: On the Flip-Side: The Outsiders and True Notebooks
LESSON: 1- Unit introduction
TIME: 50 min
ACADEMIC STANDARDS:
1.1.11 H Demonstrate fluency and comprehension in reading
1.6.11.A Listen to others
1.6.11.E. Participate in small and large group discussions and presentations.
MOTIVATIONAL DEVICE: Ask the students who has ever seen an Episode of MTV’s “True
Life?” Have they ever seen one that they can relate to their own lives? Expand this to movies,
and then circle back around to asking if a student have ever related in this manner to a book?
INSTRUCTIONAL OBJECTIVES:
1. When prompted students will be able to relate some aspect of their own life to something they
have encountered in a foreign media with 100% accuracy.
2. Students will identify the titles and basic story line of both S.E. Hinton’s The Outsiders and
Mark Salzman’s True Notebooks will 90% accuracy.
3. Students will show that they are aware of what is expected of them throughout this unit by
responding to teacher’s questions concerning it.
MATERIALS/TECHNOLOGY NEEDED:


Computer with PowerPoint capabilities
Enough copies of The Outsiders for all students in the class
LESSON TYPE: Lecture
LESSON OUTLINE:
I. Introduction (5 min)
A. Ask the class about the various media’s they can relate their own lives to.
B. Probe not for specific examples but for specific media types they find especially engaging.
1. i.e Video games, TV, movies, magazines, friends, radio, books?
2. What about this type of media makes you relate to it?
a. Is it reflective of your life?
b. Do you sympathize with the people in it?
II. Introduce the novels and explain how through it, the students are meant to find a reflection of
themselves in the books we will be reading. (Power Point) (30-35 min)
A. S.E Hinton’s The Outsiders
1. Author background- specific to story
2. Basic plot
3. General overview of characters
4. Significance to modern life
B. Mark Salzman’s True Notebooks
1. Author background- specific to story
2. Basic plot
3. Significance to modern life
III. Assign The Outsiders and hand out the books; begin reading(10-13 min)
A. Hand out the novels
B. Read aloud the first paragraph then popcorn the reading to the students.
C. Continue popcorn reading until the last few min of class.
IV. Closure (2-3 min)
A. Assign the homework reading, pages 1-60 in The Outsiders
B. Ask students to keep track of the characters in the book
C. Ask students which book they are more excited to read and why.
CLOSURE: Students will be asked if they have any concerns with the upcoming unit. They
will also be asked to name which book they are more excited to read and why.
FORMATIVE ASSESSMENT: Students will be assessed informally throughout the lesson by
general teacher observation and probing questions given throughout the lecture. Teacher will
also move around the room throughout the PowerPoint lecture to ensure student attentiveness.
HOMEWORK: Students will be asked to read The Outsiders pages 1-60, they will also be
asked to keep track of the characters as best as possible.
REFLECTION: Were the students engaged? How can I better help them engage in this entry
lesson? Would showing a video clip montage of teenage life be more inviting to students?
UNIT: On the Flip-Side: The Outsiders and True Notebooks
LESSON: 2- Foldable of The Outsiders characters
TIME: 50 min
ACADEMIC STANDARDS:
1.1.11.G Demonstrate after reading understanding and interpretation of both fiction and
nonfiction text, including public documents.
1.6.11.E. Participate in small and large group discussions and presentations.
1.3.11.C Analyze the effectiveness in terms of literary quality, the author’s use of literary
devices
MOTIVATIONAL DEVICE: Movie trailer of the movie OR few 5 min of actual video. Ask
if it is any easier to keep track of the characters when there is a visual version of them to see?
INSTRUCTIONAL OBJECTIVES:
1. With the aid of the foldable created students will be able to identify and distinguish
between characters in 100% of situations.
2. With the aid of the text, students will be able to identify and explain significant passages
relating to Ponyboy’s effectiveness as a narrator in 3 out of 4 situations.
3. Using a combination of the text and the foldable created in class students will write down
what they feel makes The Outsiders fiction and support their claims with textual
evidence.
MATERIALS/TECHNOLOGY NEEDED:
 2 sheets of construction paper per student in the class
 Various color markers and or colored pencils
 Several pairs of scissors for creating tabs
LESSON TYPE: Small group/ hands on project
LESSON OUTLINE:
I.
