Life Through Literacy | Nate Polacek's Professional ePortfolio



Middle School Unit—The Outsiders2028825-273050S.E. Hinton’s The OutsidersMiddle School UnitCayla Berry, Nate Polacek, and Hannah Thompson30 April 2012Unit Rationale:S.E. Hinton’s The Outsiders is a remarkable novel detailing universal adolescent experiences. ?Youth can relate to the indelible themes of the text, the unique and relatable characters, and the harrowing and often trying adventures of the Greasers in ways that create an authentic learning experience. ?We envision this unit to be used in a 7th grade class in the second semester of their school year, lending to the previously-established classroom trust necessary to conduct a unit centering on complex subjects. ?This unit on Hinton’s The Outsiders is based on themes revolving around identity, including stereotyping/reputations/clique formation, social justice and empathy, and family relationships and dynamics.At this moment in their adolescence, middle school learners will be in a critical time period of their lives—a time when questioning their identity, their relationships, and their place in life is a natural occurrence. ?Hinton’s gripping plot line will allow students to relate the story to their own lives in several significant ways: The themes are in alignment with the essentials questions and promote themselves towards purposeful teaching for true understanding; the text is integral for psychological and human developmental significance; and finally, students can benefit from the critical literacy development along the self-text-world investigation.The development of the essential questioned proves to be the most crucial aspect of teaching a unit on The Outsiders. ?Encompassing larger, world themes such as identity, social justice/empathy, and family relationships, the essential questions provide a framework for purposeful teaching that fosters true understanding within the students. ?In addition, the essential questions for this unit are conceptually-based questions which focus on deep knowledge and understanding, not simply on the fact-based, declarative knowledge of the book. ?Focusing on the process of the students’ knowledge acquisition, rather than on the end result, will contribute to long-lasting implications for true understanding.Hinton’s The Outsiders can certainly support students academically as they develop skills in grammar, reading comprehension, and writing, as well as fulfilling numerous state standards in the areas of reading, writing, speaking, and listening. ?However, the true strengths of this unit center on the awareness and development of important concepts, such as social justice, empathy, identity, mortality, morality, and life purpose. Lipman, author of Thinking in Education, calls this awareness a “sensitivity to what is problematic” (21). ?Texts such as The Outsiders bring a focus to problems as grandiose as large-scale, universal issues yet as focused as personal challenges. ?The acknowledgement of these issues—or a sensitivity to what is problematic, according to Lipman—bridges an important developmental processes in adolescents. ?The essential questions aimed at identity and social justice/empathy caters to this process as well, allowing students to use The Outsiders to gain a deeper understanding of their own psychological processes in connection to the lives and significance of others.Among the many important themes present in Hinton’s novel, we feel that three prevalent themes are most beneficial for the middle school experience of 7th graders. ?The Outsiders continually asks students to consider the self-text-world connection, a condition that is reflected in the essential questions developed for this unit: Identity, social justice and empathy, and family relationships and dynamics. ?Through the investigation of these themes, students will begin an investigation into the self-text-world trichotomy: Reflecting specifically on The Outsiders, students will be invited to examine the novel through multiple activities that enhance their understanding through multiple discussions on central themes, journal prompts focusing on the elements of the story, and other activities that examine the voices and motivations of the characters in the novel; extending beyond the text, students will then make connections that extend into the world, creating a sense of personal awareness and relating the text to their lives through bridging activities such as weekly “Tuff Time” journal prompts, a contemporary song analysis and a role-playing opportunity; finally, students will bridge the text and the world by connecting themselves to the lives of the characters by completing a “You vs. Who?” final assessment, a comparison/contrast essay in which students will be asked to reflect their own personalities and characteristics in contrast to and connection with those of a character from The Outsiders. Together, these elements bring a rich sense of multidimensionality to the text and continually invite students to consider their place both in the world of the novel and in their own contemporary world.Once learners begin to recognize the connections to the text on a personal level, they open vast doors to learning. ?According to Cushman and Rogers, authors of Fires in the Middle School Bathroom, students are constantly looking for the link to this type of information, even if they may not realize it: “In every interaction kids have with [teachers] and the school, they are looking for information about themselves” (104). ?The Outsiders provides students with this unique opportunity for students to find themselves within the struggling characters in the novel. ?The characters give students a voice through which they can speak, reaffirming the trials of being a teenager yet calling for hope and for change. ?Through the forum of the text, students learn more about themselves, the world around them, and the impact they can have on their surroundings.Hinton’s novel easily guides the development of this self-text-world continuum on many levels. With powerful, well-developed characters, from iconic Ponyboy and the myriad of Greaser boys to introspective Socs like Randy and Cherry, students have ample opportunity to see the world through the characters’ eyes and find a personal connection. ?Empathizing with the characters allows students to gain an introspective look into their own lives and into the lives of others. ?Additionally, The Outsiders shows the transcendence of numerous teenage issues. Though written in the 1960s, issues such as identity development, the evolution of both friendships and enemies, and the conflicting yet interconnected need for autonomy, companionship, and love allow students to find solidarity and guidance through Hinton’s text. ?Finally, the indelible crises in the novel, including the presence of unique and broken families, the need for heroism and gallantry, and the tragedy of the deaths of friends, illustrate for students how to handle the inevitable arduous situations they or someone they know will one day face. ?Developing these skills with the guidance of The Outsiders will help students see their lives in relation to both the text and the world, an integral quality in developing in students the principles of empathy and social justice.In order to grow from the self-text-world investigation, however, students must develop critical literacy skills to help them understand the connections among this trichotomy. ?In his work on challenging critical thinking skills within the classroom, Ira Shor asserts that “critical literacy is language use that questions the social construction of the self.” ?Students at the Middle School level are just beginning the search for the self and are learning to define their individual beliefs; texts such as The Outsiders provide a strong model for students to emulate, imparting the very qualities that Shor professes. When strong novels can provide students with a model for powerful language, students then have the means with which to question the world around them, including—and most importantly—the construction of the self that they have built.Critical thinking allows students to make personal connections to the text, forming lasting implications that bring