Curriculum / ELA / 6th Grade / Unit 4: Finding Connection: The Outsiders / Lesson 2
ELA
Unit 4
6th Grade
Lesson 2 of 26
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Explain how specific sections of Chapter 2 fit into the overall structure of The Outsiders and develop the reader’s understanding of characters.
Book: The Outsiders by S.E. Hinton — Chapter 2
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
On pages 31-34, Hinton uses the literary device of a flashback. What is its purpose and how does this section fit into the overall structure of the text? Provide evidence from these pages to support your answer.
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 do pages 19-22 develop the reader’s understanding of Dally’s character? Provide at least two pieces of evidence to support your answer and explain your reasoning.
How does Johnny’s interaction with Dally on page 24— and conversation he has afterwards with Ponyboy and the girls —develop the reader’s understanding of Johnny’s character and his relationship to Dally? Provide at least two pieces of evidence from pages 24-26 to support your answer and explain your reasoning.
Why is Ponyboy’s conversation with Cherry about Socs important? What is its purpose? How does it develop the plot? Provide evidence from page 34-35 and explain your reasoning.
Have you ever known someone whose life you thought must be really perfect, and discovered later that they were facing challenges you did not know about? How did this change the way you felt about them?
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
incredulous
adj.
(p. 24)
disbelieving
flashback
n.
a literary device in which the author includes a scene that occurred before the “present moment” of the text.
structure
the way text is organized.
Suggestions for teachers to help them teach this lesson
This chapter includes a description of a male character sexually harassing two female characters. While it is not explicit, it may be worth talking to your students about this scene, their reactions to it, and whether they think things like this still happen today. The author also includes the (tired) trope of a woman falling in love with a man who is mean to her (and at the expense of a “nice guy” who likes her and wants to treat her well).
Additionally, there is an offensive reference on page 28 to "Arabian slave traders."
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 — Chapter 3
While reading, answer the following questions.
How would you describe Cherry and Ponyboy’s relationship? Why?
Who is Bob?
Where does Ponyboy wish that he lived?
What happened to Ponyboy’s parents?
What does Darry do when Ponyboy gets home late?
Why does Ponyboy decide that he wants to run away at the end of the chapter?
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.
L.6.1 — Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.6.1.e — Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.
RL.6.5 — Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
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.6.4 — 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.
Lesson 1
Lesson 3
Explain how S. E. Hinton begins to develop the narrator’s point of view in The Outsiders.
RL.6.6
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.
Explain how Hinton develops Ponyboy’s perspective, and identify how and why his perspective has changed.
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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