the outsiders chapter 2 assignment

The Outsiders

S. e. hinton, ask litcharts ai: the answer to your questions.

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• The Outsiders

S.E. Hinton

• Literature Notes
• Book Summary
• About The Outsiders
• Character List
• Summary and Analysis
• Character Analysis
• Ponyboy Curtis
• Darry and Sodapop Curtis
• Johnny Cade
• Dallas (Dally) Winston
• Sherri (Cherry) Valance
• Bob Sheldon
• Randy Adderson
• Character Map
• S.E. Hinton Biography
• Critical Essays
• Themes in The Outsiders
• The Movie versus the Book
• Has Society Changed?
• Full Glossary for The Outsiders
• Essay Questions
• Practice Projects
• Cite this Literature Note

Summary and Analysis Chapter 2

Ponyboy and Johnny meet up with Dally (Dallas) and go to the Nightly Double drive-in theatre. They sneak into the drive-in, although the admission is only 25 cents if you're without a car. They enjoy the challenge of sneaking in because Dally hates to do anything the legal way. Once inside, they sit in the chairs by the concession stand, where they meet up with two good-looking female Socs. Cherry (Sherri) Valance and Marcia have left their boyfriends here at the drive-in because the boy's want to drink and the two girls do not. The girls are the target of Dally's nasty and rude comments, but he buys them sodas to "cool them off." Cherry throws her soda into Dally's face and the situation is tense until Johnny steps in to defend her, which is surprising given that Johnny worships Dally and considers him his hero. Fortunately, Johnny is the gangs' pet, so Dally just stalks off without confrontation. Two-Bit joins Ponyboy and Johnny, and he and Marcia hit it off.

Cherry is impressed with Johnny's courage, but she senses something else in Johnny. She quizzes Ponyboy about Johnny. Cherry's accurate assessment that Johnny's "been hurt bad sometime" prompts Ponyboy to retell the story of Johnny's beating by the Socs. About four months ago, Johnny was out in a field hunting a football to practice a few kicks, and four Socs drove by in a blue Mustang. They stopped and jumped him, beating Johnny half to death. One of the Socs wore several rings and the rings badly cut Johnny. The beating wasn't what had changed Johnny, it was the fact that they had scared him. Johnny never walked alone anymore, and he vowed that he would kill the next person who jumped him.

The story of Johnny's beating visibly upsets Cherry. She tells Ponyboy that not all Socs are like that, just like all greasers are not like Dally. She tells him that Socs have their troubles, too, but Ponyboy cannot imagine what worries a Soc might have. The chapter concludes with the line, "I know better now."

This chapter introduces the importance of perspective. The lament that life isn't fair runs throughout this chapter, but now a Soc also brings it forth. Cherry Valance represents the perfect life to Ponyboy. She is a good-looking cheerleader, but she states that the Socs have troubles, too. Her life appears perfect to an outsider looking in, but that apparently is not the case.

After listening to the story of Johnny's beating, Cherry does not feel a need to defend the Socs who attacked Johnny, but she feels the need to qualify the fact that not only the greasers have difficulties: "'We have troubles you've never even heard of. You want to know something?' She looked me straight in the eye. 'Things are rough all over.'" Ponyboy states that he believes her, but he later confides to the reader that he doubts her outlook. This viewpoint is a measure of his perspective that readers can watch grow and change as the novel continues.

The gang is defined again as family: "When you're a gang, you stick up for the members. If you don't stick up for them, stick together, make like brothers, it isn't a gang anymore." This extended family is a very important element of safety. Seemingly, none of the families represented by Ponyboy's gang have stuck together. Whether because of death (in Ponyboy's case), the departure of a parent or child (in Dally's case), divorce, or child abuse, the greasers are searching for a family atmosphere that supports them. Within the gang, the notion of sticking together, of one unified all , is one of the most important rules. Pony sincerely believes that it's the gang's responsibility to defend one another. The code of honor that protects Ponyboy's gang is held by all: "When you're a gang, you stick up for the members."

The gang rule that members must stick together is also part of the driving force of Ponyboy's family. The boys must stick together if they are going to make it on their own — that is, without adult supervision. Ponyboy continues to struggle with the expectations that he holds for his own family members.

Pony craves unconditional love and support from Darry; he also wants Darry to trust that he will do the right thing, not berate him for his lack of common sense. The fact that Soda is a high school dropout is very disturbing to Pony. He feels that Soda is not living up to his potential and is embarrassed by it: "I never have gotten over that. I could hardly stand it when he left school."

