This document provides a summary and analysis of "The Outsiders" text. It discusses the plot elements, language features, meaning/purpose, and knowledge demands of the text. It also provides quantitative measures such as lexile, word count, and associated reading level. Sample teaching objectives and activities are outlined to help students meet various TEKS standards related to summarizing, making inferences, determining word meaning, and identifying themes when reading the text. Potential challenges and supports for students are discussed, such as providing context for unfamiliar slang and reading portions of the text aloud. A completed text set on the theme of urban communities is also presented.

1. The Outsiders
Anchor Text & Text Set

2. 2
QUALITIATIVE MEASURE
Text Structure= Moderately Complex
There is no use of visual features in this text. As
it pertains to the organization of the main idea,
I feel that most of the events in the story are
explicit and the structure of each event allows
for a reader to understand.
6.6A Summarize the elements of plot
development (e.g., rising action, turning
point, climax, falling action, denouement) in
various works of fiction
Example Question: Based on this passage,
describe a fair fight?
"A fair fight isn't rough;' Two-Bit said. "Blades
are rough. So are chains and
heaters and pool sticks and rumbles. Skin
fighting isn't rough. It blows off steam better
than anything. There's nothing wrong with
throwing a few punches. Socs are rough. They
gang up on one or two, or they rumble each
other with their social clubs” (Hinton, 1967).
Language Features= Moderately
Complex
Majority of the vocabulary are at my students
reading level. There are some words that may
need further explanation. The sentence
structure of the text is very simple. There are
some older slang phrases that may need further
explanation.
6.2B Use context (e.g., cause and effect or
compare and contrast organizational text
structures) to determine or clarify the
meaning of unfamiliar or multiple meaning
words
Example Question: What does the word “weed”
mean?
"You dig okay, baby." Two-Bit grinned and lit a
cigarette. "Anyone want a
weed?" (Hinton, 1967).
Meaning/Purpose= Moderately
Complex
The purpose of the text this is not explicitly
mentioned in the book. However, the theme is
implicitly mentioned towards the end of the
book. Students will still need to dissect and put
the theme in their own words.
6.3A Infer the implicit theme of a work of
fiction, distinguishing theme from the topic
Example Question: What is a theme that is
portrayed in this selection?
“Do you think your spying for us makes up for
the fact that you're sitting there in a
Corvette while my brother drops out of school
to get a job? Don't you ever feel sorry for
us. Don't you ever try to give us handouts
and then feel high and mighty about it."
(Hinton, 1967).
Knowledge Demand= Very Complex
There were references used in the book that
required background knowledge. There are
older slang terms that our students will now
know of. Also, there are automobiles
mentioned that play a key role in understanding
wealth. If not explained students could assume
that it just a car. However, for a High School
student to have these cars it shows a lot about
their background.
Fig. 19D Make inferences about the text and
use textual evidence to support understanding
Example Question: What inference can be
made about Mustangs and Corvairs?
“Some were afraid of us, and remembering
Dallas Winston, I didn't blame
them. But most looked at us like we were
dirt--- gave us the same kind of look that
the
Socs did when they came by in their Mustangs and
Corvairs and yelled” (Hinton, 1967).

3. 3
QUANITIATIVE MEASURE
Lexile Measure: 750L
Associated Band Level: 4-5
Range: 740-1010L
Word Count: 48,523
These quantitative measures will impact my students in a positive fashion.
Though I am teaching 6th
grade a vast amount of my students are reading below
grade their current grade level. As a result, the reading level would mirrors
exactly where my students are reading and comprehending level currently is. In
addition, the word count is manageable for my students. We will be reading this
book over the course of a month. Half the book will be read in class while the
other half will be read for home. This will strengthen student stamina as the
month goes on. There are many objectives and skills that I would like my
students to obtain.
SWBAT evaluate
- Whether evidence from the text supports a particular inference or
prediction
SWBAT evaluate
- Why an author composed a certain piece
SWBAT apply:
- Strategies for determining meaning through word relationships (cause and
effect; compare and contrast, etc)
SWBAT understand:
- What is happening in a story during each stage