the world of literature into students’ lives. ?According to Lipman, "students would think better if they could be provided with conditions that would encourage the application of their thinking to the world in which they lived" (208). ?Many times, motivation and attachment to the material suffer because students feel unable to connect the subject of English to their own lives; an adventure with The Outsiders, however, supplies students with relatable characters such as Ponyboy or Darry and the universal themes of independence social justice, experiences that have the ability to not only excite readers, but also draw adolescents into a world of companionship and understanding. Ultimately, Hinton’s The Outsiders presents a unique and valuable text capable of reaching 7th grade students in powerful ways. ?The unit will not only allow students to gain an appreciation for classic literature, but it will also allow for self-exploration and growth, appealing to psychologically and developmentally significant stages of adolescence. ?The various themes presented throughout the novel, including identity development, social justice and empathy, and family relationships and dynamics, present experiences and situations in an environment that allows them to question. ?The text is also paramount in initiating critical literacy skills, most particularly through the invitation to inquisition. To combine all of these strengths, the final project, a “You vs. Who?” essay, will demonstrate how students are able to reflect on the novel as a whole in relation to their identity and characteristics—a crucial task as students adjust to this strange and significant time in their adolescent lives.Pedagogical Orientation/Framework:Working with The Outsiders, there are any number of applicable themes that could be successfully and efficiently taught to 7th grade students in the second semester of their school year: relationships, values systems, journey to maturity, conflicts between social classes, and the list goes on. ?There is no clear-cut mold to which the teaching of the novel must follow, therefore, the teacher is able to freely adapt the themes of The Outsiders to fit the needs of the class at hand. ?Through the development of our essential questions, we chose the primary themes of reputations/cliques/stereotypes, social justice, and the role of the family. ?We chose these particular themes on the basis of understandability and application to the lives of our students. ?Our group decided that these themes would challenge and foster growth within our students in both their academic and personal lives. ?First, we understand the necessity of teaching middle school students how reputations can lead to cliques which can lead to stereotypes. ?Middle school is a critical period in the development of identity and self-perception. ?However, many students are pigeon-holed by their classmates into a particular niche and because of that reputation, students become linked to cliques leading students to generalize and stereotype. ?Fires in the Middle School Bathroom by Kathleen Cushman and Laura Rogers echoes similar sentiments from middle school students. ?“They want the status they will enjoy as older students, and at the same time they worry about fitting into a new social and academic scene where new rules of the game apply” (31). ?Fires also references that students are at a period in their lives where they are searching for a sense of identity. ?“They also notice that middle school holds out a chance to redefine themselves--for better or worse--in the eyes of both teachers and peers” (30). ?The roles of identity, reputation, and status are clearly outlined in The Outsiders and force students to think critically about the world in which they live; why are certain groups perceived in different ways? ?How do these stereotypes affect how we view and treat people? ?How do we overcome this? ?After reputations/cliques/stereotypes, we progressed into the idea of social justice, of what keeps us from seeing other people’s problems and in what ways we are viewed as unequal. ?This theme springboards off of the judging of people and specifically allows the individual to perceive their own use of social justice as a type of metacognition and self-regulation. ?Many of the conflicts that arise in The Outsiders stem from groups not being able to understand each other. ?The same can be said for middle schools. ?With this theme, we seek the teaching of ethical thinking, of empathizing with those around us. ?Finally, our group saw the importance of talking about “family.” ?Though we see this theme as clearly important to both The Outsiders and the students’ lives, we want to make sure we are careful to keep the classroom a safe place. ?Many of our students may have different familial compositions —both from traditional and nontraditional families. ?In discussing the theme of family, we want students to continue the use of empathy and to realize that people are from more than one family. ?This promotes a sense of togetherness and open-mindedness that will allow our class to be both ethical and critical in our discussions.???????One of our primary foci when teaching The Outsiders is an orientation based around application to students. ?Often, teachers teach middle school students novels and focus on core literary concepts--theme, symbolism, character development, plot--in a vacuum, that is, that students learn how to critically analyze texts but fail to see a correlation between this new skill and their own lives. ?Matthew Lipman addresses this in Thinking and Education. ?Lipman writes, “Students would think better if material could be applied. ?The attraction that would spur them on would be their discovery of the meanings they were attempting to master” (208). ?However, teachers and students often become caught up in the teaching of “the subject” rather than Lipman’s concept of promoting applied meaningful learning. ??The subject, then, becomes more important than the students’ personal use and interpersonality of the text. ?Smagorinsky writes about this idea in his chapter about unit design; When asked, “What do you teach?” some teachers answer, “Students.” ?Rather than viewing themselves as subject-area specialists, they see themselves first as teacher of the people who are in their care. ?Taking this approach will make you different from people in the teaching profession. ?There are those who feel that they teach a subject rather than Students. ?When you believe that you are teaching the subject, you release yourself from much responsibility to make sure that your students are learning. (131)More than anything, our orientation focused on the essential questions of our unit. ?Through our unit, we will critically analyze texts and use literary devices to construct meaning and understanding for our students, but we want to make sure that our focus stays on teaching students. ?We feel that this will help students to participate and be engaged in the text and activities because we are performing tasks that are pertinent to them as people in order to create meaningful learning. ?Middle school students are surrounded by reputations, cliques, and stereotypes. ?Middle school students also are at a period in their development when they begin to empathize strongly with others rather than basing their identity on egocentrism. ?Finally, middle school students often clash with their “families” and seek a sense of camaraderie with their peers. ?Through these relevant points, we have focused our lessons on reaching students, letting them enjoy the experience, and giving them something that they can take away and apply to their lives.By making our lessons relevant to students’ experiences, we hope to foster a sense of intrinsic motivation where the students can feel a connection to The Outsiders and the struggles the Greasers and Socs face. ?In terms of our methods, our group focuses on motivation by giving our students opportunities to connect with the story. ?Our warm-up activity, called “Tuff Talk” like that of the Greasers, allows students to write about what they would do in certain situations. ?Would they perform the same actions as Pony and Johnny? ?Beyond that, Tuff Talk allows students to process what