Mrs. Dhaliwal



Cassette 1-2

1. Identify how Clay Jenson reacts to the box of tapes. Assess Clay’s main worries when he first opens the box of tapes. Evaluate how did Clay feel about being one of the people on Hannah Baker’s list?

2. What was the cause of the start of Hannah’s reputation? How does Hannah take these rumors and deal with them?

3. Which part of Alex’s list is Hannah listed on? How does this affect her both personally and how others treat her?

4. Describe the relationship between Jessica, Alex, and Hannah. How important are friendships in high school? Why?

5. What does Tyler take away from Hannah? Why was taking that away significant for Hannah?

Short Answer Rubric

|3 (60-70%) |4 (70-80%) |5 (80-90%) |6 (90-100%) |

|-The idea is not an answer to the question |-The idea is reasonable, but the |-The idea is reasonable and goes beyond a |-The idea is perceptive and reflects an awareness|

|asked. |response contains no text evidence. |literal reading of the text. It is explained |of the complexities of the text. -The student is |

|The idea is incorrect because it is not |-The idea is reasonable, but the text |specifically enough to show that the student |able to develop a coherent explanation of the |

|based on the text |evidence is flawed and does not |can make appropriate connections across the |idea by making discerning connections across the |

|-The idea is too general, vague, or unclear|adequately support the idea. Text |text and draw valid conclusions. |text. |

|to determine whether it is reasonable. |evidence is considered in adequate |-The text evidence used to support the idea is|-The text evidence used to support the idea is |

|-No idea is present. Sometimes the response|when it is only a general reference to|accurate and relevant. |specific and well chosen. Overall, the evidence |

|contains only text evidence. At other times|the text, too partial to support the |-The idea and text evidence used to support it|strongly supports the validity of the idea. |

|there appears to be an idea; however, this |idea, is weakly linked to the idea or |are clearly linked. |-The combination of the idea and the text |

|idea cannot be considered an answer to the |used inappropriately, and because it |The combination of the idea and the text |evidence demonstrates a deep understanding of the|

|question because it merely repeats |wrongly manipulates the meaning of the|evidence demonstrates a good understanding of |text. |

|verbatim, or “echoes,” the text evidence. |text. |the text | |

| |-The idea needs more explanation or | | |

| |specificity even though it is | | |

| |supported with text evidence | | |

| |-The idea represents only a literal | | |

| |reading of the text, with or without | | |

| |text evidence. | | |

Cassette 3 - 4

1. Evaluate why Courtney acts different towards Hannah. What does this reveal about the character of Courtney? What do you think about the way Courtney treats Hannah?

2. What was the event the cheerleaders came up with? What is the significance of the event?

3. Most novels about teens aren’t written by teens. Do you think Jay Asher creates realistic teenagers in this novel? Why or why not?

4. Why does Clay lie to his mom, continuously? What does this reveal about Clay’s character? Explain.

5. Why does Hannah continue to write poems when her Poems got revealed to the public and was embarrassed by the fact that they did?

Short Answer Rubric

|3 (60-70%) |4 (70-80%) |5 (80-90%) |6 (90-100%) |

|-The idea is not an answer to the question |-The idea is reasonable, but the |-The idea is reasonable and goes beyond a |-The idea is perceptive and reflects an awareness|

|asked. |response contains no text evidence. |literal reading of the text. It is explained |of the complexities of the text. -The student is |

|The idea is incorrect because it is not |-The idea is reasonable, but the text |specifically enough to show that the student |able to develop a coherent explanation of the |

|based on the text |evidence is flawed and does not |can make appropriate connections across the |idea by making discerning connections across the |

|-The idea is too general, vague, or unclear|adequately support the idea. Text |text and draw valid conclusions. |text. |

|to determine whether it is reasonable. |evidence is considered in adequate |-The text evidence used to support the idea is|-The text evidence used to support the idea is |

|-No idea is present. Sometimes the response|when it is only a general reference to|accurate and relevant. |specific and well chosen. Overall, the evidence |

|contains only text evidence. At other times|the text, too partial to support the |-The idea and text evidence used to support it|strongly supports the validity of the idea. |

|there appears to be an idea; however, this |idea, is weakly linked to the idea or |are clearly linked. |-The combination of the idea and the text |

|idea cannot be considered an answer to the |used inappropriately, and because it |The combination of the idea and the text |evidence demonstrates a deep understanding of the|

|question because it merely repeats |wrongly manipulates the meaning of the|evidence demonstrates a good understanding of |text. |

|verbatim, or “echoes,” the text evidence. |text. |the text | |

| |-The idea needs more explanation or | | |

| |specificity even though it is | | |

| |supported with text evidence | | |

| |-The idea represents only a literal | | |

| |reading of the text, with or without | | |

| |text evidence. | | |

Cassette 5-7

1. How does going to Rosie’s diner affect Clay Jenson? How does Clay take in and react to the events and names that have come up in the cassettes so far?

2. How does Clay Jenson feel guilty towards Hannah?

3. Does Clay betray Hannah by believing the rumors about her? Explain.

4. According to Hannah, all of the betrayals are connected. Do you agree? Why or why not?

5. How does Hannah feel she’s betrayed Jessica? Do these tapes represent a further betrayal? Explain.

6. What are some of the bad choices Hannah makes? Do you see patterns?

Short Answer Rubric

|3 (60-70%) |4 (70-80%) |5 (80-90%) |6 (90-100%) |

|-The idea is not an answer to the question |-The idea is reasonable, but the |-The idea is reasonable and goes beyond a |-The idea is perceptive and reflects an awareness|

|asked. |response contains no text evidence. |literal reading of the text. It is explained |of the complexities of the text. -The student is |

|The idea is incorrect because it is not |-The idea is reasonable, but the text |specifically enough to show that the student |able to develop a coherent explanation of the |

|based on the text |evidence is flawed and does not |can make appropriate connections across the |idea by making discerning connections across the |

|-The idea is too general, vague, or unclear|adequately support the idea. Text |text and draw valid conclusions. |text. |

|to determine whether it is reasonable. |evidence is considered in adequate |-The text evidence used to support the idea is|-The text evidence used to support the idea is |

|-No idea is present. Sometimes the response|when it is only a general reference to|accurate and relevant. |specific and well chosen. Overall, the evidence |

|contains only text evidence. At other times|the text, too partial to support the |-The idea and text evidence used to support it|strongly supports the validity of the idea. |

|there appears to be an idea; however, this |idea, is weakly linked to the idea or |are clearly linked. |-The combination of the idea and the text |

|idea cannot be considered an answer to the |used inappropriately, and because it |The combination of the idea and the text |evidence demonstrates a deep understanding of the|

|question because it merely repeats |wrongly manipulates the meaning of the|evidence demonstrates a good understanding of |text. |

|verbatim, or “echoes,” the text evidence. |text. |the text | |

| |-The idea needs more explanation or | | |

| |specificity even though it is | | |

| |supported with text evidence | | |

| |-The idea represents only a literal | | |

| |reading of the text, with or without | | |

| |text evidence. | | |

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download