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50 min
Student Lesson
Lesson 34: The Outsiders, Chapter 11
Content
Students will investigate how authors reveal information in narration versus in dialogue and how pivotal character actions connect to established themes.
Language
Students will analyze what The Outsiders reveals through narration versus dialogue, make inferences about character perspectives and choices, and express conclusions using compare/contrast language, clear pronoun reference, and inference verbs in discussion and writing.
Foundational Skills
Students will practice identifying the meaning of a new vocabulary word from context.
What helps people navigate social differences and see from one another’s perspectives?
Knowledge-Building:
Learn more about how authors use narrative techniques to develop and contrast characters’ points of view.
Enduring Understanding:
Empathy can help people bridge class divides.
Future Lessons:
In Lesson 35, students will revise narrative elements in their own writing. In Lesson 36, students will continue to explore how character choices connect to theme.
Unit Performance Task:
Writing across perspectives and considering how characters bridge divides will help students approach their own narrative with more insight.
| Lesson Flow | Purpose of Learning Experience |
|---|---|
Launch5 Minutes | Students will use a Quick Write routine to make text-based inferences about Randy’s thoughts and feelings during his conversation with Ponyboy. |
Literacy Lab10 Minutes | Students will use context clues to define a new vocabulary word and confirm their definition using a dictionary. |
Learning in Action30 Minutes | Part A: Analyze and Practice Narrative and Dialogue: The Outsiders, Chapters 7 and 11 (RL.7.6, W.7.3.b, W.7.3.d, W.7.3.e, W.7.4) Students will analyze how scenes in two chapters convey different information using narration and dialogue. They will practice using narration and dialogue to share information about a character’s point of view in a brief writing exercise. Part B: Describe How Character Choices Support Theme (RL.7.2. RL.7.3) Students will discuss how Ponyboy’s choice at the end of Chapter 11 supports themes such as loyalty, heroism, and identity. |
Not available for this lesson
Material List
Unit 1, Lesson 34 Student Edition
The Outsiders, S.E. Hinton, Chapter 11
T-chart graphic organizer
Routines
Quick Write
Think-Pair-Share
Using Context Clues
Quick Write
Have students take out their copies of The Outsiders with their annotations.
Lesson 33 Homework: Students read Chapter 11 and annotated the chapter in response to this prompt: What does Ponyboy reveal to the reader that he does not reveal to other characters?
Say these directions: Think about the thoughts and feelings that Ponyboy has but does not share with Randy in their conversation. Write a short paragraph answering these questions: What thoughts and feelings do you think Randy has that he does not share with Ponyboy during their conversation in Chapter 11? What text evidence suggests these thoughts and feelings?
Have students hold onto their responses for reference later in the lesson. If time allows, have them share responses with a partner.
I think Randy really wanted to make his parents proud, and he is afraid he disappointed them instead. He told Ponyboy about his dad and said, “I kind of let him down,” and then added that his regret about his father was “the first time I’d felt anything in a long time.” This suggests that his relationship with his father is important to him.
Scoring Rubric
Criteria | 1 – Developing | 2 – Approaching | 3 – Meets |
|---|---|---|---|
W.7.3.d Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. | Writing may be unclear or loosely organized. Word choice is vague. Few or no pieces of textual evidence are used, or evidence does not clearly support the ideas. | Writing is generally clear with some organization and development. Some precise words and details are used. The response includes some textual evidence to support ideas or inferences, though it may be limited, general, or not fully explained. | Writing is clear, coherent, and well-organized. Precise words effectively convey feelings and experiences. Several relevant pieces of textual evidence are cited and clearly support both explicit ideas and logical inferences from the text. |
Say: When you have conversations with other people, you don’t always say everything you are thinking. Characters in narrative writing act the same way. Today, you’ll build knowledge of how authors use dialogue and narration to build character points of view. You’ll practice using these techniques in writing yourself. Then you’ll examine how character choices develop other elements of a text.
Present the Key Sentence: Present the key sentence from the text with the target word highlighted. Read the sentence aloud.
