2016 11aa Outliers Vocab
2016 11aa Outliers Vocab
2016 11aa Outliers Vocab
Date and time for which lesson will be taught: Wednesday, 11/2 and Thursday, 11/3
Course name: 11AA
Grade level: 11th grade
Length of lesson: 85 minutes
Description of setting, students, and curriculum and any other important contextual characteristics:
o Students are going to learn vocabulary in context of the Introduction chapter in Malcolm
Gladwells nonfiction book, Outliers. I will be pre-teaching students a list of 10 words that I
carefully selected from the body of the introduction chapter.
Objectives:
Number each objective to reference in the Assessment section
Objectives:
1. Students will be able to understand that an individuals success is cultivated by more than just hard work.
a. Students will be able to know the varying systematic factors that impact an individuals success:
community, birth dates, opportunity for practice, etc.
b. Students will be able to understand the metaphor of comparing Roseto to health as the book Outliers is to
success.
SWBAT:
Cognitive (know/understand):
1. Students will be able to understand that an individuals success is cultivated by more than just hard
work.
B. Students will be able to know the varying systemic factors that impact an individuals success:
community, birth dates, opportunity for practice, etc.
C. Students will be able to understand the systems of success.
Affective (feel/value) and/or Non-Cognitive:
2. Students will be able to feel comfortable sharing their ideas.
Performance (do):
3. Students will be able to evaluate the varying systemic factors that impact an individuals success.
B. Students will be able to identify and evaluate how systemic factors may impact an individuals success.
C. Students will be able demonstrate a concrete, personal definition of success.
VSOL 11.4 The student will read, comprehend, and analyze relationships among American literature, history, and
culture. e) Analyze how context and language structures convey an authors intent and viewpoint.
CCSS.ELA-LITERACY.RI.11-12.6
Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective,
analyzing how style and content contribute to the power, persuasiveness or beauty of the text.
Assessments: Methods for evaluating each of the specific objectives listed above.
Please use the sentence stems to describe your assessments. In brackets after each assessment note the number of the
objective(s) from above being assessed
Diagnostic: Students will demonstrate what they already know abouttheir chapters main ideas by
answering the questions on their chapters Reading Guide. (1b, 1c)
Formative:
o Students will show their progress towards ...understanding their assigned chapters main ideas
by ...completing the reading guide and sharing out their ideas in a small group discussion. (1b, 1c,
2, 3a, 3b, VSOL 11.4 e, CCSS.ELA-LITERACY.RI.11-12.6)
o Students will show their progress towards understanding the systems of success by sharing out
their understanding of the chapter through their Chapter Outline (in the style of jigsaw
presentations). (1a, 1b, 3a, VSOL 11.4e, CCSS.ELA-LITERACY.RI.11-12.6)
Summative: Students will ultimately be assessed (today or in a future lesson) onunderstanding the main
ideas of the book and the authors purpose byparticipating in a small group discussion. (1a, 1b, 2, 3a, 3b,
VSOL 11.4e, CCSS.ELA-LITERACY.RI.11-12.6)
Materials Needed:
This is just a list of the materials you will need for this lesson to occur. In the Materials Appendix below,
you will include the actual materials or links to what you will be using.
Workshop (Quarter 2) handout and rubric
Workshop articles
PPT with Agenda and Directions
Vocab materials (paper and pencil)
Graphic organizer (slide 25 of PPT)
Outliers copies and scanned excerpts
Instructional Steps (Procedures): Detail student and teacher actions, discourse, and behaviors.
[Note: Any words that represent what you will say directly to students appear in italics. When students
are speaking, indicate your target response as well as any possible student misconceptions and/or offthe-target responses and how you will respond to them.]
I will pull out 10 words from the Outliers introduction, display the definition of each word on the
display board. As we go through each word, Ill show the word by itself first, and ask students to
make a guess for what the word means (either by using word parts or where theyve heard the
word before). Then well confirm with the definition.
Students will have 10 vocab words to learn. They will copy down the word and definition onto a
regular sheet of paper, spaced out. Students will draw a picture/image that they associate with
each word/definition and for each word, I will get one or two people to share out what they came
up with.
At the end of the 10 words, well take a look at any particularly confusing ones for students and
clarify the words before we go onto reading the chapter. Im keeping in mind: egalitarian, ethos,
fractious, conventional.
Concrete example: have students identify whether or not they have ever faced skepticism from a bunch of
other people, and have them describe that situation.
On p. 7 (on the second to last paragraph), I will ask students to identify the factors that Wolf thought were
possible factors in Rosetos booming health, but were not (suicide, alcoolism, drug addiction, crime).
Here, we can stop in to fill in the Possible Factors circles in the graphic organizer.
On p.7 (very bottom line), I will ask students why Roseto is considered an outlier.
On p.8, I will check for vocab comprehension of brisk as well as ask students what other factors Wolf
took off their list of hypotheses: diet, exercise, genes.
On p.9, I will stop to ask students, What does Wolf mean by his statement, It had to be Roseto itself?
On p.9, I will also do a vocab check of egalitarian and ethos.
On p. 9, I will also revisit the concept of the paesani culture of southern Italy and Rosets isolation. I will
ask the question, Lets make an inference. What effects did Rosetos self-imposed isolation have on their
paesani culture? Vocab check on insulate.
On p. 10, I will do a vocab check of skepticism and ask students, Are you feeling some skepticism or do
you believe Wolfs account of what Rosetos health looks like and the underlying factors of paesani
culture?
On p.10, I will also do a vocab check of conventional wisdom and go back to this idea of conventional
thinking vs newer thinking (which we primed in our Free Write revisit). Here, in this introduction, what
are the conventional vs unconventional/newer ideas about health? (individual genetics and choices such
as diet and exercise vs health depending on community)
Post-reading the introduction and students making a prediction:
Gladwell writes this introduction to his book to set us up to think about success in a certain way,
but he never actually mentions success in the introduction. Hmm. I wonder if this introduction
might be a metaphor for comparing the Roseto Mystery to something? What is the metaphor? He
has us thinking about Roseto and what health is like in there...and weve made the prediction that
the Outliers is going to keep talking about success. Lets reread that last line: In Outliers, I want
to do for our understanding of success what Wolf did for our understanding of health. Link
those two together.
Roseto is to health as _______ is to ______? Great, so as we unpacked the conventional way of
thinking about health in Roseto to discover this new way of thinking about health--in terms of
culture and community--so, too, are we going to unpack the conventional ways of thinking about
success in Outliers, and discover a new way of thinking about success.