From the Outside Looking In

Delaware Recommended Curriculum Unit Cover Page

Unit Title: Novel Study The Outsiders by S.E. Hinton Grade Level(s): Grade 7 Subject/Topic Area: English Language Arts Key Words: theme, characterization, making connections between the reader and the characters
(text-self, text-text, text-world), point of view, conflict

Designed By: Sunny Harrison & Jennifer Leonard Time Frame: Approximately 40 Days Reviewed by: Juley Harper Date: August 2007

SUMMARY OF PURPOSE:
In this seventh grade English Language Arts unit, students engage in a realistic novel study. Students learn and identify elements of literature such as characterization, point of view, plot, conflict, and theme. Students will analyze the themes and will understand that literature can reflect real life and lessons can be learned from it. They will identify conflict in the characters lives and realize that it exists everywhere and can shape individual lives in positive ways. Point of view will be recognized and its impact with regards to judgment of characters will be identified. Students will make personal connections to characters which help them understand life as teenagers.

Stage 1: Desired Results

DE Standards Measured by the Transfer Task
English Language Arts Standard 1 Students will be able to: 1.1 (79) Writers will produce texts that exhibit the following text features, all of which are consistent with the genre and purpose of the writing: development, organization, style, and word choice 1.2 (79) Writers will produce texts that exhibit the following language conventions at all grade levels: sentence formation, conventions 1.3 (79) Writers will produce examples that illustrate the following discourse classifications: by the completion of the grade, writers will be able to write persuasive, informative, and expressive pieces 1.6 (58) Develop vocabulary and the ability to use words, phrases, idioms, and various grammatical structures as a means of improving communication 1.7 (58) Participate effectively in a discussion

English Language Arts Standard 2 Students will be able to: 2.1 (58) Using appropriate texts, students will be able to select and apply efficient, effective decoding skills and other word recognition strategies to comprehend printed texts.

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2.2a (58) Students will be able to develop an increasingly extensive vocabulary and actively seek the meaning of unknown words as an important facet of comprehending texts and messages by using context clues to determine the meanings of words. 2.3a (58) Students will be able to self-monitor comprehension while reading by (a) generating a purpose for reading. 2.3c (58) Using appropriate texts, students will be able to self-monitor comprehension while reading by (c) taking appropriate actions (e.g., rereading to make sense, adjusting rate of reading, seeking the meaning of unknown vocabulary) to enhance understanding of oral and written text. 2.4bL (58) Students will be able to demonstrate an overall understanding of literary texts by (b) identifying the story elements (e.g., characters, setting, and plot) and story structures (conflict, resolution, cause/effect). 2.4e (58) Students will be able to demonstrate an overall understanding of printed texts by (e) organizing the important points of the text via summaries, outlines, and/or graphic organizers. 2.4j (58) Students will be able to demonstrate an overall understanding of printed texts by (j) accepting or rejecting the validity of the information and giving supporting evidence. 2.4k (58)/2.6b (58) Students will be able to demonstrate an overall understanding of printed texts by (k) relating the content of the text to real-life situations and (b) applying information from printed, electronic, and oral texts to complete authentic tasks. 2.5b (58) Students will be able to critically analyze and evaluate information and messages presented through print by (b) formulating and expressing opinions. 2.5d (58) Students will be able to critically analyze and evaluate information and messages presented through print using critical and divergent thinking, and assimilating prior knowledge to draw conclusions. 2.6a (58) Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech and mass media and extend meaning by (a) offering a personal response to texts. English Language Arts Standard 3 Students will be able to: 3.1a2 (58) Develop and use procedures to gather information and ideas; (a1) (a) developing and following a process for research completion. 3.1b (58) Independently extract information to achieve a specific purpose; extract information relevant to a specific purpose. 3.3b1 (58) Independently interpret information as appropriate to a specific purpose. 3.3b2 (58) Independently draw conclusions based upon information relevant to a specific purpose; independently formulate logical conclusions based upon information relevant to a specific purpose. English Language Arts Standard 4 Students will be able to: 4.1a (58) Connect their own experience to those of literary characters; explain the reasons for a characters actions; identify with characters. 4.1b (58) Connect their own experience to those of literary characters by responding to the sensory, intellectual, and emotional elements.