Cherry knows Sodapop, because he works at the gas station, and she asks why she hasn't seen him in school. Ponyboy is embarrassed to admit that Soda is a dropout. This admission "made me think of some poor dumb-looking hoodlum wandering the streets breaking out street lights — it didn't fit my happy-go-lucky brother at all."

The name Cherry Valance is great fun. The word cherry can be slang for both perfect and red. Cherry is a Soc and she is perfect in Ponyboy's eyes. The fact that "cherry" also means red highlights the author's use of color as a theme in the book. She associates warm colors with Socs and cool colors with greasers. Warmth usually is associated with inside and cool with outside. The colors represent the groups' positions in society: The greasers view the Socs as insiders and themselves as outsiders.

Hinton uses the color white twice in this chapter to describe fright. Initially, she uses the color to describe Johnny at the drive-in when Two-Bit surprises him by sneaking up behind him and impersonating a Soc. Hinton also describes Cherry as "white as a sheet" after listening to Ponyboy's version of Johnny's attack. The use of this color as an apt description for both groups continues the merging of colors. The world is not quite so black and white when the colors begin to cross lines.

The final sentence of the chapter tips the reader off that the narration technique is retrospective. Ponyboy is retelling this story and is, therefore, able to include foreshadowing, which not only teases readers, but allows them to witness his character's growth.

During Chapter 2, Pony's character is not able to see Cherry's point of view that the Socs have their own troubles. But the last sentence of the chapter, "I know better now," not only foreshadows upcoming events, but also shows Ponyboy's own personal growth. Later, he develops a better understanding of the Socs and changes his own perspective. With hindsight, in the retelling of this story, he is able to see the Socs in a different light: "I really couldn't see what Socs would have to sweat about — good grades, good cars, good girls, madras and Mustangs and Corvairs." This sentence was written in the past tense, "really couldn't see," with an implied correction of understanding. This notes a change in Ponyboy's perspective.

Foreshadowing is heavy within Johnny's story. This tale of injustice reveals the impact that the beating by the Socs four months ago had on Johnny's life. The physical wounds have healed but his terror is still obvious. The emotional scars that Johnny is left with from this beating are almost a roadmap to his destiny. Ponyboy says of Johnny, "He would kill the next person who jumped him. Nobody was ever going to beat him like that again." This statement foreshadows the later attack by the Socs. In the life of a greaser, it is inevitable that another fight will take place.

the fuzz [Slang] a policeman or the police.

chessy cat [Slang] Cheshire cat, a proverbial grinning cat from Cheshire, England, especially one described in Lewis Carroll's Alice's Adventures in Wonderland .

weed [Informal] a cigar or cigarette.

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7 Creative Activities to Teach The Outsiders by S.E. Hinton

S.E. Hinton was only 15 when she started writing her classic novel,  The Outsiders. Now, over 50 years after its publication, Hinton’s coming of age novel continues to provide an impactful commentary on society. Year after year, many English teachers return to this story, each time glimpsing something new through the eyes of its memorable protagonist, Ponyboy Curtis. This has long been a favorite in the ELA classroom. Its dramatic and emotional plotline lends itself incredibly well to creative activities that make teaching The Outsiders  engaging year after year. Below are my 7 favorite activities for teaching S.E. Hinton’s classic.

1. Identity Activity

This first activity gets students to dig deeper into themes of identity in the novel. It challenges students to think about how identity is represented in The Outsiders  by teaching them to make connections to the way they view their own identities.

How this activity works:

On the day after students have read chapters 1-2 from  The Outsiders , I like to initiate this activity by putting up an identity-related poster on the classroom door. This gets students thinking about the idea of “identity” before they even sit down.

At the start of class, I explain that Ponyboy identifies himself as a greaser. Then, in small groups or as a whole class, I get students to discuss the important elements of identifying with this group (i.e. appearance, interests, actions, personality, etc.). Students should develop a list that may include such things as having long greased hair, fighting, committing crimes, being tough, carrying a switchblade, and showing loyalty, for example.

Students then get the chance to analyze their own identities. I have them consider what kind of group they associate with. I hang identity cards on the wall all around the room (football player, musician, academic etc.). Then, I explain that students should look around and have them choose one that they identify with the most. I always offer the option for students to create their own identity card as well as some may not feel connected to the pre-selected options.  It’s important to tell them that it doesn’t matter if they are alone in a group since perhaps the other people who identify with this group are simply not in this class!

To close the activity off, I like to start a whole class discussion using questions like…

• Which group in the class do you think your group has the least in common with? Why?
• Can you identify with more than one group? What other groups in this class activity do you identify with?
• What did you learn about identity through this activity?

