Madison 1

Appendix
Curriculum Map
WEEK

DATE

TOPIC/ UNITS

ASSESMENTS / STANDARD

Quarter 1
1

Aug. 4th - Aug. 8th

Routines/ Reading & Writing

Levels

Short reading assignment with

comprehension questions and
evaluative essay

Aug. 11th Aus. 15th

Review: literary elements,

writing styles

Aug. 18th Aug. 22nd

Personal novels, good

Writing worksheet and quick

writes with prompts
Journals

beginnings and happy

endings.
4

Aug. 25th Aug. 29th

Short Story: Edgar Allan Poe,

The Cask of

Group discussions, reflections /

quizzes, reading logs

Amontillado
5/6

Sept. 1st Sept. 12th

Play: William Shakespeare,

Reading logs, quizzes, readers

Twelfth Night
Movie(s): Twelfth Night or

theater / group acting, project

What You Will (&

She's The Man)
Comparison Reflections
Grade Checks
7-9

Sept. 15th Oct.3rd

Students Choice: Stories /

Novels from Around
the World
Students Choice: Project

Pick from a list of stories and

choose a corresponding project:
essay, video, PowerPoint,
webpage, interview, alternative
ending etc.

Sept. 22nd Oct. 3rd

Spirit Week

Writing Unit- begin with timed

writing, then expand: topics,

drafting, editing workshops,
typing, reading circles, *recital
party*
10

Oct. 6th- Oct. 10th

Fall Break
Quarter 2

1-5

Oct. 13th Nov. 12th

Novel & Movie: S.E. Hinton,

Reading logs, quizzes, mini/

The Outsiders
Compare / Contrast Essay

timed writings, multiple mini

projects, final essay

Nov. 13th Nov. 14th

Test Prep.
Grade Checks

*cushion*

6/7

Nov. 17th- Nov. 26th

Journal Articles

Debates, opposing view points

Nov. 27th & Nov. 28th

8/9

Dec. 1st Dec. 12th

Thanksgiving Break
Personal Novel (homework
books)

10

Dec. 15th Dec. 18th

Dec. 19th Jan. 2nd

Presentations (PowerPoint)/
book talks/ projects

Testing
Grade Checks

Holiday theme worksheets / New

Year resolutions prompts
Make up work/ tests
Party

Winter Break
Quarter 3

Jan. 5th Jan. 9th

Jan. 12th Jan. 16th

Routine

Vocab./ Essay Reviews

Speeches: MLK Dream speech

Writing prompts, times essays,

reflections

January 19th
3/4

Jan. 20th Jan. 29th

MLK Day
Short Story: The Legend of
Sleepy Hollow

Frontloading background,
(making classics fun) drawing
and painting of key

elements/moments, creative/
alternative writing, debates
January 30th

Essay type review/ outline for

*cushion*

research papers /
topics
5

Feb. 2nd Feb. 6th

Finding Credible Sources

Outlining / Drafting
Grade Checks

Source cards

Feb. 9th Feb. 13th

Research Paper- Typing

MLA formatting

February 16th
Feb. 17th & Feb. 18th

Presidents Day
Presidents Day projects

(Break from Essays) quick reads,

worksheets, fun facts, games

Feb. 23th Feb. 27th

Editing
Grade Checks

Peer- Reviews / Literary circles

Papers Due 2/27

Quarter 4
1

Mar. 2nd Mar. 5th

Songs and Lyrics

Writing Prompts, karaoke, slam

poetry/ rapping, speeches and
presentations

Mar. 9th Mar. 13th

Intro to Poetry

Devices, types, definitions, how

to annotate, poetry packet (find
ones you like)

Mar. 16th Mar. 20th

Spring Break

HOMEWORK! Find one poet or

poem you LOVE.

Mar. 23rd Mar. 30th

Poetry

types, genres, eras, analyzing

Poets: Dickenson, Stein,

Angelou

5-9

Apr. 1st May 1st

Multi Genre Paper

Students will pull from

homework journaling, free
writes, and essays, and will
create five new pieces for their
portfolios (must create one poem
based on SB homework)

10

May 4th May 13th

Student Voting: As a class,

Short Story: Mark Twain, The

student will chose their story

Celebrated Jumping

type, and will then have a PBL

Frog of Calaveras

based on their choice.

