Martin 1

COEPD LESSON PLAN TEMPLATE

Teacher Candidate: Miranda Martin
Content Area: English Language Arts 8th Grade Specific Lesson Topic: Day 1 Length (timing) of Lesson: 80 Minutes – Block
Introduction to The Outsiders
INSTRUCTIONAL OUTCOMES
WV Standard(s):
- ELA.8.25: Use technology, including the Internet, to produce and publish writing, present the relationships between information and ideas
efficiently, and interact and collaborate with others.
- ELA.8.26: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating
additional related, focused questions that allow for multiple avenues of exploration.
- ELA.8.30: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8
topics, texts, and issues, building on others’ ideas and expressing ideas clearly.
Learning Objective(s) a.k.a. SWBAT(s):
- Students will be able to research a given topic with technology
- Students will be able to collaborate with a peer to find answers appropriate to question-based tasks
Formative Assessment:
- I will review their Stereotypes Worksheets
- I will review the Scavenger Hunt packets that are completed
PREPARATION
Materials/Resources:
Students Will Need:
-Writing Utensils
-Cell Phones
Teacher Preparation:
-25 copies of Stereotypes Worksheets
-25 copies of Scavenger Hunt packets
-You Tube Movie Clip “Outsiders Background Knowledge” by Michael Leonard (8:39) pulled up to play on SmartBoard
Resources Used:
-SMART Board
- “Stereotypes” Worksheet by Reading Writing and Ruminating via Teachers Pay Teachers
-The Outsiders Scavenger Hunt Packets via Cooperating Teacher
 Martin 2

Procedural Steps Questions Differentiated Instruction

Activating Strategy/ Time

Introduction 10:00- - As students enter the classroom, they will
10:10 be handed a Stereotypes Worksheet to
complete as their daily Bellwork
Core Instruction Time
10:11- - Class discussion on the Stereotypes Worksheet
10:20
10:21- - You Tube Movie clip titled “Outsiders - Based on the title of the novel,
10:31 Background Knowledge” (8:39 minutes) what do you think this novel
may be about?
10:32- - While students are watching the video clip, I - My student with severe
11:15 will pass out the Scavenger Hunt packets and ADHD will be paired
take up their Stereotypes Worksheets with a specific partner
- After watching the video clip, students will pair - After watching the video clip, that she usually works
up with one other peer (no more than 2 students do you have any different well with
working together) thoughts about what the novel - This same student will be
- Students will work with their partner to may be about? allowed to sit in the floor
complete the Scavenger Hunt packets that during the video clip to
discuss background information on the author, prevent her from getting
context of the time the novel was written, and out of her seat too much
the actual novel
- Students may use their cell phones to look up
the historic information that is asked
- Ask students to place complete Scavenger Hunt
packets on the table at the front of the class
Closure Time
11:16- - Go over the sections of the packet that are about - What questions do you have
11:30 the author and the context of the 60’s when the for me before we dismiss?
novel was written
 Martin 3

- Volunteers will be taken for each question - What predictions do you have
- Tell students that this Scavenger Hunt packet is about what The Outsiders
homework if it is not complete might be about?
- They may come in during intervention
tomorrow, if necessary, to complete it
Contingency Time - If students do not complete their Scavenger
Hunt packets during class, they will be expected
to come in during their intervention period
tomorrow to complete the packet or complete it
for homework
- If students are too rowdy while working with
partners, students will be separated and will be
expected to work by themselves on the
assignment
 Martin 4

COEPD LESSON PLAN TEMPLATE

Teacher Candidate: Miranda Martin
Content Area: English Language Arts 8th Grade Specific Lesson Topic: Day 2 Length (timing) of Lesson: 80 Minutes – Block
Introduction to The Outsiders
INSTRUCTIONAL OUTCOMES
WV Standard(s):
- ELA.8.18: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of grades 6–8 text complexity
range independently and proficiently.
- ELA.8.30: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics,
texts, and issues, building on others’ ideas and expressing ideas clearly.
Learning Objective(s) a.k.a. SWBAT(s):
- Students will be able to complete an opinion-based classroom poll
- Students will be able to state and defend their stance on a given statement
- Students will be able to evaluate and interpret classroom data
Formative Assessment:
- I will evaluate classroom discussion on classroom poll (students reasoning)
- I will review their paragraph responses to the classroom poll and discussion
PREPARATION
Materials/Resources:
Students Will Need:
-Writing Utensil
-Completed Scavenger Hunt packets from yesterday
Teacher Preparation:
-Writing prompt written on whiteboard
-25 Copies of Pre-Reading Questionnaires
-25 “Outsiders Folders”
Resources Used:
-Pre-Reading Questionnaire by Education Island via Teachers Pay Teachers
Procedural Steps Questions Differentiated Instruction
Activating Strategy/ Time
Introduction
 Martin 5

10:00- - Students will complete the following Bellwork - Why are these the first things
10:05 in their daybooks: “What are the first things you you notice?
notice about someone when you meet them for
the first time?” - My student with mild
- While students are working on the Bellwork, I autism may verbally
will pass out copies of the Pre-Reading respond to the Bellwork
Questionnaire when I circulate the room

