Curriculum / ELA / 6th Grade / Unit 4: Finding Connection: The Outsiders / Lesson 17
ELA
Unit 4
6th Grade
Lesson 17 of 26
Jump To
Compare and contrast scenes from The Outsiders with the film version and describe the experience of viewing the film.
Movie: The Outsiders — 1:12:22-1:27:35 (end)
We participate in the Amazon Associate program. This means that if you use this link to make an Amazon purchase, we receive a small portion of the proceeds, which support our non-profit mission.
Unlock features to optimize your prep time, plan engaging lessons, and monitor student progress.
Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
Reread the scene when Dally dies on pages 153-154. Then watch the scene in the film 1:24:45-end. Compare and contrast the experience of reading the scene and watching it on film; what was different about the scene from what you had imagined when you were reading the book? Provide specific examples.
Questions about the text that will help guide the students understanding
Return to the fight scene on pages 141-145 and review your notes from last night’s homework. Watch the scene in the film: 1:12:22- 1:17:23. Compare and contrast the experience of reading about the fight in the park and watching it on film; what was different about the scene from what you had imagined when you were reading the book? Provide specific examples.
Return to Johnny’s death scene on pages 148-149 and review your notes from last night’s homework. Watch the scene in the film: 1:19:17-1:21:20. Compare and contrast the experience of reading the scene to watching it on film; what was different about the scene from what you had imagined when you were reading the book? Provide specific examples.
Although this movie follows the novel very closely, the director cut out several scenes that were included in the original text. Do you think cutting out these scenes had a significant impact on the story? Why or why not?
Suggestions for teachers to help them teach this lesson
The section of film you will be watching today includes scenes of violence and death. Be mindful of your students’ life experiences; although the film is rated PG, some students may still find these sections upsetting.
Reading and/or task to be completed at home in preparation for the next lesson.
To ensure that students are prepared for the next lesson, have students complete the following reading for homework. Use guidance from the next lesson to identify any additional language or background support students may need while independently engaging with the text.
Article: “Study: Teens who expect to die young are more likely to commit crime” by The Dallas Morning News
Bring your most engaging lessons to life with comprehensive instructional guidance, detailed pacing, supports to meet every student's needs, and resources to strengthen your lesson planning and delivery.
RL.6.7 — Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they "see" and "hear" when reading the text to what they perceive when they listen or watch.
Standards that are practiced daily but are not priority standards of the unit
L.6.6 — Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
RL.6.1 — Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
SL.6.1 — Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.
SL.6.6 — Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
W.6.1 — Write arguments to support claims with clear reasons and relevant evidence.
W.6.4 — Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.6.9 — Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.6.9.a — Apply grade 6 Reading standards to literature (e.g., "Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics").
W.6.10 — Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Lesson 16
Lesson 18
Explain how S. E. Hinton begins to develop the narrator’s point of view in The Outsiders.
RL.6.6
Explain how specific sections of Chapter 2 fit into the overall structure of The Outsiders and develop the reader’s understanding of characters.
L.6.1 L.6.1.e RL.6.5
Explain how Hinton continues to develop Ponyboy’s point of view and identify how and why his point of view changes.
L.6.1 L.6.1.e RL.6.3 RL.6.6
Explain how specific scenes and lines of text fit into the overall structure of The Outsiders and move the plot forward.
RL.6.5
Compare and contrast setting elements and scenes from The Outsiders with the film version and describe the experience of viewing the film.
RL.6.7
Explain how Hinton continues to develop Ponyboy’s point of view, and identify how and why his point of view changes.
RL.6.3 RL.6.6
Determine the theme of “Nothing Gold Can Stay” and explain how poet Robert Frost uses literary devices to develop that theme.
L.6.5 RL.6.2 RL.6.4
Explain how Hinton develops different characters’ perspectives and analyze how and why characters’ perspectives change.
Explain how Hinton develops different characters’ perspectives and analyze how and why characters’ perspectives change in response to plot events.
Writing
Gather information and create an outline for a fictional diary entry written from Cherry Valance's perspective.
W.6.3 W.6.5
Draft a diary entry written from Cherry Valance's perspective, focusing on using precise words and descriptive language.
W.6.3
Explain how Hinton develops mood in significant scenes in this chapter, and how this chapter fits into the overall structure of The Outsiders.
RL.6.4 RL.6.5
Explain how Hinton develops Ponyboy’s point of view and his reactions to plot events.
Explain how Hinton develops Ponyboy’s perspective, and identify how and why his perspective has changed.
Identify characters' perspectives and explain how and why they change in Chapter 12 of The Outsiders.
RL.6.2
Determine the meaning of unknown words in an informational article using context clues and Greek/Latin roots.
L.6.4 L.6.4.a L.6.4.b RI.6.4
Explain how poet Gwendolyn Brooks uses literary devices to develop tone and meaning in the poem, “We Real Cool.”
L.6.5 RL.6.4
Determine the meaning of unknown words through context clues, and then successfully use those words in their own writing.
L.6.4 L.6.4.a L.6.6 RI.6.4
Socratic Seminar
Engage in a Socratic Seminar with peers, responding directly to others by rephrasing and delineating arguments and posing clarifying questions.
SL.6.1 SL.6.1.d SL.6.3 SL.6.4
Unpack a writing prompt, study a mentor text, and begin to brainstorm ideas for narratives.
Create a plot outline for a sequel to The Outsiders.
RL.6.5 W.6.3 W.6.3.a W.6.5
Identify the features of a text's exposition and draft one exposition paragraph.
W.6.3 W.6.3.a W.6.3.b W.6.3.d W.6.5
Write four exposition paragraphs of a sequel to The Outsiders.
Assessment – 2 days
Create a free account to access thousands of lesson plans.
Already have an account? Sign In
See all of the features of Fishtank in action and begin the conversation about adoption.
Learn more about Fishtank Learning School Adoption.
Yes
No
Access rigorous, relevant, and adaptable ELA lesson plans for free