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Diocese of Allentown UbD UNIT PLAN & LESSON PLANS (Adapted from Wiggins & McTighe, Advanced Concepts in Creating and Reviewing Units: Forms & Facts, (2012).
TEACHER: Heavilon CLASS/SUBJECT: Language Arts DATE: 2015
STAGE 1- DESIRED RESULTS
Understanding Goal: The students will understand:
How to use reading skills to aid in comprehension.
How literary elements and vocabulary aid in comprehension.
Standards:
TRANSFER: By the conclusion of the unit the student will independently use his/her learning to: Apply comprehension skills acquired from other novels to this novel and other future novels.
MEANING The student will understand that :
historical fiction is a type of genre
predictions aid in comprehension
vocabulary development is important to improve comprehension
literary elements are key components to any literary work
dialect is often used in literary works to help the reader visualize the setting
Essential Questions (Overarching/Topical) that drive the UNIT: Why read historical fiction? What do good readers do? What do they do when they don’t understand? How can this story be applied to current social concerns (or even my life)? What is the author saying and why did he/she write the text?
Is a “good read” always a good book?
ACQUISITION of KNOWLEDGE ACQUISITION OF SKILLS What facts and basic concepts should the student know and be able to recall/use?
Vocabulary terms
Setting: 1960’s/Greasers VS. Socs
Reading comprehension skills
Literary elements
Author’s craft
What discrete skills and processes should the students learn and be able to use?
Recognize and appreciate historical fiction as literary genres
Read and analyze a literary classic
Apply reading skills: Make predictions, author’s purpose, characters’ perspectives
Analyze literary elements: plot, conflict and resolution, mood, author’s style (flashback and foreshadowing), theme, characterization, point of view, setting
Build vocabulary
Apply text to self
How can Religion be incorporated into this unit? Social Justice will be discussed as part of this unit. Social conflicts exist today similar to those described in the book. The student will examine those depicted in the book and compare them to current social conflicts (such as race, peer pressure, gang violence, social status, parental abuse, etc.)
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STAGE 2 – ASSESSMENT
Identify all formative, performance, and summative assessments: CRITERIA What evidence will be collected to demonstrate student acquisition of knowledge and skills? What evidence will be collected to demonstrate that the student understands key concepts/Big Ideas in the Unit?
(1) Informal observation of all guided reading (2) Edmodo Responses (3) Chapter quizzes (4) Unit test
(1) Holistic Rubric (2) Holistic Rubric (3) 100 point grading system (4) 100 point grading system
What culminating assessment will demonstrate that the student has met the unit goal and can transfer that understanding to new situations? Students will write an informative essay based on the following prompt: Many young people today are tempted or expected to become gang members. These gang members fight other gangs for the same reasons the Greasers and the Socs fought in The Outsiders. In a 5-paragraph essay answer the following prompt: Why do you think people feel the need to form groups that fight against each other when we live in a country that promotes justice and freedom for all?
Diocesan Informative Writing Rubric
STAGE 3 – LEARNING EXPERIENCES Lesson 1
Title: Chapter 1
Instructional Objective:
The students will be able to accurately identify some character traits of the main characters and the setting.
Introduction:
Introduce Author, S. E. Hinton (see Teacher Created Resources, p. 6)
Complete an anticipation guide using the following questions:
o Do Gangs have a place in this world?
o Is there a difference between a gang and a clique?
o Is it important to have your own identity?
o Are you responsible for your consequences when you make choices?
o Can a family be more than just a mom, dad, and siblings?
o Do only adults have real responsibilities?
o Family is more important than friends?
Build Background – discuss time period and setting of the book (1966, city-Tulsa Oklahoma – Hinton’s
home town). Review some terms mentioned in the beginning of the book: Paul Newman, Greaser,
Corvair, Madras Shirt, Will Rogers, “dig each other”. In partners have students search the internet to find
out what each of these things are/mean.
