Wednesday, May 6 th Wednesday, May 6 th Objectives: Discuss how teenagers have changed over time/ stayed the same Determine how social, cultural, and emotional environment shapes the life of a teenager. Agenda: -Warm-up -Intro to Teen Lives -Exit ticket DO NOW Please do the following: -Pick up a handout from the bookcase -Get your journal -Continue working on “Teen Lives A-Z” Periods 1,4,7

Objectives: Discuss how teenagers have changed over time/ stayed the same Determine how social, cultural, and emotional environment shapes the life of a teenager. Agenda: -EQ Discussion -Share pictures -Read aloud/Respond -The Outsiders Intro DO NOW Please do the following: -Get out your teen lives pictures -In your reading journal, respond to one of the questions on the board (yellow papers). Periods 1,4,7 Thursday, May 7 th

 In your journal, answer the following question:  Who, from your own life, does this poem remind you of? Why?

Objectives: Analyze how events in a story reveal aspects of a character or provoke a decision Determine how social, cultural, and emotional environment shapes the life of a teenager. Agenda: -Read-aloud -Outsiders Intro Cont. -Character web example -The Outsiders: Chap.1 -Exit ticket DO NOW Please do the following -Pick up a yellow handout -Get out your journal -Title the next clean page “THE OUTSIDERS” Periods 4,7 Monday, May 11th

As I read “Teenagers’ Bill of Rights”:  Jot down some ideas/notes to add to your own “Bill of Rights”

 Create your own “Teenagers’ Bill of Rights”:  With Friends  With Parents/Other Adults  With Everyone

Objectives: Analyze how events in a story reveal aspects of a character or provoke a decision Determine how social, cultural, and emotional environment shapes the life of a teenager. Agenda: -Chapter 1 with character web -Bill of Rights -Exit ticket DO NOW Please do the following: -Pick up a warm- up from the bookcase -Begin working on it quietly Period 1 Monday, May 11 th

Objectives: Analyze how events in a story reveal aspects of a character or provoke a decision Determine how social, cultural, and emotional environment shapes the life of a teenager. Agenda: -Finish chapter 1 with character web -Bill of Rights -Exit ticket DO NOW Please do the following: Get out your yellow character web One person from each group needs to get a piece of chart paper from the computer cart. Period 1 Tuesday, May 12 th

 Create your own “Teenagers’ Bill of Rights”:  With Friends  With Parents/Other Adults  With Everyone

 Read chapter 2

Objectives: Analyze how events in a story reveal aspects of a character or provoke a decision Determine how social, cultural, and emotional environment shapes the life of a teenager. Agenda: -Chapter 1 with character web -Bill of Rights -Exit ticket DO NOW Please do the following: -Pick up a warm- up from the bookcase -Begin working on it quietly Period 4,7 Tuesday, May 12 th

 Read chapter 2

Objectives: Analyze how events in a story reveal aspects of a character or provoke a decision Determine how social, cultural, and emotional environment shapes the life of a teenager. Agenda: -Reading check -“Tuff Time” -Chapter 3 -Exit ticket DO NOW Please do the following -Pick up a reading check from the bookcase -Complete reading check independently Period 1,4,7 Wednesday, May 13 th

 Having read the first chapter of The Outsiders, what is your impression of the setting, including time period and place? What clues helped you come to these conclusions?

 Create your own “Teenagers’ Bill of Rights”:  With Friends  With Parents/Other Adults  With Everyone

 What is the significance of the sunset in this chapter?

Objectives: Analyze how events in a story reveal aspects of a character or provoke a decision Write responses to literature by connecting to personal experiences and referring to text. Agenda: -Do Now -Discussion -Chapter 4 -Bill of Rights DO NOW Please do the following On a lined piece of paper, write one paragraph in response to the following: Imagine that you were a character in the book. Would you be associated with the Greasers or with the Socs? Why? Periods 1,4,7 Thursday, May 14 th

1. How do Cherry and Ponyboy explain the difference between Socs and Greasers? 2. Why do you think Darry hits Ponyboy? 3. Why do you think Cherry tells Ponyboy not to say “Hi” to her in the hallway? 4. What is not fair to Ponyboy? Do you agree or disagree? 5. Do you think teenagers face these same problems today?

Objectives: Write responses to literature by connecting to personal experiences and referring to text. Read critically Identify purpose for symbols Agenda: -Half of chapter 5–p. 75 -Symbols -Bill of Rights DO NOW Please do the following Pick up a handout from the bookcase You need your novel Wait quietly for further directions Periods 1-8 Friday, May 15 th

 Symbol- a thing that represents or stands for something else.  What do you think Ponyboy’s hair represents or stands for?  Do you recognize another symbol in chapter 5?  Your task: add symbols to the handout as you come across them in your reading, and go back and see if there are any other symbols in the chapters we already read. THIS WILL BE COLLECTED WITH YOUR CHARACTER WEB AT THE END OF THE NOVEL.

 Create your own “Teenagers’ Bill of Rights”:  With Friends  With Parents/Other Adults  With Everyone

Objectives: Analyze how events in a story reveal aspects of a character Respond critically to text ideas by analyzing Robert Frost’s poem, “Nothing Gold Can Stay” Agenda: -Chapter 5: Part 2 -Poem analysis -Poem writing -Exit ticket DO NOW Please do the following -Pick up a handout from the bookcase -Get out your journal -Get out your novel -Wait quietly for further directions Periods 1,4,7 Monday, May 18 th

 watch?v=TwJ-ppxCGPk watch?v=TwJ-ppxCGPk  What do you think the poet is referring when he says, "Nothing gold can stay"? Use evidence from The Outsiders to support your answer.

