Sean Willis

24 June 2016
Doctor Rybakova
Concluding The Outsiders: Flipped Lesson
Purpose/rationale:
As our students have just completed reading S.E. Hintons The Outsiders, this flipped
lesson will require them to create a timeline of events, highlighting key moments in the
plot. Prior to this lesson, students will be required to watch a video lecture that discusses
the general flow of a plotline, this will assist them in labeling their timelines, as well as
help them learn key vocabulary necessary for discussing plot structure. The Outsiders is
a seventh-grade appropriate read with a lexile of about 750, and it is also a relatively
short read. By creating a timeline based on information learned in the video prior to class
students are synthesizing information, as well as using textual evidence to support their
plot analysis (LAFS.7.RL1.1) and exploring how the plot develops through creating a
subjective summary of the text (LAFS.7.RL.1.2).
Florida Standards:
LAFS.7.RL.1.1 Cite several pieces of textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.
LAFS.7.RL.1.2 Determine a theme or central idea of a text and analyze its development
over the course of the text; provide an objective summary of the text.

Objectives:
Students Will Be Able To:
1. Explain which parts of The Outsiders plot correlate with what plot term.
2. Create a timeline of events from The Outsiders.
Materials:

Class set of hardcopy DVDs of flipped lesson content:

https://www.youtube.com/watch?
v=kfGzL3O27q4&feature=youtube_gdata_player
o Distributed prior to this class

o Students may also write the link down if they do not want to take a DVD,
but they will still be responsible for watching
Six copies of istructions/rubric for the timeline activity (one per group)(Appendix
B).
Class set of The Outsiders
Six Pieces of cardstock for timeline activity
Teacher copy of vocab terms (Appendix A)

Anticipatory set:
As an entry ticket, students will have been assigned to write down SIX vocabulary words
from the flipped lesson video above. When they enter class, they should review their
entry tickets with their neighbor for the first few minutes (in pairs).
Teaching Strategy/Procedure/Activity:
Time

Student is doing

Teacher is doing

3 minutes

Reviewing entry tickets with

their neighbor.

Making sure students are on

task, recording any students
who did not complete the
entry ticket.

6 minutes

Answering teachers
vocabulary questions from the
video.

Asking the class the definition

of plot as well as the six
terms from the video
(Introduction, Conflict, Rising
Action, Climax, Falling
Action, Conclusion)(Appendix
A). Write key ideas or missed
concepts on the board.

5 Minutes

Being put into groups by

teacher.

Placing student groups

(Number off 1-6, then students
with the same numbers get
into groups, there should be
five groups of three and one
group of four).

7 minutes

Listening to timeline activity

instructions, asking questions
when necessary.

Passing out timeline

rubric/instructions (appendix
B) to each group, explaining
timeline activity, then
answering any student

questions.
27 Minutes

In groups, creating their

timelines.

Monitoring student progress

with the activity, keeping
students on task, answering
questions. (Give students a
five minute warning six
minutes prior to the
conclusion of class)(Off-task
students will be given one
warning then given a -1 on
their timelines upon second
offense and beyond).

1 Minute

Turning in timeline projects as

exit slips.

Collecting timeline projects.

Summary/Closure:
We want to give students the most amount of time possible to complete this assignment,
as it is a bit lengthy and we want them to be thorough. Students will share their timelines
at the beginning of next class.
Assessment:

Formal assessment:
o Timeline Activity
Make sure the students have a strong concept of how the
vocabulary terms from the video fit into The Outsiders.
Rubric (Appendix B)
o Entry Ticket
6 Participation points (one for each vocab word)
Informal assessment:
o Quiz on vocab terms from the video as a class.
Watch out for any misconceptions about specific terms
Highlight anything that needs clarification by writing it on the
board

Homework/follow-up assignment:
None.
Accommodations/adaptations:

For Herbert Millner, our student with ADHD, he will be seated near the teachers desk.
During the activity, if Herbert gets distracted switch him to a group with on-task,
responsible students.
For Paten Vanderour student with speech impairmentshould should not be required
to speak in front of the class, unless she wants to. Additionally, be sure to let her finish
her thoughts before attempting to correct her (if necessary), try not to interrupt midsentence.
For Lya Gross (our student with mild dyslexia), she will be provided an audiobook
version of The Ousiders. Lya will also be placed in a group where she will not be
required to write anything unless she wants to (but she still must provide verbal support
for the group).
For Oliver Fore, who is our student with mild autism, be sure to provide the days agenda
on the whiteboard, structure will help him make smooth transitions. Oliver should also
be placed into the group of four, just for a little bit of extra support.
Since some students may not have the ability to access the Internet at home, hard copy
DVDs of the flipped lesson content will be provided.

Plan B:
If this activity concludes too quickly, students may begin presenting their timelines to the
class before turning them in to the teacher. If the students have a tough time with the
different plot concepts, the second segment of the lesson may be extended to provide
extra instruction.

(Appendix A)
Vocabulary Terms from Flipped Lesson Video

Plot: The general structure of a story.

Introduction: How a book starts out and the first segment of plot structure. Introduces
major characters, setting, mood and so on.
Conflict: The main issue that arises in a story, the main issue that needs to be solved.
Typically follows the introduction but can arise within the introduction.
Rising Action: Typically the longest segment of the plot. Includes all events centered
around the conflict that lead up to the climax of the story.
Climax: If a story was a roller coaster, this would be the point where youre going over
the top of the biggest drop. The climax is usually the most suspenseful point in the story
and often has to do with solving (or attempting to solve) the conflict.
Falling Action: What happens now that the conflict is solved, or unsolved? How have
our characters and/or the world of the story been affected by the climax? The falling
action answers these questions.
Conclusion: Ties the story together. Tells how the world of the story continues after the
plot is finished.

(Appendix B)

Timeline Activity Rubric/Instructions

For this activity, students will create a timeline in the

shape of how the plot of The Outsiders progresses on
a piece of cardstock. This should not be a linear
timeline, but one that follows the shape of the plot,
connecting each vocabulary word discussed today
with at least one event from the story. Along with
each event I will need a 2-4 sentence response on
why your group thinks that event fits with the
vocabulary word youve matched it with.

RUBRIC:
Points
Includes all six vocabulary
words, used correctly.

_____/12

Explanations

_____/12

Groupwork/Focus

_____/4

Total:

_____/28