Product ID: 501-1100 - Region 4 Education Service Center · · 2007-03-08Product ID: 501-1100 ISBN: 1-933049-29-4 ... All page and line references are based upon this edition

Lois Lowry’s

The Giver: A Skills-Based Approach to Teaching the Novel

Product ID: 501-1100

ISBN: 1-933049-29-4

www.theansweris4.net

A Skills-Based Approach to Teaching the Novel

S. E. Hinton’s

The Outsiders:SAMP

LE

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i © Region 4 Education Service Center. All rights reserved.

S. E. Hinton’s The Outsiders: A Skills-Based Approach to Teaching the Novel

INTRODUCTION ............................................................................................................... 1 Overview............................................................................................................... .3 Character List ........................................................................................................ 5 Suggested Timeline ............................................................................................... 6 Vocabulary Words for Study .................................................................................. 7

SKILLS-BASED LESSONS.............................................................................................. 11

Lesson One: Reading Log Set-Up and Setting Exploration............................. 13 Lesson Two: Characterization ........................................................................ 20 Lesson Three: Organization—Foreground and Background............................. .25 Lesson Four: Symbolism.................................................................................. 32 Lesson Five: Conflict ....................................................................................... 38 Lesson Six: Allusions..................................................................................... 42 Lesson Seven: Point of View .............................................................................. 45 Lesson Eight: Figurative Language................................................................... 48 Lesson Nine: Theme........................................................................................ 54 Lesson Ten: Tone and Mood .......................................................................... 61

CHAPTER GROUP ASSESSMENTS.................................................................................. 67 Chapters 1–4 ....................................................................................................... 69 Chapters 5–8 ....................................................................................................... 73 Chapters 9–12 ..................................................................................................... 77

IN-CLASS WRITTEN RESPONSE..................................................................................... 81 FINAL ASSESSMENT ..................................................................................................... 89 APPENDICES .............................................................................................................. 103

Appendix I: Activities for Language Arts Correlations....................................... 105 Appendix II: General Rubrics for Scoring Written Responses ........................... 154

REFERENCES ............................................................................................................. 157

Table of Contents

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© Region 4 Education Service Center. All rights reserved. ii


WHY USE A SKILLS-BASED APPROACH? The Commission on Reading of the National Council of Teachers of English (2004) defines reading in the following way:

a complex and purposeful sociocultural, cognitive, and linguistic process in which readers simultaneously use their knowledge of spoken and written language, their knowledge of the topic of the text, and their knowledge of their culture to construct meaning with text. (Reading and the Reading Process section, para. 1)

When students truly read with the complexity and purpose described by the Commission, they are able to respond to literature on the critical level demanded by the current standards and assessments. In order for students to be able to analyze text on a critical level, they must practice applying critical reading and thinking to everything they read in the classroom—even novels. They must develop and practice the skills that will allow them to go beyond the literal level questions that deal only with plot and definitions. Students must be able to demonstrate an understanding of how the author uses literary elements and techniques to craft a story. They must also be able to develop and defend their own interpretations of text and make thoughtful judgments about what they have read. The ability to connect thematic elements to personal experience, evaluate an author’s point of view or purpose for writing, and recognize organizational techniques the author might be using to convey an attitude, idea, or opinion are important skills for students to use when reading critically. Additionally, students must develop sensitivity for language and be able to explore how authors use language to persuade, entertain, or emotionally affect readers. Students must then be able to communicate this deeper understanding of what they have read through effective written responses that are focused, logical, and well-organized. Student-teacher interactions that embrace these skills should be an integral, not a superficial, part of classroom discussions about literature that is read. This guide is designed for teachers who want to provide that interaction for their students. It allows teachers to use this novel to teach and assess the skills that will lead their students to read, comprehend, and write with a critical eye.

Overview

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iii © Region 4 Education Service Center. All rights reserved.


