Approval Stamp
UbD Unit
Template
Revised : 4/7/04
Course/Subject: Language Arts
Grade(s): 8
Teacher(s): Language Art Curriculum 5-8
C. Paulsen, B. Kinsman, P. Ciccone, L. Sohl, F. Lavoie, P. Rogers
Topic/Title: The Outsiders by S.E. Hinton
Theme(s): Violence, Gangs
Length of Time for the UbD Unit: 4-6 weeks
Date the unit was reviewed by the UbD Team: 5/19/05
Summary of the Unit:
The Outsiders by S.E. Hinton is the story of how growing up on the east side of town impacts
Ponyboy Curtis, a fourteen year old boy. The Greasers, a tough gang dressed in blue jeans and t-shirts,
roam the east side. On the west side, The Socials, or Socs, wear madras shirts, drive fancy cars, and party
wildly. The Socs are known for ganging up on lone Greasers. The story unfolds revealing peer pressure,
gang violence, social class conflict and parental abuse. Two boys die, one a hero and one a hood.
Ponyboy vows to make the situation between the Socs and the Greasers better by telling his story, The
Outsiders.
In this unit, students will understand how socio-economic differences create unnecessary barriers
between people. Students will analyze how the author used literary devices and character development to
create a story which, although controversial when published, has withstood the test of time.
Standards
Connecticut Curriculum Framework(s): Language Arts (January 2005)
Number
Content Standard
Reading
1B
Reading
2A
2C
2D
Students will interpret, analyze and evaluate text in order to extend
understanding and appreciation.
Students will recognize how literary devices and conventions engage
the reader.
Students will recognize and appreciate that contemporary and classical
literature has shaped human thought.
Students will recognize that readers and authors are influenced by
individual, social, cultural, and historical contexts.
Understanding by Design Unit Template
Enduring Understandings
Essential Questions
(Students will understand that…)
Identify Topic(T) or Overarching(O) –
must have at least one overarching
1. Friendship is often revealed more
through challenging times than
through happy times.
2. Humans cannot live and grow
without experiencing a full range of
emotions.
3. S. E. Hinton’s use of language,
story elements and literary devices
contributes to the reader’s
understanding of the stories.
(Open-ended significant questions related to
the Enduring Understandings.)
1. How do circumstances impact a
person’s decisions and actions?
2. Does literature primarily reflect culture
or shape?
3. How is the story about me?
4. How do socioeconomic differences
create unnecessary barriers between
people?
5. In what setting is censorship
appropriate?
6. To what extend does the author’s use of
literary devices enhance understanding?
Key Elements: Important Vocabulary, People, Terms, etc.
reformatory
premonition
acquitted
defiance
delirious
gallantly
revolutionary
conviction
foreshadowing
tone
socio-economic differences
circular story
idolized
superiority
underprivileged
eluded
violence
banned
motif
cliffhanger
conformity
Knowledge / Skills – (Students will know / be able to ….)_______________________







