Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher Nicole Hellinga

Date 10/31/2018 Subject/ Topic/ Theme The Outsiders – Poem Analysis Grade Freshman (9)
I. Objectives
How does this lesson connect to the unit plan?
 Robert Frost’s “Nothing Gold Can Stay” is a pivotal part of The Outsiders, and through analyzing this poem students will be
able to deeper understand characters and events in the novel.

Learners will be able to: cognitiv physical socio-

e- develop emotio
R U Ap An ment nal
E C*
 Discuss the events and plot within chapters 5 and 6 of The Outsiders R, An
 Analyze the poem “Nothing Gold Can Stay” and apply its meaning to characters or events An, Ap
within the novel
 Collaborate, debate, and discuss interpretations with a partner and work together Ev, An X

Common Core standards (or GLCEs if not available in Common Core) addressed:

1. Reading Standards for Grades 6-12, Grades 9-10 students: 1. Cite strong and thorough textual evidence to support analysis
of what the text says explicitly as well as inferences drawn from the text.
2. Reading Standards for Grades 6-12, Grades 9-10 students: 9. Analyze how an author draws on and transforms source
material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author
draws on a play by Shakespeare).

3. Speaking and Listening Standards for Grades 6-12, Grades 9-10: 1. Initiate and participate effectively in a range of
collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and
issues, building on others’ ideas and expressing their own clearly and persuasively.

4. Speaking and Listening Standards for Grades 6-12, Grades 9-10: 1a. Come to discussions prepared, having read and
researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research
on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an
objective applies to particular learners write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite knowledge
and skills.
Outline assessment activities
(applicable to this lesson)
 This lesson focuses heavily on chapters 5 and 6 of The Outsiders, but also requires
knowledge of the previous chapters of the novel.
 Specifically, students will need prerequisite knowledge of characters, such as Ponyboy,
Johnny, Bob, etc., and events, such as the death of Bob, running away, hiding in the
church, etc., that have occurred thus far in the novel.
Pre-assessment (for learning):
 Class discussion on the chapters due for the day (5 and 6)
Formative (for learning):
 Discussions about the novel and the poem during class
 Independent reading and work time
Formative (as learning):
 Analyze the poem “Nothing Gold Can Stay” with a partner and with the class in class
discussion

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What barriers might this lesson
present?
What will it take –
neurodevelopmentally,
experientially, emotionally, etc.,
for your students to do this
lesson?
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Summative (of learning):
 No summative assessment within this lesson
Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of
Engagement Representation Action and Expression
Provide options for self- Provide options for Provide options for executive
regulation- expectations, comprehension- activate, functions- coordinate short &
personal skills and strategies, apply & highlight long-term goals, monitor
self-assessment & reflection  The class will reread progress, and modify
 Self-regulation: the the poem together, strategies
independent look at the poem on  Short-term goals:
worktime will allow a worksheet, analyze understand the poem,
students to self- its meaning with a understand chapters
regulate partner, discuss 5 and 6 of the novel
 Students will gain findings and  Long-term goals: be
social skills when interpretations as a able to work
working with class, and discuss the collaboratively with
partners on the poem novel as a class a partner, understand
analysis how the novel and its
characters are
developing.
 Monitor progress:
The teacher will be
checking in with
students as they are
working to answer
any questions they
may have or
challenge them to
deepen their
analysis.
Provide options for sustaining Provide options for language, Provide options for
effort and persistence- mathematical expressions, expression and
optimize challenge, and symbols- clarify & communication- increase
collaboration, mastery- connect language medium of expression
oriented feedback  For differentiation  Expression and
 Challenge: students and options for communication:
have not worked language, students Small and large
with much poetry will be able to write, group discussions,
before, so analyzing read, and discuss in writing, reading,
a poem will be a small and large poem analysis, novel
challenge for them groups analysis, individual
 Collaboration: work time and
students must work partner work time.
with a partner to
analyze the poem
 Provide options for recruiting Provide options for Provide options for physical
interest- choice, relevance, perception- making action- increase options for
value, authenticity, minimize information perceptible interaction
threats  Again, as stated  N/A
 Minimize threats: above, students will
They will not be be looking over,
graded on what they analyzing, and
initially analyze in discussing
the poem—the information
worksheet is only to numerous times with
help them think numerous different
through the poem formats throughout
 Value: poem the lesson to help
analysis is an make the
important skill to information more
have, since they will perceptible.
be working with
poetry throughout
their academic
careers. Also, and
more importantly,
being able to
connect two
different texts and
see how they work
together (“Notihng
Gold Can Stay” and
The Outsiders) is a
relevant skill that is
needed within most
careers.
 Notebook
Materials-what materials
 Pen/pencil
(books, handouts, etc) do you
need for this lesson and are they  The Outsiders by S.E. Hinton
ready to use?  “Nothing Gold Can Stay” Worksheet

 Typical classroom setup: desks on both sides of the class, facing each other
 Students in assigned seats, but will be allowed to move for the group work/rearrange
desks for group work
How will your classroom be set
up for this lesson?

