The Outsiders Lesson One: Key Issues Chapters 1 & 2

Goals: To expose students to the key issues of ‘The Outsiders’ and to help them relate personal experiences to the text. Key Questions: How do key themes in literature relate to me? What does it feel like to be an outsider? Rationale: In order to appreciate and fully understand a novel, it is essential that students recognize the ways in which they can identify with the key issues/characters within a book. If the students take time to analyze issues that are embedded in the text and then identify those same issues in their own lives, their appreciation and understanding of the text will be deeper. Purpose: The intent of this lesson is to encourage students to formulate ideas relating to major themes, and present those ideas effectively both in a small group and large group setting. Students will also be asked to relate the themes discussed to personal experiences. GLOs & SLEs: GLO 1: Explore thoughts, ideas, feelings and experiences SLE: Express personal understanding of ideas and information based on prior

knowledge and experiences with others and a variety of oral, print and other media texts.

SLE: Reflect on own observations and experiences to understand and develop oral, print & other media texts.

SLE: Listen and respond constructively to alternative ideas or opinions. Time: Approximately one and a half hours will be needed for this lesson Materials: Teacher: Overhead projector, overhead pens, Newsprint, markers, whiteboard, The Outsiders, Students: Paper, pens/pencils Anticipatory Phase:

The teacher will facilitate classroom discussion on what the word ‘outsider’ means and students will contribute situations and circumstances in which they felt like an outsider. (Approx 30 mins) Realization Phase: Pre-reading Themes Excerise: 1. Split students into groups of four and arrange desks into a group. 2. Give each group a sheet of newsprint or posterboard and a marker. 3. Students will be instructed to divide the posterboard into four sections and write a heading at the top of each section. Headings: a) loneliness b) belonging c) death d) heroism 4. The students are then instructed to brainstorm together about each section, writing down as many ideas/phrases/words they can think of relating to each heading. (Approx 20). 5. When time is up, taking one heading at a time, ask each group to share what they came up with. Write ideas on the overhead projectors under the various headings and then discuss how each heading relates to the text. (Approx. 25 mins). Reading: 1. Before beginning with the novel, explain expectations to students: While one chapter will be read during the week in classtime, students are expected to read the next chapter on their own for the next week. Chapter summaries will be assigned each week (for marks) to ensure that all students are completing the requisite readings). Begin reading Chapter 1 of ‘The Outsiders’. For the first class, the teacher will read aloud, the students are not required to follow along, but they are asked to pay attention to the character descriptions and to draw whatever comes to mind as they listen. Assessment: The teacher will observe students during classroom discussions and small group discussions, evaluating contribution, effort, quality of ideas, and willingness to include/consider the ideas of others. Lesson Assessment:

The Outsiders Lesson Two: Context Chapters 1 & 2

Goals: To introduce students to the context in which The Outsiders takes place and to encourage them to view the novel both in the context in which they are reading it and the context in which it was produced. Key Questions: What elements influenced the writing of this novel? What situations/circumstances which occurred in the 1960s are evident in the novel as we read it and how are these different from the context in which we are reading the novel? Rationale: In order to mature as readers, students must be able to identify what factors impact both their own understanding of a text and the author’s own representation of that text. If students take time to examine what American society was like in the sixties, they will be better able to analyze the information contained within the novel. The use of technology in everyday classroom settings is essential as it is embedded in virtually every aspect of daily life. The ability to navigate the internet and isolate information that is useful and pertinent to specific themes and topics must be learned as early as possible. Purpose: The intent of this lesson is to familiarize students with a generation they may not be familiar with in order to better understand the characters and events in the novel. By the end of the lesson, students will be able to recognize the similarities and differences between the society in which they exist and the society in which the novel exists. GLOs & SLEs: GLO 3: Manage ideas and information SLE: Discuss types and sources of information appropriate for topic, audience, form,

purpose and point of view. SLE: Plan and organize data collection based on instructions, explanations and pre-

established parameters. SLE: Distinguish between fact and fiction. Scan to locate specific information

quickly. Use pre-established criteria to evaluate the usefulness of a variety of information sources in terms of their structure/purpose.

Time: Approximately two hours will be needed for this lesson.

