ࡱ> fie_ y(bjbj 4^bbZ\\8$&3f<3>3>3>3>3>3>3$#57rb3b3w3R<3<36,02PA9fR 1(3303(1G8YG882G82Xb3b33G8\ |:  Cassette 1-2 Identify how Clay Jenson reacts to the box of tapes. Assess Clays main worries when he first opens the box of tapes. Evaluate how did Clay feel about being one of the people on Hannah Bakers list? What was the cause of the start of Hannahs reputation? How does Hannah take these rumors and deal with them? Which part of Alexs list is Hannah listed on? How does this affect her both personally and how others treat her? Describe the relationship between Jessica, Alex, and Hannah. How important are friendships in high school? Why? 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 asked. The idea is incorrect because it is not based on the text -The idea is too general, vague, or unclear to determine whether it is reasonable. -No idea is present. Sometimes the response contains only text evidence. At other times there appears to be an idea; however, this idea cannot be considered an answer to the question because it merely repeats verbatim, or echoes, the text evidence.-The idea is reasonable, but the response contains no text evidence. -The idea is reasonable, but the text evidence is flawed and does not adequately support the idea. Text evidence is considered in adequate when it is only a general reference to the text, too partial to support the idea, is weakly linked to the idea or used inappropriately, and because it wrongly manipulates the meaning of 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.-The idea is reasonable and goes beyond a literal reading of the text. It is explained specifically enough to show that the student can make appropriate connections across the text and draw valid conclusions. -The text evidence used to support the idea is accurate and relevant. -The idea and text evidence used to support it are clearly linked. The combination of the idea and the text evidence demonstrates a good understanding of the text-The idea is perceptive and reflects an awareness of the complexities of the text. -The student is able to develop a coherent explanation of the idea by making discerning connections across the text. -The text evidence used to support the idea is specific and well chosen. Overall, the evidence strongly supports the validity of the idea. -The combination of the idea and the text evidence demonstrates a deep understanding of the text. Cassette 3 - 4 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? What was the event the cheerleaders came up with? What is the significance of the event? Most novels about teens arent written by teens. Do you think Jay Asher creates realistic teenagers in this novel? Why or why not? Why does Clay lie to his mom, continuously? What does this reveal about Clays character? Explain. 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 asked. The idea is incorrect because it is not based on the text -The idea is too general, vague, or unclear to determine whether it is reasonable. -No idea is present. Sometimes the response contains only text evidence. At other times there appears to be an idea; however, this idea cannot be considered an answer to the question because it merely repeats verbatim, or echoes, the text evidence.-The idea is reasonable, but the response contains no text evidence. -The idea is reasonable, but the text evidence is flawed and does not adequately support the idea. Text evidence is considered in adequate when it is only a general reference to the text, too partial to support the idea, is weakly linked to the idea or used inappropriately, and because it wrongly manipulates the meaning of 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.-The idea is reasonable and goes beyond a literal reading of the text. It is explained specifically enough to show that the student can make appropriate connections across the text and draw valid conclusions. -The text evidence used to support the idea is accurate and relevant. -The idea and text evidence used to support it are clearly linked. The combination of the idea and the text evidence demonstrates a good understanding of the text-The idea is perceptive and reflects an awareness of the complexities of the text. -The student is able to develop a coherent explanation of the idea by making discerning connections across the text. -The text evidence used to support the idea is specific and well chosen. Overall, the evidence strongly supports the validity of the idea. -The combination of the idea and the text evidence demonstrates a deep understanding of the text. Cassette 5-7 How does going to Rosies 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? How does Clay Jenson feel guilty towards Hannah? Does Clay betray Hannah by believing the rumors about her? Explain. According to Hannah, all of the betrayals are connected. Do you agree? Why or why not? How does Hannah feel shes betrayed Jessica? Do these tapes represent a further betrayal? Explain. 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 asked. The idea is incorrect because it is not based on the text -The idea is too general, vague, or unclear to determine whether it is reasonable. -No idea is present. Sometimes the response contains only text evidence. At other times there appears to be an idea; however, this idea cannot be considered an answer to the question because it merely repeats verbatim, or echoes, the text evidence.-The idea is reasonable, but the response contains no text evidence. -The idea is reasonable, but the text evidence is flawed and does not adequately support the idea. Text evidence is considered in adequate when it is only a general reference to the text, too partial to support the idea, is weakly linked to the idea or used inappropriately, and because it wrongly manipulates the meaning of 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.-The idea is reasonable and goes beyond a literal reading of the text. It is explained specifically enough to show that the student can make appropriate connections across the text and draw valid conclusions. -The text evidence used to support the idea is accurate and relevant. -The idea and text evidence used to support it are clearly linked. The combination of the idea and the text evidence demonstrates a good understanding of the text-The idea is perceptive and reflects an awareness of the complexities of the text. -The student is able to develop a coherent explanation of the idea by making discerning connections across the text. -The text evidence used to support the idea is specific and well chosen. Overall, the evidence strongly supports the validity of the idea. -The combination of the idea and the text evidence demonstrates a deep understanding of the text.     Name: _______________________ Period: ________ 13 Reasons Why Analysis Directions: Answer the following analysis and reflection questions for each chapter in full sentences (paragraph format). Each question will be graded using short answer rubric. 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