TH1RTEEN
R3ASONS WHY
8th Grade ELA
PURPOSE
13 Reasons Why is a contemporary novel written by Jay Asher. This
is a story of a teenage girl living in a small town. This novel is very
high-interest and includes very sensitive topics. I hope that by
reading we accomplish three tasks (in addition to learning the
standards in the curriculum):
Create an open dialog about bullying and suicide with the
intention of prevention.
Realize that all actions have ripple effects.
Increase our levels of empathy and understanding.
THE BOTTOM LINE
Teen suicide is a scary and real topic.
If you are feeling overwhelmed or suicidal, please seek help,
either from a counselor, parent or online/phone resource.
Call the National Suicide Prevention Lifeline 1-800-273-8255
National Suicide Hotline 1-800-SUICIDE (1-800-784-2433)
National Institute for Mental Health 1-800-656-HOPE
See my website for other links.
PRE-READING
13 Reasons Why
ABOUT THE AUTHOR
Except for six months in Wyoming, I've lived my
entire life in California. It was during those six
months in Sheridan, Wyoming that I came up
with the idea for Thirteen Reasons Why. I've
worked at an independent bookstore, a chain
bookstore, an outlet bookstore, and two public
libraries. Before those jobs, I worked at a shoe
store, a trophy shop, and an airline. My very
first writing award earned me a free fruit
smoothie every day for a year. I've won a lot of
awards since then, but that one tasted the best!
AWARDS AND OTHER INFO
Turn to the 5th page of the book.
Read the awards, praise and readers’ comments.
For more information, visit thirteenreasonswhy.com.
CURSE WORDS IN BOOKS
Curse words only have as much power as we
give them. How can a writer effectively
capture a character who is a racist, a drug
addict, or an abuser without giving that
character authentic language to speak? In a
moment of rage, I know I do not cry “Oh
muffins!”
CCSS RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal
aspects of a character, or provoke a decision.
SO…WE CAN READ CURSE WORDS, BUT WE
CAN’T SAY THEM IN SCHOOL?
EXACTLY! We read about racism in Roll of Thunder, Hear My Cry,
but it’s not allowed in school. We read about violence in The
Outsiders, but it’s not allowed in school.
This is authentic dialog/language for our character. End of story. I
don’t expect you to think this is a free pass to repeat it. I expect
you to have the maturity to read it and acknowledge the need for
authentic dialog. After all, we have learned that authentic dialog is
necessary to be a good writer!
CCSS RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal
aspects of a character, or provoke a decision.
UNCOMFORTABLE
CONTENT
There will be things that happen in this book that
make me uncomfortable. They might make you
uncomfortable too. Unfortunately, I’m uncomfortable
because these are things that happen every day to
teenagers in our country. I wish that we could live in a
world free of bullies, gossip and lies. Maybe that’s
why we read about it.
CCSS RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action,
reveal aspects of a character, or provoke a decision.
BACKGROUND KNOWLEDGE
13 Reasons Why
BACKGROUND KNOWLEDGE
We are going to be doing some research about
different topics from the book, such as bullying,
suicide, harassment, teasing and assault.
In your groups, you will be responsible for creating
a Google Presentation (which is similar to a Power
Point) that shares information about these topics.
CCSS W. 8.6 Use technology, including the Internet, to produce and publish writing and present the relationships
between information and ideas efficiently as well as to interact and collaborate with others.
GOOGLE PRESENTATIONS
1. Get in your assigned groups.
2. Visit my webpage (www.kflater.weebly.com)
3. Click on the 13 Reasons Why tab
4. Find your hour and topic
5. Open the presentation
CCSS W. 8.6 Use technology, including the Internet, to produce and publish writing and present the relationships
between information and ideas efficiently as well as to interact and collaborate with others.
CCSS W. 8.6 Use technology, including the Internet, to produce and
publish writing and present the relationships between information and
ideas efficiently as well as to interact and collaborate with others.
GOOGLE PRESENTATIONS
Answer the questions
on the handout you
were given. You may
want to divvy out
questions to different
group members.
Each of the questions
will then become a
slide on your
presentation.
CCSS W. 8.6 Use technology, including the Internet, to produce and
publish writing and present the relationships between information and
ideas efficiently as well as to interact and collaborate with others.
GOOGLE PRESENTATION
Follow the guidelines at the following webpage to create a
strong presentation.
http://www.makeuseof.com/tag/10-tips-for-preparing-aprofessional-presentation/
Your group will be presenting to the class, so decide
who is going to say what and PRACTICE!
LITERARY DOMINOES
TH1RTEEN R3ASONS WHY
DOMINOES
In your group, set up a chain of dominoes at
least 25 pieces long. What happens when you
knock over the first domino?
CCSS.ELA-Literacy.RL.8.3 Analyze how particular lines of
dialogue or incidents in a story or drama propel the action,
reveal aspects of a character, or provoke a decision.
