13+Reasons+Why+Preliminary+Unit

 Preliminary Unit on //13 Reasons Why//

ENGL 409 Fall Semester 2011 Bill Tucker

By John Lanphear Katelyn Hadyniak Alex Heidtke Ashley Bartley

 Table of Contents

Page 2- Table of Contents Page 3-X- Unit Rationale Page X-X- Michigan Content Expectations Page X-X- 20 Lessons Page X-X- Weekly Formative Assessments Page X-X- Summative Assessment

 Unit Rationale <span style="font-family: Times New Roman,serif;"> <span style="font-family: Calibri,sans-serif;"> Within today’s academic classroom, it is traditionally looked at as a bad thing to be different. Often times, students are made fun of, bullied, and, in some cases, students are beaten up, simply because they are different. A common trait amongst those that bully is a sense of non remorse, because they go home at the end of the day and don’t have to deal with the negative aspects of their actions. They simply go about their day. A common trait amongst those who are bullied is a feeling of dread everyday when they leave for school because they know they are going to be picked on, made fun of, and belittled all day; when they get to school, a feeling of paranoia, because they know their bullies are waiting for them, to make fun of them, beat them up, and steal their lunch money; and finally, when they get home, feelings of depression, worthlessness and despair because they just spent 8 hours worrying about getting beat up, only to come home and know that the same thing will happen tomorrow. These students are often ignored by teachers because they are so afraid of being bullied more that they don’t speak up about it. Allowing bullying, and even negative actions towards these students will often cause them to develop very low self images, poor self esteem, and eventually depression.

<span style="font-family: Times New Roman,serif;"> <span style="font-family: Calibri,sans-serif;"> Although depression is talked about, albeit briefly, in basic health class, many times students do not know who to talk to about their depression, and do not seek the help they need. With their depression building, many students turn to self mutilation, and in severe cases, even suicide, thinking only that it will end their misery and relieve their pain and anguish.

<span style="font-family: Times New Roman,serif;">// <span style="font-family: Calibri,sans-serif;">//13 Reasons Why// // <span style="font-family: Calibri,sans-serif;">, by Jay Asher, is a book about a girl who, through no real fault of her own, is looked down on as being a ‘slut,’ a ‘hussy,’ and, just all around, somebody who is seen as not having any morals or values. It is because of these rumors, and the people that spread them treating her like a second class citizen, that she decides to end her misery and suffer by committing suicide. She, however, is not going to go out without letting all of those who bullied her through their indirect actions and their discussion of her private life while in theirs, know just what they had done to her. Hannah Baker recorded 13 audio tapes. Each one detailing the 13 reasons she decided to commit suicide. Those 13 reasons being specific people in her life that somehow contributed to her desire to end her own life.

<span style="font-family: Times New Roman,serif;"> <span style="font-family: Calibri,sans-serif;"> The reason students in high school should not only read this book, but actively, and openly, discuss it and its contents is simply because there is a good chance that one of their friends, or maybe even they themselves, are either being bullied, or are, in fact, themselves a bully. In the event that they are being bullied, by reading // <span style="font-family: Calibri,sans-serif;">//13 Reasons Why//  //// <span style="font-family: Calibri,sans-serif;">,  // <span style="font-family: Calibri,sans-serif;"> they will understand that there are other people who are going through what they are going through and that there is help out there for them if they want it. It will also show them that no matter how bleak things get, no matter how terrible they feel, there is always somebody out there that loves them and will be detrimentally affected if they were to take the route of suicide. This, albeit a very important thing to teach, is not the main reason students should read this book. The main reason this book should be taught is to show the bullies that what they are doing is not ok and that they are severely hurting people, simply by talking about them behind their backs. The book will hopefully teach those students who bully the other students around that if they continue to bully, if they continue to talk about other students behind their backs, spreading rumors, and tearing down their reputation, that bad things will happen because of it, and it will come back and bite them.

<span style="font-family: Times New Roman,serif;"> <span style="font-family: Calibri,sans-serif;"> Finally, having students read something about other students, set in modern times, told by another student will allow them to relate to what is happening in the book and identify with the characters in such a way that they will hopefully learn that it is not ok to bully and that it is not ok to allow your friends, or yourself to be bullied. Paired with the teaching of this book will be several discussions about depression, including a presentation by either the school guidance counselor, or a psychologist, as well as open, frank discussions about what to do in order to defend themselves from being bullied.

