UbD Unit Template - Region 1 School...

Course/Subject: Language Arts

Grade(s): 8

Teacher(s): Language Art Curriculum 5-8

C. Paulsen, B. Kinsman, P. Ciccone, L. Sohl, F. Lavoie, P. Rogers

Topic/Title: The Outsiders by S.E. Hinton

Theme(s): Violence, Gangs

Length of Time for the UbD Unit: 4-6 weeks

Date the unit was reviewed by the UbD Team: 5/19/05

Summary of the Unit: The Outsiders by S.E. Hinton is the story of how growing up on the east side of town impacts

Ponyboy Curtis, a fourteen year old boy. The Greasers, a tough gang dressed in blue jeans and t-shirts,

roam the east side. On the west side, The Socials, or Socs, wear madras shirts, drive fancy cars, and party

wildly. The Socs are known for ganging up on lone Greasers. The story unfolds revealing peer pressure,

gang violence, social class conflict and parental abuse. Two boys die, one a hero and one a hood.

Ponyboy vows to make the situation between the Socs and the Greasers better by telling his story, The

Outsiders.

In this unit, students will understand how socio-economic differences create unnecessary barriers

between people. Students will analyze how the author used literary devices and character development to

create a story which, although controversial when published, has withstood the test of time.

Standards Connecticut Curriculum Framework(s): Language Arts (January 2005)

Number Content Standard

Reading

1B

Students will interpret, analyze and evaluate text in order to extend

understanding and appreciation.

Reading

2A

Students will recognize how literary devices and conventions engage

the reader.

2C

Students will recognize and appreciate that contemporary and classical

literature has shaped human thought.

2D

Students will recognize that readers and authors are influenced by

individual, social, cultural, and historical contexts.

UbD Unit

Template Revised : 4/7/04

Approval Stamp

Understanding by Design Unit Template

Enduring Understandings (Students will understand that…)

Essential Questions (Open-ended significant questions related to

the Enduring Understandings.)

Identify Topic(T) or Overarching(O) –

must have at least one overarching

1. Friendship is often revealed more

through challenging times than

through happy times.

2. Humans cannot live and grow

without experiencing a full range of

emotions.

3. S. E. Hinton’s use of language,

story elements and literary devices

contributes to the reader’s

understanding of the stories.

1. How do circumstances impact a

person’s decisions and actions?

2. Does literature primarily reflect culture

or shape?

3. How is the story about me?

4. How do socioeconomic differences

create unnecessary barriers between

people?

5. In what setting is censorship

appropriate?

6. To what extend does the author’s use of

literary devices enhance understanding?

Key Elements: Important Vocabulary, People, Terms, etc.

reformatory premonition circular story violence

acquitted defiance idolized banned

delirious gallantly superiority motif

revolutionary conviction underprivileged cliffhanger

foreshadowing tone eluded conformity

socio-economic differences

Knowledge / Skills – (Students will know / be able to ….)_______________________

Students will know literary devices such as similes, metaphors, idioms, and irony.

Students will know story elements: setting, character, conflict/resolution, theme, tone, and mood.

Students will know about the social issues of the early 1960’s.

Students will be able to compare and contrast the culture of the 1960’s to the present day.

Students will be able to determine characteristics of groups in the novel and compare them to today’s groups.

Students will be able to summarize.

Students will be able to write a persuasive letter.

Assessment with a Detailed Description All performance assessments will be graded using a specified set of criteria known to students.

An assessment may address more than one standard. Every standard must be assessed.

Content Standard(s):

Language Arts: Reading 1A.)Students will interpret, analyze and evaluate text in

order to extend understanding and appreciation.

Language Arts: Reading 2D.) Students will recognize that readers and authors are

influenced by individual, social, cultural, and historical contexts.

Performance – Based Assessment(s): (Include G.R.A.S.P.S. if appropriate)

Students will write a persuasive letter to their school board explaining whether or

not this book should be banned from the school library.

Rubric(s) for Performance-Based Assessment(s) – Include here or attach at the end.

See attached.

Content Standard(s): Language Arts: Reading 2A.) Students will recognize how literary devices and

conventions engage the reader.

Performance – Based Assessment(s): (Include G.R.A.S.P.S. if appropriate)

Using the Inspiration software program, students will create a web of literary

devices. The web must include:

6 or more literary devices

examples from the novel of each device

On a separate paper, students will write a personal reflection explaining how four

or more of the literary devices enhanced their understanding or their experience of

reading the novel, The Outsiders.

