The Outsiders unit plan for Grade 8 focuses on themes of identity, heroism, and social conflict as explored through S.E. Hinton's novel. This comprehensive curriculum includes twelve lessons designed to engage students in critical thinking and self-exploration. Activities such as journal prompts, character analysis, and group discussions encourage students to connect their own experiences with the characters' journeys. The final project allows students to compare their identities with those of characters from the novel, fostering a deeper understanding of personal and group dynamics. Ideal for educators seeking to enhance literature comprehension and personal reflection in middle school classrooms.

Key Points

  • Includes twelve engaging lessons on identity and social conflict
  • Encourages critical thinking through journal prompts and discussions
  • Final project compares student identities with characters from The Outsiders
  • Focuses on themes of heroism and personal growth in adolescence
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Literature
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Literature
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THE OUTSIDERS
Unit Plan
Grade 8
Unit Title: The Outsiders: Identity, the Individual, & the Group
Duration: Twelve 82 minute lessons
Global Rationale:
S.E. Hinton has written a novel that deals with the changes youth
experience during adolescence. Youth can relate to the themes and identity
of characters in The Outsiders because of the similar characterization, make
up of self and group uniqueness, and self-exploration. The gripping plot and
identifiable characters, along with an excellent movie version with well-
known actors, allows youths to relate the story to their own lives.
The unit is based on themes revolving around identity, the individual
vs. the group, heroism, innocence, experience, family, media influence, and
crisis. I believe these thought-provoking issues will entertain youth’s interest
in the novel and promote identity awareness.
Since our Grade 8’s are entering secondary school and adolescence,
the issues raised and dealt with in The Outsiders they can directly relate to
the issues being presented. The main theme surrounding identity is key for
Grade 8’s because they are leaving childhood and becoming adolescents.
Their identities will be changing throughout secondary school and
approaching the issues raised in the novel can help the youths to become
more understandable of their changes and learn about their identity.
The unit will not only allow students to gain an appreciation for
literature, it will allow for self-exploration and growth. The final project allows
the students to reflect on the novel as a whole and reflect on their identity
and characteristics as they adjust to secondary school.
Unit Make-up:
The unit will consist of activities revolving around themes presented in
the novel. Students will create a portfolio for the entire unit, which will be
made up of their assignments, journal entries, in-class worksheets, final
project, and self-evaluation of the portfolio. The portfolio will reflect students’
progress made in the unit and in their self-evaluation.
The journal entries will be written from prompts provided. “Tuff Time”
is journal-writing time where students will be expected to write for 5-10
minutes. The attempt is to expose students to several writing activities
through out the unit. The entries will vary from questions in regards to one
character, a theme, an issue, or an event. The journals are mostly creative
and personal; answering prompts that deal with the novel, movie and the
self.
The final project will allow for students to discover their own identity
and relate themselves to a character in the novel. The students will have the
freedom to express their own identity through pieces in the portfolio;
journals, artwork, and anything else they wish to submit.
Participation will include listening, speaking, interest in assignments
and novel, completion of assignments and projects, and writing journal
entries.
Unit Learning Outcomes:
-
demonstrate an understanding of the main ideas, events, or
themes of a novel, story, poetry, and other print
-
explain the motivation of the characters in works of
communication, providing evidence from the text of each work
-
identify and explain connections between new ideas and
information and their previous beliefs, values, and experiences
-
revise and edit their work to improve content, organization, and
effect to best suit their audience and purpose
-
demonstrate pride and satisfaction in using language to create and
express their thoughts, ideas, and feelings
-
create a variety of academic, technical, and personal
communications, including poems, stories, personal essays, oral
and written reports, group presentations, and informal
dramatizations
-
identify personal strengths and goals related to using language and
use this information to set new goals
-
use various strategies to resolve conflicts, solve problems, and
build consensus
-
evaluate the effectiveness of literary techniques including figurative
language
Unit Objectives: (SWBAT)
-
define identity and discover their self-identity
-
evaluate the dynamics of cliques and gangs and assess if they are
necessary during youth
-
compare and contrast the 1960s and 2003, in regards to fashion,
media, music, movies, etc.
-
“Tuff Time” journal entries will demonstrate critical thinking and
personal reflection on the novel and different themes
-
compare and contrast the Greasers and Socs, and relate the gangs
to the groups/cliques at their secondary school
-
interpret Robert Frost’s poem “Nothing Can Stay Gold?” and
analyze Ponyboy and Johnny’s interpretations
-
write an autobiography and share personal information about
family, interests, beliefs, etc.
-
communicate their reflections, ideas, and questions about The
Outsiders and related themes within story
-
participate in role plays that demonstrate characterization,
relationships, and themes throughout novel
-
analyze the influence of media in the novel and in society
-
discuss crisis and brainstorm effective ways to address a crisis and
provide a variety of crisis-help networks
-
compare and contrast the movie version of The Outsiders with the
novel by S.E. Hinton
-
compose a variety of writing assignments relating to themes,
characters, identity, and self-identity
-
create a portfolio box that portrays their personal identity and their
journal entries, assignments, and final project
Unit Assessment:
Participation 15%
Journal 15%
Portfolio 40%
Final Project 30%
(Comparing Identities: You vs. Who?)
____
Total 100%
Portfolio: The portfolio will be a collection of students’ work throughout the
unit. It will include journal entries (“Tuff Time”), writing assignments,
worksheets, and poetry. The portfolio will reflect the progress the student
has made over the course of the unit by demonstrating their understanding
of self-identity and the characters identity in the novel. The portfolio will also
display the student’s writing abilities in different genres. Refer to Portfolio
Rubrics for evaluation criteria. The portfolio is worth 40% of unit total mark.
The portfolio will be out of 100 marks, taking each of the rubric categories
(there are 4) and evaluating the student’s portfolio and then multiplying that
number by 5. Each section (there are 4) will be marked out of 25, making
the whole portfolio out of 100 marks.
Final Project: The Comparing Identities: You vs. Who? Project will help
students discover their own identity and relate themselves to a character
from the novel. They will have the freedom to express their own identity in
the genre of their choice. Students are encouraged to analyze a character
and themselves and compare and contrast their identities. (Check rubric for
evaluation criteria)
Journal: Over the course of the unit, students will write journal entries, “Tuff
Time”, based on prompts that relate to the novel. They will pick the best
three journal entries to be read in detail by the teacher and mark those with
stickers. The journal will either be personal reflective or reflective towards
the novels themes and characterization. Each journal entry will be:
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a creative experience
-
5-10 minutes of writing
-
not evaluated on grammar, but on thoughtful completion
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written from a prompt provided by the teacher
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FAQs

