Curriculum / ELA / 6th Grade / Unit 4: Finding Connection: The Outsiders / Lesson 4
ELA
Unit 4
6th Grade
Lesson 4 of 26
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Explain how specific scenes and lines of text fit into the overall structure of The Outsiders and move the plot forward.
Book: The Outsiders by S.E. Hinton — Chapters 1-4
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
Return to page 34 and reread the conclusion of the flashback describing Johnny’s attack. How does this passage relate to the events of Chapter 4? Provide two pieces of evidence to support your answer.
An example response to the Target Task at the level of detail expected of the students.
Questions about the text that will help guide the students understanding
Place Chapters 1-4 on a “story mountain” and explain your reasoning for each placement using specific definitions of each part of a story structure.
Which specific line in Chapter 4 below best signifies the moment the rising action of the story begins? Explain your answer.
a. "A red haze filled my mind and I slowly relaxed" (p. 56).
b. "I killed him," he said slowly. "I killed that boy" (p. 56).
c. "But Johnny didn’t notice. He was asleep, too" (p. 67).
d. "But this church gave me a kind of creepy feeling. What do you call it? Premonition?" (p. 67)
What is the significance of the line on page 63 when Ponyboy says, “My dream’s come true and I’m in the country”? How does it connect back to earlier sections of the text? Provide evidence to support your answer.
How has Ponyboy’s perspective of Johnny and of himself changed in this chapter?
OR
Do you think that Johnny and Ponyboy have made the right decision to run away?
Assess student understanding and monitor progress toward this lesson's objective with an Exit Ticket.
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
premonition
n.
(p. 67)
a strong feeling that something (usually something bad) is about to happen
exposition
the beginning of a story, in which the characters, setting, and context are introduced.
rising action
the section of text that comes after the exposition, when the story begins to get complicated and the central conflict is introduced.
climax
the turning point of a story when the tension and conflict become most intense, and often when a significant change occurs.
falling action
the part of the story that comes directly after the climax when conflicts introduced earlier begin to be resolved.
conclusion/resolution
the way a story ends, when any final plot points and conflicts are (generally) resolved.
foreshadowing
a subtle warning or indication of a future event in a text; a “hint” the author provides the reader that something (usually bad) is going to happen.
Reading and/or task to be completed at home in preparation for the next lesson.
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RL.6.5 — Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
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.
RL.6.2 — Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
RL.6.4 — Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
RL.6.10 — By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6—8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
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.6.1.a — Introduce claim(s) and organize the reasons and evidence clearly.
W.6.1.b — Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
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 3
Lesson 5
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
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
Compare and contrast scenes from The Outsiders with the film version and describe the experience of viewing the film.
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
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