Vancouver Island University Faculty of Education YEAR 5 POST BACC - FRAMEWORK PLANNING MATRIX Part 1 Grade(s): 8 Title of Unit: The Outsiders

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1 Vancouver Island University Faculty of Education YEAR 5 POST BACC - FRAMEWORK PLANNING MATRIX Part 1 Grade(s): 8 Title of Unit: The Outsiders Overview of Unit Topic/Theme: a) Provide an overall picture of the unit of study; and b) identify key unit concepts (2-5). This is a novel study of S.E. Hinton s The Outsiders. Through this unit, students will consider what it means to be an outsider. Students will also explore the effects of stereotypes and how stereotypes create outsiders. Students will develop cooperative learning skills through group discussions in a literature circle format. Rationale for Unit: Why are you teaching this unit and how is it relevant to the students at this point in time? These students have just entered high school this year and are in the midst of forming new social circles. This unit allows them to consider and become aware of the judgments that they make based on superficial and significant characteristics. List the Provincial Learning Outcomes (PLOs): A1, A2, A4, A7, A8, B1, B4, B5, B7, B8, B10, C1, C2, C5, C8, C9 Culminating Task(s): Briefly describe the culminating task(s) that will provide a demonstration and/or celebration of student learning. Facebook Character Profile Page Tweets (#socproblems and #greaserprobs) Outsider Project (one of): - a written report - a poster (with written reflection) - a skit/commercial (with written reflection Resources: What resources will you use in this unit?

2 Part 2 Learning Outcomes What are the unit level learning outcomes? What do you want students to learn/understand/appreciate? WEEK 1 Monday 1. Students will be able to read for pleasure Description of Learning Activities & Strategies What teaching strategies & activities will you utilize to enable students to achieve the learning outcomes? 1. Uninterrupted Sustained Silent Reading (USSR): students select a novel of their choice to read for personal enjoyment Assessment Method/Tool What method (e.g. write/say/do) and tool/instrument will you use to collect evidence of the learning? 1. teacher observation Assessment Criteria By what criteria do you decide that the outcome has been successfully met? What will you look for in the evidence? 2. SWBAT identify what factors contribute to stereotyping. 3. SWBAT identify superficial characteristics and meaningful characteristics in people 2. Gallery Walk - count students off (1-7) - seven pictures (numbered 1 thru 7) are displayed in different spaces in the room - students form groups based on their number, ones collect at photo 1, twos at photo 2, etc. - students have 3 minutes to answer the following in point form on worksheet: What is important to this person? What kind of job does or will this person have? If I met this person, would we be friends? Why or why not? - teacher indicates that time is up, students rotate to the next number and repeat until all seven pictures are viewed - Classroom discussion: have students share some of their answers from Gallery Walk worksheet. Encourage student lead conversation, having them present alternate interpretations. (Teacher sometimes asking Why? ) 3. Students complete Sizing People Up worksheet, identifying what characteristics are most important when 2. student responses & discussion 3. Sizing People Up Worksheet 2. recognition of what factors lead to stereotyping based on appearances 3. identification of meaningful vs. unimportant characteristics

3 meeting new people and identifying what characteristics they would and would not like to be judged by. 4. SWBAT their own feelings about stereotyping. 4. Journal Entry #1: How did today s activities make you feel? Why? How have the activities made you think differently about the people you see? 4. Journal Entry 4. a personal reflection on the recognition of stereotyping in oneself and how that recognition will alter future judgments Tuesday 1. SWBAT read for pleasure 1. teacher observation 2. students will explore what they think it means to be an outsider 2. Students will watch The Outsider s Book Trailer Class Brainstorm: What does it mean to be an outsider? (record ideas on whiteboard) Journal #2: What do you think it means to be an outsider? Write about a time when you felt like an outsider OR write about a time when someone else was being treated like an outsider. How did it make you feel? What did you do? 2. journal entry 2. students will identify what they think it means to be an outsider and relate it to an experience they have had or witnessed 3. students will be aware of the pop culture of 1960s America, especially as it relates to The Outsiders 3. Ask students: What do you imagine when you picture the 1960s in America? Watch PowerPoint and YouTube presentation of pop culture in the 1960s 3. class discussion 3. Ask students: How did what you saw in the presentation compare with what you thought before about the 1960s. 4. SWBAT identify physical and character traits of characters introduced in chapter 1 4. Begin reading Chapter 1 aloud (students will complete for homework). Begin making notes of physical and character traits identified in Chapter 1 (as a class, recorded on board & students record in notes). Students will complete for homework. 4. notes 4. notes giving details about the physical appearance and the characteristics of the characters in Chapter 1 Wednesday 1. SWBAT read for pleasure 1. teacher observation