Provide students with the vocabulary list (p.8 Teacher Created Resources). Define terms for Section1:
acquired, clammy, disgrace, gingerly, glaring, incidentally, incredulous, irresistibly, nonchalantly, rarities,
reckless, roguishly, sagely, sarcastically, sensitive, stalked, stocky, sympathetic, unfathomable
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Teaching Procedure:
In groups read chapter 1. Each group will make a list of character traits for each of the main characters:
Ponyboy, Soda, Darry, Steven, Two-Bit Matthews, Dally, Johnny. Answer the following short response
questions within the group:
o Whose point of view is the book written?
o Who are the socs? Whos are the greasers?
o What is the gang important to Johnny?
o How does Ponyboy react to what Sodapop tells him about Darry?
o Do you think Darry loves Ponyboy? Why does he treat Ponyboy the way he does?
o What do you think Ponyboy means on page 8 when he says, “I lie to myself all the time”. Do
you ever lie to yourself? Why?
o Compare and contrast Darry and Soda and how each interacts with Ponyboy
o Why does the narrator describe many of the characters eyes?
o What happened to Pony on his way home form the movies?
o What is the difference between tuff and tough – see book p. 12
Respond independently to discussion questions on Edmodo:
o What conclusions can you draw about the “gang”?
Closure:
Review discussion questions – whole class.
Include higher-level thinking question by asking:
Can gangs ever be a good thing? How does this gang compare to gangs of today?
Evaluation:
Direct observation, monitoring of student’s progress, and peer observation will be used while providing
corrective feedback during the lesson. Peer observation will be informal as members of the group
provide feedback to the teacher as the teacher scaffolds each group.
Students who did not comprehend the story thus far will work with teacher in a small group.
Accommodations:
Students with fine motor skill issues can dictate observations to another student or teacher.
Cooperative groups will be used effectively so that all students can participate.
Visuals will be used when appropriate.
Rephrase higher level thinking questions for ease of understanding.
Enhancement/Enrichment Activities:
Provide students with p. 11 (Teacher Created Resouces) – Create a collage of what is ‘tuff’. Lesson 2
Title: Chapter 2
Instructional Objective:
The students will be able to accurately identify literary elements: metaphors, similes, and flashback
Introduction:
Build Background –Review some terms mentioned in the beginning of the book: Fuzz, Kools drop out,
dame, “hunting some action” (p. 29), rumble. In partners have students search the internet to find out
what each of these things are/mean.
Identify and characterize new characters: Cherry and Marcia
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Teaching Procedure:
In groups read chapter 2. Answer the following short response questions within the group:
o Are the names Ponyboy and Sodapop nicknames? Explain.
o Why doesn’t Ponyboy like referring to Sodapop as a dropout?
o What is Ponyboy comparing Two-Bit to when he calls him a ‘chessy cat’ on page. 27?
o Why does Dally look sick now (p. 33)?
o Who is the gang’s pet?
o What is the rule of the greasers? (p. 29)
o What is the author’s purpose with the flashback (p. 31)
o How does Cherry explain the life of the Socs (p. 34 – 35) – compare that to how Ponyboy sees it
(p. 36).
o What can you infer about greaser girls from the level of comfort he has with Cherry (p. 35).
Respond independently to discussion questions on Edmodo:
o Would you rather be part of the greasers or the socs? Explain.
Closure:
Review discussion questions – whole class.
Higher-level thinking question – review Edmodo responses
Evaluation:
Students will complete a Quiz on chapters 1 & 2 (p. 10 of Teacher Created Resources) & answer 1 essay
question: Would you rather be a Soc or a Greaser? Explain, using details from the story.
Students who did not comprehend the story thus far will work with teacher in a small group.
Accommodations:
Students with fine motor skill issues can dictate observations to another student or teacher.
Cooperative groups will be used effectively so that all students can participate.
Visuals will be used when appropriate.
Rephrase higher level thinking questions for ease of understanding.
Enhancement/Enrichment Activities:
Provide students with p. 12 (Teacher Created Resouces) – We’ll Make the Rules.
Lesson 3
Title: Chapter 3
Instructional Objective:
The students will be able to accurately make inferences and foreshadowing to aid comprehension.
