UNIT TITLE: Stay Gold
Author: Barbara Gannon
School: Sieden Prairie
School, Matteson, Illinois 60443
THEME: Making Choices
BROAD CONCEPT: Facing
Challenges
GRADE: 8
INTEGRATED SUBJECTS: Language Arts, Reading, Social Studies, Music, Health,HealthHhhhh and Technology
UNIT GOALS AND PURPOSE
Through reading the
novel The Outsiders by S. E. Hinton, and
completing the activities in the unit, students will develop their reading
skills explore some of the challenges faced by teens. They will reflect on ways
to handle these challenges, do research on factors that may influence choices,
and recognize that some consequences can have far-reaching effects.
Teachers will gain a
better understanding of the challenges their students face.
Students will be
evaluated on their on-going assignments, a summative evaluation, and a project.
TIME FRAME:
To allow time for
reading and discussing the novel as well as completing the following activities,
a three-week time period should be allowed.
OBJECTIVES:
In these lessons, students will:
· Perform research on the 1960s and formulate opinions on the changes that were taking place
· Use critical thinking and reading strategies to gain a fuller understanding of the novel
· Analyze literary elements
· Analyze how characters deal with conflict and solve problems
· Perform research in areas of importance to teenagers
· Relate the themes of the novel to real-life issues
· Reflect upon how people’s beliefs affect their actions
· Use technology to gain insights and apply and share knowledge
MATERIALS:
General
materials and equipment
Copies of
The Outsiders by S.E. Hinton
Graphic organizer for comparison/contrast
Plastic CD cases, scissors
Movie – The Outsiders
Technology tools
Computer, printer, VCR
Software Used in this Unit
Desktop Publishing -The Print Shop
Press Writer
Word Processing - MS
Word
Multimedia - Kid Pix Studio Deluxe
Brainstorming - Inspirations
Other software – Worksheet Magic
Plus
STATE STANDARDS ADDRESSED BY THIS UNIT:
English Language Arts
1. B 3a.-Preview reading materials, make predictions and relate reading to
information from other sources.
1. B. 3d.-Read age-appropriate material with fluency and accuracy.
1. C 3b-Intrepret and analyze entire narrative text using story elements, point
of view, and theme.
1. C. 3e-Compare, contrast, and evaluate ideas and information form various
sources and genres.
2. B. 3c-Analyze how characters in literature deal with conflict, solve problems,
and relate to real-life situations.
3. A. 3-Write compositions that contain complete sentences and effective
paragraphs using English conventions.
3. B. 3a-Produce documents that convey a clear understanding and interpretation
of ideas and information and display focus, organization, elaboration,
and coherence.
4 B. 3a-Deliver planned oral presentation, using language and vocabulary
appropriate to the purpose, message and audience; provide details and
supporting information that clarify main ideas; and use visual aids and
contemporary technology as support.
4. B. 3b- Design and produce reports and multimedia compositions that
represent group project.
5. A. 3a-Identify appropriate resources to solve problems or answer questions
through research.
5. B. 3a-Choose and analyze information sources for individual, academic, and
functional purposes.
5. C. 3b-Prepare and orally present original work supported by research.
Social Science State Goals-
14. C. 3-Compare historical issues involving rights, roles, and status of individuals
in relation to municipalities, states, and the nation.
16. A. 3b-Make inferences about historical events and eras using historical
maps or other historical sources.
18. B. 3a-Analyze how individuals and groups interact with and within institutions.
Music State Goals-
27. A. 3b-Compare and contrast how the arts function in ceremony, technology,
politics, communication, and entertainment.
27. B. 3-Know and describe how artists and their works shape culture and increase
understanding of societies past and present.
Health
State Goals
24. A. 3a-Describe possible causes
and consequences of conflict and violence
among youth in schools and communities.
24. A. 3b-Demonstrate methods for
addressing interpersonal differences without
harm (e. g., avoidance, compromise, cooperation).
