This unit plan focuses on studying the novel The Outsiders by S.E. Hinton. Students will read the novel and analyze key elements like plot, characters, themes, and language. Activities include identifying characters, comparing Socs and Greasers, exploring relationships between characters, and examining how characters change. Students will also write opinions, creatively explore themes, and relate issues in the text to their own lives. The unit aims to develop skills like using language, thinking critically, and relating to others.
A Good Man is Hard to Find by Flannery O'Connor (American Short Story) Presen...Wafi Badji
"A Good Man Is Hard to Find” is a short story with opening comic episodes that belie and foreshadow a tragic ending. The
story contains elements of southern Gothic, a fictional genre that vests its stories with foreboding and grotesquerie and
replaces the romanticism of nineteenth century Gothic works with realism. However, southern Gothic retains the disturbing
elements of earlier Gothic works, whether in the form of a deranged character, a forbidding forest, or a sense of impending
doom. A southern-Gothic story may call up ghosts of the past, as Bailey’s mother does when she apparels herself in the
finery of an Old South grande dame and when she persuades her family to visit a Civil War-era plantation with a secret
panel.
The story first appeared in 1953 in Avon Book of Modern Writing, edited by William Phillips and Philip Rahv. It was
published again in 1955 in a collection entitled A Good Man Is Hard to Find, and Other Stories.
Book Report, Plot Summary, and Complete information about the English American Short Story of the Gift of the Magi by O. Henry a.k.a William Sydney Porter.
An activator for use before reading the novel "The Outsiders". This will give students a background on the book, and the time period it takes place in.
A Good Man is Hard to Find by Flannery O'Connor (American Short Story) Presen...Wafi Badji
"A Good Man Is Hard to Find” is a short story with opening comic episodes that belie and foreshadow a tragic ending. The
story contains elements of southern Gothic, a fictional genre that vests its stories with foreboding and grotesquerie and
replaces the romanticism of nineteenth century Gothic works with realism. However, southern Gothic retains the disturbing
elements of earlier Gothic works, whether in the form of a deranged character, a forbidding forest, or a sense of impending
doom. A southern-Gothic story may call up ghosts of the past, as Bailey’s mother does when she apparels herself in the
finery of an Old South grande dame and when she persuades her family to visit a Civil War-era plantation with a secret
panel.
The story first appeared in 1953 in Avon Book of Modern Writing, edited by William Phillips and Philip Rahv. It was
published again in 1955 in a collection entitled A Good Man Is Hard to Find, and Other Stories.
Book Report, Plot Summary, and Complete information about the English American Short Story of the Gift of the Magi by O. Henry a.k.a William Sydney Porter.
An activator for use before reading the novel "The Outsiders". This will give students a background on the book, and the time period it takes place in.
PPT shown to upper elementary students in 2010. Was used in a blog post discussing good visual design to show bad habits in previous work. Please note that it does not credit authors of images and so is not recommended for use, only as an example of what NOT to do when creating PPTs.
A Balanced Literacy Program for Special EducationJoanne Cardullo
Special education students progress more rapidly when they participate in a literacy program that balances phonological awareness with comprehension. Reading with meaning is an educator's ultimate goal!
Fifty Shades of the Common Core for ELA: RevisedJennifer Jones
This is a revised version of my original Fifty Shades of the Common Core presentation. Slides 51-59 about text complexity are new based on a recent presentation I attended by Timothy Shanahan, one of the authors of the Common Core for ELA.
Assessment 1 Mock Up 2020The Task Focus on Reading and ViewinVinaOconner450
Assessment 1 Mock Up 2020
The Task: Focus on Reading and Viewing
Create a package of resources for use with K-2 students that develops emergent or early Reading and Viewing skills with Rationale.
This package has 7 sections and includes:
1. Selecting a book:
Identify a year level (from K to Year 2) to focus on. Select one picture book (THE BOOK OF THE YEAR: EARLY CHILDHOOD) to be used in the Modelled Reading strategy from The Children’s Book Council of Australia’s 2018 or 2019 or 2020 notable list for use in the classroom.
The book I have chosen to use as a resource for teaching Reading and Viewing in a Stage 1, Year 2 classroom is The Very Cranky Bear, by Nick Bland, published in 201X… It was selected in the Children’s Book Council of Australia’s 201X... notable list. This book has been chosen due to its language and visual features as well as its relatable theme.
