LE P M A S

S. E. Hintons

A Skills-Based Approach to Teaching the Novel

The Outsiders:

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S. E. Hintons The Outsiders: A Skills-Based Approach to Teaching the Novel

Table of Contents

INTRODUCTION ............................................................................................................... 1 Overview............................................................................................................... .3 Character List ........................................................................................................ 5 Suggested Timeline ............................................................................................... 6 Vocabulary Words for Study .................................................................................. 7 SKILLS-BASED LESSONS .............................................................................................. 11 Lesson One: Reading Log Set-Up and Setting Exploration............................. 13 Lesson Two: Characterization ........................................................................ 20 Lesson Three: OrganizationForeground and Background............................. .25 Lesson Four: Symbolism.................................................................................. 32 Lesson Five: Conflict ....................................................................................... 38 Lesson Six: Allusions..................................................................................... 42 Lesson Seven: Point of View .............................................................................. 45 Lesson Eight: Figurative Language................................................................... 48 Lesson Nine: Theme ........................................................................................ 54 Lesson Ten: Tone and Mood .......................................................................... 61

CHAPTER GROUP ASSESSMENTS .................................................................................. 67 Chapters 14 ....................................................................................................... 69 Chapters 58 ....................................................................................................... 73 Chapters 912 ..................................................................................................... 77

IN-CLASS WRITTEN RESPONSE ..................................................................................... 81

FINAL ASSESSMENT ..................................................................................................... 89

APPENDICES .............................................................................................................. 103 Appendix I: Activities for Language Arts Correlations....................................... 105 Appendix II: General Rubrics for Scoring Written Responses ........................... 154

REFERENCES ............................................................................................................. 157

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S. E. Hintons The Outsiders: A Skills-Based Approach to Teaching the Novel

Overview

WHY USE A SKILLS-BASED APPROACH?

The Commission on Reading of the National Council of Teachers of English (2004) defines reading in the following way: a complex and purposeful sociocultural, cognitive, and linguistic process in which readers simultaneously use their knowledge of spoken and written language, their knowledge of the topic of the text, and their knowledge of their culture to construct meaning with text. (Reading and the Reading Process section, para. 1) When students truly read with the complexity and purpose described by the Commission, they are able to respond to literature on the critical level demanded by the current standards and assessments.

In order for students to be able to analyze text on a critical level, they must practice applying critical reading and thinking to everything they read in the classroomeven novels. They must develop and practice the skills that will allow them to go beyond the literal level questions that deal only with plot and definitions. Students must be able to demonstrate an understanding of how the author uses literary elements and techniques to craft a story. They must also be able to develop and defend their own interpretations of text and make thoughtful judgments about what they have read. The ability to connect thematic elements to personal experience, evaluate an authors point of view or purpose for writing, and recognize organizational techniques the author might be using to convey an attitude, idea, or opinion are important skills for students to use when reading critically. Additionally, students must develop sensitivity for language and be able to explore how authors use language to persuade, entertain, or emotionally affect readers. Students must then be able to communicate this deeper understanding of what they have read through effective written responses that are focused, logical, and well-organized. Student-teacher interactions that embrace these skills should be an integral, not a superficial, part of classroom discussions about literature that is read. This guide is designed for teachers who want to provide that interaction for their students. It allows teachers to use this novel to teach and assess the skills that will lead their students to read, comprehend, and write with a critical eye.

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S. E. Hintons The Outsiders: A Skills-Based Approach to Teaching the Novel Overview (continued)

HOW TO USE THIS MANUAL

This manual has been designed to be used in conjunction with the paperback edition of The Outsiders by S.E. Hinton published by Speak, an imprint of Penguin Putnam, Inc. All page and line references are based upon this edition.

Following this Overview, three sections are provided for teacher reference and possible student distribution at the teachers discretion. The Character List compiles the names of major and minor characters with short descriptions of each. The Suggested Timeline visually depicts the connection between the main Skills-Based Lessons (pp. 1166) and the supplementary Activities for Language Arts Correlations found in Appendix I. This connection between reading lessons and language arts activities will be explained in more detail in that appendix. The Vocabulary Words for Study lists terms, chapter by chapter, that could prove challenging for the middle school student.