County
Graphic Novel: Neil Gaiman,
The Sandman
Poetry: Samuel Taylor
Coleridge, The Rime of
the Ancient Mariner
Novel: Lois Lowry, The Giver
Audio: Orson Wells, The War of
The Worlds

11

May14th May 19th

May 20th
May 21st

Testing
Portfolio
Grade Checks

Printing and Formatting Writing

Last Day of Classes

*Party*

8th Grade Graduation

Quarter 2: Unit Outline

Unit Rationale (Use sources to support your rationale
Hinton, S. E. The Outsiders.
This unit will ask students to consider their personal identities, and how their actions

effect the world around them. The unit will begin by questing student about who they think
they are. Who are their friends? What is their style? What are their core beliefs? How do they
relate to those around them? And most importantlydo they judge others? As 7th graders
personal identity is becoming a major factor in student lives. They are becoming more and
more independent, making their own decisions. However, to make sure student dont make
rash judgements over materialistic and trivial matters, we will be discussing student
stereotypes and how to overcome such stereotypical views.
To begin students will take multiple surveys, and then once everyone has the results from
their test they will work in small groups. Ideally, each small group will be made up of different
students from different cliques. Meaning that students will interact with students they might
not really consider their friends. Through these group activities student will figure out what
similarities they share with peer they dont usually associate with. Students will hopefully
have an eye-opening and enriching conversations figuring that what we present to the world
isnt necessarily the truth.
The major novel accompanying this unit will be S.E. Hintons The Outsiders. This novel
perfectly reflects an adolescents struggle with fitting in and being judged by his appearance.
Students will continuously reflect on stereotypes presented in the novel with modern day
stereotypes. Comparing and contrasting what, if anything has changed or stayed the same.
Students will also take a look at modern media, analyzing it for any propaganda. Students will
be asked to answer questions like: Do you judge others, and why? What do you judge them
about? Does the media influence the way you view yourself or your classmates?
They will decide if the media has any influence on the decisions they make, and if they do are
they positive or negative? This will lead into the major theme of the unitstereotyping.

Stereotyping, and how quickly it can lead into judging based on differences in opinion,
style, bias, etc, can easily lead to bullying. Therefore, an undercurrent of the unit will be on
anti-bullying and changing viewpoints. The unit will ask students to consider their personal
beliefs about themselves and their peers and society in general. They should come out of this
unit having seriously considered how they approach the world. Through self-exploration and
personal growth many of the student should end the unit with some new outlooksand maybe
some new friends
Essential Questions:
Identity and Stereotyping
Who am I?
What are Stereotypes?
What stereotypes do I buy into?
How will learning about stereotyping influence me?
Standards
Reading Literature
Cite several pieces of textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text. (7.RL.1)
Analyze how particular elements of a story or drama interact (e.g., how setting shapes
the characters or plot). (7.RL.3)
Compare and contrast a fictional portrayal of a time, place, or character and a historical
account of the same period as a means of understanding how authors of fiction use or
alter history. (7.RL.9)
Reading Informational Text
Analyze the interactions between individuals, events, and ideas in a text (e.g., how
ideas influence individuals or events, or how individuals influence ideas or events).
(7.RI.3)
Compare and contrast a text to an audio, video, or multimedia version of the text,
analyzing each mediums portrayal of the subject (e.g., how the delivery of a speech
affects the impact of the words). (7.RI.7)
Writing
Write narratives to develop real or imagined experiences or events using effective
technique, relevant descriptive details, and well-structured event sequences.
-Engage and orient the reader by establishing a context and point of view and
introducing a narrator and/or characters; organize an event sequence that unfolds
naturally and logically.
-Use a variety of transition words, phrases, and clauses to convey sequence and signal

shifts from one time frame or setting to another.