Core Instruction Time

10:06- - Brief class discussion on Bellwork
10:12
10:13- - Students will work on the Pre-Reading - What influences the way you
10:20 Questionnaire feel about some of these
statements?
10:21- - Class Poll on the results of the Pre-Reading - My student with severe
10:35 Questionnaire ADHD will be given 3
sticky notes to be placed
10:36- - Students will work on writing a paragraph on her desk to indicate
10:50 response to the following writing prompt that the 3 times she may
- Why do you find this specific
will be written on the whiteboard: “Which of partake in the class
result so shocking?
the results from the class poll did you find the conversation – to prevent
most surprising? Why did this surprise you?” her from disrupting
- As students are writing their paragraph
responses, I will pass out their “Outsiders
Folders” that contain assignments we will be
working on over the course of reading the novel

10:51- - Allow a few students to share their responses

10:55 with the rest of the class
- Students will place their responses and their
Pre-Reading Questionnaires in their “Outsiders
Folders”
 Martin 6

10:56- - Have students pull out the Scavenger Hunt

11:05 packets from yesterday
- Go over the last section of questions that
discuss the novel as a class
- Have students place the finished Scavenger
11:06- Hunt packers on the table at the front of class
11:26 - Have students direct their attention to the
folders that were placed on their desks
- Briefly go over each section in the folders that
will be worked on gradually as we read each
chapter of the novel
- Explain that each chapter has a set of questions - How do we use textual - My student with mild
that is between 6-10 questions long evidence to make a autism will have help
- Tell students about the page that is titled conclusion? from an intervention
“Chapter Titles” and explain that they will be specialist to complete
creating unique Chapter Titles for each Chapter today’s activities
of the novel (The Chapters are Untitled)
Students will use textual evidence to reason - What is a wise saying that you
why they choose each Chapter Title have heard from someone in
- Show students the Plot diagram that will be your family? - My student with mild
completed as major events in the novel take autism will be allowed to
place – briefly state the difference between walk the space in the
conflict, rising action, climax, and falling action - What is the plot of a story? back of the classroom
- Explain how the Character Chart works and while we have our long
how we will be depicting the individual class discussion to
characters physical appearances and their prevent him from getting
characteristics/mannerisms - What are some characteristics too restless
- Explain that all Bellwork that is done during we may see in a fictional
our unit on The Outsiders will now be character?
completed in the designated section in their
“Outsiders Folders”
 Martin 7

Closure Time
11:27- - Instruct students to place their folders into the
11:30 classroom bin in the bin cabinet at the back of
the classroom that is labeled with their class
period
- Remind students that reading of The Outsiders
will begin tomorrow
Contingency Time - If class time runs short, the “Outsiders Folders”
can be given and introduced at the beginning of
class tomorrow.
- If students fail to work quietly while writing
their writing prompts, it will be assigned as
homework that will be due tomorrow
 Martin 8

COEPD LESSON PLAN TEMPLATE

Teacher Candidate: Miranda Martin
Content Area: English Language Arts 8th Grade Specific Lesson Topic: Day 3 Length (timing) of Lesson: 80 Minutes – Block
Chapter 1 of The Outsiders
INSTRUCTIONAL OUTCOMES
WV Standard(s):
- ELA.8.2: Determine a theme or central idea of a literary text and analyze its development over the course of the text, including its relationship to the
characters, setting, and plot; provide an objective summary of the text.
- ELA.8.3: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
Learning Objective(s) a.k.a. SWBAT(s):
- Students will be able to determine characterization in a literary text
- Students will be able to determine the plot of a literary text
- Students will be able to collaborate in a class discussion
Formative Assessment:
- I will evaluate our classroom discussion
- I will review the students’ “Outsiders Folders” to evaluate their questions for comprehension of Chapter 1
- I will review the students’ “Outsiders Folders” to evaluate their comprehension of characterization
PREPARATION
Materials/Resources:
Students Will Need:
-Writing Utensil
- “Outsiders Folders” from classroom bin
Teacher Preparation:
-Bellwork projected on SMART Board
-Video Clips pulled up to be viewed on the SMART Board
Resources Used:
-You Tube video: “Character Traits & Characterization” (2:57) -Lagana
-You Tube video: “Plot Elements” (2:41) – Mmsiebe
-You Tube video: “The Outsiders Chapter 1” (32:41) – Sarah Gunn
 Martin 9

