Understanding By Design Unit Template (adapted)

Related Planning Documents:

● Master PPT for Outsiders (PPT that I will add ALL my slides to)
● the outsiders unit plan - Klarissa’s unit plan
● Zoom link for Sundays!
○ https://ucalgary.zoom.us/j/94768984021
○ Meeting ID: 947 6898 4021
● SE-Hinton-The-Outsiders-Full-Text_1 | DocHub

The Outsiders Novel Study 9

Title of Unit Grade Level
ELA ● Finish reading and formative assessment by
March 18, 2022
Subject Time Frame
○ = 4 weeks to read
● Essay writing and workshopping March 28 -
June 1, 2022

Kiersten Mailhot
Developed By

Stage 1 - Identify Desired Results

Learning Outcomes
What relevant goals will this unit address?
(must come from curriculum; include the designations e.g. IN2.1)

Program of Studies Outcomes: https://www.learnalberta.ca/ProgramOfStudy.aspx?lang=en&ProgramId=404703#

General Outcome 1: Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences.
1.1 Discover and Explore
Express ideas and develop understanding
● talk with others and experience a variety of oral, print and other media texts to explore, develop and justify own opinions and points of view
● explore and explain how interactions with others and with oral, print and other media texts affect personal understandings
1.2 Clarify and Extend
Consider the ideas of others
● integrate own perspectives and interpretations with new understandings developed through discussing and through experiencing a variety of oral,
print and other media texts
Combine ideas
● examine and re-examine ideas, information and experiences from different points of view to find patterns and see relationships
Extend understanding
 ● assess whether new information extends understanding by considering diverse opinions and exploring ambiguities

General Outcome 2: Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and
other media texts.
2.1 Use Strategies and Cues
Use prior knowledge
● discuss how interpretations of the same text might vary, according to the prior knowledge and experiences of various readers
● use previous reading experiences, personal experiences and prior knowledge as a basis for reflecting on and interpreting ideas encountered in
texts
FINISH ONCE WE HAVE THE SUMMATIVE ASSESSMENT FIGURED OUT

Enduring Understandings Essential Questions

What understandings about the big ideas are desired? (what you want What provocative questions will foster inquiry into the content?
students to understand & be able to use several years from now) (open-ended questions that stimulate thought and inquiry linked to the
What misunderstandings are predictable? content of the enduring understanding)
Students will understand that... Content specific….

● Themes in literature reflect themes in life

● To what extent is an individual’s identity shaped by their
environment? FNMI, multicultural, cross-curricular…

Related misconceptions…

Knowledge: Skills
What knowledge will student acquire as a result of this unit? This content What skills will students acquire as a result of this unit? List the skills
knowledge may come from the indicators, or might also address pre-requisite and/or behaviours that students will be able to exhibit as a result of their
knowledge that students will need for this unit. work in this unit. These will come from the indicators.

Students will know... Students will be able to…

Stage 2 – Assessment Evidence

Formative Assessment Summative Assessment

Link to gr. 9 ELA Scope and Sequence:

Exit Slips 2021-22 | LA9 | Scope & Sequence
Weekly paragraph
Link to Essay Writing 101 PPT: Essay Writing 101
quote analysis and collection
● Personal Response essay: (Issues facing teens today)
● static image personal response
● critical response character analysis
● what stems?
 ● Critical response paragraph (emphasis on integration of quotations;
one point rubric about quality of ideas)
● Essay (critical/analytical) courage
● focus on the intro paragraph
● make a rubric
topics:
● chosen family
● critical analysis of ponyboy
● class division
● moral relativism and dally

Stage 3 – Learning Plan

What teaching and learning experiences will you use to:
● achieve the desired results identified in Stage 1?
● equip students to complete the assessment tasks identified in Stage 2?
Where are your students headed? Where have they been? How will you make sure the students know where they are going?
What experiences do the learners bring to the unit? How have the interests of the learners been ascertained? Have the learners been
part of the pre-planning in any way? What individual needs do you anticipate will need to be addressed?
Learning environment: Where can this learning best occur? How can the physical environment be arranged to enhance learning?