PAGES 1-35
TH1RTEEN R3ASONS WHY
WRITING PROMPT (1-35)
Sir?
Why does this novel start with this word?
Make predictions and connections.
CCSS RL.8.3 Analyze how particular lines of dialog or incidents in a story or drama propel the action, reveal aspects
of a character, or provoke a decision.
RESPOND
Why “Sir?”
Share your ideas.
CCSS RL.8.3 Analyze how particular lines of dialog or incidents
in a story or drama propel the action, reveal aspects of a
character, or provoke a decision.
BEGIN READING
Read pages 1-4 out loud.
CCSS RL8.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the
high end of grades 6-8 text complexity band independently and proficiently.
DISCUSS
Is this book engaging at the beginning? Why or why
not?
What would you consider to be a good book
opening?
CCSSSL.8.1 Engage effectively in a range of collaborative discussions with diverse partners on grade 8 topics, texts,
and issues, building on others’ ideas and expressing their own clearly.
DISCUSS
What do you find engaging on a cover?
What do you find interesting on the first page?
CCSSSL.8.1 Engage effectively in a range of collaborative discussions with diverse partners on grade 8 topics,
texts, and issues, building on others’ ideas and expressing their own clearly.
TAPE 1: JUSTIN FOLEY
Need a volunteer to read Clay’s intro (pages 5-6)
Cassette 1: Part 1 (pages 7-28)
http://youtu.be/6ushyNJhnrs
Read Hannah’s dream (middle of 25-middle of 28) on your own
Cassette 1: Part 2 (middle of 28-31)
http://www.youtube.com/watch?v=JibmlC1R9A&feature=share&list=PL388735F120BA5657
Finish pages 31-35 on your own.
CCSS RL8.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of
grades 6-8 text complexity band independently and proficiently.
BEWARE OF SURPRISE GIFTS
Clay is initially thrilled to receive a package, but quickly changes
his tune. What are some potential consequences of Hannah’s
tapes? Could the consequences be worse than she hoped?
Discuss in small groups and as a class whether or not the gift will
do what Hannah expects.
Why is Clay so upset about the tapes?
What are the desired effects, and could there be other reasons?
CCSS RL.8.6 Analyze how differences in points of view of the characters and the audience or reader create such
effects as suspense or humor.
ENRICHMENT
Read O. Henry’s “The Gift of the Magi” to
understand how gifts often have unintended
effects:
http://youtu.be/STQvDUg6gqM?t=18s
Writing Prompt– How does this story connect to
Thirteen Reasons Why? Consider the tapes as a
gift for or from Hannah when constructing your 1
page response.
CCS RL.8.5 Compare and contrast the structure of two or more texts and analyze how the differing
structure of each text contributes to its meaning and style.
PAGE 36-53
TH1RTEEN R3ASONS WHY
CASSETTE 1: SIDE B
ALEX STANDALL
Pages 36-37 (Read with tape)
Pages 37-40 (Read on your own)
Pages 40-42 (Read with tape)
Pages 42-53 (Reciprocal teaching/reading)
http://www.youtube.com/watch?v=UF6oK03T9Jk&feature=share&l
ist=PLC551063125E4D8AB
CCSS RL8.10 By the end of the year, read and comprehend literature, including stories, dramas,
and poems, at the high end of grades 6-8 text complexity band independently and proficiently.
COMPARE TO REAL LIFE
Read the newsela.com article Controversy over prom dates
chosen using sports-style "draft "
https://newsela.com/articles/prom-draft/id/3980/
How does this relate to 13RW?
What are your reactions?
TRUTH OR RUMOR
• Discuss whether you think Hannah’s rumor
would have stopped, if any one person hadn’t
passed it on.
•Connect this to your life – we hear rumors all
the time. Come up with five things you could do
next time you hear a rumor. Discuss the best
options.
CCSSSL.8.1 Engage effectively in a range of collaborative
discussions with diverse partners on grade 8 topics, texts, and
issues, building on others’ ideas and expressing their own clearly.
TWISTED RUMORS
Remember the game of telephone?
Let’s play! Please do your best to repeat
exactly what is heard.
CCSS SL.8.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and
relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.
TWISTED RUMORS
What does this teach you about rumors?
Can they always be trusted?
How quickly can something be misunderstood?
CCSS SL.8.3 Delineate a speaker’s argument and specific claims,
evaluating the soundness of the reasoning and relevance and
sufficiency of the evidence and identifying when irrelevant
evidence is introduced.
WRITING PROMPT (36-53)
Think of a problem at home or at school that you
feel comfortable sharing. In your packet, map out
plausible reasons that trace the logical progression
of the problem. Make sure that the sequence of
events is in order.
Hannah doesn’t seem to take responsibility for her
actions. What responsibility do you have in your
own problem?
CCSS W.8.9 Apply grade 8 Reading standards to literature
INVESTIGATE
How many times have we received an email or a post, along with
six million other people, that turns out to be a hoax? Hannah states
that for any problem, there are thirteen different explanations
from thirteen different perspectives.