Materials: Teacher: The Outsiders, a list of sites with information about American sixties culture/society Students: Computer access, pen, internet scavenger hunt worksheet Anticipatory Phase: 1. Students will review the previous lesson 2. The teacher will ask students to brainstorm about the 1960s and write down everything they can think of relating to that time period. Then, in a whole-class discussion, students will share what they were able to come up with. The teacher will explain that the novel was written in the nineteen sixties, and that there will be some references in the novel to events and social issues which may be unfamiliar to the students. Music, fashion, politics, international relations and social activities all have an impact on a novel when it is written, whether the author is aware of them or not.(30 min) Realization Phase: Internet Scavenger Hunt 1. The teacher will explain to students that the internet is just one of many sources of information, and that it can be useful in providing background information about any novel or text which they read. 2. Students will be given a ‘Sixties Internet Scavenger Hunt’ worksheet, and each student will be asked to choose one area to focus on from the following list (music, fashion, politics, international relations, social activities) and to indicate that choice on the worksheet. http://kclibrary.nhmccd.edu/decade60.html http://www.learner.org/biographyofamerica/prog24/ http://www.lib.virginia.edu/small/exhibits/sixties/foreword.html 3. Students will then be given access to computer lab in order to do a search for any information they can find about their topic as it relates to the 1960s. 4. Students will record the web address of the sites from which they draw information. (Approximately 20 min) Debrief: Students will bring the information they gathered back for a class discussion. What did you learn that you did not know before the scavenger hunt? What events or circumstances do you think influenced the novel? What are the similarities between the 1960s and now? Differences? (15 min) Differentiated Instruction:

Learning Disabled students will have a modified search worksheet requiring less information. Reading: 1. With the remaining classtime the teacher will finish reading chapter 1 of The Outsiders (or begin Chapter 2 depending on how far the class got in the reading the day before) Homework: Read chapter two and write a brief summary outlining key events and characters (due next class). Find a minimum of three words used within the first two chapters with which you were not familiar, and define those words. What did you like/dislike about the beginning of the novel? Assessment: The teacher will collect the internet scavenger searches and grade on effort, quality of information found, and attention to instructions. The teacher will also observe participation in small group and whole-class discussions, watching for quality of contributions and willingness to consider the contributions of others. Lesson Assessment:

The Outsiders Lesson Three: Who am I?

Chapters 3 & 4

Goals: To encourage students to recognize that characters within texts are the product of an imagined history. At the end of this lesson students will be able to identify and examine the various factors that work together to make a person who they are, whether real or fictional. Students will be capable of examining who they are as individuals and will begin to understand how their identity influences their understanding and appreciation of particular texts. Key Questions: What makes a character who he or she is? Who am I and what makes me who I am? Rationale: In order for students to become engaged in a text, they must see the characters as more than words on a page. They must be able to identify the elements of that character’s history which contribute to who they are in the text, and those things which make them unique. Purpose: The intent of this lesson is to encourage students to look deeper into characterization, identifying those factors which have influenced the development of various characters’ identities. Students will examine their own experiences in order to better understand who they are as individuals, and to identify how those experiences impact their interpretation of various types of literature. GLOs & SLEs: GLO 1: Explore thoughts, ideas and feelings SLE: Reflect on own observations and experiences to understand and develop oral,

print and other media texts. GLO 3: Manage ideas and information SLE: Choose appropriate strategies for generating ideas and focusing topics for oral,

print and other media texts. GLO 4: Enhance the clarity and artistry of communication SLE: Choose words, language patterns, illustrations or sounds to add detail and create

desired effects in oral, print and other media texts. Time: Approximately one and a half hours will be required for this lesson.

Materials: Teacher: The Outsiders, overhead projector/pens, transparency with outline of a head, model word cluster, model bio-poem Students: Paper, pen or pencil, The Outsiders, word cluster handout Anticipatory Phase: 1. Students will review previous lesson and summarize homework chapter. 2. Students will write down everything they know about Ponyboy Curtis at this point in the novel (where he is from, who his family is, where he lives, what he likes/dislikes, what his hobbies are...) 3. Have students share in class discussion what they came up with, writing each new characteristic or event down around the head outline on the overhead projector. 4. Explain that each of these things are part of who Ponyboy is, and each contributes to how he perceives the people and the events around him, just like in real life. Ask students how they think their experiences effect the way they read the novel. We are all extremely dynamic people, and the way we perceive ourselves is only one part of our identity. (35 min) Realization Phase: ‘Who am I’ Activity 1. Give each student a handout copy of the outline used on the overhead. Instruct each student to write their own name on or above the head and to then begin writing down everything they think is important about who they are around the head. 2. Once this activity is completed, students will pair up to share their word cluster with a partner. Students will then be asked to group the events, people, and characteristics in their partner’s cluster together in some way (different colour ink, or different shaped boxes) 3. Read sample bio-poem to students. Explain that much like different events and people shaped who Ponyboy Curtis became, there are events and people in each of our lives that change who we are and influence the way we view the world and the people around us. 4. Students will have the remainder of classtime to use their brainstorming word clusters to create a bio-poem for themselves. The poems must be accompanied by some kind of visual (it can be a detailed drawing, a single image, a colour, a physical object...) (55 min) 5. Students will be invited to share their poems during the next class. 6. Any student who finishes the activity early will be invited to begin reading chapter 3. Homework: Students will complete their bio-poems complete with visual for the next class. Assessment:

The teacher will assess the students throughout the lesson based on participation, quality of contribution and willingness to listen to peers. The bio-poem will be collected and will be graded based on completeness, understanding of assignment, and quality of word choice and visual representation. Lesson Assessment:

Bio-Poem

Line 1: I am ______(your first name)