Procedural Steps Questions Differentiated Instruction

Activating Strategy/ Time
Introduction 10:00- - As students enter the classroom, I will instruct
10:05 them to grab their “Outsiders Folders” from
their classroom bin
- Students will complete the following Bellwork
that will be displayed on the SMART Board in - My student with mild
their “Outsiders Folders”: What is autism may verbally
characterization? In what ways can an author respond to the Bellwork
create a character?” as I circulate the room
Core Instruction Time
10:06- - Discuss Bellwork as a class
10:10
10:11- - You Tube video: “Character Traits &
10:15 Characterization” (2:57) -Lagana - My student with severe
ADHD will be able to sit
10:16- - You Tube video: “Plot Elements” (2:41) – in the floor during the
10:19 Mmsiebe video clips to prevent her
from getting out of her
10:20- - Quick recap on what to listen for as we listen seat multiple times
10:25 to/read chapter 1 - What are we looking for as we
listen to Chapter 1?
10:26- - You Tube video: “The Outsiders Chapter 1”
11:00 (32:41) – Sarah Gunn

11:01- - Students will work individually on Chapter 1 - I will circulate the room
11:10 questions from their “Outsiders Folders” and offer specific aid to
my student with mild
11:11- - Begin working on the Character Chart that is - What characteristics did you autism for his chapter 1
11:27 inside the “Outsiders Folders” as a class notice are specific to the questions
- Chapter 1 is the most crucial chapter in the Greaser’s gang?
novel for depicting the main
 Martin 10

characteristics/mannerisms and physical

appearances of several of the key characters - What does Ponyboy Curtis
- Use Ponyboy Curtis as the first example and look like?
draw a T-Chart on the whiteboard - How would you describe - My student with severe
- Label the left side of the chart as physical Ponyboy? ADHD may write on the
appearance and label the right side as whiteboard when we are
characteristics/mannerisms working on the T-Chart
- Ask students how the author describes - Does the author portray - She may write down
Ponyboy’s physical appearance Ponyboy in a positive or what her peers say
- Then, ask how the author portrays his negative way?
characteristics/mannerisms as a character
- As students volunteer to offer answers, I will
write their responses in the T-Chart on the side
they belong
- Move on to the other characters that are
mentioned in Chapter 1
Closure Time
11:28- - Ask students what questions they have before
11:30 dismissal
- Have students place their “Outsiders Folders” in
the class bin at the back of the classroom
Contingency Time
- If students are disruptive during the audio
reading of Chapter 1, they will be expected to
read the chapter individually
- If students seem to be struggling with
answering Chapter 1 questions individually, we
will complete this as a class
 Martin 11

COEPD LESSON PLAN TEMPLATE

Teacher Candidate: Miranda Martin
Content Area: English Language Arts 8th Grade Specific Lesson Topic: Day 4 Length (timing) of Lesson: 45 Minutes – Shortened Block Period
Chapter 2 of The Outsiders for Star Testing
INSTRUCTIONAL OUTCOMES
WV Standard(s):
- ELA.8.1: Cite the textual evidence that most strongly supports an analysis of what the literary text says explicitly as well as inferences drawn from the
text.
- ELA.8.3: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
Learning Objective(s) a.k.a. SWBAT(s):
- Students will be able to make inferences
- Students will be able to cite textual evidence to support a claim
- Students will be able to analyze how major events in a literary text shape the plot of the story
Formative Assessment:
- I will review students’ bellwork from their “Outsiders Folders” to look at their inferences
- I will review students “Outsiders Folders” to see their writing responses about the 1st major event in the novel
PREPARATION
Materials/Resources:
Students Will Need:
-Writing Utensil
- “Outsiders Folders” from classroom bin
Teacher Preparation:
-Bellwork on SMART Board
-You Tube video ready to be played via SMART Board
-Writing Prompt ready to be displayed on SMART Board
Resources Used:
You Tube video: “The Outsiders Chapter 2” (31:02) – Sarah Gunn
 Martin 12

Procedural Steps Questions Differentiated Instruction

Activating Strategy/ Time
Introduction 10:00- - As students enter the classroom, I will instruct
10:05 them to grab their “Outsiders Folders” from - Considering the pre-reading
their classroom bin work we did in our Scavenger
- Students will complete the following Bellwork Hunt packets and the
that will be projected on the SMART Board in Stereotypes worksheets, what
their “Outsiders Folders”: After reading topics might this novel cover? - My student with mild
Chapter 1 of the novel, what inferences can you - How can you make this autism may verbally
make about what the novel may be about? Cite inference? respond to the Bellwork
1 piece of textual evidence.” when I circulate the room
Core Instruction Time - My student with severe
10:06- - You Tube video “The Outsiders Chapter 2” ADHD may sit in the
10:38 (31:02) – Sarah Gunn floor
Closure Time
10:39- - Students will write about a writing prompt
10:45 before going to the library for Star Testing
- The SMART Board will display the following
writing prompt: “Now that we have read - What leads you to think this is
Chapter 2, what is the first major event that has a major event in the novel?
taken place in the novel so far? How do you
think this will shape how the story goes forth?”
- On their way out the door, they will place their
“Outsiders Folders” in the classroom bin
Contingency Time
- Chapter 2 questions and additions to character
charts and plot diagrams will be completed
tomorrow since we had Star Testing today
 Martin 13