Rubric(s) for Performance-Based Assessment(s) are attached at end.

Content Standard(s):

Language Arts: Reading 2D.) Students will recognize that readers and authors

are influenced by individual, social, cultural, and historical contexts.

Performance-Based Assessment(s): (Include G.R.A.S.P.S. if appropriate)

As preparation for the performance task, the students will work in small groups to

create a Culture Clash Collage using text and graphics to depict the Socs and

Greasers. This collage could include categories such as clothing, families, school,

self and group image, and social status as well as any ideas of their own.

For the individual performance task, students will reflect on their group’s collage

and identify the significant differences and similarities between the two groups.

Students will record their reflections on a comparison diagram. See attached

model.

Rubric(s) for Performance-Based Assessment(s) are attached at end.

Other Assessment Evidence: (Tests, quizzes, self-assessment, peer-assessment, etc.)

Teacher observation

Class participation

Journal

Any of the learning activities contained in the menu may be used at the teacher’s discretion in

order to assist in meeting the needs of the students.

Library and Technology Skills: If appropriate summarize how library and technology

skills are integrated within the unit and how you are collaborating with library and technology

staff to plan and implement the unit. Librarians and technology teachers will assist in identifying

appropriate sites, resources, and integrated opportunities.

Students will use “Inspiration” software to complete a performance task.

Students will use the internet to research the time period.

Students will use Microsoft Word to create documents.

Connection to the CMT/CAPT: This unit addresses the following CMT 4/CAPT

objectives.

Forming a General Understanding: The reader will demonstrate understanding of the text’s general content. The reader will:

Determine the main idea (non-fiction) or theme/lesson (fiction) within a written work

Identify or infer important characters, problems, settings, events, relationships and details within a written work

Select and use relevant information from the text in order to summarize events of the text

Use context clues to determine meaning of unknown or multiple-meaning words or figurative language

Developing Interpretation: The reader will construct an interpretation and/or explanation of the text and connect the text to outside knowledge. The reader will:

identify or infer the author’s use of structure/organizational patterns

draw conclusions about the author’s purpose for choosing a genre or including or omitting specific details in a written work

use stated or implied evidence from the text to draw and/or support a conclusion

Making Reader/Text Connections: The reader will connect or associate the text with one’s own life. The reader will:

Make connections between the text and outside experiences and knowledge

Select, synthesize and/or use relevant information within a written work to write a personal response to the text

Examining the Content and Structure: The reader will elaborate on the text and make judgments about the text’s quality and themes. The reader will:

Analyze the author’s craft including use of literary devices and textual elements

Select, synthesize, and/or use relevant information within a written work(s) to extend or evaluate the work(s)

Demonstrate an awareness of author’s or character’s values, customs, and beliefs included in the text

CMT Writing

Grade 8 – Students respond in writing to a persuasive prompt

state a position on a particular topic

support the position with specific details

organize ideas so that the reader will be persuaded

Learning Activities with a Detailed Description

Hook:

Music Connection: Play a song by Elvis Presley, The Beatles, and Hank Williams.

Students will rate each selection on a scale of 1-10. Graph the responses. (E1) OR

Students will identify two groups in their town or school. What characteristics

make up the people in each group? How do people interact within the group and

with others not in the group? (H)

This is a menu of learning activities. Teachers will select activities appropriate for learning styles

of their students.

1. Discussion: What causes people to look down on others or put them in groups?

2. “Tough/tuff” are two different words. Tough is the same as rough, tuff means cool, sharp

like a tuff looking mustang or a tuff record. In our neighborhood both are compliments.”

(Hinton, p. 14 ) Have the students create a collage or montage of things they consider

tuff. Have students share completed projects with classmates.(H) Upon completion of the

sharing, each student will be given an opportunity to reflect and explain in what way their

ideas have/not changed.

3. Attitude Survey: Have students poll classmate to determine their reasons for fighting.

Graph the results. See attached. (E1)

4. Students will read the poem “Nothing Gold Can Stay.” Have them look at each couplet

and write one sentence telling what each couplet means. Share responses. After sharing

responses, have the students write a two to three sentence summary telling what the poem

means. (R)

5. Read pages 76-77. “One morning I woke up earlier … It was beautiful.” With

watercolors, have each student create a sunrise. After the watercolor has completely dried

students will copy Robert Frost’s poem “Nothing Gold Can Stay.” What mood does this

scene create?