How will you engage students at the beginning of the unit? (motivational set)

● “On the Sidewalk Bleeding” by Evan Hunter

○ http://courses.oermn.org/pluginfile.php/10862/mod_resource/content/1/onthesidewalkbleeding.pdf
● Identity Activity

What events will help students experience and explore the enduring understandings and essential questions in the unit? How will you
equip them with needed skills and knowledge?
Date Lesson Lesson Activities
Title
THURS Internal and Connect to Short Story
Feb 17 External Brief Think-Pair-Share
Perception Art project!
= start of Positive Self-Talk
of the Self-Identity
week
FRI Brief Attendance Question of Pride
Feb 18 Discussion Finish Art
of Pride,
You Are Not
Your
Thoughts,
and
Intersection
ality
TUES Student Link to Jamboard: Context: 60s in the USA Jamboard
Feb 22 Created ● make sure sharing is set to ‘everyone in CBE’
Timeline
Make sure they get:
● Events: The Sixties dominated by the Vietnam War, Civil Rights Protests, the 60s also saw the assassinations of US
President John F Kennedy and Martin Luther King, Cuban Missile Crisis, and finally ended on a good note when the first
man is landed on the moon
(https://www.thepeoplehistory.com/1960s.html#:~:text=The%20Sixties%20dominated%20by%20the,is%20landed%20
on%20the%20moon%20. )
● 1960s fashion: leather jackets, madras shirts
● Music: Elvis, Hank Williams, The Beatles
● TV shows: Perry Mason
● Drive-in movies
● Movie stars: Paul Newman
● Cars: Corvair, Mustang
● Influencers: Paul Dean, Marlon Brando, Ritchie Valens
WED Jamboard Jamboard continued
Feb 23 continued
THURS LIBRARY
Feb 24
FRI Discussion Hand out novels
Feb 25 and Set-Up
Discussion on Jamboard in groups

EXIT SLIP
● what do you know so far about the setting of the novel so far (60s in the USA)? what do you think of the jamboard?
MON Assessment The Plan
Feb 28 section of ● present the final essay topics (questions not developed yet)
PPT ○ look for quotes and pages as they are moving through that relate to the topics or just that they find interesting.
You may find your interests shift as we move through the novel
● at the end of each week, they’ll be writing on a question either I’ve presented or one they want to talk about
○ that will be their exit slip for the day - not homework and will be graded and handed back to them
○ DON’T LOSE because it will be the basis for their final critical essay
○ the paragraphs that you write can be used in your final essay

Section 1 Notes Booklet

TUES Chapter 1 Chapter 1

March 1 ● Outsiders Chapter 1

Chapter review:
● character map
● events
● quotes
WED Chapters 2 Heavy reading day
March 2 and 3
Finish Chapter 2
● Outsiders Chapter 2

Start Chapter 3
● Outsiders Chapter 3
● got 3 minutes in

THURS Chapter 4 Finish chapter 3

March 3
Start Chapter 4
● Outsiders Chapter 4

FRI Formative Finish Chapter 4

March 4 Assessment
and Review
MON Chapters 5 Writing
March 7 and Writing ● Quote analysis
● Use the quote “We were as good as they were; it wasn’t our fault we were Greasers” (p. 47)
● Class conflict or outside influence on identity
● speaker, related characters, and why it’s related to either of the themes I’ve identified

How is the booklet?

● What does it need? anything you didn’t like
● Write it on the back so I can edit it or next week
TUES Chapters 6 Nothing Gold Can Stay by Robert Frost | Poetry Foundation
March 8 and 7
Poem Analysis (p. 77)
● watch video (p. 77-78)
● literal interpretation - 10 min
● go over it together - 10 min
● 10 min figurative - 10 min
● go over it together - 10 min
● figurative language
● connect to the short story and the spring of youth
● Write a paragraph explaining how the theme of this poem is either true about life, or untrue, depending on your opinion.
Use examples from your own life as examples.