Line 2: 4 traits that describe you

Line 3: Daughter/son/brother/sister/niece/nephew/friend

of ______

Line 4: Who loves (3 things, places or people)

Line 5: Who feels (3 things)

Line 6: Who needs (3 things)

Line 7: Who gives (3 things)

Line 8: Who fears (3 things)

Line 9: Who would like to see (3 things)

Line 10: Who lives in ______ (city, town or street)

Line 11: Your last name

The Outsiders Lesson Four: Who am I? - Cont’d

Chapters 3 & 4

Goals: To encourage students to recognize the fact that there are great things about each of them, and to help them to celebrate those things. Key Question: What is the best thing about me? Rationale: Students will be better able to evaluate oral, print and other media texts when they are aware of who they are. As they better develop their sense of self they will be more equipped to consider the literature which they are exposed to and identify their own reactions to it. A strong sense of self also contributes to greater tolerance and understanding of opposing viewpoints. Purpose: The intent of this lesson is to get students to focus on themselves and to view themselves as valuable individuals whose opinions are important in the classroom. As students become aware of how their identity influences their interpretation of literature, they will also recognize that the same thing influences their peers. GLOS & SLEs: GLO 1: Explore thoughts, ideas and feelings SLE: Reflect on own observations and experiences to understand and develop oral,

print and other media texts. SLE: Listen and respond constructively to alternative ideas or opinions.

SLE: Talk with others to elaborate ideas and ask specific questions to seek helpful feedback.

Time: Approximately two hours Materials: Teacher: The Outsiders on CD Students: The Outsiders, Bio-poem, journal, pen or pencil Anticipatory Phase: 1. Review discussion from previous lesson.

2. Have students present their bio-poems (with visual) to the class. They must explain what their visual is and why they chose it as a representation of themselves. (45 min) Realization Phase: 1. Students will journal on the following question ‘ What is the best thing about me?’ Reading: 1. The students will be split into pairs to read aloud. (60 min) Homework: 1. Read chapter 4 2. Write a brief summary including major events/characters 3. Find a minimum of three unfamiliar words and document them including definition and correct sentence Assessment: Bio-poems/visual representations will be collected and graded based on completeness, quality of thought, word choice. Journal entries will be graded based on effort and quality of thought (grammar/punctuation will be assessed, but grades will not be docked for errors) Lesson Assessment:

The Outsiders Lesson Five: Perspective Chapters 5 & 6

Goals: For students to realize that events are viewed differently by everyone, and that perspective is influenced by knowledge and past experiences. For students to become comfortable with adopting the point of view of a character and making decisions based on that role. Key Questions: How do different people view the same events in the novel? How do I view events in the novel? Rationale: In order to effectively evaluate events in life and literature, students must be able to adopt the perspective of others. They must be comfortable considering issues from a perspective other than their own in order to gain a fuller understanding. Purpose: For students to become comfortable placing themselves in the position of people they may not necessarily agree with in order to better understand them. For students to begin to consider more than just their own experiences when evaluating life situations, or literature. GLOS & SLEs: GLO 1: Explore thoughts, ideas, feelings and experiences SLE: Express personal understandings based on prior knowledge and experiences. SLE: Reflect on own observations. GLO 2: Comprehend and respond personally to oral, print and other media texts SLE: Compare the choices and behaviours of characters portrayed with those of self

and others. GLO 5: Respect, support and collaborate with others SLE: Explain how differing perspectives and unique reactions expand understanding. SLE: Demonstrate respect for diverse ideas, cultures and traditions portrayed in texts. Time: One and a half hours Materials: Teacher: Posterboards marked SA, A, D, SD, The Outsiders Students: Pen or pencil, paper, The Outsiders

Anticipatory Phase: 1. Students will review previous lesson and summarize homework chapter. 2. The teacher will ask students how a person’s perspective effects their understanding of various situations. 3. In pairs students will discuss their opinion regarding the following statement: ‘The legal age for learning to drive should be increased from fourteen to sixteen’. Have students choose whether they agree, strongly agree, disagree or strongly disagree with it and then go to the corresponding corner of the classroom. 4. Students from each side of the debate should explain their point of view and the points supporting it. At the end of the discussion the teacher will ask if anyone has changed their mind because of the explanation give by their peers. (30 min) Realization Phase: 1. The teacher will provide students with one minute to choose whether they strongly agree, agree, disagree or strongly disagree with the following statement: ‘Violence is a natural part of life’ 2. Once the students have chosen their position, have students reinforce their decision by choosing the corner of the classroom that corresponds to what they wrote and explain why they chose the corner they did. 3. Students will then respond to the same question but from the perspective of Ponyboy Curtis and explain their choice. 4. Students will next have thirty seconds to respond to the following statement: ‘Murder is wrong’. Once the students have chosen their corner, have them explain why. 5. This time, students will be instructed to respond to the same statement, but as Johnny. Once they have chosen their corner, have the students explain the reasons why they think Johnny would respond that way. 6. Finally, have students choose a corner responding to the same statement as Randy (Bob’s best friend) and explain why think Randy would respond that way. 7. Once everyone has returned to their seats ask students to discuss in groups of four why they think the answers were similar/or different depending on which character they were pretending to be. Students will then discuss it as a class. (45 min) 8. Students will work in pairs, each assuming the identity of Randy or Johnny, discussing the events of that night, and how they think things could have been different. They will each answer the following questions on separate pieces of paper during the discussion (from the point of view of their character) and the answers will be handed in. A)What ultimately started the fight? B)Could I have walked away? C) Was Bob’s death my fault? D) What will my response to his death be? E)What should my response to his death be? (20 min) Reading:

