Lesson 5: The Outsiders, Chapter 1, Part 2

Turn and Talk

Directions: Look at the T-chart graphic organizer with columns labeled “Socs” and “Greasers.” Add to this character chart in future lessons as you learn more about the characters.

Add an entry for Ponyboy in the Greasers column.

Name two or three adjectives that describe Ponyboy’s character, using character details from your homework assignment and/or the Lesson 4 discussion. Adjectives should describe the character’s personality, not their appearance (for example, smart, introverted, reckless).

Turn and talk with a partner to discuss this prompt:

• Think about the other characters that readers meet by name in Chapter 1. Choose two of these characters, identify their group (Socs or Greasers), and list two or three adjectives that describe each character’s personality. Try to think of different adjectives for each character. You can use adjectives from the text and think of some of your own.

Fluency Practice

Directions: Read a relevant excerpt from Chapter 1 of The Outsiders.

Fluency includes understanding and interpreting unfamiliar words in a text, such as slang that is particular to a time and place. We will be practicing fluency by reading and analyzing examples of slang in the text.

• What examples of slang words did you notice when you were reading Chapter 1?

• Were you able to guess what the words meant? How?

Model Fluent Reading: Listen as the passage is read aloud and notice the pronunciation of tough and tuff, paying attention to the difference between the –gh and –ff sounds.

• Does the passage look different from how it sounds when read aloud? How?

• Are the two words pronounced the same or differently?

• Can you think of any other words that are pronounced in the same way but have different spellings and meanings?

Class Echo Read: Reread the passage and read along aloud. 

• Did the words tough and tuff feel different to pronounce, or did they feel the same? How?

Now that you are familiar with the slang word tuff, examine what it means in context. With your partner, take turns reading aloud the passage of dialogue toward the end of Chapter 1. As one partner finishes a few sentences, the other partner should provide feedback on what they heard and how they heard it (for example, if punctuation was followed for appropriate pauses). Then, discuss these questions:

Partner-Read: Read the text with a partner.

• What does Ponyboy mean when he responds, “Tuff enough,” to Soda?

• What context clues can help you determine the meaning of the word tuff in this passage?

Part A: Analyze Character Relationships

Directions: Annotate Ponyboy’s Chapter 1 descriptions of the other major characters (Soda, Darry, Two-Bit, Dally, Steve, Johnny), and look for text evidence to answer these questions:

• Who does Ponyboy feel close to, and why? What do they have in common?

• Who does Ponyboy not feel close to, and why not? What prevents them from connecting?

As you annotate, remember the definition of conflict in literature: the actions, relationships, or ideas that lead to a rise in dramatic action in a literary work. Consider this definition and use text evidence as you respond to the following questions:

• How does Ponyboy’s view of Darry affect the way Ponyboy acts around him? Why does Ponyboy act differently around Soda from how he does around Darry?

• How are Darry and Soda affected differently by the neighborhood in which they live?

Part B: Evaluate Character Connections

Directions: Reread Chapter 1 and annotate character details about Dally, Steve, Two-Bit, and Johnny as well as continuing to annotate details about Darry and Soda. As you annotate, focus on looking for text evidence that answers these questions:

• Who does Ponyboy feel close to, and why? What do they have in common?

• Who does Ponyboy not feel close to, and why not? What prevents them from connecting?

Think-Pair-Share

Follow the Think-Pair-Share routine to discuss the answers to the questions below. First, independently annotate the text and form your own ideas. Then, join your partner and discuss your ideas. Listen carefully to your partner’s ideas. Before sharing a new idea, show you understand by repeating it in your own words or asking a question. Think about what your partner said and be open to improving your own ideas based on your partner's input.

• How is Dally different from the rest of the gang? How does the gang culture of the Southwest impact Dally differently?

• What prevents Ponyboy from connecting with Dally and Steve?

• Which parts of himself do you think Ponyboy sees in Johnny?

• How do Ponyboy’s feelings about Darry change by the end of the chapter? Why do you think Soda understands Darry’s behavior differently than Ponyboy does?

Quick Write

Directions: In the graphic organizer, write your response to the question in the left-hand column of the graphic organizer, then share and refine ideas with a partner, making notes in the right-hand column. Use specific evidence from the text in your response.

• Describe a moment in Chapter 1 when Ponyboy feels as if he does not belong. What does this moment reveal about how Ponyboy sees himself and/or how others see him?