Introduction (5 min)
A. Do motivational device to introduce the topic of the lesson.
B. Characters can be difficult to keep straight
C. Explain the use of the foldable
II.
Foldable building (35 min)
A. Break class into small groups so that resources can be shared as well as ideas.
1. Hand out a packet of resources to the class, including a pack of markers,
construction paper to share amongst the group, and a pair of scissors.
2. Ensure that there is an example foldable in the resources so that tactile
learners can copy the design.
B. Show the class how foldable is created using both a finished example and folding
a new one step-by-step in front of the class. (This step could be eliminated by the
teacher preassembling all the foldables which will give more time for students to
complete part C.)
1. Begin by making a layered book.
2. Using the first “leaf” of the book cut several strips to create tabs that
students can use to write character names on, in which the description of
the character would be found underneath the tab.
III.
3. The other larger tabs will be used to find textual evidence that will help
them understand Ponyboy as a narrator, or text that they feel is important.
C. Working in the small groups students will fill out the foldable.
1.They will label characters and use the novel to find descriptions of a
specific character, identify page numbers to refer back to.
2. Students will also discuss what they felt was important or what stood out
to them during the reading.
a. They will be asked to focus on main themes and the role that
freedom plays in the novel.
b. Teacher will monitor this activity by walking around the classroom
and helping groups to stay on task.
Closure (10 min)
A. Students will be asked to place their foldables in their class folder
1.Explain that the more comprehensive the foldable is the easier their
journal assessment will be when they are asked to write about both books.
2. Class folders are utilized to ensure that all work for this classroom stay in
one place.
B. They will be assigned the reading homework and asked to continue adding to
their foldable.
C. Teacher will then play a short trivia game with students that will assess their
ability to identify the characters.
1. Several questions will be asked depending on time left
2. One question per group at a minimum
CLOSURE: Trivia game which ties together the foldable assignment and helps enforce what
students learned during the lesson.
FORMATIVE ASSESSMENT: Teacher will play a trivia game with students that asks
questions which force students to identify characters by description and quotes. Questions will
be asked at a minimum of 1 per group, more if time permits.
HOMEWORK: Read Outsiders 61-120 continue to add to foldable as you read.
REFLECTION: Did students respond well to creating their own foldable? Does this need to be
modified before it is done during True Notebooks? Would more be gained if the foldables were
already folded for each student and all that was left would be for the student to fill them in?
Were students on task even though they were in small groups?
UNIT: On the Flip-Side: The Outsiders and True Notebooks
LESSON: 3- Think-Pair-Share journaling between “Johnny” and “Ponyboy/Dally”
TIME: 50 min
ACADEMIC STANDARDS:
1.3.11.C Analyze the effectiveness in terms of literary quality, the author’s use of literary
devices
1.5.11.B Write using well developed content appropriate for the topic
1.3.11.C Analyze the effectiveness in terms of literary quality, the author’s use of literary
devices
MOTIVATIONAL DEVICE: Read a passage from the novel, when Ponyboy and Johnny are
saving the kids from the burning church. What makes this book powerful? Do you relate to the
characters? What makes a hero? What is freedom?
INSTRUCTIONAL OBJECTIVES:
1. Through the use of a journaling activity students will discuss if any of the three boys are
heroes using textual references and using character references.
2. Using the novel students will identify why they feel if the boys are free, they will record
their opinion in the journal entry.
3. Students will gain a more comprehensive understanding of the novels themes and ideals
through the use of a think-pair-share activity.
MATERIALS/TECHNOLOGY NEEDED:
 Student copies of The Outsiders
 Lose leaf paper for journaling
LESSON TYPE: Think-Pair-Share
LESSON OUTLINE:
I.
Introduction (5 min)
A. Read 92-95 (Fire rescue and the ambulance conversation on the way to the
hospital)
1. Why is this scene powerful?
2. Would you have been struggling with the same feelings that Ponyboy
was?
B. Explain today we will be exploring through an in character journal assignment
what defines a hero, and what defines freedom.
II.
Think-Pair-Share activity (40 min total)
A. Students will each be given a half index card with either Johnny, Dally or
Ponyboy on them. (Half the class will be “Johnny” and ¼ Dally and ¼ Ponyboy)
B. This will be the character whose perspective they will write a letter from. (~15
min)
1.They will pretend that Johnny is doing much better in the hospital and the
three boys are communicating via letter about the church fire incident.
