Novel Unit: “The Outsiders”
Grade: 8th
Fayzah Yahya
20 November 2013
Chunking Plan Rationale
The novel I will be using is titled “The Outsiders” and I will be chunking it into five
chunks: chunk one are chapters one through three, chunk two are chapters four through six,
chunk three are chapters seven through nine, chunk four are chapters ten through twelve.
Chunk one is comprised of chapters one through three. These chapters will be taught
through a teacher-directed lesson. I chose to combine these chapters into a chunk because they
introduce the characters and give much detail and information on the two groups, Socs and
Greasers, and the problems between them. It is in these chapters that students will understand
why Ponyboy is need of choosing between conformity and individuality. It is in the third chapter
that Ponyboy shows rebellion against his brother Darry. After coming home late, Johnny gets
scolded by Darry. While they are arguing, Darry smacks Ponyboy and that’s what leads Ponyboy
to run away from home. To introduce the three chapters, I plan to show a collage of pictures that
represent events that will take place as well as objects that will be used. Students will get a
chance to predict what the chapters will be about. Then the students will read a problem and
answer questions. The problem will be the same as the one Ponyboy experiences when the soc
find him walking alone. After answering the questions, students will choose between these
activities: role-play, character collage and who would like which music?
Chunk two is comprised of chapters four through six. These chapters will be taught in
collaborative learning groups, this way the students can try something on their own. I chose to
combine these chapters into a chunk because it is in these chapters that Johnny commits murder
and he and Ponyboy are forced to runaway to the church and stay there for several days. When
Johnny commits murder and he and Ponyboy run away, they know they made a bad choice.
Throughout their stay at the church, they contemplate about who they really are as individuals.
To kill time, Ponyboy reads “Gone With the Wind” out loud to Johnny, something he couldn’t
have done back home. He and Johnny watch the sunset and Ponyboy recites the poem “Nothing
Gold can Stay.”He then admits to Johnny that he wouldn’t be able to tell Darry, Two-bit or Steve
about the sunset and that’s what makes him different. In the next scenes, Dally comes to visit
them at the church and takes them out to eat. When they return to the church, they find it in
flames. Ponyboy, Johnny and Dally end up saving the kids who were inside the burning church
and that’s when Johnny gets injured and taken to the hospital. As an assignment, students will
review the task sheet and be numbered off into five groups. In these groups, students will first
write and discuss major events that occurred in the section of the novel. Each group will then
examine Robert Frost’s poem first and fill out the worksheet where they will have to define
purpose, mood of the poem, and an image to represent the poem. They will then examine a
different poem in which they will have to define purpose, mood of the poem, and an image to
represent the poem. The group will then design a poster that compares Robert Frost’s poem to
the group’s poem. The next day, students will present their posters to the class by reading the
poem, describing it, and comparing it to Robert Frost’s. While one group presents, the other
groups are taking notes. The students will then choose to do a wanted poster, news article, or
poem.
Chunk three is comprised of chapters seven through nine. The lesson for these chapters
will be teacher-directed. I chose to combine these chapters into a chunk because they deal with
the struggles and loss that Ponyboy goes through and how that will affect his decision of
choosing between conformity and individuality. In these chapters, Johnny is taken to the hospital
for his injuries. Johnny, Dally and Ponyboy become heroes on the front page of the newspapers.
The rumble, which is the fight between the greasers and Socs takes place soon after. The final
big event of the chunk is Johnny’s death. To introduce the chapters, I will show a clip from the
movie, “The Sandlot” where the rich kids try to bother the gang and the gang challenges them to
a game of baseball where they end up winning. While watching the clip, students will take notes
of elements that are similar to the novel, and answer questions for later use. After answering the
questions, students will have a writing prompt to complete which will ask them if they have lost
a dear person. They will then choose between these activities: news cast, hero poster, movie
scene comparison.
Chunk four is comprised of chapters ten through twelve. This lesson will be teacherdirected because it is the last one. I chose to combine these chapters into a chunk because they
comprise of the reflection and Ponyboy’s choice of individuality. In these chapters, Ponyboy
reflects a great deal on Johnny’s and Dally’s deaths. He also finally understands his brother
Darry and gets a chance to speak with characters from the Socs group. He reads the letter that
Johnny left for him in the book “Gone With the Wind.” In this letter, Johnny tells Ponyboy what
he thinks Robert Frost’s poem means. He explains that a person is gold when they are a kid, that
everything is still new. Johnny advices Ponyboy that staying gold is a good way to be. Therefore,
after everything he has been through, everything he has heard, seen and done, with different
characters, Ponyboy finally realizes that it’s alright to choose individuality. As an introductory
activity, students will have a gallery walk where they will walk around the room in groups,
looking at pictures of teenagers from all walks of life. They will answer questions for every
picture they see. The point of this activity is to show them that everyone is different and unique.
Also, they will understand why it is not right to judge someone based on their ethnicity, social
status, color, and anything that makes them different. After answering the questions, students
will choose between the alternative ending activity, talk show or the essay.
Overall Rationale
I have chosen to complete my unit plan on the novel, “The Outsiders” because it relates
to the human condition of choosing between conformity versus individuality in everyday
situations. Conformity is a type of social influence involving a change in belief or behavior in
order to fit in with a group; while individuality is the quality or character of a particular person
that distinguishes them from others of the same kind. In everyday life, people are seen choosing
between conformity and individuality whether it is at work, school, at home or in public. To
conform or not conform; that is the question that every person asks themselves when they are in
situations where social influences exist. While one person may choose to conform in order to fit
in with a group, another person might choose instead to be a rebel by distinguishing themselves
from any group. For example, one person might choose to conform to the school’s popular group
rather than be themselves; while another person would rather act, dress, and think the way they
want rather than follow what’s mainstream. Therefore, in the end, the decision goes back to each
and every one of us whether to be ourselves or follow others.
In regards to teenagers, this novel would definitely be of interest to them because it
contains a theme which they are probably living through at their age. It seems students find this
book a validation of what they see in their own lives and appreciate reading about the struggle
for individual identity while still wanting to belong to a group. The whole idea of conformity
versus individuality is very important for teenagers to understand at their age and time. They are
at a stage in their lives where conforming to the “group” and trying to change in order to fit in is
occurring or going to occur as soon as high school begins. They probably think that
distinguishing themselves would lead them to be unpopular and not cool; therefore wiping that
idea away. That is why it is vital for teenagers to read such a novel as “The Outsiders” to
understand that they are not alone and that Ponyboy is going through the same thing. Also, the
whole concept of the in-group and the out-group remains the same through time. There will
always be a teenager who is debating whether or not to conform to a certain group; whether to be
themselves or be classified as something. That is why it is essential that teenagers know the
difference between conformity and individuality through reading “The Outsiders” and getting in
touch with the characters. I believe reading this wonderful novel will get the students thinking
about their own lives and how the theme compares. And who knows, some students may even be
inspired by the novel to choose individuality over conformity.