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4.1c (58) Connect their own experience to those of literary characters by relating to the feelings of characters or varying ages, genders, nationalities, races, cultures, religions, and disabilities.

Enduring Understandings:
Students will understand that Literature can reflect real life and lessons can be learned from it Conflict exists everywhere and can shape individuals lives in positive ways Point of view can impact a readers understanding of the story Making personal connections to characters helps understand life

Essential Questions
-Why read? -How do texts help us shape our decisions? -How does a text reveal us to ourselves? -What do good readers do?

Unit Question(s)
-How do texts about social issues affect me? -Can all of our experiences be put into words? -How does making connections help you understand a story? -How does point of view affect the reliability of the narrator? -What is the authors angle or perspective? -How do texts about other ages and genders tell experiences similar to mine? -What is conflict? What kinds of conflicts are there? -How do effective writers hook and hold their readers? -What are character traits? How do authors portray protagonists and antagonists? -Why am I writing? For whom? What am I trying to achieve through my writing? Who will read my writing? What will work best for my audience?

Targeted Knowledge & Skill

Students will know: Reading strategies to be used before, during, and after reading to improve comprehension (predicting, inferring, summarizing, analyzing, visualizing, making connections, using context clues, synthesizing). The strategy RACE to write extended responses. (Restate question, Answer the question, Cite details from the text, Explain your answer) The conflict refers to the struggle between opposing forces. A conflict may be between a person and one of the following: another person, society, nature, something within himself or herself. Themes in literature can influence life decisions. Point of view can affect judgment of characters. Students will be able to (21st century skills) -Make predictions -Revise predictions and make new ones as text offers additional information -Infer information -Reflect, analyze, and adjust ideas based upon what has been read -Use mental imagery -Make connections (text-self, text-world, text-text) -Identify character traits

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-Use prior knowledge and contextual clues to determine meaning of vocabulary -Synthesize information and add new ideas while reading -Summarize and evaluate text -Use RACE (restating the question, answering the question, citing from the text, explaining answer) to answer comprehension questions -Discuss comprehension questions -Analyze conflict and type of conflict -Identify themes -Identify point of view

Stage 2: Assessment Evidence

Transfer Task
Transfer Task #1: Personal Narrative Ponyboy Curtis, the narrator of The Outsiders, tells about his struggles growing up during adolescence. It is important to get words on paper about life experiences, in order to reflect on memorable times of your life. You will be writing your own personal narrative that will be placed in a class scrapbook for you to keep as a memento of your seventh grade year. Choose an event in your life that you want to share with others. Describe this event in detail so that others can visualize your experience as you see it. Your narrative should consist of a well-developed introduction, a body with specific details, and a conclusion that ends the narrative. You will be given the DSTP Writing Rubric to view prior to submitting the narrative so that you may check your writing for accuracy in each element. The teacher will then use the DSTP Writing Rubric to assess your final product.

Stage 1 Elements Assessed (code)

1.1 (79) Writers will produce texts that exhibit the following text features, all of which are consistent with the genre and purpose of the writing: development, organization, style, and word choice 1.2 (79) Writers will produce texts that exhibit the following language conventions at all grade levels: sentence formation, conventions 1.3 (79) Writers will produce examples that illustrate the following discourse classifications: by the completion of the grade, writers will be able to write persuasive, informative, and expressive pieces 1.6 (58) Develop vocabulary and the ability to use words, phrases, idioms, and various grammatical structures as a means of improving communication

