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Lesson 37: The Outsiders, Discussion, Part 2

50 min

California CCSS: Focus Standards

California CCSS: Supporting Standards

ELD Standards

Student Lesson

Lesson 37: The Outsiders, Discussion, Part 2

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Student Learning Objectives

Content

Students will participate in an academic discussion about how the anchor text develops ideas about empathy across social divides and the meaning of being an “outsider” using a Socratic Seminar routine.

Language

Students will discuss how empathy can enhance a sense of belonging by exchanging ideas in discussion, supporting claims with text evidence, responding to counterpoints respectfully, and using clear academic language and cohesive transitions.

Foundational Skills

Students will practice using Socratic Seminar protocols in a small group, including speaking and listening techniques.

Essential Question

What helps people navigate social differences and see from one another’s perspectives?

Connections to

Knowledge-Building:

Practice using evidence to respond to others’ ideas by supporting, challenging, and/or expanding these ideas.

Enduring Understanding:

Empathy and “chosen family” can help bridge class and social divides.

Future Lessons:

In Lesson 40, students will connect themes from The Outsiders to their Performance Task narrative.

Unit Performance Task:

As students reflect on examples of how empathy and belonging are connected, they will be better prepared to express complex thematic ideas in their own narrative.

Lesson Pacing

Lesson Flow	Purpose of Learning Experience
Launch5 Minutes	Students will use a Turn and Talk routine to discuss text-based examples that show how empathy can create a sense of belonging.
Literacy Lab10 Minutes	Students will review conversational norms and practice responding to a text-based prompt using Socratic Seminar protocols.
Learning in Action30 Minutes	Learning in Action: Socratic Seminar (SL.7.1.a-d) Students will set an individual discussion goal and use Socratic Seminar protocols to discuss questions related to empathy across divides, differences as strengths, and empathy’s impact on perspective.

Material List

Unit 1, Lesson 37 Student Edition
The Outsiders by S.E. Hinton, Chapters 7–12

Routines

Turn and Talk
Socratic Seminar
Quick Write

Lesson Sequence

Discussion Stems Review and Practice

Begin by briefly reviewing the conversational norms students established in their earlier Academic Discussion.

Review Conversational Norms

Present the list of conversational norms, and ask students to briefly summarize what each one means.

We listen without interrupting.
We ground our comments in textual evidence.
We use relevant words to build and explain our ideas.
We respond to ideas rather than individuals.

Clarify that relevant words can include vocabulary words from the unit, words related to unit themes, and academic language such as evidence, proof, or inference. Relevant words also mean specific words, not vague language (Ex. Vague: The narrator says something about how he feels. Specific: The narrator describes his opinions.)

Display some sample discussion stems that students can use during the Socratic Seminar.

Say these Directions: These are some discussion stems that can help you to make sure your ideas are supported by evidence from the text, and that your responses are respectful and add to the conversation.

According to Chapter ___.
I see evidence for ___ in Chapter ___.
Building on ___’s idea, I think ___.
I agree with _____ that _____, but I also think ______.

Partner Practice

Assign students to pairs with roles “Partner A” and “Partner B.” Instruct students to have a practice discussion with their assigned partners using the discussion stems.

Say: Partner A will make a claim about how characters show empathy across divides in Chapters 1–12 of The Outsiders using the discussion stems. Partner B will respond, also using the discussion stems.
- Partner A: I see evidence for the idea that empathy builds a sense of belonging across divides in Chapter 7, when Ponyboy talks to Randy and starts to see him as a human rather than as an enemy. Ponyboy is glad he learned more about Soc’s struggles, because “That way you could tell the other guy was human too.” Partner B: I agree with [Partner A] that this shows Ponyboy’s growing empathy for Randy, but I also think that Ponyboy still feels that money creates a divide between the greasers and the Socs. In Chapter 11, Ponyboy describes how Randy shouldn’t be worried about legal consequences because his rich father can pay the fine.