The students for whom this unit is designed for are eighth graders. There are two students
who are poor readers, while the rest of the class is made up of good and great readers. They are a
mix of males and females. In regards to social status, some students are high class, some are
working class and a few are middle class. There is a group of girls and boys that is popular and
cool according to rumors and it is evident in the way they behave. The students in this group are
very privileged and due to that, they can be quite arrogant in their speech. They wear the best of
clothes, live in the best of neighborhoods, and have educated, rich parents who provide anything
and everything to them. Another group of students is not as lucky because they are the sons and
daughters of working parents who work hard to make ends meet. These students wear hand-medowns, live in not-so-great neighborhoods and have to work part-time to help their parents out
and to pay for their own expenses. The third group is not a group, but rather just several students
who would rather not speak to anyone and just mind their own business.
Racially speaking, the class is not as diverse as it should be with 90% of the students
being Caucasian and 10% being other. There seems to be a great number of Caucasian students
due to the area that the school is located in. It is a school that is located in between the suburbs
and an urban area. That explains the reason for the line between the student’s social statuses.
Some students come from the suburbs while others are from the urban area.
As for interests, some of the students are diverse in their interests while others share the
same interests. Two boys are on the football team and, two girls are on the cheerleading team,
five boys don’t have any specific interests because they work part-time and don’t have the time
for any extracurricular activities, one girl tutors afterschool and loves to read, two other girls
hang out all the time and enjoy listening to music on their iPods, three girls are on the volleyball
team, two boys are in the math club, three girls don’t have time for anything because of problems
at home, one boy sleeps in class all the time, one girl is always getting in trouble in all her other
classes and the rest of the class enjoys different subject areas and sports but are not in any clubs.
Most of the boys enjoy listening to rap music while the girls are into the latest songs that come
up on the radio. The class seems, as a whole, to enjoy gossip and rumors. They get excited when
they hear that a fight occurred, a student got expelled, two students going out or as simple as a
student saying something silly in class. The students can’t wait to find something to talk about.
It seems when it comes to student concerns, some students have no concerns while others
do. The students who live in the urban areas worry about their parents and how hard they are
working to make ends meet. They care about school but they are more concerned with their parttime jobs and helping to pay off bills and expenses. One kid comes to school, does his work, then
quickly goes to his work afterschool. Another kid would rather spend all his time at school
because he is afraid to go to an empty home. His parents are divorced and his mom is always
working. One girl is concerned with her grades because she knows that education is her ticket
out of her tough life. On the other hand, the kids who live in the suburbs never show any
concerns unless it’s about losing a football game or missing an important club meeting. They are
only concerned with showing off and picking on other kids. The kids who are neither poor nor
rich are concerned with their classes and to get done with the school year.
Objectives
1.
2.
3.
4.
5.
6.
7.
8.
Students will view and discuss different photos depicting individuality and conformity.
Students will complete the anticipation guide.
Students will view, discuss and answer questions about the PowerPoint.
Students will view a collage of pictures and answer questions.
Students will read and discuss problem-solution prompt.
Students will define vocabulary.
Students will read chapters 1-3.
Students will complete and discuss content, interpretation, and application questions after
reading chapters 1-3.
9. Students will complete one of the following concluding activities:
i. Role-play
ii. Who would like which music?
iii. Character collage
10. Students will review Collaborative Learning Task Sheet and directions sheet for chunk 2
of the novel.
11. Students will work in small collaborative learning groups and discuss chunk 2 of the
novel according to the tasks listed in this lesson plan.
12. Students will examine Robert Frost’s poem and compare it to themes found in another
poem.
13. Students will plan and present a poster comparing Robert Frost’s poem with another
poem.
14. Students will take notes while each group is presenting their poems.
15. Students will watch and answer questions on a scene from the movie “The Sandlot.”
16. Students will complete and discuss the writing prompt.
17. Students will define vocabulary.
18. Students will read chapters 7-9
19. Students will complete and discuss content, interpretation, and application questions after
reading chapters 7-9
20. Students will complete one of the following concluding activities:
i. News cast
ii. Hero poster
iii. Movie scene comparison essay
21. Students will view pictures of different teenagers and answer questions.
22. Students will define vocabulary.
23. Students will read chapters 10-12.
24. Students will complete and discuss content, interpretation, and application questions after
reading chapters 10-12.
25. Students will complete one of the following concluding activities:
- News cast
- Hero Poster
- Movie scene comparison
Introductory Activity for Entire Unit
Objectives:
1. Students will view and discuss different photos depicting individuality and conformity.
2. Students will complete the anticipation guide.
3. Students will view, discuss and answer questions about the PowerPoint.
Activities:
1. Teacher will show different photos depicting individuality and conformity and ask
students these questions:
i. What do you see in each picture?
ii. What is the meaning of each picture?
iii. What comes to your mind when you see these pictures?
iv. What theme can you come up with for each picture?
v. Which picture can you relate to?
2. Students will complete and discuss the anticipation guide.
3. Students will view and discuss the PowerPoint.
i. What did you find most interesting about the sixties? Explain.
ii. Did you learn anything new about the sixties that you didn’t know before?
If so, what?
iii. Can you relate to anything that has been presented to you in the
PowerPoint?
iv. Which slang word do you like the most? Why?
v. What do you think the poem by Robert Frost means? Explain.
vi. Do you look forward to reading the novel? Why or why not?
Chunking plan 1
Literary Selection: “The Outsiders”-Chapters 1-3
Objectives:
1.
2.
3.
4.
5.
Students will view a collage of pictures and answer questions.
Students will define vocabulary.
Students will read and discuss problem-solution prompt.
Students will read chapters 1-3.
Students will complete and discuss content, interpretation, and application questions after
reading chapters 1-3.
6. Students will complete one of the following concluding activities:
i. Role-play
ii. Who would like which music?
iii. Character collage
Introductory Activities:
Students will view the collage of pictures and answer questions:
 What do you think will happen in chapters 1-3 based on the photos? Write at least three
sentences.
 Are you interested to know what would happen after viewing the collage? Why?
 Can you guess which picture comes first, second, third and so on?
 Which picture do you look forward to reading about? Why?
Problem-solution
You are a fourteen year old boy who likes to read and watch sunsets. You live with your two
brothers in a poor area. You are unable to walk alone in the streets in fear that you will get
jumped by a group of privileged, rich kids. Because you are poor, you get picked at and are
expected to be a part a group; a group that will protect you and be there for you but also one that
does not allow you to express your own identity. One day, you decide to go to the movies alone,
knowing that it is dangerous. You just want to feel normal for once and do something without
anybody’s protection. On your way home, a group of rich kids spot you while driving and are
coming your way.





What would you do? Why?
Where would you go? Why?
Would you try to reason with them? Explain.
Would you regret going out by yourself? Why or why not.
Has this ever happened to you? Explain.
Vocabulary:
Editorial
Hesitation
Incredulous
Nonchalantly
Rebellious
Reputation
Plan to use Questions
Students will work with partners after being numbered off.