COEPD LESSON PLAN TEMPLATE

Teacher Candidate: Miranda Martin
Content Area: English Language Arts 8th Grade Specific Lesson Topic: Day 5 Length (timing) of Lesson: 80 Minutes – Block
Chapters 1&2 of The Outsiders
Recap and Intervention
INSTRUCTIONAL OUTCOMES
WV Standard(s):
- ELA.8.1: Cite the textual evidence that most strongly supports an analysis of what the literary text says explicitly as well as inferences drawn from the
text.
- ELA.8.3: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
Learning Objective(s) a.k.a. SWBAT(s):
- Students will be able to depict character relationships
- Students will be able to collaborate in class activities with peers
- Students will be able to use textual evidence to support a claim (chapter titles)
Formative Assessment:
- I will look at students’ Chapter Titles and their cited textual evidence from the “Chapter Titles” sheets inside of their “Outsiders Folders” to make sure
they are comprehending the chapter and correctly using textual evidence from the novel
- I will look at students’ written responses from today’s closing writing prompt to make sure they are following along with the plot of the novel and are
able to make supported predictions
- I will look at data retrieved from the Plicker Game to evaluate where intervention may be needed
PREPARATION
Materials/Resources:
Students Will Need:
-Writing Utensils
-Loose-Leaf Paper
- “Outsiders Folders” from classroom bin
Teacher Preparation:
-Plicker Game ready to go via SMART Board
-Plicker Cards ready to be passed out
-Blank Poster Board
-Flip Chart Markers
 Martin 14

Resources Used:
-Kelly Gallagher: Concept of Character Charts & Character Maps
Procedural Steps Questions Differentiated Instruction
Activating Strategy/ Time
Introduction 10:00- - As students enter the classroom, I will instruct
10:05 them to grab their “Outsiders Folders” from
their classroom bin
- Students will complete the following Bellwork
from the SMART Board in their “Outsiders
Folders”: “What is Ponyboy’s relationship with - What shapes relationships
each of the following characters: Sodapop, between friends? - My student with mild
Darry, Two-Bit, Steve, Dally, Johnny, and autism may verbally
Cherry?” respond to the Bellwork
- While students work on the Bellwork, I will when I circulate the room
pass out their Plicker Cards
Core Instruction Time
10:06- - Brief Class Discussion on Bellwork
10:10
10:11- - Plicker Review Game for Chapters 1&2 - My student with mild
10:29 autism may write down
10:30- - Briefly complete Chapter 2 questions as a class the answers to the Plicker
10:39 questions instead of
holding up a Plicker
10:40- - Character Map: Class Activity on Poster Board
10:55 - A student volunteer (neat handwriting required) - My student with severe
will use a Flip Chart Marker to write on the ADHD will be given 3
Poster Board as classmates suggest which - What characters have we sticky notes to represent
characters connect and how they connect learned about so far? how many times she may
- I will let the student volunteer know where to - How are these characters speak during the class
place the final arrows that will connect connected to one another? discussion
characters who are related, best friends, etc.
 Martin 15

- During this time, students may respectfully

discuss why they agree with or disagree with
connections that are made
- What kind of text evidence
10:56- - Go over the Chapter Titles portion of the may be important when
11:05 “Outsiders Folders” as a class and explain what thinking of a chapter title?
is expected when defending a creative chapter
title
- My student with mild
11:06- - Ask students to get out a sheet of loose-leaf autism will not be
11:15 paper and to tear it in half required to partake in the
- Explain that students are going to compete in a competition if not desired
“Chapter Titles Contest” - What parts of the text do you as long as the chapter
- Students will write “Chapter 1” on the back side find the most crucial to the titles are written in the
of one half of the paper and write “Chapter 2” story line? folder
on the back side of the other half of the paper
- These papers are to be left anonymous - My student with mild
- On each half, students will write down their autism will have help
Chapter Titles and their textual evidence - How does textual evidence from an intervention
reasoning for why they have chosen the Chapter support our chapter titles? specialist to complete
Titles they have today’s activities
- Once students are complete, they will take their
papers to the front table and place them in the
correct stack in which is designated for each
chapter - My student with mild
- Remind students that these chapter titles, along autism may state textual
with at least 1 piece of cited textual evidence evidence in own words
with page number(s) to support their reasoning, without page numbers
must be written down on the “Chapter Titles”
sheet inside of their “Outsiders Folders”
11:16-
11:26 - While students write their chapter titles for the
“competition,” I will write the following
 Martin 16

writing prompt on the whiteboard: “Take a few

minutes and write a 3-sentence prediction of - What do we consider when
what will happen next in the novel. What leads making predictions?
you to make this prediction? Provide 1 piece of - Are predictions the same as
textual evidence” foreshadowing?
- Once all students have completed their Chapter
Titles, students will be directed to complete the
writing prompt in their “Outsiders Folders”
Closure Time
11:27- - Students will place their “Outsiders Folders” in
11:30 the classroom bin
- I will announce the winners of the chapter titles
competition and the 3 winners will receive 1
extra point towards their final test grade
Contingency Time
- If there is time left at the end of class,
volunteers can be taken to read what they wrote
down as their predictions for what will happen
next in the novel
- If there is time left at the end of class, we will
work on character charts as a class
 Martin 17