Investigate Snopes, the urban legend fact finder (www.snopes.com).
Click on the top scams of the day. With a partner, pick the scam
with the closest connection to what Hannah’s classmates think.
Present your evidence to other groups or to the entire class.
CCSS W.8.7 Conduct short research projects to answer a question
http://www.snopes.com/
PAGES 54-68
TH1RTEEN R3ASONS WHY
CASSETTE 2: SIDE A
JESSICA DAVIS
Pages 54-67 (Read as class)
Page 67-68 (Read with tape)
http://www.youtube.com/watch?v=0YsjNGZ3a
Ow&feature=share&list=PLC551063125E4D8
AB
CCSS RL8.10 By the end of the year, read and comprehend
literature, including stories, dramas, and poems, at the high end
of grades 6-8 text complexity band independently and
proficiently.
MORE THAN A SCRATCH
Writing Prompt (54-68):
Hannah describes her fight with Jessica on this tape. She also says
that the fight ended with Jessica scratching her, leaving her
fingernail in Hannah’s forehead. This left a mark which turned into a
scar. Every time Hannah looked at the scar, she didn’t see a blemish
but a reminder of this event. We might call this emotional scarring
with physical evidence. Do you have anything physical that triggers
an emotional reaction?
CCSS W.8.10 Write routinely over extended time frames for a range of discipline-specific tasks, purposes, and
audiences.
WHAT IS A GOOD FRIEND?
Open your packet to the “What is a Good Friend?” page. Complete the chart.
1.
A good friend is loyal.
2.
A good friend is intelligent.
3.
A good friend is sensitive.
4.
A good friend has a sense of humor.
5.
A good friend is honest.
6.
A good friend listens.
7.
A good friend is supportive.
8.
A good friend is generous.
CCSS RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as
inferences drawn from the text.
PAGES 69-92
TH1RTEEN R3ASONS WHY
CASSETTE 2: SIDE B
TYLER DOWN
Pages 69-74 (Read as a group)
Pages 74-77 (With the tapes)
Pages 77-92 (Reciprocal teaching/reading)
http://youtu.be/PH2dJ_kmRdk
CCSS RL8.10 By the end of the year, read and comprehend
literature, including stories, dramas, and poems, at the high end
of grades 6-8 text complexity band independently and
proficiently.
DISCUSSION
CCSS.ELA-Literacy.RL.8.3 Analyze how particular lines of
dialogue or incidents in a story or drama propel the action,
reveal aspects of a character, or provoke a decision.
Tyler is described as “creepy.” Many in our society also describe the press or
paparazzi as creepy too.
• Does Tyler have any redeeming value? What is the value, if any, of the pictures he
takes?
• Examine yearbooks (yearbooks at least ten years old). Find various pictures that
hint at a bigger story. Copy the pictures and write caption stories beneath that
provide a plausible explanation.
Technology Integration: Look at the way professionals manipulate images on sites
like http://www.illusionworks.com/.
PEEPING TOM
CCSS L.8.4 Determine or clarify the meaning of unknown and
multiple-meaning words or phrases based on grade 8 reading
and content, choosing flexibly from a range of strategies.
The name comes from the legend of Lady Godiva's naked ride through the streets of Coventry, in order to
persuade her husband to alleviate the harsh taxes on the town's poor. The story goes that the townsfolk
agreed not to observe Godiva as she passed by, but that Peeping Tom broke that trust and spied on her.
The ride is still commemorated (clothed) in the city each year. As the picture shows, there's no longer any
taboo about watching it.
Whatever the truth of the ride through the town, there are no accounts of this story which mentioned a
'Peeping Tom' character until the 18th century and that has to been seen as a later invention. Why that
embellishment was given to the story isn't clear. The name 'Peeping Tom' is first recorded in the Coventry
city accounts in 1773, recording a new wig and paint for the effigy of Tom the Tailor (which clearly must
have existed for some time prior to that). The first record that alludes to his dubious habits is in Grose's
Classical Dictionary of the Vulgar Tongue, 1796: "Peeping Tom, a nick name for a curious prying fellow."
Peeping Toms aren't of course restricted to mediaeval times. Towards the end of the 20th century they got
a new activity to partake in, or at least a new name was given to an old activity. The term dogging was
coined in the UK - meaning 'spying on couples having sex in a car or some other public place'.
ETYMOLOGY
Sometimes a mere definition won’t do. We want to know the history of a word
or phrase. That’s when we look up the etymology of the word.
1. Visit www.etymonline.com
2. Look up the words in your packet to find the history of the word or phrase
3. Is it what you expected?
CCSS L.8.4 Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8
reading and content, choosing flexibly from a range of strategies.
