Curriculum / ELA / 10th Grade / Unit 5: Reading as Resistance: Reading Lolita in Tehran / Lesson 12
ELA
Unit 5
10th Grade
Lesson 12 of 29
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Analyze how and why Nafisi uses flashbacks to structure her memoir.
Book: Reading Lolita in Tehran by Azar Nafisi — pp. 81–96
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
What is the purpose of Nafisi's use of flashbacks in Part 2? What does she reveal about her personal life and about the political context, and how does it relate to Part 1?
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How does the scene at the Tehran airport indicate a shift in Part 2 of Nafisi's memoir? What does the airport symbolize to Nafisi personally?
How does living abroad, particularly in the United States, impact Nafisi's feelings about Iran and the revolution?
What does Nafisi think the best fiction should do? What parallels exist between Nafisi's discussion about the purpose of fiction inside the classroom and her personal experience outside the classroom?
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
subversiveness
n.
(p. 94)
behaviors or activities that try to destroy or damage something, especially an established political system
immutable
adj.
unchanging over time or unable to be changed
Reading and/or task to be completed at home in preparation for the next lesson.
Book: Reading Lolita in Tehran by Azar Nafisi — pp. 96–106, 111–113, and 117–121
While reading, answer the following questions.
What does the new regime do following the revolution?
What does Mr. Bahri ask Nafisi to teach more in her class?
Who does Nafisi see one night on television? How does she react?
How does Nafisi describe Mr. Bahri? On what point do he and Nafisi disagree?
What is the "nest of spies"?
For what reason does Nafisi cancel class?
What threat do faculty members begin to face, and for what?
What is Mr. Nyazi's opinion of The Great Gatsby? What idea does Nafisi have in response?
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RI.9-10.3 — Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
RI.9-10.4 — Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
RI.9-10.5 — Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
Standards that are practiced daily but are not priority standards of the unit
L.9-10.1 — Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.9-10.6 — Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
RI.9-10.1 — Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.9-10.10 — By the end of grade 9, read and comprehend literary nonfiction in the grades 9—10 text complexity band proficiently, with scaffolding as needed at the high end of the range.<br />By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9—10 text complexity band independently and proficiently.
SL.9-10.1 — Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9—10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
SL.9-10.6 — Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
W.9-10.9.b — Apply grades 9—10 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning").
W.9-10.10 — Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Next
Analyze the shifting mood of the revolution and how it impacts life at the university.
Develop questions for a research topic, gather and evaluate the credibility of sources, and begin to take notes for research.
Standards
W.9-10.7W.9-10.8
Create an outline for a slideshow presentation.
W.9-10.5W.9-10.8
Design and build an information slideshow presentation, complete with clear bullet points images, and a written paragraph in the speaker notes.
SL.9-10.4SL.9-10.5W.9-10.2W.9-10.2.aW.9-10.2.bW.9-10.2.cW.9-10.6
Build background knowledge about the Iranian Revolution in preparation for Reading Lolita in Tehran.
RI.9-10.2SL.9-10.1
Analyze how Nafisi opens her memoir and what events led her to create a reading group.
RI.9-10.3RI.9-10.5
Analyze how certain events and anecdotes further develop Nafiisi's ideas about life in Tehran.
RI.9-10.3RI.9-10.4
Analyze how the reading group develops Nafisi's ideas about insubordination.
RI.9-10.3RI.9-10.4RI.9-10.5
Analyze Rushdie's purpose and rhetorical choices in his essay "On Censorship."
RI.9-10.2RI.9-10.4RI.9-10.6
Analyze the impact of the reading group on the girls' identities and how that relates to Nafisi's theme of individuality.
RI.9-10.2RI.9-10.3RI.9-10.5
Study a mentor text and plan a scene in which you describe your journey from school to home.
RI.9-10.4RI.9-10.5W.9-10.3
Write a scene describing your journey from school to home using Nafisi's structure as well as descriptive details, figurative language, and other stylistic elements.
W.9-10.3
RI.9-10.2RI.9-10.3
Analyze Lorraine Ali's purpose in her article "Behind the Veil."
RI.9-10.4RI.9-10.6
Analyze how the Gatsby trial further develops Nafisi's theme about the importance of literature.
RI.9-10.2RI.9-10.6
Analyze how individuals show resistance to the government's cultural revolution as it impacts the University of Tehran.
RI.9-10.2RI.9-10.3RI.9-10.4RI.9-10.5
Analyze how Nafisi grapples with the moral dilemma of complying with wearing the veil to return to teaching.
Analyze how Nafisi develops the theme of the importance of art to individuals and to a community.
RI.9-10.2RI.9-10.5
Analyze how Rumi conveys meaning through imagery and figurative language.
L.9-10.5RL.9-10.2RL.9-10.4SL.9-10.1
Analyze the role of imagination and courage in our relationship to others and our society.
Analyze the mood and structure at the start of Part 4.
RI.9-10.2RI.9-10.4RI.9-10.5
Write a short descriptive scene that establishes mood through diction and imagery.
RI.9-10.4W.9-10.3
Analyze the internal and external conflicts the women and Nafisi face over the decision to leave Iran.
Analyze how the final anecdotes of the memoir develop Nafisi's themes about choice, freedom, and fiction.
Engage in a Socratic seminar about Reading Lolita in Tehran by supporting arguments with strong textual evidence.
SL.9-10.1SL.9-10.1.aSL.9-10.1.bSL.9-10.1.cSL.9-10.1.dSL.9-10.4
Brainstorm ideas for a personal narrative essay and complete a graphic organizer for the chosen topic.
W.9-10.4
Complete an outline for a personal narrative.
W.9-10.4W.9-10.5
Complete a draft of a personal narrative.
W.9-10.3.aW.9-10.3.bW.9-10.3.cW.9-10.3.dW.9-10.5
Provide feedback on a classmate's personal narrative and revise one's own personal narrative using suggestions from a peer review.
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