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TH Rteen R Asons Why: 8 Grade ELA
TH Rteen R Asons Why: 8 Grade ELA
R3ASONS WHY
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.
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.
GOOGLE PRESENTATION
Follow the guidelines at the following webpage to create a
strong presentation.
http://www.makeuseof.com/tag/10-tips-for-preparing-a-
professional-presentation/
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
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 Clays intro (pages 5-6)
Cassette 1: Part 1 (pages 7-28)
http://youtu.be/6ushyNJhnrs
Read Hannahs 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 Hannahs
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. Henrys The Gift of the Magi to
understand how gifts often have unintended
effects:
http://youtu.be/STQvDUg6gqM?t=18s
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/
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 Hannahs forehead. This left a mark which turned into a
scar. Every time Hannah looked at the scar, she didnt 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.
CCSS.ELA-Literacy.RL.8.3 Analyze how particular lines of
dialogue or incidents in a story or drama propel the action,
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/.
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.
PEEPING TOM
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 wont do. We want to know the history of a word
or phrase. Thats 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
FIGURES OF SPEECH
Were 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.
Thats a simile!
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. Have your cake and eat it too.
(Metaphor)
Hot as heck!
He was my knight in shining armor.
Life is like a box of chocolates.
Computers are the vehicles of tomorrow.
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!
ISNT IT IRONIC?
http://youtu.be/hwWVyF_ykUc
CCSS.ELA-Literacy.L.8.5a Interpret figures of speech (e.g. verbal
irony, puns) in context.
http://youtu.be/FYq2d7iKKhk
CCSS.ELA-Literacy.L.8.5a Interpret figures of speech (e.g. verbal
irony, puns) in context.
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, 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 CCSS.ELA-Literacy.RL.8.2 Determine a theme or central idea of a
chickens. 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!
Were 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.
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.
CCSS.ELA-Literacy.RL.8.3 Analyze how particular lines of
dialogue or incidents in a story or drama propel the action,
STOP
BULLYING
Nice
Guy
Award
ORAL PRESENTATION RUBRIC
CATEGORY 4 3 2 1
Aspects of Character Shows a full Shows a good Shows a partial Does not seem to
understanding of the understanding of the understanding of the understand the
aspects of the character. aspects of the character. aspects of the character. character very well.
Items in Bag Contains 6 thoughtful Contains 6 appropriate Contains 6 items, but not Contains inappropriate
and appropriate items. items. all seem appropriate. or insufficient items.
Development of Provides supporting Satisfactorily provides Partially provides Minimally provides
Supporting Evidence evidence clearly and supporting evidence. supporting evidence. supporting evidence.
fully.
Organization and Exhibits and exemplary Exhibits satisfactorily a Partial coherence and Minimal coherence and
Coherence logical and coherent logical and coherent cohesiveness. cohesiveness.
structure. structure.
Stays on Topic Stays on topic all Stays on topic most (90- Stays on topic some (75- On topic less than 75%
(100%) of the time. 99%) of the time. 89%) of the time. of the time.
Command of spoken Always (100%) Mostly (80-99%) Sometimes (70-79%) Demonstrates command
language demonstrates command demonstrates command demonstrates command of spoken language and
of spoken language and of spoken language and of spoken language and English conventions less
English conventions English conventions English conventions than 70% of the time.
ORAL PRESENTATION RUBRIC CONTINUED
CATEGORY 4 3 2 1
Posture and Eye Contact Stands up straight, looks Stands up straight and Sometimes stands up Slouches and/or does not
relaxed and confident. establishes eye contact with straight and establishes eye look at the people during
Establishes eye contact with everyone in the room during contact. the presentation.
everyone in the room during the presentation.
presentation.
Speaks Clearly Speaks clearly and Speaks clearly and Speaks clearly and Speaks clearly and
distinctly all (100%) the distinctly almost all (95- distinctly most (94-85%) the distinctly less than 85% of
time. 99%) the time. time. the time.
Preparedness Student is completely Students seems pretty The student is somewhat Student does not seem at
prepared and has prepared but might have prepared, but it is clear all prepared to present.
obviously rehearsed. needed a couple more that rehearsal was lacking.
rehearsals.
Listens to Other Listens intently. Does not Listens intently but has one Sometimes does not appear Sometimes does not appear
Presentations make distracting noises or distracting noise or to be listening but is not to be listening and has
movements. movement. distracting. distracting noises or
movements.
Evaluates Peers Answers all three evaluation Answers all three evaluation Answers two evaluation Answers one evaluation
questions when evaluating questions when evaluating questions when evaluating question when evaluating
each peer with thoughtful each peer. each peer. each peer.
answers.
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 speakers 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 13 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 characters 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.