Curriculum / ELA / 6th Grade / Unit 4: Finding Connection: The Outsiders / Lesson 11
ELA
Unit 4
6th Grade
Lesson 11 of 26
Jump To
Lesson Notes
There was an error generating your document. Please refresh the page and try again.
Generating your document. This may take a few seconds.
Are you sure you want to delete this note? This action cannot be undone.
Analyze how the events of this chapter reveal changes in the characters' perspectives.
Book: The Outsiders by S.E. Hinton pp. 100 – 118 — Chapter 7
We participate in the Amazon Associate program. This means that if you use this link to make an Amazon purchase, we receive a small portion of the proceeds, which support our non-profit mission.
Unlock features to optimize your prep time, plan engaging lessons, and monitor student progress.
Prior to the start of class, print out the quotes in the Hamlet Quote Card resource and glue/tape them to a notecard in order to be prepared for the opening activity. If possible, move the student desks/tables to the side of the room so that there is room for students to walk around. Alternatively, take students to a space outside the classroom where they will have more room to engage in the activity.
Two-Bit references the idea that Ponyboy looks like he was scalped by "wild Indians" (p. 106). He uses the word "squaw" (p. 107), which is generally seen as an offensive slur. Explain to students that this language communicates prejudice and stereotypes. As a part of intellectual preparation, review the Words Matter Case Study (National Museum of the American Indian) to further understand the historical impact of these characterizations and language.
Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
How and why has Ponyboy's perception of the Socs changed? How does Hinton demonstrate his changed perspective? Cite evidence from pages 115–118 to support your answer.
Upgrade to Fishtank Plus to view Sample Response.
Questions about the text that will help guide the students understanding
How has the public's perspective of Johnny and Ponyboy changed since the fire? Provide examples from the text to support your answer.
On page 115, Ponyboy says, "Greaser didn't have anything to do with it. […] It's the individual." What does this line reveal about how Ponyboy's perspective has changed over the course of the text? What events led to this change in Ponyboy's perspective? Provide examples from the text to support your answer.
How does the conflict between the Socs and the greasers impact Randy? How does Hinton develop his perspective? Cite evidence from pages 116–117 to support your answer.
Assess student understanding and monitor progress toward this lesson's objective with an Exit Ticket.
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
contemptuous
adj.
(p. 115)
feeling or expressing hatred and disapproval
Reading and/or task to be completed at home in preparation for the next lesson.
To ensure that students are prepared for the next lesson, have students complete the following reading for homework. Use guidance from the next lesson to identify any additional language or background support students may need while independently engaging with the text.
Book: The Outsiders by S.E. Hinton pp. 119 – 130 — Chapter 8
While reading, answer the following questions.
How are Dally and Johnny each recovering at this point in the story?
What does Two-Bit give to Dally in the hospital? Why?
What is planned for that evening? How is Ponyboy feeling about it?
Why won't Cherry go visit Johnny? How does Ponyboy feel about this?
Bring your most engaging lessons to life with comprehensive instructional guidance, detailed pacing, supports to meet every student's needs, and resources to strengthen your lesson planning and delivery.
RL.6.1 — Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.6.3 — Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
RL.6.6 — Explain how an author develops the point of view of the narrator or speaker in a text.
Standards that are practiced daily but are not priority standards of the unit
L.6.6 — Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
RL.6.2 — Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
RL.6.4 — Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
RL.6.10 — By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6—8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
SL.6.1 — Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.
SL.6.6 — Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
W.6.1 — Write arguments to support claims with clear reasons and relevant evidence.
W.6.1.a — Introduce claim(s) and organize the reasons and evidence clearly.
W.6.1.b — Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
W.6.4 — Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.6.9 — Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.6.9.a — Apply grade 6 Reading standards to literature (e.g., "Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics").
W.6.10 — Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Next
Analyze how the author conveys characters' internal conflicts as their perspectives change in response to plot events.
Synthesize information from multiple sources to explain teenagers' perspectives and feelings about coming of age.
Standards
RI.6.5RI.6.7
Analyze how the author develops the narrator's unique perspective in The Outsiders.
RL.6.1RL.6.6
Analyze how specific sections of Chapter 2 fit into the overall structure of The Outsiders and develop the reader's understanding of characters.
RL.6.5
Synthesize information from multiple sources to explain what factors influence individuals' decisions.
Analyze how the author develops the characters' perspectives and explain how events in this chapter lead to a change in Ponyboy's perspective.
RL.6.3RL.6.6
Explain how specific scenes and lines of text fit into the overall structure of The Outsiders and move the plot forward.
Compare and contrast setting elements and scenes from The Outsiders with the film version and describe the experience of viewing the film.
RL.6.1RL.6.7
Explain how the events of this chapter both reveal and change Ponyboy's perspective.
RL.6.1RL.6.3RL.6.6
Determine the theme of “Nothing Gold Can Stay” and analyze how the author uses literary devices to develop that theme.
L.6.5RL.6.2RL.6.4
Analyze how the author develops different characters' perspectives and explain how and why characters' perspectives change.
Gather information and create an outline for a fictional diary entry written from Cherry Valance's perspective.
W.6.3W.6.5
Draft a diary entry written from Cherry Valance's perspective, focusing on using precise words and descriptive language.
W.6.3
Compare and contrast the experience of reading The Outsiders with viewing the film version and analyze how Hinton develops mood in significant scenes.
RL.6.1RL.6.4RL.6.7
Analyze how the author develops the narrator's perspective and emotions.
RL.6.3RL.6.4RL.6.6
Analyze how Hinton develops Ponyboy's perspective and explain how the characters respond and change as the plot moves toward a resolution.
Determine themes in The Outsiders and explain how the narrator's perspective has developed in response to significant events in the text.
RL.6.2RL.6.3RL.6.6
Compare and contrast scenes from The Outsiders with the film version and describe the experience of viewing the film.
Analyze how the author develops the tone and meaning of the poem "We Real Cool" and how the poem explores similar themes as The Outsiders.
RL.6.2RL.6.4RL.6.9
Engage in a Socratic dialogue with peers, responding directly to others by rephrasing and delineating arguments and posing clarifying questions.
SL.6.1SL.6.1.dSL.6.3SL.6.4
Unpack a writing prompt, study a mentor text, and begin to brainstorm ideas for narratives.
Create a plot outline for a sequel to The Outsiders.
RL.6.5W.6.3W.6.3.aW.6.5
Identify the features of a text's exposition and draft one exposition paragraph.
W.6.3W.6.3.aW.6.3.bW.6.3.dW.6.5
Write four exposition paragraphs of a sequel to The Outsiders.
Gauge student understanding of unit content and skills with one of Fishtank's unit assessments.
Create a free account to access thousands of lesson plans.
Already have an account? Sign In
See all of the features of Fishtank in action and begin the conversation about adoption.
Learn more about Fishtank Learning School Adoption.
Yes
No
We've got you covered with rigorous, relevant, and adaptable ELA lesson plans for free