2. Students will be asked to “get into their character” and use language that
is reflective of that character
3.They will also be asked to refer to specific parts of the book or specific
conversations in the entry.
III.
4.The letter is to be at least the front page of a college ruled sheet of loose
leaf. (written in letter format)
C. After the letters are written a student who wrote from Johnny’s perspective will
switch letters will a peer who wrote from either Ponyboy or Dally perspective.
D. Students will read silently and respond in character in a return letter. (~15 min)
1. The same concepts as before will be applied.
2. When this is complete students will again exchange back and read what
their partner has written.
E. Students will pair up and discuss what they wrote about, similarities between the
letters and what they learned from the activity. They will share their own ideas
about what the importance of this scene was.
Closure
A. Teacher will ask the students to make sure their names (as well as their partners
name) is on the letters they wrote in class.
B. Collect the letters to use as an assessment to gauge student understanding of the
book thus far.
1.Also use the letters to see how teacher can help students get “into
character” more so that their summative assessment is more meaningful
2. Ask students to tell the class what they and their partner both wrote and
spoke about.
3. Students should also be asked how they felt about having to play a
character.
CLOSURE: Ask students to tell the class what they and their partner both wrote and spoke
about. Students should also be asked how they felt about having to play a character.
FORMATIVE ASSESSMENT: Collect letters that students worked on today to gauge the
student’s grasp of the book thus far. Also use to evaluate what needs to be covered before final
assessment is assigned.
HOMEWORK: Read Outsiders 120-30 continue adding to foldable.
REFLECTION: Was this mainly independent study effective for students? Was this activity as
engaging as it should be or is there a way to spice it up in order to get students further engaged?
Should grammar be addressed OR is it more important to explain the important of speaking in
the slang of the greasers, which is how S.E. Hinton writes her novel?
UNIT: On the Flip-Side: The Outsiders and True Notebooks
LESSON: 4- Conclusion of The Outsiders; assign final assessment
TIME: 50 min
ACADEMIC STANDARDS:
1.6.11.D. Contribute to discussions.
1.6.11.E. Participate in small and large group discussions and presentations.
1.3.11.B. Analyze the relationships, uses and effectiveness of literary elements used by one or
more authors in similar genres including characterization, setting, plot, theme, point of view,
tone and style.
MOTIVATIONAL DEVICE: Read aloud Robert Frost’s poem, Nothing Gold can Stay ask
why this poem is central to the idea of the novel? Why does S.E. Hinton use this poem?
INSTRUCTIONAL OBJECTIVES:
1. Using the foldable students will be able to identify characters and discuss what motivates
a character throughout the novel with 80% accuracy.
2. Students will make connections to their own world or lives using the events that
happened in the novel to drive 30% of the entire discussion.
3. Using the text students will be able to identify important symbols, themes and images
used throughout the novel AND use this information properly through 100% of the class
discussion.
MATERIALS/TECHNOLOGY NEEDED:
 Student copies of The Outsiders novel
 Copies of True Notebooks to be assigned at the end of the class.
LESSON TYPE: Large group discussion/ Lecture
LESSON OUTLINE:
I.
Introduction (10 min)
A. Ask students to circle their desks to provide a classroom that will be more apt for
discussion
B. Read Robert Frost’s poem, Nothing Gold Can Stay.
1. Get student feedback
2. Drive deeper understanding between text and poem
II.
Large group discussion of text (20-25 min)
A. Allow the class to take the discussion where they wish
B. Act as an anchor to keep the class on task and focusing on relevant topics
C. Have several questions prepared to pose to the class in case of a lull
1. Why does S.E Hinton have the boys reading Gone with the Wind?
2. What do you make of the ending of the novel? Were you surprised?
3. Are the greasers or the socs ever really free?
III.
Final assessment journal assigned (10 min)
A. Ask students to put desks back into rows
B. Hand out journal assignment page complete with attached rubric/checklist for
grading
IV.
C. Have students read assignment sheet aloud
1. Explain further what is expected of each journal entry
2. Using a projector, show the class pairings and breakdown of who will
role-play an “Outsider” and who will be an “Inmate” at a detention
facility.
3. Hand out composition notebooks, which will act as the letters to students
who are denoted as “Outsiders.” They will be the first to role-play their
characters.
Closure (10 min)
A. Ask students if there are any questions concerning the Outsiders?
B. Collect The Outsiders from all students and reassign each student a copy of True
Notebooks.