Apprehensive
Contempt
Name____________________________________________________Date_______________
Content questions: Chapters 1-3
1. When Ponyboy stepped out of the movie house, what two things were on his mind?
2. What other names do the Socs go by?
3. What do the group of rich kids do to Ponyboy?
4. Who was the first person to get Ponyboy on his feet and start shaking him?
5. Who was the second person to examine Ponyboy’s injuries?
6. Describe each of the characters and their relationship with one another.
7. What novel does Ponyboy read for homework?
8. Who are the socs? Who are the greasers? Give three details of each.
9. How do Ponyboy's relationships with Darry and Sodapop differ? Explain.
10. Why is the 'gang' important to Johnny?
11. How does Ponyboy react to what Sodapop tells him about Darry?
12. Who does SodaPop tell Ponyboy he is going to marry?
13. Who does Ponyboy like better: Sodapop or Darry?
14. What drive-ins do the Socs go to and which do the greasers go to?
15. Why didn’t Ponyboy, Johnny, and Dally pay to get into the drive-in movie?
16. How much does it cost to get into the movies?
17. What is Cherry’s real name? Why is she called Cherry?
18. What did Cherry do when Dally brought her a Coke?
19. What does Ponyboy think of when he hears the word “dropout?”
20. Give three reasons why Cherry and Marcia are not scared of Johnny and Ponyboy even
though, like Dally, they are Greasers.
21. Why had Cherry and Marcia left their boyfriends at the drive-in?
22. What are two rules Greasers have for themselves?
23. Why were they used to seeing Johnny “banged up?”
24. How did Johnny get beaten up?
25. What did Cherry say was the main difference between the Socs and the Greasers?
26. What was the name of Sodapop’s horse?
27. What happened to Soda’s horse?
28. Why did Johnny stare at the rings on the Soc’s hand?
29. Why did Cherry and Marcia let their drunken boyfriends drive them home?
30. What was the last thing Cherry says to Ponyboy before she leaves in the car?
31. How long has it been since Ponyboy’s parents were killed?
32. Why was Ponyboy late getting home?
33. Why did Darry get angry with Ponyboy and hit him?
34. Where did Ponyboy go after Darry hit him?
Name____________________________________________________Date_______________
Interpretation questions: Chapters 1-3
1. Is the story located in an urban, suburban or rural area? How can you tell?
2. What three things happen at the beginning of the novel?
3. What type of a person is Ponyboy? Why does he differ from the others?
4. Why does Ponyboy regret walking home alone?
5. Why is walking home alone dangerous?
6. What is a greaser according to you? Explain.
7. What do you think was going through Ponyboy’s mind when the corvair spotted him?
8. What is the difference between the way Darry and Sodapop talk to Ponyboy after they
chase after the rich kids? Explain.
9. If Ponyboy was asked to choose between Darry and Sodapop, who would he choose?
Why?
10. Of all the gang members, who do you think is not afraid to get into trouble? Why?
11. What would the word “tuff” be translated to in our world today?
12. Do you think Darry loves Ponyboy? Why does he treat Ponyboy the way he does?
13. What does Sodapop do when Sodapop and Darry get into an argument? Why do you
think he does what he does?
14. Why does Ponyboy compare Sodapop to a Greek god?
15. What does Ponyboy mean on page 8 when he says, "I lie to myself all the time"? Do you
ever lie to yourself? Why?
16. Why do the Socs and Greasers go to different drive-ins? What would happen if they went
to the same ones?
17. What does Ponyboy mean when he says “nobody in his right mind wants to be around
when the fuzz show?” What term is used today instead of fuzz?
18. Why does trying to embarrass the girls not appeal to Ponyboy?
19. Were the girls sitting in the front greaser girls? How would have greasers girls have been
dressed?
20. Why does Johnny tell Dally to leave the girls alone?
21. Why didn’t Dally cause trouble to Johnny for interfering?
22. Why did Two-Bit apologize for scaring Johnny?
23. Why do you think the greaser’s two rules are important to them?
24. Why were people staring at Ponyboy and Cherry? What do you think the people might be
thinking to themselves?
25. What did Cherry mean when she said, “Things are rough all over”?
26. Why did Ponyboy think that maybe his world and Cherry’s weren’t so different?
27. What conclusion does Ponyboy come to about Socs and greasers?
28. Why is it easy for Ponyboy to talk to Cherry? What has she helped him understand?
29. Why is it hard for Ponyboy to express his individuality? What’s stopping him?
30. What does seeing the sunset at the same time as Cherry mean to Ponyboy?
31. Why doesn’t Johnny get angry when Ponyboy points out that he isn’t wanted at home?
Explain.
32. Why did Ponyboy wish he was dead and buried somewhere?
33. Why does Darry slap Ponyboy? Why do you think it is such a big deal?
Name____________________________________________________Date_______________
Application Questions: Chapters 1-3
1. What would you have done if you were Ponyboy and were being followed by the rich
kids? Explain.
2. Do you know anyone who has a hard time being himself/herself? Who and Why?
3. Which character do you relate yourself to the most? Why?
4. Have you ever been forced to conform to a specific group? When and what happened?
5. Does the problem between social class occur in your school or anywhere else? How?
6. Are you a part of a gang? If so, what are your rules and what makes your group unique?
7. In our society today, do groups form according to social status? Explain.
8. Why do you think S.E. Hinton wrote about the topic of individuality and conformity?
9. What groups tend to be bullied and looked down on in our society?
10. If you were Sodapop and saw your brothers arguing, what would you have said or done
to make them stop?
11. Have you ever been punished for coming home late? By who and what happened?
12. Do you think it was a good idea for Ponyboy to leave the house after Darry slapped him?
What would you have done?
13. Who is your favorite character? Why?
14. Have you ever done things that other people found weird? If so, what did you do?
15. Have you ever watched the sunset? If so, how did it look and make you feel? If not,
would you want to watch the sunset?
16. If Ponyboy never met Cherry and had that talk with her, would he have learned anything
new about how the Socs mentality?
17. Do you believe everyone has problems no matter their social status? Why?
18. If S.E. Hinton decides she wants to add another charater to the story, what type of a
character would you like her to add? Give a name, detail on appearance, behavior, and
how he/she fits in the story.
19. Johnny’s parents don’t want him at home and his father beats him up. Do you know
anyone who is in the same situation? What, in your opinion, could Ponyboy do to help
Johnny?
20. Ponyboy says that he lies to himself all the time, do you? Why or why not?
21. In the story, many slang words are used to describe the police and how objects look. Do
we have any slang words in our society today? If so, list as many as you can and give
their meaning.
22. What part of the first three chapters did you find interesting or new? Why?
23. When Cherry tells Ponyboy that if she meets Dally again she will fall in love with him,
what would you have replied to her? Why.
24. Ponyboy likes to read and watch sunsets. What are interests or hobbies that you like to
do? Why?
