KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

CLINICAL EXPERIENCE
LESSON PLAN FORMAT

Teacher Candidate: Brittany Clouser

Date: 9/14/15-9/16/15

Cooperating Teacher: Amy Giuffrida

Group Size:

Coop. Initials

1: 28, 2:15, 3:15, 4:22 Allotted Time 53 minutes

Grade Level 8

Subject AND Topic: English: The Outsiders Section

STANDARD:
Reading Literature:
CC.1.3.8.C: Analyze how particular lines of dialogue or incidents in a story propel the
action, reveal aspects of a character, or provoke a decision.
CC.1.3.8.J: Acquire and use accurately grade-appropriate general academic and domainspecific word and phrase; gather vocabulary knowledge when considering a word or
phrase important to comprehension or expression.
Speaking and Listening:
CC.1.5.8.G: Demonstrate command of the conventions of standard English when
speaking based on Grade 8 level and content.
CC.1.5.8.A: Engage effectively in a range of collaborative discussions, on grade level
topics, texts, and issues, building on others ideas and expressing their own clearly.
I.

Performance Objectives (Learning Outcomes):

1. As a result of this lesson, the student will be able to

Interpret vocabulary words using context clues given specific

vocabulary words and The Outsiders novel accurately.

Examine what particular lines of dialogue in The Outsiders

reveal about the character given a quote proficiently.

Engage effectively in discussion using conventions of standard

English given discussion topics proficiently.

II.

Instructional Materials:
A. Students:
1. The Outsiders by S.E. Hinton
2. Paper
3. Pencil/Pen
4. Chapters 1-3 Note-Taking (80) (Bowers, 8)
5. Chapters 4-6 Note-Taking (80)
6. Vocabulary List (80)
B. Teacher:
1. The Outsiders by S.E. Hinton
2. Quote PowerPoint: Analyzing Dialogue
3. Dry Erase Board
4. Dry Erase Marker
5. YouTube video: The Outsiders Trailer

III. Subject Matter/ Content:

A. Prerequisite Skills

1. Introductory lesson: No Prerequisite Skills Necessary

B. Key Vocabulary
1. Unfathomable- incapable of being fully understood
2. Roguishly- playfully, mischievously, or dishonestly
3. Incredulous- skeptical or disbelieving
4. Defiance- a bold resistance to authority
5. Gallant: acting brave or nobly
C. Big Idea
1. Student will interpret the meaning of a poem mentioned in the story The
Outsiders and analyze what the poem reveals about the character,
Ponyboy, based on examples from the text.
D. Additional Content
1. Students will read Chapters 1 and 2 in class as a whole. They will be
assigned Chapter 3 to read for homework if time does not permit reading
as a group in class.
2. Students will read Chapters 4 and 5 in class aloud. They will be
discovering the meaning for vocabulary words using context clues as we
read the story.
3. Students will read Chapter 6 in class aloud. I will present a slideshow
about quotes and pulling textual evidence from a story to reveal aspects
of a character. We will then work in small group instruction on Robert
Frosts poem to discover the meaning and how it relates to Ponyboy.

IV. Implementation:
A. Introduction
1. The students will be given a Pretest for The Outsiders unit. This Pretest
will test their abilities and prior knowledge about making inferences,
discovering theme, vocabulary knowledge, and argumentative writing. I
will use the results to adapt my instruction during the novel and lessons.
For the introduction, I will be playing The Outsiders movie trailer.
B. Development
1. Day One: (53 minutes)

Before reading, students will complete an anticipation guide. They

will number a piece of paper from 1 to 9. I will read them the
following questions and they will respond with yes= I agree, no= I
disagree, or ?= I don't know. I will collect this paper and return it
to them at the end of the novel where we will revisit the questions
and responses. Questions I will ask:
a. For some kids, gangs can provide friendship and belonging
b. Most people stand up for what they think is right, whether
or not others agree with them.
c. Physical violence is never appropriate to solve a problem.
d. It is more important to be part of the group than to be an
individual.

e. Teasing, humiliation, and harassment are part of teenage

life and should be accepted as part of growing up.
f. Friendship and acceptance are very important to a teenager.
g. Once people do something really bad, they are labeled as
bad and will never do anything good.
h. Many kids feel left out of social groups in school.
i. Teenagers are too young and inexperienced to write a book
(Bowers, 6).

For day one, I will have the students, in assigned reading groups by
table, take turns reading aloud. I will give them the vocabulary
word list and they can work together to fill in the vocabulary
definitions using context clues. (We will review the definitions at
the end of each section.)

I expect for students to read Chapters 1 & 2 in class. Chapter 3 will

be assigned for homework. Students will complete The Outsiders
1-3 Checklist on chapters 1-3 for homework.

2. Day Two: (13 minutes)

In reading groups, the students will begin reading aloud a chapters

4 and 5. They will complete The Outsiders 4-5 Checklist for
homework.

3. Day Three: (53 minutes)

The students will begin by discussing the answers on their

checklist with their reading group. (10 minutes) I will be moving
around the classroom to listen to each groups discussion and
monitor completion of the checklists.