4. 4
6.6A Summarize the elements of plot development (e.g., rising action, turning point, climax,
falling action, denouement) in various works of fiction
 We will accomplish this by using GIST (who, what, and why) to understand a certain
part of plot.
Fig. 19D Make inferences about the text and use textual evidence to support understanding
 We will accomplish this by doing a socratic seminar. Students will get together and
discuss parts of the text.
6.3A Infer the implicit theme of a work of fiction, distinguishing theme from the topic
 We will accomplish this setting up theme station around the class. Students will go
to each station to identify the theme of a group of similar quotes.
6.2B Use context (e.g., cause and effect or compare and contrast organizational text structures)
to determine or clarify the meaning of unfamiliar or multiple meaning words
 We will accomplish by learning the different types of context clues, then identifying
them.
- Ipsum
Education is the most
powerful weapon, which you
can useto changethe world
-Nelson
Mandela
ACTIVITY WITH TEKS
TASK CONSIDERATION
Potential Challenges the Text Poses:
To truly understand the text, student must the have background knowledge of the slang
that is used throughout the text. Students must be able to apply universal questions to the text
as they are reading along.
Differentiations/Supports for Students:
Though we want students to read at home, we do understand that they do struggle with
reading and comprehension. To overcome that obstacle, we will have read half the book in class
using an audiobook and make students follow along. This will helps students with fluency. We
also will be stopping during the text to ask ourselves questions in order to demonstrate how to
properly read a book for understanding. The two modeling techniques will greatly benefit are
class, especially our ELL’s.

5. 5
“Superintendent Meets Beyond Classroom to Help
Poor Kids Succeed”
COMPLETE TEXT SET
“Study On Teen Boys in Poor Neighborhoods Find
Surprising Result”
Grade Level: 5
Lexile Level: 850L
Word Count: 651
TEK: Fig. 19D Make inferences about the text and use textual evidence to support
understanding
Activity: We will accomplish this by doing a socratic seminar. Students will get
together and discuss parts of the text.
Rational: This article is at their reading and comprehension level. It is also is
aligned with the theme of Urban Communities. The article speaking on what Urban
students will face from being in their community.
Grade Level: 4
Lexile Level: 730L
Word Count: 523
TEK: 6.2B Use context (e.g., cause and effect or compare and contrast
organizational text structures) to determine or clarify the meaning of unfamiliar or
multiple meaning words
Activity: We will accomplish by learning the different types of context clues, then
identifying them.
Rational: This article is at their reading and comprehension level. It is also is
aligned with the theme of Urban Communities. This article speaks on the how
schools are helping students become successful.

6. “While Parents go to Work, Millions of Young
Children are Left Alone”
“For These Police in Kansas City, Child Hunger is
Public Enemy Number 1”
Grade Level: 4
Lexile Level: 680L
Word Count: 563
TEK: 6.10A Summarize the main ideas and supporting details in a text,
demonstrating an understanding that a summary does not include opinions.
Activity: Students will look for factual information in the text and use GIST to
summarize
Rational: This article is at their reading and comprehension level. It is also is
aligned with the theme of Urban Communities. This article speaks on how some
Police officers are doing positive things in their neighborhood.
Grade Level: 5
Lexile Level: 830L
Word Count: 659
TEK: 6.10D Synthesize and make logical connections between ideas withina text
and across two or three texts representing similar or different genres
Activity: Students will compare this theme to any article in our text set.
Rational: This article is at their reading and comprehension level. It is also is
aligned with the theme of Urban Communities. This article shows students the
appreciation of their life by talking about another country children problem.

7. “Most Syrian Refugee Children Work or Stay Home
Instead of Going to School”
“Brain Growth Stunted in Poor Children,
Schoolwork Suffers, Scientist Find”
Grade Level: 5
Lexile Level: 820L
Word Count: 606
TEK: Fig. 19D Make inferences about the text and use textual evidence to support
understanding
Activity: We will accomplish this by doing a socratic seminar. Students will get
together and discuss parts of the text.
Rational: This article is at their reading and comprehension level. It is also is
aligned with the theme of Urban Communities. This article speaks about the
challenges impoverished students have.
Grade Level: 5
Lexile Level: 758L
Word Count: 758
TEK: Fig. 19E Summarize, synthesize, and paraphrase texts in ways that maintain
meaning and logical order withina text and across texts
Activity: Students will work in groups paraphrase a quote from each paragraph.
Rational: This article is at their reading and comprehension level. It is also is
aligned with the theme of Urban Communities. This article speaks about how
children from another country are working instead of going to school.

8. TEK: 6.6A Summarize the elements of plot development (e.g., rising action,
turning point, climax, falling action, denouement) in various works of fiction
Activity: Students will watch the movie and identify the elements of plot and
summarize them.
Rational: This movie uses language that is on their comprehension level. Since they
have already read the book, they will be able to understand and know the process
of the story. The movie supports the theme of Urban Communities.
TEK: 6.6A Summarize the elements of plot development (e.g., rising action,
turning point, climax, falling action, denouement) in various works of fiction
Activity: Students will identify the elements on plot on their own.
Rational: The language is at their comprehension and reading level. It supports the
theme of Urban community. Tells a story about a Urban male child who steals from
someone who helps him instead of turn him into the police.
Thank You Ma’am