GRADE 7 ELA – UNIT 2
Rationale:
S.E. Hinton’s The Outsiders is the story of a boywho struggles with right and wrong, as well as his identity, in a
society in which he believes that he is an outsider. Students in 7th grade have continued their work inliterary and
nonfiction reading, comprehension, and writing. The study of The Outsiders provides further opportunities to examine
literatureand other texts that deal with conformity and issues of it within society. The Common Core Standards for
reading require students to analyze the development of complex characters. This course of study will advance students’
skills in literary analysis, to prepare them for high school level work. The Outsiders is a high interest, sophisticated text
in that it uses period appropriate vocabulary, complex characters, and contains multiple levels of meaning. Students will
continue to develop their ability to cite evidence from the novel to support their interpretations of themes and judgments
about characters. The Outsiders is ideal for inspiring discussion of personal values in light of its themes around
conformity, individuality, heroism, and a loss of innocence. While strengthening their skills in reading, writing, listening,
and discussion, students will be reconciling their personal values with a growing social consciousness, awareness of self,
and sense of responsibility.
Performance tasks will require students to:
Identify literary elements within a text;
Cite evidence and develop their ideas in writing with examples from the text;
Compare and contrast within the text;
State a position and support it with evidence.
Theme:
Personal Honor and Social Acceptance
Unit Text:
The Outsiders by S.E. Hinton
Essential Questions:
Why might people hide their true selves?
What is more important, individuality or social acceptance?
1
Chapters 1-3
Overview: The first three chapters of The Outsiders introduce students to Ponyboy Curtis and provide a basic
understanding of his family, friends, and the struggles he faces growing up and trying to fit in when he really feels like an
outsider. Readers learn of the dynamics between the Curtis brothers and their group of friends, known as the greasers.
The students will also begin to learn about the conflict between the greasers and the “Socs”, the west-side rich kids. These
chapters are also an opportunity to continue teaching students about genre and point-of-view, discussion techniques &
weekly journal entries, and to explore Essential Questions.
Essential Questions: Why might people hide their true selves? What is more important, individuality or social acceptance?
Example1:Students first respond to the EQ individually in writing. They will then have an opportunity to revisit their
response before a whole group discussion.
Reader Response Journals:
The Reader Response Journals are a place for students to:
respond to text in writing
record personal reactions to text
generate questions
dialogue with a peer
brainstorm and draft for Assessment Tasks
What is close reading?
Close Reading:
Begins with an independent read during which students may or may not use annotation strategies that have been pretaught, based on student readiness. Length or amount of text may be differentiated. An independent reading is followed
by a teacher-led or peer-led read aloud. Discussion questions are revealed to students prior to the read-aloud, so that
students are engaging in a second read with questions in mind.
>>Discussion Supports Writing:
After the read-aloud, students discuss the passage or text within their group and the group generates responses to the
discussion questions. Students then produce written responses to the discussion questions. Discussion questions may
differ from group to group, but always support the written task.
1
Teachers may choose to explore EQs with students through individual or group written opportunities and/or through group discussion. This is one
example.
2
Chapters 1-3
Instructional Questions
 Why might people hide their true
selves? (EQ)
 Can people truly rise above their
given station?
 What is more important,
individuality or social
acceptance? (EQ)
 How does your use of language
indicate your social class?
Learning Activities
 Shared Reading: Students will engage in a shared
reading experience with short biography of S.E.
Hinton. While building understanding of S.E. Hinton’s
background, students will also explore the purpose of
multiple readings of a text, as well as begin to engage
in group discussions that support comprehension.
 Small Group Discussion: After responding to the EQ
in writing, students will then discuss their responses,
as well as the responses of their peers, to the EQ in
groups.
 Think Pair Share: Character analysis (including major
vs. minor and static vs. dynamic) – Students work with
a partner to analyze two characters from the novel –
Johnny and Dally. Students work together to complete
a character analysis graphic organizer.
Standards
RL 7.3 Analyze how particular
elements of a story or drama
interact (e.g., how setting
shapes the characters or plot).