2. Stereotypes

The second activity I use for teaching The Outsiders  will prompt students to dig deeper and empathize with the characters. This time, however, it is by deconstructing the stereotypes at the center of the novel. I usually do this activity after students have finished reading chapters 3 and 4.

I start this activity by putting up 5 pictures of strangers around the classroom. Then, in small groups, I get them to discuss assumptions they have about what their personalities would be like, what job they would have, etc. After they’re done this first part of the activity, I like to pause and provide students with the definition of stereotype: a widely held but fixed and oversimplified image or idea of a particular type of person or thing. I have students discuss with their groups whether or not they stereotyped during this activity.

Then, I explain that in The Outsiders , the Socs and Greasers cannot get along with each other because they hold stereotypes. The Socs think the greasers are low-life thugs while the greasers think the Socs are rich snobs. I also explain that in these chapters, Cherry and Ponyboy, two people from completely different groups, are able to break down stereotypes and find common ground with one another.

As a second part of the activity, I have students try to find examples of Ponyboy’s shift in perspective. Below are a few possible responses that students might share:

• “It seemed funny to me that Socs – if these girls were any example – were just like us” (37).
• “I don’t know why I could talk to her; maybe for the same reason she could talk to me” (39).
• “It seemed funny to me that the sunset she saw from her patio and the one I saw from the back steps was the same one. Maybe the two different worlds we lived in weren’t so different. We saw the same sunset” (41).

I like to conclude this activity by starting a class discussion with questions such as “How do you think it feels to be stereotyped” and “What are the negative consequences of believing stereotypes?”

 3. Nothing Gold Can Stay

In chapter 5 of  The Outsiders , Ponyboy recites Robert Frost’s “Nothing Gold Can Stay.” The poem is referenced again later on in the novel when Johnny Cade says to Ponyboy, “Stay gold.” After students have read chapters 5 and 6, I get them to complete an activity centered around Frost’s poem to prepare them for the impact of Johnny’s memorable line.

For this activity, I put students into groups of 3 or 4. I hand out printed copies of Frost’s  “Nothing Gold Can Stay”  to each group, and I project a video of Ponyboy reciting the poem from The Outsiders movie, getting students to follow along.

I then go through the poem line by line, and I ask them questions that invite them to dig deeper into the poem’s meaning. For example, for the first line, I ask “What does nature’s first green mean” and “Why is it gold? Do you think Frost means the color gold? What else could gold symbolize/represent?” Students record their answers on a  brainstorming sheet,  and then once we’ve gone through each line, we discuss possible interpretations and lingering questions about the poem as a whole and its significance to the novel so far.

The idea of impermanence is central to Robert Frost’s poem—and to The Outsiders. As a final question, I ask students to reflect on things in their lives that will eventually change. I get them to consider how will they cope with these changes.

4. The Interview Activity

This activity is designed to be used for after students have read chapters 7-8 of The Outsiders . In these chapters, Ponyboy tells the reader about being interviewed by reporters while in the hospital visiting Johnny and Dally. Not much detail is provided on who is interviewed and what questions are asked, but the reader gets more insight into this in chapter 8 when Ponyboy says what information was included in the article.

I start this interview activity by putting students into pairs. Students will be using the information we have from the newspaper article for this activity, so I have them read the long quotation in the novel where Ponyboy describes the information included in the articles. Then, I get them to choose one of the characters listed below to be interviewed:

• Cherry Valance
• Darry & Sodapop
• Randy Adderson
• The School Principal

From the long quotation , they will infer what questions a local reporter might ask the character they’ve selected. Their questions should also be informed by their reading, and they must include responses from the interviewee. I encourage students to try and make this as realistic and professional as possible. I usually give each group some time to practice their written interview before performing it out loud in front of the class.

This activity is not only entertaining, but it will also force students to further invest themselves in the characters and the details of the novel!

5. Socs vs. Greasers Rumble

The Socs vs. Greasers rumble activity can be done after chapters 9-10 to get students thinking critically about the idea of the rivalry between Socs (East) and Greasers (West). In these chapters, the hostile relationship between the Socs and the Greasers comes to a climax with the planned rumble. Students will be exploring this rivalry using information from the whole novel.

For this activity , I put students into groups of four and label their table Greasers or Socs. I then tell the students that they are now looking at their new gang! Sometimes, I’ll even pit them against another specific group from the opposing gang for a little added fun.

Next, I have the groups complete an “East vs. West Rumble Assignment” where they answer distinguishing questions according to their assigned gang (Soc or Greaser). Students should be encouraged to “get into the character’s brain” and really pretend that they are a member of that gang to answer questions like “What are some things you dislike about the Socs / Greasers?” and “How would you react if a Soc / Greaser was insulting a member of your gang?” After they’re done, I get each group to share what they wrote with the rest of the class from the perspective of a Greaser or Soc. The answers are always mostly very negative towards the other gang as they are biased towards their own.

