120 Outsiders

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S. E. Hintons The Outsiders: A Skills-Based Approach to Teaching the Novel

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

SKILLS-BASED LESSONS.............................................................................................. 11Lesson One: Reading Log Set-Up and Setting Exploration............................. 13Lesson Two: Characterization ........................................................................ 20

Lesson Three: OrganizationForeground and Background............................. .25Lesson Four: Symbolism.................................................................................. 32Lesson Five: Conflict ....................................................................................... 38Lesson Six: Allusions..................................................................................... 42Lesson Seven: Point of View .............................................................................. 45Lesson Eight: Figurative Language................................................................... 48Lesson Nine: Theme........................................................................................ 54Lesson Ten: Tone and Mood .......................................................................... 61

CHAPTER GROUP ASSESSMENTS.................................................................................. 67Chapters 14....................................................................................................... 69

Chapters 58....................................................................................................... 73Chapters 912..................................................................................................... 77

IN-CLASS WRITTEN RESPONSE..................................................................................... 81

FINAL ASSESSMENT ..................................................................................................... 89

APPENDICES .............................................................................................................. 103Appendix I: Activities for Language Arts Correlations....................................... 105Appendix II: General Rubrics for Scoring Written Responses ........................... 154

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

Table of Contents


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WHY USEA SKILLS-BASED APPROACH?

The Commission on Reading of the National Council of Teachers of English (2004)defines reading in the following way:

a complex and purposeful sociocultural, cognitive, and linguistic process inwhich readers simultaneously use their knowledge of spoken and writtenlanguage, their knowledge of the topic of the text, and their knowledge of theirculture to construct meaning with text. (Reading and the Reading Processsection, para. 1)

When students truly read with the complexity and purpose described by theCommission, they are able to respond to literature on the critical level demanded bythe current standards and assessments.

In order for students to be able to analyze text on a critical level, they must practiceapplying critical reading and thinking to everything they read in the classroomevennovels. They must develop and practice the skills that will allow them to go beyond theliteral level questions that deal only with plot and definitions. Students must be able todemonstrate an understanding of how the author uses literary elements andtechniques to craft a story. They must also be able to develop and defend their owninterpretations of text and make thoughtful judgments about what they have read. The

ability to connect thematic elements to personal experience, evaluate an authors pointof view or purpose for writing, and recognize organizational techniques the authormight be using to convey an attitude, idea, or opinion are important skills for studentsto use when reading critically. Additionally, students must develop sensitivity forlanguage and be able to explore how authors use language to persuade, entertain, oremotionally affect readers. Students must then be able to communicate this deeperunderstanding of what they have read through effective written responses that arefocused, logical, and well-organized.

Student-teacher interactions that embrace these skills should be an integral, not asuperficial, part of classroom discussions about literature that is read. This guide is

designed for teachers who want to provide that interaction for their students. It allowsteachers to use this novel to teach and assess the skills that will lead their students toread, comprehend, and write with a critical eye.

Overview


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Lesson One:Reading Log Set-Up and

Setting Exploration

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

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

locate information relevant to research questions

Present organized speeches Organize ideas gained from multiple sources such as learning logs

RATIONALE:Middle school students need organizational strategies to help them maneuverthrough the challenging developmental changes in life, both inside and outsideof school. Providing students with structural and organizational skills will helpthem to achieve success. The Reading Logs allow students to organize thenovel lessons and provide structure for responding to the literature. In addition,research shows that if students background knowledge is limited, building

additional knowledge prior to reading will improve comprehension andengagement (Robb, 2000, p. 15). This lesson will serve to organize thestudents studies of The Outsidersand will establish a common base ofapplicable background knowledge for the students.

MATERIALS: Copy of The Outsiders(one per student) Pocket folder with brads or binder with 2030 pages of notebook paper (one set

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

selected materials from the library. Searching for the materials in the library isnot one of the skills addressed in this lesson, although it can easily beincorporated as an extension.)

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

p. 184, S. E. Hinton

Reading taught me sentence structure, paragraphing,

how to build a chapter.


