KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT
Teacher Candidate: ___Brittany Clouser_________
Date: ____9/24/15___________________
Cooperating Teacher: ____Mrs. Amy Giuffrida_________________
Coop. Initials: _______________
Group Size: _____________________ Allotted Time: __________________
Grade Level: ___8______________
Subject or Topic: ______English: The Outsiders_______________
Section: _____________________

STANDARD(s):
PA Core: Reading
CC.1.3.8.G: 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 directors or actors.
CC.1.4.8.S: Draw evidence from literary or informational texts to support analysis, reflection, and/or research,
applying grade level reading standards for literature and literary non-fiction.
PDESAS: Writing
1.5.8.B: Develop content appropriate for the topic.
Employ the most effective format for purpose and audience.
Write paragraphs that have details and information specific to the topic and relevant to the focus.

I. Performance Objectives
As a result of this lesson, the student will be able to
o Compare the similarities and contrast the differences between The Outsiders movie and novel
using specific examples from the text proficiently.
o Construct an appropriate compare/contrast chart for The Outsiders movie and novel accurately.
II. Instructional Materials

Student:
The Outsiders novel
o
Paper
o
Pen/Pencil
o

Teacher:
The Outsiders movie
o
III. Subject Matter/ Content [prerequisite skills, key vocabulary, big idea(s), new content -- an outline goes here)
1. Prerequisite Skills:
2. Key Vocabulary:
3. Big Idea:
4. New Content:
IV. Implementation
A. Introduction
1. Prior to watching the movie, students will be given the essential questions to give them a
specific focus during The Outsiders.
2. Essential Questions:
1. Construct an appropriate graphic organizer for the following tasks:
2. Compare the similarities between the movie and the novel giving specific textual
evidence with page numbers.
3. Contrast the differences between the movie and the novel giving specific textual
evidence if possible.
B. Development
1. I will ask the students if they have any questions prior to beginning the movie.
2. Students will be noting their essential questions during the movie.
3. I will be monitoring students and assisting them with their compare and contrast throughout
the movie.
4. Periods 2, 3 and 4 will be given the attached strategy to organize their thinking during the

movie with comparing and contrasting. I will aide them in organizing their work as they are
watching.
C. Closure
1. Before students leave, I will ask them how they feel about their compare and contrast
responses to the film. I will ask them to respond to an exit pass on a piece of paper with their
name using a check mark for feeling confident about the responses, a minus for feeling
unsure about the responses, or a zero for feeling completely wrong about the responses.
D. Accommodations / Differentiation (Have you made accommodations for different learning styles,
multiple intelligences, and learning readiness levels, disabilities, and/or ESL/ELL? Specify what
instructional strategies you incorporated to differentiate, attach leveled activities, describe how you will
support various learning abilities, etc.)
1. I have differentiated for the different periods using the following:
1. Period One will be able to construct a compare/contrast organizer independently. They are the
gifted class and are capable of organizing thoughts in a meaningful manner.
2. Period Two and Four will need minimal scaffolding to organize their thoughts for compare/
contrast. I will briefly model for them how I set up my compare/contrast organizer in order
for them to be more successful.
3. For Period Three, I will give them a graphic organizer, as this is my class of learning support
students. I will pause the movie to work through an example on the graphic organizer with
them, working through one example modeling my thinking, and then having each group assist
me with an example before being released to work independently with assistance from me
throughout the movie.
E. Assessment/Evaluation plan
1. Formative: Students will hand in their compare and contrast paper following the
movie. Their paper will be assessed using the following key:
Compare/Contrast The Outsiders
Student includes:
Similarities between the movie and
the novel

1 point

Differences between the movie and

the novel

1 point

Why the director chose to make

differences between movie and
novel?

1 point

Compare/Contrast Diagram

1 point

2. Summative: Students will be using information from this lesson to answer short
analysis question on the post test.
V. Reflective Response
A. Report of Students Performance in Terms of States Objectives (Reflection on students performance
written after lesson is taught, includes remediation for students who failed to meet acceptable level of
achievement)

Unacceptable
(1)

Acceptable (2-3) Target (4)

Didnt complete

Period One

18

Period Two

Period Three

Period Four

14

Total

21

49

Remediation: For students who failed to meet an acceptable level of achievement, I will provide them with further
scaffolding for the venn diagram and three column chart to show them how to appropriately use the graphic organizer
for note taking through the gradual release model. I will work with them in small groups in a writers workshop with
sentence expansion to assist them in taking their notes from the compare and contrast and turn that into sentence form
to complete a paragraph.

B. Personal Reflection (1.Question written before lesson is taught. 2. Reflective answers to

questions recorded after lesson is taught.)
1.

1.

How have I provided enough assistance to my students to successfully create a compare/

contrast chart with appropriate responses?
1. I was able to differentiate by providing my struggling learners with a graphic organizer
(Venn Diagram), provide my second and fourth periods with examples of
different compare and contrast organizers, and allow my honors class first
period the freedom to create their own organizer for compare and contrast. I
gave them guided questions for their summary to provide them with all the
details they would need to succeed and be assessed on.

VI. Resources
Jones, R. (2012, August 26). Comparison-Contrast Charts. Retrieved September 24, 2015.

The Outsiders
Novel

Movie

Movie and Novel