1. The teacher will read chapter 5 aloud, stopping to discuss Ponyboy & Johnny’s reaction to Bob’s death. How would the students react? Assessment: The responses will be assessed based on effort, quality, understanding of character’s perspective. Lesson Assessment:

The Outsiders Lesson Six: Perspective

Chapters 5 & 6

Goals: For students to realize that events are viewed differently by everyone, and that perspective is influenced by knowledge and past experiences. For students to become comfortable with adopting the point of view of a character and making decisions based on that role. Key Questions: How do different people view the same events in the novel? How do I view events in the novel? Rationale: In order to effectively evaluate events in life and literature, students must be able to adopt the perspective of others. They must be comfortable considering issues from a perspective other than their own in order to gain a fuller understanding. Purpose: For students to become comfortable placing themselves in the position of people they may not necessarily agree with in order to better understand them. For students to begin to consider more than just their own experiences when evaluating life situations, or literature. GLOS & SLEs: GLO 1: Explore thoughts, ideas, feelings and experiences SLE: Express personal understandings based on prior knowledge and experiences. SLE: Reflect on own observations. GLO 2: Comprehend and respond personally to oral, print and other media texts SLE: Compare the choices and behaviours of characters portrayed with those of self

and others. GLO 5: Respect, support and collaborate with others SLE: Explain how differing perspectives and unique reactions expand understanding. SLE: Demonstrate respect for diverse ideas, cultures and traditions portrayed in texts. Time: Two hours Materials: Teacher: Posterboards marked SA, A, D, SD, The Outsiders Students: Pen or pencil, paper, The Outsiders

Anticipatory Phase: 1. Students will review previous lesson. 2. Students will discuss what elements influence perspective and more specifically what elements influence their own perspective. (15 min) Realization Phase: 1. Students will have thirty seconds to respond to the following statement: ‘Murder is wrong’. Once the students have chosen their corner, have them explain why and whether their response has changed since the discussion/events of the previous class. 2. Students will respond to the following question in their journals: ‘What would I do in Johnny’s situation? Ponyboy’s? Randy’s? (25 min) Reading: 1.Students will complete chapter 5 on audio cd. Homework: 1. Finish responses if not finished during classtime. 2. Read chapter six 3. Brief summary of chapter six 4. Minimum of three new vocabulary words plus definition and correct usage. Assessment: Students will be assessed through observation during group discussion/corner discussion. Perspective letters will be graded as listed in the previous lesson. Lesson Assessment:

The Outsiders Lesson Seven: Perspective versus fact

Chapters 7 & 8

Goals: To encourage students to view all information which they read with some skepticism, recognizing the fact that the author’s perspective will always influence the material to some degree. To help students to recognize fact from opinion, and how the two interact in media. Key Questions: How does perspective affect facts? Can facts be fictionalized? Rationale: In order to effectively evaluate any written, oral, or other media texts which they come across students must be able to separate the opinion from fact. Before they can form their own opinions about factual information, they must recognize the influence that the author’s point of view has on how the information is presented. Students must learn to always evaluate the source of the material they read/listen/view and seek out multiple texts in order to be fully aware. Purpose: The intent of this lesson is for students to learn that any material which they come across will be influenced to some degree by the perspective of the author and for students to be able to isolate facts from opinion in literature. GLOs & SLEs: GLO 1: Explore thoughts, ideas and feelings SLE: Express personal understandings based on prior knowledge and experiences. SLE: Experiment with language forms. SLE: Discuss and respond to ways that content and forms of oral, print and other

media texts interact to influence understanding. GLO 3: Manage ideas and information SLE: Consider audience, purpose, point of view and form when focusing topics for

investigation. SLE: Discuss types and sources of information appropriate for topic, form, audience,

purpose and point of view. Time: One and a half hours Materials: Teacher: The Outsiders, a copy of a newspaper article detailing a recent event