is happening both in the book and in their own lives as well. ?Tuff Talk serves as an analytical tool as well as an opportunity to perform metacognitive reflection. ??In the end, our essential questions and objectives focus on students being able to understand the implications of events, the limitations, the benefits, and the need to recognize and empathize. ?Our methods, essential questions, objectives, and lessons aim to allow students to better understand their own actions, the actions of others, to look at their world differently. Materials:????????Supplies-The Outsiders, by S.E. Hinton-Pencils/journal notebooks-Chalkboard/Whiteboard, with chalk or markers-2 different colored highlighters-Various The Outsiders YouTube clips-Masking tape-News articles on bullying/mix it up-West Side Story DVD-DVD player, TV-“How to Save a Life” by The Fray, CD or MP3-CD player or computer with speakers????????Worksheets/quizzes-Week 2 Quiz (1 per student)- Ponyboy’s reflection worksheet (1 per student)-“Venn Diagram/West Side Story vs. The Outsiders” worksheet (1 per student)-Week 3 Quiz (1 per student)-“Crisis & Help” worksheet (1 per student)-“How to Save a Life” worksheet (1 per student)-“Role Playing” worksheet (1 per group)-“Chapters 10-12 Discussion” worksheet (1 per student)Bridging texts-Grease-Westside Story-Mean Girls-”Daily Mix it up Lunch Yields Big Shares” ()-Current newspaper articles on bullying-“How to Save a Life” by The Fray-“Nothing Gold Can” Stay by Robert FrostUnit Goals:Essential Questions:Identity—How do our interactions with others form our perception of identity?Why do stereotypes exist? How do we break them down—or is it even necessary to break them down? What is the value in recognizing stereotyping, both in our lives and in the text?How will our experiences with these terms build our identity?Social Justice & Empathy—How do our choices affect the challenges in our lives?Why are other people’s challenges harder to see than our own?How do we help others? How do we help ourselves?What is the value in recognizing and confronting the challenges in our lives?How do our own experiences help us build empathy for the other??????3. Family Relationships & Dynamics—What is a family?What is the value in creating the family around us?How do our experiences with family affect our lives? ?Objectives:IdentityStudents will understand what reputations are and that reputations affect multiple aspects of adolescent life.Students will understand the dynamics, the purpose, and the limitations of cliques; students will be able to view cliques from the outside and the inside.Students will understand the dynamics, the purpose, and the limitations of stereotypes.Students will understand how reputations, cliques, and stereotypes come together to form judgments and perceptions of identity.Social Justice & EmpathyStudents will understand how choices affect the situations and challenges we face.Students will understand the importance of recognizing problems in other people’s lives.Students will understand the importance of considering other people’s challenges.Students will understand the implications of ignoring other people’s challenges.Students will understand the importance of getting help both for others and for themselves.Family Relationships & DynamicsStudents will understand the different facets of and the dynamics and composition of the family.Students will understand the idea of belonging to multiple families.Students will understand the importance of familial connections. Daily Plans for S.E. Hinton’s The Outsiders:Week 0, Day 0: Context and Intro Day(25 Minutes) 1950’s ContextShow Clip from Grease: Bonfire SceneScaffold plot, characters How are these teenagers different from you or your friends? ?How do they act/talk/dress? (15 Minutes) Show cigarette ads: Showing ads that express the 1950s attitudes towards smoking will help establish the cultural context and provide an explanation for why Greasers smoke the way they do. ?Furthermore, showing additional ads that provide a modern anti-smoking perspective will help scaffold the self-text-world parallel and provide a PSA moment for middle schoolers. Flinstones Cigarette ad ()Why are these kids drinking and smoking so much?What they knew then vs. what we know nowShow current Captain Planet Anti-Smoking ad ()How do Captain Planet’s views on smoking conflict with Fred and Barney’s?)What do we know today about the harmful effects of smoking that we didn’t know back then (1950s, according to Danny/Grease, Fred and Barney)? Bigger than smoking (rest of class)Cultural differences writing assignment. ?In what other ways do you think that your way of life is different from these characters from the 1950’s?Week 1, Day 1: Slang Dictionary(10 Minutes) Tuff Talk: Writing Prompt: Do you speak differently around your parents than your friends/teachers? ?(mention clip from Grease)(15 Minutes) Parts of Speech Scaffolding: Go through Dictionary Definition worksheet as a class in order to scaffold the intention for dictionary definitions. Read through the definition of “tough” and fill in what multiple defintions, related forms, synonyms and antonyms mean and how to apply these elements ?(4-25 minutes) Introduce “Slang Dictionary.” ?We can tell a lot about people by the way they talk, or can we? ?What did you notice about how the characters spoke in Grease yesterday? What do you notice about how you speak to your friends? Parents? Teachers?Many of the words the “Outsiders” use are slang and not technically “dictionary” words, so as we go through The Outsiders, we will create our own “Slang Dictionaries.” ?These slang dictionaries will have multiple sections. ?First, we will create our own Slang Dictionary full of words or phrases that we use. ?After we complete our slang dictionary, we will make an Outsiders Slang Dictionary. ?(Grammar lesson: in constructing the slang dictionary, we will need to scaffold parts of speech and defining words in our own language. Also, the students will need to cite how the word is used in The Outsiders, just like a real dictionary, so we will need to scaffold how to cite properly to avoid plagiarism)Homework: Read Chapter 1Week 1, Day 2: Characters(Students have read Chapter 1)(1- 10 minutes) Tuff Time: Who was your favorite character from Chapter One. Why???????? (2- 5 minutes) Short discussion:What are reputations? ?Going back to Grease, what are the T-Birds’ reputations and how does their reputation affect how they act? (Think about Danny and Sandy) (using context clues)(3- 5 minutes) Characteristic Worksheet- Go over student’s ideas on the characteristics of the Greasers(4- 10 minutes) On the board briefly go through the characters: Pony, Darry, Sodapop, Steve, Two-Bit, Dally, Johnny(5- 20 minutes) Wanted Poster Activity (assesment features and worksheets start on page 29) Break into small groups. ?Assign each group a character (groups can be selected by who wants to look at each character). Each group will make a Wanted Poster of their character. ?The Wanted Poster must include an image of the character (very important because of Hinton’s emphasis on description), a brief character profile (what they are like, what they like to do, prized possessions), their reputation, and a crime that they committed. ?For the remainder of class on the reverse side of the poster, each group will write a letter from the character describing why they committed their crime or why they are innocent, (i.e. Dally stole a carton of cigarettes because he didn’t have the money for them and he wanted to give some to the other Greasers.) Homework: Read Chapter 2Week 1, Day 3: The Socs and the Greasers(Students have read Chapters 1-2)(1-10 minutes) Tuff Time Journal: What are the reputations/ stereotypes of the Socs? ?Are Cherry and Marcia like this?(2-10 minutes) Short Discussion: We talked about reputations yesterday. ?In what ways are reputations good things (tuff, Dally)? ?What ways are they bad?(3- 20 minutes) Venn Diagram of the Greasers and the Socs, how are they similar, how are the different?(4- 10 minutes) Bring up the idea of “cliques.” Discuss cliques in the book as we reviewed them in the Venn diagram. ?How can a clique keep different groups together? Apart? Week 1, Day 4: Reputations, Cliques, and Stereotypes(Students have read Chapters 1-3)(1-5 minutes) Reading Check: Quiz(2-5 minutes) What does Cherry say the main difference between the Greasers and the Socs is? Mean girls—tribes?