Students will know literary devices such as similes, metaphors, idioms, and irony.
Students will know story elements: setting, character, conflict/resolution, theme,
tone, and mood.
Students will know about the social issues of the early 1960’s.
Students will be able to compare and contrast the culture of the 1960’s to the
present day.
Students will be able to determine characteristics of groups in the novel and
compare them to today’s groups.
Students will be able to summarize.
Students will be able to write a persuasive letter.
Assessment with a Detailed Description
All performance assessments will be graded using a specified set of criteria known to students.
An assessment may address more than one standard. Every standard must be assessed.
Content Standard(s):
Language Arts: Reading 1A.)Students will interpret, analyze and evaluate text in
order to extend understanding and appreciation.
Language Arts: Reading 2D.) Students will recognize that readers and authors are
influenced by individual, social, cultural, and historical contexts.
Performance – Based Assessment(s): (Include G.R.A.S.P.S. if appropriate)
Students will write a persuasive letter to their school board explaining whether or
not this book should be banned from the school library.
Rubric(s) for Performance-Based Assessment(s) – Include here or attach at the end.
See attached.
Content Standard(s):
Language Arts: Reading 2A.) Students will recognize how literary devices and
conventions engage the reader.
Performance – Based Assessment(s): (Include G.R.A.S.P.S. if appropriate)
Using the Inspiration software program, students will create a web of literary
devices. The web must include:
 6 or more literary devices
 examples from the novel of each device
On a separate paper, students will write a personal reflection explaining how four
or more of the literary devices enhanced their understanding or their experience of
reading the novel, The Outsiders.
Rubric(s) for Performance-Based Assessment(s) are attached at end.
Content Standard(s):
Language Arts: Reading 2D.) Students will recognize that readers and authors
are influenced by individual, social, cultural, and historical contexts.
Performance-Based Assessment(s): (Include G.R.A.S.P.S. if appropriate)
As preparation for the performance task, the students will work in small groups to
create a Culture Clash Collage using text and graphics to depict the Socs and
Greasers. This collage could include categories such as clothing, families, school,
self and group image, and social status as well as any ideas of their own.
For the individual performance task, students will reflect on their group’s collage
and identify the significant differences and similarities between the two groups.
Students will record their reflections on a comparison diagram. See attached
model.
Rubric(s) for Performance-Based Assessment(s) are attached at end.
Other Assessment Evidence: (Tests, quizzes, self-assessment, peer-assessment, etc.)
Teacher observation
Class participation
Journal
Any of the learning activities contained in the menu may be used at the teacher’s discretion in
order to assist in meeting the needs of the students.
Library and Technology Skills: If appropriate summarize how library and technology
skills are integrated within the unit and how you are collaborating with library and technology
staff to plan and implement the unit. Librarians and technology teachers will assist in identifying
appropriate sites, resources, and integrated opportunities.
 Students will use “Inspiration” software to complete a performance task.
 Students will use the internet to research the time period.
 Students will use Microsoft Word to create documents.
Connection to the CMT/CAPT: This unit addresses the following CMT 4/CAPT
objectives.
Forming a General Understanding: The reader will demonstrate understanding of the text’s
general content. The reader will:




Determine the main idea (non-fiction) or theme/lesson (fiction) within a written work
Identify or infer important characters, problems, settings, events, relationships and details within a
written work
Select and use relevant information from the text in order to summarize events of the text
Use context clues to determine meaning of unknown or multiple-meaning words or figurative
language
Developing Interpretation: The reader will construct an interpretation and/or explanation of the
text and connect the text to outside knowledge. The reader will:



identify or infer the author’s use of structure/organizational patterns
draw conclusions about the author’s purpose for choosing a genre or including or omitting specific
details in a written work
use stated or implied evidence from the text to draw and/or support a conclusion
Making Reader/Text Connections: The reader will connect or associate the text with one’s
own life. The reader will:


Make connections between the text and outside experiences and knowledge
Select, synthesize and/or use relevant information within a written work to write a personal
response to the text
Examining the Content and Structure: The reader will elaborate on the text and make
judgments about the text’s quality and themes. The reader will:



Analyze the author’s craft including use of literary devices and textual elements
Select, synthesize, and/or use relevant information within a written work(s) to extend or evaluate
the work(s)
Demonstrate an awareness of author’s or character’s values, customs, and beliefs included in the
text
CMT Writing
Grade 8 – Students respond in writing to a persuasive prompt