Applications
of Learning – Using Technology
Use appropriate instrument,
electronic equipment, computers, and networks to
access, process ideas and communicate
results.
STUDENT ACTIVITIES WHICH WILL PROMOTE ENGAGED LEARNING:
Activity 1
Prior to reading the novel The Outsiders by S.E. Hinton, students will work in groups and do research on the 1960’s to develop their background knowledge. They will then share their research by producing a multimedia presentation using Kids Pix Studio Deluxe. While doing research, students’ focus should be on viewing the 1960’s as a time of change. Students will use information found on the World Wide Web at sites such as NBCi, d Marie Time Capsule, and The Sixties. They should observe the actions of the people, and the choices they made. Their slide show should present the culture of the 1960’s as a time of change and choice.
Activity 2
After reading and discussing chapters 1 and 2 of The Outsiders, students will use Inspirations to create a character web of Ponyboy Curtis and one other character. They will be following the growth of these characters as the novel progresses. Their character web should focus on what is learned about these characters through description, actions, thoughts/words, and feelings.
Activity 3
After reading and discussing chapters 3 and 4, students will research current articles relating to teenage violence. Students will use the World Wide Web to visit online magazines such as CNN, Time, or Newsweek. Students will find an article and print a copy of it. They will then write an essay in which they summarize the article, and then give their perspective on what the person did, why they did it, and what other choices that person may have had. Students will then present their essay for a class discussion.
Activity 4
After reading and discussing chapters 5 and 6, students will create a newsletter using The Print Shop Press Writer to reflect upon and review the main events in the plot that have taken place so far. In pairs, students will describe the murder in the park and the fire at the church. Articles should be written from the point of view of a greaser, a soc, and Jerry from Windrixville. An editorial should also be included in which the students give their perspective on what happened.
Activity 5
After reading and discussing chapter 7, students are to reflect upon the exchange that takes place between Ponyboy and Randy. Then, using MS Word students are to create an essay in which they focus on and describe the change that is taking place within these two characters. What realizations are they beginning to have about each other? How can these insights be used by all people?
Activity 6
After reading chapter 8, students will visit The Juvenile Crime Challenge site on the World Wide Web. Student should review the background section and take notes about the types of crimes being committed by juveniles today, and the five factors that contribute to violence. Students will then think about problems facing teenagers they may know. Using Inspirations students will create a web listing problems facing teenagers today and ways to positively approach these concerns. The social worker will then lead a discussion on problem solving and conflict resolution based on the needs of the students.
Activity 7
After reading and discussing chapter 9, students will visit the Stay Gold site on the World Wide Web. Students will read Robert Frost’s poem “Nothing Gold Can Stay”, read the author’s explanation, and then read the lyrics of Stevie Wonder’s song “Stay Gold” from the movie. They can also hear the melody. Students will then write a short paper stating what they think Johnny meant when he told Ponyboy to stay gold, and describing how they think today’s teenagers can stay gold.
Activity 8
After reading chapters 10-12, students will reflect upon the ending of The Outsiders. Using MS Word students will compose a refection paper addressing the questions in either essay A or B.
A 1). How did you feel when you read the last page of the novel?
2). Were you satisfied with the ending?
3). If you could change the ending, how would you rewrite it?
4). What did you learn from reading the novel that you could share with others?
Think about the themes and issues that were addressed.
B. 1). Have you or someone else you know ever made decisions about someone
based on their neighborhood, town, school, or friends?
2). Do you think that reading The Outsiders would positively influence someone
who was prejudiced against another group of people? Why or why not?
Activity 9
Students will share their understanding of the elements and events of the novel by using Worksheet Magic Plus to create a 15 question multiple choice quiz. Questions should relate to the characters, setting, conflict, plot, climax, resolution, and themes of the novel. One section of the final test will be taken from these questions.
