Outsiders - Web viewChunk one is comprised of chapters one through three. These chapters will be taught through a teacher-directed lesson. I chose to combine these chapters into a

Novel Unit: “The Outsiders”Grade: 8th

Fayzah Yahya

20 November 2013

Chunking Plan Rationale

The novel I will be using is titled “The Outsiders” and I will be chunking it into five

chunks: chunk one are chapters one through three, chunk two are chapters four through six,

chunk three are chapters seven through nine, chunk four are chapters ten through twelve.

Chunk one is comprised of chapters one through three. These chapters will be taught

through a teacher-directed lesson. I chose to combine these chapters into a chunk because they

introduce the characters and give much detail and information on the two groups, Socs and

Greasers, and the problems between them. It is in these chapters that students will understand

why Ponyboy is need of choosing between conformity and individuality. It is in the third chapter

that Ponyboy shows rebellion against his brother Darry. After coming home late, Johnny gets

scolded by Darry. While they are arguing, Darry smacks Ponyboy and that’s what leads Ponyboy

to run away from home. To introduce the three chapters, I plan to show a collage of pictures that

represent events that will take place as well as objects that will be used. Students will get a

chance to predict what the chapters will be about. Then the students will read a problem and

answer questions. The problem will be the same as the one Ponyboy experiences when the soc

find him walking alone. After answering the questions, students will choose between these

activities: role-play, character collage and who would like which music?

Chunk two is comprised of chapters four through six. These chapters will be taught in

collaborative learning groups, this way the students can try something on their own. I chose to

combine these chapters into a chunk because it is in these chapters that Johnny commits murder

and he and Ponyboy are forced to runaway to the church and stay there for several days. When

Johnny commits murder and he and Ponyboy run away, they know they made a bad choice.

Throughout their stay at the church, they contemplate about who they really are as individuals.

To kill time, Ponyboy reads “Gone With the Wind” out loud to Johnny, something he couldn’t

have done back home. He and Johnny watch the sunset and Ponyboy recites the poem “Nothing

Gold can Stay.”He then admits to Johnny that he wouldn’t be able to tell Darry, Two-bit or Steve

about the sunset and that’s what makes him different. In the next scenes, Dally comes to visit

them at the church and takes them out to eat. When they return to the church, they find it in

flames. Ponyboy, Johnny and Dally end up saving the kids who were inside the burning church

and that’s when Johnny gets injured and taken to the hospital. As an assignment, students will

review the task sheet and be numbered off into five groups. In these groups, students will first

write and discuss major events that occurred in the section of the novel. Each group will then

examine Robert Frost’s poem first and fill out the worksheet where they will have to define

purpose, mood of the poem, and an image to represent the poem. They will then examine a

different poem in which they will have to define purpose, mood of the poem, and an image to

represent the poem. The group will then design a poster that compares Robert Frost’s poem to

the group’s poem. The next day, students will present their posters to the class by reading the

poem, describing it, and comparing it to Robert Frost’s. While one group presents, the other

groups are taking notes. The students will then choose to do a wanted poster, news article, or

poem.

Chunk three is comprised of chapters seven through nine. The lesson for these chapters

will be teacher-directed. I chose to combine these chapters into a chunk because they deal with

the struggles and loss that Ponyboy goes through and how that will affect his decision of

choosing between conformity and individuality. In these chapters, Johnny is taken to the hospital

for his injuries. Johnny, Dally and Ponyboy become heroes on the front page of the newspapers.

The rumble, which is the fight between the greasers and Socs takes place soon after. The final

big event of the chunk is Johnny’s death. To introduce the chapters, I will show a clip from the

movie, “The Sandlot” where the rich kids try to bother the gang and the gang challenges them to

a game of baseball where they end up winning. While watching the clip, students will take notes

of elements that are similar to the novel, and answer questions for later use. After answering the

questions, students will have a writing prompt to complete which will ask them if they have lost

a dear person. They will then choose between these activities: news cast, hero poster, movie

scene comparison.

Chunk four is comprised of chapters ten through twelve. This lesson will be teacher-

directed because it is the last one. I chose to combine these chapters into a chunk because they

comprise of the reflection and Ponyboy’s choice of individuality. In these chapters, Ponyboy

reflects a great deal on Johnny’s and Dally’s deaths. He also finally understands his brother

Darry and gets a chance to speak with characters from the Socs group. He reads the letter that

Johnny left for him in the book “Gone With the Wind.” In this letter, Johnny tells Ponyboy what

he thinks Robert Frost’s poem means. He explains that a person is gold when they are a kid, that

everything is still new. Johnny advices Ponyboy that staying gold is a good way to be. Therefore,

after everything he has been through, everything he has heard, seen and done, with different

characters, Ponyboy finally realizes that it’s alright to choose individuality. As an introductory

activity, students will have a gallery walk where they will walk around the room in groups,

looking at pictures of teenagers from all walks of life. They will answer questions for every

picture they see. The point of this activity is to show them that everyone is different and unique.

Also, they will understand why it is not right to judge someone based on their ethnicity, social

status, color, and anything that makes them different. After answering the questions, students

will choose between the alternative ending activity, talk show or the essay.

Overall Rationale

I have chosen to complete my unit plan on the novel, “The Outsiders” because it relates

to the human condition of choosing between conformity versus individuality in everyday

situations. Conformity is a type of social influence involving a change in belief or behavior in

order to fit in with a group; while individuality is the quality or character of a particular person

that distinguishes them from others of the same kind. In everyday life, people are seen choosing

between conformity and individuality whether it is at work, school, at home or in public. To

conform or not conform; that is the question that every person asks themselves when they are in

situations where social influences exist. While one person may choose to conform in order to fit

in with a group, another person might choose instead to be a rebel by distinguishing themselves

from any group. For example, one person might choose to conform to the school’s popular group

rather than be themselves; while another person would rather act, dress, and think the way they

want rather than follow what’s mainstream. Therefore, in the end, the decision goes back to each

and every one of us whether to be ourselves or follow others.

In regards to teenagers, this novel would definitely be of interest to them because it

contains a theme which they are probably living through at their age. It seems students find this

book a validation of what they see in their own lives and appreciate reading about the struggle

for individual identity while still wanting to belong to a group. The whole idea of conformity

versus individuality is very important for teenagers to understand at their age and time. They are

at a stage in their lives where conforming to the “group” and trying to change in order to fit in is

occurring or going to occur as soon as high school begins. They probably think that

distinguishing themselves would lead them to be unpopular and not cool; therefore wiping that

idea away. That is why it is vital for teenagers to read such a novel as “The Outsiders” to

understand that they are not alone and that Ponyboy is going through the same thing. Also, the

whole concept of the in-group and the out-group remains the same through time. There will

always be a teenager who is debating whether or not to conform to a certain group; whether to be

themselves or be classified as something. That is why it is essential that teenagers know the

difference between conformity and individuality through reading “The Outsiders” and getting in

touch with the characters. I believe reading this wonderful novel will get the students thinking

about their own lives and how the theme compares. And who knows, some students may even be

inspired by the novel to choose individuality over conformity.