state a position on a particular topic
support the position with specific details
organize ideas so that the reader will be persuaded
Learning Activities with a Detailed Description
Hook:
Music Connection: Play a song by Elvis Presley, The Beatles, and Hank Williams.
Students will rate each selection on a scale of 1-10. Graph the responses. (E1)
OR
Students will identify two groups in their town or school. What characteristics
make up the people in each group? How do people interact within the group and
with others not in the group? (H)
This is a menu of learning activities. Teachers will select activities appropriate for learning styles
of their students.
1. Discussion: What causes people to look down on others or put them in groups?
2. “Tough/tuff” are two different words. Tough is the same as rough, tuff means cool, sharp
like a tuff looking mustang or a tuff record. In our neighborhood both are compliments.”
(Hinton, p. 14 ) Have the students create a collage or montage of things they consider
tuff. Have students share completed projects with classmates.(H) Upon completion of the
sharing, each student will be given an opportunity to reflect and explain in what way their
ideas have/not changed.
3. Attitude Survey: Have students poll classmate to determine their reasons for fighting.
Graph the results. See attached. (E1)
4. Students will read the poem “Nothing Gold Can Stay.” Have them look at each couplet
and write one sentence telling what each couplet means. Share responses. After sharing
responses, have the students write a two to three sentence summary telling what the poem
means. (R)
5. Read pages 76-77. “One morning I woke up earlier … It was beautiful.” With
watercolors, have each student create a sunrise. After the watercolor has completely dried
students will copy Robert Frost’s poem “Nothing Gold Can Stay.” What mood does this
scene create?
6. Response Journals: Explain the quotations. See attached. (R)
7. Reread the confrontation between Darry and Pony Boy. (The passages on the final pages
of Chapter 8; “I ran home, trembling… He wasn’t ever going to hit me again.). Suppose
Darry meets Two Bit later and relates the confrontation. Role play the conversation.
Discuss the different perspectives.
8. Create a “graffiti” wall on the bulletin board. Students will write messages from the point
of view of the major characters in The Outsiders. Examples: “Raise your children with
love.”Johnny Cade. “Don’t be afraid to care.” Dallas Winston. “Money is everything.”
Bob Sheldon. “Let’s Share a sunset.” Cherry Valence. (R)
9. Work in size-appropriate groups to write and perform the converations that might have
occurred in each situation. See attached. (E2)
10. Essay: Discuss how Ponyboy originally perceives his relationship with his brothers.
How/when does this perception change? (E2)
11. In cooperative learning groups: Suppose you’ve been left on your own for a month.
Assign jobs to each member(household/Income). Plan the meals that you would eat for a
week. Who is responsible for each meal? What will you do for transportationa as none of
you can drive legally? Determine house rules such as “lights out,” “visiting hours,”etc.
Plan a schedule of school night and weekend night activities. Each group should share
their ideas. (H/E1)
12. Has the role of gangs changed over the years? What characteristics of gangs of the 60’s
and those of today have changed? What stayed the same? Research these questions. Use
the information to complete a T-Chart.
13. Group Work: Determine ways the following conflicts (assign one per group) can be
resolved peacefully. Share the results.
 Darry is angry with his brother Ponyboy because he is two hours late. Darry is
tempted to hit him for the first time.
 Johnny and Ponyboy are minding their own business late at night in the park. A
group of drunken Socs come after them.
 Dally makes Cherry mad. When he offers her a soda, she is tempted to throw it in
his face.

