Curriculum / ELA / 6th Grade / Unit 4: Finding Connection: The Outsiders / Lesson 14
ELA
Unit 4
6th Grade
Lesson 14 of 26
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Draft a diary entry written from Cherry Valance's perspective, focusing on using precise words and descriptive language.
Book: The Outsiders by S.E. Hinton — pp. 85–86; 127–130
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
Because The Outsiders is written from Ponyboy's first-person perspective, the reader only experiences the world of the novel through his eyes. How would the reader's understanding of the text change if they had access to the thoughts and feelings of other characters?
Write a three to-four paragraph diary entry from Cherry Valance's perspective reflecting on events since Bob's death. The diary entry should include an explanation for why she has decided to act as a spy for the greasers, her feelings about the greaser/Soc conflict more generally, and her perspective of Ponyboy more specifically.
Your diary entry must:
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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. 131 – 149 — Chapter 9
While reading, answer the following questions.
How are the greasers feeling as they prepare for the rumble? What details convey their feelings?
Who "wins" the rumble?
Where do Dally and Ponyboy go after the rumble is over?
What happens at the end of this chapter?
Today's reading contains scenes of violence.
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W.6.3 — Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
Standards that are practiced daily but are not priority standards of the unit
L.6.1 — Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.6.2 — Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.6.3 — Use knowledge of language and its conventions when writing, speaking, reading, or listening.
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.6.10 — 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.6.4 — Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.6.5 — With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
W.6.6 — Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
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
Compare and contrast the experience of reading The Outsiders with viewing the film version and analyze how Hinton develops mood in significant scenes.
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.
Analyze how the events of this chapter reveal changes in the characters' perspectives.
Analyze how the author conveys characters' internal conflicts as their perspectives change in response to plot events.
Gather information and create an outline for a fictional diary entry written from Cherry Valance's perspective.
W.6.3W.6.5
W.6.3
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.
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