Students: The Outsiders, pen or pencil, paper Anticipatory Phase: 1. Students will review previous and summarize homework chapter. 2. Teacher will ask the following questions for class discussion. A)Is information that is presented in the media is fact or fiction. B) Does perspective influence even the outlining of fact? C) What kinds of things do journalists have to consider before they write or present a story? 3. Teacher will read an article detailing a current event (best to use pop-culture reference for junior high kids). For the purposes of this lesson, I will use an article outlining the events leading to Britney Spears driving with her four month old son on her lap. The teacher will then ask: A) What are the facts of this story? B) What is the opinion or inference in this article? C) Is it possible for us to know exactly what happened based on this article? (25 min) 4. Teacher will play audio cd of chapter 7, with students noting any references to the media/newspaper articles and their content. (40 min) Realization Phase: 1. Students will choose a current event (something from the news, or even something from their own experiences if they wish) to write a half page article on. The article must include a chronological detailing of events, major characters and what the outcome was. Before writing the article students must determine who they are writing the article as and who their intended audience is. (25 min) Homework: Students will be instructed to watch at least one segment of the news or read two articles from the newspaper taking note of any position presented, and the facts of the story. Assessment: Students will be assessed based on participation in group discussion, quality of contributions and willingness to include and validate the opinions of others. They will also be assessed on their use of classtime for the article. Lesson Assessment:

The Outsiders Lesson Eight: Perspective versus fact

Chapters 7 & 8 Goals: To encourage students to view all information which they read with some skepticism, recognizing the fact that the author’s perspective will always influence the material to some degree. To help students to recognize fact from opinion, and how the two interact in media. Key Questions: How does perspective affect facts? Can facts be fictionalized? Rationale: In order to effectively evaluate any written, oral, or other media texts which they come across students must be able to separate the opinion from fact. Before they can form their own opinions about factual information, they must recognize the influence that the author’s point of view has on how the information is presented. Students must learn to always evaluate the source of the material they read/listen/view and seek out multiple texts in order to be fully aware. Purpose: The intent of this lesson is for students to learn that any material which they come across will be influenced to some degree by the perspective of the author and for students to be able to isolate facts from opinion in literature. GLOs & SLEs: GLO 1: Explore thoughts, ideas and feelings SLE: Express personal understandings based on prior knowledge and experiences. SLE: Experiment with language forms. SLE: Discuss and respond to ways that content and forms of oral, print and other

media texts interact to influence understanding. GLO 2: Comprehend and respond personally and critically to oral, print and other media texts SLE: Select and focus relevant ideas from personal experiences and prior knowledge

to understand new ideas and information SLE: Compare the choices and behaviours of characters with those of self and others GLO 3: Manage ideas and information SLE: Consider audience, purpose, point of view and form when focusing topics for

investigation. SLE: Discuss types and sources of information appropriate for topic, form, audience,

purpose and point of view. GLO 4: Enhance the clarity and artistry of communication SLE: Use reference materials to confirm spellings and to solve spelling problems

when editing and proofreading

SLE: extend spelling vocabulary to include words frequently used in literature but infrequently used in oral and other media texts

SLE: Apply specific and effective strategies for learning and remembering the correct spelling of words in own writing.

Time: Two hours Materials: Teacher: The Outsiders, newspaper articles for student reference, rubric for peer editing Students: The Outsiders, pen or pencil, paper, access to a computer for word processing Anticipatory Phase: 1. Students will review discussion from previous lesson. 2. Students will discuss homework. What news stories did they see/read? What facts were presented? Where there any opinions presented? Was there an opposing view represented? If so, was it presented positively or negatively? 3. Students will discuss what event was referenced by the media in chapter 7. How were the individuals involved portrayed? If the reporter belonged to one of the two social groups, which one would it be? 4. If chapter 7 was not completed during the previous lesson students will complete it in pairs. (45 min) Realization Phase: (At the beginning of this activity, the teacher will provide students with a rubric - on overhead projector - to guide peer editing of articles) 1. Students will be placed in predetermined pairs, one assuming the role of a Soc reporter, the other the role of a Greaser reporter. 2. Each group will choose one of the following events to write a news article on: 1 - Bob being murdered by Johnny 2 - Pony and Johnny rescuing the children from the fire. 3. Individually each person from the group will write a one page article about the event from the point of view of their respective social groups. The article must include a chronological discussion of the event itself and what led up to it, what the outcome was, and the names of the major characters involved. Students must attempt to make their assigned social affiliations clear in their description of the events and the outcome. 4. Once each person in the pair has completed their article, they will trade articles for peer editing (using standardized editing techniques introduced by the teacher).

5. Students must word process the article in a standard article format, taking into consideration any suggestions from their peers. Once handed in, articles will be put together into a ‘newspaper’ for display. (75 min) Reading: If students complete this activity before class is over, they will be invited to get a head start on their homework (reading chapter 8) Homework: 1. Complete journal article (must be typed) 2. Read chapter 8 3. Write a brief summary of chapter eight including a minimum of three new vocabulary words complete with definition and correct usage. Assessment: Students will be assessed based on discussion participation, quality of ideas contributed, and willingness to listen to peers/validate their contributions. The articles will be assessed on completeness, effort, spelling, grammar, understanding and effectiveness. Lesson Assessment:

