Lesson 20: The Outsiders, Narrative Writing, Part 4

At the beginning of this section, students are revisiting prior work to set personal goals for revising their narrative paragraph. Emphasize that this is a reflective and planning phase. Remind students that identifying challenges in their writing helps focus their efforts during drafting and revision. Reinforce that this preparation sets the foundation for effective revision and peer feedback later in the lesson.

Say these Directions: Review your Lesson 19 homework response to the following prompt:

• Which part of learning and writing about a character was easiest? Which part was most difficult? How?

Have students take out their narrative outlines and drafts from Lesson 19, or return these materials if you collected them.

Think-Write-Pair-Share

Say these Directions: Today, you’ll finish drafting and revising the paragraph you began in yesterday’s lesson. First, you’ll set a goal for your own writing. This will help you decide what to focus on as you continue to write. Follow the Think-Write-Pair-Share routine to write, discuss and refine your goal with a partner.

These are sample goal sentence starters you can use or you may choose to write an original goal.

• I will use the ______ from my outline to ________.

• I will edit sentences to _______________________________________.

• I will choose three vivid [verbs/adjectives] to describe _______________________________________.

• I will use three transition words/phrases to _______________________________________.

• I will add sentences or details that _______________________________________.

Remind students to consider what they found most difficult about developing a character. Suggest they craft a goal that addresses a part of planning/writing that they found challenging.

Connection to Today’s Learning

• Say: Keep your individual goal in mind as you work today. You’ll use the ideas you developed in your last lesson to create a draft and then complete a peer feedback conference with a partner and revise the draft based on feedback.

Sentence Combining

Review how, as students draft and revise, they will consider how to connect ideas in their sentences so the reader understands how the ideas are related to each other.

Display Word Bank: Present two word banks with the following conjunctions in each:

Say these Directions: Use the words in the word banks to combine the ideas in the example sentences. The word you choose will show how the ideas are connected.

Kernel Sentences: Present the following kernel sentences:

• We were like brothers. We stuck together.

Practice Forming Compound and Complex Sentences

Say these Directions: Work with a partner to combine the sentences in at least two different ways. Use at least one word from Bank 1 and at least one word from Bank 2. Notice that Bank 1 includes simpler conjunctions, such as and and or. Bank 2 includes many of the transition words we use when we connect ideas in more specific ways. For example, because shows cause, while shows contrast, and when shows time difference. You can change the order of the sentences and add words as needed.

Have students volunteer a range of responses or use the sample responses below.

• We were like brothers, and we stuck together.

• We were like brothers, so we stuck together.

• Since we were like brothers, we stuck together.

• When we stuck together, we were like brothers.

• If we stuck together, then we were like brothers.

Review Compound and Complex Sentences

Choose a response that uses a Bank 1 word. (Ex. We were like brothers, so we stuck together.)

• Say: The two ideas in this sentence are both equally important to its meaning. The word so works as a conjunction, or combining word, to join two ideas of equal importance. The comma helps separate each idea to make the sentence clearer to the reader.

Break the sentence up into two, maintaining the conjunction. (Ex. We were like brothers. So we stuck together.)

• Ask: Are these two sentences complete thoughts on their own?

Explain that this type of sentence joins two complete thoughts, or independent clauses. It is called a compound sentence.

Choose a response that uses a Bank 2 word. (Ex. When we stuck together, we were like brothers.)

• Say: In this sentence, one idea depends on the other.

Identify the dependent idea/clause and explain what the conjunction indicates about their relationship.

When indicates that one event is connected to another event in time. When the first event happens (sticking together), the second event will happen (being like brothers).

Replace the conjunction with another Bank 2 word that shows a different relationship. Explain how this relationship is different.

• Ex. Although we stuck together, we were like brothers: Although indicates that one event does not usually happen with another event, but it is happening anyway; it shows a contrast between events.

• As needed, ask: Does this relationship between ideas make sense? Why or why not? (Ex. In the example above, the relationship does not make sense because sticking together and being like brothers are not events that contrast; they usually happen at the same time.) Guide students to choose another Bank 2 word that shows an accurate relationship. (Ex. Because)

Break the sentence up into two, maintaining the conjunction. (Ex. When we stuck together. We were like brothers.)

• Ask: Are these two sentences complete thoughts on their own? Which is incomplete?

Explain that the dependent idea is expressed in a dependent clause, or an incomplete thought that cannot stand on its own as a sentence. This type of sentence joins an independent and a dependent clause. It is called a complex sentence.