COEPD LESSON PLAN TEMPLATE

Teacher Candidate: Miranda Martin
Content Area: English Language Arts 8th Grade Specific Lesson Topic: Day 6 Length (timing) of Lesson: 80 Minutes - Block
Chapter 3 of The Outsiders
INSTRUCTIONAL OUTCOMES
WV Standard(s):
- ELA.8.1: Cite the textual evidence that most strongly supports an analysis of what the literary text says explicitly as well as inferences drawn from the
text.
- ELA.8.2: Determine a theme or central idea of a literary text and analyze its development over the course of the text, including its relationship to the
characters, setting, and plot; provide an objective summary of the text.
- ELA.8.3: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
Learning Objective(s) a.k.a. SWBAT(s):
- Students will be able to evaluate major scenes in a literary text
- Students will be able to determine the rising action of a plot in a literary text
- Students will be able to use textual evidence to support a claim (chapter titles)
- Students will be able to compare and contrast characters in a literary text
Formative Assessment:
- I will look at students’ Chapter Titles and their cited textual evidence from the “Chapter Titles” sheets inside of their “Outsiders Folders” to make sure
they are comprehending the chapter and correctly using textual evidence from the novel
- I will evaluate students’ Chapter 3 questions from their “Outsiders Folders”
- I will consider classroom discussion and participation when covering the Character Charts and Plot topics
PREPARATION
Materials/Resources:
Students Will Need:
-Writing Utensil
- “Outsiders Folders” from classroom bin
Teacher Preparation:
-Bellwork projected on SMART Board
-SMART Board ready to show You Tube Video
Resources Used:
-You Tube Video “The Outsiders Chapter 3” (27:41) – Sarah Gunn
 Martin 18

Procedural Steps Questions Differentiated Instruction

Activating Strategy/ Time
Introduction 10:00- - As students enter the classroom, I will instruct
10:05 them to grab their “Outsiders Folders” from - My student with mild
their classroom bin autism may verbally
- Students will complete the following Bellwork respond to the Bellwork
from the SMART Board in their “Outsiders - What parts of the story lead when I circulate the room
Folders”: Compare and contrast Ponyboy and you believe this about the two?
Johnny. How are they similar? How are they
different?”
Core Instruction Time
10:06- - Go over Bellwork as a class
10:15 - During this class discussion, students may add - My student with severe
information about Ponyboy and Johnny to their ADHD may sit at the
Character Charts in their “Outsiders Folders” front table while working
on the Character Chart so
10:16- - Have students turn to the sheet titled, “The - What is rising action? she will be closer to me
10:30 Outsiders Plot” inside of their “Outsiders - How does it effect the plot of a and more able to ask
Folders” story line? questions
- Have students evaluate the events that have
taken place in the first two chapters of the novel
- Explain that these two chapters contain the first - My student with mild
main event / instance of rising action in the - What is rising action? autism may also sit at the
novel front table if so desired
- Take volunteers to state what they believe this - They may also take a
event is – Ponyboy and Johnny meeting Cherry short break to walk the
and Marcia at the drive-in and realizing that back space in the
they are all connected classroom if becoming
restless
10:31- - You Tube Video “The Outsiders Chapter 3” - My student with mild
11:00 (27:41) – Sarah Gunn autism will have help
from an intervention
specialist to complete
today’s activities
 Martin 19

11:01- - Complete Chapter 3 questions from the

11:20 “Outsiders Folders” as a class (8 questions)

Closure Time
11:21- - Students will create and write down a Chapter
11:30 Title, along with at least 1 piece of textual
evidence with page number(s) to support their
reasoning, for Chapter 3 on the “Chapter Titles”
sheet in their “Outsiders Folders”
- Students will place their “Outsiders Folders” in
the classroom bin on their way out the door
Contingency Time - If students are disruptive during our class
discussion on Chapter 3 questions, they will be
required to complete these individually
- If there is time left at the end of class, students
will be able to share their Chapter 3 titles with
the class
 Martin 20

COEPD LESSON PLAN TEMPLATE

Teacher Candidate: Miranda Martin
Content Area: English Language Arts 8th Grade Specific Lesson Topic: Day 7 Length (timing) of Lesson: 80 Minutes - Block
Chapter 4 of The Outsiders
INSTRUCTIONAL OUTCOMES
WV Standard(s):
- ELA.8.1: Cite the textual evidence that most strongly supports an analysis of what the literary text says explicitly as well as inferences drawn from the
text.
- ELA.8.2: Determine a theme or central idea of a literary text and analyze its development over the course of the text, including its relationship to the
characters, setting, and plot; provide an objective summary of the text.
- ELA 8.3: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
- ELA.8.7: Determine the meaning of words and phrases as they are used in a literary text, including figurative and connotative meanings; analyze the
impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
- ELA.8.40: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Learning Objective(s) a.k.a. SWBAT(s):
- Students will be able to determine the meaning of uncommon terms in a literary text
- Students will be able to evaluate how language conveys meaning in a literary text
- Students will be able to depict a main event and rising action in a literary text
Formative Assessment:
- I will look at students’ Chapter Titles and their cited textual evidence from the “Chapter Titles” sheets inside of their “Outsiders Folders” to make sure
they are comprehending the chapter and correctly using textual evidence from the novel
- I will look at students’ “Outsiders Folders” to evaluate their Chapter questions for Chapter 4
PREPARATION
Materials/Resources:
Students Will Need:
-Writing Utensil
- “Outsiders Folders” from classroom bin
Teacher Preparation:
-SMART Board prepared to project the You Tube Video
- “Outsiders Chain Reaction Slang Game” cards printed and cut
Resources Used:
 Martin 21