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Transfer Task #2: Narrative Presentation After completing the written portion of the personal narrative, you will create a PowerPoint presentation to share your experience with the class. The presentation should include bullets of the main points of your narrative in chronological order. In addition, it should include graphics along with explanations of how these graphics relate to your narrative. Your PowerPoint should consist of at least ten slides. Once your PowerPoint has been created, your role will be to present the PowerPoint to your classmates. In your presentation, you will need to demonstrate preparedness, good voice projection as well as clarity, eye contact with your peers, good posture, and knowledge of your report. Use the Personal Narrative Presentation Rubric to assist you while you prepare for your presentation. The rubric will be used to assess your final presentation. 1.1 (79) Writers will produce texts that exhibit the following text features, all of which are consistent with the genre and purpose of the writing: development, organization, style, and word choice 1.2 (79) Writers will produce texts that exhibit the following language conventions at all grade levels: sentence formation, conventions 1.3 (79) Writers will produce examples that illustrate the following discourse classifications: by the completion of the grade, writers will be able to write persuasive, informative, and expressive pieces 1.6 (58) Develop vocabulary and the ability to use words, phrases, idioms, and various grammatical structures as a means of improving communication 2.1 (58) Using appropriate texts, students will be able to select and apply efficient, effective decoding skills and other word recognition strategies to comprehend printed texts. 2.2a (58) Students will be able to develop an increasingly extensive vocabulary and actively seek the meaning of unknown words as an important facet of comprehending texts and messages by using context clues to determine the meanings of words. 2.3a (58) Students will be able to self-monitor comprehension while reading by (a) generating a purpose for reading. 2.3c (58) Using appropriate texts, students will be able to self-monitor comprehension while reading by (c) taking appropriate actions (e.g.,

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rereading to make sense, adjusting rate of reading, seeking the meaning of unknown vocabulary) to enhance understanding of oral and written text. 2.4bL (58) Students will be able to demonstrate an overall understanding of literary texts by (b) identifying the story elements (e.g., characters, setting, and plot) and story structures (conflict, resolution, cause/effect). 2.4e (58) Students will be able to demonstrate an overall understanding of printed texts by (e) organizing the important points of the text via summaries, outlines, and/or graphic organizers. 2.4j (58) Students will be able to demonstrate an overall understanding of printed texts by (j) accepting or rejecting the validity of the information and giving supporting evidence. 2.4k (58)/2.6b (58) Students will be able to demonstrate an overall understanding of printed texts by (k) relating the content of the text to real-life situations and (b) applying information from printed, electronic, and oral texts to complete authentic tasks. 2.5b (58) Students will be able to critically analyze and evaluate information and messages presented through print by (b) formulating and expressing opinions. 2.5d (58) Students will be able to critically analyze and evaluate information and messages presented through print using critical and divergent thinking, and assimilating prior knowledge to draw conclusions. 2.6a (58) Using appropriate

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texts, students will be able to critically analyze and evaluate information and messages presented through print, speech and mass media and extend meaning by (a) offering a personal response to texts. 4.2a (58) Respond to literary text by making inferences about content, events, characters, setting, and authors decisions. 4.2f (58) Identify the effect of point of view. 4.4a (58) Use literature as a resource for shaping decisions.

Transfer Task #3: Text-Based Writing Imagine that Ponyboy has been asked to speak to the students at Seaford Middle School in order to persuade them to make the right choices in life. He wants to share with them his personal experiences to influence them to stay out of trouble and become a successful adult one day. Write an essay that Ponyboy would have prepared to share with the students at Seaford Middle School. The essay should include an introduction, three or more supporting paragraphs and a conclusion. The essay should include details from the novel as well as what you think Ponyboy would have said to his audience. You will first brainstorm and record details to be included in the essay. After brainstorming, you will write a rough draft. Then, you will revise the rough draft by using the DSTP writing rubric. Finally, you will write the final draft. The DSTP Writing Rubric will be used to evaluate your final writing piece.

1.1 (79) Writers will produce texts that exhibit the following text features, all of which are consistent with the genre and purpose of the writing: development, organization, style, and word choice 1.2 (79) Writers will produce texts that exhibit the following language conventions at all grade levels: sentence formation, conventions 1.3 (79) Writers will produce examples that illustrate the following discourse classifications: by the completion of the grade, writers will be able to write persuasive, informative, and expressive pieces 1.6 (58) Develop vocabulary and the ability to use words, phrases, idioms, and various grammatical structures as a means of improving communication 3.1b (58) Independently extract information to achieve a specific purpose; extract information relevant to a specific purpose. 3.3b1 (58) Independently interpret information as

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appropriate to a specific purpose. 3.3b2 (58) Independently draw conclusions based upon information relevant to a specific purpose; independently formulate logical conclusions based upon information relevant to a specific purpose. 4.1a (58) Connect their own experience to those of literary characters; explain the reasons for a characters actions; identify with characters. 4.1b (58) Connect their own experience to those of literary characters by responding to the sensory, intellectual, and emotional elements. 4.1c (58) Connect their own experience to those of literary characters by relating to the feelings of characters or varying ages, genders, nationalities, races, cultures, religions, and disabilities.

