SINGLE SUBJECT CREDENTIAL PROGRAM

EDSC LESSON PLAN TEMPLATE Revised 4.15

For directions on how to complete this form, see EDSC Lesson Plan Directions and Scoring Guide in the SSCP Handbook at www.sscphandbook.org.

Name CWID Subject Area

Daniel Hasbun 892984709 English Language Arts

Class Title Lesson Title Unit Title Grade Levels Total Minutes
th
English Language Arts From Page to Screen The Outsiders 8 grade 55
CLASS DESCRIPTION
The class is composed of 35 students with mixed abilities. Some are natural readers with plenty of internal motivation,
while others are a bit less excited by the prospect of reading. Two students are English learners who have come a long
way since the beginning of the year. One student with ADHD has a difficult time following the flow of the class, and is
often paired up with a parent volunteer.

To foster group discussion throughout this unit, students’ desks are arranged in groups of four. Each of these table groups
includes students with varying reading abilities.

STANDARDS AND LESSON OBJECTIVES

CCSS Math, CCSS ELA & Literacy History/Social Studies,
Science and Technical Subjects, NGSS, and Content
Standards
CCSS.ELA-LITERACY.RL.8.5
Compare and contrast the structure of two or more texts
and analyze how the differing structure of each text
contributes to its meaning and style.
English Language Development Standards (ELD)
A. COLLABORATIVE
1. Exchanging information and ideas with others through
oral collaborative discussions on a range of social and
academic topics.

CCSS.ELA-LITERACY.RL.8.7 2. Interacting with others in written English in various