RL 7.4 Determine the meaning
of words and phrases as they
are used in a text, including
figurative and connotative
meanings
Supplemental Texts / Resources:
 S.E. Hinton biography – www.notablebiographies.com
 Power Point – Life and Issues of the 1960’s
Vocabulary:
Alienation, society, cliques, gangs,
identity, individuality, social class, cuss,
rumble
Tasks
 Anticipation Guide (pre-reading)
 Quiz: Chapters 1-3
 Chapter Focus Questions/Activities:
In this chapter we meet members of the greasers’ gang. Write a short description of
each and predict what role you think each will play in the story based on their
description. (Ch. 1)
Describe the incident that took place at the movie theater. (Ch. 2)
At the end of Chapter 3, the conflict between Darryl and Ponyboy takes on a new
layer. What happens? How does each person react? (Ch. 3)
Scaffolds / Support
 Paired and group discussions
 Paired Reading
3
Chapters 4 - 5
Overview: In Chapters 4 - 5 readers begin to understand the depth of the conflict between the greasers and the Socs. Ponyboy and
Johnny get into some trouble with the Socs and have to flee in order to protect themselves. The reader also learns more about the
internal struggle Ponyboy is facing with who he is and how he fits into his world.
Assessment Task 1: Which word best describes Johnny, tough or sensitive? Choose one and then write a short explanation
defending your choice.
Chapters 4-5
Instructional Questions
 How does setting help us understand
the motivations of characters?
 How do we make informed
judgments about characters?
 How do we make connections
between different types of texts?
 How can an author’s use of symbols
deepen a reader’s understanding of a
text?
Learning Activities
 Think Pair Share: Character analysis (including
major vs. minor and static vs. dynamic) – Students
work with a partner to analyze two characters from
the novel – one a dynamic and the other a static
character. Students work together to complete a
character analysis graphic organizer.
 Close Reading: Poem – “Nothing Gold Can Stay” by
Robert Frost. How does this poem connect to the
characters in the novel?
 Small Group Discussion: How has Ponyboy’s
leaving affected the lives of his brothers?
Standards
RL 7.3 Analyze how particular
elements of a story or drama
interact (e.g., how setting
shapes the characters or plot).
SL7.1 Engage effectively in a
range of collaborative
discussions (one-on-one, in
groups, and teacher-led) with
diverse partners on grade 7
topics, texts, and issues,
building on others’ ideas and
expressing their own clearly.
W7.1.b Support claims with
logical reasoning and relevant
evidence, using accurate
credible sources and
demonstrating an
understanding of the topic or
text.
4
Supplemental Texts / Resources:
Character analysis graphic organizer
Vocabulary:
Gallantly, sophisticated, apprehensive,
contemptuously, premonition, character
traits, inferences, protagonist, antagonist,
perspective, imploring
Tasks
 Character analysis graphic organizer
 Quiz – Chapters 4 - 5
 Chapter Focus Questions:
 Describe the incident that took place in the park from the point of view of one of
the characters. (Ch. 4)
 What is the poem’s meaning or message? How does this meaning/message
relate to the characters in the story so far? (Ch.5)
Scaffolds / Support
 T-Charts /Chunk text for students to
read independently with greater
success.
 Provide a focus and text-based
vocabulary for each chunk.
 Character analysis graphic organizer
5
Chapter 6
Overview: In chapter 6 Ponyboy and Johnny begin to realize the impact their actions on everyone at home. The reader also starts to
see the true depth of concern and love that Dally has for Johnny. The three boys become unlikely heroes when the church they are
staying in goes up in flames. Also, Ponyboy starts to see Darry in a new light.
Chapter 6
Instructional Questions
 How do the personal experiences we have
growing up affect our thinking and
behavior?
 How can appearances be deceiving?
 Why is it important to see things from the
perspective of others?
Learning Activities
 Think Pair Share: Students will discuss
the events that have led the Curtis brothers
to have the relationship they have and how
it will be different since the events that
have taken place.
 Shared Reading: Students will be broken
up into small groups. Longer, more
challenging nonfiction articles on social
issues facing teens will be divided among
the groups to increase engagement and
comprehension.
Standards
RL 7.1 Cite textual evidence to
support analysis of what the text
says explicitly as well as
inferences drawn from the text.
SL7.1 Engage effectively in a
range of collaborative discussions
(one-on-one, in groups, and
teacher-led) with diverse partners
on grade 7 topics, texts, and
issues, building on others’ ideas
and expressing their own clearly.
RL 7.6 Analyze how an author
develops and contrasts the points
of view of different characters or
narrators in a text.
RI 7.9 Analyze how two or more
authors writing about the same
topic shape their presentations of
key information by emphasizing
different evidence or advancing
different interpretations of facts.
