Lesson 1: Getting to know The Outsiders Lesson: Understanding vocabulary and stereotypes Objective: Gain a better understanding of stereotypes

Content Standards Reading Informational Text (RI) - RI.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on the meaning and tone Language (L) - Use knowledge of language and its conventions when writing, speaking, reading, or listening Technology Standards 1. Creativity and Innovation b. Create original works as means of personal or group expression 4. Critical Thinking, Problem Solving, and Decision Making b. Plan and manage activities to develop a solution or complete a project 5. Digital Citizenship a. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity

Materials: Book,The Outsiders Projector Vocabulary list from chapters 1 & 2 List of what is required in their Mind maps (iThoughts) Computers iPads (1 per student) Internet Poster paper Scissors Glue Google Docs Fakebook Page access

Apps iThought Thinking Maps Popplet Keynote

Instructional Directions: *This week class will be reading chapters 1 & 2 Day 1 1. Give each student a chapter 1 & 2 vocabulary list http://docs.google.com/document/d/1BEEsL0wySo3xAi9Z_uPJSECFvMiu99qV78Sh44C07YQ/edi t?usp=sharing (The remaining list of vocabulary words is also provided with the doc) 2. Explain to them they will be looking up the definitions for each word as well as providing the synonym, antonym, part of speech, providing their own sentence, and providing a picture or symbol. 3. They will organize all other the required elements in an iThought map. 4. Explain they will put the vocabulary word in the center of the map and place the required information in the outer circles. 5. Using the projector provide a slide of what a bubble map would look like 6. Provide examples of antonyms, synonyms, parts of speech ex: antonym - opposite of a word (hard-soft) synonym - similar meaning (hard-solid) parts of speech verb, adverb, adjective Day 2 1. Ensure all computers are ready to be used in the classroom. 2. Provide short descriptions of a soc and a greaser as described in the book written on the board -Greaser is poor side of town kind of like the ghetto for white people they put grease in their hair -Soc is the rich preppy kids that seem to have it made 3. Have Google search images ready to be displayed on the projector of images of socs and greasers 4. Point out obvious differences between the two groups 5. Assign the task of Google searching their own images of socs and greasers. 6. Instruct students to printout between 5-7 examples from each group. 7. Students can use pictures or words that describe the group 8. Once they have their images or words they will be asked to create a collage comparing the two groups 9. Using poster paper make 2 columns labeling the two columns by they two social groups. Then putting the printed images into their corresponding columns. 10. Once the collage is made find a partner and share with them the images or words used for each column. Day 3 1. Make sure all classroom computers and iPads have Popplet installed

http://popplet.com 2. Provide a list of Sizing Up People https://docs.google.com/document/d/1wX-qEH0Ke8XqPnOosfuN18LUwR7e1Sitsz0hLbzaWI/edit?usp=sharing 3. Have the students use Popplet to give ways in which they Size Up People 4. They can use some of the ways provided on the document or come up with their own. 5. In the center circle they will type in Sizing Up People in the surrounding circles provide examples of how they size up people 6. Also include examples from the book on how people were sized up. Day 4 1.Make sure all classroom computers and iPads have access to Fakebook website http://www.classtools.net/FB/home-page 2. Use the Fakebook page provided as an example http://www.classtools.net/FB/1040-fabuGx 3. Students need to set up their page as any main character they would like to be 4. Have students fill out as much information as possible also have them Google search pictures of the characters they chose and add at least one to their page. 5. Have students post at least two posts when they are finished and save the page then copy and paste the web address to a file and save it so they can reference the page at a later time. Instruct students they will be asked to post on the page at other times during the time the class is reading the book. 6. Remind students to be creative Day 5 1. Ensure all classroom computers and iPads have access to Keynote 2. Read the idioms out loud and have a discussion of what they think the idioms mean 3. Project the list of common idioms on the classroom projector https://docs.google.com/document/d/1ueRc_wdxLnFMJNtnkFLTZRr7y0z11EHQ64VNtek7J8/edit?usp=sharing 4. Explain to the students they will be looking through the book to find idioms and then use context clues to find the meaning of the idiom 5. They will then create a Keynote presentation of at least 5 idioms and their meanings 6. Instruct the students to use color in the presentation as well as include images when possible 7. If students are having trouble finding idioms provide them with the following page numbers: 1,2,3,4,7,8,9

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Assessment: Soc/Greaser Collage

Attention to Theme

The student gives a reasonable explanation of how every item in the collage is related to the assigned theme. For all items the relationship is clear without explanation Class time was used wisely. 90% of the time and effort went into the planning and design of the collage. It is clear the student worked at home as well as at school. All of the graphics or objects used in the collage reflect an exceptional degree of student creativity in their creation and/or display Titles and text were written clearly and were easy to read from a distance. Text varied in color, size and/or style for different text elements.

Time and Effort

The student gives a reasonable explanation of how most items in the collage are related to the assigned theme. For 90% of the items, the relationship is clear without explanation. Class time was used wisely. 80% of the time and effort went into the planning and design of the collage. The student could have put in more time and effort at home. One or two of the graphics or objects used in the collage reflect student creativity in their creation and/or display.

The student gives a fairly reasonable explanation of how 80% in the collage are related to the assigned theme

The students explanations are weak and illustrate difficulty understanding how to relate items to the assigned theme.

Class time was not always used wisely. 70% of the time and effort went into the planning and design of the collage, but student did do some additional work at home. One or two graphics or objects were made or customized by the student, but the ideas were typical rather than creative Titles and text were written clearly and were easy to read from a distance. There was little variation in the appearance of text.

Class time was not used wisely. 70% or less of the time and effort went into the planning and design of the collage. The student put in no additional effort.

Creativity

The student did not make or customize any of the items on the collage.

Titles and Text

Titles and text were written clearly and were easy to read closeup. Text varied in color, size and/or style for different text elements.

Titles and/or text are hard to read, even when the reader is close.