“If the judge decides Darry isn’t a good guardian or something, I’m liable to get stuck in a home somewhere.”
Say these Directions: This sentence includes a word we may not fully understand yet. Before looking it up, we’re going to use the context—the words and sentences around it—to figure out what it most likely means. Our focus word for today is liable.
Read the Surrounding Sentences: Present the sentences before and after the key sentence, from “My parents are dead.” to “…all the time.”
Say: As we reread, listen for words or ideas that help explain what is happening or describe the word more clearly.
Have student pairs reread the sentences, taking turns reading aloud to practice fluency.
Identify Context Clues: Ask student pairs to briefly answer these questions. Invite them to use the paragraphs before and after the paragraph containing the key sentence (as well as the surrounding sentences) to build context knowledge and draw words or phrases, as appropriate.
Ask: What is happening in this part of the text?
Ponyboy and Randy are discussing the upcoming court date related to Bob’s death.
Ask: Which words or phrases help explain the target word?
“worrying me,” “stuck in a home,” “if the judge decides,” “counting the days”
Ask: Do the surrounding sentences:
explain the word?
The sentences explain that Ponyboy thinks he will be “stuck in a home” if the judge doesn’t think Darry’s a “good guardian.” Liable could be related to something that will happen to him.
give an example?
show how a character feels or reacts?
The sentences show that Ponyboy feels worried and anxious. This suggests he thinks something bad might happen.
restate the idea in a different way?
In an earlier paragraph, Ponyboy says he and his brothers are “counting the days” they can stay together. This suggests they think Ponyboy may be sent to a home.
Call on pairs to name the exact words and phrases they used as clues. Annotate or underline these clues on the displayed text. Display the preceding and following sentences/paragraphs as needed.
Infer Meaning:
Ask: Based on these clues, what does the word liable or the phrase liable to most likely mean in this text?
Accept approximate but text-supported meanings. (Ex. thinking about being, afraid of being, doomed to be)
Refine student language as needed to increase precision.
going to, about to, likely to
Test the Meaning in Context: Substitute the inferred meaning back into the key sentence. Adjust language as needed for grammatical precision. Ex. I’m going to be stuck in a home somewhere; I’m afraid of being stuck in a home somewhere.
Ask: If we replace the word with our meaning, does the sentence still make sense?
Confirm or revise the inferred meaning together.
Apply the Meaning: Have partners use the phrase liable to in a new oral sentence that fits the same meaning.
You’re liable to (going to) get a bad grade if you never do your work.
Confirm the Meaning: As a class or in pairs, have students look up the meaning of liable in a physical or digital dictionary. They will likely find multiple meanings listed.
Ask: Which of these definitions best fits the meaning of the word that we inferred?
Guide students to understand that the word liable means “likely to; probably going to.” It is often used with the preposition to in order to create this meaning.
Ask: Explain to a partner how identifying context clues helped you to understand the word.
Check for Understanding |
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List the word liable in your Personal Dictionary. Include both the meaning you inferred from context and the dictionary meaning you identified. |
Connection to Today’s Learning
Say: Ponyboy’s use of the word liable shows his anxiety about what may happen in the future. As you revisit the text, consider what word choices show about the characters’ feelings and mindsets.
Model: Analyzing Narrative and Dialogue
Remind students they analyzed the Chapter 7 scene earlier in the unit. Now they’ll revisit the scene to consider an aspect of the author’s craft: what is revealed in dialogue versus what is revealed in narration.
Present a T-chart graphic organizer. Label one side Dialogue and the other side Narration. Have students follow along in their own copies of the T-chart.
Say these directions: Follow along with the details from Chapter 7 and fill out the chart to describe what Ponyboy reveals to the reader through dialogue and narration.
Reread the Chapter 7 passage beginning “I hated them” and ending with “… as Dally Winston hated.”
Say: Ponyboy shares these feelings with the reader but not with Randy. He wants the reader to know that he blames the Socs for the chain of events that led to Bob and Johnny’s deaths. I think the author revealed this detail in narration because she wants readers to understand how events impacted Ponyboy’s perspective of others.