Rubrics for Transfer Tasks

-Delaware State Testing Program Writing Rubric -Personal Narrative PowerPoint Presentation Rubric

Other Evidence
-Vocabulary quizzes -Vocabulary worksheets -Worksheets on literary elements (characterization, plot, conflict, setting, theme, personal connections) -Journals -Chapter questions -Chapter quizzes -Discussion -Jeopardy game -Teacher-created reading assessment with multiple choice questions, short answers, and extended responses

Student Self-Assessment and Reflection

-Journals -Discussion of questions

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From the Outside Looking In Stage 3: Learning Plan

Key learning events needed to achieve unit goals
Learning Activities: What learning experiences and instruction will enable students to achieve the desired results?

Lesson 1 has instructional strategies designed to help students answer these unit questions: -How do texts about social issues affect me? -How does making connections help you understand a story? -How do texts about other ages and genders tell experiences similar to mine? Students will be introduced to the various themes of The Outsiders through a pre-reading Get to Know You activity. Students will be given a handout with a chart of the themes in The Outsiders. Students will walk around the room and find peers who support various ideas on the handout. Their peers will sign their initials if they support the theme described. A discussion will follow this activity so that students will have an understanding of some of the main ideas in The Outsiders prior to reading the novel. This activity will provide background knowledge, as well as allow students to make personal connections to the novel.

Lesson 2 has instructional strategies designed to help students answer these unit questions: -What is the authors angle or perspective? -How do effective writers hook and hold their readers? Students will gather information on the author, S.E. Hinton, by using the Internet. Students will receive a handout, which asks them to locate various pieces of information about the author. Then, students will visit the website, www.sehinton.com, to research for answers to each of the questions. Responses will be written to each question using complete sentences. Discussion will take place following this activity. Students will discuss the life and works of S.E. Hinton. Lesson 3 has instructional strategies designed to help students answer these unit questions: -How do texts about social issues affect me? -How does making connections help you understand a story? -How does point of view affect the reliability of the narrator? -How do effective writers hook and hold their readers? -What are character traits? How do authors portray protagonists and antagonists? Students will use context clues to determine the meaning of unknown vocabulary words in chapters 1-2. Students will read chapters 1-2.

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Students will answer comprehension questions on chapters 1-2. Students will identify character traits. Students will role play various scenes in the text. Students will be given a handout with sentences taken from the novel. In the sentences, vocabulary words will be identified for the text. Students will use the context clues in the sentences to generate their own understanding of the vocabulary words. Discussion will then take place on each of the sentences and vocabulary words from the story. Students will then identify the actual definition for each of the vocabulary words. The reading of the text chapters 1-2 will take place. Comprehension questions for chapters 1-2 will be given to students and students will use RACE and QAR to answer each of the questions. This will demonstrate students understanding of the text read. An attribute web will be given to students for each of the main characters in the novel. Students will complete the webs in order to identify characteristics of each of the characters. A discussion will also take place on each of the characters. Students will be given various scenes to role play. Students will be placed in groups, as well. Discussion will take place on the scene in order for students to gain a clearer perspective of the ideas in the text. Lesson 4 has instructional strategies designed to help students answer these unit questions: -How do texts about social issues affect me? -Can all of our experiences be put into words? -How does making connections help you understand a story? -How does point of view affect the reliability of the narrator? -What is the authors angle or perspective? -How do texts about other ages and genders tell experiences similar to mine? -What is conflict? What kinds of conflicts are there? -How do effective writers hook and hold their readers? -What are character traits? How do authors portray protagonists and antagonists? -Why am I writing? For whom? What am I trying to achieve through my writing? Who will read my writing? What will work best for my audience? Students will participate in a cooperative group activity, which involves making household rules in order to understand the life of the Curtis family. Students will be placed into groups of four and will be told that the members of their group are their siblings. A handout will be given to students that explains the making the rules activity. Each group will have to pretend that they live on their own with their siblings and without parents/guardians. Students will be asked to generate rules that they feel would be appropriate, as well as, household duties and jobs with income, if appropriate. Presentations will take place on each of the groups living styles. A rubric will be used to assess students work and presentations. A discussion will take place on the life that the students would face if parents/guardians were unable to care for them. This will lead students into a discussion on the difficult life that the Curtis family faces since they also do not have adults caring for them in the novel.