14. S.E. Hinton refers to Elvis Presley, Hank Williams and the Beatles, who were
revolutionary in the 50’s and 60’s in the music world. What made them or other musical
artists of your choosing revolutionary? Share music/lyrics and explain the significance.
15. Essay: Describe how Ponyboy perceives Darry at the beginning and the end of the novel.
What causes this change? Support your answer with evidence from the novel.
16. Johnny, Ponyboy, and Dallas were heroes. What qualities make them heroes? Think of
one person in your life that is a hero. Write a newscast describing your hero and his/her
qualities.
17. Review the technique of cliffhangers and how it effectively creates tension or suspense in
a story. As a class read and discuss examples (such as p.34, 52; paragraph before break in
Chapter 2, and end of chapter 3). Then in groups, students will find and discuss other
examples of cliffhangers in the novel.
18. Review circular stories by sharing picture books. Discuss how this relates to
The Outsiders. (R)
19. Response Journal: Read the first and last sentences in the book. Why did the author begin
and end the story with the same sentence? When you discover at the end that the story
was Pony Boy’s English essay, does it make the book more or less meaningful?
20. Book review: Students will write a book review for the book, The Outsiders. Students
will need to let their readers know whether this book is of literary value. They must
support their opinions.
21. Reader’s Theatre: Selecting a section from the novel, read it out loud. (E1)
22. Have students discuss the following question, “Do the elements of a story have to transfer
across time and space to be meaningful and of literary value?
23. Group work/ Pairs: Following a disussion about how the author broke the mold of young
adult literature(violence/realism vs. safe/happy ending), generate five questions for the
author about her decision to write such a book and its impact on readers. Read the
author’s biography(attached). Groups will exchange questions and respond to the
questions as the author might. Discuss group responses.
24. Journal: Why did the author choose Ponyboy as her narrator? What other choices could
she have? If it had been told from Soda’s viewpoint , what would have been the major
conflict? Explain.
Resources
Text: The Outsiders by S. E. Hinton
Other Print Sources:
Other S.E. Hinton novels
Chris Crutcher novels
Videotapes, DVDs or Films:
The Outsiders, West Side Story
Software:
“Inspiration” software
Internet Sources with addresses and full title of the site:
Databases:
Supporting materials attached.
Letter Writing Rubric:
The Outsiders by S.E. Hinton
Student Name:
Weight
4
CATEGORY
Argument
30
Content
Support
Sentences &
Paragraphs
Grammar &
Spelling
Format
30
20
15
5
3
2
1
All ideas are
expressed in a
clear and
organized
fashion. It was
easy to determine
the writer’s
position.
Most ideas are
expressed in a
clear manner, but
the organization
could have been
better. It was easy
to determine the
writer’s position.
Some ideas were
organized, but are
not very clear. It
took more than one
reading to
determine the
writer’s position.
The letter seemed
to be a collection
of unrelated
sentences. It was
very difficult to
determine the
writer’s position.
The letter
contains at least
5 specific
examples in
support of the
writer’s position.
The letter contains
4 specific
examples in
support of the
writer’s position.
The letter contains
3 specific
examples in
support of the
writer’s position.
The letter
contains 2
specific examples
in support of the
writer’s position.
All sentences and
paragraphs are
complete, wellconstructed and
of varied
structure.
Most sentences
are complete and
well-constructed
(no fragments, no
run-ons).
Paragraphing is
generally done
well.
Some sentences
are complete and
well-constructed.
Paragraphing
needs some work.
The letter
contains sentence
fragments or runon sentences OR
paragraphing
needs lots of
work.
Writer makes no Writer makes 1-2
errors in grammar errors in grammar
or spelling.
and/or spelling.
Writer makes 3-4
errors in grammar
and/or spelling.
Writer makes
more than 4
errors in grammar
and/or spelling.
Complies with all
the requirements
for a friendly
letter.
Complies with
several of the
requirements of a
friendly letter.
Complies with
less than 75% of
the requirements
for a friendly
letter.
Complies with
almost all of the
requirements for a
friendly letter.
Created by Region One Language Arts 5-8
Points
Earned
S
T
Literary Device Rubric:
The Outsiders by S.E. Hinton
Student Name:
CATEGORY
Web
Design
Web
Content
Written
Reflection
Requirement
Written
Reflection
Content
Sentences &
Paragraphs
in Reflection
Grammar &
Spelling
Weight
4
3
2
1
5
The web is
exceptionally
clear and easy to
read. Information
is well organized.
Graphics add to
the visual effect.