Analyze the extent to which a filmed or live production of a communicative forms (print, communicative technology
story or drama stays faithful to or departs from the text or and multimedia).
script, evaluating the choices made by the director or
actors. B. INTERPRETIVE
6. Reading closely literary and informational texts and
CCSS.ELA-LITERACY.RL.8.10 viewing multimedia to determine how meaning is
By the end of the year, read and comprehend literature, conveyed explicitly and implicitly through language.
including stories, dramas, and poems, at the high end of
grades 6-8 text complexity band independently and
proficiently.
Lesson Objective(s) Evidence
1. Students are able to describe the basic differences Evidence for the attainment of these objectives can be
and similarities between different means of seen in students’ successful completion of the following
storytelling (namely, films and novels). four assessments: a pre-reading journal entry, a guided
2. Students evaluate the quality of the movie version reading graphic organizer, a post-discussion Quick Write,
of The Outsiders relative to the novel, giving and the “Outside the Outsiders” Project.
specific reasons for their answers.
3. Students combine their knowledge of The
Outsiders with their newfound knowledge of
storytelling mediums to re-portray a scene from
The Outsiders in a novel way.
STUDENT ASSESSMENT
Purpose/Focus of
Type
Assessment
Students will access
their prior knowledge
of the The Outsiders
novel and predict how
the filmed version
might or might not
align with the novel.
Here, students will
Journal begin to consider the
Entry EL basic differences
between novels and
films as storytelling
mediums (per
Objective #1).
Students will watch and
connect the film
version of The
Outsiders back to the
book. Here, the teacher
will determine whether
students are able to
analyze and describe
(in sufficient detail) the
Guided
similarities and
Reading
differences between
w/
the two ways this
Graphic
particular story is told
Organizer
(per Objective #1).
PM
Guided Students will use their
Discussio own reflections from
n& the previous activity to
Quick evaluate the quality of
Write the movie version of
S The Outsiders relative
Implementation
At the beginning of class,
students will be allotted 6
minutes to complete
their journal entries
individually. Next, 3-4
students will be randomly
selected to share their
answers with the class.
After these students have
shared, students will turn
to their table groups to
discuss for another 1-2
minutes.
After students complete
their journal entries, the
entire class will focus its
attention onto the class
screen to watch 3
pertinent scenes from
the The Outsiders movie.
After each scene,
students will be asked to
turn back to the
corresponding passage in
the book and to answer
questions about how
these scenes were
depicted in both
mediums.
Students will have 3-4
minutes answer these
questions individually.
The questions will be
listed on a graphic
organizer.
After students complete
the questions from the
previous activity’s graphic
organizer, students will
turn to their table groups
and share their answers.
Feedback Strategy
Students are invited to
give each other some
quick feedback during
the table group
discussions.
Because this is an
informal assessment, all
students will receive full
credit so long as they
have written more than
two paragraphs (10-12
sentences). At the end of
this unit, students will
turn in their class
journals and all entries
relating to the unit will be
graded at once.
Because this is also an
informal assessment, the
basis of students’ grades
will be whether they
have simply completed
the activity or not.
Students will turn in their
graphic organizers at the
end of class and will
receive their grade the
following day.
As this is an informal
assessment, students will
be graded mostly on the
basis of their group
participation. The teacher
will visit each group
How Informs Teaching
In the unlikely case that
students have difficulty
with this assignment, the
teacher might need to
rephrase the journal
entry prompt or even to
re-teach certain portions
of the book.
If students do well on this
assignment, the class will
be ready to move onto
watching certain key
scenes from the film.
If students do poorly on
this assignment, the next
phase of class must be
postponed in order to re-
watch the clips or review
the novel more closely.
If students do well,
however, this activity will
act as a segue into the
class’s next activity: a
guided discussion.
If students do poorly on
this assignment, certain
aspects of the novel or
movie may need to be
revisited. It might also be
the case that the table
 to the novel, giving After this, each group
specific reasons for must discuss which
their answers (per medium they think better
Objective #2). conveys the story of The
Outsiders. Students will
have 6-8 minutes to
discuss.
Finally, on a sheet of
notebook paper, each
group will choose only
one medium – either film
or novel – and defend its
superiority with at least
three reasons.
Performa Students will At the end of class, the
nce Task summatively apply teacher will explain the
their knowledge from directions for this
The Outsiders and from assignment: in groups
this lesson to create a (the same grouping as
novel portrayal of one that used during the
of the scenes in The Guided Discussion
Outsiders. They can activity), students must
portray this scene pick a scene from The
through a short film (so Outsiders and portray it
long as it is not a scene in a medium other than
that was watched in fiction writing. They can
class), a podcast, a portray the scene
series of photographs, through a short film (so
a dance, a graphic long as it is not a scene
novel, a talk show that was watched in
interview, or any other class), a podcast, a series
medium pending of photographs, a dance,
teacher approval. a graphic novel, a talk
show interview, or any
The purpose of this other medium pending
task is to prompt teacher approval. This is
students to think in the a project that students
same way real will work on throughout
storytellers do, picking the next week after this
different mediums to lesson is initially taught.
tell their stories and
working creatively Once student groups
within the constraints complete their scene
of those mediums. portrayal, they will write
a 1-page group reflection
on the particular qualities
of the medium they
chose, as well as how this
medium compares to the
medium of fiction
writing.
during their discussions groups need to be
to assess each member’s reshuffled in order to
level of involvement. promote better
discussion.
The final Quick Write
Sheet, (one per group) If students do well, the
which chooses one class can smoothly
storytelling medium and progress to the
defends it with at least performance task.
three reasons, will be
graded as a
complete/incomplete
assignment.
Individual students will If students do poorly on
informally assess this assignment, the
themselves and then entire lesson or certain
hand in this assessment aspects of the The
along with their group Outsiders novel might
projects and group need to be revisited.
reflections. This self- Otherwise, the
assessment will ask instructions of the
students whether they assignment might need to
faithfully completed all be stated more clearly. It
the requirements of the might even be the case
project, whether each that students understand
member of their groups the assignment perfectly,
completed an equal but do not have the
share of work, and what means to complete it. In
grade they might give this case, students might
themselves. need to be given access
to resources from the
After handing these three school’s video room in
materials in (the group order to complete the
projects, the group assignment sufficiently.
reflections, and the
individual self-
assessments), the
teacher will grade each of
these formally using a
rubric. This assignment
will be worth 50 points.
 About a week after this
lesson is initially taught,
students will present
their portrayals to the
entire class, and at the
end of that class will turn
in their group reflection
along with their project.
INSTRUCTION
Instructional Strategies
The first strategy which will be used in this lesson is a Journal Entry (Content Area Literacy), which will activate students’
prior knowledge of The Outsiders and prompt them to think about the relationship between text and film. The second
strategy in this lesson is a Guided Reading (Reading Comprehension) session, which will be supplemented and measured
by a Graphic Organizer (Content Area Literacy) students will complete. Finally, students will use their completed graphic
organizers to facilitate a Guided Discussion (Content Area Literacy), which will in turn prompt a final Group Quick Write
(Content Area Literacy).
Lesson Introduction/Anticipatory Set
Time Teacher Does Student Does
After students are seated, the teacher will bring up Students will complete the prompt, making sure that
a PowerPoint slide containing a Journal Entry their answer is at least two paragraphs long (10-12
prompt (see below). Students will be allotted 6 sentences). After completing their journal entries, and
minutes to complete the prompt, then the teacher after 3-4 students are selected to share their journals
will select 3-4 students at random to share their with the entire class, students will turn to engage in
12 min. journal entries with the rest of the class. After this, discussion with their table groups for 2-3 minutes. In
the teacher will ask the class to further discuss the this discussion, students must take turns reading their
journal entries in table groups for 2-3 minutes. The journal entries, and if time allows, may feel free to
teacher will walk around the room to keep track of comment on the strengths or areas of improvement in
student discussion and answer questions if their peers’ writing.
necessary.
Lesson Body
Time Teacher Does Student Does
40 min. During Reading: During Reading:
The teacher will ask students to pull out their After listening to the teacher’s instructions about the
paperback copies of The Outsiders, then proceed to Guided Reading activity, students will quietly watch
explain the Guided Reading activity (although here, the first movie clip and perhaps take notes on notable
the text being “read” is a movie): the class will elements in the clip (lighting, music, casting,
watch three different movie clips depicting costumes, etc.) After the first clip ends, students will
important scenes from the book. After each clip, take 3-4 minutes to complete the first section of the
students will have a few minutes to complete the Graphic Organizer individually. They will repeat these
different sections of the Graphic Organizer, steps for the next two clips and next two sections of
answering questions about each specific clip and the graphic organizer.
how it relates to the novel.
After Reading:
After explaining the activity, the teacher will After all sections of the graphic organizer are
distribute copies of the graphic organizer and complete, students will turn to their table groups and
proceed to show the first clip. The teacher may will take turns explaining what they wrote in their
comment on notable elements of the scene that are graphic organizers. Students must be sure to
reinforced in the graphic organizer (for example, respectfully comment on one another’s insights. After
“Pay attention to the music as Johnny walks over,” this Guided Discussion, each table group will decide
or “Notice the dramatic lighting in this part”). After in a Quick Write whether the film or the novel is
the first clip, the teacher will ask students to better, will clearly state this opinion on a sheet of
complete the first section of the graphic organizer, paper, and will include at least three reasons for
making explicit reference to the novel when supporting this opinion. There should only be one
 necessary. This should take about 4 minutes. Then, Quick Write per table group.
the teacher will repeat these steps for the next two
clips.