-You Tube Video “The Outsiders Chapter 4” (24:56) – Sarah Gunn

Procedural Steps Questions Differentiated Instruction
Activating Strategy/ Time
Introduction 10:00- - As students enter the classroom, I will instruct
10:05 them to grab their “Outsiders Folders” from
- My student with mild
their classroom bin autism may verbally
- Students will complete the following Bellwork respond to the Bellwork
from the SMART Board in their “Outsiders when I circulate the room
Folders”: “What have you noticed about the
language that is used by the characters in The
Outsiders? Do the characters speak the same
way that you do? How or how not?”
Core Instruction Time
10:06- - Discuss Bellwork as a class
10:10

10:11- - You Tube Video “The Outsiders Chapter 4”

10:38 (24:56) – Sarah Gunn - My student with severe
ADHD may sit in the
10:39- - Complete Chapter 4 questions from the floor by the SMART
10:50 “Outsiders Folders” as a class Board when listening to
the video to prevent her
10:51- - Ask students what main event took place in - How can we determine if a from being distracted
11:00 Chapter 4 (Johnny and Ponyboy getting jumped main event is rising action?
by the Socs) and discuss how this is rising - How does this event drive the - My student with mild
action overall plot of the novel? autism will have help
- Have students add this event to their “Outsiders from an intervention
Plot” Sheets in their “Outsiders Folders” specialist to complete
today’s activities
11:01- - “Outsiders Chain Reaction Slang Game” that
11:20 requires students to each have a paper with a - What context clues can we use - My student with mild
green highlighted slang term from the novel and to determine these slang temrs’ autism may be exempt
definitions? from the game if desired
 Martin 22

a pink highlighted definition for a slang term

from the novel
- Students will try to find their peers that have the
matching slang words and definitions
- At the end of the game, all students should have
made a “chain” around the classroom – all
students in circle with matching papers
- After students have completed the “chain,” they
will be seated
Closure Time
11:21- - Students will create and write down a Chapter
11:30 Title, along with at least 1 piece of textual
evidence with page number(s) to support their
reasoning, for Chapter 4 on the “Chapter Titles”
sheet in their “Outsiders Folders”
- Students will place their “Outsiders Folders” in
the classroom bin on their way out the door
Contingency Time - If students cannot get the “chain” started during
the game, I will intervene and help get a few
students matched
- If students are disrespectful or disruptive during
the game, students will be required to sit back
down and begin reading chapter 5 quietly
- If there is time at the end of class left over,
students will be given the opportunity to share
some of their chapter titles
 Martin 23

COEPD LESSON PLAN TEMPLATE

Teacher Candidate: Miranda Martin
Content Area: English Language Arts 8th Grade Specific Lesson Topic: Day 8 Length (timing) of Lesson: 80 Minutes - Block
Chapter 5 of The Outsiders
INSTRUCTIONAL OUTCOMES
WV Standard(s):
- ELA.8.1: Cite the textual evidence that most strongly supports an analysis of what the literary text says explicitly as well as inferences drawn from the
text.
- ELA.8.2: Determine a theme or central idea of a literary text and analyze its development over the course of the text, including its relationship to the
characters, setting, and plot; provide an objective summary of the text.
- ELA.8.3: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
- ELA.8.7: Determine the meaning of words and phrases as they are used in a literary text, including figurative and connotative meanings; analyze the
impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
Learning Objective(s) a.k.a. SWBAT(s):
- Students will be able to analyze characterization
- Students will be able to depict character relationships
- Students will be able to collaborate in class activities with peers
- Students will be able to use textual evidence to support a claim (chapter titles)
Formative Assessment:
- I will look at students’ Chapter Titles and their cited textual evidence from the “Chapter Titles” sheets inside of their “Outsiders Folders” to make sure
they are comprehending the chapter and correctly using textual evidence from the novel
- I will look at students’ “Outsiders Folders” to evaluate their Chapter questions for Chapter 5
- I will evaluate class discussion on Character Charts and Character Map
PREPARATION
Materials/Resources:
Students Will Need:
-Writing Utensil
- “Outsiders Folders” from classroom bin
Teacher Preparation:
-You Tube ready to be projected on the SMART Board
-Character Map pinned up
 Martin 24