The Outsiders Lesson Nine:Conflict

Chapters 9 & 10

Goals: To enable students to deal evaluate situations involving conflict effectively. To encourage students to view the opposing side any time they are faced with conflict, and to help them to think before acting. Key Questions: How do the characters in the novel handle conflict? Is it effective? How do I handle conflict? Is it effective? How should I handle conflict? Rationale: In order to be productive members of society, students must learn how to approach situations of conflict and how to deal with that conflict in the best possible manner. By thinking about how to handle conflict in advance, students will be better able to deal with the situations when they arise. Purpose: The intent of this lesson is to provide students with options for responding to conflict. By creating a ‘round-table’ discussion regarding major conflict in the novel, students will be exposed to opposing points of view, and will have an opportunity to evaluate their own responses to conflict, as well as the responses of major characters in the novel. GLOS & SLEs: GLO 2: Comprehend and respond personally and critically to oral, print and other media texts SLE:Compare the choices and behaviours of characters portrayed with those of self

and others. GLO 5: Respect, support and collaborate with others SLE: discuss how ideas, people, experiences and cultural traditions are portrayed in

various texts. SLE: Explain how differing perspectives and unique reactions expand understanding. SLE: Demonstrate respect for diverse ideas, cultures and traditions portrayed in text. SLE: Contribute collaboratively in group situations by asking questions and building

on the ideas of others. SLE: Assist in setting and achieving group goals by inviting others to speak,

suggesting alternatives, assigning tasks, sharing resources, following up on others’ ideas and listening to a variety of points of view.

Time: One and a half hours Materials:

Teacher: The Outsiders, predetermined group listing, Council of War handouts Students: The Outsiders, pen and pencil, Council of War handout Anticipatory Phase: 1. Students will review previous lesson and summarize homework chapter. 2. Teacher will ask students what the main conflict in the novel is. How do the characters handle that conflict? Is it effective? 3. Teacher will use two student volunteers to act out a conflict scenario: Student A has something Student B wants. Student A doesn’t want to give the item to Student B. How can they resolve this situation? 4. Allow students five minutes to brainstorm as many solutions as they can possibly come up with in pairs. These solutions can be both positive and negative. 5. Take up some of the possible solutions in class discussion. What are the pros and cons of each response? (30 min) Realization Phase: 1. Students will be split into groups of four to have a ‘Council of War’, just like the Socs and Greasers did in the novel. Each student will be assigned one character’s role from the handout (half the students will be Socs and half will be Greasers). 2. The assignment will be for each group to have its own council of war twice, in order to resolve the conflict that exists between the groups. One time they must negotiate for peace, the other they must negotiate for war. One person from each side of the council must take notes for his or her team in order to document ideas contributed. Each group must document the answers to the following questions (twice: once for each council) a) What is the conflict we are trying to resolve with this Council of War? b) What were the major ideas contributed during out discussion? c) What was the decision we reached in our Council? (for or against war?) d) What are the pros and cons of our decision? (40 min) 3. With remaining class time groups will present the findings of their council. Homework: 1. Complete the answers to Council of War questions. Assessment: Students will be assessed based on participation, quality of contribution, and willingness to work with peers in smaller groups. Lesson Assessment:

The Outsiders Lesson Ten:Conflict

Chapters 9 & 10 Goals: To enable students to deal evaluate situations involving conflict effectively. To encourage students to view the opposing side any time they are faced with conflict, and to help them to think before acting. Key Questions: How do the characters in the novel handle conflict? Is it effective? How do I handle conflict? Is it effective? How should I handle conflict? Rationale: In order to be productive members of society, students must learn how to approach situations of conflict and how to deal with that conflict in the best possible manner. By thinking about how to handle conflict in advance, students will be better able to deal with the situations when they arise. Purpose: The intent of this lesson is to provide students with options for responding to conflict. By creating a ‘round-table’ discussion regarding major conflict in the novel, students will be exposed to opposing points of view, and will have an opportunity to evaluate their own responses to conflict, as well as the responses of major characters in the novel. GLOS & SLEs: GLO 2: Comprehend and respond personally and critically to oral, print and other media texts SLE:Compare the choices and behaviours of characters portrayed with those of self

and others. GLO 5: Respect, support and collaborate with others SLE: discuss how ideas, people, experiences and cultural traditions are portrayed in

various texts. SLE: Explain how differing perspectives and unique reactions expand understanding. SLE: Demonstrate respect for diverse ideas, cultures and traditions portrayed in text. SLE: Contribute collaboratively in group situations by asking questions and building

on the ideas of others. SLE: Assist in setting and achieving group goals by inviting others to speak,

suggesting alternatives, assigning tasks, sharing resources, following up on others’ ideas and listening to a variety of points of view.

