Outliers

Chapter 1 Lesson ppt

MRS. BLY
E NG 4
Part One Directions: Hook (one slide)

Your group must provide a journal entry for your chapter.

Remember that the class will have already read your chapter prior to class, so you
may include specifics from the chapter.
Students must write a full-page, so you must provide an open-ended question
and/or more than one question.
During your lesson, you are responsible for timing the journal (10-15 minutes) &
stamping the completed journals
You must also stamp the SQ homework questions. NO stamps will be allowed after
the answers are provided.
Ch. 1= Part One Example: Hook
Journal #1
Who did you pick as your successful person for your power point? Why are they
successful? How? Why? Did they have help? A special background?
How do you define success? Make a one sentence definition of success.
How does your person fit your definition of success?
For this journal, free write about your successful person. Tell me all about
him/her.
IF you run out of ideas, list some people who you feel ARE NOT successful, and
explain why.
Part Two Directions: Summary of the Chapter
(one slide)
On this slide, you will list the 5 most important points from the chapter.
Identify rhetorical devices Gladwell uses in your chapter
Be sure to identify any important characters or terms from the chapter.
You may use bullet points.
One group member must be able to explain to the class WHY these are the 5 most important parts
from the chapter.
You may consider reviewing the study questions to help you focus on specific main ideas.
Be sure to include any information in your chapter about Gladwell’s Outlier indicators as it relates to
your chapter:
◦ Hidden Advantages
◦ Extraordinary Opportunities
◦ Cultural Legacy
Ch. 1=Part Two Example: Summary of the chapter
• Gladwell cites a saying in the book of Matthew in the New Testament as being the basis of what he says
produces successful people. The verse says those who are given much will be given more and those who
have little will lose even that little amount.
• Gladwell notices that the overwhelming majority of the players on the elite teams are born in the first
three months of the year. He notices this about the professional hockey players also.
The children born in the first three months have the advantage of several months over their teammates.
• The deciding factor for success in hockey is not individual skill but the month of birth.
• Gladwell draws a similar conclusion about the American public school system. Children who are older are
more likely to get into gifted programs and receive more opportunities.
•Rhetorical Devices used: Gladwell uses Logos by inserting charts with the statistics of players. His use of
data should persuade us that his argument is correct.
•Gladwell also utilizes Pathos by including the story of Scott Wasden, an elite hockey player who was born
Jan. 4.
 Part Three Directions: Whole-Group Instruction
Answers to the Study Questions (many slides)
Use one slide per question (or Quizlet or another app)
Each slide must include both the SQ question AND the answer.
Students should have already completed the homework, so you will not need to
include a paragraph to answer the question. Keep the answers succinct.
You may choose to call on students to answer the questions, so consider using
animation in your power point so the answer isn’t instantly visible.
ALL team members are responsible for contributing to this section. I suggest you
count the number of SQs in the chapter and divide by number of group members. Be
sure to verify correct answers within the group.
Ch. 1= Part Three Example:
Whole-group instruction
Review Ch. 1 SQ answers
I made a quizlet to review the answers
Click here:
https://quizlet.com/_4bb04f
 Part Four Directions: Group Activity (1-2 slides)

Group Activity:
Choose ONE teaching strategy that relates to your chapter. See the handout for detailed
information for each strategy.
◦ Effective Questioning
◦ Cooperative Learning (*My activity is cooperative learning exercise)
◦ Multiple Intelligence
◦ Inquiry Based Learning
◦ Critical Thinking
◦ Current Events

It is your goal to begin a class discussion directly connected to your chapter. Use one of the
strategies to engage the class. Not everyone agrees with Gladwell’s conclusions.
Ch. 1= Part Four Example: Group activity
think-pair-share
https://study.com/academy/lesson/matthew-effect-definition-examples.html
1:20 video

Get with a partner near your seat

Think! (Individually)
◦ Do you believe that this is actually a phenomenon? Have you experienced an
“advantage”? If so, what advantage? Or can you think of an example?
Pair (Partners)
◦ Discuss with each other your thoughts on the question.
Share (Whole-class responses)
◦ Call on a few pairs to share out
 Part Five Directions: Individual Activity (1-2 slides)
Choose ONE activity to help students remember the information from your chapter. The
goal is for EACH student to have his/her personal response to your teaching material.
Remember this is your chance to plan the lesson! Choose an activity you would like to do.
Include written directions for your activity on a slide.
See “Examples of Formative Assessment” websites:
http://cmrweb.gfps.k12.mt.us/uploads/2/7/3/6/27366965/formative_assessment_ppt.pdf
Example: Four Corners
◦ The four corners of the classroom can be labeled as Strongly Agree, Agree, Disagree, and Strongly
Disagree. Present students with a statement, like "All students should wear uniforms to school," and
have them move to the corner that expresses their opinion. Students could then discuss why they feel
the way they do.
Ch. 1= Part Five Example: Individual activity
Based on Gladwell’s argument about the impact of the cut off date,
choose the corner of the room that represents your birthday month.
Corner 1= I was born December- January –February
Corner 2= I was born March- April- May
Corner 3= I was born June-July-August
Corner 4= I was born September-October-November
Q: Which corner, according to Gladwell, was given the biggest advantage if our school district’s age
cut-off date is September 1st?
Share out personal experiences
 Part Six Directions: Closing (1 slide)
TEACHERS USE CLOSURE TO: STUDENTS FIND CLOSURE HELPFUL FOR:
Check for understanding and inform subsequent instruction Summarizing, reviewing, and demonstrating
Emphasize key information
their understanding of major points
Tie up loose ends Consolidating and internalizing key information
Correct misunderstandings

Choose an effective way to close your lesson. Check this website:

https://www.edutopia.org/blog/22-powerful-closure-activities-todd-finley
You may choose from a variety of closing activities:
 Short YouTube video
• Snowstorm
Students write down what they learned on a piece of scratch paper and wad it up. Given a signal, they throw
their paper snowballs in the air. Then each learner picks up a nearby response and reads it aloud
• Paper Slide
On paper, small groups sketch and write what they learned. Then team representatives line up and, one and a
time, put the drawing under the Elmo and explain it
• DJ Summary
Learners write what they learned in the form of a favorite song. Offer extra praise if they sing!
Ch. 1= Closing Example= Exit Card

On the notecard:
◦ 1. Write your name at the top.
◦ 2. Consider what he have learned today. Now, write the top 3
ingredients that YOU think are the “Keys to Success” (…or advice on
how to get ahead in life!)
◦ Pass your cards forward when you are done.