The web is clear
and easy to read.
Information is well
organized.
Graphics add to
the visual effect.
Either the web is
not clear and easy
to read, not well
organized or the
graphics may not
add to the visual
effect.
The web is not
clear and easy to
read, not
organized and the
graphics do not
add to the visual
effect.
35
The student has
correctly
identified six or
more literary
devices and
given excellent
examples for
each.
The student has
correctly identified
six literary devices
and given
appropriate
examples for each.
The student has
given appropriate
examples for three
to five of the
literary devices
identified.
The student has
given appropriate
examples for less
than three of the
literary devices
identified.
The student has
included more
than four literary
devices in the
written reflection.
The student has
included four
literary devices in
the written
reflection.
The student has
included three
literary devices in
the written
reflection.
The student has
included less than
three literary
devices in the
written reflection.
The student’s
explanation of
how the literary
devices aided
understanding of
the novel was
exceptionally
clear and wellorganized.
The student’s
explanation of how
the literary devices
aided
understanding of
the novel was clear
and wellorganized.
The student’s
explanation of how
the literary devices
aided
understanding of
the novel was
either not clear or
was not well
organized.
The student’s
explanation of
how the literary
devices aided
understanding of
the novel was
neither clear nor
well-organized.
All sentences and
paragraphs are
complete, wellconstructed and
of varied
structure.
Most sentences
are complete and
well-constructed
(no fragments, no
run-ons).
Paragraphing is
generally done well
Some sentences
are complete and
well-constructed.
Paragraphing
needs some work.
The letter
contains sentence
fragments or runon sentences OR
paragraphing
needs lots of
work.
Writer makes 3-4
errors in grammar
and/or spelling.
Writer makes
more than 4
errors in grammar
and/or spelling.
15
35
5
5
Writer makes no Writer makes 1-2
errors in grammar errors in grammar
or spelling.
and/or spelling.
Created by Region One Language Arts 5-8
Points
Earned
S
T
Comparison Diagram Rubric:
The Outsiders by S. E. Hinton
Student Name:
Weight
CATEGORY
4
3
2
Differences
(Socs)
The writer has
provided specific
examples in five
or more
categories.
The writer has
provided specific
examples in four or
more categories.
The writer has
provided vague
examples or
addressed only two
categories.
The writer has
used examples
that are neither
specific nor
complete for the
categories.
The writer has
provided specific
examples in five
or more
categories.
The writer has
provided specific
examples in four or
more categories.
The writer has
provided vague
examples or
addressed only two
categories.
The writer has
used examples
that are neither
specific nor
complete for the
categories.
The writer has
provided specific
examples in five
or more
categories
The writer has
provided specific
examples in four or
more categories.
The writer has
provided vague
examples or
addressed only two
categories.
The writer has
used examples
that are neither
specific nor
complete for the
categories.
Writer makes no Writer makes 1-2
errors in grammar errors in grammar
or spelling.
and/or spelling.
Writer makes 3-4
errors in grammar
and/or spelling.
Writer makes
more than 4
errors in grammar
and/or spelling.
The completed
diagram is
exceptionally
neat and legible.
The information is
presented in an
organized
manner.
The completed
diagram is
somewhat neat
and legible. Some
of the information
is presented in an
organized manner.
The completed
diagram is not
neat and legible.
The information
lacks
organization.
Differences
(Greasers)
Similarities
(Socs and
Greasers)
Grammar &
Spelling
(conventions)
Quality
28
28
28
10
6
The completed
diagram is neat
and legible. Most
of the information
is presented in an
organized manner.
Created by Region One Language Arts 5-8
1
Points
Earned
S
T
Sample for teacher
Name: _________________
Date:__________________
By S. E. Hinton
Socs

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


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

Nice cars
Preppie clothes
Positive publicity
Listen to Beatles
Are accepted by
community at large
Attend college
More opportunities
both now and in the
future
“In” group at school
perceived as winners
Both Groups








High school students
Have acceptance
struggles
“Cool”
Live in the same
town
Like to party
View other groups
with suspicion
Bias toward other
group
See same sunsets
Greasers










Poor
Old/beat up cars
T-shirt/jeans
Listen to Elvis
Leather jackets
Long hair
Lack of school
success
Perceived as losers
Negative family
relations
“Out” group
Name: _________________
Date:__________________
By S. E. Hinton
Socs
Both Groups
Greasers