BACKGROUND:
The Grade 8 Language Arts program is divided into three multisource units which cover a number of literary genres. Everything from poetry, short stories, fiction/non-fiction, essays, visuals, novels, plays, and the list goes on and on, are included in these three units. The units themselves, entitled "What a Story!", "Heroic Adventures", and "Relating", are divided into thematic approaches of teaching as well as teaching by genre. Upon arrival at St. Mary's, I began the "Relating" unit.

"Relating" deals with many different types of relationships and ways of relating in general. For example, selections include stories about divorce, friendships, etc, while also including a section on relating without words through symbols, signs, and body language. Various issues are covered and many walks of life explored. Instead of going straight into the thematic approach of the multisource unit, I decided to embark upon the novel, The Outsiders.

The Outsiders by S.E. Hinton focuses on the lives of two social groups divided by money and status. The Greasers, a group from the wrong end of town, are surrounded by poverty, violence (peer and family), and numerous bouts with the law. The Socs, the upper class elitists, have a much more lavish lifestyle and a tendency to cause trouble wherever the Greasers are concerned. The story is told from the point of view of a Greaser, Ponyboy Curtis. With his parents killed in a car crash, Ponyboy is forced to depend on his two older brothers and the members of their gang for support (both physical and emotional). Through many ups and downs, including a murder, Ponyboy comes to realize that the gangs aren't a defining factor in their lives. The individual is what matters.
I had not read this novel prior to beginning in Mary's Harbour, and I must say that I was pleasantly surprised at the message that it sends out to young and impressionable adolescents. It addresses the importance of family, no matter what type one may have, and it stresses the importance of looking beyond the mere class of a person to the inside where we find what really counts. The students definitely enjoyed it just as much as I did.

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The Lessons Begin!!!

Lesson One: (Time to complete- 2 classes)

• To begin The Outsiders, I felt that it was necessary to first introduce the students to the author of the novel. As a class we read the bio on Hinton located in the teacher's handbook. Discovering that Hinton is a woman gave us a good chance to discuss wether or not the students would have a different opinion on the novel. We discussed the anticipated content of the book, and the fact that Hinton was writing in a large part on her own experiences. Ultimately the students decided that knowing she is a woman who has lived these experiences would make the novel much more interesting.
  Article: "S.E. Hinton and The Outsiders: Staying Gold in our Ever-changing Society.

• In- class reading is encouraged in the curriculum guide for Language Arts, and so I decided that, for the most part, this novel would be read aloud in class. This also allows for elaborate discussion on important aspects of the book. As a class, we read and discussed chapter one. The students then completed a series of questions focusing on character sketches, conflict, and personal opinions. As well, I included a list of vocabulary for chapters one and two which I thought may be unknown to the students. While reading through the chapter, the students put the words in context in order to find out what they meant.

• After completion of the question sheet, students answers were read aloud, discussed, and corrected.

Outcomes achieved through lesson one: (as listed in the Atlantic Canada Curriculum Guide).
Due to the many different outcomes listed in the guide, and the many applicable to each of the lessons I have taught, I have decided to include a copy of the outcomes as they appear in the curriculum guide. For each lesson I will include a list of achieved outcomes, and I ask that the reader refer to the particular page reference in the attached guide.

1.1- p.64	1.3- p.64	2.3- p.66	3.3- p.68	4.3- p.70	6.2- p.74	7.3- p.76
1.2- p.64	2.1- p.66	3.2- p.68	3.4- p.68	6.1- p.74	7.2- p.76	8.1- p.78

Lesson Two: (Time to complete: 1 ½ classes)

• Students were to read chapter two of the novel at home noting unknown words, introductions of new characters, and interesting additions to the plot. After a thorough discussion of chapter two to make sure that all important points were noted, we then moved on to reading chapter three. Again a list of new vocabulary was given to the students, and during reading they were asked to determine the meanings of the words. In-class reading is divided among the students, and is very helpful in developing their confidence, as some of the students may struggle with spelling, pronunciation, and the importance of sentence structure and punctuation.

• Students were given questions on chapter three dealing with basic comprehension and recall, analysis of character comments, and forming their own opinions on different situational circumstances. Questions not completed during class time were to be finished at home.

Lesson Three: (Time to complete: 3 classes)

• After reading chapter four in class, the students were overwhelmed with the amount of information appearing in the chapter. They also felt the same way about chapter three. As they are very important chapters to the storyline, I decided to give the students an assignment. In the assignment students were asked to take on the point of view of one of the main characters, and write a journal entry after an important event. Students were encouraged to be as creative, and as realistic as possible. In addition to writing the entry, the students were instructed to present the report orally to their classmates. And finally, the students had to choose a prop that they thought would best fit their character at this point and time in the novel. Students were evaluated both on their entry and their presentation.