-Use precise words and phrases, relevant descriptive details, and sensory language to
capture the action and convey experiences and events.
-Provide a conclusion that follows from and reflects on the narrated experiences or
events. (7.W.3)
Conduct short research projects to answer a question, drawing on several sources and
generating additional related, focused questions for further research and investigation.
(7.W.7)
Listening & Speaking
Analyze the main ideas and supporting details presented in diverse media and formats
(e.g., visually, quantitatively, and orally) and explain how the ideas clarify a topic, text,
or issue under study. (7.SL.2)
Present claims and findings, emphasizing salient points in a focused, coherent manner
with pertinent descriptions, facts, details, and examples; use appropriate eye contact,
adequate volume, and clear pronunciation. (7.SL.4)
Language
Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings.
-Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in
context.
-Use the relationship between particular words (e.g., synonym/antonym, analogy) to
better understand each of the words.
-Distinguish among the connotations (associations) of words with similar denotations
(definitions) (e.g., refined, respectful, polite, diplomatic, condescending). (7.L.5)
Objectives/Sub Objectives
Throughout the unit students will:
-complete chapter by chapter reading guide with reflection questions.
-demonstrate their learning by taking chapter tests.
-recording feelings, favorite quotes, and strong reactions in a reading log.
-continuously compare and contrast the characters in the novel as their understanding of
the characters grow.
-analyze how stereotypes drive the theme/plot of the novel.
Students will be able to:
-design a collage, one padlet, which reflects their personality and style.
-assess their own quizzes and relate their finding to their classmates.
-comprehend the 1960s, in the US, by interpreting evidence from photos, video clips, and
articles from the era.
-write character analysis comparing themselves to different and opposing characters in the novel.
- debate how stereotypes in the novel reflect the real world.
-breakdown a magazine article by focusing on the contents and asking themselves what is the
magazine selling me?

-analyze one of the characters from, The Outsiders, by listing the characters traits and quoting
evidence as support.
-evaluate photographs and label them with a stereotype.
-construct a structured poem based upon Robert Frosts Nothing Gold Can Stay.
-orally present their poem.
-compare and contrast in a graphic organizer quotes from the novel.
-determine whether they would be a Soc or a Greaser, and create a fictional Outsiders
classroom.
-speculate on what the Facebook profile of a character -of their choice- would look like.
-in a quiz, distinguish which characters are being analyzed.
-begin drafting reflection paper.
-workshop paper with a peer.
-edit paper following checklist guide.
-incorporate reflective paper into a presentation to be given to their classmates (utilizing their
original padlet to emphasize their learning.)

Formative Assessments (Includes rubrics for each and assignment)

Sizing People Up / (5 things that make you... you)
o Quizzes
Book Starter
o Questions Packet
Journal / Reading Log
o Daily Assignments
Quizzes
o Participation points
Rewriting / Animating a Childrens Book
o Cartoon Sheet
Annotating and Comparing two short stories
o WTL activity
Analyzing a Magazine Article
o Media Analysis
Creating a Poem
o Writing
o Visual Presentation
Greasers and Socs Compare/ Contrast Venn Diagram
o Group Project & Presentation
Facebook Profile: Character Analysis
o Writing
o Visual Assignment
Class Experiment: We Are Greasers / Socs
o Socratic Seminar
Final Project: Who Am I Really? & Who I Really Am
o Presentation

Final Project: Society, School, Personal

o Writing

Summative Assessment (scoring guide)

Reflection Essay Assignment Sheet
Students will: Reflect on how this unit has impacted the way you think about your life. Has the
unit covered has changed the way you see the world around you? What assignments most
affected you the most? Which changed the way you view yourself? How do you plan
incorporate the information youve acquired to your life? How do you feel about stereotyping?
Have any of your previous stereotypes held?
In a first person narrative students will present a detailed analysis of their learning. Papers
must be 3 to 5 pages long, reflecting on the questions above, typed in MLA format with proper
spelling, punctuation and grammar.
Finally, student will also be responsible for creating a visually appealing 7-10 minute
presentation using at least one purposeful technology. Students can choose any technology
mode, with teacher permission. Presentations will be graded on technology use, organization,
familiarity, spelling, punctuation, and grammar.
Requirements:
Rough Draft Graphic Organizer
Typed Second Draft
o 3 or more pages
o MLA Format
o 1st person point of view
Self Graded Checklist
Peer Signed Checklist
Technology Presentation
o Organized
o Practiced
o Visually Appealing
o Correct Conventions
o Purposeful
o 7- 10 Minutes Long
Reflective Essay: Rubric
Criteria:
0
2
Focused on
Unit

The paper does

not discuss
unit/

The paper
focuses on too
many events

The paper does

not focus on a
events covered

The paper is
focuses on unit
learning and

Points
:
X2

Learning

Organized

Evidence of
Writing
Process

Creative

Formatted

Conventions

classroom
learning.

