Unit 3

The Outsiders by S. E. Hinton


Grade 7


Unit Length and Description:


Nine Weeks


Students will learn more about class struggles during the 1960’s. To understand this defining period in our country’s history, students will explore different perspectives through personal accounts, primary and secondary sources, and literary reflections. They will also conduct research and give presentations based on their findings. Stepping into roles and debating will allow students to practice speaking and listening skills. This set connects to social studies.


This unit will focus on craft and structure and integration of knowledge and ideas.  Writing will be predominately informative/explanatory.




Reading Literature:



Skills(s): comparing and contrasting

The students can:

  • compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium.



Skill(s): analysis of two or more texts, comparing authors’ approaches

The students can:

  • examine the similarities and differences between two accounts of a time, place, or character in history, one fictional and the other firsthand report, focusing on how authors treat historical events through fiction differently from the original account.


Reading Informational Texts:



Skill(s): compare and contrast

The students can:

  • compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject.



Skill(s): delineating/evaluating argument/claims

The students can:

  • follow an argument to examine how the author develops it throughout the text, assessing specific claims and the extent to which they are supported by sound reasoning and evidence that is both relevant and sufficient.


Skill(s): analysis of two or more texts, comparing authors’ approaches

The students can:

  • discuss the treatment of the same topic by two or more authors, nothing how each one emphasizes certain pieces of evidence over others or advances an alternative explanation of events based on different evidence or interpretation of the facts.




Skill(s): narrative writing

The students can:

  • Write narratives to develop real or imagines experiences or events using effective technique, relevant descriptive details, and erll-structured event sequences by,
    • engaging and orienting the reader by establishing a context and point of view introducing a narrator and/or characters; organizing an event sequence that unfolds naturally and logically,
    • using narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters,
    • using a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another,
    • using precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events, and
    • providing a conclusion that follows from the narrated experiences or events.


Skill(s): gathering information
The students can:

  • Use search terms strategically to find and collect valuable information – data, examples, quotations, even digital media – from a range of sources (i.e., credibility and accuracy) and quoting or paraphrases others’ ideas, taking care not to plagiarize and citing each source according to the specified format.

Skill(s): drawing evidence

The students can:

  • support their interpretations, analyses, reflections, or findings with evidence found in literary or informational texts, applying grade 7 standards for reading literature and informational texts.


Speaking and Listening:



Skill(s): present information

The students can:

  • present claims and conclusions, focus on the major ideas in a way that improves coherence, adding relevant descriptions, details, facts, and examples, while using appropriate eye contact, volume, and pronunciation.


Skill(s): using technology

The students can:

  • design and deliver presentations that incorporate multimedia components (e.g., audio, graphics, images, music, or sound) and visual displays of information (e.g., charts, graphs, or infographics) to explain claims and findings, while also stressing essential ideas.


Skill(s): adapting speech

The students can:

  • decide what to say and how to say it, adjusting their voice and style to suit the occasion, purpose, and audience, while always modeling their command of formal English when it is appropriate.





Skill(s): deciphering words

The students can:

  • choose a strategy that helps them understand of clarify the meaning of new or polysemous words they encounter when reading and listening to grade 7 reading and content.


Skill(s): demonstrating understanding of word meaning

The students can:

  • show they understand by applying their knowledge about word relationships and nuances in word meaning.


Enduring Understandings:


·        Active reading requires thought before, during and after reading.

·        A writer’s craft and use of literary devices expands and deepens the reader’s experience.

·        How a reader connects to a text may be influenced by his or her prior knowledge and/or experiences.

·        Good evidence supports logical inferences and possible conclusions.

·        Vocabulary enriches comprehension.

·        A group’s identity is defined by a shared system of beliefs and practices.


Essential Questions:


·        How do our experiences and prior knowledge affect our understanding of the text?

·        How does the writer’s craft and use of literary devices expand and deepen our experience when reading?

·        What evidence from the text can be drawn to support our conclusions and/or inferences?

·       How do I respond to the text?  How do others respond? What evidence will allow the reader to support oral or written responses?