Initial Curriculum Plan

“The Outsiders” - An Exploration: A Curriculum Plan and Teaching Guide

Introduction

This curriculum plan will consist of four basic parts/activities. The first part will consist of exploring the background of the “Outsiders” Students will explore the time, setting, and morals of the characters in the book. The second part will be a group guided discussion of “The Outsiders”. During this discussion, students will relate the novel to modern and current teen issues. The third part will be a character analysis where students will explore the motivations and traits of each character. The final part will be the assessment and it will involve a Greasers vs Soc relay race. It will also have an activity called “Repairing the Outsiders” where student will create a camp brochure as a group.

Curriculum Standard(s)

ELA7R1 The student demonstrates comprehension and shows evidence of a
warranted and responsible explanation of a variety of literary and informational
texts.

For literary texts, the student identifies the characteristics of various genres and
produces evidence of reading that:

a. Distinguishes between the concepts of theme in a literary work and the
author’s purpose in an expository text.

b. Interprets a character’s traits, emotions, or motivations and gives supporting
evidence from a text. .

c. Analyzes recurring and similar themes across a variety of selections, distinguishing
theme from topic.

d. Identifies events that advance the plot and determines how each event explains
past or present action(s) or foreshadows future action(s).

e. Identifies and analyzes how an author’s use of words creates tone and mood,
giving supporting evidence from text.

This curriculum web is designed to promote middle school students’ understanding of:

Young people ages 11-14 are learning to differentiate themselves from the crowd and make decisions about their values, prejudices and the attitudes they will develop as they move into adulthood.

By studying “The Outsiders” and exploring the various web based resources containing observations about other teenagers and then participating discussions, exploring background, tone and mood, character analysis and creating a brochure, they will come to a better understanding of themselves and how to relate to peers who are seen as different from them. This curriculum web can also be expanded to include an individual web page for each student.

The activities in this web are designed specifically for middle school students (grades six to eight). It could also be used for younger, motivated students or for older students who are still in the process of developing the skills applied in the web page. Teachers of specific groups of students may want to enhance the curriculum by including activities that relate to issues that their particular students face. Students who have not had much experience browsing the web or creating brochures using a template may have some difficulty completing the activities in this curriculum web without additional preparation and/or assistance.

This curriculum is centered on subject matter and Georgia standards relevant to the relationships between two different social groups, the Socs and the Greasers.

The activities in this web are designed for middle school students (ages 11-14), who are in grades 6-8. They are designed for both males and females from a wide variety of social and cultural backgrounds. Ethnicity is irrelevant, and special needs students who use this web may need additional support and guidance in some of the activities. It is designed for all learning styles, and can be modified to fit skill levels from the struggling student to the gifted student. It is not designed to fit any particular student with prior experience. In order to increase motivation, teachers may want to enhance the curriculum by including activities related to issues importance of their particular students. For example, an audience consisting of Native American or Mexican American students might emphasize issues having to do with their particular cultural heritage.

Before using “The Outsiders”- An Exploration curriculum web, the students should be able to:

· Be able to work cooperatively in teams to achieve a desired goal (Students who do not have prior experience with cooperative learning may need additional supervision or preparation)

· Be fairly comfortable learning and using software applications such as a brochure template.

· Demonstrate confidence in using computer technology and the resources of the Internet

The separate lessons in this curriculum web are designed to be used in sequence, and may spread out over a series of days and even weeks. In order to prepare, the classroom should be equipped with a novel set of “The Outsiders”. There should be an adequate supply of computers with internet access. Students will be divided into groups of three or four. There will be a teacher led discussion on issues of division of labor within each team. If wanted, each group member could have their own assignment. The teacher can be available to answer specific questions or provide further suggestions geared to each learner’s level and progress through the material.

1) Video Response- Students will access video segments (via the curriculum web) from the movie of “The Outsiders” and respond individually (see worksheet on “Exploring the Outsiders” curriculum web) concerning background elements of the novel: setting, time, place, and general plot. This will be followed up by an open discussion with students sharing their responses.

2) Web worksheet- Students will form in groups of two or three and complete an online web form answering questions about tone, mood, themes, conflicts, climax, and resolution(s). Forms will be submitted online and a teacher led discussion of best responses will follow.

3) Character analysis and role play. Student instructions for this activity will be found on the “Exploring the Outsiders” curriculum web. Students will assume the role of either a Soc or a Greaser. Situations are given to provide guidance on this role play activity. The teacher will assume the role of moderator and offer suggestions to keep the dialogue flowing.

4) Extension activities- See the final link: “Repairing the Outsiders Webquest” on the “Exploring the Outsiders” curriculum web. In this activity students will be given instructions about creating a brochure for a camp that is designed to repair the riffs between the two groups of teens- the Socs and the Greasers. Students will work in multiple groups with a combination of Socs and Greasers participating in each group of no more than four.

4. Why is it so important for Sodapop and Ponyboy to stay out of trouble with the police?

5. What does Sodapop tell Ponyboy about the reason that Darry yells at him so much?

The following questions will be responded to by the students in groups of two or three. The answers will be submitted using a web form on the curriculum web. Assessment will be made by observed active participation, and by submission and completion of the questions.

1. In the 60's in Tulsa there were Greasers and Socs. Does your school have similar social groups? What are they called today and how are they similar? How are they different?

2. Cherry loved Bob and helped Ponyboy's group. What do you think of her? Why? Would you do the same thing? Why?

3. Darry was raising Ponyboy and Sodapop because their parents were dead. Do you think this is right?

5. Sodapop has quit school. What does this mean for his future? Why do you think he did it?

7. Were Johnny, Ponyboy and Dallas heroes of the fire incident even though the fire was probably started by one of their cigarettes? Why?

8. Do you think Ponyboy will be okay in the end? Why? What do you think his future will hold?

1) Prior to using it with my students, I will present it to my co-workers within my data team for an outside review. I will seek feedback and advice from them on ways to improve or what to change in order for it to be of best use to the students.

2) For a formative assessment, I will ask students who use it to give me feedback on ways to make it better and more engaging for them. I will find out what they liked best and what they think I should change. What part did they enjoy the most/ like the least? I will use the feedback to make modifications on the curriculum web.

3) I will use examination of the student’s work produced while using the curriculum web.

4) I will use http://cynthiasays.com to evaluate my website for accessibility for students with disabilities.