HOW TO USE THIS MANUAL This manual has been designed to be used in conjunction with the paperback edition of The Outsiders by S.E. Hinton published by Speak, an imprint of Penguin Putnam, Inc. All page and line references are based upon this edition. Following this Overview, three sections are provided for teacher reference and possible student distribution at the teacher’s discretion. The Character List compiles the names of major and minor characters with short descriptions of each. The Suggested Timeline visually depicts the connection between the main Skills-Based Lessons (pp. 11–66) and the supplementary Activities for Language Arts Correlations found in Appendix I. This connection between reading lessons and language arts activities will be explained in more detail in that appendix. The Vocabulary Words for Study lists terms, chapter by chapter, that could prove challenging for the middle school student. Each of the three Chapter Group Assessments includes multiple-choice items, short-answer items, and an answer key. Also provided is an in-class written response prompt and the Final Assessment—a cumulative exam made up of multiple-choice and short-answer items. The assessment is followed by an answer key. It should be noted that the suggested responses for the short-answer items are not meant to be definitive interpretations but rather as general guidelines for successful answers. Rubrics for scoring the short-answer questions and the in-class written response are located in Appendix II. As Carol Jago states in her book, Classics in the Classroom, Designing Accessible Literature Lessons, “The study of literature requires a subtle interplay of classroom tasks that scaffold difficult texts” (Jago, p. 7). This guide is designed to stimulate that interplay between students and teachers, providing students with chances to read critically and providing teachers with activities for teaching and assessing specific skills that will enable their students to read, think, and write about The Outsiders on a critical level.

Overview (continued)

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© Region 4 Education Service Center. All rights reserved. iv


Lesson One: Reading Log Set-Up and

Setting Exploration

OBJECTIVES: • Represent text information in different ways such as in a graphic organizer • Use text organizers, including graphic features, to locate and organize

information • Use multiple sources, including electronic texts, experts, and print resources, to

locate information relevant to research questions • Present organized speeches • Organize ideas gained from multiple sources such as learning logs

RATIONALE: Middle school students need organizational strategies to help them maneuver through the challenging developmental changes in life, both inside and outside of school. Providing students with structural and organizational skills will help them to achieve success. The Reading Logs allow students to organize the novel lessons and provide structure for responding to the literature. In addition, research shows that “if students’ background knowledge is limited, building additional knowledge prior to reading will improve comprehension and engagement” (Robb, 2000, p. 15). This lesson will serve to organize the students’ studies of The Outsiders and will establish a common base of applicable background knowledge for the students.

MATERIALS: • Copy of The Outsiders (one per student) • Pocket folder with brads or binder with 20–30 pages of notebook paper (one set

per student) • Set of Reading Log Tabs (one per student, copied on colored cardstock) • Scissors (one pair per student) • Research materials (Provide a list of pre-screened websites or a cart of pre-

selected materials from the library. Searching for the materials in the library is not one of the skills addressed in this lesson, although it can easily be incorporated as an extension.)

• Background Exploration (one double-sided copy for each student) • Checklist for Oral Presentations (optional, one-fourth sheet per group)

—p. 184, S. E. Hinton

“Reading taught me sentence structure, paragraphing, how to build a chapter.”

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v © Region 4 Education Service Center. All rights reserved.


PRESENTATION GUIDELINES: • Explain to students that a Reading Log is a way for them to organize their work

in one place. (Students will use a binder or a folder.). State to students that their logs will house their personal and academic interactions with the text. Inform the students that all handouts, including journal entries and lesson handouts, should be included in the logs. Explain that the free writing or journal responses should be at least half a page long and can be either hand-written or word-processed (teacher’s discretion). Note: If students are using a folder with loose leaf paper, they may glue or staple essential handouts onto separate pages.

• Explain to the students that their folders or binders will be divided into several sections:

ο Journal Entries (blank sheets of notebook paper should be stored in this section)

ο Lists ο Reading Skills ο Language Arts Resources

Distribute one set of Reading Log Tabs to each student. Give the students time (approximately 5–10 minutes) to cut the tabs and place them in their Reading Logs. The tab for each section should be visible for easy location.

• Explain that the setting of The Outsiders takes place in the late 1960s; however, there are many references to the 1950s. Since these time periods may be unfamiliar to the class, tell students that the next activity will serve as an introduction to those decades.

• Show the students the research materials. Divide students into mixed-ability groups of three to four students each. Tell the groups that they will present short oral presentations on assigned topics before the end of class. Distribute one copy of Background Exploration to each student. Assign one topic to each group and instruct the students to record their topics on their Background Exploration pages. Guide students in the cutting and folding of the pages. Explain to the students that they are to research the assigned topic and record the information collected in the “Summary of Research” section. Explain that one speaker from each group will present the group’s findings to the class in a short (2–3 minute) presentation.