Introduction:
Build Background –Review some terms mentioned in the book: Beatles, Elvis Presley, Mustang (car). In
partners have students search the internet to find out what each of these things are/mean.
Using the vocabulary list (p.8 Teacher Created Resources). Define terms for Section 2: apprehensive,
avoiding, bewildering, bleak, contemptuously, defiance, dumbfounded, gallantly, groggy, ornery,
passionately, premonition, quavered, quivering, rave, resignedly, ruefully, sassy, sophisticated,
unceasingly, winced
Teaching Procedure:
In groups read chapter 3. Answer the following short response questions within the group:
o What does Pony mean when he says “I thought it was money that separated us.” (p. 38)
o What does Cherry explain as the difference between the socs and the greasers (p. 38)
o How does Pony feel about Cherry? (p. 39)
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o Why does Pony talk about the sunsets when he is comparing the socs to the greasers? (p. 40 – 41)
o What does Pony mean on p. 39 when he says “Johnny and I understood each other without saying
anything?” Have you ever had a relationship with someone who you understood, or understood
you, without having to say anything?
o When and how did Pony’s parents die?
o What does Pony reveal about how he thinks Darry sees him? (p. 42)
o Why does Pony feel life isn’t fair for him and the greasers? (p. 43)
o Why doesn’t Cherry want her boyfriend and the greasers to fight (p. 45)
o Why won’t Cherry say hello to Pony if she sees him at school? (p. 45)
o What can you infer is the reason that Cherry has been talking to Pony? (p.46)
o What kind of world does Pony dream of? (p. 48)
o Why does Pony want to run away? (consider why Darry is so hard on Pony)
o How does Johnny feel about his family? Why does he like it better when his father is hitting him?
(p. 52)
o How does the author foreshadow that bad things are to come?
Respond independently to discussion questions on Edmodo:
o Does this type of separation, like what is seen between the socs and the greasers, exist today? In
your own life? Explain. Elicit from students to recognize that we have social groups in all
schools not just inner city gangs.
Closure:
Review discussion questions – whole class.
Higher-level thinking question – review Edmodo responses
Evaluation:
Direct observation, monitoring of student’s progress, and peer observation will be used while providing
corrective feedback during the lesson. Peer observation will be informal as members of the group
provide feedback to the teacher as the teacher scaffolds each group.
Students who did not comprehend the story thus far will work with teacher in a small group.
Accommodations:
Students with fine motor skill issues can dictate observations to another student or teacher.
Cooperative groups will be used effectively so that all students can participate.
Visuals will be used when appropriate.
Rephrase higher level thinking questions for ease of understanding.
Enhancement/Enrichment Activities:
Provide students with p. 13 (Teacher Created Resources) – Social Science: groups.
Lesson 4
Title: Chapter 4
Instructional Objective:
The students will be able to accurately make inferences and foreshadowing to aid comprehension.
Introduction:
Build Background –Review some terms mentioned in the book: weed (cigarette – 1967), reeling pickled
(drunk), English Leather, Hank Williams. In partners have students search the internet to find out what
each of these things are/mean.
Teaching Procedure:
In groups read chapter 4. Answer the following short response questions within the group:
o What major events happen in this chapter?
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o How did the author foreshadow that Johnny would use his knife in chapter 2?
o Think back to the last chapter – Was Pony’s dream a foreshadow of where Johnny and Pony
would escape to?
o Why was Johnny so calm after he killed Bob? (p. 57) Who was Bob? He was the boyfriend of
whom?
o Another reference is made to their eyes. Why?
o Why does Dally sound like Darry to Pony when Pony and Johnny ask Dally for help? (p. 60)
o Where does Dally send the boys and why?
Respond independently to discussion questions on Edmodo:
o What would your advice be to Johnny and Ponyboy if they’d come to you for help instead of
Dally? Explain.
Closure:
Review discussion questions – whole class.
Higher-level thinking question – review Edmodo responses
Evaluation:
Students will complete a Quiz on chapters 3 & 4 (p. 15 of Teacher Created Resources) & answer 1 essay
question: Was Johnny justified in killing Bob? Consider social justice as per our Catholic Teachings.