PAGES 93-118
TH1RTEEN R3ASONS WHY
CASSETTE 3: SIDE A
COURTNEY CRIMSEN
Pages 93-95 (Read with tapes)
Pages 96-118 (Read as a class)
http://youtu.be/58loG9F5NLo
CCSS RL8.10 By the end of the year, read and comprehend
literature, including stories, dramas, and poems, at the high end
of grades 6-8 text complexity band independently and
proficiently.
WHAT’S THE REAL STORY?
With a partner, choose a yearbook from the
counter.
Look at the pictures, and try to relate to this
chapter.
What’s the real story?
Is High School as great as the yearbook portrays?
MUST HAVE KILLED HER
Page 95 – Courtney does come off as genuinely
sweet. Hearing her story here, on these tapes, must
have killed her.
What literary device is used in this passage?
CCSS.ELA-Literacy.L.8.5a Interpret figures of speech (e.g. verbal
irony, puns) in context.
CCSS.ELA-Literacy.L.8.5a Interpret figures of speech (e.g. verbal
irony, puns) in context.
FIGURES OF SPEECH
We’re going to focus on 2 types of Figures of
Speech:
1. Metaphors
2. Similes
CCSS.ELA-Literacy.L.8.5a Interpret figures of speech (e.g. verbal
irony, puns) in context.
METAPHORS AND SIMILES
Metaphors and similes are tools an author uses for
comparisons. Let’s play Battleship like a boss!
That’s a simile!
CCSS L.8.5 Demonstrate
understanding of figurative
language, word relationships, and
nuances in word meanings.
http://www.quia.com/ba/42131.html?AP_rand=1786446090
CCSS.ELA-Literacy.L.8.5a Interpret figures of speech (e.g. verbal
irony, puns) in context.
WHAT IN THE WORLD ARE YOU TALKING ABOUT?
The first thing you need to understand is the
difference between similes and metaphors.
Both are examples of figurative language.
Both are used to compare seemingly unrelated
items.
The big difference…2 words: like or as.
CCSS L.8.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
CCSS.ELA-Literacy.L.8.5a Interpret figures of speech (e.g. verbal
irony, puns) in context.
METAPHOR OR SIMILE?
Her hands were as cold as ice. (Simile)
Good as gold.
Her hands were chunks of ice. (Metaphor) Carry a torch for someone.
Her cheeks were like faded roses. (Simile) Like a bull in a china shop.
The roses in her cheeks are faded.
(Metaphor)
He was my knight in shining armor.
Computers are the vehicles of tomorrow.
Have your cake and eat it too.
Hot as heck!
Life is like a box of chocolates.
Right as rain
All the world's a stage.
CCSS L.8.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
YOUR TURN!
Write 3 metaphors and 3 similes in your
workbook. They should be original ideas,
not common sayings.
CCSS.ELA-Literacy.L.8.5a Interpret figures of speech (e.g. verbal irony, puns) in context.
CCSS L.8.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
PAGES 119-148
TH1RTEEN R3ASONS WHY
ISN’T IT IRONIC?
CCSS.ELA-Literacy.L.8.5a Interpret figures of speech (e.g. verbal
irony, puns) in context.
http://youtu.be/hwWVyF_ykUc
CCSS.ELA-Literacy.L.8.5a Interpret figures of speech (e.g. verbal
irony, puns) in context.
ACTUALLY, IT’S NOT!
http://youtu.be/FYq2d7iKKhk
CCSS.ELA-Literacy.L.8.5a Interpret figures of speech (e.g. verbal
irony, puns) in context.
CAN YOU IDENTIFY IRONY?
As we read, there will be instances of irony in this chapter.
Can you identify them?
Has anything ironic happened to you?
Complete the page from your packet titled “Irony”.
CASSETTE 3: SIDE B
MARCUS COOLEY
Read 118-135 (As a class)
Read 136-140 (With the tapes)
Read 140-148 (By yourself)
http://youtu.be/AciBaqK6usI
CCSS RL8.10 By the end of the year, read and comprehend
literature, including stories, dramas, and poems, at the high end
of grades 6-8 text complexity band independently and
proficiently.
PAGES 149-173
TH1RTEEN R3ASONS WHY
CASSETTE 4: SIDE A
ZACH DEMPSEY
Read 149-163 (Reciprocal teaching/reading)
Read 163 (With tapes)
Read 164-165 (With class)
Read 165-166 (With tapes)
Read 166-173 (By yourself)
http://youtu.be/Ylc1ce9H1Cw CCSS RL8.10 By the end of the year, read and comprehend
literature, including stories, dramas, and poems, at the high end
of grades 6-8 text complexity band independently and
proficiently.
ONE KIND THING
Turn to page 156We are going to have our very own activity just like this
called “One Kind Thing”
When you think of “One Kind Thing” to say to a
classmate, drop a note in his or her paper pocket
In 1 week, we’ll read them!
CCSS.ELA-Literacy.W.8.4 Produce clear and coherent writing in
which the development, organization, and style are appropriate
to task, purpose, and audience.
