Curriculum / ELA / 6th Grade / Unit 4: Finding Connection: The Outsiders / Lesson 15
ELA
Unit 4
6th Grade
Lesson 15 of 26
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Explain how Hinton develops Ponyboy’s perspective, and identify how and why his perspective has changed.
Book: The Outsiders by S.E. Hinton — Chapter 11
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
How has the experience of losing two friends affected Ponyboy? How does Hinton develop the reader’s understanding of Ponyboy’s state of mind in this chapter? Provide two pieces of textual evidence from this chapter to support your ideas.
An example response to the Target Task at the level of detail expected of the students.
Questions about the text that will help guide the students understanding
How does looking at Bob’s photo in the yearbook change Ponyboy’s perspective of him? Support your answer with two pieces of evidence from pages 161-162.
On page 162, Ponyboy describes how he thinks that some people see him and other greasers as “victims of environment” and deserve pity. How does he react to this idea? Why do you think he reacts this way? Explain your thinking.
How does Hinton develop the idea that Randy and Ponyboy lead very different lives? In what ways are their perspectives of the world different? Support your answer with two pieces of evidence from pages 164-165.
Ponyboy is a sensitive, thoughtful person. Do you think this is a strength or a weakness for him? In all situations?
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
pity
n.
(p. 162)
the feeling of distress, sadness, and discomfort when witnessing someone else’s misery
Reading and/or task to be completed at home in preparation for the next lesson.
While reading, answer the following questions.
What is the result of the hearing in front of the judge?
What assignment is Ponyboy given by his English teacher?
Why does Soda get upset with his brothers? How do they respond?
What does Ponyboy find in Johnny’s copy of Gone with the Wind?
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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.6.1 — Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
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.6.9 — 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.
Lesson 14
Lesson 16
Explain how S. E. Hinton begins to develop the narrator’s point of view in The Outsiders.
RL.6.6
Explain how specific sections of Chapter 2 fit into the overall structure of The Outsiders and develop the reader’s understanding of characters.
L.6.1 L.6.1.e RL.6.5
Explain how Hinton continues to develop Ponyboy’s point of view and identify how and why his point of view changes.
L.6.1 L.6.1.e RL.6.3 RL.6.6
Explain how specific scenes and lines of text fit into the overall structure of The Outsiders and move the plot forward.
RL.6.5
Compare and contrast setting elements and scenes from The Outsiders with the film version and describe the experience of viewing the film.
RL.6.7
Explain how Hinton continues to develop Ponyboy’s point of view, and identify how and why his point of view changes.
RL.6.3 RL.6.6
Determine the theme of “Nothing Gold Can Stay” and explain how poet Robert Frost uses literary devices to develop that theme.
L.6.5 RL.6.2 RL.6.4
Explain how Hinton develops different characters’ perspectives and analyze how and why characters’ perspectives change.
Explain how Hinton develops different characters’ perspectives and analyze how and why characters’ perspectives change in response to plot events.
Writing
Gather information and create an outline for a fictional diary entry written from Cherry Valance's perspective.
W.6.3 W.6.5
Draft a diary entry written from Cherry Valance's perspective, focusing on using precise words and descriptive language.
W.6.3
Explain how Hinton develops mood in significant scenes in this chapter, and how this chapter fits into the overall structure of The Outsiders.
RL.6.4 RL.6.5
Explain how Hinton develops Ponyboy’s point of view and his reactions to plot events.
Identify characters' perspectives and explain how and why they change in Chapter 12 of The Outsiders.
RL.6.2
Compare and contrast scenes from The Outsiders with the film version and describe the experience of viewing the film.
Determine the meaning of unknown words in an informational article using context clues and Greek/Latin roots.
L.6.4 L.6.4.a L.6.4.b RI.6.4
Explain how poet Gwendolyn Brooks uses literary devices to develop tone and meaning in the poem, “We Real Cool.”
L.6.5 RL.6.4
Determine the meaning of unknown words through context clues, and then successfully use those words in their own writing.
L.6.4 L.6.4.a L.6.6 RI.6.4
Socratic Seminar
Engage in a Socratic Seminar with peers, responding directly to others by rephrasing and delineating arguments and posing clarifying questions.
SL.6.1 SL.6.1.d SL.6.3 SL.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.6.5 W.6.3 W.6.3.a W.6.5
Identify the features of a text's exposition and draft one exposition paragraph.
W.6.3 W.6.3.a W.6.3.b W.6.3.d W.6.5
Write four exposition paragraphs of a sequel to The Outsiders.
Assessment – 2 days
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