Each of the three Chapter Group Assessments includes multiple-choice items, shortanswer items, and an answer key. Also provided is an in-class written response prompt and the Final Assessmenta cumulative exam made up of multiple-choice and shortanswer items. The assessment is followed by an answer key. It should be noted that the suggested responses for the short-answer items are not meant to be definitive interpretations but rather as general guidelines for successful answers. Rubrics for scoring the short-answer questions and the in-class written response are located in Appendix II.

As Carol Jago states in her book, Classics in the Classroom, Designing Accessible Literature Lessons, The study of literature requires a subtle interplay of classroom tasks that scaffold difficult texts (Jago, p. 7). This guide is designed to stimulate that interplay between students and teachers, providing students with chances to read critically and providing teachers with activities for teaching and assessing specific skills that will enable their students to read, think, and write about The Outsiders on a critical level.

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S. E. Hintons The Outsiders: A Skills-Based Approach to Teaching the Novel

Reading Log Set-Up and Setting Exploration

Lesson One:
p. 184, S. E. Hinton

Reading taught me sentence structure, paragraphing, how to build a chapter.

OBJECTIVES:

Represent text information in different ways such as in a graphic organizer Use text organizers, including graphic features, to locate and organize information Use multiple sources, including electronic texts, experts, and print resources, to locate information relevant to research questions Present organized speeches Organize ideas gained from multiple sources such as learning logs

RATIONALE:

Middle school students need organizational strategies to help them maneuver through the challenging developmental changes in life, both inside and outside of school. Providing students with structural and organizational skills will help them to achieve success. The Reading Logs allow students to organize the novel lessons and provide structure for responding to the literature. In addition, research shows that if students background knowledge is limited, building additional knowledge prior to reading will improve comprehension and engagement (Robb, 2000, p. 15). This lesson will serve to organize the students studies of The Outsiders and will establish a common base of applicable background knowledge for the students.

MATERIALS:

Copy of The Outsiders (one per student) Pocket folder with brads or binder with 2030 pages of notebook paper (one set per student) Set of Reading Log Tabs (one per student, copied on colored cardstock) Scissors (one pair per student) Research materials (Provide a list of pre-screened websites or a cart of preselected materials from the library. Searching for the materials in the library is not one of the skills addressed in this lesson, although it can easily be incorporated as an extension.) Background Exploration (one double-sided copy for each student) Checklist for Oral Presentations (optional, one-fourth sheet per group)

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S. E. Hintons The Outsiders: A Skills-Based Approach to Teaching the Novel Lesson One: Reading Log Set-Up and Setting Exploration (continued)

PRESENTATION GUIDELINES:

Explain to students that a Reading Log is a way for them to organize their work in one place. (Students will use a binder or a folder.). State to students that their logs will house their personal and academic interactions with the text. Inform the students that all handouts, including journal entries and lesson handouts, should be included in the logs. Explain that the free writing or journal responses should be at least half a page long and can be either hand-written or word-processed (teachers discretion). Note: If students are using a folder with loose leaf paper, they may glue or staple essential handouts onto separate pages. Explain to the students that their folders or binders will be divided into several sections: Journal Entries (blank sheets of notebook paper should be stored in this section) Lists Reading Skills Language Arts Resources Distribute one set of Reading Log Tabs to each student. Give the students time (approximately 510 minutes) to cut the tabs and place them in their Reading Logs. The tab for each section should be visible for easy location.

Explain that the setting of The Outsiders takes place in the late 1960s; however, there are many references to the 1950s. Since these time periods may be unfamiliar to the class, tell students that the next activity will serve as an introduction to those decades.