<span style="font-family: Calibri,sans-serif;">Content Expectations and Rationales <span style="font-family: Calibri,sans-serif;"> Michigan High School Content Expectations

** <span style="font-family: Calibri,sans-serif;"> Strand 1: Writing, Speaking, and Visual Expression  **

** <span style="font-family: Calibri,sans-serif;">CE 1.1.2 ** <span style="font-family: Calibri,sans-serif;"> Know and use a variety of prewriting strategies to generate, focus, and organize ideas (e.g., free writing, clustering/mapping, talking with others, brainstorming, outlining, developing graphic organizers, taking notes, summarizing, paraphrasing).

** <span style="font-family: Calibri,sans-serif;">CE 1.1.5 ** <span style="font-family: Calibri,sans-serif;"> Revise drafts to more fully and/or precisely convey meaning—drawing on response from others, self-reflection, and reading one’s own work with the eye of a reader; then refine the text— deleting and/or reorganizing ideas, and addressing potential readers’ questions.

** <span style="font-family: Calibri,sans-serif;">CE 1.1.8 ** <span style="font-family: Calibri,sans-serif;"> Proofread to check spelling, layout, and font; and prepare selected pieces for a public audience.

** <span style="font-family: Calibri,sans-serif;">CE 1.2.1 ** <span style="font-family: Calibri,sans-serif;"> Write, speak, and use images and graphs to understand and discover complex ideas.

** <span style="font-family: Calibri,sans-serif;">CE 1.2.2 ** <span style="font-family: Calibri,sans-serif;"> Write, speak, and visually represent to develop self-awareness and insight (e.g., diary, journal writing, portfolio self-assessment).

** <span style="font-family: Calibri,sans-serif;">CE 1.3.4 ** <span style="font-family: Calibri,sans-serif;"> Develop and extend a thesis, argument, or exploration of a topic by analyzing differing perspectives and employing a structure that effectively conveys the ideas in writing (e.g. resolve inconsistencies in logic; use a range of strategies to persuade, clarify, and defend a position with precise and relevant evidence; anticipate and address concerns and counterclaims; provide a clear and effective conclusion).

** <span style="font-family: Calibri,sans-serif;">CE 1.3.5 ** <span style="font-family: Calibri,sans-serif;"> From the outset, identify and assess audience expectations and needs; consider the rhetorical effects of style, form, and content based on that assessment; and adapt communication strategies appropriately and effectively.

** <span style="font-family: Calibri,sans-serif;">CE 1.3.7 ** <span style="font-family: Calibri,sans-serif;"> Participate collaboratively and productively in groups (e.g., response groups, work teams, discussion groups, and committees)—fulfilling roles and responsibilities, posing relevant questions, giving and following instructions, acknowledging and building on ideas and contributions of others to answer questions or to solve problems, and offering dissent courteously.

** <span style="font-family: Calibri,sans-serif;">CE 1.3.9 ** <span style="font-family: Calibri,sans-serif;"> Use the formal, stylistic, content, and mechanical conventions of a variety of genres in speaking, writing, and multimedia presentations.

** <span style="font-family: Calibri,sans-serif;">CE 1.4.2 ** <span style="font-family: Calibri,sans-serif;"> Develop a system for gathering, organizing, paraphrasing, and summarizing information; select, evaluate, synthesize, and use multiple primary and secondary (print and electronic) resources.

** <span style="font-family: Calibri,sans-serif;">CE 1.5.1 ** <span style="font-family: Calibri,sans-serif;"> Use writing, speaking, and visual expression to develop powerful, creative and critical messages.

** <span style="font-family: Calibri,sans-serif;">CE 1.5.2 ** <span style="font-family: Calibri,sans-serif;"> Prepare spoken and multimedia presentations that effectively address audiences by careful use of voice, pacing, gestures, eye contact, visual aids, audio and video technology.

** <span style="font-family: Calibri,sans-serif;">CE 1.5.4 ** <span style="font-family: Calibri,sans-serif;"> Use technology tools (e.g, word processing, presentation and multimedia software) to produce polished written and multimedia work (e.g., literary and expository works, proposals, business presentations, advertisements).

** <span style="font-family: Calibri,sans-serif;">CE 1.5.5 ** <span style="font-family: Calibri,sans-serif;"> Respond to and use feedback to strengthen written and multimedia presentations (e.g., clarify and defend ideas, expand on a topic, use logical arguments, modify organization, evaluate effectiveness of images, set goals for future presentations).