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Lesson 5 has instructional strategies designed to help students answer these unit questions: -How do texts about social issues affect me? -How does making connections help you understand a story? -How does point of view affect the reliability of the narrator? -How do effective writers hook and hold their readers? -What are character traits? How do authors portray protagonists and antagonists? -What is conflict? What kinds of conflicts are there? Students will use context clues to determine the meaning of unknown vocabulary words in chapters 3-4. Students will read chapters 3-4. Students will answer comprehension questions on chapters 3-4. Students will identify character traits. Students will be given a handout with sentences taken from the novel. In the sentences, vocabulary words will be identified for the text. Students will use the context clues in the sentences to generate their own understanding of the vocabulary words. Discussion will then take place on each of the sentences and vocabulary words from the story. Students will then identify the actual definition for each of the vocabulary words. The reading of the text chapters 3-4 will take place. Comprehension questions for chapters 3-4 will be given to students and students will use RACE and QAR to answer each of the questions. This will demonstrate students understanding of the text read. Students will demonstrate understanding of conflict in these chapters by answering the following prompt: Ponyboys life changed drastically in one night. In an essay with an introduction, body, and a conclusion, you will write about how and why his life changed. Think about the causes of conflict with the Socs and Darry. Write a three paragraph essay explaining how Ponyboys life has changed in one night. Lesson 6 has instructional strategies designed to help students answer these unit questions: -How do texts about social issues affect me? -How does making connections help you understand a story? -How does point of view affect the reliability of the narrator? -How do effective writers hook and hold their readers? -What are character traits? How do authors portray protagonists and antagonists? Students will use context clues to determine the meaning of unknown vocabulary words in chapters 5-6. Students will read chapters 5-6. Students will answer comprehension questions on chapters 5-6. Students will identify character traits. Students will be given a handout with sentences taken from the novel. In the sentences, vocabulary words will be identified for the text. Students will use the context clues in the sentences to generate their own understanding of the vocabulary words. Discussion will then take place on each of the sentences and vocabulary words from the story. Students will then identify the actual definition for each of the vocabulary words. The reading of the text chapters 5-6 will take place. Comprehension questions for chapters 5-6 will be given to students and students