Explain, using details from the story.
Students who did not comprehend the story thus far will work with teacher in a small group.
Accommodations:
Students with fine motor skill issues can dictate observations to another student or teacher.
Cooperative groups will be used effectively so that all students can participate.
Visuals will be used when appropriate.
Rephrase higher level thinking questions for ease of understanding.
Enhancement/Enrichment Activities:
Provide students with p. 16 (Teacher Created Resources) – The Hangout.
Lesson 5
Title: Chapter 5
Instructional Objective:
The students will be able to accurately identify a hyperbole and make inferences.
Introduction:
Build Background –Review some terms mentioned in the book: peroxide, trademark, Gone with the
Wind, Robert Frost, hyperbole. In partners have students search the internet to find out what each of these
things are/mean.
Using the vocabulary list (p.8 Teacher Created Resources). Define terms for Section 3: aghast,
apparently, bewilderment, contemptuously, conviction, desperately, doggedly, eluded, hue, hysterics,
imploringly, indignant, individual, mimicking, radiates, stunned, subsides, sullenly, vital, wistfully
Teaching Procedure:
In groups read chapter 5. Answer the following short response questions within the group:
o Johnny went out for supplies. Why did he buy the book Gone with the Wind? Why can’t he read
it himself? Pony has to read it to him.
o Why didn’t Pony want to cut his hair (p. 71)?
o Why did they cut their hair?
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o Johnny finally breaks down. Why did it take so long? (p. 74)
o What does Pony mean when he says, “I was supposed to be the deep one. “ (p. 75)
o Who does Johnny think is a hero? (p. 75) Who does Johnny compare Dally to in Gone with the
Wind?
o Examine Robert Frost’s poem. Why does Pony quote the poem? What do you think the poem is
saying and how does it relate to the characters in the story?
o On p. 78 – 79 find the hyperbole. What does it mean?
o What’s a heater? Why does Dally have one? (p. 83)
o What does Dally bring Pony?
o What is happening between the socs and the greaser while Pony and Johnny are away (p. 83-84)
o Who’s the spy for the greasers? Does this surprise you? Why or why not? Consider why she
might want to be the spy.
Respond independently to discussion questions on Edmodo:
o Does running away solve problems? Explain using details from the story.
Closure:
Review discussion questions – whole class.
Higher-level thinking question – review Edmodo responses
Evaluation:
Direct observation, monitoring of student’s progress, and peer observation will be used while providing
corrective feedback during the lesson. Peer observation will be informal as members of the group
provide feedback to the teacher as the teacher scaffolds each group.
Students who did not comprehend the story thus far will work with teacher in a small group.
Accommodations:
Students with fine motor skill issues can dictate observations to another student or teacher.
Cooperative groups will be used effectively so that all students can participate.
Visuals will be used when appropriate.
Rephrase higher level thinking questions for ease of understanding.
Enhancement/Enrichment Activities:
Provide students with p. 16 (Teacher Created Resources) – The Hangout. Lesson 6
Title: Chapter 6
Instructional Objective:
The students will be able to accurately identify and explain static and dynamic characters, irony, simile, author’s
craft (line spacing).
Introduction:
Build Background –Review some terms mentioned in the book: irony, beefed (p. 89), broad (p. 85),
plasma. In partners have students search the internet to find out what each of these things are/mean.
Teaching Procedure:
In groups read chapter 6. Answer the following short response questions within the group:
o What is ironic about Dally thinking Cherry hates him?
o Why does Johnny keep asking Dally if Johnny’s parents are asking about him? (p. 87-88)
o Do you think Dally’s parents have influenced the way he is? his personality? Explain (Nature vs.