Paraphrase the passage (Ex. Ponyboy blames the Socs for Bob and Johnny’s deaths) and record the paraphrase under Narration. Have students record the paraphrase and further annotations in their own charts.
Reread the Chapter 7 sentence beginning “Randy was supposed to be …” and ending with “… pain in his eyes.”
Ask: How can we paraphrase this detail in our own words?
Ponyboy notices Randy is in pain.
Add the paraphrase to the chart under Narration.
Ask: Why do you think the author chooses to have Ponyboy reveal this detail to the reader? What does she want readers to know about Ponyboy?
Ponyboy is starting to see the Socs as human beings who are sometimes emotional and not always cool and aloof.
Reread the Chapter 7 passage beginning “‘Greaser’ didn’t have anything to do with it” and ending with “It depends on the individual.”
Say: Ponyboy shares with Randy that he thinks a person makes important decisions based on who they are as an individual, not who they are in a group.
Paraphrase the passage and record the paraphrase under Dialogue.
Ask: Why do you think the author chooses to have Ponyboy reveal this detail to Randy in dialogue?
I think the author wanted to show that Ponyboy is trying to get Randy to understand him and see beyond stereotypes of greasers. When Ponyboy says “It depends on the individual,” he wants Randy to know that he is a person with his own motivations.
Form small student groups. Have them continue using the T-chart to analyze the dialogue between Ponyboy and Randy in Chapter 11.
Say these Directions: In Chapter 11, identify one detail Ponyboy reveals in narration and one that he reveals in dialogue. Use your annotations to help you identify details. Paraphrase these details on the T-chart. Then discuss why the author chose to use narration or dialogue in each example.
Ponyboy shares that he finds it “funny” or strange that a Soc is “worried because some kid greaser was on his way to a foster home.” I think the author wants to show that Ponyboy resists signs of pity or concern from the Socs, but Ponyboy cannot admit this to Randy.
Ponyboy tells Randy that Darry is a “good guardian” who makes him study and keeps tabs on where he is. I think the author has Ponyboy share this detail in dialogue because Ponyboy wants Randy to understand Darry is a good caretaker. He doesn’t want Randy to look down on his family.
Additionally, have small groups answer the following question and add their observation to the bottom of the T-chart.
Ask: How has Ponyboy’s perspective changed between Chapter 7 and Chapter 11? Which text evidence suggests this change?
In Chapter 7, Ponyboy tells the reader he hates the Socs and blames them for Bob’s death and Johnny’s condition. In Chapter 11, he does not blame the Socs. Instead, he thinks it’s stupid for Randy to feel responsible for or “mixed up in” the events, because “he didn’t kill anyone.” I think Ponyboy realizes that the culture and pattern of gang violence is the real problem, not the Socs themselves.
Practice: Writing Narrative and Dialogue Display (on board or screen) the following:
Identify:
One detail revealed through narration
One detail revealed through dialogue
Then explain:
What each reveals about Ponyboy’s point of view
Why the author may have chosen that technique
Ask students to return to the Quick Write ideas they recorded in the Launch.
Say these Directions: Write a short paragraph describing the scene in Chapter 11 from Randy’s point of view, using the first person. Include an original line of dialogue and three or four sentences of narration. The dialogue and narration should reveal different details. What do you think Randy wants to tell Ponyboy? What does he want to tell the reader? Use your concluding sentence to summarize and reflect on what Randy feels.
“I hate that I let my dad down. That’s what really bugs me.” Ponyboy looked confused. My dad’s the type who believes the best about people, even when he shouldn’t. Dad is convinced I’d never hurt anyone on purpose. I’m not so sure about that. It kills me to think that if Dad knew the truth, it might shake his whole world.