Show the students the research materials. Divide students into mixed-ability groups of three to four students each. Tell the groups that they will present short oral presentations on assigned topics before the end of class. Distribute one copy of Background Exploration to each student. Assign one topic to each group and instruct the students to record their topics on their Background Exploration pages. Guide students in the cutting and folding of the pages. Explain to the students that they are to research the assigned topic and record the information collected in the Summary of Research section. Explain that one speaker from each group will present the groups findings to the class in a short (23 minute) presentation. Possible Topics for Background Exploration Paul Newman Fads and fashion of the 1950s and 1960s Slang of the 1950s and 1960s Teen clothes of the 1950s and the 1960s Hair styles of the 1950s and the 1960s Music of the 1950s and 1960s S.E. Hinton Rodeos in Oklahoma A summary of Gone With the Wind (by Margaret Mitchell)

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S. E. Hintons The Outsiders: A Skills-Based Approach to Teaching the Novel Lesson One: Reading Log Set-Up and Setting Exploration (continued)

A summary of Robert Frosts poem Nothing Gold Can Stay A description of the character Pip in Great Expectations (by Charles Dickens)

After the groups have researched their assigned topics, ask one speaker from each group to share the information that was gathered about the topic. The other groups in the class should listen to each presentation and record the information in the Notes on other topics sections of the Background Exploration handout. Note: An optional Checklist for Oral Presentations has been provided for teacher use. Ask students to place their Background Exploration pages into their Reading Logs.

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S. E. Hintons The Outsiders: A Skills-Based Approach to Teaching the Novel MASTER

__________________________________________
Student Name

_______________________

Date

The Outsiders
Final Assessment

MULTIPLE CHOICE ITEMS

1.

Read the dictionary entry below for the word dig.

dig \dg\ v 1. to break up or remove earth 2. to like, enjoy, or appreciate 3. an archeological excavation 4. to discover by careful research or investigation

Which definition represents the meaning of digs on page 2 of The Outsiders? A. Definition 1 B. Definition 2 C. Definition 3 D. Definition 4 The following diagram shows some events described in The Outsiders. Ponyboy leaves the movie house alone and is attacked by the Socs.

2.

Ponyboy and Johnny hide in an abandoned church.

Ponyboys English teacher gives him another chance to pass.

Which information belongs in the empty box? A. Johnny kills Bob in the park. B. The greasers and the Socs have a rumble. C. Darry saves Ponyboy from the Socs. D. Dally gives Ponyboy and Johnny a gun and money.

3.

The last paragraph on page 18 is mainly about Ponyboys A. jealousy of Sodas good looks B. relationship with Darry C. reasons for lying D. thoughts about school

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S. E. Hintons The Outsiders: A Skills-Based Approach to Teaching the Novel

Activities for Language Arts Correlations

Appendix I:

Jim Burke (2003) defines grammar as the ways words are used to shape meaning, voice, style (p. 124). The connection between reading instruction and language/writing instruction is inherent, and teachers should assist students by consistently reinforcing and exposing that connection. Burke goes on to write that any close reading of a literary text or the style of a particularly well-written essay demands careful analysis of the writers use of language to shape meaning and create voice (p. 135). S.E. Hintons language choices are just as important to a reading of The Outsiders as the way she develops the characters, the plot line, and the conflicts. In many middle schools and junior highs, reading instruction is conducted separately from language arts instruction. With this logistical separation in mind, the following grammar activities are intended to show students the connection between reading and writing. The activities are purposefully short, so English language arts teachers can easily integrate them into their current curriculum. The Suggested Timeline on page 6 of this manual provides a schedule that both reading and English teachers can use in providing students with cohesive instruction for The Outsiders.

Jim Burke (2003) describes his purpose for grammar instruction in this way: In my class we use grammar to understand how to read and write better and to think with greater clarity (p. 132). Clear thinking glues the reading and the writing together in a very meaningful way for students.

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S. E. Hintons The Outsiders: A Skills-Based Approach to Teaching the Novel

Charting Parts of Speech

Activity One:
p. 184, S. E. Hinton

The major influence on my writing has been my reading.

OBJECTIVES:

Employ standard English usage in writing for audiences, including parts of speech Produce visuals to complement and extend meanings

RATIONALE:

In studying grammar instruction, Lucy Calkins (1994) and her colleagues rediscovered how it feels to turn words over and over in our minds, wondering at how they are made, puzzling over categories of words, and finding patterns across words (p. 308). When students begin to make the same discoveries, their curiosity about language can be piqued. Calkins claims that our first priority must be to establish reading and writing workshops in which students learn to use words, parts of speech, punctuation, and conventions effectively (p. 289). In addition, Calkins explains that this integration of reading and writing helps students to notice and explore and borrow and reflect on the features of texts they encounter (p. 289).