** <span style="font-family: Calibri,sans-serif;"> Strand 2: Reading, Listening, and Viewing  **


 * <span style="font-family: Calibri,sans-serif;">CE 2.1.1 ** <span style="font-family: Calibri,sans-serif;"> Use a variety of pre-reading and previewing strategies (e.g., acknowledge own prior knowledge, make connections, generate questions, make predictions, scan a text for a particular purpose or audience, analyze text structure and features) to make conscious choices about how to approach the reading based on purpose, genre, level of difficulty, text demands and features.


 * <span style="font-family: Calibri,sans-serif;">CE 2.1.2 ** <span style="font-family: Calibri,sans-serif;"> Make supported inferences and draw conclusions based on informational print and multimedia features (e.g., prefaces, appendices, marginal notes, illustrations, bibliographies, author’s pages, footnotes, diagrams, tables, charts, maps, timelines, graphs, and other visual and special effects) and explain how authors and speakers use them to infer the organization of text and enhance understanding, convey meaning, and inspire or mislead audiences.


 * <span style="font-family: Calibri,sans-serif;">CE 2.1.3 ** <span style="font-family: Calibri,sans-serif;"> Determine the meaning of unfamiliar words, specialized vocabulary, figurative language, idiomatic expressions, and technical meanings of terms through context clues, word roots


 * <span style="font-family: Calibri,sans-serif;">CE 2.1.7 ** <span style="font-family: Calibri,sans-serif;"> Demonstrate understanding of written, spoken, or visual information by restating, paraphrasing, summarizing, critiquing, or composing a personal response; distinguish between a summary and a critique.


 * <span style="font-family: Calibri,sans-serif;">CE 2.1.10 ** <span style="font-family: Calibri,sans-serif;"> Listen to and view speeches, presentations, and multimedia works to identify and respond thoughtfully to key ideas, significant details, logical organization, fact and opinion, and propaganda.


 * <span style="font-family: Calibri,sans-serif;">CE 2.2.1 ** <span style="font-family: Calibri,sans-serif;"> Recognize literary and persuasive strategies as ways by which authors convey ideas and readers make meaning (e.g., imagery, irony, satire, parody, propaganda, overstatement/understatement, omission, and multiple points of view).


 * <span style="font-family: Calibri,sans-serif;">CE 2.3.5 ** <span style="font-family: Calibri,sans-serif;"> Engage in self-assessment as a reader, listener, and viewer, while monitoring comprehension and using a variety of strategies to overcome difficulties when constructing and conveying meaning.


 * <span style="font-family: Calibri,sans-serif;">CE 2.3.6 ** <span style="font-family: Calibri,sans-serif;"> Reflect on personal understanding of reading, listening, and viewing; set personal learning goals; and take responsibility for personal growth.


 * <span style="font-family: Calibri,sans-serif;">CE 2.3.7 ** <span style="font-family: Calibri,sans-serif;"> Participate as an active member of a reading, listening, and viewing community, collaboratively selecting materials to read or events to view and enjoy (e.g., book talks, literature circles, film clubs).


 * <span style="font-family: Calibri,sans-serif;">CE 2.3.8 ** <span style="font-family: Calibri,sans-serif;"> Develop and apply personal, shared, and academic criteria to evaluate own and others’ oral, written, and visual texts.

** <span style="font-family: Calibri,sans-serif;"> Strand 3: Literature and Culture  **


 * <span style="font-family: Calibri,sans-serif;">CE 3.1.1 ** <span style="font-family: Calibri,sans-serif;"> Interpret literary language (e.g., imagery, allusions, symbolism, metaphor) while reading literary and expository works.


 * <span style="font-family: Calibri,sans-serif;">CE 3.1.2 ** <span style="font-family: Calibri,sans-serif;"> Demonstrate an understanding of literary characterization, character development, the function of major and minor characters, motives and causes for action, and moral dilemmas that characters encounter by describing their function in specific works.


 * <span style="font-family: Calibri,sans-serif;">CE 3.1.3 ** <span style="font-family: Calibri,sans-serif;"> Recognize a variety of plot structures and elements (e.g., story within a story, rising action, foreshadowing, flash backs, cause-and-effect relationships, conflicts, resolutions) and describe their impact on the reader in specific literary works.