PAGES 174-193
TH1RTEEN R3ASONS WHY
CASSETTE 4: SIDE B
RYAN
Read pages 174-184 (As a class)
Read pages 184-185 (With tapes)
Read pages 185-193 (By yourself)
http://youtu.be/_u5Nd-89g0o
CCSS RL8.10 By the end of the year, read and comprehend
literature, including stories, dramas, and poems, at the high end
of grades 6-8 text complexity band independently and
proficiently.
HANNAH’S POEM
Turn to page 190
http://youtu.be/oRXw
T2LaqbA
CCSS.ELA-Literacy.RL.8.2 Determine a theme or central idea of a
text and analyze its development over the course of the text,
http://www.youtube.com/watch?v=oRXwT2LaqbA&feature=sha
including its relationship to the characters, setting, and plot;
re&list=PLC551063125E4D8AB
provide an objective summary of the text.
CCSS.ELA-Literacy.RL.8.2 Determine a theme or central idea of a text and analyze its
development over the course of the text, including its relationship to the characters, setting, and
plot; provide an objective summary of the text.
SOUL ALONE BY HANNAH BAKER
I meet your eyes
you don’t even see me
You hardly respond
when I whisper
hello
Could be my soul mate
two kindred spirits
Maybe we’re not
I guess we’ll never
know
My own mother
you carried me in you
Now you see nothing
but what I wear
People ask you
how I am doing
You smile and nod
don’t let it end
there
Put me
underneath God’s sky and
know me
don’t just see me with your eyes
Take away
this mask of flesh and bone and
see me
for my soul
alone
HOW CAN WE READ POETRY?
1. Line by line for a literal
translation
2. Go back over the literal
translation to find
meaning
CCSS.ELA-Literacy.RL.8.2 Determine a theme or central idea of a
text and analyze its development over the course of the text,
including its relationship to the characters, setting, and plot;
provide an objective summary of the text.
STILL DON’T GET IT? IT’S REALLY PRETTY SIMPLE!
Poetry is an expression…like art, music, writing, or dancing.
Could be expressing a feeling
Could be telling a story
Could be sharing an image
Could be teaching a lesson
CCSS.ELA-Literacy.RL.8.2 Determine a theme or central idea of a
text and analyze its development over the course of the text,
including its relationship to the characters, setting, and plot;
provide an objective summary of the text.
Basically, it does what the author wants it to do!
LET’S TRY SOME ANALYSIS!
CCSS.ELA-Literacy.RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of the
text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
THE RED WHEELBARROW
BY WILLIAM CARLOS WILLIAMS
so much depends
upon
a red wheel
barrow
glazed with rain
water
beside the white
chickens.
CCSS.ELA-Literacy.RL.8.2 Determine a theme or central idea of a
text and analyze its development over the course of the text,
including its relationship to the characters, setting, and plot;
provide an objective summary of the text.
YOUR TURN!
We’re going to visit the LMC to look through the poetry
books. Choose a book, sit at the tables, and read through
it. Find a poem that sounds interesting to you.
Complete the “Poetry Analysis” page from your packet. Be
prepared to share your poem and analysis with the class.
CCSS.ELA-Literacy.RL.8.2 Determine a theme or central idea of a
text and analyze its development over the course of the text,
including its relationship to the characters, setting, and plot;
provide an objective summary of the text.
POETRY SLAM
http://youtu.be/YshUDa10JYY
Your challenge – create your own Slam Poem. We will be having a
contest in class. The winners will advance to the 8th grade
competition.
POEM REQUIREMENTS
Can be done individually or in groups of 2-3.
Must be about a topic that you think is globally
important.
Does NOT need to rhyme!
The performance must be at least 60 seconds
long.
Must be appropriate for 8th grade students.
Keep it classy!
STEP 1
Do Your Homework. To know what makes slam
poetry effective, you need to see a lot of it
performed. Attend a poetry slam at a local coffee
shop or bookstore. If you can't find one, head to
YouTube.com, type in "slam poetry videos" and
you'll be amazed by the quantity, quality, and
variety that you’ll find. Take notes on which slam
poems you like best and why they made an
impression.
STEP 2
Choose a Topic. Identify an event, person, or issue
that evokes a passion in you. It could be a trip that
changed the way you look at life. Maybe you
recently fell in love or went through a bad breakup.
Or, perhaps you're determined to do whatever you
can to fight animal cruelty. When you're fired up,
emotions and words are more likely to flow out of
you.
STEP 3
Put Your Words on Paper. Use your five senses to create a first
draft. Write down what you see, hear, taste, touch, and smell when
you think about your topic. Details are key when it comes to
painting a vivid picture through slam poetry, so always ask
yourself: "could I be more specific?" For instance, instead of writing
"I drank a glass of water," write "I sipped on an ice-cold glass of
water with a pinch of lemon that was so tart, it made me cringe."
Craft your words into short stanzas that lend themselves to a
natural rhythm and feel free to use rhyme if you feel like it.