25. Do you look forward to reading the rest of the novel? Why or why not.
ACTIVITIES AND ASSIGNMENTS
CHOOSE ONE OF THE FOLLOWING:
1. Role-play: choose a section from the chapters to act out. Be sure to include props,
costumes and be creative!
2. Which character would like which music? Choose at least three characters and find
songs that you believe would fit them perfectly. After you have chosen the songs, write
one paragraph for each character. Explain why you chose the character and why you
chose the song for the character.
3. Character collage: make a collage of things, objects, places, words and symbols that
portray the identity of the character you choose. Write one paragraph explaining why you
chose the pictures you chose.
Collaborative Learning Activity For a Novel
(All groups doing same things)
Directions sheet for chairperson and recorder
CHAIRPERSON
The chairperson will:
1. Be sure that the group follows each step on the TASK SHEET and
finishes in the time allotted.
2. Be sure that all group members are involved, participate and do their
fair share of the work.
3. Be sure that all group members are treated with respect.
4. Be sure that the recorder takes notes on each step listed on the TASK
SHEET.
5. Be sure that the poster is CREATIVE, ORGANIZED,
INFORMATIVE, and UNIQUE.
6. Be sure to introduce the Recorder before he/she shares the report from
your group on the major events of the section.
RECORDER
The Recorder will:
1. Take notes on each step given on the TASK SHEET.
2. Be sure to get all comments from all students and present them clearly
in your notes.
3. Write any notes which the group thinks are necessary for the Poster.
4. Present the group’s report to the entire class on the major events found
in the section of the novel.
Collaborative Learning Activity For a Novel
(All Groups Doing the Same Thing)
Chunking plan 2
OBJECTIVES:
Students will:
1. Review Collaborative Learning Task Sheet and directions sheet for
chunk 2 of the novel.
2. Work in small collaborative learning groups and discuss chunk 2
of the novel according to the tasks listed in this lesson plan.
3. Examine Robert Frost’s poem and compare it to themes found in
another poem.
4. Plan and present a poster comparing Robert Frost’s poem with
another poem.
5. Take notes while each group is presenting their poems.
Collaborative Learning Activity for a Novel
(All groups doing the same things)
TASK SHEET FOR CHUNK THREE COLLABORATIVE ACITIVY—
NOVEL
1. List the major events in this section of the novel.
2. Examine Robert Frost’s poem and fill out the section of the worksheet where
you’ll define purpose, mood of the poem, and an image to represent the
poem.
3. Examine the other poem you were assigned and fill out the section of the
worksheet where you’ll define purpose, mood of the poem, and an image to
represent the poem.
4. Be prepared to complete a poster comparing Robert Frost’s poem and the
poem you were assigned.
- Each person will have to contribute ideas, and work on the
poster.
- Poster will need to have two sections describing each poem
and another section for the comparison of both.
- Poster must be unique, organized, informative, and can
include pictures, symbols, sayings, and anything that will
add to the meaning of the poems.
5. Each group’s recorder will report on what they have listed as major events in
the section of the novel tomorrow.
6. Groups will present their posters tomorrow also.
- Each student will have to present something from the poster.
- Groups not presenting will fill out the poem section on their
worksheet that the other group is presenting.
Chunking plan 3
Literary Selection: “The Outsiders” - Chapters 7-9
Objectives:
Students will watch and answer questions on a scene from the movie “The Sandlot.”
Students will complete and discuss the writing prompt.
Students will define vocabulary.
Students will read chapters 7-9
Students will complete and discuss content, interpretation, and application questions after
reading chapters 7-9
6. Students will complete one of the following concluding activities:
i. News cast
ii. Hero poster
iii. Movie scene comparison essay
1.
2.
3.
4.
5.
Introductory Activity:
Show the scene from “The Sandlot” movie starting at 44:40-49:00 minutes and tell students to
answer these questions as they are watching:





What is happening in the movie scene?
Who is the conflict between?
How is this scene similar to “The Outsiders?”
What elements in the scene remind you of the novel?
Could this scene be hinting about something that will occur in the novel?
Writing Prompt:
Have you lost someone very dear and close to you?
What happened to them?
How did you feel?
Did you change as a result of their death? To the better? To the worse?
If you did not lose someone, how would you feel if your friend died?
Vocabulary:
Abrupt
Bleak
Conformity
Divert
Exploit
Hence
Plan to use Questions
Students will answer questions on their own.
Mimic
Name____________________________________________________Date_______________
Content questions: Chapters 7-9
1. Why do the photographers take so many pictures?
2. What does Sodapop remind Ponyboy of?
3. What does Ponyboy tell a reporter at the hospital he would do if he could do
anything he wanted?
4. What do the doctors say about Dally’s injuries?
5. What do the doctors say about Johnny’s injuries?
6. Why was Ponyboy trembling?
7. Ponyboy claims that people look young when they what?
8. What one food does Ponyboy, Soda, and Darry all like for breakfast?
9. Who drinks what for breakfast?
10. Why does Darry leave the front door unlocked?
11. What charges were being brought against Johnny?
12. What will the court decide about Ponyboy?
13. Where did Soda’s girlfriend go?
14. Why was Ponyboy going to clean the house?
15. Why did the doctor let Two-Bit and Ponyboy in to see Johnny?
16. What two things does Johnny tell Two-Bit he wants him to bring?
17. Who comes to visit Johnny besides Ponyboy and Two-Bit?
18. What does Two-Bit give to Dally?
19. What does Two-Bit say keeps Darry from being a Soc?
20. Why does Cherry say she can’t visit Johnny?
21. What conclusion does Ponyboy come down to at the end of chapter 8?
22. If Darry didn't have Soda and Pony, why would he be a soc?
23. How many aspirins does Ponyboy take?
24. What are the two things Greasers have to be proud of?
25. Who is the only Greaser who doesn’t like fights?
26. Why is Tim Shepard’s kid brother, Curly, not going to be at the rumble?
27. What time was the rumble set for?
28. How many greasers were at the rumble?
29. Who volunteered to fight Darry?
30. What author does Ponyboy reference to describe how Paul and Darry circled around each
other?
31. Who joined the rumble afterwards?
32. Who won the rumble?
33. Where did the gang head to after the rumble?
34. What excuse did Dally use with the police officer?
35. What were Johnny’s last words?
36. How did Dally react to Johnny’s death?
Name____________________________________________________Date_______________
Interpretation questions: Chapters 7-9
1. Why would Sodapop remind Ponyboy of a colt? What is a colt?
2. Why didn’t Darry or Sodapop get any sleep throughout the week?
3. Why don’t the greasers cry in front of strangers?
4. Why don’t the greasers cry at all?
5. Why had Ponyboy forgotten how soft a bed was?
6. How do you think the preference of cooking an egg reflects the personality of Soda, Pony
and Darry?
7. Greasers just stick their heads into each other’s houses and get in. What does that tell us
about their relationships?