The students for whom this unit is designed for are eighth graders. There are two students

who are poor readers, while the rest of the class is made up of good and great readers. They are a

mix of males and females. In regards to social status, some students are high class, some are

working class and a few are middle class. There is a group of girls and boys that is popular and

cool according to rumors and it is evident in the way they behave. The students in this group are

very privileged and due to that, they can be quite arrogant in their speech. They wear the best of

clothes, live in the best of neighborhoods, and have educated, rich parents who provide anything

and everything to them. Another group of students is not as lucky because they are the sons and

daughters of working parents who work hard to make ends meet. These students wear hand-me-

downs, live in not-so-great neighborhoods and have to work part-time to help their parents out

and to pay for their own expenses. The third group is not a group, but rather just several students

who would rather not speak to anyone and just mind their own business.

Racially speaking, the class is not as diverse as it should be with 90% of the students

being Caucasian and 10% being other. There seems to be a great number of Caucasian students

due to the area that the school is located in. It is a school that is located in between the suburbs

and an urban area. That explains the reason for the line between the student’s social statuses.

Some students come from the suburbs while others are from the urban area.

As for interests, some of the students are diverse in their interests while others share the

same interests. Two boys are on the football team and, two girls are on the cheerleading team,

five boys don’t have any specific interests because they work part-time and don’t have the time

for any extracurricular activities, one girl tutors afterschool and loves to read, two other girls

hang out all the time and enjoy listening to music on their iPods, three girls are on the volleyball

team, two boys are in the math club, three girls don’t have time for anything because of problems

at home, one boy sleeps in class all the time, one girl is always getting in trouble in all her other

classes and the rest of the class enjoys different subject areas and sports but are not in any clubs.

Most of the boys enjoy listening to rap music while the girls are into the latest songs that come

up on the radio. The class seems, as a whole, to enjoy gossip and rumors. They get excited when

they hear that a fight occurred, a student got expelled, two students going out or as simple as a

student saying something silly in class. The students can’t wait to find something to talk about.

It seems when it comes to student concerns, some students have no concerns while others

do. The students who live in the urban areas worry about their parents and how hard they are

working to make ends meet. They care about school but they are more concerned with their part-

time jobs and helping to pay off bills and expenses. One kid comes to school, does his work, then

quickly goes to his work afterschool. Another kid would rather spend all his time at school

because he is afraid to go to an empty home. His parents are divorced and his mom is always

working. One girl is concerned with her grades because she knows that education is her ticket

out of her tough life. On the other hand, the kids who live in the suburbs never show any

concerns unless it’s about losing a football game or missing an important club meeting. They are

only concerned with showing off and picking on other kids. The kids who are neither poor nor

rich are concerned with their classes and to get done with the school year.

Objectives

1. Students will view and discuss different photos depicting individuality and conformity.2. Students will complete the anticipation guide.3. Students will view, discuss and answer questions about the PowerPoint.4. Students will view a collage of pictures and answer questions.5. Students will read and discuss problem-solution prompt.6. Students will define vocabulary.7. Students will read chapters 1-3.8. Students will complete and discuss content, interpretation, and application questions after

reading chapters 1-3.9. Students will complete one of the following concluding activities:

i. Role-playii. Who would like which music?

iii. Character collage 10. Students will review Collaborative Learning Task Sheet and directions sheet for chunk 2

of the novel.11. Students will work in small collaborative learning groups and discuss chunk 2 of the

novel according to the tasks listed in this lesson plan.12. Students will examine Robert Frost’s poem and compare it to themes found in another

poem.13. Students will plan and present a poster comparing Robert Frost’s poem with another

poem.14. Students will take notes while each group is presenting their poems. 15. Students will watch and answer questions on a scene from the movie “The Sandlot.”16. Students will complete and discuss the writing prompt.17. Students will define vocabulary.18. Students will read chapters 7-919. Students will complete and discuss content, interpretation, and application questions after

reading chapters 7-920. Students will complete one of the following concluding activities:

i. News castii. Hero poster

iii. Movie scene comparison essay21. Students will view pictures of different teenagers and answer questions.22. Students will define vocabulary.23. Students will read chapters 10-12.24. Students will complete and discuss content, interpretation, and application questions after


- News cast- Hero Poster- Movie scene comparison

Introductory Activity for Entire Unit

Objectives:

1. Students will view and discuss different photos depicting individuality and conformity.2. Students will complete the anticipation guide.3. Students will view, discuss and answer questions about the PowerPoint.

Activities:

1. Teacher will show different photos depicting individuality and conformity and ask students these questions:

i. What do you see in each picture?ii. What is the meaning of each picture?

iii. What comes to your mind when you see these pictures?iv. What theme can you come up with for each picture?v. Which picture can you relate to?

2. Students will complete and discuss the anticipation guide.

3. Students will view and discuss the PowerPoint.

i. What did you find most interesting about the sixties? Explain.ii. Did you learn anything new about the sixties that you didn’t know before?

If so, what? iii. Can you relate to anything that has been presented to you in the

PowerPoint? iv. Which slang word do you like the most? Why?v. What do you think the poem by Robert Frost means? Explain.

vi. Do you look forward to reading the novel? Why or why not?

Chunking plan 1

Literary Selection: “The Outsiders”-Chapters 1-3

Objectives:

1. Students will view a collage of pictures and answer questions.2. Students will define vocabulary.3. Students will read and discuss problem-solution prompt.4. Students will read chapters 1-3.5. Students will complete and discuss content, interpretation, and application questions after


i. Role-playii. Who would like which music?

iii. Character collage

Introductory Activities:

Students will view the collage of pictures and answer questions: What do you think will happen in chapters 1-3 based on the photos? Write at least three

sentences. Are you interested to know what would happen after viewing the collage? Why? Can you guess which picture comes first, second, third and so on? Which picture do you look forward to reading about? Why?

Problem-solution

You are a fourteen year old boy who likes to read and watch sunsets. You live with your two brothers in a poor area. You are unable to walk alone in the streets in fear that you will get jumped by a group of privileged, rich kids. Because you are poor, you get picked at and are expected to be a part a group; a group that will protect you and be there for you but also one that does not allow you to express your own identity. One day, you decide to go to the movies alone, knowing that it is dangerous. You just want to feel normal for once and do something without anybody’s protection. On your way home, a group of rich kids spot you while driving and are coming your way.