(3-5 minutes) Review cliques from previous day.(4-30 minutes) Show Mean Girls video—“Cafeteria Tribes”Briefly discuss different cliques, reputations, and the forming of stereotypes. ?Hand out map from the video of Mean Girls. ?Focus on reputation to clique to stereotype: fill out flowchart.How are the different groups represented? ?What are their reputations and stereotypes? ?Are they fair? ?Why or why not?(5- 10 minutes) Tuff Talk: Do you think cliques and reputations are a big deal? ?Why or why not?Week 1, Day 5: Wrong place/Wrong time? (Students have read chapters 1-4)(1- 10 minutes) Tuff Talk: Johnny and Pony are the quiet, sensitive ones and they still get pulled into the mess. Was the murder their fault? ?Why or why not? (2- 10 minutes) Talk about Johnny and Pony—review from the last few chapters and move into the idea of social justice (or injustice)(3-5 minutes) Introduce theme of social justice. ?What does it mean to have justice? ?Did Johnny receive justice? Why?(Remember what made Dally so mean, that whatever he does doesn’t really change anything)(4- Rest of Class) Spend some time talking about Pony and Johnny. ?So far they have been pretty passive characters and now they are thrust into the forefront of the action. ?Role Playing activity: Break into small groups and work on worksheetWhat you have done differently if you were Johnny? Pony?How does their environment pull Johnny and Pony into trouble? ?It is their fault?Homework ?read Chapter 5 and work on Slang DictionaryWeek 2, Day 1: Nothing Gold Can Stay (In-context Grammar Lesson)(Students have read chapters 1-5)(1- 5 minutes) Slang Dictionary Check(2- 5 minutes) Show clip from The Outsiders of “Nothing Gold Can Stay” recitation. () Clip is 1:17 minutes(3- 35 minutes) As a class, analyze the poem “Nothing Gold Can Stay” by Robert FrostRead three times, once to warm up, once to comprehend, once to notice important wordsAs a class, extract words you don’t know, the adjectives, verbs and nouns or “strong” words (Save this list for later)As a class, create list of other descriptive adjectives to use??(4-5 minutes) Wrap up for the day and remind students to save the list of words compiled in class that day.Week 2, Day 2: Poetry and Strong Adjectives(Students have read chapters 1-5)(1- 5 minutes) Tuff Talk- Re-cap yesterday’s lesson on “Nothing Gold Can Stay.”(2-15 minutes) As a class, discuss the meaning of the poem. Is Robert Frost just talking about nature? Is he using it to talk about something that is applicable to our lives?Discussion on what changes in the poem, nature and students lives.What is change? As a class brainstorm things that change?????????? ??????????(3- ?20 minutes) Create a poem that describes change (if possible, rent portable computer lab)??(4-10 minutes) Review proper peer workshopping techniquesBeing respectful“Two stars and a wish” technique ?????What is constructive criticism? ?????????????Week 2, Day 3: Peer Workshopping (Students have read chapters 1-6)(1- 5 minutes) Tuff Talk- What does constructive criticism look like in a peer workshop?(2- 30 minutes) Anonymously workshop 2 peers’ poems ?????????????????????Add “strong” words to class listGive at least 3 word suggestions for “weak” words“Two stars and a wish” techniqueGood PersonBad PersonMakes Good ChoicesMakes Bad Choices(3- 15 minutes) Work, edit, change own poem (if possible, on portable laptops)Homework: Read Chapter 6 Week 2, Day 4: Good vs. Bad(Students have read chapter 1-6)(1-5 minutes) Reading Check: Quiz over chapter 6(2- 25 minutes) Decision grid activity in center floor. Teacher tapes down four connecting squares, big enough for a group of students to stand in. He/she labels each one as shown below:???Teacher then gives students a variety of scenarios in which they must decide the following about the main character in each scenario and move to the coordinating box ??????????Good person/Makes good choices; Good person/Makes bad choices; Bad person/Makes good choices; Bad person/Makes bad choices(3- 20 minutes) Class DiscussionWhat makes a good/bad person? What happens when a “good person makes bad decisions”? What happens when a “bad person makes a good decision”?Homework: Read Chapter 7Week 2, Day 5: Walk a Mile in Another’s Shoes(Students have read chapters 1-7)(1- 5 minutes)Tuff Time Journal- What does it mean to “walk a mile in another’s shoe?”(2- 15 minutes) Explore pre-prepared text and quotes showing Ponyboy’s moments of reflection on seeing others’ problems-What are the consequences?(3- 10 minutes) Jigsaw activity-Read different news articles about bullying and create a four sentence summary (4- 15 minutes) Complete jigsaw groups and tell each group member summary of article ??????????(5- 5 minutes) Closing-How would your news articles be different if someone had walked a mile in someone else’s shoe?Homework- Read chapter 8Week 3, Day 1: Tolerance and Social Justice in our School(Students have read chapters 1-8)(1- 5 minutes) Tuff Talk - Re-cap yesterday’s lesson on walking a mile in someone else’s shoes.(2- 10 minutes) Explore the following passage: ??????????“Greaser didn’t have anything to do with it. May buddy over therewouldn’t have done it. Maybe you would have done the same thing, maybe a friend of yours wouldn’t have. It’s the individual” (102).How doesn’t being a Greaser have anything to do with it?What does being an individual mean?Can one person make a difference?(3-10 ?minutes) Read article on the “Mix it Up” initiative. () ??????????(4- 10 minutes) In small groups, come up with 3 ways to mix it up at our school.ClassesLunch ?????????RecessHallways (5- 10 minutes) Compile list as a class of how to mix it up at our school ??????????(6- 5 minutes) Closing-Challenge students to mix it up throughout the day Homework-Read chapter 9Week 3, Day 2: The Rumble(Students have read chapters 1-9)Objectives:Students will understand what a rumble is and its significance in the novel.Student will understand how to categorize the differences and similarities between multiple inner-city gangs from the 1960s. ?Materials Needed:Copy of West Side Story DVDDVD player, TV“Venn Diagram/West Side Story Vs. The Outsiders” worksheet, one for each studentPlan:(1- 10 minutes) Tuff Talk: Have students turn to their neighbor and explain 1) what happened in Chapter 9. The teacher will then ask for volunteers to share what their small group talked about after 5 minutes of collaboration. The class will make a list of the features of the Outsiders rumble on the board to be used later during the “Venn Diagram/ West Side Story vs. The Outsiders” activity.(2- 5 minutes) Set up: Explain the basic concept of West Side Story (WSS), including characters, plot lines, and setting.(3- 15-25 minutes) Handout the “Venn Diagram/ West Side Story vs. The Outsiders” worksheet. ?Have students take notes on what they see as they watch WSS on the margins of the sheet. Then, watch selected scenes from WSS, including:Chapter 2, Prologue (~6:00-16:45) [10 minutes, 45 seconds] *This section can be cut out or cut down, but I think it gives a good set up for the rivalry between the Sharks and the Jets without going too deep into the storyline.Chapter 15, The War Council (~1:10:00 -1:15:15) [5 minutes, 15 seconds]Chapter 21, The Rumble (1:36:15 – 1:44:15) [8 minutes, 0 seconds]Total viewing of West Side Story: 24 minutes(4- 10 minutes) As a class, complete the Venn Diagram worksheet, focusing on the differences and similarities between the Sharks/Jets and the Greasers/Socs. ?Encourage students to look for:The characteristics of the gang members (race, age, clothing, etc)..The police involvement.Characters who want to fight/Characters who do not want to fight.How each gang fights its enemies (i.e. fighting style, weapons, do the members fight or watch on the sidelines?)How the fight starts.What the fight is over.The outcome of the fight.