WED Chapter 8 Hand out booklets

March 9 and
Formative Finish chapter 5
Assessment ● take notes as class
THURS LIBRARY Read Chapter 6 and 7 over the weekend
March 10
FRI Non-Instruc
March 11 tional Day
MON CARS
March 14
TUES CARS
March 15
WED Reading Recap chapters 6 and 7
March 16
Read chapter 8
● won’t be doing the writing yet
● no homework except to finish filling in chapter 8

Hand back William’s Windmill and Chapters 1-4 Booklet

● show examples of my writing being corrected by my professor
○ you can resubmit your chapters 1-4 writing if you like
● Ponyboy is PROUD! not ashamed of being a Greaser

THURS LIBRARY Tell students to read chapters 9 and 10 over spring break and to ensure that they are filling out their booklets along the way!
March 17
FRI Something Werewolf!
March 18 Fun :)
March SPRING
21 - 25 BREAK
MON Writing The Outsiders Essay Topics & Writing Assignments
March 28 ● Discuss the significance of the title of the novel. Who is an "outsider" throughout the story, and what makes that person
an "outsider"? What other interpretations of the title are there?
● Explain the similarities between the greasers and the Socs. How are they not really all that different from each other?
Why does each group think the other is better off? What specific events or conversations in the novel indicate that the
two groups have some things in common?
TUES Reading Recap chapters 9 and 10
March 29
Hand in writing from day previous

Read Chapter 11
WED Finishing Hand back chapter 5-8 writing
March 30 the Book
and Writing Finish chapter 12

Writing
THURS LIBRARY
March 31
FRI Editing Chance to resubmit previous booklets
April 1
MON AWAY With Ms. Boyd: classwide essay-outlining
April 4
TUES AWAY With Ms. Boyd: continued essay-outlining individually
April 5
WED Work Period Mini-lesson on thesis statements and expectations / what I’ll be looking for in their thesis in their final submitted version
April 6 ● notes are in the Master PPT
 Walking around and offering help / asking questions
THURS Work Period Mini-lesson on the distribution of sentences in the intro paragraph
April 7
Walking around and offering help / asking questions
FRI Work Period Students should have at least completed their outline and intro paragraph today
April 8
Walking around and offering help / asking questions
MON
April 11
TUES
April 12
Wed
April 13
THURS
April 14
FRI NID
April 15

Reflection
● Utilize jamboard more, since I put time into getting them to learn how to use it and had thought of solutions to handle misbehaviour
● Include more discussions
● On another unit plan, I have added a column
● I liked the weekly writing; next time give them some more direction. Sometimes I felt I got distracted by thinking they were more prepared than
they were because they present as though they don’t need the help and I should be the one to be more persistent!

Scrapped Ideas:
● Cover and Title Analysis
○ Klarissa’s Cover Analysis: The Outsiders | Cover Analysis
○ Kiki’s Cover Analysis: Kiki's Copy of The Outsiders | Cover Analysis
● Deep-Dive Lecture on the History of the Tulsa Race Massacre using Elements of Story and Black History Month
○ Intro with the setting and conflict of the novel
○ Tulsa Race Massacre [ What Happened ?! ] - Mystery & Makeup GRWM | Bailey Sarian
● Greaser Nostalgia: Grease, Crybaby, “stay gold, Ponyboy,” anything else?
● International Women’s Day: S.E. Hinton and the YA Genre
● Greasers aesthetic - https://aesthetics.fandom.com/wiki/Greaser
● Women’s manga - https://screenrant.com/best-manga-women-made/
● intertextuality, byronic hero, bildungsroman

Other Resources and Idea

● Greasers Wikipedia - Greaser (subculture) - Wikipedia
● Greaser Subculture: Greaser Subculture
● Novel Study: The Outsiders | Ms. Rosen Reads
● Read through once in a straight shot and then reread it like Sabrina did
● Make a prediction from the last line of the chapter
 Assess and Reflect (Stage 4)

Considerations Comments

Required Areas of Study:

Is there alignment between outcomes, performance
assessment and learning experiences?
Adaptive Dimension: For struggling students:
Have I made purposeful adjustments to the curriculum
content (not outcomes), instructional practices, and/or
the learning environment to meet the learning needs and
diversities of all my students? For students who need a challenge:

Instructional Approaches:
Do I use a variety of teacher directed and student
centered instructional approaches?
Resource Based Learning:
Do the students have access to various resources on an
ongoing basis?
FNM/I Content and Perspectives/Gender
Equity/Multicultural Education:
Have I nurtured and promoted diversity while honoring
each child’s identity?

From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-87120-313-8
(pbk)