 * <span style="font-family: Calibri,sans-serif;">CE 3.1.4 ** <span style="font-family: Calibri,sans-serif;"> Analyze characteristics of specific works and authors (e.g., voice, mood, time sequence, author vs. narrator, stated vs. implied author, intended audience and purpose, irony, parody, satire, propaganda, use of archetypes and symbols) and identify basic beliefs, perspectives, and philosophical assumptions underlying an author’s work.


 * <span style="font-family: Calibri,sans-serif;">CE 3.1.5 ** <span style="font-family: Calibri,sans-serif;"> Comparatively analyze two or more literary or expository texts, comparing how and why similar themes are treated differently, by different authors, in different types of text, in different historical periods, and/or from different cultural perspectives.


 * <span style="font-family: Calibri,sans-serif;">CE 3.1.7 ** <span style="font-family: Calibri,sans-serif;"> Analyze and evaluate the portrayal of various groups, societies, and cultures in literature and other texts.


 * <span style="font-family: Calibri,sans-serif;">CE 3.1.9 ** <span style="font-family: Calibri,sans-serif;"> Analyze how the tensions among characters, communities, themes, and issues in literature and other texts reflect human experience.


 * <span style="font-family: Calibri,sans-serif;">CE 3.2.4 ** <span style="font-family: Calibri,sans-serif;"> Respond by participating actively and appropriately in small and large group discussions about literature (e.g., posing questions, listening to others, contributing ideas, reflecting on and revising initial responses).


 * <span style="font-family: Calibri,sans-serif;">CE 3.4.1 ** <span style="font-family: Calibri,sans-serif;"> Use methods of close and contextualized reading and viewing to examine, interpret, and evaluate print and visual media and other works from popular culture.

** <span style="font-family: Calibri,sans-serif;"> Strand 4: Language  **


 * <span style="font-family: Calibri,sans-serif;">CE 4.1.5 ** <span style="font-family: Calibri,sans-serif;"> Demonstrate use of conventions of grammar, usage, and mechanics in written texts, including parts of speech, sentence structure and variety, spelling, capitalization, and punctuation.
 * <span style="font-family: Calibri,sans-serif;">CE 4.2.2 ** <span style="font-family: Calibri,sans-serif;"> Understand the implications and potential consequences of language use (e.g., appropriate professional speech; sexist, racist, homophobic language).

<span style="font-family: Calibri,sans-serif;"> 20 Lessons

<span style="font-family: Calibri,sans-serif;"> LESSON DAY 1 (Monday)

<span style="font-family: Calibri,sans-serif;">Purely Introduction: The next unit we are going to work on is a book called....etc.

<span style="font-family: Calibri,sans-serif;">Explain journals

<span style="font-family: Calibri,sans-serif;">Journal #1

<span style="font-family: Calibri,sans-serif;">What do think about the name 13 Reasons Why?

<span style="font-family: Calibri,sans-serif;">Small summary of what the plot is and explain that it's a girl that commits suicide and that it will be kind of dark. There will be class discussions about topics that will be personal and about things that are very real to you/them. From there, more explanation of things we are doing in the unit.

<span style="font-family: Calibri,sans-serif;"> LESSON DAY 2 (Tuesday)

<span style="font-family: Calibri,sans-serif;">The students are to get into groups of four. The activity for the class will consist of them drawing what they think "solitude in society" looks like. They will then present their findings to the class and then we will post them up on the wall. When it comes to Hannah, her solitude is not readily present to others. We will then discuss whether or not it is possible to be alone when with other people.

<span style="font-family: Calibri,sans-serif;"> LESSON DAY 3 (Wednesday)

<span style="font-family: Calibri,sans-serif;">Introduce the baggies and explain what they will be used for. Guidelines. Very clear that if someone abuses it they will stop. Read along to the first tape/ chapter. At the end of the lesson, the students will be asked to write a comment or two to other students based on the day's discussion, along with one to themselves. The students will then be allowed the rest of class to deposit the comments into the respective students' bags.

<span style="font-family: Calibri,sans-serif;">The students will be asked to have up through Casssette 1 Side A read for the next day. <span style="font-family: Calibri,sans-serif;"> LESSON DAY 4 (Thursday)

<span style="font-family: Calibri,sans-serif;">Journal #2

<span style="font-family: Calibri,sans-serif;">The students will be given ten minutes to reflect on the prior day's reading in their journal. They will be asked to write specifically about what they think they would have doen if they were Clay.