Outcomes achieved by lessons two and three: (Atlantic Canada Curriculum Guide)

1.1- p.64	2.1- p.66	3.2- p.68	4.5- p.70	7.3- p.76	9.2- p.80
1.2- p.64	2.2- p.66	3.3- p.68	6.1- p.74	8.1- p.78	10.1- p.82
1.3- p.64	2.4- p.66	3.4- p.68	6.2- p.74	8.3- p.78	10.2- p.82
1.4- p.64	3.1- p.68	4.2- p.70	7.2- p.76	9.1- p.80	10.4- p.82

Lesson Four: (Time to complete:1class)

• Chapter five of The Outsiders was read aloud in class by the students. After our discussion of the chapter, students were given three sets of questions. The first set focused on chapter five. The class was asked to explain what they believe defines them as a person, and we discussed their choices. Then the students were asked to explain why one of the characters believe that his hair defines him. After addressing the idea that a person cannot really be defined by aesthetic surface features, we went on to a piece of poetry introduced within the novel. The students were asked to explain the meaning of the poem, and then explain how it has any relevance to the characters in the novel. The Language Arts Survival Guide's section on "How to read poetry" can be used here to help students look beyond the literal meaning of a poem into the figurative message being put forth by the author.

Lesson Five: (Time to complete: 1 class)

• The second set of questions focused on chapter six of the novel which was also read aloud in class. Within chapter six the reader learns of many conflicts that these young characters have had to deal with since they were very young. Parental neglect and abuse, discrimination, delinquency, etc... are just some of the issues mentioned. Students are asked questions which are designed to make them look into the character as a real person and not just words on a page. Questions like, "How does this affect the boys?", and "Has he had a good life?" are some examples. It is necessary that the students immerse themselves into the novel on a personal level to fully experience what the author has intended these characters to do: show adolescents that class is not what matters, a gang life is not a choice, but a means of survival, and violence is not the way to solve problems.

Lesson Six: (Time to complete: 1 class + at home time)

• The final set of questions on these two chapters were a new idea that I decided to try out on the class. I felt that the students would benefit from having some creative, in-depth, and "more than three line answer" questions. I entitled the section, "Think Questions" because to answer them, the students must really think about the events of the story, the lives of the characters, and the symbolic elements within the novel. This particular set of questions focused on the significance and the symbolism behind a church as a hideout, and a burning church near the end of the chapter. Student's responses were read aloud in class and discussed. Because the class responded very well to this new addition, I decided to make it a regular part of our studies.

Outcomes achieved by lessons four, five, & six: (Atlantic Canada Curriculum Guide)

1.1- p.64	2.2- p.66	3.3- p.68	6.1- p.74	7.3- p.76	9.2- p.80
1.2- p.64	2.3- p.66	3.4- p.68	6.2- p.74	8.1- p.78	10.2- p.82
1.3- p.64	3.1- p.68	4.2- p.70	7.1- p.76	8.3- p.78	9.2- p.80
2.1- p.66	3.2- p.68	4.3- p.70	7.2- p.76	9.1- p.80	4.5- p.82

Lesson Seven: (Time to complete: 1 ½ classes)

• Chapter seven is a very emotional one in which the characters go through many changes and make many realizations about themselves and their way of life. After an elaborate in-class discussion, students answered a series of questions meant to uncover why these young boys behave the way they do, and why they are treated the way they are by society. The final question of chapter seven is used to make the students aware of the similarities between the Greasers and the Socs which to this point have been discussed only to show their differences. It is very important that the students realize that the characters in this story are more similar than not, and that it is societal standards that separate them.

• For this chapter as well, I included an in-class "Think Question" in which the students were asked to go into the head of the main character and write a narrative of a dream that he has not been able to remember, but which is upsetting him to the point of insomnia and terror. Again, this question is used to allow the students to connect with the characters on a more personal level, rather than just another name in a story. The "dreams" were read aloud in class, and student feedback was given as to the development of ideas, and the presentation of details.

Outcomes achieved by lesson seven: (Atlantic Canada Curriculum Guide)

1.1- p.64	2.1- p.66	3.1- p.68	4.5- p.70	7.3- p.76	9.2- p.80
1.2- p.64	2.2- p.66	3.2- p.68	6.1- p.74	8.1- p.78	9.3- p.80
1.3- p.64	2.3- p.66	3.3- p.68	6.2- p.74	8.3- p.78	10.1- p.82
1.4- p.64	2.4- p.66	3.4- p.68	7.2- p.76	9.1- p.80	10.4- p.82

Lesson Eight: (Time to complete: 1 ½ classes)

• Chapter eight is also a very emotional chapter in The Outsiders. The characters are learning so quickly that they need to change for their own well-being that they become frustrated and begin to lash out. They see now what they have been missing out on while maintaining the Greaser versus Soc mentality. Emotions such as resentment, shame, regret, and anger are the main ones dealt with in this chapter. Students were asked to read the chapter at home, and were given a short list of vocabulary to define on their own. Students were also asked to make a list of any words which they did not understand, and to make note of the many changes occurring within the young boys.