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

in one place. (Students will use a binder or a folder.). State to students that theirlogs will house their personal and academic interactions with the text. Inform thestudents that all handouts, including journal entries and lesson handouts, should

be included in the logs. Explain that the free writing or journal responses shouldbe at least half a page long and can be either hand-written or word-processed(teachers discretion). Note: If students are using a folder with loose leaf paper,they may glue or staple essential handouts onto separate pages.

Explain to the students that their folders or binders will be divided into severalsections:

Journal Entries (blank sheets of notebook paper should be stored in thissection)

Lists Reading Skills Language Arts Resources

Distribute one set of Reading Log Tabs to each student. Give the students time(approximately 510 minutes) to cut the tabs and place them in their ReadingLogs. The tab for each section should be visible for easy location.

Explain that the setting of The Outsiderstakes place in the late 1960s; however,there are many references to the 1950s. Since these time periods may beunfamiliar to the class, tell students that the next activity will serve as anintroduction to those decades.

Show the students the research materials. Divide students into mixed-abilitygroups of three to four students each. Tell the groups that they will present short

oral presentations on assigned topics before the end of class. Distribute onecopy of Background Exploration to each student. Assign one topic to eachgroup and instruct the students to record their topics on their BackgroundExploration pages. Guide students in the cutting and folding of the pages.Explain to the students that they are to research the assigned topic and recordthe information collected in the Summary of Research section. Explain thatone speaker from each group will present the groups findings to the class in ashort (23 minute) presentation.

Possible Topics for Background Exploration Paul Newman

Fads and fashion of the 1950s and 1960s Slang of the 1950s and 1960s Teen clothes of the 1950s and the 1960s Hair styles of the 1950s and the 1960s Music of the 1950s and 1960s S.E. Hinton Rodeos in Oklahoma A summary of Gone With the Wind(by Margaret Mitchell)

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


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A summary of Robert Frosts poem Nothing Gold Can Stay A description of the character Pip in Great Expectations(by Charles

Dickens)

After the groups have researched their assigned topics, ask one speaker from

each group to share the information that was gathered about the topic. Theother groups in the class should listen to each presentation and record theinformation in the Notes on other topics sections of the BackgroundExploration handout. Note: An optional Checklist for Oral Presentations hasbeen provided for teacher use.

Ask students to place their Background Exploration pages into their ReadingLogs.

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


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MASTER

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

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

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

Which information belongs in the empty box?A. Johnny kills Bob in the park.B. The greasers and the Socs have a rumble.

C. Darry saves Ponyboy from the Socs.D. Dally gives Ponyboy and Johnny a gun and money.

3. The last paragraph on page 18 is mainly about PonyboysA. jealousy of Sodas good looksB. relationship with DarryC. reasons for lyingD. thoughts about school

__________________________________________ _______________________

Student Name Date

Final Assessment

The Outsiders

dig \dg\ v1. to break up or remove earth 2. to like,enjoy, or appreciate 3. an archeological excavation4. to discover by careful research or investigation

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

Ponyboy and Johnny hide in an abandoned church.

Ponyboys English teacher gives him another chance to pass.

MULTIPLE CHOICE ITEMS


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AppendixI:Activities for Language Arts Correlations

Jim Burke (2003) defines grammar as the ways words are used to shape meaning,voice, style (p. 124). The connection between reading instruction and language/writinginstruction is inherent, and teachers should assist students by consistently reinforcingand exposing that connection. Burke goes on to write that any close reading of aliterary text or the style of a particularly well-written essay demands careful analysis ofthe writers use of language to shape meaning and create voice (p. 135). S.E. Hintonslanguage choices are just as important to a reading ofThe Outsidersas the way shedevelops the characters, the plot line, and the conflicts.

In many middle schools and junior highs, reading instruction is conducted separatelyfrom language arts instruction. With this logistical separation in mind, the followinggrammar activities are intended to show students the connection between reading andwriting. The activities are purposefully short, so English language arts teachers caneasily integrate them into their current curriculum. The Suggested Timeline on page 6of this manual provides a schedule that both reading and English teachers can use inproviding students with cohesive instruction forThe Outsiders.

Jim Burke (2003) describes his purpose for grammar instruction in this way: In myclass we use grammar to understand how to read and write better and to think withgreater clarity (p. 132). Clear thinking glues the reading and the writing together in a

very meaningful way for students.


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Distribute the following handouts to each student: Fact SheetParts of Speechand Charting Parts of Speech: Sentences from Chapter 1, The Outsiders.

