MARRERO ED 321 LESSON PLAN NUMBER THREE

Rational:
Students in Sis. Sadykovs class have been reading and writing about the book The Outsiders. The students
listened to Stevie Wonders Stay Gold and read Robert Frosts Nothing Gold Can Stay. The poem is inside of the book,
but students were provided with a handout of the poem (and song) earlier this week. For students to have a personal
understanding of The Outsiders, it is important that they understand the poem. The book gives an explanation of the poem
through Johnnys eyes we arent there yet but it is important for the students to grasp the ideas presented in the poem
for their selves. This weeks theme was gold and the poem and the song both play a part in these theme. This discussion
will set them up for Johnnys interpretation of the poem and thinking about Johnnys words, Stay gold Ponyboy. Stay
Gold. Comparing and contrasting the poem and song also helped to understand the poem; the students did this earlier
this week.
During literature block on Tuesday, students compared and contrast the poem and the song. They made
connections to the book and their lives. It is important for students to make thick connections in order to draw conclusions
about the text. Those conclusions include how characters feel, what characters are thinking, and the affects of events in
the book. Making thick connections will also allow students to visualize the text, to understand the problems in the text,
and to understand the characters.
This mini-lesson is connected to the discussion portion of the lesson. The mini-lesson will allow students of
various developmental levels to participate because I will be providing the connections. This allows the readers to see
what a good connection looks and sounds like so they have a standard to aim for. Students will also use what they
already know about connections to participate; this doesnt hinge on their reading level. Making a connection is possible
whether the students independent level is high or low.
In addition to making these connections students will discuss the text. In eighth grade students should be able to
discuss in a large or small group topics, texts, and issues related to eighth grade. I know that some students are in
seventh grade, because of this all students are held to the eighth grade standards.

Outcomes:

(WI Teacher Standards #1, 2)

State or district standard: CCSS.SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others ideas and
expressing their own clearly.

Instructional objective(s): Students will be able to effectively discuss The Outsiders using their connections (textto-self, text-to-text also known as inter-textual connections, and text-to-world) in small group and whole group in
order to understand the text.

(WI Teacher Standard #8)

Assessment:
Turning in
1. Rubrics for discussions
2. Notes on discussion and ideas
3. Notes prepared for discussion
How will you determine if the lesson objective was met?
Questions to ask for understanding
o Focusing on text-to-self connections:
What does this poem/song remind you of?
Can you relate to the ideas in the song poem? How do they relate to the book?
Does anything in this poem/song remind you of anything in your own life?
o Focusing on text-to-text connections (inter-textual connections):
What does this remind you of in another book/song/poem/movie you have read?
How is this text similar to other things you have read?
How is this text different from other things you have read?
o Focusing on text-to-world connections:
What does this remind you of in the real world?

How are events/ideas in this poem/song/movie/text similar to things that happen in the real
world?
How are events/ideas in this poem/song/movie/ text different from things that happen in
the real world?
(Assistance with questions found on http://www.readwritethink.org/professionaldevelopment/strategy-guides/making-connections-30659.html )
Ideas to focus on in small group and whole group discussions
- Can students clearly articulate their own ideas?
- Can students build on others ideas?
- Do students speak about their comparing and contrasting of the poem by Robert Frost and the song by Stevie
Wonder?
- Do they relate the ideas and themes in these texts to The Outsiders?
- Do students begin to think about what gold means in The Outsiders?

Materials Needed:

(WI Teacher Standard #3)

Teacher Materials
Rubric for discussions
Questions to ask for connections
Smart board Anchor Chart (digital anchor chart so everyone can see)
Student Materials
Discussion materials such as notes that contain information on comparing and contrasting texts, connections to
poem, connections to song, connections to The Outsiders
Paper to take notes during discussion (this is something they will use later)
Pen/pencil
Clear desks for transition time except for needed materials
Total time
needed:
Total
time
needed:

___

Max time: 50 minutes

Procedures:
Procedures:

(WI Teacher Standard #7)

Introduction: (connected to mini lesson 5 minutes)

Which connection is better? Why? Which comparison is better? Why?
Ponyboy and I like sunsets.
Watching a sunset relaxes me and allows me to view the world in a different way. I understand how Ponyboy
feels when he watches a sunset. The sunset was also used to show Ponyboy that no matter where people were
in the world, the sun was the same. This is important because the greasers and the Socs have more in common
than Ponyboy realizes. He cant judge a book by its cover.
The poem is shorter than the song. The poem only has one stanza.
Both the poem and the song have a similar line Nothing gold can stay and Nothing can ever, and be in time,
stay gold. Both texts are saying that the good things dont always last which is what Ponyboy and Johnny were
talking about in the book. The author lets the reader know that something is going to happen to stop the boys
from hiding.

Steps for instruction:

- Mini lesson (15 minutes)
1. Show students the connections. Let each group determine which one is better and why. Groups with
great thinking will receive dojo points.
2. Ask students to list the types of connections; I am looking for three. The group that used inter-textual
connections gets dojo points.
3. Ask students to decide which type of connections I made. Which one is missing? Give them the
example of the text to world connection which is.
- Class system: Today some rich people treat poor people with disrespect. The amount of money

determines what class people are in. In The Outsiders, society isnt so different. I can understand why
the greasers and Socs have so many issues; its hard for different class systems to get along, better yet
its hard for people with prejudices to get along
4. Those are the types of connections you made earlier this week. This is what we are looking for in your
discussions connections
5. Remember that this weeks idea is Stay gold.
Small group discussion (15 minutes)
1. Go over discussion rubric.
2. Students will end up self assessing so start taking notes now. When you turn this in we are going to
see whether or not we agree.
3. Discussion time. Circle the room and ask questions. Give support for ideas if students are struggling.
Whole group discussion (20 minutes)
1. Give students thirty seconds to move desks and put in two circles. Middle circle and outer circle.
Make sure students bring pen/pencil. Handout rubric.
2. Remind students what were looking for.
3. Explain how discussion will work.
4. Monitor the class. Fill in rubric.

Strategies for students requiring additional assistance: (WI Teacher Standard # 3)

How will you meet the needs of those students who understand and finish early?
How will you meet the needs of those who have difficulty understanding the material?
Include any other specific concerns in your classroom and how you will plan to meet those
needs.

There isnt any new material being presented. These strategies are ones they have practiced, but its a great way for them
to discuss. Those who are struggling with the strategy will be given additional assistant (another modeling). Groupings are
mixed so higher level students can become teachers and discuss their ideas with the lower end students.
Students will have a majority of their information for the discussion completed before class starts. Their small group
discussions will allow them to begin to discuss the book and possibly change their viewpoints.

Name:

Closure: Bring back to the kind of connections we can make. Why are they important? Have students move
desks back.

Cecilia Marrero

Date: October 16, 2014

Content Area: Literature

Grade Level:

7th and 8th grade