<span style="font-family: Calibri,sans-serif;">Discussion:

<span style="font-family: Calibri,sans-serif;">Share journals as a guide for discussion. What happened in this Chapter? Summary for people who are struggling. After plot is discussed, go into more feeling about it. Who is Hannah to Clay so far?

<span style="font-family: Calibri,sans-serif;">The last ten minutes of class will be spent either writing notes to other students or reading.

<span style="font-family: Calibri,sans-serif;"> LESSON DAY 5 (Friday)

<span style="font-family: Calibri,sans-serif;">First Quiz: See in ( <span style="font-family: Calibri,sans-serif;">Weekly Formative Assessments  <span style="font-family: Calibri,sans-serif;"> section) <span style="font-family: Calibri,sans-serif;">Beginning activity: Two truths and a lie. one big group

<span style="font-family: Calibri,sans-serif;">Rumor Lesson-over the course of the past few weeks, the teacher will have spread a rumor to the students about having to wear clothes they don't mind getting wet / dirty / messed up. This will be done through the use of students who have had the teacher in the past talking to students who have the teacher currently making jokes about it, and by having other teachers ask the students if the teacher has talked to them about it and if they are ready for it. When the students say that the teacher hasn't told them about it yet, the other teachers will tell them not to ask about t, but to be ready for it. When class starts, the teacher will be in front of the classroom wearing dirty clothes. He will then ask the students if they were doing the same based on things they have heard.

<span style="font-family: Calibri,sans-serif;">In Class Activity:

<span style="font-family: Calibri,sans-serif;">Lesson on Rumors. Have students examine gossip magazines and websites. National Enquirer. OK! Magazine. They will pick out an article and find clear truths and fallacies.

<span style="font-family: Calibri,sans-serif;">Homework is to read Cassette 1 side B and Cassette 2 side A

<span style="font-family: Calibri,sans-serif;"> LESSON DAY 6 (Monday)

<span style="font-family: Calibri,sans-serif;">Journal #3

<span style="font-family: Calibri,sans-serif;">10 minutes

<span style="font-family: Calibri,sans-serif;">How would you feel if you went to a new school and the people you first befriended abandoned you?

<span style="font-family: Calibri,sans-serif;">Discussion: What happened? Let's go over it. How did it make you feel? Who is going to share what they wrote? Where do we go from here?

<span style="font-family: Calibri,sans-serif;">Last 10 minutes

<span style="font-family: Calibri,sans-serif;">Guided free time

<span style="font-family: Calibri,sans-serif;"> LESSON DAY 7 (Tuesday)

<span style="font-family: Calibri,sans-serif;">Read together as a class. Choose students to portray voices of Hannah and Clay.

<span style="font-family: Calibri,sans-serif;">2 minutes stream of consciousness writing.

<span style="font-family: Calibri,sans-serif;">10 or less minutes

<span style="font-family: Calibri,sans-serif;">Guided Free Time

<span style="font-family: Calibri,sans-serif;">Homework: Bring in a picture a picture that holds a strong memory with you.

<span style="font-family: Calibri,sans-serif;">Something that could possibly be interpreted differently than what you know to be

<span style="font-family: Calibri,sans-serif;">true about it. And read Cassette 3 Side A

<span style="font-family: Calibri,sans-serif;"> LESSON DAY 8 (Wednesday)

<span style="font-family: Calibri,sans-serif;">Picture activity.

<span style="font-family: Calibri,sans-serif;">Students pass in their own pictures, the teacher shuffles them and passes them back, ensuring the students do not know whose picture they have.

<span style="font-family: Calibri,sans-serif;">15 minutes-students come up with the story based on what they think is happening in the picture.

<span style="font-family: Calibri,sans-serif;">30 minutes-students present the story they came up with based on the picture.

<span style="font-family: Calibri,sans-serif;">10 minutes free time at the end of class for students to discuss amongst themselves what just happened

<span style="font-family: Calibri,sans-serif;">Homework: None

<span style="font-family: Calibri,sans-serif;"> LESSON DAY 9 (Thursday)

<span style="font-family: Calibri,sans-serif;">Active class reading of Cassette 3 Side B.

<span style="font-family: Calibri,sans-serif;">Homework: Read Cassette 4 Side A.

