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Taylor Lowe, 260603576

Lea Ehret - EDES 461
Conceptual Unit Plan

Exploring rivalry between groups: motivation, effects, and reconciliation

Logistics
Grade/Subject Secondary 3 ELA
Unit Length 4 weeks – 12 classes (75 minutes)
Number of Students 20x2 groups

Overview and Rational

This conceptual unit attempts to make S.E. Hinton’s classic novel, The Outsiders, relevant for
secondary 3 ELA students by exploring the theme of rivalry in the text and applying it in
contemporary ways. The summative task of the unit is an argumentative essay which
students will complete, in guided phases, throughout the unit. Summative assessments will
include chapter blogs and comments, in-class debates, and creation of discussion questions.
Class time will be used for discussion of assigned chapters, learning activities related to the
concept of rivalry in the novel, class debates, and time to work on assignments.

Text and Assessment Justification

I created this unit because I was asked to teach The Outsiders and argumentative essays in
my field experience. I thought this would work great for my conceptual unit because
ultimately, I need to learn how to effectively incorporate available texts and mandatory
writing assignments (such as reading responses and argumentative essays) into my
contemporary (and perhaps slightly radical) teaching practice. The Outsiders is a text that
virtually every school teaches in the middle grades – it’s widely available, written by a very
young, female author, and is widely accepted as a teachable text. Realizing that I likely won’t
always be able to teach the texts that I would like to teach (due to censoring, budget
constraints and curriculum restraints), it’s imperative that I am able to take a canonical Young
Adult text and create a unit that is relevant to students.

The focus on the argumentative essay throughout the unit was somewhat challenging for me.
As a student who has always found essay writing to be inauthentic and constraining, I’ve
never been a fan of assigning these types of writing assignments – though I realize that it’s
extremely important that I do. Through high school, CEGEP and University, essay writing is an
essential skill for students. In order to make the process of the argumentative essay more
accessible for students, I incorporated debate activities that teach students how to structure
their arguments. I’ve also broken down the essay into stages to provide scaffolding for this
difficult task (this is the first time the Secondary 3’s have been introduced to argumentative
writing).
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Throughout the unit I’ve included a number of formative assessments which serve to help
students develop on both the writing and speaking competencies. The blog posts and
comments are designed to help students reflect on the chapters they’ve read while also
engaging with the reflections of their peers. These short posts and comments are also
designed to help students develop their writing skills through creating frequent, short,
published texts. The debates are designed to help students develop their argumentative
reasoning skills in preparation for the argumentative essay. My hope is that the debates
serve as scaffolding as many students may feel more comfortable voicing their opinions than
writing them (though I realize this isn’t true for all students). The debates also serve to help
students practice engaging with opposing opinions in a critical and respectful manner. Finally,
the discussion question assignment aims to promote engagement with the novel and
authentic classroom discussion that is relevant to student interests.

Concept Justification
Keeping in mind that I needed to center the unit around both The Outsiders and an
argumentative essay, I selected a theme from the novel that I felt would be both relevant to
Secondary 3 students and current North American media and culture: rivalry. I chose to focus
on three aspects of rivalry present in the novel: motivation, effects, and reconciliation. I felt
these three aspects would be particularly relevant to Secondary 3 students.

We begin the unit by exploring the motivations behind rivalry. Students examine the
Greaser/Soc rivalry by completing Venn diagrams. We then engage in a think-pair-share
activity in which we ponder the source of rivalries – where do they come from? Later on,
students will explore different types of rivalries by creating mind maps. We will also question
the binary upon which rivalries are built and examine the ways in which we align ourselves
with opposing groups, even though our values exist on more of a spectrum than a binary. I
feel looking at the motivations behind rivalry is extremely important for secondary students.
High school is a time in which students are pressured to fit into cliques and may feel the need
to align themselves with stereotypes associated with these cliques which can fuel rivalries
(Sports vs. Arts, Popular vs. Outcasts). Assuming that blindly participating in rivalries can be
harmful and breeds hate and division, I hope that examining the cause of rivalries may
encourage students to critically think about these social constructs before participating in
them.