After Reading:
Once the class has viewed all three clips and
completed all three sections of the graphic
organizer (this should take about 30 min.
altogether), the teacher will ask students to engage
in a table group Guided Discussion using their
graphic organizers. Groups will share their graphic
organizer with one another for 5 minutes as the
teacher goes around the room. After these 5
minutes are over, the teacher will ask each group to
complete a Quick Write which will take another 5
minutes. Here, groups will decide whether the film
or the novel version of The Outsiders is superior.
The teacher will continue to walk around the room,
being sure to supervise the groups and answer
questions if necessary.

Lesson Closure
Time Teacher Does Student Does
During the last few minutes of class, the teacher Students will turn in their Quick Writes and mentally
will collect each groups’ Quick Writes and will invite review the content of the previous hour. Some
students to raise their hands and describe the students may volunteer to summarize some quick and
major differences between films and books. After major differences between film and novels as
3 min.
fielding a few responses, the teacher will preview storytelling mediums. Finally, students will listen
the Performance Task assignment, which will be attentively as teacher briefly explains the
explained more fully during the next day’s lesson. Performance Task.
Finally, the teacher will dismiss the class.
Instructional Materials, Equipment, and Multimedia
“From Text to Screen” PowerPoint (below)
“The Outsiders: From Text to Screen” Graphic Organizer (below)

The Outsiders by S.E. Hinton

Video: Outsiders Scene 1
Video: Outsiders Scene 2
Video: Outsiders Scene 3

This lesson requires the use of a reliable computer and projector in order to show the movie clips, to project the journal
prompt, to keep time, etc.
Co-Teaching Strategies
N/A

DIFFERENTIATION
English Learners Striving Readers Students with Special Advanced Students
 Needs
English learners may be Striving readers will be Students with special needs Advanced students will be
supported in this lesson supported in this lesson might be helped through supported through the
through the use of multiple through the use of video the use of subtitles (see left) individual-based activities
means of engagement: clips – these will aid or by placing them with a like the Journal Entry and
videos, texts, and group students’ visualization and supportive buddy inside a the Guided Reading/
discussion. If the teacher comprehension of the larger (and equally Graphic Organizer – this is
would like to use a DVD novel. Striving readers will supportive) table group. because these open-ended
instead of YouTube, ELL also be supported by being And because this lesson activities will allow them the
students can be further carefully grouped with more allows the teacher a lot of intellectual room to create
supported by watching the advanced readers who will time to walk around the as complicated (or simple)
video clips with subtitles. In help them to make classroom, the teacher will responses as they’re
any case, English learners connections from the movie also pay special attention comfortable with. Advanced
will also be supported by clips back to the book. The and give support to these students might also be
being carefully placed into Guided Reading and students. supported by taking more of
table groups with other Graphic Organizer a leadership position within
students who will support strategies will also help to their table groups. During
them and create a collegial organize information for the final Quick Write
environment for learning students. activity, for instance, these
and speaking comfortably. students might be the ones
which catalogue and
critique the answers that
the rest of the group gives.
REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION
Summary:
The purpose of this lesson is to expose students to two powerful and common means of storytelling so that students
might see their strengths and limits, as well as the similarities and differences between them. Class observers will see
students engaged in self-reflective journaling and group collaboration, both of which will foster an interconnected
understanding of the two mediums in question (that is, both films and novels). My role in this lesson is merely to guide
students’ reflection and collaboration – not through a lecture, but only through questions and clarifying comments. The
evidence that students demonstrate mastery of this content or skills can be seen in their successful completion of the
lesson activities: a journal entry, a graphic organizer, a table group discussion, and, finally, a quick write.