What would you do? Why? Where would you go? Why? Would you try to reason with them? Explain. Would you regret going out by yourself? Why or why not. Has this ever happened to you? Explain.

Vocabulary:Editorial Hesitation Incredulous

Nonchalantly Rebellious Reputation

Apprehensive Contempt

Plan to use QuestionsStudents will work with partners after being numbered off.

Name____________________________________________________Date_______________

Content questions: Chapters 1-3

1. When Ponyboy stepped out of the movie house, what two things were on his mind?

2. What other names do the Socs go by?

3. What do the group of rich kids do to Ponyboy?

4. Who was the first person to get Ponyboy on his feet and start shaking him?

5. Who was the second person to examine Ponyboy’s injuries?

6. Describe each of the characters and their relationship with one another.

7. What novel does Ponyboy read for homework?

8. Who are the socs? Who are the greasers? Give three details of each.

9. How do Ponyboy's relationships with Darry and Sodapop differ? Explain.

10. Why is the 'gang' important to Johnny?

11. How does Ponyboy react to what Sodapop tells him about Darry?

12. Who does SodaPop tell Ponyboy he is going to marry?

13. Who does Ponyboy like better: Sodapop or Darry?

14. What drive-ins do the Socs go to and which do the greasers go to?

15. Why didn’t Ponyboy, Johnny, and Dally pay to get into the drive-in movie?

16. How much does it cost to get into the movies?

17. What is Cherry’s real name? Why is she called Cherry?

18. What did Cherry do when Dally brought her a Coke?

19. What does Ponyboy think of when he hears the word “dropout?”

20. Give three reasons why Cherry and Marcia are not scared of Johnny and Ponyboy even

though, like Dally, they are Greasers.

21. Why had Cherry and Marcia left their boyfriends at the drive-in?

22. What are two rules Greasers have for themselves?

23. Why were they used to seeing Johnny “banged up?”

24. How did Johnny get beaten up?

25. What did Cherry say was the main difference between the Socs and the Greasers?

26. What was the name of Sodapop’s horse?

27. What happened to Soda’s horse?

28. Why did Johnny stare at the rings on the Soc’s hand?

29. Why did Cherry and Marcia let their drunken boyfriends drive them home?

30. What was the last thing Cherry says to Ponyboy before she leaves in the car?

31. How long has it been since Ponyboy’s parents were killed?

32. Why was Ponyboy late getting home?

33. Why did Darry get angry with Ponyboy and hit him?

34. Where did Ponyboy go after Darry hit him?

Name____________________________________________________Date_______________

Interpretation questions: Chapters 1-3

1. Is the story located in an urban, suburban or rural area? How can you tell?

2. What three things happen at the beginning of the novel?

3. What type of a person is Ponyboy? Why does he differ from the others?

4. Why does Ponyboy regret walking home alone?

5. Why is walking home alone dangerous?

6. What is a greaser according to you? Explain.

7. What do you think was going through Ponyboy’s mind when the corvair spotted him?

8. What is the difference between the way Darry and Sodapop talk to Ponyboy after they chase after the rich kids? Explain.

9. If Ponyboy was asked to choose between Darry and Sodapop, who would he choose? Why?

10. Of all the gang members, who do you think is not afraid to get into trouble? Why?

11. What would the word “tuff” be translated to in our world today?

12. Do you think Darry loves Ponyboy? Why does he treat Ponyboy the way he does?

13. What does Sodapop do when Sodapop and Darry get into an argument? Why do you think he does what he does?

14. Why does Ponyboy compare Sodapop to a Greek god?

15. What does Ponyboy mean on page 8 when he says, "I lie to myself all the time"? Do you ever lie to yourself? Why?

16. Why do the Socs and Greasers go to different drive-ins? What would happen if they went to the same ones?

17. What does Ponyboy mean when he says “nobody in his right mind wants to be around when the fuzz show?” What term is used today instead of fuzz?

18. Why does trying to embarrass the girls not appeal to Ponyboy?

19. Were the girls sitting in the front greaser girls? How would have greasers girls have been dressed?

20. Why does Johnny tell Dally to leave the girls alone?

21. Why didn’t Dally cause trouble to Johnny for interfering?

22. Why did Two-Bit apologize for scaring Johnny?

23. Why do you think the greaser’s two rules are important to them?

24. Why were people staring at Ponyboy and Cherry? What do you think the people might be thinking to themselves?

25. What did Cherry mean when she said, “Things are rough all over”?

26. Why did Ponyboy think that maybe his world and Cherry’s weren’t so different?

27. What conclusion does Ponyboy come to about Socs and greasers?

28. Why is it easy for Ponyboy to talk to Cherry? What has she helped him understand?

29. Why is it hard for Ponyboy to express his individuality? What’s stopping him?

30. What does seeing the sunset at the same time as Cherry mean to Ponyboy?

31. Why doesn’t Johnny get angry when Ponyboy points out that he isn’t wanted at home? Explain.

32. Why did Ponyboy wish he was dead and buried somewhere?

33. Why does Darry slap Ponyboy? Why do you think it is such a big deal?

Name____________________________________________________Date_______________

Application Questions: Chapters 1-3

1. What would you have done if you were Ponyboy and were being followed by the rich kids? Explain.

2. Do you know anyone who has a hard time being himself/herself? Who and Why?

3. Which character do you relate yourself to the most? Why?

4. Have you ever been forced to conform to a specific group? When and what happened?

5. Does the problem between social class occur in your school or anywhere else? How?

6. Are you a part of a gang? If so, what are your rules and what makes your group unique?

7. In our society today, do groups form according to social status? Explain.

8. Why do you think S.E. Hinton wrote about the topic of individuality and conformity?

9. What groups tend to be bullied and looked down on in our society?

10. If you were Sodapop and saw your brothers arguing, what would you have said or done to make them stop?

11. Have you ever been punished for coming home late? By who and what happened?

12. Do you think it was a good idea for Ponyboy to leave the house after Darry slapped him? What would you have done?

13. Who is your favorite character? Why?

14. Have you ever done things that other people found weird? If so, what did you do?

15. Have you ever watched the sunset? If so, how did it look and make you feel? If not, would you want to watch the sunset?

16. If Ponyboy never met Cherry and had that talk with her, would he have learned anything new about how the Socs mentality?

17. Do you believe everyone has problems no matter their social status? Why?

18. If S.E. Hinton decides she wants to add another charater to the story, what type of a character would you like her to add? Give a name, detail on appearance, behavior, and how he/she fits in the story.

19. Johnny’s parents don’t want him at home and his father beats him up. Do you know anyone who is in the same situation? What, in your opinion, could Ponyboy do to help Johnny?

20. Ponyboy says that he lies to himself all the time, do you? Why or why not?

21. In the story, many slang words are used to describe the police and how objects look. Do we have any slang words in our society today? If so, list as many as you can and give their meaning.