Moving onto effects, we look at some of the positives and negatives related to rivalries in The
Outsiders. As a class we will discuss what the rumble between the Greasers and the Socs
accomplished. We consider the harm caused by this social rivalry but also some of the
positive effects (binding together of a marginalized group with a shared experience of classist
oppression). In another activity, students will write a short argumentative text arguing
whether rivalries are harmful to society, beneficial, or both. Students will be asked to use
contemporary examples to support their opinions, pulling from sports, politics, or other
sources relevant to their lives. Examining both the positive and negative effects of rivalry can
help students gain a more critical perspective on this common social phenomenon. I hope
that by examining the effects of modern rivalries, students will be able to reflect on the
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effects that rivalries have on their own lives and perhaps challenge those that are more
problematic for them.

In the final part of this conceptual unit, we look at reconciliation between rivaled groups. We
see the beginning of reconciliation between the Greasers and the Socs at the end of The
Outsiders. Taking this idea further, after finishing the novel, students will participate in a
mediation session between the Socs and the Greasers. I’m hoping this will help students gain
some final insights into the conflict and potentially unveil some of the stickiness of rivalries. I
don’t want students to come away from the unit thinking that all rivalries can be easily
resolved – some are deeply rooted in injustice or bigotry. In the case of The Outsiders the
rivalry is based on economic divide – this isn’t necessarily an easy issue to overcome.
Ultimately, the goal of this unit is not to solve rival conflicts – it is simply to bring a critical
awareness to this issue in contemporary society.

Conceptual Focus
Exploring rivalry between groups: motivation, effects, and reconciliation
Unit Goals
Goal #1
To write chapter blogs (12): For each chapter, students will create a short (150-200+ word)
blog posts expressing their thoughts, feelings, questions, and connections to the week’s
assigned chapters and content discussed in class. Students will post these blogs on the class
Mighty Network Website. Through these blogs, students will demonstrate their
comprehension and personal reflection on The Outsiders as well as their engagement with
and critical thoughts about issues covered in class.
Goal #2
To write responses to peer’s blog posts (12): For each chapter post, students will respond to
the blog post of a peer in the class by leaving a comment on their peer’s post on Mighty
Network. In this comment, students will demonstrate their ability to respectfully engage with
their peer’s writing while presenting their own ideas which may contradict, validate, or
question their peer’s ideas.
Goal #3
To engage in debate (3): In class, students will engage orally in 3 debates of approximately 30
minutes. The question for this debate will be created by students in the class prior to the
debate and will be related to assigned chapters and/or content explored in class. Students
will be asked to prepare for the debate by deciding which side they will argue along with 3-5
arguments before the class in which the debate will take place.
Goal #4
To create questions about the reading for the class (1-2): For one class throughout the unit,
each student will prepare 1-2 open-ended questions that will help their classmates critically
engage with the chapter assigned for that day.
Goal #5
To write an argumentative essay: In class and at home, students will write an argumentative
essay responding to one of several class-sourced prompts related to the concept of rivalry
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and The Outsiders. These prompts will be generated by the class prior to the assignment. This
essay will reveal the student’s comprehension and insight regarding the theme of rivalry in
the novel while also demonstrating the student’s ability to clearly and concisely make and
support an argument in a traditional essay format.
Texts Materials and Handouts
The Outsiders by S.E. Hinton (1 copy per Debate argument organizer (Appendix 1)
student)
Argumentative essay outline handout
The Outsiders film (Appendix 2)

Contemporary and historical video/media Peer Editing Handout (Appendix 3)

texts surrounding rivalries
Argumentative essay self-evaluation checklist
(Appendix 4)

In-Process (Formative) Assessments

Assessment Overview: Exploring Rivalry in The Outsiders: motivation, effects and

reconciliation
Over the next few weeks we will be reading S.E. Hinton’s The Outsiders together. As we read,
we will be exploring the theme of rivalry in the text, in our personal lives, and in the world
around us. Throughout the unit we will be completing a variety of different assignments
together, including (but not limited to):
- Blogs Posts: You will create blog posts for each chapter, posted to the discussion
forum on Schoology (due before each class).
- Blog Comments: You will comment on the blog posts of your peers using the
discussion forum on Schoology (due before each class).
- Debates (3): These will take place in-class during various points in the unit.
- Class Discussion Questions: At one point during the unit, you will be assigned a date
to create 1-2 class discussion questions.
- Argumentative Essay: Due class 12. You will receive details about this assignment
after March break.