(5- end of class) Today we focused on the preamble to a fight and the sometimes serious consequences of physical violence. ?After the dust settles, how does regret factor into a crisis? Does Tony regret that Riff and Bernardo died in the fight? Do Ponyboy and Dally regret that Johnny dies as a result of his actions?Homework: Read chapters 10 & 11 (16 pages), continue work on Slang Dictionary Week 3, Day 3: Crisis and Help(Students have read chapters 1-11)Objectives: Students will identify the different character’s reactions to Johnny’s death.Students will understand the different ways to handle a crisis and parallel this knowledge to how the Outsiders handle a crisis. Materials Needed:Copy of Quiz week 3, one for each studentCopy of “Crisis and Help” worksheet, one for each studentPlan:(1- 10 minutes) Reading Check: Quiz(2- 10 minutes) Focusing activity: Read p. 152-154 aloud for the class (from Ponyboy walking into the Curtis’ house, bringing the news of Johnny’s death, to Dally’s death scene in the vacant lot). Review how Dally, Ponyboy, Soda, and Two-Bit handled Johnny’s death; make a list on the board.Dally—slammed fist on the wall, yelled, begged Johnny not to go, ran out of the hospital; robbed a grocery store, hid from police, pulled an unloaded gun on the police, and was killed for his actions.Ponyboy—walked around town in a daze without realizing he was hurt and bleeding, fell ill because of his injuries/the shock of the evening’s events, woke up feeling guilty because Johnny and Dally’s deaths, remained passive and depressed in bed. Thinks that Johnny is not dead and that he (Ponyboy) killed Bob.Soda—made a funny noise and looked like he was going to cry.Two-Bit—closed his eyes and clenched his teeth.(3- 5 minutes) Discussion (Chapters 9 (end)-10): Why does Dally handle the situation the way he does?How do Ponyboy and the other Greasers deal with the pressures of Johnny’s/Dally’s deaths? The trial?How do you handle a crisis?Where could Dally have gone for help?(4- 10 minutes) In groups of two, have students brainstorm a list of community resources where they can go if they need help (i.e. Think: Pair: Share discussion). After 5 minutes of brainstorming time, students will come together and make a class list of munity resources: hotlines, guidance counselors/teachers, community centers specific to towns/regionsFamily/Friend resources: parents/guardians, grandparents/aunts/uncles, older siblings/cousins, trusted friends, trusted adults(5- 10 minutes) Discussion (Chapters 10-11):What should have the Greasers done at the death of their friend?Who is to blame for Dally’s death? The Socs? The Greasers? Johnny? Dally himself?Should Ponyboy have taken part in the rumble? (sick, fever, concussion, nervous over the outcome/uselessness of fighting, etc.)Let’s look at the letter Johnny left for Ponyboy. Why did Johnny leave Gone with the Wind for his friend?What significance does Gone with the Wind have for Johnny? (i.e. being gallant)Why does Randy come to see Ponyboy? Does he feel guilty? Does he feel sorry for Ponyboy/Johnny/Dally?Why does Ponyboy say that he had the knife and killed Bob?Why does Ponyboy think that Johnny is not dead? Do you think he really believes this?(6- 5 minutes) Closure: What is the best thing to do in a crisis? Who would be a good person to talk to if you are involved in something you don’t think you can handle? Tomorrow, we’ll take a look at two friends who help each other through a crisis (through the analysis of The Fray’s “How to Save a Life”).Homework: Complete “Crisis and Help” worksheet, to be handed in tomorrow.Week 3, Day 4: Take my Advice! (Students have read Chapters 1-11)Objectives:Students will be able to analyze song lyrics to draw out important themes.Students will understand how to relate The Fray’s “How to Save a Life” to themes in The Outsiders.Materials Needed:Copy of “How to Save a Life” by The Fray, CD or MP3Appropriate device to play the song—CD player or computer with speakersCopy of “How to Save a Life” worksheet (double sided) for each studentPlan:(1- 10 minutes) Slang Dictionary Check: For bell work, students will take out their Slang Dictionary and find 2 new words in the text to add to their dictionaries. ?We will also review as a class some of the words we have found and work through any questions the students may have. (2- 5 minutes) Highlight it: Put important words from “How to Save a Life” on the board and discuss their meaning. ?These words have been selected because their meaning is crucial to understanding the theme of the song; in addition, the words transfer well to the theme of the novel and the lessons students can learn from the actions of the Outsiders. Before playing the song, discuss what these words mean to the students and how they are related. ?Have students highlight or circle the words while listening to the first playing of the song. ?(*Can also have students raise their hand (briefly) when they hear the words in the song to show understanding and to cue other learners.) Words from the song: Save, Wrong, Right, Defense, Lost, Choice, Friend.(3- 4.5 minutes) Play “How to Save a Life,” with students focusing on the important words listed above.(4- 5.5 minutes) Play “How to Save a Life” again. This time, students will focus on what parts of the song are like the events in The Outsiders. Model with an example using one of the key words, such as “save.” Dally feels guilty of Johnny’s death because Dally believes he could have saved Johnny if he had only made Johnny more tough; Johnny wouldn’t have gone into the burning church to save the kids if he was rough like Dally.(5- 5 minutes) Question it: Have students recreate the song, mapping what happened to the singer and his friend and filling in the gaps of questionable lyrics if need be. ?Students can also use this time to ask questions over specific song lines/topics/characters.(6- 10 minutes) Focus: Together as a class, take a close look at the following lines from “How to Save a Life.” First establish meaning in relationship to the song, and then relate the line to The Outsiders. Students will map the conversation on the “How to Save a Life” worksheet“Grant him one last choice/ Drive until you lose the road/ Or break with the ones you’ve followed”“He goes left and you stay right”“I would have stayed up with you all night/ Had I known how to save a life”(7- 10 minutes) Discuss: The song and Chapters 10-11)Which character from The Outsiders reminds you of the singer? Of the singer’s friend?What parts of the song are similar to the book? Different?What did the singer do for his friend that Ponyboy or the other Greasers could have done for Dally?(8- end of class) Closure: Have students make a prediction on how the book will end. Will Ponyboy’s family help him get through this crisis? Will the Curtis’ get to stay together? Can Ponyboy stay gold?Homework: read Chapter 12 (13 pages)Week 3, Day 5: The Family Factor(Students have read Chapters 1-12)Objectives:Students will understand the different facets, dynamics, and composition of the family unit.Students will understand the idea of belonging to multiple families.Students will understand the importance of familial connections.Materials Needed:Tuff Time journaling materials“Role Playing” worksheet, one for each group of 3 (or 4) students“Chapters 10-12 Discussion” worksheet, one for each studentPlan:(1- 10 minutes) Tuff Time: Journal prompts--How is each member of your family, including yourself, unique and different? How do these differences contribute to a stronger family? How does your family influence you?(4- 20 minutes) Discussion (Chapters 1-12):How is Johnny’s family different than Ponyboy’s? How are the Greaser’s famiies different from Bob’s family?What did Ponyboy learn about his family throughout the book?How is the gang (Steve, Two-Bit, Dally, Johnny, etc) family?(2- 15 minutes) Role Play: Each student is given a role on a card. In groups of 3 (4 if necessary), students will discuss attitudes and beliefs of characters and possible reactions to situations. After discussing their character’s reactions to the given situation, students will create a short (1-2 minute) skit to perform for the class. ?Students may use information and dialogue from any part of the book.