STEP 4
Edit yourself. When editing, read your poem
out loud. If you find yourself stumbling over
certain lines that are clunky or too long, that's
when you know that a section probably needs
to be cut, changed, or moved. It may help to
use an online thesaurus if you're looking for
synonyms to replace certain words.
STEP 5
Add a Little Drama. Remember, you're not just reading your
poem out loud—you're performing! The goal is to get the
audience to audibly react (i.e. laugh, cry, gasp, snap, clap,
yell "yeah!") to increase your score. So look for ways to
increase the drama. Are there moments where you can
whisper or shout? Are there places where you can speed
up or slow down? Can you throw in facial expressions or
bodily movements to illustrate your main messages?
PAGES 194-219
TH1RTEEN R3ASONS WHY
CASSETTE 5: SIDE A
CLAY
Read pages 194-201 (Reciprocal reading)
Pages 202-203 (With tape)
Pages 203-219 (By yourself)
http://youtu.be/dlgKBT8UJR0
CCSS RL8.10 By the end of the year, read and comprehend
literature, including stories, dramas, and poems, at the high end
of grades 6-8 text complexity band independently and
proficiently.
AFTER THE DEATH OF ANNA GONZALES
Each of you (with your assigned
partner) will get a poem from this
book. Practice reading it out loud
for meaning.
1. How does it remind you of 13
Reasons Why?
2. What is this poem saying?
CCSS RL.8.5 Compare and contrast the structure of two or more texts and
analyze how the differing structure of each text contributes to its meaning
and style.
QUESTIONS:
1. HOW DOES IT
REMIND YOU OF 13
REASONS WHY?
2. WHAT IS THIS POEM
SAYING?
PAGES 220-231
TH1RTEEN R3ASONS WHY
CASSETTE 5: SIDE B
JUSTIN AND ???
Read pages 220-228 (Read as a class)
Read pages 229 (With tape)
Read pages 229-231 (Read by yourself)
http://youtu.be/BQJRWjiccx4
CCSS RL8.10 By the end of the year, read and comprehend
literature, including stories, dramas, and poems, at the high end
of grades 6-8 text complexity band independently and
proficiently.
GUILT
CCSS.ELA-Literacy.RL.8.3 Analyze how particular lines of
dialogue or incidents in a story or drama propel the action,
reveal aspects of a character, or provoke a decision.
Do you think Hannah feels guilty for her part in the
rape?
Is she just as at fault as everyone else?
Is Justin at fault?
Are you guilty if you just sit by and let something
horrible happen?
DISCUSSION
CCSS.ELA-Literacy.RL.8.3 Analyze how particular lines of
dialogue or incidents in a story or drama propel the action,
reveal aspects of a character, or provoke a decision.
It is too late for Clay to do anything to help Hannah, but what is his
responsibility, if any, toward Bryce and Jessica? What would you
do?
• We have looked at individual responsibility toward Hannah, but
what is the group responsibility? In your personal reflection,
consider the collective responsibility of the school and the people
on Hannah’s list; compare this with how you see your own personal
responsibility. Answer the question of whether or not you would
mail the tapes.
• Would you tell Hannah’s parents? The school administration? Your
own family? The police?
WRITING PROMPT - GUILT
Think about a time when you stood by
and let something bad happen. Write
about that time. Take responsibility for
your part. Identify how you will change
your actions in the future.
CCSS.ELA-Literacy.W.8.4 Produce clear and coherent writing in
which the development, organization, and style are appropriate
to task, purpose, and audience.
PAGES 232-252
TH1RTEEN R3ASONS WHY
CASSETTE 6: SIDE A
JENNY
Read pages 232-239
Read pages 239-240 (With tapes)
Read pages 240-246 (With class)
Read pages 246 (With tapes)
Read pages 246-252 (By yourself)
http://youtu.be/vY_RakRRH8w
CCSS RL8.10 By the end of the year, read and comprehend
literature, including stories, dramas, and poems, at the high end
of grades 6-8 text complexity band independently and
proficiently.
CENTRAL IDEA
CCSS.ELA-Literacy.RL.8.2 Determine a theme or central idea of a
text and analyze its development over the course of the text,
including its relationship to the characters, setting, and plot;
provide an objective summary of the text.
Jenny Kurtz knocked over a stop sign. Hannah
does not report this fact and a student dies.
Make a “road sign” that shares the central
message of the novel, using a word pun.
Think – “Stop Bullying” for a Stop sign
DESIGN A SIGN – WHAT WOULD IT SAY?
SKETCH YOUR DESIGN ON THE “DESIGN A SIGN” PAGE OF THE PACKET.
STOP
BULLYING
CCSS.ELA-Literacy.RL.8.2 Determine a theme or central idea of a
text and analyze its development over the course of the text,
including its relationship to the characters, setting, and plot;
provide an objective summary of the text.
