Curriculum / ELA / 10th Grade / Unit 5: Reading as Resistance: Reading Lolita in Tehran / Lesson 25
ELA
Unit 5
10th Grade
Lesson 25 of 29
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Engage in a Socratic seminar about Reading Lolita in Tehran by supporting arguments with strong textual evidence.
Book: Reading Lolita in Tehran by Azar Nafisi
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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 fiction? Why is certain fiction considered dangerous by individuals like Mr. Bahri and Mr. Nyazi and the Islamic regime?
What different forms of resistance can individuals display in the face of oppression?
Consider the structure and style of the memoir, such as Nafisi's choice to organize the memoir around books/authors or her use of second person. What is the effect of her choices on the reader? How does her structure and her style reflect some of the themes of the text?
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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.9-10.1.a — Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
SL.9-10.1.b — Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
SL.9-10.1.c — Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
SL.9-10.1.d — Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
SL.9-10.4 — Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
Standards that are practiced daily but are not priority standards of the unit
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.
RL.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.
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").
Next
Brainstorm ideas for a personal narrative essay and complete a graphic organizer for the chosen topic.
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
Analyze how and why Nafisi uses flashbacks to structure her memoir.
Analyze the shifting mood of the revolution and how it impacts life at the university.
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.
SL.9-10.1SL.9-10.1.aSL.9-10.1.bSL.9-10.1.cSL.9-10.1.dSL.9-10.4
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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