(5- 5 minutes) Closure: What are 5 ways a family can influence a person? (Have students write on an exit slip and make a class list of influential family factors.)Homework: Complete “Chapters 10-12 Discussion” worksheet, to be handed in tomorrow.Week 4, Day 1: The Colon and the Semicolon (In-Context Grammar Lesson)Objectives:Students will understand that colons and semicolons can connect ideas to make their writing interesting and more concise. Students will understand that colons and semicolons are used in specific situations when writing.Students will use colons and semicolons to gain a greater understanding of the family dynamics present in The Outsiders.Materials Needed:Pencil and paper for note taking and practice.“Chapters 10-12 Discussion” worksheet from yesterday, completed by students overnight.Context: As semicolons require the knowledge of dependant clauses, independent clauses, and conjunctions, this lesson is most effective after these concepts have been mastered. Rationale: The lessons directly preceding and following this in-context grammar lesson deal exclusively with family relationships and dynamics. ?As a result of this narrowed topic, the writing students completed with the “Chapter 10-12 Discussion” worksheet will naturally lend itself towards focused, connected ideas. ?Therefore, students can benefit from learning about colons and semicolons as a lesson on how to edit and more fully develop their writing. By using samples of their own writing and examples taken from S.E. Hinton’s text, students will have an authentic experience and a unique attachment to the material. Plan:(1- 5 minutes) Opening activity: Pull out “Chapter 10-12 Discussion” worksheet and go over answers. (2- 25 minutes) Introduce rules of colons, and present accompanying examples either directly from Hinton’s writing or using concepts/characters from The Outsiders.Colon Rule #1: Use a colon (:) to introduce a list or series of items. Capitalize the first word in the list, even if it isn’t a proper noun.Colon example from The Outsiders (page 154):“Nobody would write editorials praising Dally. ?Two friends of mine had died that night: one a hero, the other a hoodlum.”Colon Rule #2: Use a colon between the hour and the minute of time.Colon example:Darry said the rumble would start at 7:00.Colon Rule #3: Use a colon between a title and a subtitle.Example showing usage between a title and a subtitle, such as Pirates of the Caribbean: Dead Man's Chest.Put the following examples on the board/projector. As a class, have students put colons in the appropriate places in the following examples:The Socs liked to drive tuff cars[:] Mustangs, Sting Rays, and Corvairs. Ponyboy hung out with his Greaser friends[:] Steve, Two-Bit, Johnny, and Dally.When the movie was done at 3[:]17 pm, Ponyboy stepped out into the bright sunlight from the darkness of the movie house.The concession stand at the drive-in movie theater sold many treats[:] Popcorn, soda, and candy.Because Ponyboy likes movies, he would enjoy watching Sherlock Holmes: A Game of Shadows.S.E. Hinton also uses colons to signal Ponyboy’s private thoughts or memories.Colon example from The Outsiders (page 7)[Sodapop said,] “You’re bleedin’ like a stuck pig.” “I am?” “Look!” He showed me the handkerchief, reddened as if by magic. “Did they pull a blade on you?” I remembered the voice: “Need a haircut, greaser?” The blade must have slipped while he was trying to shut me up. “Yeah.”Colon example from The Outsiders (page 153):“ …Dally had reached the circle of light under the street lamp, and skidding to a halt, he turned and jerked a black object from his waistband. I remembered his voice: I had been carryin’ a heater. ?It ain’t loaded, but it sure does help a bluff.”Semicolon Rule #1: Use a semicolon to join two independent clauses. In this case, a conjunction is unnecessary. The two independent clauses should be closely related. After using a colon, the first word in the next sentence is not capitalized.Semicolon example from The Outsiders (page 9):“…I liked Steve only because he was Soda’s best friend. He didn’t like me—he thought I was a tagalong and a kid; Soda always took me with them when they went places if they weren’t taking girls, and that bugged Steve. ?It wasn’t my fault; Soda always asked me, I didn’t ask him. ?Soda doesn’t think I’m a kid.”Semicolon example from The Outsiders (page 151):“I must have wandered around for hours; sometimes even out into the street, getting honked at and cussed out. ?I might have stumbled around all night except for a man who asked me if I wanted a ride.”Semicolon Rule #2: Use a semicolon between a compound sentence's clauses that are joined by certain transitional words. Use a comma after transitional words and phrases (i.e. in fact, however, instead, for example, consequently, therefore, otherwise).Semicolon example:The Greasers did not like fighting with heaters; instead, they fought with switches and broken pop bottles.Semicolon Rule #3: Use a semicolon between items in a series—if the items in that series contain commas.Semicolon example from The Outsiders (page 154):“Nobody would write editorials praising Dally. Two friends of mind had died that night: one a hero, the other a hoodlum. ?But I remembered Dally pulling Johnny through the window of the burning church; Dally giving us his gun, although it could mean jail for him; Dally risking his life for us, trying to keep Johnny out of trouble. ?And now he was a dead juvenile delinquent and there wouldn’t be any editorials in his favor.”Put the following examples on the board/projector. As a class, have students identify the dependent and independent clauses in the following sentences, and replace the conjunctions with semicolons.Even though they looked tuff, the Greasers were good kids and they didn’t like to fight.Change to: Even though they looked tuff, the Greasers were good kids; they didn’t like to fight.Darry wanted to fight in the rumble because he liked anything that took strength, even if he was proud of being smart, too.Change to: Darry wanted to fight in the rumble; he liked anything that took strength, even if he was proud of being smart, too.(3- 15 minutes) Practice: Students will apply their knowledge of colons and semicolons to their completed “Chapter 10-12 Discussion” worksheet, rewriting their answers to include at least two examples each of semicolons and colons. The teacher will model an example with the class (using the class-generated discussion responses from yesterday).(5- 5 minutes) Closure: How can using colons and semicolons help us relate our ideas on the “Chapters 10-12 Discussion” worksheet?Week 4, Day 2: The Family Factor, Cont. Through Role Play(Students will have read chapters 1-12)Objectives:Students will understand the facets, dynamics, and composition of the family through role-playing scenarios in The Outsiders.Students will understand how to organize and present their ideas through developing a role-playing script. Materials Needed:Script created with group members on Week 3, Day 4Notebook and pencil for taking notes on group presentationsPlan:(1- 10 minutes) Tuff Talk: Have students turn to their neighbor and explain what happened last week in class (role playing family dynamics, grammar mini-lesson on colons and semicolons). The teacher will then ask for volunteers to share what their small group talked about.(2- 10 minutes) Connect with group members to go over the script produced in yesterday’s lesson and get ready to perform the skit for the class.(3- 30 minutes) Groups “perform” their role play in front of class. (2 minutes/group x approx. 9 groups = 18 minutes, plus ~1.5 minutes for discussion/group = ?~30 minutes)After each skit, discuss why they chose this skit and why characters may have reacted in certain ways.What is the influence of family in each skit?(4- end of class) Closure: Tomorrow we’re going to finish our discussion on The Outsiders. Think back to what we did a couple weeks ago with “staying gold”--what do you think that means? Did Ponyboy stay gold? Homework: Finish Slang Dictionary, to be handed in tomorrow. Week 4, Day 3: Nothing Gold Can Stay(Students have read chapters 1-12)Objectives:Students will understand how Robert Frost’s poem “Nothing Gold Can Stay” relates to the theme of the book.Students will understand that “staying gold” has multiple meanings.Students will understand how to “stay gold” in their lives. Materials Needed:YouTube clip from The OutsidersPaper, pencil for “silent discussion” activityPlan:(1- 10 minutes) Tuff Time: Journal prompts--What does Johnny mean when he tells Ponyboy to “stay gold”? Did he stay gold to his friends? To his family? To himself?