TH1RTEEN

R3ASONS
WHY

8th Grade ELA

PURPOSE
13 Reasons Whyis 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 theNational Suicide Prevention Lifeline1800-273-8255
National Suicide Hotline 1-800-SUICIDE (1-800784-2433)
National Institute for Mental Health1-800-656HOPE

PRE-READING

13 Reasons Why

ABOUT THE AUTHOR

Except for six months in Wyoming,
I've lived my entire lifein California. It
was during those six months in
Sheridan, Wyomingthat 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

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.

SOWE CAN READ CURSE WORDS,

BUT WE CANT SAY THEM IN SCHOOL?
EXACTLY! We read about racism in Roll of Thunder,
Hear My Cry, but its not allowed in school. We read
about violence in The Outsiders, but its not allowed
in school.
This is authentic dialog/language for our character.
End of story. I dont 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

UNCOMFORTABLE
There will be things that happen in this
CONTENT

book that make me uncomfortable. They

might make you uncomfortable too.
Unfortunately, Im 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 thats 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

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-preparinga-professional-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 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
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)
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ture=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.

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
Hannahs rumor would have
stopped, if any one person hadnt
passed it on.
Connect this to your life we hear
rumors all the time. Come up with
CCSSSL.8.1 Engage effectively in a range of
five things you could
do next
time
collaborative
discussions
with diverse partners on
grade 8 topics, texts, and issues, building on

TWISTED RUMORS
Remember the game of telephone?
Lets play! Please do your best to
repeat exactly what is heard.
CCSS 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.

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 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.

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 doesnt 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 Hannahs 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)
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YsjNGZ3aOw&feature=share&list=PL
C551063125E4D8AB
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?

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)
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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/.

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

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
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.

WHATS THE REAL STORY?

With a partner, choose a yearbook from
the counter.
Look at the pictures, and try to relate to
this chapter.
Whats 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
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.

METAPHORS AND SIMILES

Metaphors and similes are tools an
author uses for comparisons. Lets play
Battleship like a boss!
Thats a
simile!

CCSS L.8.5 Demonstrate

understanding of figurative
language, word
relationships, and nuances
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in word meanings.

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 difference2 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)
Her hands were chunks of ice. (Metaphor)
Her cheeks were like faded roses. (Simile)
The roses in her cheeks are faded. (Metaphor)
He was my knight in shining armor.
Computers are the vehicles of tomorrow.
All the world's a stage.
Good as gold.
CCSS
L.8.5 Demonstrate
Carry
a torch forunderstanding
someone.of figurative language, word relationships, and nuances in word
meanings.

Like a bull in a china shop.

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

CCSS.ELA-Literacy.L.8.5a Interpret figures of

speech (e.g. verbal irony, puns) in context.

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.

ACTUALLY, ITS 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 156We 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
CCSS.ELA-Literacy.W.8.4 Produce clear and
In 1 week, well read coherent
them!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.

HANNAHS POEM
Turn to page 190
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youtu.be/oRXwT2
LaqbA
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.

http://www.youtube.com/watch?v=oRXwT2LaqbA&
feature=share&list=PLC551063125E4D8AB

SOUL ALONE
BAKER

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.

BY HANNAH

Put me
I meet your eyes
My own mother
you dont even see me
you carried me in underneath Gods sky
and
You hardly respond you
Now you see nothingknow me
when I whisper
dont just see me with
but what I wear
hello
your eyes
People
ask
you
Could be my soul mate
Take away
how
I
am
doing
two kindred spirits
this mask of flesh and
You
smile
and
nod
Maybe were not
bone and
dont
let
it
end
I guess well never
see me
there
know
for my soul

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 DONT GET IT? ITS

REALLY PRETTY SIMPLE!
Poetry is an expressionlike 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!

LETS 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

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!
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.
Complete the Poetry Analysis page from
your packet. Be prepared to share your poem
CCSS.ELA-Literacy.RL.8.2 Determine a theme or
and analysis with the class.
central idea of a text and analyze its development
over the course of the text, including its
relationship to the characters, setting, and plot;

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 youll
find. Take notes on which slam poems

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

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 anonline thesaurusif you're looking for
synonyms to replace certain words.

STEP 5
Add a Little Drama.Remember, you're not
just reading your poem out loudyou'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

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

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
Hannahs 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 Hannahs 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)
CCSS RL8.10 By the end of the year, read and
http://youtu.be/vY_RakRRH8w
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.

DESIGN A SIGN WHAT WOULD IT SAY?

SKETCH YOUR DESIGN ON THE DESIGN A SIGN PAGE OF THE
PACKET.

STOP
BULLYI
NG
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_dIAhF-A9E&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 Im 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 Im 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
dont 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.

HANNAHS SELF-FULFILLING
PROPHECY
She finally acted on the rumors that
surrounded her. Hannah wasnt
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?
CCSS.ELA-Literacy.RL.8.4 Determine the meaning
Have ofyou
and
words changed?
and phrases as theyHow
are used in
a text,why?
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
CCSS.ELA-Literacy.RL.8.3 Analyze how particular
your packet.
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

MY CHARACTERS 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 youd
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 characters 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

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 (90-99%) of
the time.

Stays on topic
some (75-89%) of
the time.

On topic less than

75% of the time.

Command of
spoken language

Always (100%)
demonstrates

Mostly (80-99%)
demonstrates

Sometimes (7079%) demonstrates

Demonstrates
command of

ORAL PRESENTATION
RUBRIC CONTINUED
CATEGORY

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
(95-99%) the time.

Speaks clearly and

distinctly most (9485%) 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

Answers all three

evaluation questions
when evaluating each

Answers two
evaluation questions
when evaluating each

Answers one
evaluation question
when evaluating each

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
CCSS.ELA-Literacy.SL.8.3 Delineate a speakers
argument and specific claims, evaluating the
improved.
soundness of the reasoning and relevance and
sufficiency of the evidence and identifying when

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. (Gradespecific 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.