Lesson Plan: The Outsiders

Comparing a Book and Movie

Grade 8
By Lana Susan Stewart

Book by S.E.Hinton; Movie by Francis Ford Coppola

Common Core Standards:

CCSS.ELA-Literacy.RL.8.3 Reading Literature: Key Ideas and Details
Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or
provoke a decision.

CCSS.ELA-Literacy.RL.8.7 Reading Literature: Integration of Knowledge and Ideas

Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script,
evaluating the choices made by the director or actors.

CCSS.ELA-Literacy.W.8.9 Writing: Research to Build and Present Knowledge

Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCSS.ELA-Literacy.SL.8.1 Speaking and Listening: Comprehension and Collaboration
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on
grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.
CCSS.ELA-Literacy.CCRA.R.7 Integration of Knowledge and Ideas (Anchor Standards for Reading)
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in
words.

Lesson Summary:
Students will compare and contrast the book and movie versions of The Outsiders, book by S.E. Hinton and
movie by Francis Ford Coppola. As part of this lesson, students will also review some common literary terms.

Estimated Duration:
This lesson will take an estimated seven 50-minute class periods.

This does not include student reading of the book.

Watching the movie for significant portions of four class periods is included in this lesson, which is
why several days are needed for the lesson.

Commentary:
An introduction and motivator for the lesson will be provided by a brief GoAnimate video. This will introduce
the idea of comparing a book and movie, and ask the important questions of Which would you rather do,
read a book or watch a movie of the same storywhy? Will the story be the same in both?

Instructional Procedures:
Day 1

First 10 minutes: Introductory activity- Students will discuss the difference between books and movies,
after watching a brief GoAnimate video to introduce the activity.

10 minutes: I will introduce vocabulary terms and categories to help the students watch for
comparisons with a student handout (Book vs. Movie Google doc). I will explain that students will be
watching for these types of differences while watching the movie. Google Doc:
https://docs.google.com/document/d/1Fy66Ik-mZVYGw2UlqT6g4--ynShBwl8C2bdkI5f6bow/edit?
usp=sharing

30 minutes: Watch movie.

Day 2

First 10 minutes: Discuss some of the differences already noted in what we watched yesterday, as well
as additional questions/comments the students have about the movie so far.

40 minutes: Watch video.

Day 3

First 10 minutes: Discuss some of the differences already noted in what we watched yesterday, as well

as additional questions the students have about the movie so far.

40 minutes: Watch video.

Day 4

First 10 minutes: Discuss some of the differences already noted in what we watched yesterday, as well
as additional questions the students have about the movie so far.

15 minutes: Watch video (conclusion).

15 minutes: Discuss movie, including the Book vs. Movie handout given on Day 1.

10 minutes (if needed): Time for additional discussion, as video-watching time on previous days may
carry over into Day 4 more than expected.

Day 5

20 minutes: Explain the 3 assignments: Glogster project, Word Ammo game and writing prompts (2).

Introduce the Word Ammo ClassTools online game that students will complete after the Glogster
project. The game will provide a review of the literary terms from the Book vs. Movie handout.
Students will complete the game individually:
http://www.classtools.net/widgets/quiz_36/Book_vs_Movie_Terms_4EGpm.htm

Assign/Discuss Writing Prompts: Assign and discuss the two writing prompts that will be completed
individually after the group Glogster project.
25 points possible: Student will write one or more paragraph(s) explaining whether they would
rather read a book or watch a movie of the same story, and WHY.
25 points possible: Student will write an explanation of how they worked together in their group
were duties and activities divided (if so, how/ Did the student have responsibilities for certain parts
or did the group work together on all parts of the project?). What worked well about working
together, and what could have gone better, and WHY?

Glogster - Introduce and discuss the Glogster assignment, including providing a sample Glogster
project. Then divide students into groups by choosing numbers from a jar. (Accelerated students have
opportunity to elect to work alone instead of in groups, and do an additional tech-based activity of their
choice, pending teacher approval before they begin.)

Note: If a student volunteers to work alone (i.e. an accelerated student) rather than in a group for this
project, their second question to address (bullet 2) will be based on their specific project choice.

30 minutes: Groups work collaboratively on planning/beginning to create Glogster assignment. Explain

that tomorrow will be the last day to complete the Glogster projectexplain that students will have the

entire period tomorrow to dedicate to the group project, the Word Ammo game and the individual
paragraph responses.

Day 6

5 minutes: Intro/Review of assignments, including a reminder that this is the final day to complete the
Glogster group assignment and the Word Ammo game. If needed, the writing prompts may be
completed as homework.

Remainder of period: Glogster group projects, Word Ammo game and individual writing prompts. The
Glogster group projects must be turned in before the end of the period. The Word Ammo online game
also must be completed before the end of the period. HOMEWORK: Students who do not complete the
writing prompts in class will complete this as homework.

OPTIONAL Word Search: All students will be given an opportunity for an optional Word Search for
extra credit (10 points). Since students complete work as various times, those who complete the writing
prompts during class can begin on the Word Search during class. Other students will complete the
Word Search as homework, if they desire the extra credit points.