*The Slang Dictionary is due this day, so students will hand this in after finishing their journal prompt. (2- 15 minutes) Show YouTube clip from The Outsiders movie (the scene where Ponyboy is reading Johnny’s letter). Discuss Johnny’s dying wishes for Ponyboy:What changes Johnny’s outlook on death?Is he happy to die? Proud? What is his advice to Ponyboy?“you’re gold when you’re a kid, like green” – What is Johnny saying?What is the significance of sunsets? It is discussed a few times throughout the novel, what could it symbolize?What does the novel Gone With The Wind have to do with the theme of the novel? The poem?(3- 20 minutes) Silent Discussion: Have students sit in a circle, giving each a blank piece of paper. ?The students then write out two questions about the text, specifically Johnny’s dying wishes for Ponyboy and “staying gold.” One of the questions may be a literal question about the text, but at least one must be a question that will promote discussion (open-ended, not fact-based). When finished, students pass their paper to the right; then, have each student write an answer to one question and add a new question to promote further discussion. When finished, students pass their paper to the right again. Students continue in this fashion four or five times. At the conclusion of the turns, students report one interesting thing from the paper they have in their hands. (4- 5 minutes) Closure: What can you do to “stay gold”? Homework/Agenda: Week 4 Days 3-5+ will center on the final “You vs. Who?” project. Introduction of the project will start on Week 4 Day 4, and continue on throughout the rest of the week. Assessment and Evaluation:Informal Assessments: 3 form rotationsInformal assessments will be given every day at the beginning of class. There are three forms of informal assessment that will be utilized in this unit. The first is a Reading Comprehension Quiz which will ask students to make connections with characters and themes. These quizzes will be graded on a 10 point-scale and with three Reading Comprehension Quizzes, will total 30 points at the end of the unit. The second form of informal assessment utilized in this unit is called “Tuff Talk,” where students are asked to turn to a neighbor and engage in discourse about what was discussed the previous day, what was read in the previous night’s chapter or to answer a prompt given by the teacher. The third form of informal assessment is titled “Tuff Time” which is a journaling opportunity for students where they will be asked to respond to a prompt. These “Tuff Time” journals will be turned in at the end of the unit and graded on completion. Furthermore, students will also engage in assorted projects that will be informally graded on a smaller scale than the final big project. Students be completing both a “slang dictionary” and a short poem on change that will be assessed and graded on content, idea development and word content at the end of the unit. They will also complete various comprehension worksheets that will be graded on completion. “You vs. Who” Final Assessment???????Throughout the course of the 4 week lesson, students will be completing two Venn Diagrams, one asking them to compare and contrast the Greasers and Socs and the other asking them to compare and contrast the West Side Story and The Outsiders rumble scenes. Introducing students to comparison and contrasting throughout the unit with Venn Diagrams will help scaffold them to be able to create a comparison/contrasting final essay.Furthermore, throughout the unit, students will be asked to create a slang dictionary, based on both their own speech tendencies and also those of the characters in “The Outsiders.” Students will be asked to include the words they’ve discovered through the slang dictionary in the comparison/contrasting final assessment. In Week 2, students will explore “strong” and “weak” adjectives and words and will spend time workshopping each other’s work in order to not only help peers’ writing but also to begin to recognize what “strong” and “weak” adjectives are. In Week 3, students will be exploring the correct usage of semi-colons and colons as seen in the original text. These three grammatical elements, alongside the new compare/contrast knowledge will be essential to the final assessment.???????At the completion of “The Outsiders,” students will be asked to complete two-page compare/contrast essay titled “You vs. Who.” For this assessment, students will be asked to compare and contrast themselves to one other character (Greaser or Soc) from “The Outsiders.” They will be asked to determine similarities and differences in personality traits, looks, familial status, friend status, values, beliefs, motivation, etc. They will need to provide textual support and personal experiences.Rubric for “You vs. Who” Final Assessment??????????????????? ?????????Exceeds (5) ????? ???Meets (3-4) ??? ?????????????Lacks (0-2) ?? ????????????ScoreMechanicsStudent’s writing has minimal mistakes (3-5 erros) and editing/ proofreading is obviousStudent’s writing has a few mechanical mistakes (5-10 errors) that could have been eliminated with more thorough editingStudent’s writing has many mechanical mistakes (10 or more mistakes) and no evidence of editing is obviousOrganizationStudent’s writing is clearly organized according to compare/contrast form. There are clear introductions, body and conclusions. Student’s writing lacks some organization. Structure does not follow a clear path. ?Student’s writing has no apparent organization and does not meet requirement of compare/contrast writing. ContentStudent’s writing clearly addresses the prompt in its entirety and is creative.Student’s writing lacks some of the focus needed to address the prompt. Evidence of repetition and ideas are underdeveloped.Student’s writing does not answer prompt and does not include original parison and ContrastStudent’s writing makes it evident that student grasps comparison/ contrasting ?purpose (Presents both sides with supporting details)Student’s writing ?lacks some of the comparison/ contrasting elements (Supports both sides but is missing some details)Student’s writing has no apparent comparison/ contrasting focus (Supports only one side and is missing many details)?AppendixVocabulary List to be used with the “Slang Dictionary” activity on Week 1, Day 1“Tuff Time” writing promptsWorksheets used in various lessonsThe Outsiders-specific Vocabulary List:Greaser--p. 2-3Soc--p. 2Corvair/Sting Ray/Mustang--p. 4/p. 85/+Mugged--p. 5Cowlick--p. 6“Bleeding like a stuck pig”--p. 7Tagalong--p. 9Hood--p. 11Tough/tuff--p. 12“Carry a blade”--p. 13Switchblade/Switch--p. 15Madras shirt--p. 17The fuzz--p. 20Hoodlum--p. 23Chessy Cat--p. 27Chains/heaters/pool sticks--p. 29/p. 140Rumble--p. 29+Rep--p. 39“Making ends meat”--p. 40“Beer blasts”--p.“Chips are always down”--p. 43“Soused”--p. 46Towheaded--p. 59Murder rap--p. 61Pansy--p. 72Gallant--p. 76Cancer stick--p. 80Bewilderment--p. 88Beffeed-p. 88JD’s--p. 95“Didn’t give a hang”--p. 98Heroizing--p. 148Possible “Tuff Time” Writing Prompts:-Would you rather be a Greaser or a Soc? Who are you most like? (p. 2)-How do you get a reputation? Is a reputation a good or bad thing to have? Do you make it or is it made for you? (p. 11)-The Greasers have “rules” for what is OK to do in their gang and what is not OK. What are some rules you have with your friends? What are your values? (p. 29/p. 38)-Cherry Valance says that “things are rough all over.” What are some rough things you have had to deal with in your life? (p. 35/p. 43)-There’s a saying that the grass is always greener on the other side of the fence. What do you think this means? Write about a place you would rather be. Then write about why that place might not be as good as you think.