-Flip Chart Markers ready

Resources Used:
- You Tube Video “The Outsiders Chapter 5” (29:51) – Sarah Gunn
Procedural Steps Questions Differentiated Instruction
Activating Strategy/ Time
Introduction 10:00- - As students enter the classroom, I will instruct
10:05 them to grab their “Outsiders Folders” from
- My student with mild
their classroom bin autism may verbally
- Students will complete the following Bellwork respond to the Bellwork
from the SMART Board in their “Outsiders when I circulate the room
Folders”: “Considering the main event from
Chapter 4, what do you predict will happen next
in the novel?”
Core Instruction Time
10:06- - Discuss Bellwork as a class
10:10
10:11- - You Tube Video “The Outsiders Chapter 5”
10:42 (29:51) – Sarah Gunn - My student with mild
autism will have help
10:43- - Complete Chapter 5 questions from “Outsiders from an intervention
11:00 Folders” together as a class specialist to complete
- What character traits have we today’s activities
11:01- - Class discussion on what can be added to the seen from the Greasers and the
11:20 Character Charts inside the “Outsiders Folders” Socials?
- Add any characters or connections to the - How are these characteristics
Character Map similar or different?
Closure Time
11:21- - Students will create and write down a Chapter
11:30 Title, along with at least 1 piece of textual
evidence with page number(s) to support their
reasoning, for Chapter 5 on the “Chapter Titles”
sheet in their “Outsiders Folders”
 Martin 25

- Students will place their “Outsiders Folders” in

the classroom bin on their way out the door
Contingency Time - If there is time left at the end of class, students
will be asked to begin reading Chapter 6
silently
- If the class discussion on the Character Charts
or Character Map takes longer than expected,
students will be able to complete their Chapter
Titles for Bellwork tomorrow
 Martin 26

COEPD LESSON PLAN TEMPLATE

Teacher Candidate: Miranda Martin
Content Area: English Language Arts 8th Grade Specific Lesson Topic: Day 9 Length (timing) of Lesson: 80 Minutes - Block
Chapter 5 of The Outsiders
Mini Lesson on Robert Frost’s
“Nothing Gold Can Stay”
INSTRUCTIONAL OUTCOMES
WV Standard(s):
- ELA.8.7: Determine the meaning of words and phrases as they are used in a literary text, including figurative and connotative meanings; analyze the
impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
- ELA.8.8: Compare and contrast the structure of two or more literary texts and analyze how the differing structure of each text contributes to its meaning
and style.
- ELA.8.40: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Learning Objective(s) a.k.a. SWBAT(s):
- Students will be able to determine themes in a literary text
- Students will be able to compare and contrast themes of two different literary texts
- Students will be able to evaluate the usage of metaphors and figurative language in literary texts
- Students will be able to depict alliteration in a literary text
Formative Assessment:
- I will evaluate students’ comprehension of our mini-unit on analyzing poem from class discussion/participation on the SMART Board
- I will look at students’ “Nothing Gold Can Stay” Worksheets to determine comprehension
- I will evaluate students’ “tickets out the door” papers to see where intervention may be needed
PREPARATION
Materials/Resources:
Students Will Need:
-Writing Utensil
- “Outsiders Folders” from classroom bin
Teacher Preparation:
-Highlighter Bin with different colors of highlighters
-Bellwork projected on SMART Board
-Copy of “Nothing Gold Can Stay” Worksheet to be projected on the SMART Board via Elmo
 Martin 27

-25 copies of “Nothing Gold Can Stay” Worksheets

Resources Used:
-“Nothing Gold Can Stay” Worksheets by Small Town Teachers via Teachers Pay Teachers
Procedural Steps Questions Differentiated Instruction
Activating Strategy/ Time
Introduction 10:00- - As students enter the classroom, I will instruct
10:05 them to grab their “Outsiders Folders” from
their classroom bin - My student with mild
- Students will complete the following Bellwork autism may verbally
from the SMART Board in their “Outsiders respond to the Bellwork
Folders”: What is theme? What do you think when I circulate the room
the theme(s) of The Outsiders is/are?”
- As students are completing their Bellwork, I
will pass out our Poetry Worksheets for Robert
Frost’s Poem, “Nothing Gold Can Stay” and
pink, green, and blue highlighters
Core Instruction Time
10:06- - Class discussion on Bellwork and have class - How do we determine the
10:15 discussion the multiple themes that are evident theme(s) of a literary text?
in the novel thus far

10:16- - Class discussion on what alliteration, - What is alliteration? - My student with mild
10: 30 metaphors, and figurative language are and how - What is a metaphor? autism will have help
they can be found in poetry - What is figurative language? from an intervention
specialist to complete
10:31- - Direct students’ attention to their Poetry today’s activities
11:25 Worksheets on “Nothing Gold Can Stay” by - This student may use
Robert Frost pencil or pen to mark on
- Project a copy of the Worksheet onto the the worksheet instead of
SMART Board via the classroom Elmo using colored
highlighters to reduce
confusion
 Martin 28

