Lesson 5 - Things Are Rough All Over

🕐 Lesson Overview

Bellringer - Fix the Fragment
Continue Reading: Chapter 2
Focus Quote: "Things are rough all over"
RACECE Review
Begin Outsiders Paragraph #1

⭐ Objectives

I can write in complete sentences.
I can analyze the importance of specific scenes and dialogue in a book.
I can analyze the development of a conflict in a text.
I can analyze how a character's perspective is changed or challenged.
I can provide evidence to support my ideas.

📏 Standards

🗽 NYSNGSS

8L3:
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
8R1:
Cite textual evidence to strongly support an analysis of what the text says explicitly/implicitly and make logical inferences.
8R3 - RL:
In literary texts, analyze how particular lines of dialogue or events propel the action, reveal aspects of a character, or provoke a decision.
8W5:
Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply the grade 8 Reading Standards to both literary and informational text, where applicable.

💖 SEL

2A.3a:
Practice perspective-taking to infer understanding of others’ thoughts, feelings, and intentions.
2B.3b:
Demonstrate understanding of how culture or life experience shapes communication within and between identity groups.

🗒️ Lesson Plan

Anticipatory Set

As a bellringer, students will take the following fragments, related to The Outsiders, and turn them into complete sentences in their journals. They will need to utilize their knowledge of the text as well as basic mechanics (proper capitalization and punctuation).

during the movie

cherry valence is

the greasers

The teacher will take attendance as students write then circulate to monitor progress. once sufficient writing time has elapsed, the teacher will invite students to share their responses. The teacher should write corrected sentences on the board to visually model the capitalization and punctuation used. The class will then review the agenda and objectives.

Developmental Activity

The class will resume reading aloud from Chapter 2, picking up 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.

After the class finishes the chapter, the teacher will focus students on the following quote:

"All Socs aren't like that... We have troubles you've never even heard of... Things are rough all over" (34-35).

Students will Turn & Talk about the following questions:

What sorts of troubles do the Socs have, according to Cherry?

How do the Socs' problems compare to the greasers'?

By the end of the chapter, how has Ponyboy's perspective on the Socs changed? Why?

These questions provide further scaffolds for Outsiders Paragraph #1. The teacher will allow students time to discuss in small groups then invite students to share.

The class will then review the RACE writing strategy. The teacher will show an example of a RACECE Paragraph to model the format; the teacher will invite students to identify each step within the model paragraph. Specifically, the teacher should emphasize the "E" step of the paragraph — students should not simply repeat or restate the quote; they must analyze, make inferences, and make connections.

Closure

The class will return to the prompt for Outsiders Paragraph #1. The teacher will recommend that students first establish Ponyboy's perspective on the conflict between the Socs and the greasers prior to meeting Cherry (the first CE in the RACECE Paragraph) then analyze how his perspective has changed after speaking with Cherry (the latter half of the paragraph). Students will have the remaining time in the class period to begin writing their paragraphs.

🧠 Rationale

As this unit is delivered early in the school year, heavy scaffolds are provided for the writing process. If done later in the year or in a class of advanced students, fewer scaffolds may be provided.

⚙️ 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.