Curriculum / ELA / 6th Grade / Unit 4: Finding Connection: The Outsiders / Lesson 5
ELA
Unit 4
6th Grade
Lesson 5 of 26
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Analyze how the author develops the characters' perspectives and explain how events in this chapter lead to a change in Ponyboy's perspective.
Book: The Outsiders by S.E. Hinton pp. 37 – 52 — Chapter 3
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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.
Today's reading mentions suicide (p. 47) and child abuse (p. 51). As part of intellectual preparation, teachers may wish to access PBS's Teaching resources for talking with teens about suicide, which includes the following guidance: "You may wish to invite your school counselor to your class, and let your administrator know you are teaching about suicide. Let your students know that if they are having thoughts of suicide, they may go to SpeakingOfSuicide.com/resources or call the National Suicide Prevention Lifeline at 1-800-273-8255 (TALK)."
Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
How does meeting Cherry and Marcia impact Ponyboy's perspective of the Socs? Cite evidence from the text to support your answer.
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Questions about the text that will help guide the students understanding
What does the conversation on pages 37–38 reveal about Cherry's perspective of greasers? How does Ponyboy's perspective compare to hers? Provide examples from the text to support your answer.
How does Hinton illustrate the difference between Ponyboy and Johnny's perspectives of Ponyboy's family? Cite evidence from pages 42 and 51 to support your answer.
What is the significance of the scene on pages 49–50 when Ponyboy returns home late? How does this event impact Ponyboy? Provide examples from the text 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
sophisticated
adj.
(p. 38)
having a great deal of knowledge and experience of the world and culture
aloof
not showing interest or concern; distant and unfriendly
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. 53 – 67 — Chapter 4
While reading, answer the following questions.
What is the setting of the first half of this chapter?
What do the Socs do to Ponyboy? What does Johnny do in response?
Who do Johnny and Ponyboy go to for help? What does he give them?
Where do Johnny and Ponyboy go, and how do they get there?
What do the boys worry will happen to Johnny?
Tonight's reading contains a violent incident.
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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.6.1 — 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.
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.
Next
Explain how specific scenes and lines of text fit into the overall structure of The Outsiders and move the plot forward.
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.
RL.6.3RL.6.6
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
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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