Display the Socratic Discussion Scoring Rubric to students, and review it as needed.

Say: This rubric shows what I’m going to be looking for during today’s discussion and how your participation will be assessed. Take a moment to review it and ask questions.

Unit 1 Academic Discussion 3 Socratic Discussion Scoring Rubric

	1 – Developing	2 – Approaching	3 – Meets
Preparation	Student did not read the chapters and was not prepared for discussion.	Student read some of the text and was somewhat prepared for discussion.	Student read all assigned text and was fully prepared for discussion.
Listening	Student does not follow classroom rules for collegial discussions.	Student listens to classmates some of the time and follows some classroom rules for collegial discussions.	Student listens to all classmates and follows all classroom rules for collegial discussions.
Speaking/ Contributions	Student does not contribute to the discussion with any relevant ideas or text evidence.	Student contributes to the conversation in some rounds with somewhat relevant ideas and text evidence.	Student contributes to the conversation every round with relevant ideas and text evidence.
Language	Student’s comments are unclear or incomplete. Student uses vague words (e.g., stuff, things) and rarely uses academic language. Sentence structures may confuse meaning.	Student’s comments are mostly clear. Student sometimes uses academic words/phrases (e.g., reveals, emphasizes, suggests), although wording may be repetitive or imprecise.	Student’s comments are consistently clear and precise. Student uses academic verbs and transitions to explain thinking (e.g., builds, contrasts, highlights, therefore, as a result) and adjusts language to respond respectfully to peers’ ideas.
Content Connections	Student makes mostly summary statements or opinions without explaining significance. Connections to empathy, belonging, and interpersonal divides are unclear or unsupported.	Student identifies at least one meaningful idea about empathy, belonging, and/or interpersonal divides and attempts to explain how the text develops this idea, but the link may be general or only partly supported by evidence.	Student explains a clear idea about empathy, belonging, and/or interpersonal divides using specific evidence. Student shows how the author uses elements of narrative craft, such as dialogue and descriptive details, to develop this idea.

PURPOSE

Support students in preparing for a Socratic Seminar by helping them make evidence-based claims, respond to peers respectfully, and use point/counterpoint language to deepen discussion.

Language Focus:

Validate students’ personal interpretations first. Then guide them toward stronger textual grounding.

Encourage multilingual learners to rehearse their ideas with a partner before sharing to the whole group.

Treat different interpretations as opportunities for richer discussion, as long as students can support them with evidence.

SAY / ASK

Model how to turn a general idea into a discussion claim supported by chapter-based evidence.

Emphasize that strong seminar responses do more than agree or disagree; they explain reasons and connect back to the text.

Remind students to use precise language related to empathy, belonging, outsider status, perspective, and connection.

Encourage students to listen for ideas they can build on, challenge respectfully, or extend with another example.

Recast vague responses into stronger evidence-based discussion statements.

Expand student comments with academic verbs such as reveals, suggests, highlights, and demonstrates.

Model point/counterpoint phrasing that helps students respond to peers without sounding dismissive.

Highlight transitions that signal agreement, contrast, or extension, such as similarly, however, in contrast, and building on that idea.

“I think the text suggests ___ because in Chapter ___, ___.”

“According to Chapter ___, ___, which shows that ___.”

“I agree with ___ that ___, but I also think ___ because ___.”

“Building on ___’s idea, another example is ___.”

“In contrast, this moment suggests ___ because ___.”

Provide sentence frames for multilingual learners based on their proficiency levels as appropriate, and gradually reduce these supports as students become more independent.

Emerging: "I think empathy ___ because ___." / "In the text, ___ shows this."

Expanding: "I agree with ___ because ___." / "Empathy helps ___ by ___."

Bridging: "I see it differently because ___." / "While I agree ___, I'd add ___." / "Empathy across ___ divides reveals ___."

