The Outsiders Novel Unit
The Outsiders Novel Unit
Students will read the novel, The Outsiders, while simultaneously working to analyze the text and time period of the novel.
This unit was developed by Megan Andersen as part of the Nebraska ESUCC Special Project for BlendEd Best Practices.
Content Area Skill(s):
Reading
Writing
Multiple Literacies
Digital Age Skill(s):
Empowered Learner
Knowledge Constructor
Duration of Unit:
4 weeks
Overview of Unit:
In this unit, students will read the novel, The Outsiders, while simultaneously working to analyze the text and time period of the novel.
Empower Learners:
| Content Area Skills: | Student Friendly Learning Objectives: |
| LA 8.1.6.b Analyze and explain the relationships between elements of literary text (e.g., character development, setting, plot, conflict, point of view, inferred and recurring themes). | 8.1.6.b I can identify and analyze the elements of literary text. |
| LA 8.1.6.c Analyze the author's use of literary devices (e.g., simile, metaphor, personification, idiom, oxymoron, hyperbole, alliteration, onomatopoeia, analogy, tone, mood). | 8.1.6.c I can analyze and explain the author's use of literary devices. |
| LA 8.1.6.h Analyze the social, historical, cultural, and biographical influences in a variety of texts, citing textual evidence from literary and informational text to develop a national and international multicultural perspective. | 8.1.6.h I can analyze evidence to develop a broader perspective of people and cultures. |
| LA 8.1.6.i Construct and/or answer literal, inferential, critical, and interpretive questions and support answers with explicit evidence from the text or additional sources. | 8.1.6.i I can ask and answer various kinds of questions and support them with specific information from the text and other sources. |
| LA 8.1.6.n Make and confirm/modify inferences with text evidence while previewing and reading literary, informational, digital text, and/or media. | 8.1.6.n I can make, confirm, and adjust inferences using text evidence while reading. |
| LA 8.1.6.o I can use text evidence to demonstrate my understanding in a variety of ways. | 8.1.6.0 I can use text evidence to demonstrate my understanding in a variety of ways. |
| LA 8.2.2.b Provide evidence from literary or informational text to support analysis, reflection, and research. | 8.2.2.b I can support my ideas using evidence from the text. |
| LA 8.4.1.b Demonstrate ethical use of information and copyright guidelines by appropriately quoting or paraphrasing from a text and citing the source using available resources (e.g., online citation tools, publication guidelines). | 8.4.1.b I can quote or paraphrase text and properly cite my sources. |
| LA 8.4.2.b Use appropriate digital tools (e.g., social media, online collaborative tools, apps) to communicate with others for conveying information, gathering opinions, and solving problems. | 8.4.2.b I can use the appropriate digital tools to gather and share information. |
| ISTE: 6a Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication. | I can choose the correct tools to meet the expectations in a project I create. |
Empower Learner Activity:
Detailed Description:
1. Students will fill out the Google form which will help me to determine comfort levels of both the unit expectations and their own independent work.
2. I will group students based on the pre-assessment form. I believe this unit will run best with like-ability levels.
3. Students will set goals for the unit based on the learning targets and pre-assessment data. I will sit with each student to set these goals.
4. Students will play “on the bus” with the anticipation guide.
Knowledge Application:
Artifact Profile:
One Pager
Detailed Description:
Throughout the unit, we will be focusing on several literary components. Your final project will be to create a one-pager demonstrating your understanding and application of these. You will be given an 11x14 piece of white paper for this project. It is your responsibility to be creative and turn this plain piece of paper into an artistic representation of the novel.
Click HERE for student handout and expectations of the project.
Content Area Skills Addressed:
LA 8.1.6.h; LA 8.1.6.i; LA 8.1.6.n; LA 8.1.6.o; LA 8.2.2.b; LA 8.4.1.b; LA 8.4.2.b
Digital Age Skills:
Knowledge Constructor
Creative Communicator
Link to Rubric
Knowledge Deepening:
Task 1: Chapters 1-4
Students will complete the three yellow boxes on the choice board. They will then choose any of the remaining six boxes totaling at least 8 points. Due dates will be set by me. I will monitor progress by meeting with each student individually each week.
Must Do’s: Must do all yellow boxes | May Do’s: May choose any of the remaining six boxes totaling at least 8 points. |
Resources: |
Task 2: Chapters 5-8
Students will complete the three yellow boxes on the choice board. They will then choose any of the remaining six boxes totaling at least 8 points. Due dates will be set by me. I will monitor progress by meeting with each student individually each week.
| Must Do’s: Must do all yellow boxes |
May Do’s: May choose any of the remaining six boxes totaling at least 8 points. |
Resources: |
Task 3: Chapters 9-12
Students will complete the three yellow boxes on the choice board. They will then choose any of the remaining six boxes totaling at least 8 points. Due dates will be set by me. I will monitor progress by meeting with each student individually each week.
| Must Do’s: Must do all yellow boxes |
May Do’s: May choose any of the remaining six boxes totalling at least 8 points. |
Resources: |
Direct Instruction:
Learning Path:
| Day # | Description | BlendEd Model | Resources |
| 1 | Introduce the Unit as a whole group. | Whole Group | |
| 2-4 | Meet with students in their small groups. I spent approximately 10 minutes per group while they did the Webquest just to get them acclimated to the process. | Station Rotation |
|
| 5+6 | Today is about the day where students will begin reaching the ground rules step on their playlist. You will need to question them and make them dig deep to really come up with ground rules that stick. For example, ask them what they will do if someone doesn’t keep up with the reading? What are the consequences? If this is your student’s first unit like this, you will want to demonstrate how to create a backchannel and how to create a meeting log. I meet with each group separately because I grouped them in like-abilities for this. |
Flex | |
| 7 | Mini-lesson on Characterization I have students take notes on direct and indirect characterization. I also review flat, round, dynamic, and static characters. |
Large Group Mini-lesson and then break into Flex. | I do show this video to the class because they can all relate to it and I believe it is relevant. |
| 8-10 | These days are work days. I circulate and give guidance as needed. I find that I do sit with different groups more than others and help them with understanding characterization and the plot. | Flex |
|
| 11 | Symbolism lesson | Whole-Group | I teach it just as the video shows: https://youtu.be/w84SfvCbfg4 |
| 12-14 | These days are work days. I circulate and give guidance as needed. I find that I do sit with different groups more than others and help them with understanding characterization and symbolism. | Flex | |
| 15 | Theme lesson. I do a station rotation on this one with a resource from TPT | Station Rotation | https://www.teacherspayteachers.com/Product/Discovering-Theme-Learning-Stations-2181556 |
| 16-18 | These days are work days. I circulate and give guidance as needed. I find that I do sit with different groups more than others and help them with understanding characterization, symbolism, and theme | Flex | |
| 19-20 | Whole class discussion and work. I have discovered that I need a day or two at the end of a novel unit in order to just have a discussion. I do a lot of think-pair-share, moving to different groups, and Padlet discussions. | Whole-Group |
Resources:
See above.