Rationale:
The teaching strategies and assessments I chose for lesson reflect my belief that student writing is not only helpful to
produce better writing, but also to produce better learning. This is because writing tends to personalize class material in
a way that quizzes or tests do not. In turn, then, I chose the Journal Entry as a strategy to help students access their prior
knowledge and to help them make predictions about the rest of the lesson.

Next, I chose the Guided Reading/Graphic Organizer strategies to help focus the lesson a bit more; after all, there are
hundreds of different ways to talk about books and movies, and without focus, without a precise goal to work toward, a
classroom may spin out into any of these hundreds of ways with little rhyme or reason. To help introduce some rhyme
and reason to the lesson, then, the graphic organizer asks specific questions and draws attention to specific details that
are unique to the mediums of both film and novel (for example, the fact that novels can show a character’s thoughts in a
very different way than films can).

Next, the Graphic Organizer also brings focus to the Group Discussion as students share their graphic organizers in table
groups. I thought the group discussion would be a helpful way for students to hear ideas different from their own, for
them to be guided by more advanced peers (or to take a leadership opportunity to guide less advanced ones), and for
them to learn to work well in groups. Thirdly, the Quick Write helps students to review the lesson’s work and to quickly
practice the skill of defending a thesis – something they will surely have to master by high school and college.
Finally, the Performance Task builds on all elements of the lesson by allowing students to apply this knowledge in much
the same way that a real storyteller would: by choosing which medium might best capture his/her story, and then
working within the constraints of that medium to create a work of art. Besides this real-world practicality, students will
likely find this assignment to be a fun and memorable one.

Attachments:

Double click image below to open PowerPoint.

Name:_____________________________ Class:____

The Outsiders: From Text to Screen

Section 1: Johnny Kills Bob

Watch the first clip in class, then answer the following questions. Feel free to refer to book’s depiction
of this scene on pgs. 68-75.

1. Plot Differences: Briefly list out the ways in which this scene
includes narrative details not mentioned in the book. Why do you
think these changes were made?

2. Soundtrack: Notice the precise moments when music begins playing

in this scene. Is this a helpful storytelling device? Did you imagine
some music playing when you first read this scene in the book?
 3. Camerawork: How does the use of the Dutch angle (or the tilted
camera) depict the emotions of the characters in this scene? Does the
book convey a similar tone?

Section 2: Ponyboy Gets a Haircut

Watch the second clip in class, then answer the following questions. Feel free to refer to book’s
depiction of this scene on pgs. 89-91.

1. Camerawork: How does the camerawork in this scene (especially in

the first minute or so) help convey the sense that Johnny and Ponyboy
are trapped in the church?

2. Music: Does the music in this scene reinforce or distract from what
the characters are feeling? Review this scene in the book for
reference.
 3. Dialogue: Recall that the entire book is written from Ponyboy’s
perspective. Though we can’t read his mind in the movie, how does
the dialogue in this scene convey Ponyboy’s thoughts?

Section 3: The Rumble

Watch the second clip in class, then answer the following questions. Feel free to refer to book’s
depiction of this scene on pgs. 118-122.

1. Plot Differences: Briefly list out the ways in which this scene
includes narrative details not mentioned in the book. Why do you
think these changes were made?

2. Dialogue & Action: This scene, both in the book and the movie,
features little-to-no dialogue. How does the book make up for this,
and how does the movie make up for it?
 “Outside The Outsiders”: A Performance Task
DIRECTIONS FOR PART 1: In groups, you are to choose a scene from The Outsiders
and portray it in a new artistic medium. You may choose ANY* scene, and then
adapt it into any one of the following (25 pts):

 A movie
 A podcast
 A children’s book
 A talk show interview
 A graphic novel
 A choreographed dance
 A photography portfolio
OR…
 If you want to use another medium not listed here,
talk to me!

***Note that if you are going to make a movie, you cannot use any of the scenes
we watched in class.

DIRECTIONS FOR PART 2: After you complete part one, your group will write a 1-
page reflection on your experience. Your reflection must answer each of the
following questions:

1. Which medium did your group choose? Why did you choose it?
2. What were the difficulties or advantages of using this medium?
3. Do you think The Outsiders would be as famous a story if it had first
been told through your medium? Why or why not?

On JUNE 9th, we will try to present as many of these projects as possible.

Whether your group presents or not, though, both parts are due on that day!