Nature's first green is gold, Her hardest hue to hold. Her early leafs a flower; But only so an hour. Then leaf subsides to leaf. So Eden sank to grief, So dawn goes down to day. Nothing gold can stay.  By Robert Frost

Objectives: Interact with text on different levels of comprehension Analyze how events in a story reveal aspects of a character Respond critically to text ideas by analyzing Robert Frost’s poem, “Nothing Gold Can Stay” Agenda: Warm-up: Discussion Chapters 6 and 7 discussion Bill of Rights/Poems Exit ticket DO NOW Please do the following Place your novel and character relationship web on your desk Get out your poem Wait quietly for further directions Periods 1-8 Wednesday, May 20 th

 Greasers have harder trials than the Socs  If someone doesn’t cry, it means they’re not that sad  Saving someone’s life can make up for killing someone  Appearances are often deceiving  People usually have the same values as their friends

 The rhyme scheme is AABBCCDD  Alliteration -- "Nature's first green is gold," "Her hardest hue to hold," and "So dawn goes down to day."  Alliteration, like most sound devices, is used to draw the reader's attention to particular words or phrases. Here, the first example shows that gold is even more prized a color in nature than green; the second emphasizes how brief a color gold is in nature -- the gold that comes with the sunrise, that is. The third example shows how quickly sunrise simply becomes sunlight.  Allusion -- "So Eden sank to grief" -- This refers to the Garden of Eden, where Adam and Eve brought death into the world by giving in to temptation, in the Old Testament.  This allusion shows how fleeting the perfect and the ideal are in our world.  Personification -- referring to Nature as a female.

 Now that you understand the meaning of the poem “Nothing Gold Can Stay,” make a connection to your personal life and discuss what your “gold” is.  Do you agree that nothing gold can stay? Why or why not? What are some examples of wonderful things that are permanent?

Objectives: Analyze how events in a story reveal aspects of a character Determine how social, cultural, and emotional environment shapes the life of a teenager Agenda: Warm-up: Chap. 8 discussion Chapter 9/Poem Exit ticket DO NOW Please do the following Get out your poem With the person beside you: Discuss Cherry and Ponyboy’s conversation. Why does she say she can’t visit Johnny? Period 4 Friday, May 29 th

 Why did the doctor let Two-Bit and Ponyboy in to see Johnny?  What two things does Johnny tell Two-Bit he wants him to bring?  Who comes to visit Johnny besides Ponyboy and Two-Bit?  What does Two-Bit say keeps Darry from being a Soc?

 They discuss the rumble  Darry says maybe Ponyboy shouldn’t fight  Ponyboy talks Darry into letting him fight  Read pages  Page 138 “I looked at Darry…”  Bottom of page 140 “Hey, Curtis!”  Page 142 read until the end

Objectives: Analyze how events in a story reveal aspects of a character Determine how social, cultural, and emotional environment shapes the life of a teenager Agenda: Evaluation Chapter 12 Poem Exit ticket DO NOW Please do the following Pick up a lined piece of paper Get out your novel Get out your relationship web Periods 1,4,7 Friday, May 29 th

 What was your favorite part of LA this year? Why?  What was your least favorite?  What grade would you give me?  Advice for me for next year

 Turn in your character web  Turn in your symbols handout  Poems should be turned in today  Final project– Monday

 What are Johnny’s last words to Ponyboy? What do they mean?  BONUS: What is this type of expression called? (think figurative language you learned this year)

Periods 1,4,7 Objectives: To anchor in time your current views, attitudes, philosophy, and outlook To create a document that, years from now, will have significant value to you. Agenda: Finish chapter 12 discussion Catch-up day Final project Monday, June 1 st DO NOW Please do the following Pick up a lined piece of paper If you owe me work, place the work in the middle of your table (webs or poems)

 While reading chapter 12, answer the following questions on the back of your lined paper. Be prepared to share.  How did Ponyboy dramatically change throughout the novel?  What do we learn about Johnny from his letter to Ponyboy?  What does Ponyboy end up doing for his English assignment? What is the significance?

Periods 1,4,7 Objectives: To anchor in time your current views, attitudes, philosophy, and outlook To create a document that, years from now, will have significant value to you. Agenda: Letter to your senior self Novel collection Portfolios Tuesday, June 2 nd DO NOW Please do the following Pick up an envelope from the bookcase Get out your “Letter to your Senior Self” project

Periods 1,4,7 Objectives: To anchor in time your current views, attitudes, philosophy, and outlook To create a document that, years from now, will have significant value to you. Agenda: Letter to your senior self Novel collection Final day to work Wednesday, June 3 rd DO NOW Please do the following Get out your “Letter to your Senior Self” project Begin working quietly

Periods 1,4,7 Objectives: Determine how social, cultural, and emotional environment shapes the life of a teenager Agenda: Catch-up day The Outsiders movie Thursday, June 4 th DO NOW Please do the following If you owe me work, you will not be watching the film today. Wait quietly for further directions

Periods 1,4,7 Objectives: Determine how social, cultural, and emotional environment shapes the life of a teenager Agenda: Catch-up day The Outsiders movie Friday, June th DO NOW Please do the following If you owe me work, you will not be watching the film today. Wait quietly for further directions