Activity 10
Students will view the movie version of The Outsiders and use a Venn diagram to compare and contrast the movie with the book. Students will then go to the S. E Hinton site on the World Wide Web to read her review of the movie. Students will then see how observant they were by visiting Fun Trivia on the World Wide Web and taking the quiz.
SHARE YOUR IDEAS:
The culminating project for this unit will be the creation
of a CD. The students will be placed in groups and have the following tasks to
complete.
1). Students will choose a name for their singing or rap
group. The name must have some reference to The
Outsiders.
2). Students will then
compile a list of five songs to be included on their group’s latest CD. All
songs must have some reference to a theme or conflict in The Outsiders. The songs may be original or written to the tune of
a published song.
3). Using Kid
Pix Studio Deluxe students will design a CD cover. The front cover must
include the name of the group, the title of the CD, and have an appropriate
illustration, graphic, or picture. On the back cover, the five songs included
on the CD should be listed. The front and back cover should be printed and then
cut to fit the CD case.
4). Using Kid
Pix Studio Deluxe, students will draw a circle to represent a disk, and
then write the lyrics of one of their songs. The title of the song and at least
two verses of four to six lines should be written on the disk. After printing, the disk should be cut and
slipped into the plastic CD cover along with the front and back cover.
5).
If the lyrics were written to the tune of a published song, that needs to be noted
on the back cover.
Projects
will be presented to the class. If the
students perform one of their songs, they will receive extra credit.
(Project idea
modified from a Mitzi Merrill – BER Workshop)
Rubric:
|
Criteria |
On Target (21
to 25 points) |
Almost There (16
to 20 points) |
Beginning (15
and fewer points) |
|
|
CD
Project Cover
|
Name of group,
title of CD, and picture is reflective of The
Outsiders |
Either the name of
the group, the title of the CD, or the picture, but not all three, are
reflective of The Outsiders. |
The cover elements
do not clearly reflect elements of The
Outsiders . |
Total Points ______ |
|
Lyrics |
Lyrics are
original, of maximum assigned length, and clearly relate to the elements or themes
of The Outsiders. |
Lyrics may lack
originality, meet minimum length requirement, and/or vaguely refer to the
elements or themes of The Outsiders. |
Lyrics are not
original, do not meet minimum length, and/or do not address elements present in
The Outsiders. |
Total Points ______ |
|
Appearance |
Cover is well
designed and meets requirements. All words are spelled correctly. Grammar
usage and mechanics are appropriate for lyrics. |
Cover lacks one of
the required elements. Several errors may be present in spelling, grammar, or
mechanics. |
Cover is missing
two or more elements. There are many errors in spelling, grammar, and
mechanics. |
Total
Points ______ |
|
|
|
|
|
|
|
CD Presentation |
All members
participate in presentation and demonstrate appropriate volume, eye contact,
enunciation, and enthusiasm. |
All members
participate in presentation, but may not consistently exhibit appropriate
volume, eye contact, enunciation, and enthusiasm. |
Presentation is not
equally divided among all members. Speakers may not be easy to hear, may lack
eye contact, and/or enthusiasm |
Total Points _______ |
|
|
Total Points ________ |
|||
STUDENT AND TEACHER ROLES:
Students will be actively involved in reading a novel of
high interest to adolescents and in researching topics of concern to them.
Students will be working together, sharing, and applying acquired knowledge. The
teacher will be guiding and facilitating students’ learning as a
co-investigator.
ADDITIONAL REFERENCE PRINT RESOURCES STUDENTS MAY USE :
Our American Century-Turbulent
Years-The 60s
– Time Life Books
The Twentieth Century-The
Civil Rights Movement and the Vietnam Era
(1964-1975 ) - Macmillan Publishing Company
A Cultural History of the
United States-Through the Decades-The 1960s by Gini Holland
Current Controversies
Crime - Paul A. Winters, Editor
Youth Violence – Henny H. Kim, Editor
Coping with Cliques by Lee A. Peck
Coping Through Conflict
Resolution and Peer Mediation – Carolyn Simpson
Comptons Encyclopedia
THE FOLLOWING BOOKS CONTAIN INFORMATION ABOUT THIS TOPIC:
Alternative Assessments for The Outsiders -
Perfection Learning Corporation
The Outsiders teacher guide - Novel Units, Incorporated
Teens in Turmoil by Carol Maxym and Leslie B.