uses supporting
details to create
a vivid image
for readers.
The paper is
The paper
The paper is
The paper is
not organized.
jumps around
mostly
organized with
and difficult to
organized with
a beginning,
understand.
few confusing
middle and
components.
end, and flows
in a logical and
coherent way.
The paper is
The paper is
The paper is
Graphic
missing all
missing two of
missing one of
organizer,
three parts: the the three parts:
the three parts:
checklist with
graph
the graph
the graph
self and peer
organizer, self/ organizer, self/
organizer, self/
review, final
peer checklist, peer checklist,
peer checklist,
draft is passed
for final copy. for final copy.
for final copy.
in on time.
The story is
The story is
The story is
The story is
does not
creative, but
creative and uses
creative and
utilizes the
does not use
some of the
uses diverse
student full
diverse
following:
sentences,
creative
sentences,
diverse
transition
abilities.
transition
sentences,
words, and
words, or avoid transition words,
avoids
repetition.
or it avoids
repetition.
repetition.
Paper is in no
Paper is
Paper is mostly
Paper is in
way formatted.
improperly
in MLA format
correct MLA
formatted.
with one or two
format.
mistakes.
Numerous
spelling/
grammar/
punctuation
mistakes that
distract reader.

that took place

outside of the
classroom.

Several
spelling/
grammar/
punctuation
mistakes.

in class, but uses

some supporting
details

Few spelling/
grammar/
punctuation
mistakes.

Spelling/
grammar/
punctuation are
correct.

Total
Signature: ____________________________________________________________

/12

X2

/12

X2

/12

X2

/12

X1
/6

X1

/6

/60 points

Background knowledge/student interest/real life application

Students should bring most of their own background knowledge to this unit. The only
information students will need explicitly stated is the background on the 1960s and its
associated stereotypes.
References
http://www.menifee.k12.ky.us/userfiles/28/Classes/155/Outsiders.pdf
http://education.library.ubc.ca/files/2011/06/08Sabrina-Block-Outsiders.pdf
https://www.ed.psu.edu/englishpds/10-11/gerrity/The_Outsiders.html
http://smago.coe.uga.edu/VirtualLibrary/Pate.pdf
http://mrspal.org/2010/06/08/who-am-i-identity-portfolio/
https://sites.google.com/a/teacher.plymouth.k12.ma.us/rezendes/documents/memoir
http://www.greececsd.org/district.cfm?subpage=508
Monday

Tuesday

Wednesday

Thursday

Intro to Stereotypes:
Five things that make
you you...
Sizing People Up

60s Style and

Background of the novel

Book Starter:
Explanation of reading
guides, how to answer
questions and quizzes

Reading Aloud: logs,

journaling, and character
outlines

In-Class Quiz:
Quick character
analysis (focusing on
the stereotypes in the
book.)

Stereotyping Into to
FINAL PROJECT:
Society, School,
Personal

Stereotyping continued:
Personality quizzes
Harry Potter.
Learning Style.
16 Personality Types.

Stereotyping continued
(what are magazines telling/
selling you?)

In-Class Quiz:
Class Socratic Seminar

Nothing Gold Can

Stay Poem analysis

Creating our own poems

Finishing and Presenting

our poems.
Starting our compare /

contrast Greasers and Soxs

In-Class Quiz:
Character Analysis

Character Analysis:
Facebook Profile

We Are Greasers/ Socs;

Class Experiment

Who Am I Really?
Class Experiment

Who I Really Am Paper

/ Presentation Sign-Up

Presentations

Presentations

The Outsiders Wrap-Up/

Socratic Seminar

Lesson Plan
*Unit: The Outsiders- Reinforcement
Organizational Structures:
Individual, Group, & Whole Group
Standard:
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the
course of a text, interact with other characters, and advance the plot or develop the theme. (9-10.RL.3)
Objective:
Students will be able to analyze one of the characters from, The Outsiders, by listing the characters traits
and quoting evidence as support.
Bell work:
Students will enter the class room and take out their homework and goal sheet to be initialed by an
instructor. Target goals/ aim will be written on the board for students to copy onto their goal sheet.
Students will then number a piece of paper 1-10 and list out the character from, The Outsiders. Students
will list the characters, in descending order, from favorite to least favorite. This section of the bell work
will be timed; students will have no longer than 60 seconds to complete.
Ponyboy Curtis
Johnny Cade
Paul Holden
Darrell Curtis
Sandy
Jerry Wood
Sodapop Curtis
Cherry Valance
Tim Shepard
Two-Bit Mathews
Marcia
Curly Shepard
Steve Randle
Randy Adderson
Mr. Syme
Dallas Winston
Bob Sheldon