8. What might the chocolate cake symbolize?
9. What could Ponyboy’s dreams represent?
10. What might be going through Sodapop’s mind when Sandy was mentioned? Explain.
11. Why is Two-Bit so confident of himself when the blue Mustang finally parks?
12. Would it have been a good idea for Ponyboy to run away when he spotted the blue
Mustang? Why or why not?
13. Why did Bob want his parents to be strict on him?
14. Why does Randy say the rumble between the Socs and the Greasers won’t solve
anything?
15. Did Randy do the right thing when he spoke to Ponyboy. Did it have an effect?
16. How does what the doctor first says, on page 119, foreshadow Johnny's condition?
17. Why is it so important for Johnny to have grease on his hair?
18. Why does Johnny not want to die? How might he be feeling inside?
19. What does Pony mean on p. 123 when he says, "we could get along without anyone but
Johnny"?
20. What might be going through Johnny’s mom’s mind?
21. Why does Dally love Johnny so much?
22. "We needed Johnny as much as he needed the gang. And for the same reason" What do
you think Pony means, and what is the reason?
23. What does Cherry mean when she says Bob "wasn't just anyone" on p.129?
24. What are Cherry’s true intentions?
25. What did putting oil on the hair mean to the greasers?
26. Why might Sodapop’s chanting and energy while on their way to the rumble contradict
with the mood?
27. What might be going through Paul’s mind?
28. Why was Ponyboy only able to attack the Socs by jumping on their back? Explain.
29. Why did Johnny mean when he told Ponyboy to “stay gold?”
30. What might Dally’s reactions be after Johnny dies and he leaves the hospital?
Name____________________________________________________Date_______________
Application questions: Chapters 7-9
1. What would you have done if there were many reporters asking you questions and
cameras taking your picture?
2. Have you ever ran away from home for whatever reason?
3. If you ran away from home, how did your family react and feel when you came back?
4. If you did not run away from home, how do you think your family would have reacted
and felt when you came back?
5. What would you have told the reporter at the hospital of what you would do if he could
do anything he wanted?
6. Have you ever had friends who would invite themselves to your home and make
themselves at home?
7. In your home, does everyone have a favorite food or a way of cooking a certain food?
8. Have you ever had nightmares that bothered you and woke you up from your sleep? If so,
describe one?
9. If you were Sodapop, what would you have done to keep Sandy by your side?
10. Are your parents strict? Why or why not?
11. Would you rather have strict parents or parents that let you do anything you want? Why?
12. Do you believe that fighting is the solution to problems? Why?
13. If you were Johnny, what might you be thinking? Why?
14. Do you fear the thought of death just as Johnny did?
15. Have you had a friend like Dally who cares very much about you? If so, explain what
that person has done for you? If not, would you like to have someone like Dally?
16. If you could say something to Johnny’s mom, what would you say? Why?
17. Do you put a certain ointment on your hair or dress a certain way which represents who
are?
18. If you were Cherry, would you go visit Johnny at the hospital? Why or why not?
19. Have you ever been in a fight? If so, what for?
20. Darry could have been a Soc if it weren’t for his responsibilities for his brothers. If you
were Darry, would you have sacrificed your schooling for the sake of family? Why or
why not?
21. Do you regret doing something that you didn’t want to do in the first place?
22. What might have been your strategy when fighting in the rumble?
23. Have you witnessed the death of someone dear to you? What was your reaction?
24. Dally was able to fool the cop into thinking he was driving Ponyboy to the hospital.
Would you have done the same? Do you think it was right to lie? Why or why not?
25. If you were Johnny, what would have been your last words to Ponyboy and Dally? Why?
26. What do you think is going to happen next?
ASSIGNMENTS AND ACTIVITIES
All students will complete the worksheet comparing the movie scene to the section of the
novel.
Students will choose one of the following:
1. News cast: In groups, students will choose an important event that occurs in these
sections to focus on. Students will assign roles of who will be the reporter, the TV
anchors, and characters being interviewed. News cast can be recorded and showed in
class or performed live in the classroom. Props and costumes encouraged!
2. Hero Posters: Choose a character who you believe is a hero and deserves to have a
poster made for them. On the poster, have the character’s picture, description, what they
did that makes them a hero, and what they should be awarded.
Chunking plan 4
Literary Selection: “The Outsiders” - Chapters 10-12
Objectives:
1.
2.
3.
4.
Students will view pictures of different teenagers and answer questions.
Students will define vocabulary.
Students will read chapters 10-12
Students will complete and discuss content, interpretation, and application questions after
reading chapters 10-12
5. Students will complete one of the following concluding activities:
- News cast
- Hero Poster
- Movie scene comparison
Introductory Activity:
To have the students explore how they may stereotype people different from themselves, find
twelve to fifteen pictures from magazines or internet to print of all types of people from all walks
of life. Post around the room, numbered. Divide students into small groups of the number of
pictures you have by numbering them off. Students go to that number of picture to start. Then on
teacher signal, move clockwise to the next numbered picture, until all pictures are visited.
Possible questions that students are answering as they look at the pictures include these and any
others the teacher may want to add:
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What is important to this person?
What might their personality be?
What kind of job does or will this person have?
If I met this person, would we be friends? Why or why not?
Vocabulary:
Delirious
Guardian
Impact
Plan to use Questions
Students will work in groups.
Stupor
Triumph
Vague
Composition
Name____________________________________________________Date_______________
Content questions: Chapters 10-12
1. How does Ponyboy get home from the hospital?
2. Why is Dally so upset about Johnny’s death?
3. How does the gang look when Ponyboy gets home? Be specific.
4. Who phones Darry, and what does he want?
5. When the police catch up with Dally, what happens? Be specific.
6. What was wrong with Ponyboy?
7. What did Johnny leave for Ponyboy?
8. Why wouldn’t Ponyboy eat anything when he was sick?
9. Why is Ponyboy worried about whether or not he called for Darry when he was sick?
10. How does Ponyboy describe Bob?
11. Why does Randy come to see Ponyboy?
12. Explain why pony might rather anyone's hate than their pity (p.162)?
13. What do you think is going on with Ponyboy when he says, "Johnny didn't have anyhing
to do with Bob's getting killed" (p.166)?
14. What two strange things does Ponyboy tell Randy?
15. Who is at the court hearing?
16. What does the judge decide about Ponyboy?
17. Why does Ponyboy’s English teacher want to talk to him?
18. What does Ponyboy do when he’s confronted by three Socs?
19. Why does Two-Bit grin when Ponyboy picks up the broken glass?
20. Why does Soda run out of the house?
21. Why is the last sentence of the book unusual?
22. What 'circumstances' do Ponyboy's teacher refer to? What circumstances does Ponyboy
think his teacher is referring to?
23. Why doesn't Ponyboy feel scared when the socs approach him and he threatens them with
a broken bottle (p.170-171)? How is this a dramatic change from the ponyboy we have
seen up until this point?
24. What does Darry mean when he says, "you don't just stop living because you lose
someone" (p.173)?