Explain and model the activity using the following instructions:

Say, Today, we are going to review identifying nouns, pronouns, verbs,

adjectives, and adverbs.

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

Move to the chart labeled Nouns. Say, I want to list all of the nouns that Ican find in this sentence on this chart. If I look at the handout, Fact SheetParts of Speech, I can see the definition for a noun. Ask a student from thegroup under the Nouns chart to read the definition for nouns from thehandout. Direct the students to notice the different kinds of nouns and the

examples that are given on the handout. Say, I am going to record thenouns that are in the first sentence. Using a marker, write the following onthe Nouns chart:#1. sunlight, darkness, movie house, things, mind, Paul Newman, ride,home

Say, Notice that movie house is a compound noun and that Paul Newmanis a proper noun. I know that because of the examples that are on the FactSheetParts of Speech.

Ask the group to look at sentence 2 and write the nouns on the chart forsentence 2. Guide them to write the following:

#2. hair, eyes

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

Repeat the procedure for the rest of the charts, demonstrating how thestudents may use the Fact SheetParts of Speech to determine whichwords should be recorded on their specific charts. The following informationshould be recorded: Verbs #1. stepped, had #2. have Adjectives #1. the, bright, the, the, two, a #2. light-brown,

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

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

Activity One: Charting the Parts of Speech (continued)


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Ask each group of students to choose one colored marker and record theassigned parts of speech on the charts for sentences 39. Allow approximatelyseven minutes for them to complete the activity.

Distribute a copy of Charting Parts of Speech Sentences from Chapter 1,

The OutsidersAnswer Key to each group and allow them to self-correct theircharts, using a different colored marker from the one that was used to recordthe original responses. Tell the students to look at any corrections that they hadto make and be ready to share what they learned from the activity with theclass.

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



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MASTER

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

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

2. I have light-brown, almost-red hair and greenish-gray

eyes(p. 1).

3. Hes always happy-go-lucky and grinning, while Darryshard and firm and rarely grins at all(p. 2).

4. Sodapopll never grow up at all(p. 2).

5. I dont know which ways the best(p. 2).

6. Ill find out one of these days(p. 2).

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

8. Were poorer than the Socs and the middle class(p. 3).

9. I reckon were wilder, too(p. 3).



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MASTER


Fact SheetParts of Speech

NounsWords that name persons, places, things, ideas Common nounsdog, cat Proper nounsRover, Fluffy Concrete nouns (take up space or can be identified through the five senses)desk,

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

PronounsWords that take the place of nouns Personal Pronouns

I me my, mineyou you your, yourshe, she, it him, her, it his, her, hers, itswe us our, oursyou you your, yoursthey them their, theirs

Interrogative Pronounswhichwhom

Relative PronounsthatThe dog that we petted was friendly.

Indefinite Pronounseveryoneanyoneno one

Demonstrative Pronouns (point out specific nouns)thatThat is a great movie.thoseThose are my books.

Reflexive and Intensive Pronounsmyself, yourself, himself, herself, itself, ourselves, yourselves, themselves


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MASTER


VerbsWords that show action or states of being Action Verbs (show action)

Transitive verbThe boy hit the ball.Intransitive verbThe boy shouted loudly.

Verbs of Being (connect the subjects of sentences to adjectives, nouns, or

pronouns)I am a student.is, am, are, was, were, be, being, been

Verb Phrases (main verbs joined with helping verbs)The dog will have beenbarking for an hour.

Voice of Verbs (shows whether the subject performs the action or receives theaction)

Active voiceThe boy hit theball.Passive voiceThe ball was hit by the boy.

AdjectivesWords that describe nouns or pronouns

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

ArticlesaA book is missing.anAn apple is tasty.theThe boys are playing.

Proper AdjectivesMy English class is fun.The American flag is beautiful.

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

howThe dog barked loudly.whenThe dog barks often.whereThe bus will stop here.to what degreeThe man was very happy.

Adverbs describe verbsThe boy ran quickly. Adverbs describe adjectivesThe very tall boy read the book. Adverbs describe other adverbsThe boy ran very quickly. Conjunctive adverbs show relationshipsI dont like pizza; nevertheless I ate a

piece.


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