Day 7

Display student Glogster presentations one at a time (using a projector, and omitting the student
names), with teacher-led discussion of the books vs. movies comparisons.

Have students score the Glogsters (including selecting the one they consider the best in the class), using
a teacher-provided scoring rubric. Student groups whose Glogster is selected as best in class will be
given 20 additional points on their project grade.

Pre-Assessment:
The pre-assessment will be informal teacher observation of the discussion following the GoAnimate video
introduction.
Scoring Guidelines:
Informal teacher assessment/observation only. Students of this grade level should already understand
some of the differences between books and movies. The teacher will prompt such discussion, as
needed.
Post-Assessment:
Glogster Posters - The multimedia posters created by the students will be their main post-assessment, but the
writing prompts, as well as the online Word Ammo game, will also provide assessment.

Scoring Guidelines:
Glogster Poster - Total of 100 points possible for each student in the group (teacher scoring), with
additional 20 points possible, if rated as the best in the class by the students:

Accurate information
Amount of detail/Effort to produce
Visually appealing

Individual Student Writing Prompt Responses (NOT a group project) 50 points possible

25 points possible: One or more paragraph(s) explaining whether the student would rather read a book
or watch a movie of the same story, and WHY.

25 points possible: Student will write an explanation of how they worked together in their group
were duties and activities divided (if so, how.did student have responsibilities for certain parts or did
the group work together on all parts of the project?). What worked well about working together, and
what could have gone better (and why)?
Note: If a student volunteers to work alone (i.e. an accelerated student) rather than in a group for this
project, their second question to address (bullet 2) will be based on their specific project choice.

ClassTools Word Ammo arcade game - Although an in-class activity (and no recorded student grade),
it will serve as a form of assessment and review, as it will assess student knowledge of the literary terms on
the handout. ClassTools game:
http://www.classtools.net/widgets/quiz_36/Book_vs_Movie_Terms_4EGpm.htm

Differentiated Instructional Support

For Potentially Struggling Students: Having the students work in small groups with help provide automatic
peer-tutoring opportunities. In addition, since the small groups will be arranged randomly, the teacher will
monitor the groups and make changes as appropriate (potentially pulling a student from one group and putting
into another group, etc.)
Additional Challenge for Accelerated Students: Students will have the opportunity to work independently,
instead of in groups. In addition, accelerated students will be encouraged to create an interactive assessment of
the book and/or movie by creating a Google assessment or by use of other technology of their choice (after
teacher approval). A Word Search (The Outsiders) will be provided to students who complete work early.

Extension

Students/parents interested in learning more about the Common Core standards addressed in this lesson

will be encourage to visit http://www.corestandards.org/.

Additional resources for book/movie comparison (these are listed on the student handout):

http://www.ehow.com/how_7345601_compare-books-movies.html
https://www.pinterest.com/huntaustmom/book-movie-comparing/
classroom-resources/lesson-plans/reel-scoop-comparing-books-46.html

http://www.minds-in-bloom.com/2009/10/comparing-book-to
movie.htmles/lesson_images/lesson1098/BookMovieComp.pdf

Homework Options and Home Connections

The only written homework assignment will be on Day 6, and this is only if students do not complete the work
during class.*

Interdisciplinary Connections
Social Studies Discuss the importance of the time period/setting. Are there similarities and differences to
today? Discuss the two social groups in the story, and discuss similarities with todays social groups.
Psychology How are the brothers affected by their parents death? How does Darrys role of parent affect
his own life, as well as impact his younger brothers? How does Dally being on his own affect his personality
and life choices? How does Johnnys death impact Dallys mental state and choices near the end of the book?

Materials and Resources:

For teachers

Book, The Outsiders, by S.E. Hinton.

Movie, The Outsiders, by Francis Ford Coppola ( 2 hrs., 15 min.)

Laptop and Projector- for movie (and to later display the Glogster
presentations)

Teacher-made GoAnimate video- to generate interest and introduce

comparing the book and movie.

Google Doc (worksheet) which will help students know what to be watching

in the movie.

For students

Numbers Jar/Method to select groups - Students will draw numbers from a

jar, to be organized into groups of 2-3 students for the small-group project on
Glogster. Students will be reminded that although sometimes they are permitted
to choose their partners, in the work world after high school graduation, work
groups are often assigned. To prepare for college and post-high school careers,
students need to learn to work collaboratively with others, including those who
may not already be their friends.

Glogster/sample Students will use Glogster to create multimedia posters as

an assignment/assessment (comparisons of movie and book).

Optional Word Search.

Laptop/computers/printer.

Book, The Outsiders.

Access to Glogster and Word Ammo game.

Word Search, Google Doc, Writing Prompt (paragraphs).

Scoring rubric.

Key Vocabulary
Key vocabulary will be listed in the student handout, including: setting, character personalities, plot,
narrative/person, reader (or viewer) knowledge, and mood.

Note: *Not having homework is generally the case in my class. I do not believe in homework for the sake of
just assigning something, and like to encourage students to do their work in class. The reward for doing the
work in class is usually not having any homework. However, now that I better understand the flipped
classroom, I am going to rethink how more frequent homework possibly may be beneficial.