Aim:
How will students accurately empathize with one of the characters from The Outsiders?
Instructional Objectives:
Students will recall characters from a text.
Students will pick their favorite character from the text.
Students will list character traits that are relevant/ related to their character. (List of descriptive words will
be given out.)
Students will use a character analysis worksheet to draw, describe, and detail, their characters mental,
physical, emotional, and intellectual traits.
Students will put quotes from the text to support their opinion of the character to create a graphic
organizer.
Students with the same character will compare traits and quotes chosen; and then share out what traits
they all agree on with the class.
Finally, students will relate what they have learned about the character to themselves/ the world.
Literacy Skills:
Students will be mapping out their chosen character. They will also be summarizing that particular
character through a picture, and description of traits. Students should have already close read/ annotated
the novel with sticky notes and a quote journal.
Motivation:
Students will race to list out 10 characters from the text within 60 seconds. I also want students to explain
why and how they chose certain characters as their favorite. Students will also be asked to write down
similarities and differences that they share with the character.
Directions:
1. Students will enter the classroom and sit with their assigned seats.
2. Students will get out their homework and goal sheets for grading.
3. Bell work will be given.
4. Students will have 60 seconds to list 10 characters, in descending orders favorite to least favorite.
5. Students will be asked to justify why they chose that character. (written)
a. Is the character similar or opposing to you?
6. Students will be given a worksheet that asks them to list character traits: mental, physical,
emotional, and intellectual.
7. Students will pull evidence to support the traits.
8. Students will be asked to draw a picture/ representation of their character. (If time or supplies
allowed it-- a collage would be perfect!)
9. Students will get into groups, (Ponyboys with Ponyboys/ Sandys with Sandys) to compare their
graphic organizers.
10. Students will discuss if:
a. Their perceptions of the character match up with their classmates. Why or why not?
b. Who/ what they believe the biggest influence on their character is?
11. Students will then share out with the class at large.
Pivotal Questions:
1. Why did you choose that character as your favorite?
2. What similarities or differences do you share with your character?
3. How did you decide on which quotes from the book to use?
4. What/ who do you think (so far) is the biggest influence on your character? (family, friends,
society, economy)

5. In your groups did you all have any of the same traits? Does this make that trait more valid than
your other traits? Explain.
Medial Summary:
Medial summary will start before the groups meet up to compare their characters traits.
This is where students will be asked to empathize with their character. They will justify why they chose
that character, and write down their opinion on if the character similar or contrasting to themselves. They
will mark down, (doesnt have to be complete sentences) how they decided on which quotes to use, and
what/ who they think is the biggest influence on their character.
Application:
After choosing their favorite character, students have to justify why they chose that particular character.
They will be asked to look for any similarities or differences that they share with their character and write
them down. Student will also make a collage of sorts. They must draw a picture, list characteristics, and
pull descriptive quotes. Students will also share out in groups. These groups will be used for higher level
thinking, as students compare their collage worksheets. The students will have to compare their opinions
on the same character and discuss which trait they all used, and if that validates their ideas on the
character.
Final Summary:
Students will decide if they still feel the same way about their character as they did at the beginning of
class. How has their view of the character changed once they analyzed him / her? Would you choose the
same character? Why or why not? Which character would you choose to analyze instead?
Metacognitive on Pedagogy:
Students should say that they got to choose the character to focus on for their learning.
Students should state that they have a deeper understanding of one character from The Outsiders.
(Especially in relation to themselves)
Students should mention that they compared and contrasted their character in focus groups.
Students will have reflected on their character and should state whether they would choose the same
character again, or which character they would choose instead.
Students should state that they questioned other groups about their character in a Q&A style report.
Metacognitive on Learning:
This is where I would have the character groups share with the class what they learned about their
characters. I want all of the students to have a deep understanding of one character, but a basic
understanding of all of the characters. So, student will share out the quotes, characterizes, and photos they
drew of the character with the class as a whole. *This section might turn into a Q&A on characters and
would probably run over to the next day.
Review Homework:
Homework for the night will emphasis on the Aim for the day: How will students accurately empathize,
with evidence, one of the characters from The Outsider?
Using the quotes from their graphic organizer, students will write out, in complete sentences, why they
empathize/ sympathize with the character.
Homework:
For homework, students will use their collage / graphic organizer and write a character analysis. The
analysis will be one (extended) paragraph using evidence to answer one of the following:

1. How does your character develop over the course of a text?

2. How does your character interact with other characters?
(Who is the most influential to them? Who do they influence?)
3. How does your character advance the plot or develop the theme?