After students have shared, I tell them that they will now look at each gang objectively—not influenced by personal feelings or opinions in considering and representing facts. They will share the biggest differences and similarities between the gangs and the gang members. Through this activity, it is always my goal for the students to realize that the gangs actually have a lot in common.

6. Wanted Poster

When I’m teaching The Outsiders,  I like to separate the last two chapters of the novel into two fun activities. The first is this wanted poster assignment.  Earlier in the novel, Ponyboy is involved in an altercation where his friend Johnny ends up killing someone, and Dally instructs them to get away and hide in an abandoned church until he comes for them. For the wanted poster activity, students will create a “Wanted Poster” for one of these two characters who were on the run. This is a fun activity that will allow students to show their understanding of key details surrounding these characters.

Using a graphic organizer,  students plan out their poster before they begin working on a good copy. I get students to focus on the following information:

• the full name of the character
• their nickname
• a physical description
• specific acts committed
• personality traits
• known hangouts/associates
• what to do if found
• a reward amount.

I also get them to include an image (either drawn or found), and I encourage them to be as creative as possible!

7. Outsiders Tattoos

This final activity for teaching The Outsiders  is one that students tend to really enjoy! Tattoos are not only something that is sure to spark your students’ interest, but they also lend themselves well to teaching about symbolism in  The Outsiders. 

I start this activity by asking my students to imagine that a character from  The Outsiders  decides to get two tattoos on his or her arm. Then, I get them to consider what they would choose based on what they know about the character. The character, the tattoo designs, and the explanation behind them are up to the students. However, the choices should be grounded by concrete details in the novel. Students get to draw the tattoos. I like to give them a tattoo worksheet for this with a bare arm graphic as a canvas.

To make this even more fun, I suggest putting the artwork up on the walls and turning the class into a full-on  Outsiders Tattoo Expo . Get students to go around and look at all the tattoos. Then, wrap up with a discussion on which tattoos each student liked and why!

I hope you found these 7 creative activities for teaching The Outsiders  helpful! If you are interested in more tips and resources for developing students’ reading skills in ELA, click here.

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Engaging Activities for Teaching The Outsiders

When I learned I’d most likely be teaching The Outsiders this year, I was a little skeptical. Only vaguely remembering the book from when I read it, I was totally judging the book by its publication date and the dust on its cover. Truth be told, I was wondering how in the world I’d sell my tough-to-please 8th graders a story about a kid named Ponyboy in 1960s Oklahoma. But I resolved to reread the book with an open mind and just see. Maybe I would teach it, maybe I wouldn’t.

It took me just a few pages to remember how much I loved Ponyboy as a narrator and just why this story continues to resonate with teenagers decades later. T he Outsiders has that unique written-by-a-teenager magic that I wish I could bottle up and sprinkle on everything in my classroom library. And while I don’t ever want to be a teenager again, remembering what it felt like was pretty powerful. It made me want to teach this book and do it justice, too. So I got to work planning engaging lessons and activities that would extract all the juicy goodness from this timeless classic. And the rest was history: I planned and taught a unit that would stay gold for my students, half a century after this book was published. 

Together, we empathized with Ponyboy’s struggles, explored the idea of identity, learned from Ponyboy’s curiosity and empathy, admired sunsets, brainstormed how to overcome stereotypes, mourned the death of Johnny, and cherished the “gold” in our lives. Oh yeah, and we hit all of the big standards and skills, too! 

The Outsiders is pretty powerful, but if you’ve been teaching it for years, you’re teaching it for the first time, or you’re just not feeling your lesson plans, you might want to add a little dash of “gold” to keep it fresh. Whether that’s a unique, kinesthetic lesson, a new nonfiction pairing to spark some brilliant connections, or a creative twist on your typical comprehension questions, I’ve got you covered with fresh, new lesson ideas.

If you’re ready to revitalize your unit on The Outsiders and make the novel even more engaging and relevant for your students, here are 10 of my favorite activities.

PRE-READING LEARNING STATIONS

Learning stations are my favorite strategy for hooking my students before reading and building essential background knowledge, and The O utsiders is no exception! In fact, I think a good hook activity is even more important with a book like this so students aren’t judging it by its cover and/or setting. No offense, but 1960s Oklahoma has never been on my students’ reading radars. But do you know what will register on their radars? The ridiculous-sounding slang! So I take advantage of that and use it to reel readers in through a well-designed set of learning stations. Not only do these stations spark students’ curiosity before they read a single page, but they also equip students with the pre-reading information they need to start the book strong.