22. What part of the first three chapters did you find interesting or new? Why?

23. When Cherry tells Ponyboy that if she meets Dally again she will fall in love with him, what would you have replied to her? Why.

24. Ponyboy likes to read and watch sunsets. What are interests or hobbies that you like to do? Why?

25. Do you look forward to reading the rest of the novel? Why or why not.

ACTIVITIES AND ASSIGNMENTS

CHOOSE ONE OF THE FOLLOWING:

1. Role-play: choose a section from the chapters to act out. Be sure to include props, costumes and be creative!

2. Which character would like which music? Choose at least three characters and find songs that you believe would fit them perfectly. After you have chosen the songs, write one paragraph for each character. Explain why you chose the character and why you chose the song for the character.

3. Character collage: make a collage of things, objects, places, words and symbols that portray the identity of the character you choose. Write one paragraph explaining why you chose the pictures you chose.

Collaborative Learning Activity For a Novel

(All groups doing same things)

Directions sheet for chairperson and recorder

CHAIRPERSON

The chairperson will:

1. Be sure that the group follows each step on the TASK SHEET and finishes in the time allotted.

2. Be sure that all group members are involved, participate and do their fair share of the work.

3. Be sure that all group members are treated with respect.

4. Be sure that the recorder takes notes on each step listed on the TASK SHEET.

5. Be sure that the poster is CREATIVE, ORGANIZED, INFORMATIVE, and UNIQUE.

6. Be sure to introduce the Recorder before he/she shares the report from your group on the major events of the section.

RECORDER

The Recorder will:

1. Take notes on each step given on the TASK SHEET.

2. Be sure to get all comments from all students and present them clearly in your notes.

3. Write any notes which the group thinks are necessary for the Poster.

4. Present the group’s report to the entire class on the major events found in the section of the novel.

Collaborative Learning Activity For a Novel

(All Groups Doing the Same Thing)

Chunking plan 2

OBJECTIVES:

Students will:

1. Review Collaborative Learning Task Sheet and directions sheet for chunk 2 of the novel.

2. Work in small collaborative learning groups and discuss chunk 2 of the novel according to the tasks listed in this lesson plan.

3. Examine Robert Frost’s poem and compare it to themes found in another poem.

4. Plan and present a poster comparing Robert Frost’s poem with another poem.

5. Take notes while each group is presenting their poems.

Collaborative Learning Activity for a Novel

(All groups doing the same things)

TASK SHEET FOR CHUNK THREE COLLABORATIVE ACITIVY—NOVEL

1. List the major events in this section of the novel.

2. Examine Robert Frost’s poem and fill out the section of the worksheet where you’ll define purpose, mood of the poem, and an image to represent the poem.

3. Examine the other poem you were assigned and fill out the section of the worksheet where you’ll define purpose, mood of the poem, and an image to represent the poem.

4. Be prepared to complete a poster comparing Robert Frost’s poem and the poem you were assigned.

- Each person will have to contribute ideas, and work on the poster.

- Poster will need to have two sections describing each poem and another section for the comparison of both.

- Poster must be unique, organized, informative, and can include pictures, symbols, sayings, and anything that will add to the meaning of the poems.

5. Each group’s recorder will report on what they have listed as major events in the section of the novel tomorrow.

6. Groups will present their posters tomorrow also.

- Each student will have to present something from the poster.

- Groups not presenting will fill out the poem section on their worksheet that the other group is presenting.

Chunking plan 3

Literary Selection: “The Outsiders” - Chapters 7-9

Objectives:

1. Students will watch and answer questions on a scene from the movie “The Sandlot.”2. Students will complete and discuss the writing prompt.3. Students will define vocabulary.4. Students will read chapters 7-95. Students will complete and discuss content, interpretation, and application questions after


i. News castii. Hero poster

iii. Movie scene comparison essay

Introductory Activity:

Show the scene from “The Sandlot” movie starting at 44:40-49:00 minutes and tell students to answer these questions as they are watching:

What is happening in the movie scene? Who is the conflict between? How is this scene similar to “The Outsiders?” What elements in the scene remind you of the novel? Could this scene be hinting about something that will occur in the novel?

Writing Prompt:

Have you lost someone very dear and close to you?

What happened to them?

How did you feel?

Did you change as a result of their death? To the better? To the worse?

If you did not lose someone, how would you feel if your friend died?

Vocabulary:

Abrupt Bleak Conformity

Divert Exploit Hence

Mimic

Plan to use Questions

Students will answer questions on their own.

Name____________________________________________________Date_______________


1. Why do the photographers take so many pictures?

2. What does Sodapop remind Ponyboy of?

3. What does Ponyboy tell a reporter at the hospital he would do if he could do anything he wanted?

4. What do the doctors say about Dally’s injuries?

5. What do the doctors say about Johnny’s injuries?

6. Why was Ponyboy trembling?

7. Ponyboy claims that people look young when they what?

8. What one food does Ponyboy, Soda, and Darry all like for breakfast?

9. Who drinks what for breakfast?

10. Why does Darry leave the front door unlocked?

11. What charges were being brought against Johnny?

12. What will the court decide about Ponyboy?

13. Where did Soda’s girlfriend go?

14. Why was Ponyboy going to clean the house?

15. Why did the doctor let Two-Bit and Ponyboy in to see Johnny?

16. What two things does Johnny tell Two-Bit he wants him to bring?

17. Who comes to visit Johnny besides Ponyboy and Two-Bit?

18. What does Two-Bit give to Dally?

19. What does Two-Bit say keeps Darry from being a Soc?

20. Why does Cherry say she can’t visit Johnny?

21. What conclusion does Ponyboy come down to at the end of chapter 8?

22. If Darry didn't have Soda and Pony, why would he be a soc?

23. How many aspirins does Ponyboy take?

24. What are the two things Greasers have to be proud of?

25. Who is the only Greaser who doesn’t like fights?

26. Why is Tim Shepard’s kid brother, Curly, not going to be at the rumble?

27. What time was the rumble set for?

28. How many greasers were at the rumble?

29. Who volunteered to fight Darry?

30. What author does Ponyboy reference to describe how Paul and Darry circled around each other?

31. Who joined the rumble afterwards?

32. Who won the rumble?

33. Where did the gang head to after the rumble?

34. What excuse did Dally use with the police officer?

35. What were Johnny’s last words?

36. How did Dally react to Johnny’s death?

Name____________________________________________________Date_______________


1. Why would Sodapop remind Ponyboy of a colt? What is a colt?

2. Why didn’t Darry or Sodapop get any sleep throughout the week?

3. Why don’t the greasers cry in front of strangers?

4. Why don’t the greasers cry at all?

5. Why had Ponyboy forgotten how soft a bed was?

6. How do you think the preference of cooking an egg reflects the personality of Soda, Pony and Darry?

7. Greasers just stick their heads into each other’s houses and get in. What does that tell us about their relationships?