Possible Topics for Background Exploration • Paul Newman • Fads and fashion of the 1950s and 1960s • Slang of the 1950s and 1960s • Teen clothes of the 1950s and the 1960s • Hair styles of the 1950s and the 1960s • Music of the 1950s and 1960s • S.E. Hinton • Rodeos in Oklahoma • A summary of Gone With the Wind (by Margaret Mitchell)

Lesson One: Reading Log Set-Up and Setting Exploration (continued)

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© Region 4 Education Service Center. All rights reserved. vi


• A summary of Robert Frost’s poem “Nothing Gold Can Stay” • A description of the character Pip in Great Expectations (by Charles

Dickens)

• After the groups have researched their assigned topics, ask one speaker from each group to share the information that was gathered about the topic. The other groups in the class should listen to each presentation and record the information in the “Notes on other topics” sections of the Background Exploration handout. Note: An optional Checklist for Oral Presentations has been provided for teacher use.

• Ask students to place their Background Exploration pages into their Reading Logs.

Lesson One: Reading Log Set-Up and Setting Exploration (continued)

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© Region 4 Education Service Center. All rights reserved. lxxxii

MASTER

1. Read the dictionary entry below for the word dig.

Which definition represents the meaning of digs on page 2 of The Outsiders? A. Definition 1 B. Definition 2 C. Definition 3 D. Definition 4

2. The following diagram shows some events described in The Outsiders.

Which information belongs in the empty box? A. Johnny kills Bob in the park. B. The greasers and the Socs have a rumble. C. Darry saves Ponyboy from the Socs. D. Dally gives Ponyboy and Johnny a gun and money.

3. The last paragraph on page 18 is mainly about Ponyboy’s— A. jealousy of Soda’s good looks B. relationship with Darry C. reasons for lying D. thoughts about school

__________________________________________ _______________________ Student Name Date

Final Assessment

The Outsiders

dig \dĭg\ v 1. to break up or remove earth 2. to like, enjoy, or appreciate 3. an archeological excavation 4. to discover by careful research or investigation

Ponyboy leaves the movie house alone and is attacked by the Socs.

Ponyboy and Johnny hide in an abandoned church.

Ponyboy’s English teacher gives him another chance to pass.

MULTIPLE CHOICE ITEMS

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© Region 4 Education Service Center. All rights reserved. xcvi


Appendix I: Activities for Language Arts Correlations

Jim Burke (2003) defines grammar as “the ways words are used to shape meaning, voice, style” (p. 124). The connection between reading instruction and language/writing instruction is inherent, and teachers should assist students by consistently reinforcing and exposing that connection. Burke goes on to write that “any close reading of a literary text or the style of a particularly well-written essay demands careful analysis of the writer’s use of language to shape meaning and create voice” (p. 135). S.E. Hinton’s language choices are just as important to a reading of The Outsiders as the way she develops the characters, the plot line, and the conflicts. In many middle schools and junior highs, reading instruction is conducted separately from language arts instruction. With this logistical separation in mind, the following grammar activities are intended to show students the connection between reading and writing. The activities are purposefully short, so English language arts teachers can easily integrate them into their current curriculum. The Suggested Timeline on page 6 of this manual provides a schedule that both reading and English teachers can use in providing students with cohesive instruction for The Outsiders. Jim Burke (2003) describes his purpose for grammar instruction in this way: “In my class we use grammar to understand how to read and write better and to think with greater clarity” (p. 132). Clear thinking glues the reading and the writing together in a very meaningful way for students.

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xcvii © Region 4 Education Service Center. All rights reserved.


Activity One: Charting Parts of Speech

OBJECTIVES: • Employ standard English usage in writing for audiences, including parts of

speech • Produce visuals to complement and extend meanings

RATIONALE: In studying grammar instruction, Lucy Calkins (1994) and her colleagues “rediscovered how it feels to turn words over and over in our minds, wondering at how they are made, puzzling over categories of words, and finding patterns across words” (p. 308). When students begin to make the same discoveries, their curiosity about language can be piqued. Calkins claims that “our first priority must be to establish reading and writing workshops in which students learn to use words, parts of speech, punctuation, and conventions effectively” (p. 289). In addition, Calkins explains that this integration of reading and writing helps students “to notice and explore and borrow and reflect” on the features of texts they encounter (p. 289).