Blog Posts
Overview: For each chapter, you will create a short (150-200+ word) blog post expressing
your thoughts, feelings, questions, and connections to the week’s assigned chapters and
content discussed in class. You will post these blogs on the class Mighty Network website.
This is your space to get creative and share your unique experience of the novel and our class
– don’t be afraid to experiment and be honest!
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Blog Due Dates: Write a short blog post when you finish reading each chapter. You must
complete the blog posts for the assigned reading chapters before each class.
Assessment Criteria
Exemplary Developing Beginning
References to Makes appropriate, Makes appropriate Provides minimal
assigned chapters insightful references references to the references to
AND class content to both the assigned assigned chapters or assigned chapters
chapters and class the class content and/or class content
content
Personal reflection Provides in-depth Provides a limited Provides minimal
on the text personal reflection of personal reflection of personal reflection of
the text including the text which may the text
thoughts, feelings, include thoughts,
questions and feelings, questions or
connections. connections
Structure and clarity Sentence and Sentence and Paragraph and
paragraph structure paragraph structure sentence structure
are easy to follow; may be somewhat are quite difficult to
writing is clear and difficult to follow; follow; writing lacks
concise; writing may be clarity and
somewhat unclear or conciseness.
unconcise.

Blog Comments
Overview: For each chapter, you will respond to the blog post of a peer in the class by leaving
a comment on their post on Mighty Network. In your comment, you can question what your
peer has said, state your own opinion, or agree with their opinion. Your comment should be
at least 3 sentences.

Blog Comment Due Dates: Blog comments for the assigned chapter readings are due before
each class.
Assessment Criteria
Blog Comment Checklist
In your comment you express your thoughts, questions, and/or opinions on your
peer’s blog post.
Your comment is 3 or more sentences.
Your comment is respectful to your peer – if your opinion is different than that
of your peer, you express so respectfully.
Your comment is valuable to your group’s blogging community.

Debates
Overview: At three points throughout the unit, we will have class debated. The lesson before
each debate, we will decide, as a class, what the debate topic will be. The topic will relate to
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the chapters and content we’ve covered in class that week. You may choose to argue any
side of the debate you wish. To prepare for each debate, please choose which side of the
issue you will argue and come up with 3-5 pertinent points you wish to argue. Do some
research online if necessary. Complete the “Debate Argument Organizer” worksheet (at the
back of this package) to help you prepare for each debate.

Debate Dates: To be decided.

Assessment Criteria
Exemplary Developing Beginning
Preparation Completed the May or may not have Appears to have not
“Debate Argument completed the prepared for the
Organizer” “Debate Argument debate and has one
worksheet and has 3- Organizer” or fewer points to
5 points ready to worksheet and has contribute to the
contribute to the prepared less than class debate.
class debate. three points to
contribute to the
class debate.
Participation Participates Participates Does not participate
enthusiastically and reluctantly but in the debate or
respectfully in the respectfully in the participates in a very
debate; makes debate; does not minimal way; is not
counterpoints to the make counterpoints respectful of others
other’s arguments; to the other’s during the debate;
arguments;

Class Discussion Question

Overview: At one point during the unit, you will be asked to create 1-2 discussion questions
about the chapter for the day’s class. You will submit your question(s) to me by email the
evening before class. You may choose to ask your question(s) to the class or a friend can read
it for you. Your question(s) should be open-ended, related to assigned chapter, and provide
opportunities for class discussion.

Class Discussion Question Due Date: You will be assigned a discussion question date during
the first class of the unit.
My class discussion question due date is: ___________________.
Assessment Criteria
Class Discussion Question Checklist
Question is open-ended (it does not have one right answer)
Question is related to the assigned chapter
Question requires critical thought and will provide opportunities for class
discussion
Question is submitted to teacher by email the evening before class
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Cumulative (Summative) Assessment

To be given to students during class 4.

Argumentative Essay
Overview: The final goal of our unit on rivalry and The Outsiders is for you to write an
argumentative essay. Throughout the unit, we have practiced making an argument, sharing
your opinions, and asking questions about the text through our weekly assignments. In class
we have reviewed the components of argumentative essays and you have practiced writing
argumentative texts. This final assignment will give you the opportunity to put together all of
the skills you’ve learned throughout the unit. There will be several phases to this assignment
which will take place throughout the unit. The phases are as follows:

Phase One: Class Creation of Essay Prompts (In-Class) – Class 4

As a class we wil brainstorm several prompts for the argumentative essay. These prompts will
be related to The Outsiders and/or our unit theme: Rivalry. I will then compile these prompts
(and a few of my own) into a list that you may choose from.