<span style="font-family: Calibri,sans-serif;"> LESSON DAY 10 (Friday)

<span style="font-family: Calibri,sans-serif;">Quiz 2 (See in <span style="font-family: Calibri,sans-serif;">Weekly Formative Assessments  <span style="font-family: Calibri,sans-serif;"> section) <span style="font-family: Calibri,sans-serif;">Ripple effect lesson

<span style="font-family: Calibri,sans-serif;">15 minutes-Read 'If you Give a Mouse a Cookie' in class, kindergarten style (everybody sitting in a circle around the teacher)

<span style="font-family: Calibri,sans-serif;">25 minutes-discussion about the ripple effect and how it applies to Hannah's situation

<span style="font-family: Calibri,sans-serif;">10 minutes-discuss homework assignment

<span style="font-family: Calibri,sans-serif;">Homework-write their own ripple effect story. Can be children's book, several page story, comic book, etc.

<span style="font-family: Calibri,sans-serif;"> LESSON DAY 11 (Monday)

<span style="font-family: Calibri,sans-serif;">50 minutes-Active read of Cassette 4 Side B

<span style="font-family: Calibri,sans-serif;">Homework-read Cassette 5 Side A

<span style="font-family: Calibri,sans-serif;"> LESSON DAY 12 (Tuesday)

<span style="font-family: Calibri,sans-serif;">Discussion of what has happened so far (how it has affected Clay, how it would have affected the students had they been in Clay's position.)

<span style="font-family: Calibri,sans-serif;"> LESSON DAY 13 (Wednesday)

<span style="font-family: Calibri,sans-serif;">Active read of Cassette 5 Side B and start of Cassette 6 Side A

<span style="font-family: Calibri,sans-serif;">Homework-Finish Cassette 6 Side A

<span style="font-family: Calibri,sans-serif;"> LESSON DAY 14 (Thursday)

<span style="font-family: Calibri,sans-serif;">15 minutes-Journal

<span style="font-family: Calibri,sans-serif;">Discussions

<span style="font-family: Calibri,sans-serif;">Homework-Read Cassette 6 Side B

<span style="font-family: Calibri,sans-serif;"> LESSON DAY 15 (Friday)

<span style="font-family: Calibri,sans-serif;">Quiz 3 (See in <span style="font-family: Calibri,sans-serif;">Weekly Formative Assessments  <span style="font-family: Calibri,sans-serif;"> section) <span style="font-family: Calibri,sans-serif;">Class discussion about reading.

<span style="font-family: Calibri,sans-serif;">Homework-Read Cassette 7 Side A

<span style="font-family: Calibri,sans-serif;"> LESSON DAY 16 (Monday)

<span style="font-family: Calibri,sans-serif;">Active Read of the rest of the book

<span style="font-family: Calibri,sans-serif;">Discussion

<span style="font-family: Calibri,sans-serif;"> LESSON DAY 17 (Tuesday)

<span style="font-family: Calibri,sans-serif;">Introduce Essay Assignment (see rubric and assignment sheet)

<span style="font-family: Calibri,sans-serif;">Begin watching the movie "Easy A."

<span style="font-family: Calibri,sans-serif;"> LESSON DAY 18 (Wednesday)

<span style="font-family: Calibri,sans-serif;">Finish watching the movie "Easy A."

<span style="font-family: Calibri,sans-serif;"> LESSON DAY 19 (Thursday)

<span style="font-family: Calibri,sans-serif;">Workshop Time for Essay Assignment

<span style="font-family: Calibri,sans-serif;"> LESSON DAY 20 (Friday)

<span style="font-family: Calibri,sans-serif;">Peer Editing/Review for Essay Assignment

<span style="font-family: Calibri,sans-serif;"> LESSON DAY 21 (Monday)

<span style="font-family: Calibri,sans-serif;">Essay Assignment due, introduce project.

<span style="font-family: Calibri,sans-serif;"> LESSON DAY 22-25 (Tuesday - Friday)

<span style="font-family: Calibri,sans-serif;">Work time on project

<span style="font-family: Calibri,sans-serif;"> LESSON DAY 26-27 (Monday -Tuesday)

<span style="font-family: Calibri,sans-serif;">Present projects.

<span style="font-family: Calibri,sans-serif;"> Weekly Formative Assessments

<span style="font-family: Calibri,sans-serif;"> Quiz 1 Name: <span style="font-family: Calibri,sans-serif;"> Date: <span style="font-family: Calibri,sans-serif;"> Period:
 * 1) <span style="font-family: Calibri,sans-serif;"> Who is Clay Jensen?


 * 1) <span style="font-family: Calibri,sans-serif;"> Who is Hannah Baker?