MATERIALS: • Fact Sheet—Parts of Speech (one copy per student) • Charting Parts of Speech: Sentences From Chapter 1, The Outsiders (one copy

per student) • 5 sheets of chart paper (and tape for posting the charts), each titled with one of

the following labels: “Nouns,” “Verbs,” “Adjectives,” “Adverbs,” “Pronouns” • Markers of varying colors (Each of the five student groups should receive two

different colors.) • Charting Parts of Speech: Sentences from Chapter 1, The Outsiders—Answer

Key (five copies, one per group)

PRESENTATION GUIDELINES: • For this activity, divide the class into five groups by having the students number

themselves from one to five, asking all of the “ones” to gather under the wall chart that is labeled “Nouns.” Ask all of the “twos” to gather under the chart labeled “Pronouns.” Ask all of the “threes” to gather under the chart labeled “Verbs.” Continue assigning groups in this manner until all of the groups are gathered under specific charts.

“The major influence on my writing has been my reading.”

—p. 184, S. E. Hinton

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© Region 4 Education Service Center. All rights reserved. xcviii


• Distribute the following handouts to each student: Fact Sheet—Parts of Speech and Charting Parts of Speech: Sentences from Chapter 1, The Outsiders.

• Explain and model the activity using the following instructions:

Say, “Today, we are going to review identifying nouns, pronouns, verbs, adjectives, and adverbs.”

Direct the students to look at the first sentence listed on the handout, Charting Parts of Speech: Sentences from Chapter 1, The Outsiders. Ask a student to read the sentence aloud.

Move to the chart labeled “Nouns.” Say, “I want to list all of the nouns that I can find in this sentence on this chart. If I look at the handout, Fact Sheet—Parts of Speech, I can see the definition for a noun.” Ask a student from the group under the “Nouns” chart to read the definition for nouns from the handout. Direct the students to notice the different kinds of nouns and the examples that are given on the handout. Say, “I am going to record the nouns that are in the first sentence.” Using a marker, write the following on the “Nouns” chart: #1. sunlight, darkness, movie house, things, mind, Paul Newman, ride, home

Say, “Notice that ‘movie house’ is a compound noun and that ‘Paul Newman’ is a proper noun. I know that because of the examples that are on the Fact Sheet—Parts of Speech.”

Ask the group to look at sentence 2 and write the nouns on the chart for sentence 2. Guide them to write the following: #2. hair, eyes

Move to the chart labeled “Pronouns” and follow the same procedure. On this chart, record the following: #1. I, I, my #2. I

Repeat the procedure for the rest of the charts, demonstrating how the students may use the Fact Sheet—Parts of Speech to determine which words should be recorded on their specific charts. The following information should be recorded: “Verbs” – #1. stepped, had #2. have “Adjectives” – #1. the, bright, the, the, two, a #2. light-brown,

almost-red, greenish-gray “Adverbs” – #1. out, only #2. (none) Note: The word “When” in

sentence #1 is a subordinating conjunction that begins the adverb subordinate clause, “When I stepped out into the bright sunlight from the darkness of the movie house…” It is not an adverb in this sentence.

Activity One: Charting the Parts of Speech (continued)

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xcix © Region 4 Education Service Center. All rights reserved.


• Ask each group of students to choose one colored marker and record the assigned parts of speech on the charts for sentences 3–9. Allow approximately seven minutes for them to complete the activity.

• Distribute a copy of Charting Parts of Speech Sentences from Chapter 1, The Outsiders—Answer Key to each group and allow them to self-correct their charts, using a different colored marker from the one that was used to record the original responses. Tell the students to look at any corrections that they had to make and be ready to share what they learned from the activity with the class.

• Ask a spokesperson from each group to share what the group learned.


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© Region 4 Education Service Center. All rights reserved. c

MASTER

Charting Parts of Speech: Sentences from Chapter 1, The Outsiders

1. When I stepped out into the bright sunlight from the darkness of the movie house, I had only two things on my mind: Paul Newman and a ride home (p. 1).

