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Th 1 Rteen R 3 asons Why

Th 1 Rteen R 3 asons Why. 8 th Grade ELA. Purpose.

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Th 1 Rteen R 3 asons Why

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  1. Th1Rteen R3asons Why 8th Grade ELA

  2. 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.

  3. 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 Health1-800-656-HOPE • See my website for other links.

  4. Pre-Reading 13 Reasons Why

  5. 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!

  6. 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.

  7. 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.

  8. 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.

  9. 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.

  10. Background knowledge 13 Reasons Why

  11. 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.

  12. Google Presentations • Get in your assigned groups. • Visit my webpage (www.kflater.weebly.com) • Click on the 13 Reasons Why tab • Find your hour and topic • 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.

  13. 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.

  14. 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-a-professional-presentation/ Your group will be presenting to the class, so decide who is going to say what and PRACTICE!

  15. Literary Dominoes TH1RTEEN R3ASONS WHY

  16. 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.

  17. 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. Literary Dominoes • Just like the game of dominoes, there are actions and reactions in novels. In Thirteen Reasons Why, you will be asked to determine the final outcome as well as the events that led to this outcome. • Throughout the novel, you will keep a set of “plot cards” or index cards. As each major plot event happens, jot it down with the page number on the card and write a short 2-5 sentence summary of what happened. • At the end of the novel, you will be asked to set the cards up like dominoes, leading to the final event.

  18. CCSS.ELA-Literacy.RL.8.10 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. Sample Card

  19. Pages 1-35 TH1RTEEN R3ASONS WHY

  20. 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.

  21. 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.

  22. 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.

  23. 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.

  24. 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.

  25. Tape 1: Justin Foley • Need a volunteer to read Clay’s intro (pages 5-6) • Cassette 1: Side A (pages 7-28) • http://youtu.be/6ushyNJhnrs • Cassette 1: Side B (pages 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.

  26. 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.

  27. 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.

  28. Page 36-53 TH1RTEEN R3ASONS WHY

  29. Cassette 1: Side BAlex 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&list=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.

  30. 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.

  31. 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.

  32. 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.

  33. 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

  34. 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

  35. Pages 54-68 TH1RTEEN R3ASONS WHY

  36. Cassette 2: Side AJessica Davis Pages 54-67 (Read as class) Page 67-68 (Read with tape) http://www.youtube.com/watch?v=0YsjNGZ3aOw&feature=share&list=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.

  37. 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.

  38. What is a Good Friend? Open your packet to the “What is a Good Friend?” page. Complete the chart. • A good friend is loyal. • A good friend is intelligent. • A good friend is sensitive. • A good friend has a sense of humor. • A good friend is honest. • A good friend listens. • A good friend is supportive. • 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.

  39. Pages 68-92 TH1RTEEN R3ASONS WHY

  40. Cassette 2: Side BTyler Down • Pages 69-74 (Read as a group) • Pages 74-77 (With the tapes) • Pages 77-99 (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.

  41. 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. Discussion • 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/.

  42. 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'sClassical 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'.

  43. 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. • Visit www.etymonline.com • Look up the words in your packet to find the history of the word or phrase • 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.

  44. Pages 93-118 TH1RTEEN R3ASONS WHY

  45. Cassette 3: Side ACourtney 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.

  46. 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?

  47. 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.

  48. 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: • Metaphors • Similes

  49. 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.

  50. 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.

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