Phase Two: Topic Choice and Outline (At home) – Due Class 6
From the list of prompts we create as a class, you will choose one to inspire your
argumentative essay. Using the outline worksheet, you will create an outline of your essay at
home. Please use The Outsiders and/or additional resources to provide evidence for your
argument. Include this evidence in your outline. During class 6, I will initial your outlines in
class.

Phase Three: Rough Draft (In-class) – Class 8

You will be given time during class 8 to work on your rough draft. You must finish your rough
draft before class 10.

Phase Four: Peer Edit (In-class) – Class 10

In class, we will complete a peer and self-editing activity. You must bring 2 copies of your
rough draft to class on this day.

Phase Five: Final Draft Submission (In class) – Due Class 12 (computer lab)
Utilizing feedback received from the peer edit activity, you will create a final draft of your
argumentative essay. This final draft should be approximately 350 words. Please hand-in a
typed copy of your final draft with your self-assessment checklist attached.
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Assessment Criteria
Further
Satisfactory Approaching Development
40-50 30-40 Needed
Below 30
Argument Thesis is clear. Thesis is somewhat Thesis is not clear.
Argument is clear. Argument is Argument is not
/20 compelling. Both somewhat convincing. Only one
sides of the convincing. Only one side of the argument
argument are side of the argument is addressed.
addressed. Argument is addressed. Argument is not
is supported with Argument is weakly supported by textual,
textual, media, supported by textual, media and/or
and/or cultural media and/or cultural evidence.
evidence. cultural evidence
Structure The essay follows the The essay attempts The essay does not
5-paragraph format to follow the 5- attempt to follow the
/10 detailed in the paragraph format 5-paragraph format
outline worksheet. detailed in the detailed in the
Paragraph and outline worksheet outline worksheet.
sentence structure but one paragraph Many paragraphs are
are appropriate. may be too missing or too short.
Paragraphs flow short/missing. Paragraph and
smoothly from one Paragraph and sentence structure
to the next sentence structure are not appropriate.
are somewhat
appropriate.
Quality of Writing Writing is clear and Writing is somewhat Writing is not clear or
concise. Vocabulary clear and/or concise. concise. Vocabulary
/10 and sentence Vocabulary may be is basic and sentence
structure are varied somewhat varied but structure is not
and make the text sentence structure varied.
interesting to read. may lack variety.
Mechanics Virtually no errors in Few errors in Many errors in
spelling, grammar or spelling, grammar or spelling, grammar,
/10 punctuation. punctuation. and punctuation.

Daily Plans and Activities

Lesson 1 Lesson 2
Introduction and distribution of formative Class discussion on Ch.1 and 2 of the novel
assignments;

Introduction and distribution of novels;
Assign Class Discussion Question Dates (post
on wall in classroom).
Diagnostic Assessment and discussion:
Rivalry
Pre-reading activity
Homework: Read Ch.1 and 2 for next class
(begin in class if time)
Lesson 3
Class discussion on Ch.3-5 of the novel
Debate
Group Mind map: Contemporary types of
rivalries and examples (followed by group
presentation)
Homework: Read Ch.6 for next class
Lesson 5
Class discussion on Ch.7 and 8 of the novel
Reflective Writing Activity: What purpose do
rivalries serve? Are they beneficial or harmful
to society?
Decide debate topic
Homework: Read Ch.9 for next class
Lesson 7
Class discussion on Ch.10 and 11 of the novel
Mock Trial: Are Ponyboy and Johnny guilty
(or partially guilty) for Bob’s death?
Homework: Read Ch.12 for next class
Lesson 9
Debate
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Book computer lab or library to set up Mighty
Network with students
Venn Diagram: Socs and Greasers
Think-Pair-Share/Class discussion: Where do
rivalries come from?
Decide debate topic for next class
Homework: Reach Ch.3-5 for next class
Lesson 4
Class discussion on Ch.6 of the novel
Teacher presentation and discussion:
Examining the problematic binary identity of
rivalries in a modern political context
Class Creation of Essay Prompts
Homework: Read Ch. 7 and 8 for next class
Lesson 6
Class discussion on Ch.9 of the novel
Essay Outline Due
Think-pair-share: What did the rumble
accomplish? Was it worth it?
Debate
Homework: Read Ch.10 and 11 for next class
Lesson 8
Class discussion on Ch.12 of the novel
Time in class to work on rough draft
Decide debate topic
Lesson 10
Peer Edit Activity