2. Potential teaching content and justification of the book choice: (Approx. 800 words)
To justify your selection, you will need to:
a) Describe the themes (i.e. topics and moral messages) of the book
The Very Cranky Bear is a narrative. The setting of the story is…, the main characters are…. The problem arises when …. The resolution started when …. The problem is resolved by…
The central theme of The Very Cranky Bear is the importance of listening to others to understand them and not just assuming we know what others need. This is seen as sheep listens carefully to Bear’s need for sleep and her making him a pillow to help
b) Analyse and identify in the book suitable language and visual features that the teacher can use to model decoding and comprehension to students of the selected year level with reference to:
· LANGUAGE features:
· Phonological awareness (i.e. phonemic awareness or phonics. See suggestions in section 4)
The Very Cranky Bear assists students in their development of phonemic awareness. Phonemic awareness can be developed through the rhyme within the text. E.g.
Day –play
There –bear
Roar –door
· Language for comprehension (i.e. vocabulary and grammar features. See suggestions in sections 1 & 4)
The vocabulary in the text extends students use of language through its range of tier 2 words that allow for the exploration of synonyms e.g.
Cranky
Gnashed
Stormed
A range of grammatical features to explore experiential and interpersonal meanings are also included in the text.
Extended noun groups
Verb groups
Clauses
Emotive language
Attitude
· VISUAL:
· Different types of visual meanings
· The convergent and divergent relations between language and image
Note: Provide 3 examples of each of language and visual features that you identify.
The images in the VCB depict many types of processes including Action and Reaction as in the image below. Provide a screenshot of one image and label the types of Processes you can see in the image.
c) Argue for the suitability of the book for the intended Year level (Refer to Hill 2012, chapter 7 and the NESA syllab ...
Adapted from Create a Crafted and Controlled Visual and Verbal Text (2.6). This unit has been updated for use in a BYOD classroom and includes suggested apps/websites for each task.
A study of The Matrix for year 12 which includes suggested apps/websites for use with a BYOD class. Each task is linked to the key competencies of the NZ curriculum.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
2. In this unit you will:
Read The Outsiders by S.E. Hinton
Identify key features of the plot.
Identify and describe key characters and their motivation.
Explain the effectiveness of the language used in these
stories.
Identify and describe the key themes and explain what the
author wants us to think about.
Write in a formal style to express an opinion on a topic
relating to issues in the text.
Write creatively to explore and demonstrate understanding
of the issues in the text.
3. Gathering
Processing
In pairs, list all the characters introduced in
chapter 1 and beside each write a description
next to each one.
Thinking
Relating to others
Using language, symbols
and text
Managing self
Participating
4. Thinking
Using language, symbols
and text
Managing self
Participating
1. Create a Venn diagram to show the similarities and
differences between the Soc’s and Greasers.
2. Explain why Cherry won’t say ‘hi’ to Ponyboy at school.
Include a quote.
3. Describe P-boys parents. Include a quote.
4. Explain why P-boy wants to move to the country. Include a
quote.
5. Describe what happen when P-boy came home late.
6. Imagine that you are Johnny. Write a journal entry to
describe your thoughts and feelings about your family. Write
at least 5 sentences. Gathering
Processing
Applying
5. Thinking
Relating to others
Using language, symbols
and text
Managing self
Participating
1. Create a visual timeline of 5 events in this chapter.
2. Record definitions for the following words:
a) Reformatory b) Premonition
c) Hermit d) Rueful
3. Explain what Pony means when he says the Soc’s were ‘reeling
pickled’.
4. What would your advice be to Pony and Johnny if they came
to you for help? Explain in at least 5 sentences.
5. In pairs, create a wordfind with at least 10 words. Use names
or words from chapter 4.