Supplemental Texts / Resources:
Review what Socratic Seminar is and how to prepare for it.
Vocabulary:
Theme, cliché, honor, justice
bewilderment, delinquents
Tasks:
 Socratic Seminar
Scaffolds / Support
 T-Charts – Chunking text
 Partner Reading
6
 Chapter Focus Questions/Activities:
At the end of Chapter 6, the conflict between Darry and Ponyboy begins to be
resolved. At the end of the chapter Ponyboy says, “Everything was going to be
okay now.” Write a paragraph that tells what you believe the relationship
between Ponyboy and Darry will be like from now on. Use examples from the
first six chapters of the novel to support your answer.
 Reader Response Journal:
1. What is social acceptance? How is this concept evident throughout the book?
7
Chapters 7-8
Overview: In chapters 7-8 Ponyboy tries to readjust to being back at home and come to terms with Johnny’s condition. He senses
that something terrible is gong to happen, but he is not able to make anyone understand what it is. Ponyboy also realizes that not
everyone is always the way they seem after he has a talk with Randy, one of the Socs, and Cherry Valance. He is beginning to see
that Cherry was right, “things are rough all over.”
Assessment Task 2:
At the end of Chapter 8 the text states, “I’d help her and Randy both, if I could. ‘Hey,’ I said suddenly, ‘can you see the sunset real
good from the West Side?’ She blinked, startled, then smiled. ‘Real good.’ You can see it good from the East Side too.’ I said quietly”
In a short response, explain how this conversation with Cherry demonstrates how Ponyboy has changed and how he is different from
his friends.
Chapters 7 - 8
Instructional Questions
 How do the personal experiences we have
growing up affect our thinking and
behavior?
 How can someone else’s pain impact your
thinking and emotions?
Learning Activities
 Think Pair Share: Students will discuss
how Johnny’s perspective on life has
changed since he and Ponyboy ran away.
 Shared Reading: Students will be broken
up into small groups. Longer, more
challenging nonfiction articles on social
issues facing teens will be divided among
the groups to increase engagement and
comprehension.
 Socratic Seminar: How do the personal
experiences we have growing up affect our
thinking and behavior?
Standards
RL 7.1 Cite textual evidence to
support analysis of what the text
says explicitly as well as
inferences drawn from the text.
SL7.1 Engage effectively in a
range of collaborative discussions
(one-on-one, in groups, and
teacher-led) with diverse partners
on grade 7 topics, texts, and
issues, building on others’ ideas
and expressing their own clearly.
RL 7.6 Analyze how an author
develops and contrasts the points
of view of different characters or
narrators in a text.
RI 7.9 Analyze how two or more
authors writing about the same
topic shape their presentations of
key information by emphasizing
different evidence or advancing
different interpretations of facts.
8
Supplemental Texts / Resources:
Review what Socratic Seminar is and how to prepare for it.
Vocabulary:
Theme, cliché, honor, justice
bewilderment, delinquents,
manslaughter, subtleties, vile, abruptly,
reluctantly
Tasks:
 Socratic Seminar
 Quiz Chapters 6-8
 4 Step Response to Quote
 Chapter Focus Questions:
What condition is Johnny in after the fire? Why would being crippled be worse
for Johnny than for someone else? (Ch. 7)
Ponyboy talks about his feeling that something bad is going to happen that
night. What do you guess might happen? (Ch. 8)
Scaffolds / Support
 T-Charts – Chunking text
 Partner Reading
 Reader Response Journal:
2. What is social acceptance? How is this concept evident throughout the book?
9
Chapters 9 - 10
Overview: In chapters 9 – 10 the conflict between the greasers and the Socs comes to a climax through the rumble. Ponyboy senses
something bad is going happen, but is unable to express his thoughts or feelings to the group. Upon arriving at the vacant lot,
Ponyboy, once again, feels as though he and his friends are outsiders and they don’t fit in with the others there. The greasers win the
fight, however, their happiness is short lived because Johnny dies in the hospital right after, and Dally cannot handle Johnny’s death
so he puts himself in harm’s way by robbing a store. This in turn gets him killed by the police.
Assessment Task 3:
After reading in Chapter 10 we see that some of the characters are not as we first believed them to be. After reading the poems,
Bronx Masquerade” by Nikki Grimes and “We Wear the Mask” by Paul Laurence Dunbar consider the characters from the novel,
The Outsiders. Which character do you think “wears a mask” and why? In your response be sure to include comparisons of both
poems and connect those comparisons to your chosen character from the novel.