Nurture)
o Why doesn’t Dally want Johnny to turn himself in? (p. 90)
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o What happened at the Church? Why do you think Johnny wasn’t scared, despite the obvious
danger (p. 92)?
o What happened to Johnny at the Church? (p. 93)
o What does ‘smarting like ants’ mean? (p. 92) This is a simile. Why would the author use the
simile instead of being straight forward?
o Author’s craft: Why does the author leave a big space between the last two paragraphs on p. 93?
o What ‘other side’ of Dallas is revealed in this chapter?
o What is ironic about the teacher saying the boys were sent from Heaven (p. 95) and that they
were heroes?
o Why does Pony confide in Jerry, the school teacher? (p. 96-97)
o Is Jerry a static or dynamic character?
o What is Darry’s reaction when he sees Johnny at the hospital? (p. 98) How does Pony react to
Darry?
o What silent fear is revealed about Darry? (p. 98)
Respond independently to discussion questions on Edmodo:
o What’s your definition of a hero? Do the three boys prove themselves to be heroes according to
your definition? Explain.
Closure:
Review discussion questions – whole class.
Higher-level thinking question – review Edmodo responses
Evaluation:
Direct observation, monitoring of student’s progress, and peer observation will be used while providing
corrective feedback during the lesson. Peer observation will be informal as members of the group
provide feedback to the teacher as the teacher scaffolds each group.
Students who did not comprehend the story thus far will work with teacher in a small group.
Accommodations:
Students with fine motor skill issues can dictate observations to another student or teacher.
Cooperative groups will be used effectively so that all students can participate.
Visuals will be used when appropriate.
Rephrase higher level thinking questions for ease of understanding.
Enhancement/Enrichment Activities:
Provide students with p. 18 (Teacher Created Resources) – Music: Preferences. Lesson 7
Title: Chapter 7
Instructional Objective:
The students will be able to make inferences based on what the characters are saying and how they are acting
and identify and explain a metaphor.
Introduction:
Build Background –Review some terms mentioned in the book: icebox, juvenile delinquent. In partners
have students search the internet to find out what each of these things are/mean.
Teaching Procedure:
In groups read chapter 7. Answer the following short response questions within the group:
o Explain what Pony means when he says Soda “reminds me of a colt” (p. 101)
o What condition is Johnny in after the fire?
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o Why would being crippled be worse for Johnny than someone else in the ‘gang’?
o What does Pony mean on p. 103...”they forgot how (to cry) at an early age”? How is does that
describe a contrast between Pony and his brothers & Johnny and the rest of the greasers?
o Why is Pony looking in the mirror and hunting for a beard (p. 104)?
o What does Two-Bit mean when he says “y’all were heroes from the beginning. You just didn’t
turn all of a sudden”? (p. 107)
o What does Pony learn from the newspaper article? This has been Darry’s fear all along. (p. 108)
o What was Pony’s dream about? The author uses a flashback to present the dream. Why do these
dreams worry Darry?
o Why does Pony say to Randy that an individual makes choices not an entire social class? (p. 115)
o Why does Pony say Randy, the soc, was 17 – but he was already old? (p. 115)
o According to Randy, what was Bob’s ‘real’ problem? (p. 116) Compare Bob and his parents to
another character we read about in the story, Charles – Charles and his parents.
o Why does Randy say the rumbles are pointless? (p. 117)
o Why did Pony think that it was better to see the socs as ‘just gus’ on p. 118? What does he mean
by this?
Respond independently to discussion questions on Edmodo:
o Randy says “I’m a soc – You get a little money and the whole world hates you”. Pony responds,
“No – You hate the world.” What does this mean? How can this be applied to society as a
whole?
Closure:
Review discussion questions – whole class.
Higher-level thinking question – review Edmodo responses
Evaluation:
Direct observation, monitoring of student’s progress, and peer observation will be used while providing
corrective feedback during the lesson. Peer observation will be informal as members of the group
provide feedback to the teacher as the teacher scaffolds each group.
Students will complete a Quiz on chapters 5 - 7 (p. 20 of Teacher Created Resources) & answer 1 essay
question: Think about how we view forgiveness. Can Johnny be forgiven for killing Bob? Consider
Johnny’s remorse and the Catholic Teaching on mercy. Explain, using details from the story.
Students who did not comprehend the story thus far will work with teacher in a small group.
Accommodations:
Students with fine motor skill issues can dictate observations to another student or teacher.