Scoring Rubric
Criteria | 1 – Developing | 2 – Approaching | 3 – Meets |
|---|---|---|---|
W.7.3.b Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. W.7.3.d Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. W.7.3.e Provide a conclusion that follows from and reflects on the narrated experiences or events. W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. RL.7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. | Writing shows limited organization or clarity. Narrative techniques (dialogue, pacing, description) are minimal or ineffective. Word choice is basic with little descriptive detail. The conclusion may be missing, unclear, or not connected to the events. There is limited or inaccurate explanation of characters’ or narrators’ points of view. | Writing is generally clear and somewhat organized. Some narrative techniques (dialogue, pacing, description) are used to develop events or characters. Some precise language and descriptive details appear but may be inconsistent. A conclusion is present and somewhat connected to the narrative. Shows a basic understanding of different characters’ or narrators’ points of view, though analysis may be limited. | Writing is clear, coherent, and well-organized. Narrative techniques such as dialogue, pacing, and description effectively develop characters, experiences, or events. Precise words and descriptive details enhance the narrative. The conclusion clearly follows from and reflects on the events. The response effectively analyzes and may contrast the points of view of different characters or narrators. |
Teacher Tip |
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To scaffold this activity, consider having students work in pairs to write a paragraph, or have students brainstorm ideas for lines of dialogue and narration as a class. You can also give students the option to use the conversation between Ponyboy and Randy in Chapter 7 as a basis for the paragraph. |
Pulse Check (RL.7.6) |
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Think about the moment in Ponyboy’s Chapter 7 conversation with Randy when he reflects on Cherry’s description on how life is “rough” for everyone. What does Ponyboy reveal to the narrator that he does not reveal in conversation?
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Transition students into partnerships to analyze the second half of Ponyboy and Randy’s conversation in Chapter 7, when Ponyboy claims he killed Bob.
Say these directions: Respond to each question independently, using text evidence and your annotations to help. Then share and refine your answers with a partner.
Ask: Why do you think Ponyboy claims he killed Bob?
I think Ponyboy says he killed Bob because he does not want Randy or anyone else to hate or resent Johnny. He also feels responsible, since he knows Johnny was defending him from the Socs. His statement that “Johnny didn’t have anything to do with Bob’s getting killed” suggests he believes the events were out of Johnny’s control.
Ask: Identify one passage in Chapters 4–11 that indicates or foreshadows that Ponyboy might make this claim. How does the passage help you understand Ponyboy’s choice?
In Chapter 10, Ponyboy reflects on how Dally gave him and Johnny a gun to defend themselves, “although it could mean jail for him.” He noticed how Dally risked his own life and freedom to help and protect members of his gang, and the text suggests that Ponyboy feels this is heroic. The passage helps me understand how Ponyboy might want to show this kind of heroism.
Ask: Choose one theme—identity, loyalty, or heroism—and explain how Ponyboy’s choice to take the blame connects to this theme.
Ponyboy’s choice connects to the theme of loyalty because he wants to remain loyal to Johnny. He wants to protect Johnny’s reputation and keep Johnny from blame, even though this means he might face consequences himself.
Provide students with a confidence continuum (i.e., 1–5). As needed, model how to demonstrate a level of confidence using the continuum.
Reflection [RL.7.3, RL.7.6] |
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Use the Reflection routine to respond to the following prompt: To what extent do you think Ponyboy really believes that he, not Johnny, was responsible for Bob’s death? Rank your opinion on a scale of 1 to 5 (with 1 being Not at All and 5 being Completely). Write a sentence or two explaining how what you know about Ponyboy’s perspective, including the details he reveals in narration, influenced your ranking. |
Have students complete the Quick Write prompt independently and share responses with a partner as time allows.
Say these Directions: Write a sentence giving advice to Ponyboy about what he should do next and why. Use the first person, and address Ponyboy as “you.”
Optional Sentence Starter:
“I think you should ____ because______.”
Talk to your brothers and ask them what they think you should do, because they care about you and are involved in the situation too.
Instruct students to complete the following:
Draw a timeline in your Journal of the events in the novel you think are the most important to the plot progression. Be sure to indicate the chapter in which each event happens.