Gathering
Processing
Applying
6. Write out the characters name and matching description. Write out the
letters and numbers also.
a. Ponyboy Curtis 1. Soda’s best friend
b. Darryl Curtis 2. Won’t fight in the last rumble
c. Sodapop Curtis 3. It’s his idea to go to Jay
Mountain
d. Two-Bit Mathews 4. She says she might love Dally
e. Johnny Cade 5. The Soc who is killed
f. Steve Randall 6. He hates Baloney at the end
of the novel
g. Dallas Winston 7. The clown of the gang
h. Sandy 8. The second oldest brother
i. Cherry Valance 9. Tells Ponyboy to ‘stay gold’
j. Marcia 10. Sodapop’s girlfriend
k. Bob Sheldon 11. He dropped out of College
l. Randy 12. Randy’s girlfriend
Thinking
Using language, symbols and Gathering
text Processing
Managing self
Participating
7. a. 6 g. 3
b. 11 h. 10
c. 8 i. 4
d. 7 j. 12
e. 9 k. 5
f. 1 l. 2
8. Thinking
Using language, symbols and text
Managing self
Participating
Family
situation personality
POnyboy
Friends Appearance
Gathering
9. Thinking
Using language, symbols and text
Managing self
Participating
Map the changes that Ponyboy goes through.
Write a description and include a quote in each square.
1. Realises that 2. He realises
Socs are not so 3. Loses his
that Darry has fear of the
different to given up a lot
Greasers. Soc’s.
for Soda and Describe –
Describe how – him.
Quote – Quote –
Explain why –
Quote – Pg. 206
Pg. 43 new Pg. 212
book.
Gathering
Processing
10. Thinking
Relating to others
Using language, symbols
and text
Managing self
Participating
Family
situation personality
Johnny
Friends Appearance
Gathering
11. Thinking
Using language, symbols and
text
Managing self
Participating
Identify 3 reasons why the relationship between Johnny and Ponyboy is
important.
Include a quote for each point.
Describe the situation for each quote.
Explain what we can learn from each situation.
1. Many things in 2. Johnny taught 3. Johnny comes out
common. Pony to stay gold. of his shell.
Gathering
Processing
12. Thinking
Using language, symbols and
text
Managing self
Participating
Frequently events happen that we don’t want
to be associated with (eg. Johnny killing Bob)
– but we have no choice in the matter. Write
a description of a similar event that has
happened in your life.
Write at least 300 words.
Applying
13. Thinking
Using language, symbols
and text
Managing self
Participating
1. Re-read Chapter Two and write down the important quotes
from the conversations between Cherry and Ponyboy.
2. Write a paragraph that describes what Ponyboy learnt from
Cherry.
3. Find the other areas of the book that include Cherry. Look
carefully at what she says and add any important quotes to
the earlier list.
4. Explain why Cherry was an important character in the book.
What part does she play?
Gathering
Processing
14. 1. Describe what they look like.
2. Describe their personality.
3. Explain how the characters relate together/or get on with
each other.
4. Explain how we are made to feel about the characters.
Darry Sodapop Dally
Two-Bit Randy
Thinking
Using language, symbols and
Gathering
text
Processing
Managing self
Participating
15. Thinking
Relating to others
Using language, symbols
and text
Managing self
Participating
1. Decide who you would like to invite to your class
from The Outsiders as a guest speaker. What sort of
questions would you ask? What could the answers
be?
2. In groups make a list about the good and bad
qualities of Ponyboy, Dallas, Johnny, and Cherry.
3. Draw a symbol or selection of symbols for one
character in the book, or two characters that have a
strong contrast. Begin by selecting ideas from
magazines, be prepared to explain your reasons
behind your symbol to the class. Gathering
Processing
Applying
16. Thinking
Using language, symbols
and text
Managing self
Describe a significant relationship in the text. Explain why
this relationship was significant.
OR
Describe a major change in a character in the text. Explain
why this change was important.
Processing
Applying
17. Thinking
Using language, symbols
and text
Gathering Managing self
Processing Participating
New book: half way down 167 – halfway down 171.
Green book: page 100 – top of 102.
Brown cover: page 138 – top of 141.
Red and blue cover: page 147 – middle of page 150.
Read the below passage then copy the questions and complete the answers
in your books.
1. Identify what made Darry “…more determined to get somewhere”.
2. Is the story written in first, second or third person? Explain why this is
effective.
3. Describe the Brumly gang.
4. Explain the difference between the two gangs.
5. Record an example of alliteration.
6. Define ‘reformatory’.
7. Record an example of slang and explain its meaning.
8. Record an example of a metaphor and explain what it is describing.
9. List 5 things that Shepard’s gang were used to fighting with.
10. Explain why Ponyboy thought that they shouldn’t be there.
18. Thinking
Using language, symbols
and text
Managing self
Participating
1. Describe at least 2 of the conflicts that arise between the
Greasers and the Socs.