6. Response Journals: Explain the quotations. See attached. (R)

7. Reread the confrontation between Darry and Pony Boy. (The passages on the final pages

of Chapter 8; “I ran home, trembling… He wasn’t ever going to hit me again.). Suppose

Darry meets Two Bit later and relates the confrontation. Role play the conversation.

Discuss the different perspectives.

8. Create a “graffiti” wall on the bulletin board. Students will write messages from the point

of view of the major characters in The Outsiders. Examples: “Raise your children with

love.”Johnny Cade. “Don’t be afraid to care.” Dallas Winston. “Money is everything.”

Bob Sheldon. “Let’s Share a sunset.” Cherry Valence. (R)

9. Work in size-appropriate groups to write and perform the converations that might have

occurred in each situation. See attached. (E2)

10. Essay: Discuss how Ponyboy originally perceives his relationship with his brothers.

How/when does this perception change? (E2)

11. In cooperative learning groups: Suppose you’ve been left on your own for a month.

Assign jobs to each member(household/Income). Plan the meals that you would eat for a

week. Who is responsible for each meal? What will you do for transportationa as none of

you can drive legally? Determine house rules such as “lights out,” “visiting hours,”etc.

Plan a schedule of school night and weekend night activities. Each group should share

their ideas. (H/E1)

12. Has the role of gangs changed over the years? What characteristics of gangs of the 60’s

and those of today have changed? What stayed the same? Research these questions. Use

the information to complete a T-Chart.

13. Group Work: Determine ways the following conflicts (assign one per group) can be

resolved peacefully. Share the results.

Darry is angry with his brother Ponyboy because he is two hours late. Darry is

tempted to hit him for the first time.

Johnny and Ponyboy are minding their own business late at night in the park. A

group of drunken Socs come after them.

Dally makes Cherry mad. When he offers her a soda, she is tempted to throw it in

his face.

14. S.E. Hinton refers to Elvis Presley, Hank Williams and the Beatles, who were

revolutionary in the 50’s and 60’s in the music world. What made them or other musical

artists of your choosing revolutionary? Share music/lyrics and explain the significance.

15. Essay: Describe how Ponyboy perceives Darry at the beginning and the end of the novel.

What causes this change? Support your answer with evidence from the novel.

16. Johnny, Ponyboy, and Dallas were heroes. What qualities make them heroes? Think of

one person in your life that is a hero. Write a newscast describing your hero and his/her

qualities.

17. Review the technique of cliffhangers and how it effectively creates tension or suspense in

a story. As a class read and discuss examples (such as p.34, 52; paragraph before break in

Chapter 2, and end of chapter 3). Then in groups, students will find and discuss other

examples of cliffhangers in the novel.

18. Review circular stories by sharing picture books. Discuss how this relates to

The Outsiders. (R)

19. Response Journal: Read the first and last sentences in the book. Why did the author begin

and end the story with the same sentence? When you discover at the end that the story

was Pony Boy’s English essay, does it make the book more or less meaningful?

20. Book review: Students will write a book review for the book, The Outsiders. Students

will need to let their readers know whether this book is of literary value. They must

support their opinions.

21. Reader’s Theatre: Selecting a section from the novel, read it out loud. (E1)

22. Have students discuss the following question, “Do the elements of a story have to transfer

across time and space to be meaningful and of literary value?

23. Group work/ Pairs: Following a disussion about how the author broke the mold of young

adult literature(violence/realism vs. safe/happy ending), generate five questions for the

author about her decision to write such a book and its impact on readers. Read the

author’s biography(attached). Groups will exchange questions and respond to the

questions as the author might. Discuss group responses.

24. Journal: Why did the author choose Ponyboy as her narrator? What other choices could

she have? If it had been told from Soda’s viewpoint , what would have been the major

conflict? Explain.

Resources

Text: The Outsiders by S. E. Hinton

Other Print Sources:

Other S.E. Hinton novels

Chris Crutcher novels

Videotapes, DVDs or Films:

The Outsiders, West Side Story

Software:

“Inspiration” software

Internet Sources with addresses and full title of the site:

Databases:

Supporting materials attached.

Letter Writing Rubric:

The Outsiders by S.E. Hinton Student Name:

CATEGORY Weight

4 3 2 1 Points Earned

Argument

30

All ideas are expressed in a clear and organized fashion. It was easy to determine the writer’s position.

Most ideas are expressed in a clear manner, but the organization could have been better. It was easy to determine the writer’s position.

Some ideas were organized, but are not very clear. It took more than one reading to determine the writer’s position.