York
Current Controversies – Youth
Violence - Michael D. Biskup and
Charles P. Cozic, Editors
FOR ADDITIONAL ONLINE INFORMATION AND MEDIA PERTAINING TO THIS UNIT, TEACHERS MAY WANT TO USE THE FOLLOWING INTERNET ARTICLES:
Title1: Teacher CyberGuide The Outsiders
URL1: www.sdcoe.k12.ca.us/score/out/outtg.html
Description1: Unit activities
Title2: The Outsiders
URL2: www.netxv.net/webxv/esc/tif/curriculum/english/robertleehs/
Description2: Unit activities and links
Title3: Let’s Get Ready to Rumble!
URL3: www.fsu.edu/CandI/ENGLISH/webquests/outsiders2.htm
Description3: Unit activities
Title4: Class Handouts
URL4: http://bsd-co-fc.beavton.k12.or.us/~richard_feely/handouts.html
Description4: Questions
and activities for The Outsiders
Title5: The Outsiders: Combining Literature and the Net
URL5: www.umsl.edu/~gryan/WWT/wwt.lessons%2312,html
Description5: Suggested activities and
links
Title6: Office of Juvenile Justice and Delinquency Prevention
URL6: http://ojjpd.ncjrs.org
Description6: U. S. Government site on
juvenile crime. Promotes practical solutions to the problems of juveniles
RELEVANT INFORMATION, STUDENTS WILL VISIT THE FOLLOWING WEB SITES:
Title1: NBCi
URL1: http://home.nbci.com/main/channel/item/o,4-9179,00.html?st.sn.sr.0.9179
Purpose of Use1: 1960 research
Description1: Provides background and links
to sites relating to events and culture of the sixties
Title2: The Sixties
URL2: www.slip.net/~scmetro/sixties.htm
Purpose of Use2: 1960 research
Description2: Provides background and links
to sites relating to events and culture of the sixties
Title3: d Marie Time Capsule
URL3: www.dmarie.com/timecap/
Purpose of Use3: 1960 research
Description3: Provides information about
specific dates. Gives news headlines, songs, sports events and the like
Title4: CNN-Interactive News
URL4: www.cnn.com/
Purpose of Use4: May search to find article on teenage violence
Description4: Highlights news articles
Title5: Time Magazine
URL5: www.time.com/time/
Purpose of Use5: Search to find article on teenage violence
Description5: Newsmagazine
Title6: Newsweek Magazine
URL6: www.msnbc.com/news/NW-front_Front.asp
Purpose of Use6: Search for news article on teenage violence
Description6: Newsmagazine
Title7: S.E. Hinton
URL7: www.sehinton.com/movis/out.html
Purpose of Use7: Read author’s
opinion of the movie based on her book
Title8: Fun Trivia
URL8:
www.funtrivia.com/cgibin/qplay.cgi?id=4634&origin=author_80sMovieFan
Purpose of Use8: Quiz for students
Description 8: Trivia quiz about The Outsiders
Title9: Stay Gold
URL9: www.geocities.com/SouthBeach/Pier?1404/staygold.html
Purpose of 9: Students will use site for Robert Frost’s
poem and
lyrics
of Stevie Wonder’s song
Description of 9: Provides one interpretation of the
theme
Title10: The Juvenile Crime Challenge:
Making Prevention a
Priority
URL10: www.lhc.ca.gov/lhedir/127rp.html
Purpose of 10: Research for types of juvenile crimes
and factors
leading
to violence
Description of 10: State of California report