PAGES 253-267
TH1RTEEN R3ASONS WHY
CASSETTE 6: SIDE B
BRYCE
Read pages 253-256 (With class)
Read pages 256-257 (With tapes)
Read pages 257-267 (By yourself)
http://www.youtube.com/watch?v=g_dIAhFA9E&feature=share&list=PLC551063125E4D8AB&index=13
CCSS RL8.10 By the end of the year, read and comprehend
literature, including stories, dramas, and poems, at the high end
of grades 6-8 text complexity band independently and
proficiently.
SELF-FULFILLING PROPHESY
The self-fulfilling prophecy is a statement that alters
actions and therefore comes true. For example, a person
stating “I’m probably going to have a lousy day,” might
alter his actions so that such a prediction is fulfilled by his
actions. This may be an unconscious gesture. A person who
might espouse a self-fulfilling prophecy in a positive way
“I’m going to have a great day,” might act in ways that will
actually make this prediction true.
EXAMPLES
* You expect your new classmate to be shy so you don’t speak
much to him, and he therefore does seem shy.
* A coach expects new players to be uncoordinated and unskilled
so he does not play them often, and when he does they are rusty
and do not perform well.
* Your teacher expects you to do well and she spends extra time
with you preparing for the exam, so you get an A.
HANNAH’S SELF-FULFILLING PROPHECY
She finally acted on the rumors that
surrounded her. Hannah wasn’t doing what she
thought was right but what others thought was
true.
WRITING PROMPT
Do rumors have the ability to change your
perception about yourself?
Turn to the page “Self Fulfilling Prophecy” in your
packet and respond using personal anecdotes.
CCSS.ELA-Literacy.W.8.9 Draw evidence from literary or
informational texts to support analysis, reflection, and research.
PAGES 268-280
TH1RTEEN R3ASONS WHY
CASSETTE 7: SIDE A
MR. POTTER
Read pages 268-269 (As a class)
Read pages 269 (With tapes)
Read pages 270-280 (Reciprocal reading)
http://youtu.be/-YFt3os4yek
CCSS RL8.10 By the end of the year, read and comprehend
literature, including stories, dramas, and poems, at the high end
of grades 6-8 text complexity band independently and
proficiently.
WRITING PROMPT
Imagine that you are Mr. Porter and Hannah comes to you,
what would you have done differently? What would you
have said to Hannah?
PAGES 281-288
TH1RTEEN R3ASONS WHY
CASSETTE 7: SIDE B
Read pages 281-288 (As a class)
CCSS RL8.10 By the end of the year, read and comprehend
literature, including stories, dramas, and poems, at the high end
of grades 6-8 text complexity band independently and
proficiently.
DISCUSSION
The Beginning: At the very end of the book, Clay
ends the book by saying, “Skye.”
• Is there a significance to ending the book this way?
• Have you changed? How and why?
CCSS.ELA-Literacy.RL.8.4 Determine the meaning of words and
phrases as they are used in a text, including figurative and
connotative meanings; analyze the impact of specific word
choices on meaning and tone, including analogies or allusions to
other texts.
WRITING PROMPT
Turn to the page titled “Final Thoughts” in your packet.
Write your final thoughts, including how effective Asher is
with his novel.
CCSS.ELA-Literacy.W.8.1 Write arguments to support claims with
clear reasons and relevant evidence
FINAL ACTIVITIES
TH1RTEEN R3ASONS WHY
FAVORITE QUOTES
Find 13 different quotes that “speak to you” from
the novel. These quotes should provide an insight
into how to lead your life.
Copy the 13 quotes and pages numbers onto the
page titled “Favorite Quotes” in your packet.
CCSS.ELA-Literacy.RL.8.3 Analyze how particular lines of
dialogue or incidents in a story or drama propel the action,
reveal aspects of a character, or provoke a decision.
CREATE A QUOTE PAGE
BASED ON YOUR THIRTEEN
FAVORITE QUOTATIONS
FROM THE BOOK
FINAL ASSESSMENTS
TH1RTEEN R3ASONS WHY
FINAL ASSESSMENTS
Your final “test” or evaluation for
this novel will have 4 parts:
Part 1 – Prepare a Paper Bag Presentation
Part 2 – Present Paper Bag Presentation
Part 3 – Listen to and evaluation Paper
Bag Presentations
Part 4 – Write a compare and contrast
essay
•CCSS.ELA-Literacy.SL.8.4 Present claims and findings,
emphasizing salient points in a focused, coherent manner
with relevant evidence, sound valid reasoning, and wellchosen details; use appropriate eye contact, adequate
volume, and clear pronunciation.
•CCSS.ELA-Literacy.SL.8.5 Integrate multimedia and visual
displays into presentations to clarify information,
strengthen claims and evidence, and add interest.
•CCSS.ELA-Literacy.SL.8.6 Adapt speech to a variety of
contexts and tasks, demonstrating command of formal
English when indicated or appropriate. (See grade 8
Language standards 1 and 3 here for specific
expectations.)