Practice Forming Compound-Complex Sentences

Say these Directions: Work with a partner to combine the three sentences into a single sentence. Use at least one word from Bank 1 and at least one word from Bank 2 in your new sentence. You can change the order of the sentences and add words as needed. You can also change the verbs from present to past tense as needed. Remember to think about the relationship between the ideas.

Add a Kernel Sentence: Present the following kernel sentences:

• We were like brothers. We stuck together. We fought sometimes.

Have students volunteer a range of responses or use the sample responses below.

• We were like brothers, and we stuck together, although we fought sometimes.

• We were like brothers because we stuck together, but we fought sometimes.

• Before we were like brothers, we fought sometimes, but now we stick together.

• We fought sometimes, but when we stuck together, we were like brothers.

• We stuck together and we fought sometimes, although we were like brothers.

Review some sample responses and discuss how they convey different relationships between ideas. Guide students to point out independent and dependent clauses. Explain that sentences with at least two independent clauses and at least one dependent clause are called compound-complex sentences (they combine elements of both compound and complex sentences).

Connection to Today’s Learning

• Say: As you write and revise, think about how you can use the conjunctions in the word bank, as well as other conjunctions, to show relationships between ideas. Using compound, complex, and compound-complex sentences will help you express complicated ideas more clearly, with less wordiness. It can also add variety to your writing.

Part A: Write, Give Feedback, and Revise (W.7.3.a-e, W.7.5, L.7.1.b) (20 minutes)

At the start of this writing and feedback phase, students will independently draft or continue drafting their paragraphs, using a checklist to ensure that narrative elements are included. Prompt students to refer back to their outlines and consider character voice, sequence of events, and sentence variety. Highlight that this stage balances independent work with formative opportunities to self-assess against clear criteria.

Coordinate Adjectives and Commas

As students revise their descriptive language, teach the coordinate-adjective comma rule before they apply the checklist.

• Say: A comma goes between coordinate adjectives — adjectives that equally modify the same noun. Use two quick tests to decide:

  • (1) Can you swap the adjectives?

  • (2) Can you insert and between them?

  • If both answers are yes, use a comma.

  • If either answer is no, do not use a comma.

• Examples:

  • Correct: It was a fascinating, enjoyable movie.

    • You can swap them; and fits. Use a comma.

  • Incorrect: He wore an old green shirt.

    • These adjectives come from different categories. You would not say old and green shirt. No comma needed.

Say these Directions: Write three sentences about a character from The Outsiders using at least one pair of adjectives in each sentence. Apply the two tests and punctuate each sentence correctly. Be ready to explain your choice.

Independent Writing

Briefly review each question in the narrative outlines. Allow students to ask any questions about how to use their outline to plan their writing.

Say these Directions: Continue to draft the paragraphs you began in Lesson 19. Remember, you are writing from the point of view of a character in The Outsiders, based on at least one scene or passage from the book, and including details about the character’s socioeconomic situation. Refer to your outline as needed. Use this checklist as you write and revise:

• Did I use the sentences in the beginning to introduce the character and give details about them, including the character’s point of view, aim, and challenge?

• Did I engage and orient the reader by setting the scene (time and place)?

• Did I use the sentences in the middle to give more information about the character’s aim and challenge, including the actions they take in response?

• Did I use the sentences at the end to explain the effects on the character?

• Did I use precise words, relevant descriptive details, and sensory details to capture the action (not just summarize events)? If not, where can I revise to create clearer images in the reader’s mind?

• Did I capture the character’s unique voice? If not, what words or phrases can I use to sound more like the character?

• Did I clearly introduce any other characters who are important to this scene? Did I use the right amount of detail to develop this character as well as my narrator?

• Did I use transition words to show how events are sequenced in time? If not, where can I add them to make the sequence of events clearer to the reader?

• Does my writing include at least one sentence that is compound, complex, or compound-complex? If not, where can I add one?

• Does my writing include at least one narrative technique, such as dialogue, a change of pace, or a detailed description?

• Did I use a comma between coordinate adjectives where two adjectives equally modify the same noun (e.g., a fierce, loyal Greaser)?

• Does my writing repeat words, phrases, or ideas unnecessarily? If so, what can I delete or reword?

• Did I meet my goal of __________________?

Additionally, consider and respond to this question:

• What are three things I like about my writing or think I did well?

Peer Feedback and Revision

When students’ drafts are complete or almost complete, allow time for peer conferencing with a partner.

Say these Directions: Trade work with your partner. Also, ask your partner what their goal was for their writing today. When you read your partner’s work, try to identify the character’s aim, challenge, and the effect on the character, as well as whether your partner met their goal.