25. How do we know Sandy didn't love Soda as much as he loved her?
26. Explain how Darry and Ponyboy play tug of war with Soda.
27. What do we learn was so special about Johnny (p.178)?
28. What does Ponyboy end up doing for his English assignment?
Name____________________________________________________Date_______________
Interpretation questions: Chapters 10-12
1. Why does Ponyboy think that Johnny is not dead?
2. Do you think Ponyboy was truly able to convince himself that Johnny wasn’t dead?
Why?
3. Do you think what the man did—drive Ponyboy home—was out of kindness or pity?
4. What do you think was going through Steve’s, Two-bit’s, Darry’s and Sodapop’s mind
when Ponyboy told them of Johnny’s death?
5. Why did Dally rob a grocery store?
6. Why didn’t the gang do somersaults when they ran to meet Dally?
7. Did Dally want to die? Why or why not.
8. Why did Dally die a juvenile delinquent instead of a hero?
9. Did Ponyboy faint from his physical injuries or his emotional injuries? Explain.
10. What might the quietness of the house correlate to the mood of the gang?
11. Why would Ponyboy want to know if Darry was sorry that he’s sick?
12. Why is it so hard for Ponyboy to remember what happened? Why does he try to
convince himself that the death of Johnny and Dally had some positivity in it?
13. How is the book Johnny leaves for Ponyboy, “Gone with the Wind” symbolic of what
happened to Johnny and Dally? Explain.
14. Why does Ponyboy want to know if he asked for Darry while in the hospital?
15. Sodapop and Darry did not get any sleep while at the hospital? What does that say about
their level of love and commitment to each other?
16. What do yearbook pictures not say about a person? Explain.
17. Why does Ponyboy come to the conclusion that he does about Bob?
18. What could Ponyboy care less about what Randy thinks about their house?
19. What did Ponyboy mean when he thought that a Soc can be worried about a greaser?
20. Why does Darry call Ponyboy “buddy” for the first time? What could that mean about
their relationship?
21. How does Ponyboy’s reaction to the Socs’ threats compare to how he would’ve reacted
before? Has he changed and if so, in what ways?
22. After the Socs left in their car, Ponyboy picks up the broken glass? What does that say
about him?
23. What had Sodapop been worrying about all the time? Why hadn’t he made his feelings
clear and known from before?
24. What is it in Sodapop’s lecture to his brothers that makes him seem the bigger person and
more mature? Is what he said the truth? Why or why not.
25. How does Johnny’s interpretation of the poem differ from what you thought it meant?
26. How does Ponyboy start his theme? Could he have started it in a different way? Why or
why not.
27. What has Ponyboy decided: to conform or choose his individuality? What events from
the last few chapters reflect his decision?
Name____________________________________________________Date_______________
Application questions: Chapters 10-12
1. What would have been your reaction to the death of Johnny if you were Ponyboy?
2. Have you ever witnessed the death of a loved one right before your eyes? How did you
feel?
3. Do you think it was better for Johnny to die rather than live his life handicapped?
Explain.
4. Do you think it’s possible for a person to convince themselves of something that isn’t
true just as Ponyboy tried to convince himself that Johnny wasn’t dead? Explain.
5. Have you ever tried to convince yourself that something isn’t what it is? When and why?
6. Do you believe Dally robbed the store on purpose just so the police could end his
mystery?
7. If you were Dally, would you have tried to end your life like he did? Why or why not.
8. Could there have been hope for Dally to change for the better after Johnny’s death?
Why?
9. Do you think Dally died a delinquent or a hero? Explain.
10. Do you feel sorry for Johnny because he had to go through so much? Why or why not.
11. What would you tell Johnny in order to make him feel better?
12. If you had brothers like Sodapop and Darry, how would you feel?
13. Do you have brothers like Sodapop and Darry? If so, explain. If not, would you want
brothers like that?
14. Do you believe that your yearbook pictures portrays who you are perfectly? Why or why
not.
15. What can a yearbook picture not say about a person?
16. How do you feel about Bob? What conclusion would you come up with about how he
really was as an individual person?
17. If the Socs tried to mess with you, what would you do compared to what Ponyboy did?
18. Do you believe that the Socs and Greasers could ever get along? What is holding them
back?
19. What can the Socs and greasers do to get along? What is your solution to their problem?
20. If you were Sodapop, what would you have done or said when Darry and Ponyboy were
arguing?
21. What is your interpretation of the poem that Johnny explains “Nothing Gold can Stay?”
22. Have you ever written a story or work about something important that happened in your
life?
23. If you were Ponyboy, would you choose to conform or be yourself and choose
individuality instead? Why?
24. Has this story affected you in anyway? Has it inspired you?
25. If you can change one thing in the story, what would it be? Why?
26. Did you like this story? Would you recommend it to anyone?
CONCLUDING ACTIVITES AND ASSIGNMENTS
Choose one of the following:
1. Alternative ending: If you would change one thing that happens at the end of the novel,
what would it be? Write a paragraph explaining what you would change then rewrite the
section to your liking.
2. Talk show: With a partner, act out a talk show where you are the host and your partner is
one of the characters from the novel. The host of the show must have questions ready to
ask the character and the character must have answers that are accurate and something the
character would say. Use props, costumes and be creative!
3. Essay: Write a short paragraph for each question.
“Nothing Gold Can Stay”
1. What do you now think the poem means?
2. Does Ponyboy now fully understand the poem? Did Johnny fully understand it
before his
death? What did Ponyboy and/or Johnny think the poem meant?
3. What did it mean when Johnny told Ponyboy to “stay gold?”
4. Do you think it is true that “nothing gold can stay,” or will Ponyboy stay gold like
Johnny told him to?
5. Has Ponyboy already lost his chance to stay gold? Explain why or why not.
6. What characters in the book are or were gold? Will they stay this way? Explain.
CULMINATING ASSIGNMENTS AND ACTIVITIES
Everyone will view the film and complete the comparison worksheet.
Everyone will play jeopardy.
CHOOSE ONE OF THE FOLLOWING
Project #1 Heroes:
Create a glog, poster, or other media project showing how different individuals are heroes. Then,
write a 1-2 page essay explaining why you believe each of the ‘main’ Greasers could be
considered a hero. Include your own definition of hero in the essay, and be sure to explain how
each individual, in his own way, meets your definition. Remember to support your ideas with
specific examples from the novel.
Project #2 Tuff & Tough:
Re-read Ponyboy’s description of Tuff and Tough in the book. Design a blog, poster, or other
media project representing the differences in meaning in your life. Include items that you feel are
“tuff” and items that you feel are “tough”. Then, write a 1-2 page description of the items you
chose to include: why did you choose these items? What do they say about your individuality?
Project #3 Movie
In groups, make a film adaptation of “The outsiders. ” You may choose a specific scene you like.
Be sure to use costumes, dialogue from novel, setting, and props. Make sure you choose a scene
that has enough characters to play. You may ask people you know to act in your movie.