 * 1) <span style="font-family: Calibri,sans-serif;"> Who did Hannah send the tapes to? (Not a specific list, rather what do they have in common?)


 * 1) <span style="font-family: Calibri,sans-serif;"> Why is Clay shocked to receive the tapes?

<span style="font-family: Calibri,sans-serif;"> Quiz 2 Name: <span style="font-family: Calibri,sans-serif;"> Date: <span style="font-family: Calibri,sans-serif;"> Period: > >
 * 1) <span style="font-family: Calibri,sans-serif;"> Who do you think is the protaganist of this novel, why?
 * 1) <span style="font-family: Calibri,sans-serif;"> Who do you think is the antagonists(s), why?
 * 1) <span style="font-family: Calibri,sans-serif;"> So far, who is most to blame for Hannah's death?

<span style="font-family: Calibri,sans-serif;"> Quiz 3 Name: <span style="font-family: Calibri,sans-serif;"> Date: <span style="font-family: Calibri,sans-serif;"> Period:
 * 1) <span style="font-family: Calibri,sans-serif;"> Briefly discuss what you think are the 3 most important / pivitol events mentioned so far. Specifically, focus on their effects on Hannah.

<span style="font-family: Calibri,sans-serif;"> Summative Assignments

<span style="font-family: Calibri,sans-serif;">13 Reasons Why Unit- Summative Assessment //**Easy A**// **Essay** As you watch the movie //Easy A//, take note of ideas and elements of the plot that are similar to the events in //13 Reasons Why//. Then, write an essay explaining the connections between the book and the movie. Your paper must be 2-3 pages long and use SPECIFIC quotes from the book and scenes from the movie. You will be graded using the rubric included below. Some questions you might want to consider as you watch the movie and prepare to write your essay: · How does Olive’s experience compare with Hannah’s? · Do you feel like if Hannah had had people who supported her as Olive did that the book would have turned out differently? Likewise, if Olive hadn’t had her parents and Todd supporting her, do you think she would have ended up feeling desperate like Hannah did and committing suicide? · How do the themes of the book compare to those of the movie? A primary theme we have been discussing is the idea of the ripple effect, or “everything effects everything.” How does this theme cross into //Easy A//? Did Olive’s experience spin from one particular event or a series of events? · Out of all the people in the book and movie, who was the worst to the respective main characters? Compare and contrast these antagonists. · Which do you find more realistic? The movie or the book? Why? Remember, you do not have to write about all of these questions. They are just to stimulate your thinking as you are watching the movie and to help you brainstorm for your essay.


 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Content || There is one clear, well-focused topic. Main idea stands out and is supported by detailed information. || Main idea is clear but the supporting information is general. || Main idea is somewhat clear but there is a need for more supporting information. || The main idea is not clear. There is a seemingly random collection of information. ||
 * Organization || Details are placed in a logical order and the way they are presented effectively keeps the interest of the reader. || Details are placed in a logical order, but the way in which they are presented/introduced sometimes makes the writing less interesting. || Some details are not in a logical or expected order, and this distracts the reader. || Many details are not in a logical or expected order. There is little sense that the writing is organized. ||
 * Voice || The writer seems to be writing from knowledge or experience. The author has taken the ideas and made them \"his own.\" || The writer seems to be drawing on knowledge or experience, but there is some lack of ownership of the topic. || The writer relates some of his own knowledge or experience, but it adds nothing to the discussion of the topic. || The writer has not tried to transform the information in a personal way. The ideas and the way they are expressed seem to belong to someone else. ||
 * Sentence Fluency || All sentences sound natural and are easy-on-the-ear when read aloud. Each sentence is clear and has an obvious emphasis. || Almost all sentences sound natural and are easy-on-the-ear when read aloud, but 1 or 2 are stiff and awkward or difficult to understand. || Most sentences sound natural and are easy-on-the-ear when read aloud, but several are stiff and awkward or are difficult to understand. || The sentences are difficult to read aloud because they sound awkward, are distractingly repetitive, or difficult to understand. ||
 * Mechanics/Grammar || Writer makes no errors in capitalization or punctuation, so the paper is exceptionally easy to read. || Writer makes 1 or 2 errors in capitalization or punctuation, but the paper is still easy to read. || Writer makes a few errors in capitalization and/or punctuation that catch the reader\'s attention and interrupt the flow. || Writer makes several errors in capitalization and/or punctuation that catch the reader\'s attention and greatly interrupt the flow. ||