Complete this checklist about your peer’s writing. Be kind in your feedback and respond to ideas rather than to the individual.

• Praise: What do you like about this paragraph? What does the writer do well? Point to evidence from the paragraph.

• Question: What is one question you have about the paragraph? Use evidence from the paragraph in your response.

• Polish: What is one detail you think the writer can add or delete? Why? Identify a specific detail, such as a word, phrase, sentence, or idea.

• Goal: Does the paragraph meet the writer’s goal? If not, how could they meet their goal?

Give partners time to share their feedback.

• I liked your use of descriptive adjectives, such as “melancholy” and “despondent,” to explain the character’s feelings. These words helped me understand what the character was going through. I wanted to know whether the character’s problem will ever be solved because in the last sentence, they are still dealing with the problem. I think you could add a detail in this last sentence that hints at what might happen next. You could meet your goal by adding another line of dialogue between the third and fourth sentences, when the second character appears.

Say these Directions: Revise and edit your writing based on your partner’s feedback and the checklist. You are not required to use the feedback they received in the exact way that your partner suggested, but you should consider how the feedback would help meet your own goals and purpose for the piece.

At the conclusion of this section, students have completed a draft and received peer feedback. Guide reflection on how feedback was applied and emphasize that revision is a purposeful, iterative process. Reinforce that students do not need to adopt all suggestions but should consider how each piece of feedback supports clarity, voice, and character development. Highlight exemplary examples to show how compound, complex, and compound-complex sentences strengthen narrative flow.

Check for Understanding

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

Part B: View and Respond to Others’ Work (W.7.3.a-e, W7.5) (10 minutes)

Display students’ finished paragraphs around the room, organized by character. Tell students they will be able to read what others wrote and share their thoughts. (As needed, a virtual/digital display can also be used.)

Gallery Walk

Provide students with sticky notes or other tools to leave comments on classmates’ works.

Say these Directions: As you read each other’s work, notice which words, phrases, and sentences stand out to you and help you learn something new about the character and setting. Then point out this detail and use it as part of your positive feedback.

Model identifying a word, phrase, or brief passage from a student’s work that shows a strong description of character or a unique use of language. Read the passage aloud and orally summarize why it stood out to you. Then record an abbreviated summary on a sticky note.

Allow students time to review paragraphs and record their thoughts. Additionally, give students time to read their classmates’ thoughts on their work.

• I adored my horse when I was a kid. I was always over at the stables petting and riding him. Mickey Mouse wasn’t officially mine since we could barely afford a house big enough for all us boys. Room for a pet? Forget about it. But I felt like Mickey belonged to me, and I bet he felt I belonged to him too. He sure treated me like a pesky little brother would. He’d gnaw on my shirtsleeve until spit ran down my arm. I didn’t mind. Now Mickey’s chewing on someone else’s arm, probably, because somebody bought him and took him away. I don’t normally cry, but that night I sobbed until my head ached. That was when I learned that things you love can’t always stay in your life.

Conclude this section by highlighting the value of peer review for both giving and receiving feedback. Consider asking students to reflect on patterns they observed in classmates’ writing, such as sentence variety or descriptive language, and how it might inform their own revisions. Reinforce that engaging thoughtfully with peer work strengthens both analytical and writing skills.

Lesson 20 Writing Rubric: Narrative Paragraph II — Rising Tension

Writing prompt: Revise, edit, and refine the narrative paragraph you drafted in Lesson 19. Strengthen rising tension, improve pacing and transitions, and apply feedback from your partner.

3-2-1 Summary

This reflection segment allows students to consolidate learning from drafting, revising, and peer feedback. Emphasize that the 3–2–1 summary is a tool for metacognition—identifying concrete improvements, revision strategies, and goal achievement. Encourage students to be specific in describing how they improved sentence structure, transitions, or character voice, and to reflect honestly on progress toward their personal writing goals.

Say these Directions: Use a 3–2–1 summary to reflect on your experience with narrative writing. On the graphic organizer, record three details you’ve learned about how to improve narrative writing, two ways you revised or edited your work to be stronger, and one sentence describing how you worked to meet your goal.

Instruct students to respond to the following prompt in their Journal:

• Reflect on the Essential Question for Investigation 1: How do relationships and communities shape a person’s sense of belonging and identity? How would you respond to this question now after reading Chapters 1–6 of The Outsiders and reviewing other texts in this unit? Review your annotations of The Outsiders to help you respond.