8. What might the chocolate cake symbolize?

9. What could Ponyboy’s dreams represent?

10. What might be going through Sodapop’s mind when Sandy was mentioned? Explain.

11. Why is Two-Bit so confident of himself when the blue Mustang finally parks?

12. Would it have been a good idea for Ponyboy to run away when he spotted the blue Mustang? Why or why not?

13. Why did Bob want his parents to be strict on him?

14. Why does Randy say the rumble between the Socs and the Greasers won’t solve anything?

15. Did Randy do the right thing when he spoke to Ponyboy. Did it have an effect?

16. How does what the doctor first says, on page 119, foreshadow Johnny's condition?

17. Why is it so important for Johnny to have grease on his hair?

18. Why does Johnny not want to die? How might he be feeling inside?

19. What does Pony mean on p. 123 when he says, "we could get along without anyone but Johnny"?

20. What might be going through Johnny’s mom’s mind?

21. Why does Dally love Johnny so much?

22. "We needed Johnny as much as he needed the gang. And for the same reason" What do you think Pony means, and what is the reason?

23. What does Cherry mean when she says Bob "wasn't just anyone" on p.129?

24. What are Cherry’s true intentions?

25. What did putting oil on the hair mean to the greasers?

26. Why might Sodapop’s chanting and energy while on their way to the rumble contradict with the mood?

27. What might be going through Paul’s mind?

28. Why was Ponyboy only able to attack the Socs by jumping on their back? Explain.

29. Why did Johnny mean when he told Ponyboy to “stay gold?”

30. What might Dally’s reactions be after Johnny dies and he leaves the hospital?

Name____________________________________________________Date_______________

Application questions: Chapters 7-9

1. What would you have done if there were many reporters asking you questions and cameras taking your picture?

2. Have you ever ran away from home for whatever reason?

3. If you ran away from home, how did your family react and feel when you came back?

4. If you did not run away from home, how do you think your family would have reacted and felt when you came back?

5. What would you have told the reporter at the hospital of what you would do if he could do anything he wanted?

6. Have you ever had friends who would invite themselves to your home and make themselves at home?

7. In your home, does everyone have a favorite food or a way of cooking a certain food?

8. Have you ever had nightmares that bothered you and woke you up from your sleep? If so, describe one?

9. If you were Sodapop, what would you have done to keep Sandy by your side?

10. Are your parents strict? Why or why not?

11. Would you rather have strict parents or parents that let you do anything you want? Why?

12. Do you believe that fighting is the solution to problems? Why?

13. If you were Johnny, what might you be thinking? Why?

14. Do you fear the thought of death just as Johnny did?

15. Have you had a friend like Dally who cares very much about you? If so, explain what that person has done for you? If not, would you like to have someone like Dally?

16. If you could say something to Johnny’s mom, what would you say? Why?

17. Do you put a certain ointment on your hair or dress a certain way which represents who are?

18. If you were Cherry, would you go visit Johnny at the hospital? Why or why not?

19. Have you ever been in a fight? If so, what for?

20. Darry could have been a Soc if it weren’t for his responsibilities for his brothers. If you were Darry, would you have sacrificed your schooling for the sake of family? Why or why not?

21. Do you regret doing something that you didn’t want to do in the first place?

22. What might have been your strategy when fighting in the rumble?

23. Have you witnessed the death of someone dear to you? What was your reaction?

24. Dally was able to fool the cop into thinking he was driving Ponyboy to the hospital. Would you have done the same? Do you think it was right to lie? Why or why not?

25. If you were Johnny, what would have been your last words to Ponyboy and Dally? Why?

26. What do you think is going to happen next?

ASSIGNMENTS AND ACTIVITIES

All students will complete the worksheet comparing the movie scene to the section of the novel.

Students will choose one of the following:

1. News cast: In groups, students will choose an important event that occurs in these sections to focus on. Students will assign roles of who will be the reporter, the TV anchors, and characters being interviewed. News cast can be recorded and showed in class or performed live in the classroom. Props and costumes encouraged!

2. Hero Posters: Choose a character who you believe is a hero and deserves to have a poster made for them. On the poster, have the character’s picture, description, what they did that makes them a hero, and what they should be awarded.

Chunking plan 4

Literary Selection: “The Outsiders” - Chapters 10-12

Objectives:

1. Students will view pictures of different teenagers and answer questions.2. Students will define vocabulary.3. Students will read chapters 10-124. Students will complete and discuss content, interpretation, and application questions after


- News cast- Hero Poster- Movie scene comparison

Introductory Activity:

To have the students explore how they may stereotype people different from themselves, find twelve to fifteen pictures from magazines or internet to print of all types of people from all walks of life. Post around the room, numbered. Divide students into small groups of the number of pictures you have by numbering them off. Students go to that number of picture to start. Then on teacher signal, move clockwise to the next numbered picture, until all pictures are visited. Possible questions that students are answering as they look at the pictures include these and any others the teacher may want to add:

What is important to this person? What might their personality be? What kind of job does or will this person have? If I met this person, would we be friends? Why or why not?

Vocabulary:Delirious Guardian Impact

Stupor Triumph Vague

Composition

Plan to use Questions

Students will work in groups.

Name____________________________________________________Date_______________


1. How does Ponyboy get home from the hospital?

2. Why is Dally so upset about Johnny’s death?

3. How does the gang look when Ponyboy gets home? Be specific.

4. Who phones Darry, and what does he want?

5. When the police catch up with Dally, what happens? Be specific.

6. What was wrong with Ponyboy?

7. What did Johnny leave for Ponyboy?

8. Why wouldn’t Ponyboy eat anything when he was sick?

9. Why is Ponyboy worried about whether or not he called for Darry when he was sick?

10. How does Ponyboy describe Bob?

11. Why does Randy come to see Ponyboy?

12. Explain why pony might rather anyone's hate than their pity (p.162)? 13. What do you think is going on with Ponyboy when he says, "Johnny didn't have anyhing

to do with Bob's getting killed" (p.166)?

14. What two strange things does Ponyboy tell Randy?

15. Who is at the court hearing?

16. What does the judge decide about Ponyboy?

17. Why does Ponyboy’s English teacher want to talk to him?

18. What does Ponyboy do when he’s confronted by three Socs?

19. Why does Two-Bit grin when Ponyboy picks up the broken glass?

20. Why does Soda run out of the house?

21. Why is the last sentence of the book unusual?

22. What 'circumstances' do Ponyboy's teacher refer to? What circumstances does Ponyboy think his teacher is referring to?