4 2.SWBAT articulate differences between cliques and gangs 2. Working in assigned groups of 4, students will complete a four-quadrant chart. Student Roles: 1. Facilitator 2. Recorder 3. Presenter 4. Time Keeper Questions to answer: What I know about cliques What I think I know about cliques What I know about gangs What I think I know about gangs Groups present to class Class Discussion (student focused, but teacher guided) questioning and clarifying definitions of cliques and gangs 2. Group Presentations 2. students, as a group, develop a clear definition of what a clique is and what a gang is 3. SWBAT use a T-Chart to compare Greasers vs. Socials 3. Students create a T-Chart listing qualities/stereotypes of Socials and Greasers (individual, but encouraged to collaborate with table groups) 3. T-Chart 3. students are able to list main characteristics that mark differences between the Socials and Greasers. Should include mention of social status and general appearance. 4. SWBAT make connections between the two main groups in the novel and fictional groups from movies, TV shows, or other books 4. Journal #3: Compare the Socials and the Greasers to groups/cliques that you have seen in movies, TV shows, and/or other books. Explain why they are similar and list some ways that they might differ. 4. Journal Entry 4. students are able to make clear connections to characters in the book and other character groups they are familiar with Thursday 1. SWBAT read for pleasure 2. SWBAT use 1960s slang in context 5. Begin reading Chapters 2 (completed for next class). Select 5 Vocab words of choice and define them. 2. Hand out list of slang words and review as a class Assign groups of 4 students. Students will create a skit (1 min max.) incorporating as many slang words as possible (min. 5 slang words) 1. teacher observation 2. group skits 2. students are able to use 5+ slang terms from novel in correct context

5 Each group presents to class 3. SWBAT recognize differences between the group and the individual and recognize group stereotypes that still exist 3. Review Group Discussion Self- Assessment Rubric Working in assigned groups of 4, students discuss: stereotypes of groups vs. the individual. Are they the same, or different. Draw examples from the book. May also relate to real life knowledge/experiences Does Johnny fit the Greaser profile? Do you think this quote is true? Why? Johnny who was the most law-abiding citizen of us, now carried in his back pocket a six-inch switchblade. He d use it too, if he ever got jumped again. They had scared him that much. He would kill the next person who jumped him. Nobody was ever going to beat him like that again. Not over his dead body Class Discussion (lead by group key points and teacher given direction/questions) Complete Self-Assessment Rubric 3. group discussion/class discussion 3. students recognize differences between the group and the individual students make connections to today 4. SWBAT reflect on group Conversation 4. Journal #3: topic of choice relating to your group conversation. You might explore questions you have or things you are wondering. You might make connections between thoughts that came up in your discussion and experiences you have had or things that you have witnessed (fictional or real). 4. Journal Entry 4. Students are able to compose an honest reflection that explores the group conversation (explores issues further and/or makes connections) 5. Students begin reading Chapter 3, to complete for homework, selecting 5 vocab words to define. Friday 1. SWBAT recognize personal & social identity (image/reputation) of character 1. Lecture about Identity (personal & social) Personal & Character Identity worksheet Greaser character Facebook Profile Creation 1. Students create a Greaser character Facebook profile (on paper) 1. students are able to identify key aspects of a character s identity (personal identity and image/reputation)