- Have students read the poem once to

themselves without looking for anything in
particular
- Read the poem to the students, this time having - My student with severe
them just following along - What are the differences ADHD can help
- Reread the poem to the students, this time between these poetic devices? highlight the projected
having them looking for alliteration, metaphors, - How are they effective in this worksheet to prevent her
and figurative language poem? from getting out of hand
- Ask students to highlight all alliteration with with the highlighters on
the pink highlighters, all metaphors and her own worksheet
figurative language with the green highlighters
- Ask for volunteers to come up to the SMART
Board to highlight what they found for
alliteration, metaphors, and figurative language - How does the theme of this
- Have students use their blue highlighters to poem relate to the novel?
highlight any part of the poem that creates the
theme
- Ask students what the theme of the poem is and
discuss how it relates to the novel
Closure Time
11:26- - As a “ticket out the door,” students will take out
11:30 a sheet of loose-leaf paper - My student with mild
- Verbally ask students to take a few moments autism may verbally
and write down 2-3 sentences that tell what they respond to the ticket out
understand and do not understand from today’s the door when I circulate
class the room
- They will hand me this paper on their way out
the door
Contingency Time - If the mini lesson takes less time than
anticipated, we will move on to starting Chapter
6 of the novel
- If the mini lesson takes more time than allotted,
we will continue with it tomorrow
 Martin 29

COEPD LESSON PLAN TEMPLATE

Teacher Candidate: Miranda Martin
Content Area: English Language Arts 8th Grade Specific Lesson Topic: Day 10 Length (timing) of Lesson: 80 Minutes - Block
Chapter 6 of The Outsiders
INSTRUCTIONAL OUTCOMES
WV Standard(s):
- ELA.8.1: Cite the textual evidence that most strongly supports an analysis of what the literary text says explicitly as well as inferences drawn from the
text.
- ELA.8.2: Determine a theme or central idea of a literary text and analyze its development over the course of the text, including its relationship to the
characters, setting, and plot; provide an objective summary of the text.
- ELA.8.3: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

Learning Objective(s) a.k.a. SWBAT(s):

- Students will be able to analyze characterization
- Students will be able to depict character relationships
- Students will be able to collaborate in class activities with peers
- Students will be able to use textual evidence to support a claim (chapter titles)
Formative Assessment:
- I will look at students’ Chapter Titles and their cited textual evidence from the “Chapter Titles” sheets inside of their “Outsiders Folders” to make sure
they are comprehending the chapter and correctly using textual evidence from the novel
- I will look at students’ “Outsiders Folders” to evaluate their Chapter questions for Chapter 6
- I will look at students’ “Character Charts” from their “Outsiders Folders” to evaluate their effectiveness to depict character traits and characteristics
PREPARATION
Materials/Resources:
Students Will Need:
-Writing Utensil
- “Outsiders Folders” from classroom bin
Teacher Preparation:
-You Tube Video prepared to be projected on the SMART Board
-Character Map Poster Board pinned up
 Martin 30

-Flip Chart Markers

Resources Used:
- You Tube Video “The Outsiders Chapter 6” (23:50) – Sarah Gunn
Procedural Steps Questions Differentiated Instruction
Activating Strategy/ Time
Introduction 10:00- - As students enter the classroom, I will instruct
10:05 them to grab their “Outsiders Folders” from
their classroom bin - My student with mild
- Students will complete the following Bellwork autism may verbally
from the SMART Board in their “Outsiders respond to the Bellwork
Folders”: “After connecting the poem, “Nothing when I circulate the room
Gold Can Stay,” to the novel, do you believe
the themes of the novel we discussed yesterday
are evident in other books you have read? If so,
what books?”
Core Instruction Time
10:06- - Go over Bellwork as a class
10:10
10:11- - You Tube Video “The Outsiders Chapter 6”
10:35 (23:50) – Sarah Gunn - My student with mild
autism will have help
10:36- - Students will complete Chapter 6 questions from an intervention
10:50 from their “Outsiders Folders” individually specialist to complete
today’s activities
10:50- - Class discussion on Chapter 6 questions
11:10 - Class discussion on how we can add to our - How do these characteristics
Character Charts with the new characteristics portray these characters?
we can add for individual characters - Do you notice different
characteristics between the
11:11- - Direct students’ attention to the Character Map Greasers and the Socials?
11:20 that is pinned up
 Martin 31

- Add the few new characters that have been

introduced - How do these characters
- Add arrows connecting characters on the map connect?
who are related, friends, or connected in some
other way

Closure Time
11:21- - Students will create and write down a Chapter
11:30 Title, along with at least 1 piece of textual
evidence with page number(s) to support their
reasoning, for Chapter 6 on the “Chapter Titles”
sheet in their “Outsiders Folders”
- Students will place their “Outsiders Folders” in
the classroom bin on their way out the door
Contingency Time - If working on the Character Map takes longer
than expected, students will be able to complete
their chapter titles for Chapter 6 for bellwork
tomorrow
- If there is time left at the end of class, students
will be given the opportunity to share some of
their chapter titles