23. Why doesn't Ponyboy feel scared when the socs approach him and he threatens them with a broken bottle (p.170-171)? How is this a dramatic change from the ponyboy we have seen up until this point?

24. What does Darry mean when he says, "you don't just stop living because you lose someone" (p.173)?

25. How do we know Sandy didn't love Soda as much as he loved her?

26. Explain how Darry and Ponyboy play tug of war with Soda.

27. What do we learn was so special about Johnny (p.178)?

28. What does Ponyboy end up doing for his English assignment?

Name____________________________________________________Date_______________


1. Why does Ponyboy think that Johnny is not dead?

2. Do you think Ponyboy was truly able to convince himself that Johnny wasn’t dead? Why?

3. Do you think what the man did—drive Ponyboy home—was out of kindness or pity?

4. What do you think was going through Steve’s, Two-bit’s, Darry’s and Sodapop’s mind when Ponyboy told them of Johnny’s death?

5. Why did Dally rob a grocery store?

6. Why didn’t the gang do somersaults when they ran to meet Dally?

7. Did Dally want to die? Why or why not.

8. Why did Dally die a juvenile delinquent instead of a hero?

9. Did Ponyboy faint from his physical injuries or his emotional injuries? Explain.

10. What might the quietness of the house correlate to the mood of the gang?

11. Why would Ponyboy want to know if Darry was sorry that he’s sick?

12. Why is it so hard for Ponyboy to remember what happened? Why does he try to convince himself that the death of Johnny and Dally had some positivity in it?

13. How is the book Johnny leaves for Ponyboy, “Gone with the Wind” symbolic of what happened to Johnny and Dally? Explain.

14. Why does Ponyboy want to know if he asked for Darry while in the hospital?

15. Sodapop and Darry did not get any sleep while at the hospital? What does that say about their level of love and commitment to each other?

16. What do yearbook pictures not say about a person? Explain.

17. Why does Ponyboy come to the conclusion that he does about Bob?

18. What could Ponyboy care less about what Randy thinks about their house?

19. What did Ponyboy mean when he thought that a Soc can be worried about a greaser?

20. Why does Darry call Ponyboy “buddy” for the first time? What could that mean about their relationship?

21. How does Ponyboy’s reaction to the Socs’ threats compare to how he would’ve reacted before? Has he changed and if so, in what ways?

22. After the Socs left in their car, Ponyboy picks up the broken glass? What does that say about him?

23. What had Sodapop been worrying about all the time? Why hadn’t he made his feelings clear and known from before?

24. What is it in Sodapop’s lecture to his brothers that makes him seem the bigger person and more mature? Is what he said the truth? Why or why not.

25. How does Johnny’s interpretation of the poem differ from what you thought it meant?

26. How does Ponyboy start his theme? Could he have started it in a different way? Why or why not.

27. What has Ponyboy decided: to conform or choose his individuality? What events from the last few chapters reflect his decision?

Name____________________________________________________Date_______________

Application questions: Chapters 10-12

1. What would have been your reaction to the death of Johnny if you were Ponyboy?

2. Have you ever witnessed the death of a loved one right before your eyes? How did you feel?

3. Do you think it was better for Johnny to die rather than live his life handicapped? Explain.

4. Do you think it’s possible for a person to convince themselves of something that isn’t true just as Ponyboy tried to convince himself that Johnny wasn’t dead? Explain.

5. Have you ever tried to convince yourself that something isn’t what it is? When and why?

6. Do you believe Dally robbed the store on purpose just so the police could end his mystery?

7. If you were Dally, would you have tried to end your life like he did? Why or why not.

8. Could there have been hope for Dally to change for the better after Johnny’s death? Why?

9. Do you think Dally died a delinquent or a hero? Explain.

10. Do you feel sorry for Johnny because he had to go through so much? Why or why not.

11. What would you tell Johnny in order to make him feel better?

12. If you had brothers like Sodapop and Darry, how would you feel?

13. Do you have brothers like Sodapop and Darry? If so, explain. If not, would you want brothers like that?

14. Do you believe that your yearbook pictures portrays who you are perfectly? Why or why not.

15. What can a yearbook picture not say about a person?

16. How do you feel about Bob? What conclusion would you come up with about how he really was as an individual person?

17. If the Socs tried to mess with you, what would you do compared to what Ponyboy did?

18. Do you believe that the Socs and Greasers could ever get along? What is holding them

back?

19. What can the Socs and greasers do to get along? What is your solution to their problem?

20. If you were Sodapop, what would you have done or said when Darry and Ponyboy were arguing?

21. What is your interpretation of the poem that Johnny explains “Nothing Gold can Stay?”

22. Have you ever written a story or work about something important that happened in your life?

23. If you were Ponyboy, would you choose to conform or be yourself and choose individuality instead? Why?

24. Has this story affected you in anyway? Has it inspired you?

25. If you can change one thing in the story, what would it be? Why?

26. Did you like this story? Would you recommend it to anyone?

CONCLUDING ACTIVITES AND ASSIGNMENTS

Choose one of the following:

1. Alternative ending: If you would change one thing that happens at the end of the novel, what would it be? Write a paragraph explaining what you would change then rewrite the section to your liking.

2. Talk show: With a partner, act out a talk show where you are the host and your partner is one of the characters from the novel. The host of the show must have questions ready to ask the character and the character must have answers that are accurate and something the character would say. Use props, costumes and be creative!

3. Essay: Write a short paragraph for each question.

“Nothing Gold Can Stay”

1. What do you now think the poem means?2. Does Ponyboy now fully understand the poem? Did Johnny fully understand it

before hisdeath? What did Ponyboy and/or Johnny think the poem meant?

3. What did it mean when Johnny told Ponyboy to “stay gold?”4. Do you think it is true that “nothing gold can stay,” or will Ponyboy stay gold like

Johnny told him to?5. Has Ponyboy already lost his chance to stay gold? Explain why or why not.6. What characters in the book are or were gold? Will they stay this way? Explain.

CULMINATING ASSIGNMENTS AND ACTIVITIES

Everyone will view the film and complete the comparison worksheet.

Everyone will play jeopardy.

CHOOSE ONE OF THE FOLLOWING

Project #1 Heroes: Create a glog, poster, or other media project showing how different individuals are heroes. Then, write a 1-2 page essay explaining why you believe each of the ‘main’ Greasers could be considered a hero. Include your own definition of hero in the essay, and be sure to explain how each individual, in his own way, meets your definition. Remember to support your ideas with specific examples from the novel.

Project #2 Tuff & Tough: Re-read Ponyboy’s description of Tuff and Tough in the book. Design a blog, poster, or other media project representing the differences in meaning in your life. Include items that you feel are “tuff” and items that you feel are “tough”. Then, write a 1-2 page description of the items you chose to include: why did you choose these items? What do they say about your individuality?