WATCH FOR / SUPPORT IF NEEDED

If students make a claim without evidence, prompt: “What line, scene, or chapter helps prove that idea?”

If students summarize instead of analyzing, prompt: “What does that event or speech reveal about empathy or belonging?”

If students struggle to respond to a peer, prompt: “Do you want to add on, challenge, or clarify?”

If students rely on vague wording, prompt: “Can you replace thing, stuff, or nice with a more specific word?”

Students state claims clearly.

Students support claims with relevant evidence from The Outsiders.

Students use discussion stems to build, challenge, or clarify ideas.

Students use precise academic vocabulary tied to themes.

Students respond to peers respectfully and stay grounded in the text.

Students at different proficiency levels may need to begin at different points within the task. Based on responses, look for opportunities to support and expand student use of academic language, and provide scaffolding as needed.

Emerging: Shares one idea about empathy with a frame; names text evidence.

Expanding: Discusses empathy using stems; cites evidence; responds to at least one peer.

Bridging: Supports claims with precise evidence; responds to counterpoints respectfully; uses academic register.

Connection to Today’s Learning

Say: Now that you understand the Socratic Seminar format, think about the ideas you want to discuss today, the evidence that stands out to you, and a discussion goal you want to set for yourself.

Situation	Try this
Struggling with: Making an Evidence-Based Claim	Provide additional sentence stems students can use to make a claim: "I think that_____, based on the evidence from Chapter _____ that _______.” “In Chapter __, Ponyboy says ‘__________________,’ which supports the idea that _______.” “The text indicates in Chapter ___ that __________.”
Ready for extension: Using Discussion Stems	Provide more discussion frame options to help students extend their thinking. (Ex. "I agree with ____ that ____, but I interpreted _______ differently because______.” “What ____ said reminds me of how the author develops the theme of ____ by ______.”)

Learning in Action: Socratic Seminar (SL.7.1.a-d) (30 minutes)

Students use the Socratic Seminar routine to discuss empathy in The Outsiders, followed by a whole-group discussion.

Socratic Seminar

Say these Directions: Before we begin the Socratic Seminar, take a moment to think about the prompt, then write a short response:

Ask: What is one personal goal you would like to set for today’s discussion? This should be a general goal for participating in a discussion, not specific to the topic.
- Today I would like to focus on listening to and recording ideas that surprise me or make me think differently.

Explain how the Socratic Seminar will work. Split students into two groups called the Outer Circle and the Inner Circle.

Say: Each group will start as the inner or outer circle. I will ask a question, the inner circle will share some answers and supporting evidence, and the outer circle will respond. Then groups will switch places and we’ll repeat the routine with another question. Remember to use your discussion frames.
Ask: How and why do you think Ponyboy’s understanding of what it means to be an “outsider” changes over the course of the book? In what ways can being an “outsider” be a strength, and how can differences make a group stronger?
- Inner Circle Student: At first, Ponyboy thinks being an outsider means being rejected and victimized. In Chapter 2, Ponyboy implies that people often call him “greaser” in a dismissive or attacking tone: “I had heard that tone before too many times.” By Chapter 12, he believes that being an outsider means being unheard or misunderstood, but that he can use his voice to tell his friends’ stories and help people understand them.
- Outer Circle Student: I agree with [Inner Circle Student] that Ponyboy associates being an outsider with being a victim, but I also think that he associates it with being someone special or “different” in a positive way. His differences from the gang are a strong part of his identity, beyond his group identity. I see evidence for this idea in Chapter 5, when Ponyboy and Johnny talk about how they are interested in poems and nature, unlike the rest of the gang; Ponyboy says the rest of them “’just don’t dig’” his interests like Johnny does. These differences make them feel like outsiders in the group but help them connect more deeply to one another.

Allow about 10 minutes for the first round. This may include additional exchanges about the first question, or you may introduce a second question. Then have groups switch places for the second round. Again, allow about 10 minutes for the second round.