Here’s what my learning stations for The Outsiders look like:

• Students preview and discuss essential questions with an anticipation guide
• Students “meet” Ponyboy and make inferences from provided excerpts
• Students sample some of the fun 1960s slang in The Outsiders
• Students learn about the coming-of-age genre and make connections
• Students preview the Greaser vs. Soc conflict

Click HERE to see a video of these stations in action in my 8th-grade classroom! As you can see, these station tasks engage students and help the class start the novel with a strong foundation. These print/digital pre-reading learning stations are available separately or bundled with other resources for The Outsiders HERE.

For more information about pre-reading activities and creating your own learning stations, check out the following blog posts:

• 5 Engaging Ideas for Pre-Reading Activities
• 10 Reasons to Implement Learning Stations
• How to Create Engaging Learning Stations
• How to Facilitate Successful Learning Stations
• 10 Ideas for Virtual Learning Stations

CHARACTER REPORT CARDS

It can be challenging for students to keep all the characters straight at the beginning of The Outsiders . To help students dig into the most important characters in a unique, memorable way, try assigning Character Report Cards. This activity is exactly what it sounds like: students “grade” characters on different categories, like intelligence and loyalty, and then cite examples/evidence to support the grades. This lesson is a great way to spark discussions about the moral complexity of the characters and their relationships with each other. Students love the chance to be the teacher and assign “grades” to the characters. You’ll be surprised at just how willingly they will cite textual evidence to support a failing grade! (Rarely do middle schoolers cite evidence without complaining…)

After you do this activity, you can connect it to stereotypes and labels! Essentially, you are asking students to judge characters based on the little information they have after a few chapters. As students continue to read the novel, encourage them to return to the report cards and reevaluate the grades they gave each character. 

CHARACTERIZATION & FIGURATIVE LANGUAGE QUESTION TRAIL

As I mentioned, digging into characterization at the beginning of The Outsiders is crucial. But instead of assigning worksheets, keep the momentum strong with an engaging question trail over the characters and the figurative language SE Hinton uses to describe them. If you’re unfamiliar with the wonderful question trail strategy, it’s a unique, kinesthetic activity that gets students up and moving around the classroom on a quest to complete a “trail” of multiple-choice questions.

During this lesson, different questions are posted around the room. Each question answer (A, B, C, D) sends students to a different question “on the trail,” so if students answer each question correctly, they complete a full circuit. But if students answer a question incorrectly, they’ll end up at a question they’ve already been to, which is their cue to backtrack and problem-solve. This means that question trails give both teachers and students clear, immediate feedback. It’s engaging and effective…a win-win! If this question trail idea sounds a bit complicated, I promise you it’s easier in person. And it’s easiest when you can use an already-organized and student-ready trail, like this one for Chapters 1-3 of The Outsiders. You can find this resource available separately or in my unit bundle for the book.

For more information on question trails:

• Click HERE to watch a quick video on this lesson
• Click HERE to learn about how to create your own question trail
• Click HERE to check out a blank question trail template for any text, skill, or subject

BOB’S DEATH: BLAME CHART

The murder of Bob the Soc propels the plot of The Outsiders, so it’s important to pause and process after this key event. One creative way to get students critically thinking about this scene is through a “Blame Chart,” where students analyze the different sources of conflict that lead to Bob’s death. Obviously, Johnny is physically responsible for Bob’s death, but any good reader knows there are multiple factors playing into the murder. Students always have strong opinions on whether the murder was self-defense and enjoy discussing their pie charts after this activity. This lesson is also a great way to spark predictions for future chapters and discuss how everything goes back to the Greaser vs. Soc conflict.

PONYBOY’S CHANGING PERSPECTIVE ACTIVITY

Studies have shown that drawing can help with memory and comprehension, so I always like to incorporate a little room for creativity and sketching during my novel units. (Stick figures are welcome!) Since The Outsiders is a coming-of-age novel that follows Ponyboy as his perspective changes, it only makes sense to challenge students with the task of pinpointing his perspective shifts. To do this, ask students to consider what impacts Ponyboy’s perspective the most. Then, give students a graphic organizer with space for them to visually represent the moments that impact Ponyboy’s perspective the most. This activity sparks some incredible discussion, and it’s interesting to see how students approach it. Some end up focusing on events that impact Ponyboy, while others focus on relationships with other characters. 

This activity is great because it gets students thinking about the most important characters and parts of the plot that ultimately contribute to the themes of the novel. The more you discuss throughout the text, the easier it will be for students to analyze the development of themes at the end of the book!