6 2. SWBAT recognize personal & social identity (image/reputation) of self WEEK 2 Monday PRO-D Day Tuesday 1. SWBAT read for personal enjoyment 2. Journal Entry #5: What things make up your personal identity? What things make up your social identity (the image you want people to have of you)? 2. Journal Entry 1. observation 2. students can clearly label the components that make up their personal identity and their social identity. 2. SWBAT identify the similarities and differences of Socials and Greasers according to Ponyboy & Cherry 2. Working in assigned groups of 4, students create a Venn diagram for the Socs and Greasers based on Pb & Cherry s conversation Group Sharing (teacher guided, if needed. Be sure to address sunset) Journal #6: It seemed funny to me that the sunset she saw from her patio was the same one. Maybe the two different worlds we lived in weren t so different. We saw the same sunset. Ponyboy. How different do you think the two worlds truly are? Why? 2. group discussion/class discussion Journal Entry 2. recognition of different types of problems recognition that both groups have problems recognition of some sameness (sunset) 3. SWBAT identify Ponyboy s conception of Soc problems vs. Greaser problems 3. Create a #socproblems (like #firstworldproblems) & a #greaserproblems from the perspective of Ponyboy 3. #socproblems Tweet #greaserproblems Tweet 3. students are able to identify Ponyboy s understanding of a Soc. Problem vs. a Greaser Problem 4. Begin reading Chapter 4 (complete for homework). 5 vocab words. Wednesday 1. SWBAT read for personal enjoyment 1. observation 2. SWBAT form and vocalize opinion 3&4. SWBAT make connections between the novel and present day 2. Students Think-Pair-Share with desk partner. Did Johnny commit murder or self-defense? Students locate self on U-shaped form (taped on floor) indicating amount of guilty they consider Johnny to be. Students give reasons for position. 2. observation 2. students are able to choose a location on the guilty-innocent scale and are able to give explanation of position

7 Students adjust positioning as necessary. 3.Read article on youth violence Journal: Compare and Contrast the violence in the novel with the violence of today 3. Journal 3. students will be able to represent their understanding of Johnny s guilt and relate it with youth crime of today 4. brainstorm/make predictions about author discuss use of author s name and compare to issues today Watch JK Rowling clip Class discussion students will be able to compare and contrast the use of SE Hinton s name and JK Rowling s name. Begin reading Chapter 5 Thursday SWBAT read for personal enjoyment USSR observation students will read novel of choice SWBAT interpret poetry for meaning SWBAT make connections to their own lives discuss poetry reading strategies Students work in groups to interpret poem class discussion journal: write an example of something that is gold in reference to poem, connecting to own life experiences group and class discussion Journal Entry students provide plausible explanation for poem students are able to demonstrate understanding of poem by making connection to their lives Read Ch 6-7 Friday SWBAT identify traits of a hero SWBAT make predictions about text as a class, brainstorm what a hero is group discussion: are the boys heroes? what do you think will happen to the brothers? journal entry, reflecting on traits of a hero. compare to modern day heros Read chapters 8 & 9 WEEK 3 Monday SWBAT make connections between characters SWBAT recognize the similarities and differences between family and Group discussion re: family and friends Compare the home/family lives Ponyboy, Dally, Johnny, Bob and how it effects their character Journal: making connection to own life, Group discussion with Compare Chart worksheet Journal students make logical connections between characters home lives as well as recognizing difference student demonstrates an understanding of tight knit friends and makes

8 friends friends that are as close as family connection to own life Read Ch. 10 Tuesday SWBAT identify the relationship between Johnny and the Greasers Group discussion about Johnny and the Greasers group discussion SWBAT identify the symbiotic relationship between Johnny and the Greaser, referring to character traits and examples from the text SWBAT compare and contrast Johnny s and Dally s deaths T-Chart comparing deaths of Johnny and Dally T-Chart Students will list similarities and differences between the deaths of Johnny and Dally SWBAT recognize the difficulties of putting a good or bad label on someone Journal about Dally s character. Is he a hero? a thug? a good guy? a bad guy? How does your answer connect with what you ve learned about stereotyping? Journal Entry students will make judgments of Dally s character referring to examples from the text. students should identify a difficulty when attempting to make a judgment Wednesday SWBAT identify major themes from the novel Read Chapter 11 & 12 lecture: what is a theme group discussions about major themes in the novel group discussion students can label at least two themes from the novel SWBAT reflect on their learning during the unit journal: re do Sizing People Up activity reflect on how your thoughts have changed and/or how and why they have not. journal entry students will be able to identify personal growth and/or justify reasons why their thinking did not change Thursday - Monday Watch Movie/Final Project Tuesday Final Project Presentations (for those that choose this project)

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