Ask: How does empathy create a sense of belonging and connection, rather than exclusion, across divides in The Outsiders? How do characters’ perspectives change as they connect with others?
- Inner Circle Student: I see evidence that empathy creates connection in Chapter 3, when Ponyboy builds a connection with Cherry and finds himself opening up to her more than he does to people in his gang. She also opens up to him, telling him her true feelings about her social group and how she pretends to be a certain way to fit in. They both have an appreciation for beauty, such as sunsets, that connects them.
- Outer Circle Student: Building on [Inner Circle Student]’s idea, I would add that this sense of belonging and connection lasts even when Ponyboy is angry with Cherry in Chapter 8. He resents that she is rich while he and his friends struggle, but he still tells the narrator “I’d help her and Randy both, if I could.” They are both grieving the loss of their friends, and this grief connects them in a way.

Checklist (SL.7.1.a-d)
As you take part in the discussion, make sure you: Come prepared by reading the assigned chapters. Listen carefully and respectfully to others’ ideas. Share relevant ideas and support them with evidence from the text. Use academic language when explaining your ideas. Connect your ideas to important themes such as group identity, class differences, belonging, connection and exclusion, loyalty, and chosen family.

Checklist (SL.7.1.a-d)

As you take part in the discussion, make sure you:

Come prepared by reading the assigned chapters.
Listen carefully and respectfully to others’ ideas.
Share relevant ideas and support them with evidence from the text.
Use academic language when explaining your ideas.
Connect your ideas to important themes such as group identity, class differences, belonging, connection and exclusion, loyalty, and chosen family.

Teacher Tip
Multiple questions are provided for each round to give students various ways to approach and discuss the book’s themes and the Essential Question. You may choose to use only one question for each round and then add other questions in subsequent rounds if time allows, or to have students consider linked questions together in each round.

Whole Class Debrief

Debrief with a whole-class discussion inviting students to reflect on the experience of the Socratic Seminar.

Ask: What is one clear idea you heard today that made you think differently?
- I heard that Ponyboy comes to embrace his role as an “outsider” within the group of greasers, because he is sensitive, thoughtful, and resistant to violence. This idea made me think differently because I thought Ponyboy was more violent at the end of the book than at the beginning, such as when he threatens the Socs in Chapter 12, but now I understand that he may have been trying to be someone he is not.
Ask: What evidence from the text stood out to you during the discussion?
- In Chapter 12, Soda asks Darry to show empathy to Ponyboy because he “’feels things differently.’” This evidence showed me that maybe Darry has changed and grown too, just like Ponyboy.

Situation	Try this
Struggling with: Adding to a Peer’s Thoughts	Prompt students to name one thing they thought was effective about their peer’s ideas and one idea or detail they could add.
Struggling with: Considering the Essential Question	Ask: Imagine that someone made the point that pity is different from empathy and cannot bridge social divides, using the evidence that in Chapter 8, Ponyboy tells Cherry, “Don’t you ever feel sorry for us,” and that in Chapter 11, he says that he’d rather have the Socs hate him than pity him. What would you add to that? I would add to this idea by pointing out that characters show empathy when they see each other as equals in some way, not as lesser people. For instance, in Chapter 1, Ponyboy says that Darry doesn’t deserve to work so much, which suggests pity. But he also says that he hardly thinks of Darry as being human, which suggests a lack of empathy. Once Ponyboy starts listening to and understanding Darry as human just like himself, he shows empathy.

Provide students with a confidence continuum (i.e., 1–5). As needed, model how to demonstrate a level of confidence using the continuum.

Reflection (SL.7.1.a-d)
Use the Reflection routine to reflect on your participation during the Socratic Seminar. How confident are you in your ability to use textual evidence to support your comments?

PURPOSE

Support students in sustaining an evidence-based Socratic Seminar in which they discuss how empathy can contribute to a sense of belonging, consider counterpoints, and connect specific scenes to larger themes.