FUNERAL FOR JOHNNY: EULOGIES & ELEGIES

I’ve been doing character funerals ever since my days of teaching The Great Gatsby in high school (RIP, old sport), and they’re always one of the most memorable lessons of the unit! It feels cruel to keep on reading, business as usual, after a character passes away, so it only makes sense to put the novel on pause and host a funeral.

This is exactly what we do after Johnny passes away at the end of Chapter 9 of The Outsiders . Before the funeral, students write eulogies or elegies from the point of view of Ponyboy or Dally. During the funeral, I pass out funeral “programs” (to sneak in some learning) and students can volunteer to dramatically read aloud their eulogies and elegies during our class service. This lesson is also a great time to return to the “Nothing Gold Can Stay” poem and start thinking more about the themes of the novel.

RELEVANT NONFICTION PAIRINGS

When it comes to The Outsiders , the possibilities for nonfiction pairings are endless! There is simply so much you can discuss when it comes to this book: stereotypes, empathy, identity, grief, group behavior, and more! I’ve rounded up multiple texts that you can pair with The Outsiders , and you can find lessons for each in my unit bundle. Here are a few of my favorites:

• “The Danger of A Single Story” TED Talk by Chimamanda Ngozi Adichie: We watch this before reading the book, but you could play it at any point during the novel for some great connections to stereotypes and Ponyboy’s perspective.
• “How One Man Convinced 200 Ku Klux Klan Members To Give Up Their Robes” mini-podcast episode from NPR: This is quick but powerful, so I highly recommend giving it a listen and using it in your classroom. This story illustrates the power of relationships and interpersonal curiosity when it comes to overcoming stereotypes.
• “How to Be More Empathetic” guide from WebMD: This article is perfect for helping students recognize the strategies Ponyboy is using to gain empathy for Socs like Bob and Randy. It works well after Ponyboy sees Bob’s picture in the yearbook and finally sees him as a fellow human being.

SPEED DISCUSSION

So you’ve finished the book…now what? With a book so rich in life lessons like The Outsiders, the post-reading phase of your unit can be overwhelming. How do you do a book like this justice? How can you help students understand the enduring themes and appreciate the story as a whole? There’s so much you can discuss, but before you try to host that magical whole class discussion, soft-launch it with speed discussion! This strategy will get every student engaged at the same time and help readers think through important questions before a whole-class discussion.

During this activity, students discuss different questions with different peers during different rotations of discussion. In each “round” of discussions, students rotate to a new peer and discuss a new question. This means that by the end of class, students will have interacted with at least a dozen peers and discussed a dozen questions (or more, depending on your class periods). It all adds up to a lot of low-risk discussion practice

Speed discussion is always an engaging, effective lesson, but it’s especially helpful as a review before a literary analysis essay, final test, project, or Socratic Seminar. It gets students thinking about the big ideas, themes, and the So what? after reading!

BOOK COVER GALLERY WALK

One perk of The Outsiders’ 1967 publication date is the fact that so many different covers of the book have circulated since then. And a plethora of book covers makes for the perfect lesson: a book cover gallery walk! To do this lesson, pull some book covers from Google Images, print them out, and hang them around your classroom. You can frame your gallery walk with any question/s you’d like, but I like to structure it with my favorite open-ended question: “What do you notice?” You can see the graphic organizer I give students below. This activity sparks such powerful discussions and helps students better understand the theme, symbolism, and author’s purpose!

MOVIE ANALYSIS

Anytime I teach a novel with a film adaptation, I’m all about showing that movie in class–not just for fun, but to engage students in meaningful film analysis. Teaching students how to analyze a movie is an engaging, accessible way to scaffold the challenging skill of literary analysis. With thoughtfully crafted questions, helpful modeling, and a strategic approach, students can analyze a movie just like they’d analyze a text. By switching out your comprehension-based “viewing guides” for thoughtful film analysis worksheets, you will prompt much more critical thinking and spark rich discussions about the text and film adaptation. 

In addition to asking students to compare/contrast the text and the film, try asking them why they think the film directors made certain changes and how these changes affect the audience. These kinds of questions spark more thoughtful insight and engaging discussions.

The Outsiders is especially perfect for this because you can show the extended “full novel” version but ask questions about scenes that were deleted from the original version. This will prompt students to think about how scenes impact the story and its themes.  For print/digital worksheets with these types of questions, check out my film analysis worksheets available separately or in my unit bundle.

I hope these lesson ideas help you bring new life to this classic. For more engaging activities and resources for teaching The Outsiders, check out this unit bundle full of print/digital learning stations, quickwrites, creative activities, vocabulary resources, and more.