Time: Two hours Materials:

Teacher: The Outsiders Students: The Outsiders, pen and pencil, Council of War handout Anticipatory Phase: 1. Students will review discussion from previous lesson. 2. Students will continue to present findings from their group Councils. 3. Once presentations are over, teacher will ask students whether the peace conclusion or the war conclusion make more sense. Why couldn’t the characters in the novel reach the same conclusion? Based on your Council of War, what would you do in the same situation? (40 min) Realization Phase: 1. Students will answer the following question in their journal: Would I have been able to make a difference if I had attended the Council of War between the Socs and the Greasers? What could I have said to change the outcome of that meeting? (20 min) Reading: Students will use remaining class time to read chapter 9 in pairs. Homework: 1. Read chapter 10 2. Write a brief summary outlining major events/characters including a minimum of three new vocabulary words with definitions and correct usage. 3. Journal entry if not completed during class time. Assessment: Students will be assessed based on participation, effort, and quality of contributions. Groups will also get a mark for Council questions based on completion, effort and thought. Lesson Assessment:

The Outsiders Lesson Eleven:

Chapters 11 & 12 Goals: To enable students to find issues in texts that relate to their own lives. To enable students to seek out ways in which they can relate to characters and events within literature, and to learn from characters that exist in print. Key Questions: How does The Outsiders relate to my life? What can I learn about myself from what goes on in the novel? Rationale: In order to effectively analyze literature, students must be capable of finding ways to relate that literature to their own lives. Even if the text seems irrelevant on the surface, students should be able to identify and evaluate embedded themes. Purpose: To show students that there are commonalities between their lives and the lives of the characters in the novel. To help them to find ways to learn from the characters they read about. GLOs & SLEs: GLO 1: Explore thoughts, ideas, feelings and experiences SLE: Express personal understandings based on prior knowledge and experiences. SLE: Reflect on own observations. GLO 2: Comprehend and respond personally and critically to oral, print and other media texts SLE:Compare the choices and behaviours of characters portrayed with those of self

and others. GLO 5: Respect, support and collaborate with others SLE: Discuss how ideas, people, experiences and cultural traditions are portrayed in

various texts. SLE: Contribute collaboratively in group situations by asking questions and building

on the ideas of others. Time: One and a half hours Materials: Teacher: The Outsiders, list of sample dilemmas/responses, The Outsiders movie Students: The Outsiders, pen or pencil, paper Anticipatory Phase:

1. Students will review previous lesson and summarize homework chapter. 2. Question? What are some of the dilemmas faced by the teenagers in the novel? Are any of these dilemmas similar to dilemmas teenagers face today? Allow students to brainstorm a list of as many dilemmas faced by teens today as they can think of. Compile a master list on overhead. 3. The teacher will read dilemmas from the dilemma master sheet, then reading the solutions, and asking students to stand when the solution they would choose is read. After each dilemma, students will discuss what they think various characters from the novel would do when faced with that particular dilemma. (45 min) Realization Phase: 1. Students will work individually to come up with ten dilemmas (using the master list or using their own ideas) which they think teenagers are faced with today. These can be dilemmas which they, themselves were faced with, friends were faced with, or teens in general are faced with. With each dilemma, students must create three possible solutions to that dilemma. 2. Students will then switch sheets with a partner and evaluate the situations on their partner’s list. They will take turns responding to the dilemmas. (45 min) Reading: The teacher will read chapter 11 aloud. Homework: 1. Students will complete their list of dilemmas/solutions to be handed in next class. Assessment: Students will be assessed on participation, quality of contribution and understanding. Lesson Assessment:

The Outsiders Lesson Twelve:

Chapters 11 & 12 Goals: To enable students to find issues in texts that relate to their own lives. To enable students to seek out ways in which they can relate to characters and events within literature, and to learn from characters that exist in print. Key Questions: How does The Outsiders relate to my life? What can I learn about myself from what goes on in the novel? Rationale: In order to effectively analyze literature, students must be capable of finding ways to relate that literature to their own lives. Even if the text seems irrelevant on the surface, students should be able to identify and evaluate embedded themes. Purpose: To show students that there are commonalities between their lives and the lives of the characters in the novel. To help them to find ways to learn from the characters they read about. GLOs & SLEs: GLO 1: Explore thoughts, ideas, feelings and experiences SLE: Express personal understandings based on prior knowledge and experiences. SLE: Reflect on own observations. GLO 2: Comprehend and respond personally and critically to oral, print and other media texts SLE:Compare the choices and behaviours of characters portrayed with those of self

and others. GLO 5: Respect, support and collaborate with others SLE: Discuss how ideas, people, experiences and cultural traditions are portrayed in

various texts. SLE: Contribute collaboratively in group situations by asking questions and building

on the ideas of others. Time: Two hours Materials: Teacher: The Outsiders, list of sample dilemmas/responses, The Outsiders movie Students: The Outsiders, pen or pencil, paper Anticipatory Phase:

1. Students will review previous lesson 2. Teacher will provide students with an opportunity to discuss any dilemmas which they would like to share with the class. (30 min) Realization Phase: 1. Students will watch the movie adaptation of the novel. 2. Questions to consider while watching the film: a) does Pony’s response to conflict change? b) was Pony be able to influence his peers when conflict arose? c) was anything that happened in the novel worthwhile? Homework: 1. Read the final chapter 2. Write a brief summary include minimum of 3 new vocabulary words with definitions and correct usage. Assessment: Dilemmas will be graded based on quality of dilemma and realism of solutions, and completion. Students will also be assessed based on participation and quality of contribution. Lesson Assessment:

