The outsiders johnny bio poem rubric

WORKBOOK
Name: ________________________________________________________
Date: _________________ Class: __________________________________

“Stay gold, Ponyboy, stay gold.”

WELCOME
TO THE OUTSIDERS WORKBOOK
Dear students,
Soon, we will begin the novel, The Outsiders, by S.E. Hinton,
and you will read the heart wrenching story of a
protagonist, Ponyboy, who is part of a gang. As you learn
more about the depths of his story, my hope is that you will
grow as a person and empathize with others around you!
You will use this workbook as a way to guide you through
the text and truly dig into the deeper meaning of the story.
In this workbook, you will complete the following:
✓ Answer engaging bell ringer prompts to get you thinking.
✓ Complete vocabulary charts and comprehension
questions related to the text.
✓ Design an extended plot structure based on The
Outsiders.
✓ Develop a better understanding of characterization,
themes, and figurative language throughout the story.
✓ Evaluate your perspective on stereotypes.
✓ Create unique projects that display
your creativity and interpretation
of the novel.

“They weren't looking for a fight,

they were looking to fit in.”
WORKBOOK TABS
Remember Understand Apply

Analyze Evaluate Create

Use these tabs to keep you and you’re

The Outsiders Workbook organized!
You’ll be able to easily access all of
your assignments using these tabs.

DIRECTIONS:
1. Cut out the tabs around the black
line.
2. Using glue or tape, adhere the tabs
to the appropriate cover pages (for
example, the “analyze” tab would
go on the “analyze” cover page.
3. Use the tabs to turn to different
sections as well as determine the
level of thinking required in each
category.
BELL RINGER PROMPTS
Look up and define Have you ever felt like an outsider? Describe
STEREOTYPE. Then, explain how it felt. How would you help someone who
the consequences of felt like they didn’t fit in at their school?
ste

The book follows two rival groups, the Greasers and the Socs, who are divided by their socioeconomic status. The story is told in first-person narrative by protagonist Ponyboy Curtis.
This unit of work includes:
- Spelling words for each chapter divided into 4 differentiated spelling groups
- Chapter questions for comprehension
- Outsiders biopoem lesson activity
- Project that includes both a creative task and essay prompts for assessement
- Rubrics are included

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Recap:

The day started off continuing our heated vocabulary game. With a turn around victory, B group proudly prevailed! Afterwards we went right into our expert literacy circle roles and followed up with the two best presentations. During the second component of the class, we made Bio Poems about Ponyboy and talked about expectations for the group projects tomorrow and the peer evaluation rubrics.

Bio Poem Guidelines


Line 1: His first name only
Line 2: 4 traits that describe him
Line 3: Daughter/Son of~OR Sibling of~
Line 4: Who loves~(3 items, places, or people)
Line 5: Who feels~(3 items)
Line 6: Who needs~(3 items)
Line 7: Who gives~(3 items)
Line 8: Who fears~(3 items)
Line 9: Who would like to see~(3 items)
Line 10: Who lives in~
Line 11: His last name only





Chapter Eight Questions


1. How does what the doctor first says, on page 119, foreshadow Johnny's condition?
2. “We needed Johnny as much as he needed the gang. And for the same reason... " (p.121) What do you think Pony means, and what is the reason?
3. What does Pony mean on p.123 when he says, “We could get along without anyone but Johnny?”
4. If Darry didn't have Soda and Pony, why would he be a Soc?
5. What does Cherry mean when she says Bob "wasn't just anyone” on p.129?

Homework

• Finishing/Practicing Group Project Presentation and filling out peer evaluation rubric (posted below)
• Read Chapter 9
• Chapter 8 Questions (Above)
• Tidy up reflection journals for collection tomorrow

P.S. All videos will be posted to the site in their respective sections this weekend, in case you were wondering ;-D

7th Grade Priority Standards Novel
Bloom’s Level
Degree of Rigor
Product/Performance:
What students will do
Knowledge Deepening Activities that appeal to a Variety of Learners
I.C.1 The student will comprehend, interpret, and evaluate text by asking and answering questions.
(2) to understand


(5) to evaluate

 Understand





Evaluate
 Task #1
Graphic Organizer of Chapters




(Fishbowl Discussion)
 Answer the “getting the gist” questions after each chapter on the graphic organizer in the readers’/writers’/ notebook.
Students will at the same time create questions of their own related to author’s message and/or characters. (Upper Level “fat” Questions)

Alternative (AVID strategy for fishbowl discussion)
I. C.8 The student will critically read and evaluate to determine the author’s purpose, point of view, audience and message.
(5) to evaluate

(2) to understand

 

Understand
Evaluate

 

Evaluate

 

Task # 2
Write from your character’s point of view

 

 

Task #3
Found poem using lines, phrases or words that convey the author’s message

 

Choose a section from the book to re-write from one of the main characters’ point of view – other than Pony Boy - (for example,
describe the fire from Johnny or Dally’s point of view; or write the reaction of Darry or Soda upon discovering that Pony Boy had run away). Use what you know about your character from the text and your notes and be creative!

Students will listen to 2-3 songs from the 60’s that have contrasting messages and audiences. Students will identify audience and message and then select phrases, lines, or words from the book that they arrange into a found poem conveying their interpretation of the author’s message. From those same lines students will discuss who the audience is and why they think so.I.D.10 The student will respond to literature using ideas and details from