MATERIALS:

Fact SheetParts of Speech (one copy per student) Charting Parts of Speech: Sentences From Chapter 1, The Outsiders (one copy per student) 5 sheets of chart paper (and tape for posting the charts), each titled with one of the following labels: Nouns, Verbs, Adjectives, Adverbs, Pronouns Markers of varying colors (Each of the five student groups should receive two different colors.) Charting Parts of Speech: Sentences from Chapter 1, The OutsidersAnswer Key (five copies, one per group)

PRESENTATION GUIDELINES:

For this activity, divide the class into five groups by having the students number themselves from one to five, asking all of the ones to gather under the wall chart that is labeled Nouns. Ask all of the twos to gather under the chart labeled Pronouns. Ask all of the threes to gather under the chart labeled Verbs. Continue assigning groups in this manner until all of the groups are gathered under specific charts.

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S. E. Hintons The Outsiders: A Skills-Based Approach to Teaching the Novel Activity One: Charting the Parts of Speech (continued)

Distribute the following handouts to each student: Fact SheetParts of Speech and Charting Parts of Speech: Sentences from Chapter 1, The Outsiders. Explain and model the activity using the following instructions:

Say, Today, we are going to review identifying nouns, pronouns, verbs, adjectives, and adverbs.

Direct the students to look at the first sentence listed on the handout, Charting Parts of Speech: Sentences from Chapter 1, The Outsiders. Ask a student to read the sentence aloud.

Move to the chart labeled Nouns. Say, I want to list all of the nouns that I can find in this sentence on this chart. If I look at the handout, Fact Sheet Parts of Speech, I can see the definition for a noun. Ask a student from the group under the Nouns chart to read the definition for nouns from the handout. Direct the students to notice the different kinds of nouns and the examples that are given on the handout. Say, I am going to record the nouns that are in the first sentence. Using a marker, write the following on the Nouns chart: #1. sunlight, darkness, movie house, things, mind, Paul Newman, ride, home

Say, Notice that movie house is a compound noun and that Paul Newman is a proper noun. I know that because of the examples that are on the Fact SheetParts of Speech. Ask the group to look at sentence 2 and write the nouns on the chart for sentence 2. Guide them to write the following: #2. hair, eyes

Move to the chart labeled Pronouns and follow the same procedure. On this chart, record the following: #1. I, I, my #2. I

Repeat the procedure for the rest of the charts, demonstrating how the students may use the Fact SheetParts of Speech to determine which words should be recorded on their specific charts. The following information should be recorded: Verbs #1. stepped, had #2. have Adjectives #1. the, bright, the, the, two, a #2. light-brown, almost-red, greenish-gray Adverbs #1. out, only #2. (none) Note: The word When in sentence #1 is a subordinating conjunction that begins the adverb subordinate clause, When I stepped out into the bright sunlight from the darkness of the movie house It is not an adverb in this sentence.

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S. E. Hintons The Outsiders: A Skills-Based Approach to Teaching the Novel Activity One: Charting the Parts of Speech (continued)

Ask each group of students to choose one colored marker and record the assigned parts of speech on the charts for sentences 39. Allow approximately seven minutes for them to complete the activity.

Distribute a copy of Charting Parts of Speech Sentences from Chapter 1, The OutsidersAnswer Key to each group and allow them to self-correct their charts, using a different colored marker from the one that was used to record the original responses. Tell the students to look at any corrections that they had to make and be ready to share what they learned from the activity with the class. Ask a spokesperson from each group to share what the group learned.

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S. E. Hintons The Outsiders: A Skills-Based Approach to Teaching the Novel MASTER Activity One: Charting the Parts of Speech (continued)

Charting Parts of Speech: Sentences from Chapter 1, The Outsiders

1. When I stepped out into the bright sunlight from the darkness of the movie house, I had only two things on my mind: Paul Newman and a ride home (p. 1). 2. I have light-brown, almost-red hair and greenish-gray eyes (p. 1).