1.Explain that if students wish to have a copy of The Outsiders to refer to
throughout this journaling activity they will have to speak with me after
class so that I may assign them a copy of The Outsiders.
2.Assign the homework for the next lesson.
C. Think-pair-share
1.Ask students to turn to a partner and discuss what they feel was the most
important part or aspect of The Outsiders?
2. Ask two-three groups to say their answers to the class.
CLOSURE: Think-pair-share activity, ask students to turn to a partner and discuss what they
feel was the most important part or aspect of The Outsiders? Ask two-three groups to say their
answers to the class.
FORMATIVE ASSESSMENT:
UNIT: On the Flip-Side: The Outsiders and True Notebooks
LESSON: 5- True Notebooks foldable
TIME: 50 min
ACADEMIC STANDARDS:
1.1.11.G Demonstrate after reading understanding and interpretation of both fiction and
nonfiction text, including public documents.
1.6.11.A Listen to others
1.6.11.E. Participate in small and large group discussions and presentations.
MOTIVATIONAL DEVICE: Is this story believable? Were you impressed by the writings that
the boys produced?
INSTRUCTIONAL OBJECTIVES:
1. With the use of the foldable students will be able to identify a characters traits with 80%
accuracy.
2. Students will begin to make comparisons between being on “The outside” and being
locked up and how it affects freedom, by logging this into their foldables.
3. Students will work in groups to create a working and useful foldable which will act as a
guide through this novel.
MATERIALS/TECHNOLOGY NEEDED:
 2 sheets of construction paper per student in the class
 Various color markers and or colored pencils
 Several pairs of scissors for creating tabs
LESSON TYPE: Small group/ discussion
LESSON OUTLINE:
I.
Introduction (5 min)
A. Read a writing from the first reading that you enjoyed as a teacher.
B. Ask students what they thought of this writing and the book in general?
C. What makes this story different then The Outsiders? More importantly are
those differenced important?
II.
Foldable building (40 min)
A. Break class into small groups so that resources can be shared as well as ideas.
1. Hand out a packet of resources to the class, including a pack of
markers, construction paper and a pair of scissors to share amongst the
group.
2. Ask the students to mimic the design as their Outsiders foldable
B. Show the class again how the foldable is created using both a finished
example and folding a new one step-by-step in front of the class. (This step
could be eliminated by the teacher preassembling all the foldables which will
give more time for students to complete part C.)
1. Begin by making a layered book.
2. Using the first “leaf” of the book cut several strips to create tabs that
students can use to write character names on, in which the description
of the character would be found underneath the tab.
III.
3. The other larger tabs will be used to find textual evidence that will
help them understand parallels between The Outsiders and True
Notebooks.
C. Working in the small groups students will fill out the foldable and discuss
meaningful instances in the reading.
1.They will label characters and use the novel to find descriptions of a
specific character, identify page numbers to refer back to.
2. Students will also discuss what they felt was important or what stood
out to them during the reading.
1. They will be asked to focus on main themes and the role that
freedom plays in the novel.
2. Teacher will monitor this activity by walking around the
classroom and helping groups to stay on task.
Closure (5 min)
A. Each group will be asked to present two things they put in their foldable and
explain why they felt it was meaningful to the text.
B. Teacher will ask Outsiders to switch journals with their pre-chosen Inmate
1. Display the listing of who is paired off with who
2. Assign the next journal entry
C. Assign all homework, reading and journal entry.
CLOSURE: Each group will be asked to present two things they put in their foldable and
explain why they felt it was meaningful to the text.
FORMATIVE ASSESSMENT: Teacher will ask students to show and explain their foldables
to the teacher during the construction part of the foldable workshop.
HOMEWORK: Read True Notebooks pages 55-102; INMATE to Outsider entry; add to
foldable
REFLECTION: Is there too much in this lesson? Is it too similar to the first foldable? This is
similarity a good thing or a negative thing? Are the students responding well to the journal/
letter writing activity?
Teacher will monitor the progress and student involvement through the discussion of the book.
Teacher will be cognizant of students who are not contributing to the class and ask those
students guiding questions to try and bring them into the discussion.
HOMEWORK: Read True Notebooks pg 1-55; OUTSIDER writes to inmate
REFLECTION: How could I get all students involved in this lesson? Did I allot enough time
to describe the final assessment?