Duration: This plan should last roughly five, hour-long class periods, but can be shortened or lengthened by a day or two if necessary by making certain assignments more details. This plan can also be modified for schools on block schedules.
Objectives: This mini-unit is essentially a week-long anticipatory activity rooted in Social Justice Education in which students will be introduced to the core tenets of The Outsiders, focusing on the issues of inequality and classism in the book, as well as sexism and ageism faced by Hinton herself. Students will be encouraged to think critically about the issues of inequality and prejudice as well as the positive and negative aspects of anonymity in writing and will be asked to make applications to their own lives for the purpose of affecting change within themselves and their communities. Students will ultimately take part in critical production, in which they will produce a cartoon and a video to be shared with a public audience. Students will be formatively assessed throughout the week through vocabulary self-assessment charts and group discussions, and ultimately summatively assessed at week’s end by evaluating their cartoons and videos.
Technologies Used:
- Chromebooks/This website (links to online articles, photos, and videos)
- MS Paint, Photoshop, or other means of creating a digital photo
- Video technology that records videos that can be sent to teacher
- Projector/Smartboard
Procedure:
Day 1:
Day 1:
Students will be introduced to the basic tenets of The Outsiders and its author's background. Such tenets include sexism, classism, and the concept of a pseudonym. After a class discussion, students will use Chromebooks to pull up this website and visit the pages "Pseudonym - Project Gutenberg" and "S.E. Hinton Bio, Q&A." After reading each article, students will answer the DBQs provided on the pages.
Day 2:
Students will be given a vocabulary assessment chart to be used during the remainder of the week and the following unit on The Outsiders. Students will begin with the words sexism, classism, pseudonym, anonymity, and prejudice and will add to the list throughout the units. We will continue our discussion on pseudonyms and introduce some famous female authors who used them at points in their careers. Students will then use the "Celebrating the Courage of Women Writers" and "The Bronte Pseudonyms" links on this page to further study the topic and will answer the DBQs on those pages.
Day 3:
Again using Chromebooks, the teacher will guide the class through the cartoons found on the "Cartoons" page on this site and answer the DBQs together, as a class. Students will learn the effectiveness of the medium of cartoons and will begin brainstorming and working on a creating a cartoon of their own relating to the subject. Students may use MS Paint or any other program with which they can create an effective cartoon.
Day 4:
Using their Chromebooks, students will continue to work on their cartoons from the previous day. They will be allowed to use all articles from this site to aid their brainstorming and the teacher will walk around the room to assist students in need. Students will finish their cartoons by the end of class and email them to the teacher, who will compile them on a page on this website for class viewing the next day.
Day 5:
After taking ten minutes for the class to peruse the cartoon gallery they helped create the day before, the class will discuss what they have learned about pseudonyms, sexism, classism, prejudice, and anonymity throughout the week. The teacher will then present a mini-project to be completed over the weekend. Each student will be asked to create a one minute video about what they learned that week. The teacher will show a previous made sample video to model what the video should look like. Students will be free to use whatever technologies they have to create their video. (Students who do not have adequate technology may opt to give an oral presentation.) The videos will be compiled onto a page on this website for future viewing.
Technology Affordances & Uses Table
Chromebooks Affordances
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Uses
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Allow students to research
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Students will use on-site articles and answer on-site DBQs
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Can post pictures and videos to internet
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Students will be require to email cartoons and videos to teacher who will post to class website
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Allow students to view class productions
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Student will be able to view the class cartoon/video galleries put together by the teacher
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MS Paint or other picture creator Affordances
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Uses
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Students can create a picture
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Students will draw, fill, paste, etc to create a cartoon like the ones on the class site
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Stand can modify an existing picture
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Students can edit an existing picture for their cartoon
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Students can merge elements of a picture
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Students can paste together picturesAC from the internet for their cartoon
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Video Technology Affordances
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Uses
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Students can record themselves
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Students will create video documenting their learning experience
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Students can share video
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Students can send videos to teacher to be compiled on class site
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Smartboard Affordances
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Uses
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Students can all view same thing
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Class notes, cartoon/video gallery viewing
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Enlarges text/images/video
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Students can more easily see notes, cartoon, and videos from unit
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Ability to write on board
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Teacher can underline, circle, etc words, phrases, etc for effect
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