Lesson Plan for The Outsiders, Chapter Three

Title:
Community Middle School, Ms. Seilers 8th Grade ELA classes, Kelsey Mahon & Tatiana Dodge
Essential Questions:
1
2

What determines the values you hold as an individual?

How do your values change when you become part of a group?

Standards:
1

CCSS.ELA-LITERACY.WHST.6-8.2.D
Use precise language and domain-specific vocabulary to inform about or explain the
topic.
CCSS.ELA-LITERACY.WHST.6-8.10
Write routinely over extended time frames (time for 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.

Instructional Objectives:
1
2

SWBAT discuss how personal values influence individual character.

SWBAT explain how group mentality can change an individuals values.

Sequence of Learning Activities:

1

Before students enter the classroom, write the following Do Now on the dry erase
board: Word of the day character (use noun definitions ONLY). Next, cue up the
photos of Ponyboy and Cherry on the computer so that they are ready to be projected
later in the lesson. Greet students as they enter, and direct their attention to the Do Now
that is written on the board. Once students have been seated and the period has begun,
take care of general housekeeping (collect homework, answer questions, etc).
Give students 5-7 minutes to define the word character and use it in a sentence. Once
students have completed their sentences, call on each one (in the manner that Ms. Seiler
calls on them when shes teaching), and have them share their sentences with the whole
class (3-5 minutes).
Inform students that they will be using their journals to jot down five things that are
important to them. Model what their lists could like by providing six examples (three
from Ms. Mahon music, French, respect; three from Ms. Dodge learning, nature,

family) on the board. Allow them two minutes to create their own lists. Once they have
completed their lists, ask them to share their five things with the classmate they sit next to
(3-5 minutes).
After buddies have had ample time to share their lists, ask each student to share one word
that can be added to the running list on the board. Once each student has shared, ask if
anyone still has an important word that hasnt been put on the board (max. 20 words).
Allow 5-7 minutes for this whole-class activity.
Next, use students assigned desk locations to place them into four small groups. While
Ms. Dodge walks around and distributes Role Sheets to each small group, Ms. Mahon
will explain the group task. Ms. Mahon: As a group, you will determine which of the
five traits that are listed on the board matter the most. One of you will write for the group
(list your name next to the title writer), one will manage the groups time (write your
name next to the title time manager), one will speak for the entire group during whole
class presentation (write your name next to the title speaker), and depending upon how
many people are in your group, one or more of you will act as the discussion facilitator
(write your name next to the title facilitator). Allow 6-8 minutes for this group activity.
Once groups have solidified their lists, ask the speaker from each group to share their five
things with the whole class. After each speaker has presented, call on students to discuss
the similarities and/or differences amongst the groups lists (5-7 minutes).
As Ms. Mahon walks around to distribute construction paper and markers, Ms. Dodge
will ask the students to determine, within their groups, which one word matters the most
to all of them. Ms. Dodge will tell the students to use the art supplies to depict their word,
and will show the example posters that she (nature) and Ms. Mahon (music) made in
preparation for the lesson. Allow students two minutes for discussion and 5-7 minutes for
artistic collaboration. Once posters have been completed, ask the speaker from each
group to share with the class, and explain their groups word choice. If Ms. Seiler wishes,
these posters can be displayed for the entirety of the unit.
As a wrap-up activity, and to connect the lesson to the The Outsiders, have students pull
out their journals and their copies of The Outsider, and project the pictures of
Ponyboy/Cherry. As a class, create lists of individual values and group values for both
characters on the dry erase board model examples (Ponyboy being tuff and Cherry
enjoying parties). Ms. Mahon will call on students for suggestions, and Ms. Dodge will
write. Reflect on the conversations between Ponyboy and Cherry in chapter 3, and
reference direct quotes as needed (pg. 55 in particular). Then, give students the choice to
write about Ponyboy or Cherry in their journals. Ask them to choose one of the words
from their characters individual list and explain how it influences their choices/actions
and then one of the words from their characters group list and explain how it influences
their choices/actions write the prompts on the board. If time permits, ask students to
share their reflections with the class.

*** Ms. Mahon and Ms. Dodge will walk around the classroom during individual and group
work to answer student questions and make sure that everyone is on task.

Differentiation of Instruction:
1

Pair collaboration; group work; whole class discussions; individual work; visual
engagement through artwork; teacher support.

Appropriate Use of Technology:

1. Projection of pictures of Ponyboy and Cherry for class discussion and reflection.
Connections:
1

Students will be able to connect their individual/group values and motivations to the
individual/group values and motivations of the characters in S.E. Hintons The Outsiders
as they delve further into the novel.

Assessment/Evaluation:
1
2

Read student exit-slip journal entries and evaluate for thoughtful reflection.
Evaluate level of participation in whole-class discussions and group activities.

Homework:
1. Assigned by Ms. Seiler, and journal reflections that will prompt students to choose one of
the words from their individual list (which was created in class) and explain how it
influences their choices and actions.
Materials/Resources:
1
2
3
4
5
6

Dry erase markers

Individual copies of The Outsider
Construction paper
Crayola markers
Student journals and pencils/pens
Ms. Mahon & Ms. Dodges example posters
7 Computer and projection screen