The students will read aloud in their groups Chapter 6, filling in

their vocabulary words as they encounter them. (15 minutes)

I will show the students the slideshow on Analyzing a Quote. I

will model for them my thinking as I analyze the quote, "We all
had the money to get in- it only costs a quarter if you're not in a
car- but Dally hated to do things the legal way. he liked to show
that he didn't care whether there was a law or not. He went around
trying to break laws." Page 28. (See slideshow for modeling, I
do)

At the end of the slideshow, I will provide a quote to the students

for us to work through as a group, answering the same questions in
the way I modeled for them. How does this quote propel the
action? What does is reveal about the character? How may it
provoke a decision?

I will expect answers such as:

a. This may cause a fight between Darry and Ponyboy.
Ponyboy does not like his brother, and he doesn't think his

brother likes him. They do not get along. Ponyboy may

leave his house. Darry may send Ponyboy away. Etc.
C. Closure

Continuing with the gradual release model, students will be able to

choose a quote they feel is important in the story to analyze on
their own. I will walk around and provide assistance as necessary.
They will hand in their papers before leaving class so I can assess
their understanding of analyzing dialogue. This will be their exit
slip.

D. Accommodations/Differentiation
1. The third period class will need reading accommodations. The class is
small with only 15 students, so I will take turns with them reading aloud
to them. They also will need more guidance finding the vocabulary
words and I will provide scaffolding to them along the way.
E. Assessment/Evaluation plan
1. Formative:

For this lesson, I will be assessing the students as we move through

the Chapters by monitoring their Checklist answers to make sure
they are on task. I will adapt my lesson if necessary to aid them
more in comprehension. I will be assessing how they analyzed
their chosen quotes to examine the understanding of the lesson.

Quote Assessment Key:

a. Student includes
i. textual evidence from The Outsiders.
ii. what the dialogue reveals about the character(s).
iii. how the dialogue propels the action.
iv. how the dialogue may or may not provoke a
decision.
2. Summative:

At the end of the unit, the students will be given a final exam with
information from this lesson on analyzing dialogue on the exam.

V.

Reflective Response
A. Report of Students Performance in Terms of States Objectives (Reflective on
students performance written after lesson is taught, includes remediation for
students who failed to meet acceptable level of achievement)
Unacceptable

Acceptable

Target

Didnt complete

Period One

20

Period Two

14

Period Four

18

Total

52

I have one student who did not meet acceptable performance on analyzing a quote. I will
remediate with individual instruction finding dialogue to analyze and making predictions,
revealing aspects of characters, and finding the decision being made.
B. Personal Reflection (Questions written before lesson is taught. Reflective answers
to questions recorded after lesson is taught.)

1. What could I have done to better my students learning in the process of

teaching analyzing dialogue?

I could have changed the way I instructed the lesson. I feel as

though this lesson was too advanced for my students and I needed
to change the vocabulary I used in explaining the process to them.

2. How could I have adapted my lesson to better fit the needs of my

students?

During this lesson, I should have involved more movement and

engagement. I felt as though I lost students in their group work and
I should have allowed them a more hands on way to incorporate
this strategy into their repertoire.

VI. Resources (in APA format):

Bowers, K. (2005). The Outsiders by S.E. Hinton: Literature Guide. San Dimas, CA:
Secondary Solutions.

Hinton, S. (1967). The Outsiders. New York: Viking Press.

Name ___________________________________

Period ___________

The Outsiders Chapters 1-3 Note-Taking

Setting

Action Summary (Plot)

and Characters Involved

Important Things to
Remember From
This Chapter

Chapter 1

Chapter 2

Chapter 3

Now that you have read and taken notes on Chapters 1-3, make a prediction as to what you
believe will happen next in the novel.

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Name ___________________________________

Period ___________

The Outsiders Chapters 4-6 Note-Taking

Setting

Important Things to
Action Summary (Plot)
Remember From This
and Characters Involved
Chapter

Chapter 4

Chapter 5

Chapter 6

Now that you have read and taken notes on Chapters 1-3, make a prediction as to what you
believe will happen next in the novel.

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Name ___________________________________

Period ___________

The Outsiders Chapters 1-6 Vocabulary List

Vocabulary Word

1. Unfathomable:

2. Roguishly:

3. Incredulous:

4. Defiance:

5. Gallant:

Page
Numbe
r

Definition

Name ___________________________________

Period ___________

The Outsiders Anticipation Guide - Before Reading

Directions: Answer each statement with A = I agree, D = I disagree, or ? = I dont know.

A, D, or ?

Statement

For some kids, gangs can provide friendship and belonging.

Most people stand up for what they think is right, whether or not others
agree with them.
Physical violence is never appropriate to solve a problem.
It is more important to be part of the group than to be an individual.
Teasing, humiliation, and harassment are part of teenage life and should be
accepted as part of growing up.
Friendship and acceptance are very important to a teenager.
Once people do something really bad, they are labeled as bad and will
never do anything good.
Many kids feel left out of social groups in school.
Teenagers are too young and inexperienced to write a book.