3. Hes always happy-go-lucky and grinning, while Darrys hard and firm and rarely grins at all (p. 2). 4. Sodapopll never grow up at all (p. 2).

5. I dont know which ways the best (p. 2). 6. Ill find out one of these days (p. 2). 7. We get jumped by the Socs (p. 2).

8. Were poorer than the Socs and the middle class (p. 3).

9. I reckon were wilder, too (p. 3).

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S. E. Hintons The Outsiders: A Skills-Based Approach to Teaching the Novel MASTER Activity One: Charting the Parts of Speech (continued)

Fact SheetParts of Speech

NounsWords that name persons, places, things, ideas Common nounsdog, cat Proper nounsRover, Fluffy Concrete nouns (take up space or can be identified through the five senses)desk, pen Abstract nouns (ideas or qualities)courage, freedom Collective nouns (refer to groups)class, family Compound nouns (multi-word nouns)swimming pool, father-in-law Possessive nouns (own something)dogs, dogs Noun-forming suffixessuch as -ance, -ation, -ence, -ism, -ity, -ment, -ness, -ship

PronounsWords that take the place of nouns Personal Pronouns I me my, mine you you your, yours he, she, it him, her, it his, her, hers, its we us our, ours you you your, yours they them their, theirs Interrogative Pronouns which whom Relative Pronouns thatThe dog that we petted was friendly. Indefinite Pronouns everyone anyone no one Demonstrative Pronouns (point out specific nouns) thatThat is a great movie. thoseThose are my books. Reflexive and Intensive Pronouns myself, yourself, himself, herself, itself, ourselves, yourselves, themselves

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S. E. Hintons The Outsiders: A Skills-Based Approach to Teaching the Novel MASTER Activity One: Charting the Parts of Speech (continued)

VerbsWords that show action or states of being Action Verbs (show action) Transitive verbThe boy hit the ball. Intransitive verbThe boy shouted loudly. Verbs of Being (connect the subjects of sentences to adjectives, nouns, or pronouns)I am a student. is, am, are, was, were, be, being, been Verb Phrases (main verbs joined with helping verbs)The dog will have been barking for an hour. Voice of Verbs (shows whether the subject performs the action or receives the action) Active voiceThe boy hit the ball. Passive voiceThe ball was hit by the boy.

AdjectivesWords that describe nouns or pronouns Comparisons The girl is pretty. The girl is prettier than her sister. The girl is the prettiest of all. Articles aA book is missing. anAn apple is tasty. theThe boys are playing. Proper Adjectives My English class is fun. The American flag is beautiful.

AdverbsWords that describe verbs, adjectives, or other adverbs Adverbs show how, when, where, and to what degree something happened. howThe dog barked loudly. whenThe dog barks often. whereThe bus will stop here. to what degreeThe man was very happy. Adverbs describe verbsThe boy ran quickly. Adverbs describe adjectivesThe very tall boy read the book. Adverbs describe other adverbsThe boy ran very quickly. Conjunctive adverbs show relationshipsI dont like pizza; nevertheless I ate a piece.

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S. E. Hintons The Outsiders: A Skills-Based Approach to Teaching the Novel MASTER Activity One: Charting the Parts of Speech (continued)

PrepositionsWords that are placed before nouns or pronouns to form phrases Common prepositions may be used in the following sentence: She moved everything _____ the table(s). over under underneath around through across among near at between on beside beneath behind below before after beyond with within without to from away from from past toward above across along outside up down in spite of but by except for until besides like inside in but

Prepositions occur in phrases, with the phrase beginning with a preposition and ending with a noun or pronoun. The noun or pronoun in the phrase relates to another part of the sentence. Example: John sat on the table. (on the table tells where John sat)

ConjunctionsA word that joins Coordinating conjunctions (join words or groups of words)John and Joan walked home. FANBOYS: for, and, nor, but, or, yet, so Correlative conjunctions (join words that have equal grammatical weight)Either John or Joan walked home. Subordinating conjunctions (join clauses so that one clause depends on the other)We ate lunch because it was ready.

InterjectionsUnrelated words that express strong emotion My, what big eyes you have! Wow, you look wonderful. Aha! Ive got you now!

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