Michigan Department of Education
Technology-Enhanced Lesson Plan 2007
Lesson Title: Comparison of Ponyboy, Sodapop, and Darry
Created by: Natalie Purcell
Lesson Abstract: Students will participate in a class discussion comparing
themselves to their siblings *UDL. Students will read chapter one from The
Outsiders where Ponyboy (the narrator) describes his two brothers, Sodapop and
Darry. E-Text Reader will be available for students who wish to use it *UDL.
Students will then each add at least one adjective to wall posters with two column
charts that describe or do not describe each of the brothers *UDL. Finally, they will
each create a Venn diagram comparing the three boys’ differences and similarities,
based on the information on the wall posters *UDL.
Subject Area: ELA
Grade Level: 9
Unit Title: Novel Unit – The Outsiders
Michigan Educational Technology Standards Connection: Technology
Productivity Tools, number 3.
Michigan High School Content Expectations Connection: 1.2.1, 2.1.3, 2.1.5,
2.1.12, 3.1.2, 4.1.2
Estimated time required to complete lesson or unit: 1 class period
Instructional resources: paperback novels, computers with e-Text Reader,
poster paper, markers, regular or construction paper, and colored pencils.
Prior required technology skills: knowledge of using e-Text Reader
Sequence of Activities:
1. Class discussion of students and their siblings and how they are different and
how they are similar.
2. Reading of chapter one of The Outsiders, either independently or with e-Text
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3. Get up and add at least one adjective to the posters on the wall for each of the
brothers in The Outsiders.
4. Use the posters to create a Venn diagram comparing the three brothers.
Pre-Assessment: class discussion
o Scoring Criteria: participation
Post-Assessment: Venn diagrams
o Scoring Criteria: completion and accuracy
Technology (hardware/software): PCs, e-Text Reader
Key Vocabulary: lone (verb), asset, grudge, lynx, rivalry, sarcasm
Application Beyond School: Students will practice effective speaking and
listening in a large group setting. Students will practice reading, either
independently or with a partner or using e-Text Reader. They will also gain
experience with using a PC and assistive technology. Students will collaborate with
classmates on the wall posters. Then they will organize the information individually
on their Venn diagrams.
UDL Connections (insert in sections where applicable):
Recognition Networks – using e-Text Reader
Strategic Networks – class discussion, collaborative posters, Venn diagrams
Affective Networks – discussion making the lesson relevant to students’ lives
Teacher Reflection and Notes: This lesson could incorporate more technology,
such as creating the collaborative adjective lists describing the characters online,
and creating the Venn diagrams electronically.
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