Project #4 CD Mix List:
Create a mix cd list for yourself and for a main character from The Outsiders. Have at least 8
songs for yourself and 8 songs for your character. Be sure to include the Titles, Authors/Singers,
and the lyrics to the songs. Also, choose one picture/graphic for the cover of your CD that
represents the collection of songs. Then, write a 1-2 page paper explaining why you chose each
song (use details about the songs to support those choices), What do these songs say about you &
your characters individuality? And finally, why did you chose the picture for the CD cover.
Links to lyric Searches:
Supplementary Materials
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PowerPoint Slides
Anticipation guide
Movie-book comparison worksheet
Wanted poster worksheet
Role-play sheet
Jeopardy game (superteachertools.com)
Individuality/conformity photos
“The Sandlot” movie
“The Outsiders” movie
Collage of pictures
Pictures of teenagers
Sequencing worksheet
Task Sheet
Poems:
o 2 copies of “Nothing Gold can Stay”—Robert Frost
o 2 copies of “My Wheelchair Had Wings” – Michele Sutphin
o 2 copies of “Alienation” – Ronald W. Hull
o 2 copies of “Sheep in Fog” – Sylvia Plath
o 2 copies of “Outsiders” – James Grengs
o 2 copies of “Please Hear What I’m Not Saying” – Charles C. Finn
Name________________________________________________Date_________________
“The Outsiders”
Sequencing Chapters 1-8
DIRECTIONS: Organize the events from Chapters 1-8 in the order they occurred. Three events
have been listed for you.
Event 1: Pony is jumped._____________
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Event 2: ____________________________
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Event 3: ____________________________
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Event 4: ____________________________
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Event 5: Darry hits Pony______________
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Event 6: ____________________________
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Event 7: ____________________________
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Event 8: ____________________________
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Event 9: ____________________________
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Event 10: ___________________________
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Event 11: Darry, Soda, and Pony are
______ interviewed in the newspaper.
Event 12: ___________________________
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Event 13: ___________________________
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Event 14:___________________________
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Event 15: ___________________________
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Dally gives Pony and Johnny money
and directions.
Pony and Johnny fall asleep in the
lot
Pony is jumped.
Two-Bit and Pony visit Johnny in the
hospital.
Pony and Johnny go to Windrixville.
Pony and Johnny run to the park.
Two-Bit, Johnny, and Pony start to
take Cherry and Marcia home.
Dally, Johnny, and Pony go to the
movies.
Dally asks for Two-Bit’s
switchblade.
The Socs hold Pony’s head
underwater.
Pony and Johnny save some kids.
Two-Bit and Pony meet Cherry in
the vacant lot.
Randy talks to Pony.
Darry hits Pony
Darry , Soda, and Pony are
interviewed for the newspaper
Name______________________________________________________Date_______________
Movie Comparison Worksheet
Movie: _____________________
You have read the book, and you have seen the movie. It is time to do some critical thinking
about the two. Fill in the chart and answer the questions with detailed explanations.
Book/Story
Movie/Film
Characters Descriptions: How
were they described in the book?
Did they look the way you
thought they were going to in the
movie?
Additions: What did they add to
the movie that wasn’t in the
book? What was in the book but
wasn’t in the movie?
Deletions: What was deleted
from the movie? Was there
anything in the movie that should
have been in the book?
Relationships: How did each
genre portray the relationships
between the characters? Was the
movie accurate in the portrayal?
Theme: What themes were
present in each? Which was
portrayed the strongest?
I preferred the ________________ version of this story, because:
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Name_________________________________________________Date______________
Anticipation Guide
Would you ever:
--join a gang?
--be able to live in a household without parents, with only your older brothers to take care of
you?
--get in a physical fight to "handle" a problem?
--run away with a close friend who had killed someone?
--enjoy a sunrise or sunset with a friend?
--stand up for what you think is right, even though all those around you don't agree?
--write a book about your experiences?
The characters in The Outsiders participate in all the above activities. How much do you have in
common with them?
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Name ________________________________________________Date ____________________
Poetry Analysis
DIRECTIONS: After reading each poem, reflect on what you have read in the space provided.
1. “My Wheelchair Had Wings” – Michele Sutphin
Author’s Purpose
Imagery
Tone/mood of the poem
2. “Alienation” by Ronald W. Hull
Author’s Purpose
Imagery
Tone/mood of the poem
3. “Sheep in Fog” by Sylvia Plath
Author’s Purpose
Tone/mood of the poem
Imagery
4. “Outsiders” by James Grengs
Author’s Purpose
Imagery
Tone/mood of the poem
5. “Please Hear What I’m Not Saying” by Charles C. Finn
Author’s Purpose
Imagery
Tone/mood of the poem
1. “Nothing Gold can Stay” by Robert Frost
Author’s Purpose
Tone/mood of the poem
Imagery
My Wheelchair Had Wings by: Michele Sutphin
My Wheelchair " Had Wings "
Sitting, watching the planes fly through beautiful skies,
Make my imagination become real before my eyes,
For a moment I wished I could be up there too,
Flying anywhere, in these skies of blue,
All of a sudden, I felt my wheelchair take flight,
I thought I must be dreaming, but it wasn't even night,
I pinched myself to make sure,
Before I knew it, I was out the door,
Off into the skies above I rose,
Not exactly the way I would have chose,
But taking advantage of my flight,
I glanced around and what a vision came into my sight,
For on each side were wings of white,
I yelled out loud, "this can't be right!",
A flock of birds were going by,one stopped on my leg and with a sigh, Thanked me for being
right there,
He needed a breather, he thanked for my care,
Then he looked at me and at my wings,
' Boy I sure wish I could have those things",
I could fly faster than the rest,
I would be first and always the best,
Then he flapped his wings and took off right away,
Turning for a moment, saying;"have a good day",
Concentrating now on where I should go,
My wings started off, as if they did know,
What a sight I must be,
A girl up in a wheelchair of wings, flying with a disability,
Well I told them all, "nothing would keep me down",
If they saw me now, how many I would astound,
So I suddenly knew I had to fly from my heart,
Then the wings gained motion, what a good start,
Where I was going was to others like me,
Wanting to show what they too could do, even with disability,
I came near some children who were sitting outside,
I started waving and shouting, not afraid, did I hide,
I came ever so close and their smiles came so clear,
I told them don't be afraid to try, don't ever fear,
Then my heart took me to other places that day,
Everywhere there were others, who thought they'd never find a way,
But I told them they didn't need a wheelchair with wings,
For right there on the ground, God can give many good things,
Then I told them of someone who loves them so much,
He wants to help you receive His special touch,
So much you can receive,
God can make you like Eagles, to fly, if you believe,
Strong, independent, ready to go out reaching others, living a life of real happiness, is what's all
about, Then my heart was finished for this day was complete,
I had been allowed to travel and reach out from my very seat,
If never does my wheelchair sprout wings another day,
I can still reach out to others, in my own way.
Alienation
A small boy travels to a distant land,
knows not his custom, language and hand.
Knows not his value, faith, and face,
knows not his virtue, love, and place.
He's alien in this nation of rules and laws.