-Dally is Johnny’s hero because Dally’s tuff and always stands up for his friends. ?Who is your hero? What would they do for you? What would you do for them? (p. 76)-Darry’s silent fear is losing Soda or Ponyboy. What are your silent fears? (p. 98)-What are some things you learned how to do for yourself? What are some things you need help with? (p. 102)Name: ___________ Date: _____________Block: ___________1960s Background: (LESSON 2)Language:A GasA lot of fun.All show and no go.Referenced to a car that had all the pretty chrome goodies, butwouldn't get out of its own way.BadAwesome.BadassA tough guy. A guy you really don't want to mess with.BagTo Steal. Example: Who bagged my towel? ; also see ScoreAlso; "What's your bag" meaning what's your problem or where areyou coming from.BlitzedDrunkCruisingDriving up and down the same street looking for races, girls, guys, etc.DeuceA 1932 Ford. As in, "She's my Little Deuce Coupe, you don't knowwhat I got".DudeIn the 60's, a dude was a geek or a panty waist.PadSomeone's house. Example: There wasn't much to do so we all hungout at John's pad, drank Cokes and listened to records.ThongsIn the 60's, thongs were something you wore on your feet.Music:BeatlesElvis PresleyChubby CheckerThe Everly BrothersFrank Sinatra the questions by using the information from the discussions in class. Provide evidencewith page numbers and quotes. Answer in complete sentences.Name:______________________________Date:_______________________________A crisis can come at the most unexpected time. They can be big or small, but the best advice is…Who can we turn to when we encounter a crisis?What community services can help you during a crisis?Would you tell an adult about a problem that you are unable to resolve or attempt to fix? Why orwhy not?How would you help a friend in need? Would you seek an adult for help?“How to Save a Life” worksheet7th Grade Language ArtsWeek 3, Day 4Name:______________________________Date:_______________________________Let’s take a look at the following lines. As we discuss them as a class, write your responses here:-“He goes left and you stay right”-“Grant him one last choice:/ Drive until you lose the road/ Or break with the ones you’vefollowed”-“I would have stayed up with you all night/ Had I known how to save a life”Chapters 10-12 Discussion worksheet7th Grade Language ArtsWeek 3, Day 5Answer the questions by using the novel. You may also use information from the discussions inclass. Provide evidence with page numbers and quotes. Answer in complete sentences.Name:______________________________Date:_______________________________What did Ponyboy learn about his family throughout the book?How are the brothers similar? How are they different? In what ways can they help each other sothat they can live happily together?How is the gang a family?What does the gang (Steve, Two-Bit, Johnny, Dally, etc) do for each other? How do they protecteach other? What does the do for each other that their blood family does not?Chapters 10-12 Discussion worksheetName:______________________________7th Grade Language ArtsDate:_______________________________Answer the questions by using the novel. You may also use information from the discussions inclass. Provide evidence with page numbers and quotes. Answer in complete sentences.How is family portrayed in The Outsiders?Pick TWO family different family dynamics and explain how they interact with each other:-Ponyboy’s family-Johnny’s family-The Greaser’s gang family-Bob’s familyRole Play—The Family Factor worksheet7th Grade Language ArtsWeek 3, Day 5In groups of 3 (4 if necessary), role-play the given situations—in other words, think of how eachcharacter would react to the situation. Your group will then create your own role-play sceneabout the situation. You may use information and dialogue from the novel.*NOTE: Ideally, each group would get their own worksheet page with only their prompt (todiscourage confusion) and extra space to write out ideas and the script for the role-play scene.For the sake of space, however, one document has been created with the prompts for all groups.Name:______________________________Date:_______________________________Group 1Discuss the following situation: Johnny kills Bob during a fight in the vacant lot.Characters:PonyboyDarrySodapopGroup 2Characters:Discuss the following situation: Johnny kills Bob during a fight in the vacant lot.JohnnyJohnny's motherJohnny's fatherGroup 3Discuss the following situation: Cherry's father is driving around town and sees her with Dally,Johnny, and Ponyboy after the movies.Characters:Cherry ValenceCherry’s FatherBobGroup 4Discuss the following situation: Johnny's family is his parents vs. Johnny's family is the gang.Characters:JohnnyJohnny’s motherDallyGroup 5Discuss the following situation: Ponyboy and Johnny run away after killing Bob.Characters:PonyboyDarrySodapopGroup 6Discuss the following situation: Being at home is hard because of all of the tension.Characters:PonyboyJohnnyDallyGroup 7Discuss the following situation: Two Greasers from the city just saved the children from thechurch fire.Characters:Mother of a rescued childJohnnyPonyboy.Group 8Discuss the following situation: Randy's involvement in the fight and the killing of Bob.Characters:Randy (the Soc)Randy's fatherPonyboyGroup 9Discuss the following situation: The future of the Curtis family is in jeopardy if the courtdecides to put Ponyboy and Sodapop in a boys’ homeCharacters:PonyboyDarryJuvenile Court JudgeWest Side Story Vs. The Outsiders7th Grade Language Arts“How to Save a Life” worksheet7th Grade Language ArtsWeek 3, Day 4Name:______________________________Date:_______________________________Directions:Listen to “How to Save a Life” by The Fray.First, mark a circle on your paper every time you see the words SAVE, WRONG, RIGHT, DEFENSE,LOST, CHOICE, or FRIEND.Second, listen to song again for any clues that help you relate “How to Save a Life” to The Outsiders."How to Save a Life"by The FrayStep one you say we need to talkHe walks you say sit down it's just a talkHe smiles politely back at youYou stare politely right on throughSome sort of window to your rightAs he goes left and you stay rightBetween the lines of fear and blameAnd you begin to wonder why you cameWhere did I go wrong, I lost a friendWhere did I go wrong, I lost a friendSomewhere along in the bitternessSomewhere along in the bitternessAnd I would have stayed up with you all night And I would have stayed up with you all nightHad I known how to save a lifeHad I known how to save a lifeLet him know that you know bestCause after all you do know bestTry to slip past his defenseWithout granting innocenceLay down a list of what is wrongThe things you've told him all alongAnd pray to God, he hears youAnd pray to God, he hears youWhere did I go wrong, I lost a friendWhere did I go wrong, I lost a friendSomewhere along in the bitternessSomewhere along in the bitternessAnd I would have stayed up with you all nightAnd I would have stayed up with you all nightHad I known how to save a lifeHad I known how to save a lifeYou lower yours and grant him one last choiceDrive until you lose the roadOr break with the ones you've followedHe will do one of two thingsHe will admit to everythingOr he'll say he's just not the sameAnd you begin to wonder why you cameWhere did I go wrong, I lost a friendSomewhere along in the bitternessAnd I would have stayed up with you all nightHad I known how to save a lifeHow to save a lifeHow to save a lifeWhere did I go wrong, I lost a friendSomewhere along in the bitternessAnd I would have stayed up with you all nightHad I known how to save a lifeAs he begins to raise his voiceName__________________________Slang Dictionarytough???[tuhf]??Show IPA?,adjective,?tough·er,tough·est,?adverb,?noun,?verbadjective1. strong?and?durable;?not?easily?broken?or?cut.2. not?brittle?or?tender.3. difficult?to?masticate,?as?food:?a?tough?steak.4. of?viscous?consistency,?as?liquid?or?semiliquid?matter:?toughmolasses.5. capable?of?great?endurance;?sturdy;?hardy:?tough?troops.Related?formstough·ly,?adverbtough·ness,?nounsu·per·tough,?adjectiveun·tough,?adjectiveun·tough·ly,?adverbEXPANDSynonyms?1.??firm,?hard.?5.??durable.?6.??inflexible.?Antonyms?1.??fragile.?5.??feeble,?weak.Above is an example of a complete dictionary entry. The entry has more than one definition, related forms, synonyms, and antonyms. In your slang dictionary project, you will include all of these.DefinitionsRelated formsSynonymsAntonyms ................
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