The Outsiders Lesson Thirteen: Final Project

Goal: To provide students with an opportunity to share what they have learned from the novel, what they have liked about it, what they have disliked about it. Key Questions: What did I learn? Did I enjoy it? Rationale: It is important for students to have an opportunity to debrief when they read a novel in class. If students feel that their reaction to literature is valued, they are more likely to remember the experience positively, even if they did not enjoy the book. Purpose: The intent of this lesson is to have students take a position with regard to the novel and share that opinion with their classmates. GLOs & SLEs: GLO 1: Explore thoughts, ideas, feelings and experiences. SLE: Express personal understandings based on prior knowledge and experiences. SLE: Reflect on own observations. GLO 3: Manage ideas and information SLE: Consider audience, purpose, point of view and form when focusing topics for

investigation. SLE: Discuss types and sources of information appropriate for toipc, form, audience,

purpose and point of view. SLE: Plan and organize data collection based on instructions, explanations and pre-

established parameters. Time: One and a half hours Materials: Teacher: The Outsiders, word web handout, four corner labels Students: The Outsider, pen and pencil, paper, word web handout Anticipatory Phase: 1. Students will review the previous lesson and review homework chapter.

2. Students will discuss book as a whole. What did they think? Would they recommend it to a friend? What didn’t they like about it? 3. Students will be given 15 seconds to respond to the following statements and choose a corner: There was nothing valuable to me in this novel. I enjoyed this novel immensely (30 min) Realization Phase: Oral Essay Assignment 1. Students will be given fifteen minutes to prepare an oral essay responding to one of the following statements: a) Ponyboy did not learn anything from the experiences he went through in the novel.

b) The war between the Socs and Greasers will never end. 2. Students may agree or disagree with these statements, but they must find at least three pieces of evidence from the novel to support their point of view. The evidence can be taken from what a character says or does, or from an event. 3. The oral essay must be no longer than four minutes, and students must state the question, their point of view, the three pieces of evidence and their conclusion. (15 min) 4. Students will present their essays before the class.

Alternative Final Project: Graphic Essay Assignment 1. Students will be given classtime to prepare a brief graphic essay responding to one of the

following statements: a) Ponyboy did not learn anything from the experiences he went through in the novel. b) The war between the Socs and Greasers will never end. 2. The project must contain the statement and response, five direct quotes taken from the text

which support the student’s response to the statement. A brief one or two sentence explanation of how each quote supports the response. Finally, with each quote, students must find some kind of image which they feel relates to that quote. The visual can be drawn, from a magazine, from the computer - anything, but students must explain on the back of the project why they chose each image.

Projects will be due the following class. Assessment: Students will be assessed on their presentation skills, and the quality of the evidence taken

from the novel to support their response to one of the statements.

Differentiated Instruction:

In general, students with learning disabilities, ESL students and lower level students

will be provided the opportunity to present chapter summaries in more varied ways than other

students. While I will still expect some written summaries from these students, I would give

them the opportunity to summarize chapters orally, or through drawing. To assist learning-

disabled students, I will build in a series of accommodations during each lesson. Students

will be able to preview questions in order to have extra time to brainstorm.

I will pair written instructions with oral instructions in order for reinforcement, and

encourage questions. Students will also have the opportunity to restate instructions to their

neighbours to ensure understanding. Students have access to computers during the

assignment portion of each lesson, and are able to type journal entries and question

responses. They will also be permitted to use a ‘scribe’ if the school provides resource

assistance. Any oral presentations can be recorded, or delivered one on one, and assessment

will be modified to the student’s ability levels. In assignments requiring larger quantities of

writing, these students will be provided with extra time to finish the assignments, and will be

expected to choose the questions to respond to from each lesson rather than having to write

responses to all of them.

In order to accommodate auditory learners, some chapters of the novel will be read

out loud during classtime by the teacher, some will be played on audio cd, and some will be

presented in a readers’ theatre format. For visual learners, instructions for activities will be

placed on overhead projector screens as well as read out loud, and some assignments will

have a drawing component. For Intrapersonal learners there are many opportunities for self

reflection and journaling. For Interpersonal learners there are several opportunities for group

work and group discussion.

As far as students of other cultures are concerned (ie: aboriginal students), this unit is

largely designed to help students develop a stronger sense of self. There are daily

opportunities to students to bring their own personal experiences into discussion, as well as

assigned reflective writing assignments which involve analysis of how individual students

would respond to different situations in the novel. One lesson in particular discusses the

elements of identity, and it is at this point that I would emphasize how cultural background

can have a strong impact on a person’s identity. Through the emphasis on identity and self, I

would encourage students to examine what influences who they are, and who they will

become in the future.