The letter seemed to be a collection of unrelated sentences. It was very difficult to determine the writer’s position.

S T

Content Support

30

The letter contains at least 5 specific examples in support of the writer’s position.

The letter contains 4 specific examples in support of the writer’s position.



Sentences & Paragraphs

20

All sentences and paragraphs are complete, well-constructed and of varied structure.

Most sentences are complete and well-constructed (no fragments, no run-ons). Paragraphing is generally done well.

Some sentences are complete and well-constructed. Paragraphing needs some work.

The letter contains sentence fragments or run-on sentences OR paragraphing needs lots of work.

Grammar &

Spelling

15

Writer makes no errors in grammar or spelling.

Writer makes 1-2 errors in grammar and/or spelling.


Writer makes more than 4 errors in grammar and/or spelling.

Format

5

Complies with all the requirements for a friendly letter.

Complies with almost all of the requirements for a friendly letter.

Complies with several of the requirements of a friendly letter.

Complies with less than 75% of the requirements for a friendly letter.

Created by Region One Language Arts 5-8

Literary Device Rubric:

The Outsiders by S.E. Hinton

Student Name:

CATEGORY Weight 4 3 2 1

Points Earned

Web

Design

5

The web is exceptionally clear and easy to read. Information is well organized. Graphics add to the visual effect.

The web is clear and easy to read. Information is well organized. Graphics add to the visual effect.

Either the web is not clear and easy to read, not well organized or the graphics may not add to the visual effect.

The web is not clear and easy to read, not organized and the graphics do not add to the visual effect.

S T

Web Content

35

The student has correctly identified six or more literary devices and given excellent examples for each.

The student has correctly identified six literary devices and given appropriate examples for each.

The student has given appropriate examples for three to five of the literary devices identified.

The student has given appropriate examples for less than three of the literary devices identified.

Written

Reflection Requirement

15

The student has included more than four literary devices in the written reflection.

The student has included four literary devices in the written reflection.

The student has included three literary devices in the written reflection.

The student has included less than three literary devices in the written reflection.

Written

Reflection Content

35

The student’s explanation of how the literary devices aided understanding of the novel was exceptionally clear and well-organized.

The student’s explanation of how the literary devices aided understanding of the novel was clear and well-organized.

The student’s explanation of how the literary devices aided understanding of the novel was

either not clear or

was not well organized.

The student’s explanation of how the literary devices aided understanding of the novel was neither clear nor well-organized.

Sentences & Paragraphs in Reflection

5

All sentences and paragraphs are complete, well-constructed and of varied structure.

Most sentences are complete and well-constructed (no fragments, no run-ons). Paragraphing is generally done well

Some sentences are complete and well-constructed. Paragraphing needs some work.

The letter contains sentence fragments or run-on sentences OR paragraphing needs lots of work.

Grammar &

Spelling

5






Comparison Diagram Rubric:

The Outsiders by S. E. Hinton

Student Name:

CATEGORY Weight

4 3 2 1 Points Earned

Differences (Socs)

28

The writer has provided specific examples in five or more categories.

The writer has provided specific examples in four or more categories.

The writer has provided vague examples or addressed only two categories.

The writer has used examples that are neither specific nor complete for the categories.

S T

Differences (Greasers)

28

The writer has provided specific examples in five or more categories.




Similarities (Socs and Greasers)

28

The writer has provided specific examples in five or more categories




Grammar & Spelling

(conventions)

10





Quality

6

The completed diagram is exceptionally neat and legible. The information is presented in an organized manner.

The completed diagram is neat and legible. Most of the information is presented in an organized manner.

The completed diagram is somewhat neat and legible. Some of the information is presented in an organized manner.

The completed diagram is not neat and legible. The information lacks organization.


Sample for teacher Name: _________________ Date:__________________

By S. E. Hinton

Socs

Both Groups

Greasers

Nice cars

Preppie clothes

Positive publicity

Listen to Beatles

Are accepted by community at large

Attend college

More opportunities both now and in the future

“In” group at school

perceived as winners

High school students

Have acceptance struggles

“Cool”

Live in the same town

Like to party

View other groups with suspicion

Bias toward other group

See same sunsets

Poor

Old/beat up cars

T-shirt/jeans

Listen to Elvis

Leather jackets

Long hair

Lack of school success

Perceived as losers

Negative family relations

“Out” group

Name: _________________ Date:__________________

By S. E. Hinton

Socs

Both Groups

Greasers

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