Full class activity: Mediation session between
the Socs and the Greasers
More time in class to work on Rough Draft (if
needed)
Lesson 11
Finish Watching “The Outsider’s” Film
Short compare/contrast reflection: the film
vs. the book –attention to the conflict
between the gangs and how it is portrayed.
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Begin watching “The Outsider’s” Film (Pause
to discuss portrayal of the two groups, how
they talk/dress/look/act)
Lesson 12
Argumentative Essay Final Drafts Due
Unit wrap up
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Appendix 1 - Debate Argument Organizer

Debate Argument Organizer
Debate Question: Which side will you argue?

Argument 1: Evidence:

Argument 2: Evidence:

Argument 3: Evidence:

Anticipated opposing arguments: Possible counter arguments:

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Appendix 2 – Argumentative Essay Outline Handout

Argumentative Essay Outline

Introductory Paragraph (5-6 sentences)
Thesis Statement:

____________________________________________________________________________

Main arguments:
-
-
-

Body Paragraph #1 (6-8 sentences)

Argument #1:
____________________________________________________________________________

Sub points:
-
-
-

Possible Opposing Argument to Argument #1:

___________________________________________________________________________

Possible Counter argument to opposing argument:

___________________________________________________________________________

Evidence to support your argument (text, media, or cultural)

-
-
-

Body Paragraph #2 (6-8 sentences)

Argument #2:
____________________________________________________________________________

Sub points:
-
-
-
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Possible Opposing Argument to Argument #1:

___________________________________________________________________________

Possible Counter argument to opposing argument:

___________________________________________________________________________

Evidence to support your argument (text, media, or cultural)

-
-
-

Body Paragraph #3 (6-8 sentences)

Argument #3:
____________________________________________________________________________

Sub points:
-
-
-

Possible Opposing Argument to Argument #1:

___________________________________________________________________________

Possible Counter argument to opposing argument:

___________________________________________________________________________

Evidence to support your argument (text, media, or cultural)

-
-
-

Conclusion (4-5 sentences)

Restate your thesis:
____________________________________________________________________________

Why is your argument important in a broader context? What questions still need to be
asked?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Closing sentence (make it count!)

____________________________________________________________________________
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Appendix 3 – Peer Editing Handout

Peer Editing Worksheet

Instructions: Exchange rough drafts with the person assigned to you and provide feedback on
their essay using the following worksheet. Please make sure your feedback is constructive
and respectful.
Argument: Is the thesis statement clear? Is the argument convincing? Does the author
discuss multiple sides of their arguments? Does the author support their arguments with
evidence?
Comments Suggestions for Improvement

Structure: Does the essay follow the 5-paragraph format of the assignment? Do sentence and
paragraph structure make sense? Do paragraphs flow smoothly from one to the next?
Comments Suggestions for Improvement

Quality of Writing: Is the writing clear and concise? Does the author use varied vocabulary
and sentence structure? Is the essay interesting to read?
Comments Suggestions for Improvement

Mechanics: Does the author make spelling, grammar and/or punctuation errors in their
essay?
Comments Suggestions for Improvement
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Appendix 4 – Argumentative Essay Self-Assessment Checklist

Argumentative Essay Self-Assessment Checklist

Please fill out the checklist and answer the following questions.
Argument
Is your thesis statement clear?
Is your argument convincing?
Do you discuss multiple sides of your argument and provide counter
arguments where necessary?
You support each of your arguments with text, media, or cultural evidence?
Structure
Does your essay follow the 5-paragraph format and length requirements of the
assignment?
Do your sentence and paragraph structure make sense?
Does your essay flow smoothly from paragraph to paragraph?
Quality of Writing
Is your writing clear and concise?
Do you use varied vocabulary and sentence structure?
Is your essay interesting to read?
Mechanics
Is your essay free from spelling, grammar, and punctuation errors?

What would you like me to notice about your essay?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Which parts of your essay are you most proud of?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Which parts of your essay did you struggle with?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

What did you like and dislike about the argumentative essay assignment?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________