Project #3 MovieIn groups, make a film adaptation of “The outsiders. ” You may choose a specific scene you like. Be sure to use costumes, dialogue from novel, setting, and props. Make sure you choose a scene that has enough characters to play. You may ask people you know to act in your movie.

Project #4 CD Mix List: Create a mix cd list for yourself and for a main character from The Outsiders. Have at least 8 songs for yourself and 8 songs for your character. Be sure to include the Titles, Authors/Singers, and the lyrics to the songs. Also, choose one picture/graphic for the cover of your CD that represents the collection of songs. Then, write a 1-2 page paper explaining why you chose each song (use details about the songs to support those choices), What do these songs say about you & your characters individuality? And finally, why did you chose the picture for the CD cover. Links to lyric Searches:

Supplementary Materials

PowerPoint Slides Anticipation guide Movie-book comparison worksheet Wanted poster worksheet Role-play sheet Jeopardy game (superteachertools.com) Individuality/conformity photos “The Sandlot” movie “The Outsiders” movie Collage of pictures Pictures of teenagers Sequencing worksheet Task Sheet Poems:

o 2 copies of “Nothing Gold can Stay”—Robert Frosto 2 copies of “My Wheelchair Had Wings” – Michele Sutphino 2 copies of “Alienation” – Ronald W. Hullo 2 copies of “Sheep in Fog” – Sylvia Platho 2 copies of “Outsiders” – James Grengs o 2 copies of “Please Hear What I’m Not Saying” – Charles C. Finn

Name________________________________________________Date_________________

“The Outsiders”Sequencing Chapters 1-8

DIRECTIONS: Organize the events from Chapters 1-8 in the order they occurred. Three events have been listed for you.

Event 1: Pony is jumped._____________ ____________________________________Event 2: ____________________________ ____________________________________Event 3: ____________________________ ____________________________________Event 4: ____________________________ ____________________________________Event 5: Darry hits Pony__________________________________________________Event 6: ____________________________ ____________________________________Event 7: ____________________________ ____________________________________Event 8: ________________________________________________________________Event 9: ____________________________ ____________________________________Event 10: ___________________________ ____________________________________Event 11: Darry, Soda, and Pony are ______ interviewed in the newspaper.Event 12: ___________________________ ____________________________________Event 13: ___________________________ ____________________________________Event 14:___________________________ ____________________________________Event 15: _______________________________________________________________

Dally gives Pony and Johnny money and directions.

Pony and Johnny fall asleep in the lot

Pony is jumped. Two-Bit and Pony visit Johnny in the

hospital. Pony and Johnny go to Windrixville. Pony and Johnny run to the park. Two-Bit, Johnny, and Pony start to

take Cherry and Marcia home. Dally, Johnny, and Pony go to the

movies. Dally asks for Two-Bit’s

switchblade. The Socs hold Pony’s head

underwater. Pony and Johnny save some kids. Two-Bit and Pony meet Cherry in

the vacant lot. Randy talks to Pony. Darry hits Pony Darry , Soda, and Pony are

interviewed for the newspaper

Name______________________________________________________Date_______________

Movie Comparison Worksheet

Movie: _____________________

You have read the book, and you have seen the movie. It is time to do some critical thinking about the two. Fill in the chart and answer the questions with detailed explanations.

Book/Story Movie/Film

Characters Descriptions: How were they described in the book? Did they look the way you thought they were going to in the movie?

Additions: What did they add to the movie that wasn’t in the book? What was in the book but wasn’t in the movie?

Deletions: What was deleted from the movie? Was there anything in the movie that should have been in the book?

Relationships: How did each genre portray the relationships between the characters? Was the movie accurate in the portrayal?

Theme: What themes were present in each? Which was portrayed the strongest?

I preferred the ________________ version of this story, because: ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Name_________________________________________________Date______________

Anticipation Guide

Would you ever:

--join a gang?

--be able to live in a household without parents, with only your older brothers to take care of

you?

--get in a physical fight to "handle" a problem?

--run away with a close friend who had killed someone?

--enjoy a sunrise or sunset with a friend?

--stand up for what you think is right, even though all those around you don't agree?

--write a book about your experiences?

The characters in The Outsiders participate in all the above activities. How much do you have in common with them?

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Name ________________________________________________Date ____________________

Poetry Analysis

DIRECTIONS: After reading each poem, reflect on what you have read in the space provided.

1. “My Wheelchair Had Wings” – Michele SutphinAuthor’s Purpose Imagery

Tone/mood of the poem

2. “Alienation” by Ronald W. HullAuthor’s Purpose Imagery


3. “Sheep in Fog” by Sylvia PlathAuthor’s Purpose Imagery


4. “Outsiders” by James GrengsAuthor’s Purpose Imagery


5. “Please Hear What I’m Not Saying” by Charles C. Finn

Author’s Purpose Imagery


1. “Nothing Gold can Stay” by Robert Frost

Author’s Purpose Imagery


My Wheelchair Had Wings by: Michele Sutphin

My Wheelchair " Had Wings " Sitting, watching the planes fly through beautiful skies,

Make my imagination become real before my eyes,For a moment I wished I could be up there too,

Flying anywhere, in these skies of blue,All of a sudden, I felt my wheelchair take flight,

I thought I must be dreaming, but it wasn't even night, I pinched myself to make sure,

Before I knew it, I was out the door, Off into the skies above I rose,

Not exactly the way I would have chose, But taking advantage of my flight,

I glanced around and what a vision came into my sight, For on each side were wings of white, I yelled out loud, "this can't be right!",

A flock of birds were going by,one stopped on my leg and with a sigh, Thanked me for being right there,

He needed a breather, he thanked for my care, Then he looked at me and at my wings,

' Boy I sure wish I could have those things",I could fly faster than the rest,

I would be first and always the best,Then he flapped his wings and took off right away, Turning for a moment, saying;"have a good day",

Concentrating now on where I should go, My wings started off, as if they did know,

What a sight I must be,A girl up in a wheelchair of wings, flying with a disability,

Well I told them all, "nothing would keep me down", If they saw me now, how many I would astound, So I suddenly knew I had to fly from my heart,

Then the wings gained motion, what a good start, Where I was going was to others like me,

Wanting to show what they too could do, even with disability, I came near some children who were sitting outside,I started waving and shouting, not afraid, did I hide,I came ever so close and their smiles came so clear,

I told them don't be afraid to try, don't ever fear, Then my heart took me to other places that day,

Everywhere there were others, who thought they'd never find a way, But I told them they didn't need a wheelchair with wings,

For right there on the ground, God can give many good things,Then I told them of someone who loves them so much,

He wants to help you receive His special touch, So much you can receive,

God can make you like Eagles, to fly, if you believe, Strong, independent, ready to go out reaching others, living a life of real happiness, is what's all

about, Then my heart was finished for this day was complete,I had been allowed to travel and reach out from my very seat,

If never does my wheelchair sprout wings another day,I can still reach out to others, in my own way.