2. I have light-brown, almost-red hair and greenish-gray eyes (p. 1).

3. He’s always happy-go-lucky and grinning, while Darry’s hard and firm and rarely grins at all (p. 2).

4. Sodapop’ll never grow up at all (p. 2).

5. I don’t know which way’s the best (p. 2).

6. I’ll find out one of these days (p. 2).

7. We get jumped by the Socs (p. 2).

8. We’re poorer than the Socs and the middle class (p. 3).

9. I reckon we’re wilder, too (p. 3).


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ci © Region 4 Education Service Center. All rights reserved.

MASTER


Fact Sheet—Parts of Speech

Nouns—Words that name persons, places, things, ideas • Common nouns—dog, cat • Proper nouns—Rover, Fluffy • Concrete nouns (take up space or can be identified through the five senses)—desk,

pen • Abstract nouns (ideas or qualities)—courage, freedom • Collective nouns (refer to groups)—class, family • Compound nouns (multi-word nouns)—swimming pool, father-in-law • Possessive nouns (own something)—dog’s, dogs’ • Noun-forming suffixes—such as -ance, -ation, -ence, -ism, -ity, -ment, -ness, -ship

Pronouns—Words that take the place of nouns • Personal Pronouns

I me my, mine you you your, yours he, she, it him, her, it his, her, hers, its we us our, ours you you your, yours they them their, theirs

• Interrogative Pronouns which whom

• Relative Pronouns that—The dog that we petted was friendly.

• Indefinite Pronouns everyone anyone no one

• Demonstrative Pronouns (point out specific nouns) that—That is a great movie. those—Those are my books.

• Reflexive and Intensive Pronouns myself, yourself, himself, herself, itself, ourselves, yourselves, themselves

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© Region 4 Education Service Center. All rights reserved. cii

MASTER


Verbs—Words that show action or states of being • Action Verbs (show action)

Transitive verb—The boy hit the ball. Intransitive verb—The boy shouted loudly.

• Verbs of Being (connect the subjects of sentences to adjectives, nouns, or pronouns)—I am a student.

is, am, are, was, were, be, being, been • Verb Phrases (main verbs joined with helping verbs)—The dog will have been

barking for an hour. • Voice of Verbs (shows whether the subject performs the action or receives the

action) Active voice—The boy hit the ball. Passive voice—The ball was hit by the boy.

Adjectives—Words that describe nouns or pronouns • Comparisons

The girl is pretty. The girl is prettier than her sister. The girl is the prettiest of all.

• Articles a—A book is missing. an—An apple is tasty. the—The boys are playing.

• Proper Adjectives My English class is fun. The American flag is beautiful.

Adverbs—Words that describe verbs, adjectives, or other adverbs • Adverbs show how, when, where, and to what degree something happened.

how—The dog barked loudly. when—The dog barks often. where—The bus will stop here. to what degree—The man was very happy.

• Adverbs describe verbs—The boy ran quickly. • Adverbs describe adjectives—The very tall boy read the book. • Adverbs describe other adverbs—The boy ran very quickly. • Conjunctive adverbs show relationships—I don’t like pizza; nevertheless I ate a

piece.

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ciii © Region 4 Education Service Center. All rights reserved.

MASTER


Prepositions—Words that are placed before nouns or pronouns to form phrases • Common prepositions may be used in the following sentence:

“She moved everything _____ the table(s).”

over beside from in spite of under beneath away from but underneath behind from by around below past except through before toward for across after above until among beyond across besides near with along like at within outside inside between without up in on to down but

• Prepositions occur in phrases, with the phrase beginning with a preposition and ending with a noun or pronoun. The noun or pronoun in the phrase relates to another part of the sentence.

Example: John sat on the table. (on the table tells where John sat)

Conjunctions—A word that joins • Coordinating conjunctions (join words or groups of words)—John and Joan walked

home. FANBOYS: for, and, nor, but, or, yet, so

• Correlative conjunctions (join words that have equal grammatical weight)—Either John or Joan walked home.

• Subordinating conjunctions (join clauses so that one clause depends on the other)—We ate lunch because it was ready.

Interjections—Unrelated words that express strong emotion • My, what big eyes you have! • Wow, you look wonderful. • Aha! I’ve got you now!

Documents

Product ID: 501-1100 - Region 4 Education Service Center · · 2007-03-08Product ID: 501-1100 ISBN: 1-933049-29-4 ... All page and line references are based upon this edition