Curriculum / ELA / 6th Grade / Unit 4: Finding Connection: The Outsiders / Lesson 22
ELA
Unit 4
6th Grade
Lesson 22 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.
Unpack a writing prompt, study a mentor text, and begin to brainstorm ideas for narratives.
Book: The Outsiders by S.E. Hinton
Rubric: Sequel Outline and Exposition Rubric (G6, U4)
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.
Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
Submit a brief description of the situation, narrator, main characters, setting, and central conflict of your Outsiders sequel in preparation for completing the following task:
The author of The Outsiders, S.E. Hinton was once asked whether she would ever write a sequel to the novel. She answered, "Oh, no! Even by the time I wrote this, I knew it was the end. I could not write a sequel. I could remember what it was like to be 16, but I'm not 16. I could not re–come up with those emotions."
Your task is to create a plot outline for the sequel to The Outsiders and then write the first four paragraphs of the sequel. You may choose when the sequel begins—a few months after the end of the first book? Many years later?—and who the narrator and characters will be. Whatever you choose, this sequel should be clearly connected to and demonstrate your understanding of the original text.
Your outline must:
Your paragraphs must:
Upgrade to Fishtank Plus to view Sample Response.
Reading and/or task to be completed at home in preparation for the next lesson.
Begin to brainstorm major plot events.
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.
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.6.6 — 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.6.5 — 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.
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.6.10 — 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
Create a plot outline for a sequel to The Outsiders.
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
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
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