To see some of this unit in action, check out these Instagram posts for more info:

• How I Launched Our Unit on The Outsiders
• Pre-Reading Learning Stations
• The Outsiders: Reading Schedule
• Engaging Activities for Chapters 1-4 of The Outsiders
• Character Report Cards
• Characterization/Figurative Language Question Trail
• Engaging Activities for Chapters 5-9 of The Outsiders
• Engaging Activities for Chapters 10-12 of The Outsiders
• The Outsiders: Novel Unit

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Curriculum  /  ELA  /  6th Grade  /  Unit 4: Finding Connection: The Outsiders  /  Lesson 15

Finding Connection: The Outsiders

Lesson 15 of 26

Readings and Materials

Target task, key questions.

• Key Understandings

Enhanced Lesson Plan

Explain how Hinton develops Ponyboy’s perspective, and identify how and why his perspective has changed.

Book:  The Outsiders by S.E. Hinton  — Chapter 11

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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved

Writing Prompt

How has the experience of losing two friends affected Ponyboy? How does Hinton develop the reader’s understanding of Ponyboy’s state of mind in this chapter? Provide two pieces of textual evidence from this chapter to support your ideas.

Sample Response

An example response to the Target Task at the level of detail expected of the students.

Questions about the text that will help guide the students understanding

Close Read Questions

How does looking at Bob’s photo in the yearbook change Ponyboy’s perspective of him? Support your answer with two pieces of evidence from pages 161-162.

On page 162, Ponyboy describes how he thinks that some people see him and other greasers as “victims of environment” and deserve pity. How does he react to this idea? Why do you think he reacts this way? Explain your thinking.

How does Hinton develop the idea that Randy and Ponyboy lead very different lives? In what ways are their perspectives of the world different? Support your answer with two pieces of evidence from pages 164-165.

Discussion Questions

Ponyboy is a sensitive, thoughtful person. Do you think this is a strength or a weakness for him? In all situations?

Exit Ticket

Assess student understanding and monitor progress toward this lesson's objective with an Exit Ticket.

Literary terms, text-based vocabulary, idioms and word parts to be taught with the text

the feeling of distress, sadness, and discomfort when witnessing someone else’s misery

Reading and/or task to be completed at home in preparation for the next lesson.

• The Outsiders by S. E. Hinton Chapter 12

While reading, answer the following questions.

What is the result of the hearing in front of the judge?

What assignment is Ponyboy given by his English teacher?

Why does Soda get upset with his brothers? How do they respond?

What does Ponyboy find in Johnny’s copy of Gone with the Wind ?

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Common Core Standards

Reading standards for literature.

RL.6.3 — Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

RL.6.6 — Explain how an author develops the point of view of the narrator or speaker in a text.

Supporting Standards

Standards that are practiced daily but are not priority standards of the unit

Language Standards

L.6.6 — Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

RL.6.1 — Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.6.2 — Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

RL.6.4 — Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

RL.6.10 — By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6—8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Speaking and Listening Standards

SL.6.1 — Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.

SL.6.6 — Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Writing Standards

W.6.1 — Write arguments to support claims with clear reasons and relevant evidence.

W.6.1.a — Introduce claim(s) and organize the reasons and evidence clearly.

W.6.1.b — Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.

W.6.9 — Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.6.9.a — Apply grade 6 Reading standards to literature (e.g., "Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics").

W.6.10 — Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Explain how S. E. Hinton begins to develop the narrator’s point of view in The Outsiders .

Explain how specific sections of Chapter 2 fit into the overall structure of The Outsiders and develop the reader’s understanding of characters.

L.6.1 L.6.1.e RL.6.5

Explain how Hinton continues to develop Ponyboy’s point of view and identify how and why his point of view changes.

L.6.1 L.6.1.e RL.6.3 RL.6.6

Explain how specific scenes and lines of text fit into the overall structure of The Outsiders and move the plot forward.

• The Outsiders — Chapter 4
• The Outsiders — 00:00:00-28:49

Compare and contrast setting elements and scenes from The Outsiders with the film version and describe the experience of viewing the film.

Explain how Hinton continues to develop Ponyboy’s point of view, and identify how and why his point of view changes.

RL.6.3 RL.6.6

Determine the theme of “Nothing Gold Can Stay” and explain how poet Robert Frost uses literary devices to develop that theme.

L.6.5 RL.6.2 RL.6.4

Explain how Hinton develops different characters’ perspectives and analyze how and why characters’ perspectives change.

Explain how Hinton develops different characters’ perspectives and analyze how and why characters’ perspectives change in response to plot events.