What are the main themes explored in The Outsiders unit plan?
The Outsiders unit plan explores several key themes, including identity, social class conflict, heroism, and the transition from childhood to adolescence. Students examine how these themes manifest in the lives of the characters, particularly through the lens of the Greasers and Socs. The curriculum encourages students to reflect on their own identities and experiences in relation to these themes, fostering a deeper understanding of their personal growth.
How does the unit plan facilitate character analysis?
Character analysis is facilitated through various activities, including group discussions, role plays, and detailed character charts. Students are assigned specific characters from The Outsiders, allowing them to explore physical traits, personality, and relationships with other characters. This hands-on approach helps students understand the complexities of each character and their motivations, enhancing their comprehension of the novel's themes.
What types of assignments are included in the unit plan?
The unit plan includes a variety of assignments designed to engage students with the text. These assignments range from journal entries reflecting on personal identity to creative projects that compare students' identities with those of characters in the novel. Additionally, students participate in group activities, role plays, and discussions, all aimed at deepening their understanding of the text and its themes.
What is the final project in The Outsiders unit plan?
The final project, titled 'Comparing Identities: You vs. Who?', allows students to analyze their own identities in relation to a character from The Outsiders. Students can choose a character they relate to or one that contrasts with their own identity. This project encourages creativity and critical thinking, as students must illustrate their findings through various mediums, such as posters, journals, or presentations.
How does the unit plan address the theme of social class?
The unit plan addresses the theme of social class through the contrasting lives of the Greasers and Socs. Students explore how socioeconomic status influences the characters' identities, relationships, and conflicts. Discussions and activities help students understand the implications of social class on behavior and perceptions, prompting them to reflect on their own experiences with social dynamics.

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