2. Explain why the Greasers are jealous of the Socs.
3. Explain why the Socs are jealous of the Greasers.
4. Randy says ‘Even if you whip us in a rumble, you’ll still be at the
bottom.’ This shows us that the two groups are aware of what?
5. Identify who helps us to realise that underneath both gangs are
similar. How?
6. Explain what we can learn from this message.
Some useful quotes:
Greasers are described by the Socs as ‘white trash with long hair’.
‘You want to know something?’ She looked me straight in the eye.
‘Things are rough all over.’ pg 31
‘Maybe the two different worlds we lived in weren’t so different.
We saw the same sunset.’ pg 34 Gathering
processing
19. Theme Two: It’s rough all over
Gathering
Processing
In pairs, read through notes and complete the chart.
Greaser character Explanation of Quote
who has problem problem
1.
2.
3.
Soc character Explanation of Quote
who has problem problem
Thinking
1. Relating to others
Using language,
2. symbols and text
Managing self
Participating
3.
20. The Tulsa Times
In Chapter 7 we learn that a local newspaper has
published a full page of stories about the killing in
the park, the fire in the old church etc. You are going
to write those stories now!
Work in a group of no more than 4. Everyone must
contribute to the writing of the articles.
Each article must be at least 300 words in length
and include a photo.
Your work must be published on Microsoft
Publisher. Thinking
Relating to others
Using language, symbols Gathering
and text Processing
Managing self Applying
Participating
21. You need to produce stories or features on the following:
The fight and killing in the park - include quotes from those
involved.
The fire in the old church at Windrixville and the rescue of
the children (including a quote from a parent).
A special feature about the Curtis boys: the death of their
parents; Darry and his 2 jobs; Sodapop the dropout; Ponyboy
the star student; the possibility that the younger boys will be
sent to a children’s home.
Perhaps also a feature on the two gangs: Greasers and Socs
(who are they?).
22. Nothing Gold Can Stay
Nature's first green is gold,
Her hardest hue to hold.
Her early leaf's a flower;
But only so an hour.
Then leaf subsides to leaf.
So Eden sank to grief,
So dawn goes down to day.
Nothing gold can stay.
by Robert Frost
23. The best time in our lives is when we are young and innocent like
Ponyboy and Johnny, but this time doesn’t last. Effectively birth
signals the start of death, and for the Greasers because of their
‘suicidal lifestyle’, it may come before they’ve had a chance to
experience life’s beauty.
Youth is the flowering of life but it is cut short by adulthood which comes
sooner for some, like Darryl. After adulthood comes death and
another life is lost forever. ‘I ain’t ready to die, Pony,’ Johnny’s life has
tragically ended before it’s time. There are so many things he hasn’t
seen or done.
Like sunrise and sunset, life is a cycle but for humans the cycle comes
round only once. If we don’t make the most of our cycle we miss out
on the beauty of living. Johnny tells Ponyboy to ‘stay gold’, not to
change the way he is, ‘it’s a great way to be.’ He says to tell Dally to
make the most of his life but unfortunately for him it is also too late.
24.
25. 1. Listen to the Stevie Wonder song ‘Stay Gold’ (the
credit music from the film)
2. Read "Nothing Gold Can Stay" by Robert Frost
3. Read Excerpt 1: Page 38 and Excerpt 2: Page 68-70
4. Discuss ideas.
5. Use the materials provided (paper, markers,
scissors, glue,) to create an artistic
interpretation/representation of the poem.
Thinking
Relating to others Gathering
Using language, symbols and Processing
text Applying
Managing self
Participating
26. Thinking
Using language, symbols and text
Managing self
Describe a theme from a novel you have studied this year
and explain how it is relevant to you.
OR
Describe an important moment in a text you have studied in
class and explain why it is important.
Processing
Applying
27. Thinking
Using language, symbols
and text
Managing self
Choose ONE of these to answer
Describe an important idea in the text. Explain what the reader could learn
from it.
OR
Describe an important moment in the text you have studied and explain
why this moment was important.
OR
Describe a main character in the text. Explain what you learnt from the
words and/or actions of this character.
You need to write a minimum of 300 words. Processing
Applying
28. Jenny Thomas: The Outsiders unit plan
http://www.youtube.com/watch?v=0lRH6h2x