Lesson 3 - Understanding Breeds Communication

🕐 Lesson Overview

Bellringer - Quote Response
Review major characters (the greasers)
Read: Chapter 1 (from where we left off yesterday)

⭐ Objectives

I can analyze key ideas in a literary text.
I can identify the major characters in The Outsiders.
I can build my reading comprehension.

📏 Standards

🗽 NYSNGSS

8SL1:
Engage effectively in a range of collaborative discussions with diverse partners; express ideas clearly and persuasively, and build on those of others
8R6 - RL:
In literary texts, analyze how the differences between the point of view, perspectives of the characters, the audience, or reader create effects such as mood and tone.

💖 SEL

2A.3a:
Practice perspective-taking to infer understanding of others’ thoughts, feelings, and intentions.
2A.3b:
Practice respectful curiosity to better understand others’ lived experiences.
2B.3c:
Reflect on the role of bias against individual, social, and cultural differences in bullying, stereotyping, prejudice, and microaggressions.
2D.3a:
Describe potential causes and consequences of conflicts; recognizing that power and privilege impact relationships.

🗒️ Lesson Plan

Anticipatory Set

The teacher will display the following quote from S.E. Hinton's "Teen-Agers Are for Real":

All we hear is how teen-agers are rebelling against authority, against lack of authority, against country, against parents. This is partly true. It is more true that all we are doing most of the time is asking, "Why?" and getting an answer, "Because it's always been done this way." If there were more stopping and explaining why it's always been this way, there'd be more understanding. Understanding breeds communication.

Students will respond to the quote in their journals. The teacher will provide the following guiding questions as jumping off points:

Do you agree with Hinton? Why or why not?

What does it mean to feel understood? What can adults do to help you feel understood?

How does this quote relate to what we've read so far in The Outsiders? Who does Ponyboy understand and who does he not? Is there anyone who makes Ponyboy feel understood?

The teacher will take attendance and circulate as students write. After sufficient writing time has elapsed, the teacher will invite students to share their responses. The class will then review the agenda and objectives.

Developmental Activity

The class will review the major greaser characters in the book: Ponyboy, Sodapop, Darry, Johnny, Dally, Two-Bit, and Steve. The teacher should make sure students understand the relationships between these characters and the traits Ponyboy has described for each of them thus far.

The class will then read aloud from Chapter 1, beginning where they left off in the previous lesson. The teacher will use the Equity Sticks strategy to select readers on a paragraph-by-paragraph basis. The teacher will pause the reading to check for understanding, introduce new vocabulary, or explain unfamiliar concepts.

Closure

Students will complete Outsiders Reading Check #1.

⚙️ Modifications

If in a co-taught class, a co-teacher may pull a small group of students and read with them in a smaller group setting where more individualized reading interventions may be used.