By virtue, a rebel without a cause.
Trapped in his place of walls without walls,
an alien by nature when his nature calls.
He seeks out others of similar fate,
he seeks them out before it's too late.
They convince him that their cause is just.
They convince him they alone he must trust.
In a nation without station a plan is hatched,
in an intricate pattern the flax is thatched.
One life for the cause with heaven at stake.
He is now in a trance and will not awake.
He's knock, knock, knockin' on Heaven's Gate.
Please, please stop him before it's too late!
Should have never reached this state:
ostracized, separated, alienated and berate.
When will we learn to confront our fears,
the alien in our nature that causes tears?
Sheep In Fog
The hills step off into whiteness.
People or stars
Regard me sadly, I disappoint them.
The train leaves a line of breath.
O slow
Horse the colour of rust,
Hooves, dolorous bells All morning the
Morning has been blackening,
A flower left out.
My bones hold a stillness, the far
Fields melt my heart.
They threaten
To let me through to a heaven
Starless and fatherless, a dark water.
Outsiders
I cannot walk through my life
Without seeing them- guys and girls,
Silently calling, crying out
To be noticed. They think they are normal;
I say they are not. They are empty,
Hollow- shadows and ghosts.
Their silent cries, falling on the deaf ears
Around them, reveal to me who they areDead, outsiders. They cannot escape reality,
So they close it out, huddling themselves
In the illusions of who they pretend to be.
I alone see their truth, but
I cannot reveal it, for I am not in their world,
Being- as I am- tied to reality.
Please Hear What I'm Not Saying
Don't be fooled by me.
Don't be fooled by the face I wear
for I wear a mask, a thousand masks,
masks that I'm afraid to take off,
and none of them is me.
Pretending is an art that's second nature with me,
but don't be fooled,
for God's sake don't be fooled.
I give you the impression that I'm secure,
that all is sunny and unruffled with me, within as well
as without,
that confidence is my name and coolness my game,
that the water's calm and I'm in command
and that I need no one,
but don't believe me.
My surface may seem smooth but my surface is my mask,
ever-varying and ever-concealing.
Beneath lies no complacence.
Beneath lies confusion, and fear, and aloneness.
But I hide this. I don't want anybody to know it.
I panic at the thought of my weakness exposed.
That's why I frantically create a mask to hide behind,
a nonchalant sophisticated facade,
to help me pretend,
to shield me from the glance that knows.
But such a glance is precisely my salvation, my only hope,
and I know it.
That is, if it's followed by acceptance,
if it's followed by love.
It's the only thing that can liberate me from myself,
from my own self-built prison walls,
from the barriers I so painstakingly erect.
It's the only thing that will assure me
of what I can't assure myself,
that I'm really worth something.
But I don't tell you this. I don't dare to, I'm afraid to.
I'm afraid your glance will not be followed by acceptance,
will not be followed by love.
I'm afraid you'll think less of me,
that you'll laugh, and your laugh would kill me.
I'm afraid that deep-down I'm nothing
and that you will see this and reject me.
So I play my game, my desperate pretending game,
with a facade of assurance without
and a trembling child within.
So begins the glittering but empty parade of masks,
and my life becomes a front.
I idly chatter to you in the suave tones of surface talk.
I tell you everything that's really nothing,
and nothing of what's everything,
of what's crying within me.
So when I'm going through my routine
do not be fooled by what I'm saying.
Please listen carefully and try to hear what I'm not saying,
what I'd like to be able to say,
what for survival I need to say,
but what I can't say.
I don't like hiding.
I don't like playing superficial phony games.
I want to stop playing them.
I want to be genuine and spontaneous and me
but you've got to help me.
You've got to hold out your hand
even when that's the last thing I seem to want.
Only you can wipe away from my eyes
the blank stare of the breathing dead.
Only you can call me into aliveness.
Each time you're kind, and gentle, and encouraging,
each time you try to understand because you really care,
my heart begins to grow wings-very small wings,
very feeble wings,
but wings!
With your power to touch me into feeling
you can breathe life into me.
I want you to know that.
I want you to know how important you are to me,
how you can be a creator--an honest-to-God creator-of the person that is me
if you choose to.
You alone can break down the wall behind which I tremble,
you alone can remove my mask,
you alone can release me from my shadow-world of panic,
from my lonely prison,
if you choose to.
Please choose to.
Do not pass me by.
It will not be easy for you.
A long conviction of worthlessness builds strong walls.
The nearer you approach to me
the blinder I may strike back.
It's irrational, but despite what the books say about man
often I am irrational.
I fight against the very thing I cry out for.
But I am told that love is stronger than strong walls
and in this lies my hope.
Please try to beat down those walls
with firm hands but with gentle hands
for a child is very sensitive.
Who am I, you may wonder?
I am someone you know very well.
For I am every man you meet
and I am every woman you meet
“Nothing Gold Can Stay”
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.
Chunking Plan 1
(Chapters 1-3, Teacher-directed)
Chunking Plan 2
(Chapters 4-6, Collaborative learning)
Chunking Plan 3
(Chapters 7-9, Teacher-directed)
Chunking Plan 4
(Chapters 10-12, Teacher-directed)
Name_____________________________________________Date________________
The Outsiders: Anticipation Guide
Directions: Below is a series of statements. Circle the response that most closely indicates how
you feel about the statement, then explain your answer using complete sentences.
1. You can tell a lot about a person by the clothes he/she wears.
Strongly Disagree
Disagree
Agree
Strongly Agree
Explain:
2. Being street smart is more important than being book smart.
Strongly Disagree
Disagree
Agree
Strongly Agree
Explain:
3. In spite of outward differences, people want the same things: love, acceptance, and
respect.
Strongly Disagree
Disagree
Agree
Strongly Agree
Explain:
4. Sometimes murder is justifiable (necessary, defensible).
Strongly Disagree
Disagree
Agree
Strongly Agree
Explain:
5. You can recognize intelligent people by the way they look.
Strongly Disagree
Disagree
Agree
Strongly Agree
Explain:
6. Teenagers everywhere face the same problems.
Strongly Disagree
Disagree
Agree
Strongly Agree
Explain:
7. It’s easy to form opinions about people without getting to know them.
Strongly Disagree
Explain:
Disagree
Agree
Strongly Agree
8. Most people pick friends who have similar interests and backgrounds.
Strongly Disagree
Disagree
Agree
Strongly Agree
Explain:
9. People from different groups/backgrounds are treated different in society (in school,
while in public, by the police, etc.).
Strongly Disagree
Disagree
Agree
Strongly Agree
Explain:
10. Loyalty is extremely important between or among friends.
Strongly Disagree
Disagree
Agree
Strongly Agree
Explain:
11. You can tell a lot about a person by the friends he/she has.
Strongly Disagree
Disagree
Agree
Strongly Agree
Explain:
12. Everyone has felt like an outsider at one time or another.
Strongly Disagree
Disagree
Agree
Strongly Agree
Explain:
Write about a time that you felt like an “outsider.”
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