• On returning to the classroom, I asked students to give me a summary of how each character had changed over the past few chapters, and with what emotions each character is displaying in this chapter. We then discussed possible reasons for the boys behavior, and possible solutions to their problems.

• The students then completed a series of questions based on the chapter, and focusing mainly on particular quotes from the characters. Students were to explain what the quotes meant, what the boys are feeling now and why they are feeling it. Finally, they were to answer questions in which they would have to use information from previous chapters. In order to answer these questions, students would have to be very familiar with the characters. This makes this particular type of question very useful when trying to determine how the students have been relating to the boys. For correcting, I divided the class into groups of two. Students had the opportunity to discuss ideas amongst themselves, while giving their peers a chance to provide feedback. During this time I circulated between the groups to make sure their answers were on the right track.

Outcomes achieved by lesson eight: (Atlantic Canada Curriculum Guide)

1.1- p.64	2.1- p.66	3.1- p.68	4.5- p.70	7.3- p.76	9.2- p.80
1.2- p.64	2.2- p.66	3.2- p.68	6.1- p.74	8.1- p.78	9.3- p.80
1.3- p.64	2.3- p.66	3.3- p.68	6.2- p.74	8.3- p.78	10.1- p.82
1.4- p.64	2.4- p.66	3.4- p.68	7.2- p.76	9.1- p.80	10.4- p.82

Lesson Nine: (Time to complete: 1 class)

• For chapter nine, I decided to take a break from the question- answer- discussion routine. Students read the chapter for homework, and we did a brief overview of new developments, conflicts, and important events in class afterwards.

• I began our new activity with a discussion of dialect and colloquial language (as there is much to be found within the novel). After defining and discussing these words, the students looked through a number of novels in the classroom to find examples of character dialect. After finding their examples, we went through each one to determine what the language said about the character. As these novels were new to the students, it was interesting to see how they interpreted the characters. The judgements made on simple speech alone led to a lengthy discussion in class about judging a book by its cover. It was very easy to put this discussion into context considering the colloquial speech that is found here in Southern Labrador!

• To continue on this track, students worked together to complete a list of words which they use that would be considered odd or different to the people outside of Newfoundland and Labrador. Needless to say, there were some interesting entries, and some strange meanings. Some of them were foreign, even to me. I then let the students in on a few of the words and expressions I had picked up on in my three years in Nova Scotia. They had no idea what I was talking about, and were quick to judge. I just as quickly reminded them of the reaction I first received when I opened my mouth in Halifax!

Lesson Ten: (Time to complete- 2-3 classes)

• Lesson nine on dialect and colloquial language was the basis for the chapter nine assignment. The Greasers have their own brand of slang, and within it is a word which we see quite often. "Tuff" is a word that the Greasers use for cool or sharp. In their neighbourhood, tuff is a compliment. From the teacher's resource book for The Outsiders I found an activity in which the students make a collage of pictures, fabrics, people, movies etc.. and anything else which they believe to be "tuff" or cool. Using old magazines, the internet, and things from home the students created their personal definition of tuff, and displayed it on the wall at school. Students also explained their choices to their classmates. Class time was given to complete the project, and students were formatively evaluated on the amount of time and apparent thought put into their project.

Outcomes achieved by lessons nine and ten: (Atlantic Canada Curriculum Guide)
1.1- p.64

2.2- p.66	3.3- p.68	5.1- p.72	8.3- p.78
1.2- p.64	2.3- p.66	4.1- p.70	6.2- p.74	9.1- p.80
1.3- p.64	2.4- p.66	4.2- p.70	7.3- p.76	10.4- p.82
2.1- p.66	3.2- p.68	4.4- p.70	8.1- p.78	10.5- p.82

Lesson Eleven: (Time to complete- 2 classes)

• Chapters ten and eleven brought us back to the reading, questions, and discussion aspects of novel study. Students were to read chapter ten at home, and were given a list of new vocabulary and questions to focus on while reading. Chapter ten is another very emotional chapter as another important character in the story dies. In fact, he kills himself which led to another serious topic for adolescents- teen suicide. Once the students returned to class, I asked them for their thoughts on the chapter specifically and then generally on the issue of suicide. It is a very real concern, and one that hit home with me just this past fall. A friend of mine at University took his own life. He was only 22. The students had a lot to say on this topic from their own fears to what they can do as a means of suicide prevention if the need should ever arise. The topic brought us on-line searching for information on a suicide hot line and a suicide prevention center. It was definitely a worthwhile project.