MY CHARACTER’S LIFE IN A BAG
This exercise will allow you to “speak” for your character and clarify his or her thoughts and
identity.
Directions: Select a character from the novel Thirteen Reasons Why. Bring six items in a paper
bag that represent important aspects about your character. Or, if you’d prefer, make a
presentation that would work as a “digital paper bag”. For each object, provide evidence
(1-2 quotations) from the novel.
1. An award or object that would feel like an award to your character.
2. An item that represents your character’s identity.
3. A book or poem that relates to your character or represents him or her.
4. A piece of artwork or song that relates to your character or represents him or her.
5. An object that symbolizes something important to your character.
6. An object that symbolizes something important to your character.
SAMPLE “DIGITAL PAPER BAG” ARTIFACT –
CLAY JENSEN
OBJECT 1: AN AWARD OR OBJECT THAT WOULD
FEEL LIKE AN AWARD TO YOUR CHARACTER.
Nice
Guy
Award
ORAL PRESENTATION RUBRIC
CATEGORY
4
3
2
1
Aspects of Character
Shows a full
understanding of the
aspects of the character.
Shows a good
understanding of the
aspects of the character.
Shows a partial
understanding of the
aspects of the character.
Does not seem to
understand the
character very well.
Items in Bag
Contains 6 thoughtful
and appropriate items.
Contains 6 appropriate
items.
Contains 6 items, but not
all seem appropriate.
Contains inappropriate
or insufficient items.
Development of
Supporting Evidence
Provides supporting
evidence clearly and
fully.
Satisfactorily provides
supporting evidence.
Partially provides
supporting evidence.
Minimally provides
supporting evidence.
Organization and
Coherence
Exhibits and exemplary
logical and coherent
structure.
Exhibits satisfactorily a
logical and coherent
structure.
Partial coherence and
cohesiveness.
Minimal coherence and
cohesiveness.
Stays on Topic
Stays on topic all
(100%) of the time.
Stays on topic most (9099%) of the time.
Stays on topic some (7589%) of the time.
On topic less than 75%
of the time.
Command of spoken
language
Always (100%)
demonstrates command
of spoken language and
English conventions
Mostly (80-99%)
demonstrates command
of spoken language and
English conventions
Sometimes (70-79%)
demonstrates command
of spoken language and
English conventions
Demonstrates command
of spoken language and
English conventions less
than 70% of the time.
ORAL PRESENTATION RUBRIC CONTINUED
CATEGORY
4
3
2
1
Posture and Eye Contact
Stands up straight, looks
relaxed and confident.
Establishes eye contact with
everyone in the room during
presentation.
Stands up straight and
establishes eye contact with
everyone in the room during
the presentation.
Sometimes stands up
straight and establishes eye
contact.
Slouches and/or does not
look at the people during
the presentation.
Speaks Clearly
Speaks clearly and
distinctly all (100%) the
time.
Speaks clearly and
distinctly almost all (9599%) the time.
Speaks clearly and
distinctly most (94-85%) the
time.
Speaks clearly and
distinctly less than 85% of
the time.
Preparedness
Student is completely
prepared and has
obviously rehearsed.
Students seems pretty
prepared but might have
needed a couple more
rehearsals.
The student is somewhat
prepared, but it is clear
that rehearsal was lacking.
Student does not seem at
all prepared to present.
Listens to Other
Presentations
Listens intently. Does not
make distracting noises or
movements.
Listens intently but has one
distracting noise or
movement.
Sometimes does not appear
to be listening but is not
distracting.
Sometimes does not appear
to be listening and has
distracting noises or
movements.
Evaluates Peers
Answers all three evaluation
questions when evaluating
each peer with thoughtful
answers.
Answers all three evaluation
questions when evaluating
each peer.
Answers two evaluation
questions when evaluating
each peer.
Answers one evaluation
question when evaluating
each peer.
PEER EVALUATION QUESTIONS
1. Discuss one thing that you liked about the
presentation.
2. Discuss one thing that showed effort.
3. Discuss one thing that could be improved.
CCSS.ELA-Literacy.SL.8.3 Delineate a speaker’s argument and
specific claims, evaluating the soundness of the reasoning and
relevance and sufficiency of the evidence and identifying when
irrelevant evidence is introduced.
CCSS.ELA-Literacy.W.8.4 Produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose,
and audience. (Grade-specific expectations for writing types are
defined in standards 1–3 above.)
COMPARISON/CONTRAST ESSAY
In this essay, you are to compare and contrast yourself with a character from Thirteen
Reasons Why. Follow the outline below:
Paragraph 1- Instruction: State the purpose of your essay. Include the title and author
of the book.
Paragraph 2: Describe THREE aspects of your personality.
Paragraph 3: Describe THREE aspects of your character’s personality.
Paragraph 4: Discuss the similarities and differences between you and the character.
Paragraph 5 – Conclusion: Summarize main ideas. End with style. For instance,
included a rhetorical question or quote.
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