Gather information and create an outline for a fictional diary entry written from Cherry Valance's perspective.

W.6.3 W.6.5

Draft a diary entry written from Cherry Valance's perspective, focusing on using precise words and descriptive language.

Explain how Hinton develops mood in significant scenes in this chapter, and how this chapter fits into the overall structure of The Outsiders .

RL.6.4 RL.6.5

Explain how Hinton develops Ponyboy’s point of view and his reactions to plot events.

Identify characters' perspectives and explain how and why they change in Chapter 12 of The Outsiders .

Compare and contrast scenes from The Outsiders with the film version and describe the experience of viewing the film.

Determine the meaning of unknown words in an informational article using context clues and Greek/Latin roots.

L.6.4 L.6.4.a L.6.4.b RI.6.4

• “We Real Cool”

Explain how poet Gwendolyn Brooks uses literary devices to develop tone and meaning in the poem, “We Real Cool.”

L.6.5 RL.6.4

Determine the meaning of unknown words through context clues, and then successfully use those words in their own writing.

L.6.4 L.6.4.a L.6.6 RI.6.4

Socratic Seminar

Engage in a Socratic Seminar with peers, responding directly to others by rephrasing and delineating arguments and posing clarifying questions.

SL.6.1 SL.6.1.d SL.6.3 SL.6.4

• The Outsiders
• Sequel Outline and Exposition Rubric (G6, U4)

Unpack a writing prompt, study a mentor text, and begin to brainstorm ideas for narratives.

Create a plot outline for a sequel to The Outsiders .

RL.6.5 W.6.3 W.6.3.a W.6.5

Identify the features of a text's exposition and draft one exposition paragraph.

W.6.3 W.6.3.a W.6.3.b W.6.3.d W.6.5

Write four exposition paragraphs of a sequel to The Outsiders.

Assessment  – 2 days

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The Outsiders Chapter 2 Google Slides Assignment

• Google Slides™
• Easel Assessment

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Description

Share this 10-Slide interactive The Outsiders Chapter 2 Google Slides Presentation with your class. It goes through the chapter in an interactive discussion format. This can also be purchased as part of a bundle which also includes The Outsiders Invent a Character Assignment. It also includes an EASEL Jeopardy Quiz.

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The Outsiders - Chapter 2 Studysync Exce...

6th - 8th grade.

The Outsiders - Chapter 2 Studysync Excerpt

10 questions

Introducing new   Paper mode

No student devices needed.   Know more

• 1. Multiple Choice Edit 30 seconds 1 pt What color is the car the Socs were driving when they attacked Johnny? Red Blue Yellow Black
• 2. Multiple Choice Edit 20 seconds 1 pt What cut Johnny's face so badly in the fight? A blade Rings Pipe Chains

Who now carries a switchblade in his back pocket?

• 4. Multiple Choice Edit 30 seconds 1 pt Cherry utters these lines: "Things are _______ all over" busy hard complicated rough

Who offered to gallantly walk Cherry and Marcia home?

Who does Cherry say is sophisticated?

The greasers

Who beat up Johnny?

Where did Johnny get a scar that now he will have for all his life?

His eyebrow

from his temple to his cheekbone

Who lifted Johnny up and held him against his shoulder after he was jumped?

Who does Ponyboy say Johnny has taken a whipping with a two-by-four from without ever letting out a whimper?

His old man (his dad)

His brother

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The Outsiders- Ch 1 & 2

Read the chapters and complete the following activities., today's warm up: complete on page 2 of your notebook. today's warm up: complete on page 2 of your notebook..

Today's Assignment

Please work independently on your assignments today. You will need an Outsiders book, headphones, and your laptop. This is not group work, and you do not need to be on your cell phones. You only have permission to be on THIS website today.

IF YOU DO NOT FINISH, YOU NEED TO FINISH TONIGHT AT HOME. You can also work during your Cub Academy. Please use your time in class wisely.

Finish Chapter 1 of the Outsiders.

Ponyboy Curtis

Soda Pop Curtis

Darry Curtis

Chapter 1 questions chapter 1 questions, write your answers in the red form below., chapter 2- the outsiders chapter 2- the outsiders.

Instructions:

Outsiders plot chart outsiders plot chart, plot activity instructions.

2. Make a Copy of the page

3. You will see The Outsiders Plot Diagram

4. Create texts boxes in the blanks and fill in the information for Exposition (characters & setting) & Conflict. You can use the book if you need to. We will continually add to this throughout our novel unit, so make sure it is saved in your drive.

5. There are plot notes below the link in case you need a reminder or extra help.

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