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
2-3 minutes Motivation  Have the students get out their copies  Get ready for class
(opening/ of The Outsiders and their unit packets  Listen
introduction/ they have been working through. This
engagement) will help them with the class
discussion.

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  Remind them that their character
journals for chapters 1-6 are due the
next time that we meet. The
instructions for the journals are inside
of their unit packets.
 Give the students the great news that
there is no opening quiz today!
6-7 minutes: Development
Discussion (the largest  Instead of a quiz, today we will jump  Participate in class discussion
4 minutes: component or into the class discussion since it is not
Worksheet main body of a block period.
introduction the lesson)  Go through these discussion questions
15 minutes: with the class. The class is a bit shy, so
“Nothing give them time to process the question
Gold Can and gain the courage to raise their
Stay” hands:
Analysis  Pg. 64: Why is getting their haircut so
5 minutes: emotional for them (especially
Discussion Ponyboy)?
3-5 minutes: o If you had to change your
Chapter 6 appearance, what would be
discussion the hardest for you to
Remaining change?
time:  How does Johnny perceive Dally?
independent Why does he see him this way? How
reading does this differ from how Ponyboy
perceives Dally?

 This last discussion question will lead
us into the next activity. Before asking
the question, have the students open
their books and go to the end of
chapter five where “Nothing Gold Can
 Read along in the book for “Nothing
Gold Can Stay”
 Participate in class discussion

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 Stay” is printed. Read the poem out
loud to the students.
 At the end of Chapter 5, Ponyboy
recites a poem called “Nothing Gold
Can Stay.” What does this line mean?
Can you relate it to something in life?

 The students have done little to no

poem analysis in the past, so take time  Analyze Robert Frost’s poem
to introduce this activity.  Discuss interpretations and ideas with
 Hand out the worksheets for “Nothing a partner
Gold Can Stay”  Complete worksheet with a partner
 Introduce the author of the poem,  Discuss thoughts with the teacher
Robert Frost:
 Have any of you heard of Robert Frost
before? Have you read any of his other
poems? He is a famous American poet,
who often writes about nature.
 “You will work on this worksheet with
ONE other person. Discuss what you
believe the meaning of the poem to be
thoroughly before diving into writing
down your answers. Often with poetry,
it takes a bit of digging to fully
understand! I will check in with all of
the groups to see what you are
interpreting from the poem so far.”
 As students work on the handout,
check in with groups to make sure they
are understanding the poem and clarify
any confusion they may have.

 After about 15 minutes, pull the class

back together and discuss what the  Participate in class discussion
student’s interpretations are as a whole
class.

 Once this is completed, have the  Discuss and analyze the questions with
students work in small groups to small groups
discuss these questions (for chapter 6),
which will be projected on the screen:

 What is Dally afraid will happen to

Johnny if he goes to jail? Why is he
worried about this, especially for
Johnny?
 At the end of the chapter, what does
Ponyboy learn about his relationship
with Darry? How did
miscommunication play a major role
in this conflict?
 What do you think will happen to
Johnny? Should Johnny live at home if
he lives? Where would he go?

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  After 3 minutes or so of small group  Participate in class discussion
discussion, call on students to say what
their group discussed the most/what
2 minutes Closure was said.
(conclusion,
culmination,  Then, for the remaining 7-8 minutes,  Independently read The Outsiders or
wrap-up) give the students this time to continue work on creating the character journals
working on their character journals or
independently read The Outsiders.

Closure:
 Remind students to have read chapters  Listen
7 and 8 for the following class period
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
I did not teach the chapters 5 and 6 discussions from this lesson, but wish that I could have. I believe that the students would have
gained a lot from discussing these chapters. However, since this class period starts at 10:40, I only have 20 minutes with the students
(before I have to leave), so I decided to have the students do the poem analysis while I was there, and leave the discussing for once I
left.

The worksheet went well, and students were engaged with the material. However, since they have not done much, if any, poem
analysis before, it was quite difficult for them to grasp the meaning of the poem without aid or insight from myself as to what certain
parts of the poem meant. Yet, I was very pleased and impressed at the class’ ability to connect the poem to the story. Each group I
checked in with were able to give numerous examples and interpretations of how the poem related to numerous areas of the book!

If I could improve this lesson for next time, I would start the time with a bit of explanation on how to analyze a poem, and allow
them to do digital research on the meaning of the poem after they had tried to work on it in pairs for a while. This explanation before
the lesson began would have given the students more confidence in their abilities to analyze the poem and helped clear up any
confusion they had. The digital research would have also given them confidence that their analysis and interpretations of the poem
were correct, or at least on the right track, and would have also improved their ability to use technology to find resources and
information.

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