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will use RACE and QAR to answer each of the questions. This will demonstrate students understanding of the text read. Students will interpret the poem, Nothing Gold Can Stay, by Robert Frost, which is located in chapter 5 in the text. Students will interpret quotations made by Ponyboy from the text in order to identify Ponyboys self image. Students will write a newspaper article that describes the church fire in chapter six. First, students will read a local newspaper article about a fire and identify the elements of a newspaper article. Students will plan their article using a graphic organizer. Then, students will write a rough copy, edit and revise it using a checklist, and write a final copy. Students will also include a picture with a caption that depicts the scene of the fire. Lesson 7 has instructional strategies designed to help students answer these unit questions: -How do texts about social issues affect me? -How does making connections help you understand a story? -How does point of view affect the reliability of the narrator? -How do effective writers hook and hold their readers? -What are character traits? How do authors portray protagonists and antagonists? Students will use context clues to determine the meaning of unknown vocabulary words in chapters 7-8. Students will read chapters 7-8. Students will answer comprehension questions on chapters 7-8. Students will write a personal narrative. Students will develop a PowerPoint presentation outlining the major ideas from the personal narrative. Students will present the PowerPoint presentation on the personal narrative. Students will be given a handout with sentences taken from the novel. In the sentences, vocabulary words will be identified for the text. Students will use the context clues in the sentences to generate their own understanding of the vocabulary words. Discussion will then take place on each of the sentences and vocabulary words from the story. Students will then identify the actual definition for each of the vocabulary words. The reading of the text chapters 7-8 will take place. Comprehension questions for chapters 7-8 will be given to students and students will use RACE and QAR to answer each of the questions. This will demonstrate students understanding of the text read. Students will write a personal narrative. Transfer Task #1: Personal Narrative: Ponyboy Curtis, the narrator of The Outsiders, tells about his struggles growing up during adolescence. It is important to get words on paper about life experiences, in order to reflect on memorable times of your life. You will be writing your own personal narrative that will be placed in a class scrapbook for you to keep as a memento of your seventh grade year. Choose an event in your life that you want to share with others. Describe this event in detail so that others can visualize your experience as you see it. Your narrative should consist of a well-developed introduction, a body with specific details, and a conclusion that ends the narrative. A rubric will be given to students to follow in order to create a PowerPoint presentation that describes the main events of the personal narrative. Students will be taken to the computer lab where they will develop the PowerPoint presentation. Lastly, students will present it to the class and will be graded using the Personal Narrative Presentation Rubric.

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Lesson 8 has instructional strategies designed to help students answer these unit questions: -How do texts about social issues affect me? -How does making connections help you understand a story? -How does point of view affect the reliability of the narrator? -How do effective writers hook and hold their readers? -What are character traits? How do authors portray protagonists and antagonists? Students will use context clues to determine the meaning of unknown vocabulary words in chapters 9-10. Students will read chapters 9-10. Students will answer comprehension questions on chapters 9-10. Students will be given a handout with sentences taken from the novel. In the sentences, vocabulary words will be identified for the text. Students will use the context clues in the sentences to generate their own understanding of the vocabulary words. Discussion will then take place on each of the sentences and vocabulary words from the story. Students will then identify the actual definition for each of the vocabulary words. The reading of the text chapters 9-10 will take place. Comprehension questions for chapters 9-10 will be given to students and students will use RACE and QAR to answer each of the questions. This will demonstrate students understanding of the text read. Students will complete a point of view worksheet that has the student identify Ponyboys point of view for each character. In addition, students will explain in a paragraph or more how Ponyboys attitude towards others and himself changes during the course of the novel. Lesson 9 has instructional strategies designed to help students answer these unit questions: -How do texts about social issues affect me? -How does making connections help you understand a story? -How does point of view affect the reliability of the narrator? -How do effective writers hook and hold their readers? -What are character traits? How do authors portray protagonists and antagonists? Students will use context clues to determine the meaning of unknown vocabulary words in chapters 11-12. Students will read chapters 11-12. Students will answer comprehension questions on chapters 11-12. Students will be given a handout with sentences taken from the novel. In the sentences, vocabulary words will be identified for the text. Students will use the context clues in the sentences to generate their own understanding of the vocabulary words. Discussion will then take place on each of the sentences and vocabulary words from the story. Students will then identify the actual definition for each of the vocabulary words. The reading of the text chapters 11-12 will take place. Comprehension questions for chapters 11-12 will be given to students and students will use RACE and QAR to answer each of the questions. This will demonstrate students understanding of the text read. A theme in The Outsiders is Theres still lots of good in the world. Students will