• Chapter eleven deals with the management of grief from the loss of a loved one, the illusions created to ease the pain, and the realization that we are all equals, no matter where we come from. The students completed three questions on this chapter which, again, forced them to become intimate with the characters. After correcting the questions, I started the students off on a conversation about how the main characters of The Outsiders have changed since we first met them in chapter one. Quite a progression has taken place over the last eleven chapters, and a much needed change in perspectives has accompanied it.

Outcomes achieved by lesson eleven: (Atlantic Canada Curriculum Guide)

1.1- p.64	3.2- p.68	5.1- p.72	7.3- p.76
1.3- p.64	3.3- p.68	6.1- p.74	8.1- p.78
2.1- p.66	3.4- p.68	6.2- p.74	10.3- p.82
2.3- p.66	4.1- p.70	7.2- p.76	10.5- p.82

Lesson Twelve: (Time to complete- 2-3 classes)

• After reading the final chapter of The Outsiders we held a class discussion on the events of the last half of the book. I tried to center the conversation mainly on the topic of violence and if it is in fact acceptable in certain situations. Due to the experiences we learned of in the novel, students were all set on the fact that violence/fighting is acceptable only when it means self-defense. I then started the students off on their assignment. From the resource manuel for the book I chose the "Attitude Survey: Reasons for Fighting" to address the topic of violence. Each student was assigned a grade from eight to twelve, and were sent off to survey their peers. Reasons to choose from were pride, fun, conformity, hatred, self-defense, and other. After the results came in, students crafted bar graphs to display the information. Oddly enough, the grade eight class was the only class to choose nothing other than self-defense. Everything else was chosen in the other grades. It was also scary to learn that in the higher grades areas such as hatred and fun were among the top scoring choices. The class displayed the information on the walls in the corridor. We then had a very indepth discussion on why students made the choices they did. The results were definitely a hot topic to deal with.

Outcomes achieved by lesson twelve: (Atlantic Canada Curriculum Guide)
1.1- p.64

2.3- p.66	3.4- p.68	6.2- p.74	9.3- p.80
1.2- p.64	3.1- p.68	4.3- p.70	7.3- p.76	10.1- p.82
1.3- p.64	3.2- p.68	5.1- p.72	8.1- p.78	10.4- p.82
2.1- p.66	3.3- p.68	6.1- p.74	9.1- p.80	10.5- p.82

Lesson Thirteen: (Time to complete- 1 ½ weeks outside of class)

• With the novel completed, the only thing left to do was give the students a final assignment to evaluate them summatively. The assignment consisted of four questions. The first dealt with the relationships within the novel and what they were based on (how and why they worked). The second asked for the students interpretation of the theme of the novel. The third question was creative and asked the students to write a short narrative describing what happens after the last page of the novel. And finally question four asked students to give their own piece of personal advice/words of wisdom, as the characters often did in the novel. Students were summatively evaluated by a rubric for the first two questions, and holistically evaluated for the last two questions.

Outcomes achieved by lesson thirteen: (Atlantic Canada Curriculum Guide)

1.3-64	2.3-66	4.1-70	4.5-70	6.1-74	7.2-76	8.1-78	9.1-80	9.3-80	10.2- 82	10.4 - 82
2.2 - 66	3.3-68	10.5- 82	4.4-70	5.1-72	6.2-74	7.3-76	8.3-78	9.2-80	10.1-82	10.3- 82

In Conclusion:

The Outsiders was a pleasure to read and an even greater pleasure to teach. The issues put forth within the novel are so interesting and so relevant to today's youth that the students were compelled to relate to the characters and connect with them on a personal level. All in all, I feel this unit was completed successfully with both students and teacher feeling good about what was accomplished.

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Assignment

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• Learning Related: Read important passages of the novel which outline the difficulties in the lives of the young boys, and state what methods they use to cope with these situations.
  
• Learning Related: Develop character sketches of the main characters. From your interpretations speculate on what aspects of their lives may influence their violent behavior.
  
• Cross Content: Social Studies- Read the newspaper, or watch the news on television for one week. Pay attention to the amount of time which is spent dealing with adolescent issues (or more specifically, adolescent violence), and make a note of the circumstances surrounding the issues. Compare these to those of the novel.
  
• Cross Content: Math- Review the unit on statistical evidence, and how to create and interpret graphs based on statistical results.
  
• Multiple Lesson: A unit which addresses the types of conflict would be quite helpful for this novel. The three different types, external, internal, and interpersonal, can be explained, discussed, and applied to the different characters in The Outsiders.

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