Cooperative groups will be used effectively so that all students can participate.
Visuals will be used when appropriate.
Rephrase higher level thinking questions for ease of understanding.
Enhancement/Enrichment Activities:
Provide students with p. 23 (Teacher Created Resources) – Poetry.
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Lesson 8
Title: Chapter 8
Instructional Objective:
The students will be able to accurately make inferences and identify foreshadowing.
Introduction:
Using the vocabulary list (p.8 Teacher Created Resources). Define terms for Section 4: abruptly,
acrobatics, agony, aimlessly, awed, clenching, contempt, debating, disgusted, environment, grimacing,
leery, miniature, mock, numbly, reformatory, static, stifled, superiority, underprivileged
Teaching Procedure:
In groups read chapter 8. Answer the following short response questions within the group:
o How does what the doctor first says on p. 119, foreshadow Johnny’s condition?
o Why does Johnny ask Pony for the Gone with the Wind book?
o What does Pony mean when he says “we couldn’t get along without him”? p. 121
o What does Pony reveal about life on the streets? (p. 122)
o Why won’t Johnny see his mom? (p. 122)
o If Darry didn’t have Soda and Pony, why would he be a soc?
o When Pony and Two-Bit meet up with Cherry, what does she reveal about the rumble? p. 128
o Describe the interaction between Cherry and Pony (p. 128 – 129). Why do they talk about the
sunsets again?
Respond independently to discussion questions on Edmodo:
o Pony often describes the other characters’ eyes throughout the book? Why? Explain using details
from the story.
Closure:
Review discussion questions – whole class.
Higher-level thinking question – review Edmodo responses
Evaluation:
Direct observation, monitoring of student’s progress, and peer observation will be used while providing
corrective feedback during the lesson. Peer observation will be informal as members of the group
provide feedback to the teacher as the teacher scaffolds each group.
Students who did not comprehend the story thus far will work with teacher in a small group.
Accommodations:
Students with fine motor skill issues can dictate observations to another student or teacher.
Cooperative groups will be used effectively so that all students can participate.
Visuals will be used when appropriate.
Rephrase higher level thinking questions for ease of understanding.
Enhancement/Enrichment Activities:
Provide students with p. 24 (Teacher Created Resources) – Would you be a hero?
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Lesson 9
Title: Chapter 9
Instructional Objective:
The students will be able to make inferences based on what the characters are saying and how they are acting.
Introduction:
Build Background –Review some terms mentioned in the book: Readers Digest, “the cooler” – p. 135, the
model JD. In partners have students search the internet to find out what each of these things are/mean.
Teaching Procedure:
In groups read chapter 9. Answer the following short response questions within the group:
o When Pony asks what kind of a world it is, what comment is he making about how society judges
people? What are the stereotypes? (p. 132 – 133)
o How does Pony feel about drinking? (p. 137)
o According to Pony, why do they fight in rumbles? (p 137)
o Why does Pony say “I knew Darry as well as he knew me and that isn’t saying a whole lot”? (p.
139)
o What is ironic about Ponys’ description of the Brumly Boys? (p. 140)
o What is the difference between Tim Sheppard’s gang and Ponyboy’s? Explain how Pony feels
this difference might give his group the upper hand.
o Who won the rumble?
o What does Pony reveal (again) about Darry? (p. 142)
o Why does Dally say that Johnny should have been tough like him? (p. 147)
o Why does Johnny tell Pony to “stay Gold”? (p. 148)
o What does Johnny say about rumbles?
o What is Dallas’ reaction when Johnny dies and why?
Respond independently to discussion questions on Edmodo:
o Pony explains why people are judged. Is he right? Think about our society as a whole and the
gangs of today. (p. 141)
Closure:
Review discussion questions – whole class.
Higher-level thinking question – review Edmodo responses
Evaluation:
Direct observation, monitoring of student’s progress, and peer observation will be used while providing
corrective feedback during the lesson. Peer observation will be informal as members of the group
provide feedback to the teacher as the teacher scaffolds each group.