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locate situations in the novel that support this theme. Students will write a brief constructed response about at least two situations. Students will compare this theme to Johnnys interpretation of Robert Frosts poem and write a thematic essay. Lesson 10 has instructional strategies designed to help students answer these unit questions: -How do texts about social issues affect me? -How does making connections help you understand a story? -How does point of view affect the reliability of the narrator? -How do effective writers hook and hold their readers? -What are character traits? How do authors portray protagonists and antagonists? Students will prepare for the end of the novel test by participating in The Outsiders jeopardy cooperative game. Students will be placed on teams. Each group will take a turn in selecting the category and point value for each jeopardy question. The question will then be displayed on the overhead and all groups will have an opportunity to discuss the question and then answer the question. Points will be rewarded to each group with the correct answer. Lesson 11 has instructional strategies designed to help students answer these unit questions: -How do texts about social issues affect me? -How does making connections help you understand a story? -How does point of view affect the reliability of the narrator? -How do effective writers hook and hold their readers? -What are character traits? How do authors portray protagonists and antagonists? Students will demonstrate understanding of The Outsiders through a test set up like the DSTP. Students will be given The Outsiders test. The rubrics on the short answer questions and extended response questions will be explained to students prior to beginning the test. Students will complete transfer task #2, which consists of text-based writing. The prompt is read as follows: Imagine that Ponyboy has been asked to speak to the students at Seaford Middle School in order to persuade them to make the right choices in life. He wants to share with them his personal experiences to influence them to stay out of trouble and become a successful adult one day. Write an essay that Ponyboy would have prepared to share with the students at Seaford Middle School. The essay should include an introduction, three or more supporting paragraphs and a conclusion. The essay should include details from the novel as well as what you think Ponyboy would have said to his audience. You will first brainstorm and record details to be included in the essay. After brainstorming, you will write a rough draft. Then, you will revise the rough draft using the DSTP writing rubric. Lastly, you will write the final draft. The DSTP writing rubric will be used to assess your final draft.

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Code IP = international education perspective IL = information literacy WR = Workplace readiness/21st century skills FA = a formative assessment, used to check for understanding

Resources & Teaching Tips

o What resources best enrich or support this unit? www.sehinton.com
http://www.seaford.k12.de.us/es/jmwest/Novels/Novels%20Page.htm#The_Outsider s_by_S.E._Hinton_

Technology

http://www.seaford.k12.de.us/es/swhite/general%20ed/novels/outsiders.ht m Personal Narrative PowerPoint The Outsiders Jeopardy Game ELMO Projector Computer/Computer Cart Student Computer Lab

Print
The Outsiders novel Pre-Reading Theme Chart S.E. Hinton Pre-Reading Questions Making the Rules Handout Making the Rules Rubric Character Analysis Web Quotations on Self Image Journals Robert Frost Poem, Nothing Gold Can Stay Chapter 1-2 Study Guide Questions Chapter 3-4 Study Guide Questions Chapter 5-6 Study Guide Questions Chapter 7-8 Study Guide Questions Chapter 9-10 Study Guide Questions Chapter 11-12 Study Guide Questions Chapter 1-2 Vocabulary Context Clues Handout Chapter 3-4 Vocabulary Context Clues Handout Chapter 5-6 Vocabulary Context Clues Handout Chapter 7-8 Vocabulary Context Clues Handout Chapter 9-10 Vocabulary Context Clues Handout Chapter 11-12 Vocabulary Context Clues Handout Chapter 1-2 Vocabulary Quiz Chapter 3-4 Vocabulary Quiz Chapter 5-6 Vocabulary Quiz Chapter 7-8 Vocabulary Quiz Chapter 9-10 Vocabulary Quiz Chapter 11-12 Vocabulary Quiz Point of View worksheet Theme worksheet Vocabulary Webs/Organizers Elements of a Newspaper Church Fire Checklist (for Student)

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Church Fire Checklist (for Teacher) Personal Narrative Directions PowerPoint Slide Handout Autobiographical Incident Frame (Personal Narrative) Autobiographical Incident Rubric (Personal Narrative) Personal Narrative Presentation Rubric Outsiders Reading Assessment DSTP Writing Rubric Outsiders Vocabulary Final Test

Accommodation/Differentiation ideas and tips

Throughout this unit, we will assist special needs students by using one or more of the following accommodations/modifications: -The Outsiders book on tape -Reading and rereading quiz and test questions -Pair reading -Modification of vocabulary quizzes -Modification of The Outsiders reading assessment -Modification of The Outsiders study guide questions -Reading Trackers (while students are reading) -Colored Overlays (while students are reading) -Spell Checkers (while students are writing)

Appendices:

Appendix A
See attachments

Appendix B:
See attachments

Appendix C:
See attachments

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