Acknowledge when students notice subtle shifts in character relationships or tone.

Encourage quieter students to use their notes or stems as a way into the conversation.

Reinforce that disagreement is productive when it stays focused on ideas and evidence.

SAY / ASK

Prompt students to connect individual moments to bigger thematic ideas rather than staying only at the plot level.

Encourage students to compare characters’ perspectives and explain how empathy changes relationships across social divides.

Reinforce that counterpoints strengthen discussion when they are respectful, specific, and evidence-based.

Listen for whether students are identifying how narrative craft, such as dialogue and description, affects development of theme.

Revoice student comments into more analytical statements.

Extend simple comparisons into fuller point/counterpoint responses.

Highlight cause/effect reasoning when students explain how empathy leads to connection, trust, or responsibility.

Model how to synthesize across comments using phrases such as this connects to, a pattern we see is, and together these details show.

“One way the author shows empathy creating belonging is ___.”

“This moment matters because ___, which helps the character feel ___.”

“I want to challenge that idea slightly because the text also shows ___.”

“A counterpoint might be ___, but the text suggests ___.”

“This detail highlights how the character’s perspective changes when ___.”

“Together, these scenes show that belonging grows when characters ___.”

Provide sentence frames for multilingual learners based on their proficiency levels as appropriate, and gradually reduce these supports as students become independent.

Emerging: “In Chapter __, ___ shows empathy because ___.” / “I agree because ___.”

Expanding: “The scene in Chapter __ when ___ shows that empathy contributes to belonging because ___.”

Bridging: “The scene in Chapter __ when ___ shows that empathy contributes to belonging because ___; however, a counterpoint is ___, which complicates that reading because ___.”

WATCH FOR / SUPPORT IF NEEDED

If students only discuss one character, prompt: “How does another character in that scene experience the divide differently?”

If students offer an opinion with no interpretation, prompt: “Why does that matter to the theme of empathy’s connection to sense of belonging?”

If students repeat a peer’s idea, prompt: “Can you extend it with another chapter or a second example?”

If students struggle with counterpoints, prompt: “What might someone else argue, and how would you respond?”

Students connect evidence to themes that involve empathy, belonging, exclusion, loyalty, and “chosen family.”

Students use point/counterpoint language effectively.

Students explain how character perspectives shift.

Students build on peers’ ideas rather than offering isolated comments.

Students use evidence and academic language consistently across the discussion.

Students at different proficiency levels may need to begin at different points within the task. Based on responses, look for opportunities to scaffold up or release supports.

Emerging: Contributes a claim using a frame; cites a specific chapter moment.

Expanding: Connects a specific scene to a larger theme of empathy/belonging; uses a response stem to build on or differ from peers.

Bridging: Engages counterpoints with precise evidence; connects characters’ experiences to thematic claims about empathy and belonging.

Lesson Texts

Novel

The Outsiders

S.E. Hinton

Status updates

California CCSS: Focus Standards

California CCSS: Supporting Standards

ELD Standards

Student Learning Objectives

Essential Question

Connections to

Lesson Pacing

Lesson Sequence

Turn and Talk

Connection to Today’s Learning

Discussion Stems Review and Practice

Review Conversational Norms

Partner Practice

🎯PURPOSE

🗣️SAY / ASK

👁️WATCH FOR / SUPPORT IF NEEDED

Connection to Today’s Learning

Learning in Action: Socratic Seminar (SL.7.1.a-d) (30 minutes)

Socratic Seminar

Checklist (SL.7.1.a-d)

Whole Class Debrief

Reflection (SL.7.1.a-d)

🎯PURPOSE

🗣️SAY / ASK

👁️WATCH FOR / SUPPORT IF NEEDED

Quick Write

Lesson Texts

PURPOSE

SAY / ASK

WATCH FOR / SUPPORT IF NEEDED

PURPOSE

SAY / ASK

WATCH FOR / SUPPORT IF NEEDED