Instructional Questions
 Which is more important, personal honor
or obeying the law?
 How does the presentation or new
information in a text change our opinions
about the characters?
Learning Activities
 Think Pair Share: Students will discuss
recurring themes in the text, such as heroism
and loss of innocence and discuss the message
theses themes convey the author’s point of
view about life and growing up.
 Close Reading: Students will engage in a close
reading experience with two poems, “Bronx
Masquerade” by Nikki Grimes and “We Wear
the Mask” by Paul Laurence Dunbar in
preparation for Assessment Task #3.
 Shared Reading: Students will be broken up
into small groups. Longer, more challenging
nonfiction articles on social issues facing teens
will be divided among the groups to increase
engagement and comprehension.
Supplemental Texts / Resources
“Bronx Masquerade” by Nikki Grimes
“We Wear the Mask” by Paul Laurence Dunbar
Standards
RL.7.1 Cite textual evidence to
support analysis of what the
text says explicitly as well as
inferences drawn from the text
RL 7.2 Determine a theme or
central idea of a text and
analyze its development over
the course of the text; provide
an objective summary of the
text.
RL 7.9 Compare and contrast a
fictional portrayal of a time,
place, or character and a
historical account of the same
period as a means of
understanding how authors of
fiction use or alter history.
Vocabulary:
Reputation, menace, contracted,
agony, point-of-view, concussion
10
Tasks
 Quiz Chapters 9-10
 Chapter Focus Questions
Why does Ponyboy think that he, Darryl, and the others do not really belong
with the Brumley Boys and Tim Sheppard’s gang? (Ch. 9)
Why was Johnny’s death difficult for Dally to handle? Why do you think Dally
would have wanted to die?
 Reader Response Journal:
1. Based on where we are in the book right now, select a scene in which a
character had to choose between personal honor and obeying the law.
2. What does it mean to be an outsider? Use evidence from the text to support your
response.
11
Scaffolds / Support
 Partner reading
 T-Charts – Chunking text
Chapters 11 - 12
Overview: In chapters 11 – 12 Ponyboy struggles to understand all that has happened over the past week. He has difficulty
remembering what happened the night Bob died and believes he is person guilty of taking another person’s life. He is also concerned
that he and his brothers will be split up because of these events. The issues between Darry and Ponyboy have resurfaced and
Sodapop is caught in the middle again.
Instructional Questions
Learning Activities
Standards
SL 7.1a Come to discussions prepared, having
 Think Pair Share: Students will
read or researched material under study;
discuss how Ponyboy’s experiences
explicitly draw on that preparation by
have impacted the world around him. referring to evidence on the topic, text, or
 Socratic Seminar – How do
issue to probe and reflect on ideas under
decisions, actions, and consequences discussion.
vary depending on the different
perspectives of the people involved? o SL.7.1b Follow rules for collegial discussions,
track progress toward specific goals and
deadlines, and define individual roles as
needed.
o
 How do decisions, actions, and
consequences vary depending on the
different perspectives of the people
involved?
 How might it feel to live through a
conflict that disrupts your way of
life?
Supplemental Texts / Resources:
Venn diagram
o
SL.7.1c Pose questions that elicit elaboration
and respond to others’ questions and
comments with relevant observations and
ideas that bring the discussion back on topic
as needed.
o
SL.7.1d Acknowledge new information
expressed by others and, when warranted,
modify their own views.
Vocabulary:
Compare, contrast, circumstances
Tasks
 4 Step Response to Quote
 Socratic Seminar
 Venn diagram – compare and contrast the hardships faced by Ponyboy and Cherry
 Chapter Focus Questions
Explain why Ponyboy would rather have anyone’s hate than his or her pity.
(Ch. 11)
12
Scaffolds / Support
The Outsiders – movie clips
Paired readings
Ponyboy comes to conclusions about both his conflicts. First, after another
argument with Darryl, he has an even deeper understanding of his brothers and
their relationship. Second, after reading Johnny’s letter to him, he puts his
concerns about being a hood in perspective.
Write a short paragraph explaining his “new thoughts” about each conflict.
Summative Task: A common theme explored in S.E. Hinton’s novel, The Outsiders, is “things are rough all over.” This theme can be
connected to many different characters in the novel. Write an essay in which you argue how this theme relates to the lives and
experiences of both the greasers and Socs by writing about one character from each gang.
13