AlienationA small boy travels to a distant land,

knows not his custom, language and hand.

Knows not his value, faith, and face,knows not his virtue, love, and place.

He's alien in this nation of rules and laws.By virtue, a rebel without a cause.

Trapped in his place of walls without walls,an alien by nature when his nature calls.

He seeks out others of similar fate,he seeks them out before it's too late.

They convince him that their cause is just.They convince him they alone he must trust.

In a nation without station a plan is hatched,in an intricate pattern the flax is thatched.

One life for the cause with heaven at stake.He is now in a trance and will not awake.

He's knock, knock, knockin' on Heaven's Gate.Please, please stop him before it's too late!

Should have never reached this state:ostracized, separated, alienated and berate.

When will we learn to confront our fears, the alien in our nature that causes tears?

Sheep In Fog

The hills step off into whiteness.People or stars

Regard me sadly, I disappoint them.

The train leaves a line of breath.O slow

Horse the colour of rust,

Hooves, dolorous bells -All morning the

Morning has been blackening,

A flower left out.My bones hold a stillness, the far

Fields melt my heart.

They threatenTo let me through to a heaven

Starless and fatherless, a dark water.

Outsiders

I cannot walk through my life

Without seeing them- guys and girls,

Silently calling, crying out

To be noticed. They think they are normal;

I say they are not. They are empty,

Hollow- shadows and ghosts.

Their silent cries, falling on the deaf ears

Around them, reveal to me who they are-

Dead, outsiders. They cannot escape reality,

So they close it out, huddling themselves

In the illusions of who they pretend to be.

I alone see their truth, but

I cannot reveal it, for I am not in their world,

Being- as I am- tied to reality.

Please Hear What I'm Not Saying

Don't be fooled by me.Don't be fooled by the face I wear

for I wear a mask, a thousand masks,masks that I'm afraid to take off,

and none of them is me.

Pretending is an art that's second nature with me,but don't be fooled,

for God's sake don't be fooled.I give you the impression that I'm secure,

that all is sunny and unruffled with me, within as wellas without,

that confidence is my name and coolness my game,that the water's calm and I'm in command

and that I need no one,but don't believe me.

My surface may seem smooth but my surface is my mask,ever-varying and ever-concealing.

Beneath lies no complacence.Beneath lies confusion, and fear, and aloneness.But I hide this. I don't want anybody to know it.I panic at the thought of my weakness exposed.

That's why I frantically create a mask to hide behind,a nonchalant sophisticated facade,

to help me pretend,to shield me from the glance that knows.

But such a glance is precisely my salvation, my only hope,and I know it.

That is, if it's followed by acceptance,if it's followed by love.

It's the only thing that can liberate me from myself,from my own self-built prison walls,

from the barriers I so painstakingly erect.It's the only thing that will assure me

of what I can't assure myself,that I'm really worth something.

But I don't tell you this. I don't dare to, I'm afraid to.I'm afraid your glance will not be followed by acceptance,

will not be followed by love.I'm afraid you'll think less of me,

that you'll laugh, and your laugh would kill me.I'm afraid that deep-down I'm nothing

and that you will see this and reject me.

So I play my game, my desperate pretending game,with a facade of assurance without

and a trembling child within.So begins the glittering but empty parade of masks,

and my life becomes a front.

I idly chatter to you in the suave tones of surface talk.I tell you everything that's really nothing,

and nothing of what's everything,of what's crying within me.

So when I'm going through my routinedo not be fooled by what I'm saying.

Please listen carefully and try to hear what I'm not saying,what I'd like to be able to say,what for survival I need to say,

but what I can't say.

I don't like hiding.I don't like playing superficial phony games.

I want to stop playing them.I want to be genuine and spontaneous and me

but you've got to help me.You've got to hold out your hand

even when that's the last thing I seem to want.Only you can wipe away from my eyesthe blank stare of the breathing dead.Only you can call me into aliveness.

Each time you're kind, and gentle, and encouraging,each time you try to understand because you really care,

my heart begins to grow wings--very small wings,very feeble wings,

but wings!

With your power to touch me into feelingyou can breathe life into me.

I want you to know that.I want you to know how important you are to me,

how you can be a creator--an honest-to-God creator--of the person that is me

if you choose to.You alone can break down the wall behind which I tremble,

you alone can remove my mask,you alone can release me from my shadow-world of panic,

from my lonely prison,if you choose to.

Please choose to.

Do not pass me by.It will not be easy for you.

A long conviction of worthlessness builds strong walls.The nearer you approach to me

the blinder I may strike back.It's irrational, but despite what the books say about man

often I am irrational.I fight against the very thing I cry out for.

But I am told that love is stronger than strong wallsand in this lies my hope.

Please try to beat down those wallswith firm hands but with gentle hands

for a child is very sensitive.

Who am I, you may wonder?I am someone you know very well.

For I am every man you meetand I am every woman you meet

“Nothing Gold Can Stay”

Robert Frost

Nature's first green is gold

Her hardest hue to hold.

Her early leaf's a flower;

But only so an hour.

Then leaf subsides to leaf.

So Eden sank to grief,

So dawn goes down to day.

Nothing gold can stay.

Chunking Plan 1(Chapters 1-3, Teacher-directed)

Chunking Plan 2(Chapters 4-6, Collaborative learning)



Name_____________________________________________Date________________

The Outsiders: Anticipation Guide

Directions: Below is a series of statements. Circle the response that most closely indicates how you feel about the statement, then explain your answer using complete sentences.

1. You can tell a lot about a person by the clothes he/she wears.

Strongly Disagree Disagree Agree Strongly Agree

Explain:

2. Being street smart is more important than being book smart.


Explain:

3. In spite of outward differences, people want the same things: love, acceptance, and respect.


Explain:

4. Sometimes murder is justifiable (necessary, defensible).


Explain:

5. You can recognize intelligent people by the way they look.


Explain:

6. Teenagers everywhere face the same problems.


Explain:

7. It’s easy to form opinions about people without getting to know them.


Explain:

8. Most people pick friends who have similar interests and backgrounds.


Explain:

9. People from different groups/backgrounds are treated different in society (in school, while in public, by the police, etc.).


Explain:

10. Loyalty is extremely important between or among friends.


Explain:

11. You can tell a lot about a person by the friends he/she has.


Explain:

12. Everyone has felt like an outsider at one time or another.


Explain:

Write about a time that you felt like an “outsider.”

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Documents

Outsiders - Web viewChunk one is comprised of chapters one through three. These chapters will be taught through a teacher-directed lesson. I chose to combine these chapters into a