Students will complete a Quiz on chapters 9 - 10 (p. 25 of Teacher Created Resources) & answer 1 essay
question: Why do boys fight? Does violence solve problems? Consider your Catholic Teaching.
Students who did not comprehend the story thus far will work with teacher in a small group.
Accommodations:
Students with fine motor skill issues can dictate observations to another student or teacher.
Cooperative groups will be used effectively so that all students can participate.
Visuals will be used when appropriate.
Rephrase higher level thinking questions for ease of understanding.
Enhancement/Enrichment Activities:
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Provide students with p. 28 (Teacher Created Resources) – Math: Attitude Survey. Lesson 10
Title: Chapter 10, 11, 12
Instructional Objective:
The students will be able to accurately make inferences.
Introduction:
Build Background –Review some terms mentioned in the book: Perry Mason. In partners have students
search the internet to find out what each of these things are/mean.
Using the vocabulary list (p.8 Teacher Created Resources). Define terms for Section 5: acquitted,
circumstances, concussion, daze, delirious, flinching, hazy, idolized, stupor, vaguely, veered
Teaching Procedure:
Have students pre-read chapters 10 – 12.
Answer the following short response questions within the group:
o Chapter 10:
What happened to Dally after Johnny died?
Why was Johnny’s death so difficult for Dally to handle?
Why did Dally want to die?
Pony says that Dally died a hood and Johnny died a hero. Why?
What happened to Pony after Dally died?
Why was it important to Pony that he asked for Darry when he was sick?
What did Johnny leave for Pony?
o Chapter 11:
Why is Pony embarrassed by his house when his school friends come over but not when
Randy visits? (p. 163)
Why was Randy worried about talking to the judge? (p. 164) Why was Pony?
Why does Pony say that he killed Bob and the Johnny is not dead? (p. 165)
Would Pony rather have someone’s hate or pity? (p. 162)
o Chapter 12:
Why was Pony’s doctor at the hearing? (p. 167 – 168)
What happens at the hearing?
Why was Pony failing at school and forgetting things?
What is significant about Pony picking up the glass from the broken bottle (p. 172),
especially after he wasn’t scared of the socs that approached him.
Why doesn’t Soda like when Darry and Pony fight? (p. 175 – 176). Soda says that they
play tug of war with Soda. What does he mean?
Explain Johnny’s note to Pony (Johnny explains the Frost poem).
What story (as part of his English assignment) does Pony want to tell and why? (p. 179)
What does Darry mean when he says, “you don’t just stop living because you lose
someone” (p. 173)
How do we know Sandy didn’t love Soda as much as he loved her?
Respond independently to discussion questions on Edmodo:
o How can you relate this book to some of today’s problems that teenagers face? Consider alcohol
abuse, peer pressure, gang violence, parental neglect, search for self, death of a parent of good
friend. Explain using the details from the book.
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o What is the theme of the book?
Closure:
Review discussion questions – whole class.
Higher-level thinking question – review Edmodo responses
Evaluation:
Direct observation, monitoring of student’s progress, and peer observation will be used while providing
corrective feedback during the lesson. Peer observation will be informal as members of the group
provide feedback to the teacher as the teacher scaffolds each group.
Students who did not comprehend the story thus far will work with teacher in a small group.
Students will complete a Quiz (p. 30 Teacher Created Resources) on chapters 10 – 12.
Accommodations:
Students with fine motor skill issues can dictate observations to another student or teacher.
Cooperative groups will be used effectively so that all students can participate.
Visuals will be used when appropriate.
Rephrase higher level thinking questions for ease of understanding.
Enhancement/Enrichment Activities:
Provide students with p. 34 (Teacher Created Resources) – One Page...
Unit Closure: (1) Review questions on p. 35 Teacher Created Resources
(2) After all chapters have been read, the students will take a unit test (p. 42 - 43 Teacher Created Resources).
(3) The students will also write a 5-paragraph essay (see prompt above). Students will be using a detail chart to
organize their essay and p. 33 of Teacher Created Resources to be used as a brainstorming for the culminating
essay.
