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Subject: Reading/ Language Arts |
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Title-
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| The Outsiders (From a "60 Minutes" perspective) |
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Background-
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Using the same structure as "60 Minutes", students will have the oppurtunity to display facts and document their findings from the Outsiders. The class will be split into groups that will cover seperate pieces of the project in order to have them all submitted to the teacher and organized into one 60 minute segment.
The groups will each have their own mini-project to submit: (1) An interview with both a 'Soc' and a "Greaser" to find out different perspectives and internal views of each group. This includes both the motivations and pressures placed on members of each gang. (2) A daily routine documentary where the students show what it's like to be a part of either gang. Social interactions, how the public views them, and their influence on the outside world. (3) An investigation by police through making wanted posters and making a news segment using them to inform and warn the general public using stereotypes and public misconceptions. (4) A daily news broadcast tracing an outline of events that have happened in the story since the "Rumble" scene. Here, students could shift the perspective from in the news studio to out in the streets witnessing the action. (5) A public perspective where students take on the roles of teachers, shop owners, or anyone in the public who could be affected by either "Soc" or "Greaser". The overall tone of this one could be from the perspective of how violence and bullying affects the community as a whole instead of just between two groups of people. |
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Expected Outcome Of This Lesson Plan-
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1. 6B- analyze the development of the plot thruogh the internal and external responses of the characters, including their motivations and conflicts.
2. FIgure 19:D- make complex inferences about text and use textual evidence to support understanding.
3. Figure 19:F- Make connections between and across texts, including other media (film/news broadcasts) and provide textual evidence. |
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Teacher Objectives-
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1. Students will show mastery of understanding the connection between textual situations and the actual effects of similar actions on society.
2. Students will use a wide variety of techniques, both visual and audio, to convey and apply understanding of specific lessons learned or crucial topics from the text.
3. Students will synthisize this information from individual group projects and combine them into one collaborative effort in order to ensure a successful flow of ideas and a common understanding of the text and how it applies to society, the media, and their own personal lives. |
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Resources-
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| (1) Computer w/ powerpoint or movie making capability. (2)Video/audio equipment for transitioning projects into one collaborative effort. (3) Art supplies for wanted poasters and possible backgrounds for videos. (4) Possible newspaper clippings or magazines that reflective the overtones of the influence of gang violence on society. |
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Teaching Methods-
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1. Lesson Introduction-
1. Have students read "The Outsiders" as a class
2. As they read, have students look for and consider the connection between the fictional events of the story and events in real life.
3. have students consider what types of broadcasts or public information would be displayed if such events happened in their town or neighborhood. |
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2. Lesson Progression-
1. Have students view clips of the show "60 Minutes" in order for them to evaluate the structure of how they display news topics.
2. Explain and discuss why they would choose to display the news in such a fashion and how it differs from regular news.
3. Demonstrate how this form of distributing information can be useful by explaining how "60 Minutes" would portray another topic of interest. (i.e. bullying in schools, or the current state of the economy). |
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3. Guided Practice-
1. Have students choose from topics related to the novel and have them discuss how the information would be displayed if it were to appear on a show such as "60 Minutes"
2. Split the classroom into small/medium sized groups, give each group a topic relative to the novel, and have them introduce the information to the class as if they were actual newscasters or interviewers.
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4. Student Practice-
1. Allow students to outline different topics or situations throughout the novel and have them classify them into common catagories such as internal/external conflicts, effects on society, peer pressure, or even bullying within or outside of select groups.
2. Seperate them into groups again t ocompare their findings and come to a concesus in each group as to which ones have the greatest impact.
3. These topics will not only relate to the novel, but will be the basis for their major group project when they obtain their actual group assignment. |
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5. Learner Accommodations-
1. Circulate around the classroom frequently and ask questions that would gauge both basic understanding of the lesson and overal comprehension of the connection between their topic and the book.
2. For those students who need it; provide written copies of the notes to them in order to keep them focused on the lesson as opposed to how much they may have to write.
3. have students grouped in various skill levels to ensure that there is a good mixing and pairing of individuals per section. |
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6. Assessment-
1. Have the students present their individual group topics in front of the class as a way to assess whether they can effectively communicate their ideas and thoughts in relation to the assignemnt and the actual novel.
2. Have students categorize their own ideas for topics that can be covered in the novel and see how closely they can infer information from the text into something they can present and explain to the class.
3. Check to see what literary terms the students can encorporate into their findings as they search for information for the project. |
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7. Lesson Closure-
1. Review the overall effective ways of conveying relevant information publicly and efficiently.
2. Encourage students to search for this level of detail and information in any text they read.
3. Consider how much of an impact the presentation of information has on the people who view it and what strategies both visually and written can help convey the greatest meaning. |
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Measuring Student Progress-
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1. Insertion of what they have learned about the presentation of interesting and informative information into their personal writing/ "Kernel Essay".
2. Have students submit a small writing sample using the last few minutes of class using a relavant topic from the novel so that the teacher can monitor their individual progress. |
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