Curriculum / ELA / 8th Grade / Unit 4: Surviving Repression: Persepolis / Lesson 1
ELA
Unit 4
8th Grade
Lesson 1 of 22
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Identify and summarize aspects of Iranian history and culture, evaluating evidence from a video and a written account.
Video: “Rick Steves' Iran” by Rick Steves' Europe — 00:00–17:30
Article: “Iran Travel Journal” by Rick Steves — (excerpts from Parts 1–4)
Resource: Anticipation Guide (G8, U4, L1)
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Prior to the start of class, print out the quotes in the Hamlet Quote Card resource and glue/tape them to a notecard in order to be prepared for the opening activity. If possible, move the student desks/tables to the side of the room so that there is room for students to walk around. Alternatively, take students to a space outside the classroom where they will have more room to engage in the activity.
Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
Evaluate which medium, the video or the travel journal, conveyed information about the history and culture of Iran more effectively. Provide at least two examples of new information that you learned about Iran and explain how the features of the medium supported your understanding of what you learned.
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Questions about the text that will help guide the students understanding
Why are western countries so interested in the politics and government of Iran? Describe one advantage and one disadvantage of presenting this topic through a video. Provide examples from the video to support your answer. ("Rick Steves' Iran")
What role does Islam play in Iranian culture and government? Evaluate which medium you think presents the topic more effectively and why. Provide examples from both the video and the travel journal to support your answer. ("Rick Steves' Iran" & "Part 3")
What are common perspectives Iranians have about the United States? Explain which medium you think presents the topic more effectively and why. Provide examples from both the video and the travel journal to support your answer. ("Rick Steves' Iran" & "Part 2" & "Part 4")
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
medium
the material, form, or mode of expression used to create a work of art; a specific instance or type of a communication tool or channel, such as a video, newspaper, or podcast
media
the broad category that includes all types of communication tools and channels
multimedia
the use of more than one type of communication tool or channel at the same time, such as animation and music in a movie
evaluate
to judge or determine the significance, worth, quality, or usefulness of something; to assess
tumultuous
adj.
full of confusion, change, or uncertainty (06:12)
secular
not religious; unrelated to religion (11:33)
Reading and/or task to be completed at home in preparation for the next lesson.
Lesson 2 is a writing lesson. There is no assigned reading in preparation for tomorrow.
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RI.8.2 — Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
RI.8.7 — Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
Standards that are practiced daily but are not priority standards of the unit
L.8.6 — Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
RI.8.1 — Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
RI.8.4 — Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
RI.8.5 — Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.
RI.8.10 — By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6—8 text complexity band independently and proficiently.
SL.8.1 — Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.
SL.8.2 — Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
SL.8.3 — Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.
SL.8.6 — Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
W.8.2 — Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content
W.8.2.a — Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
W.8.2.b — Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
W.8.4 — Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.8.9 — Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.8.9.b — Apply grade 8 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced").
W.8.10 — 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
Unpack the expectations of an informational writing task and brainstorm a list of research questions.
Standards
RI.8.2RI.8.7
W.8.2W.8.7
Use search terms effectively, assess the credibility of online research sources, and continue gathering evidence in preparation for creating a slideshow presentation.
W.8.7W.8.8
Gather information from multiple sources and create an outline for a slideshow presentation.
W.8.5W.8.8W.8.9
L.8.1L.8.1.cW.8.2W.8.2.aW.8.2.bW.8.2.cW.8.2.d
Design and build an informational slideshow presentation, complete with clear bullet points and images on each slide.
SL.8.5W.8.2W.8.2.aW.8.2.bW.8.6
Create a bibliography slide and make any final edits to presentations.
L.8.1L.8.1.dW.8.6W.8.8
Identify and explain the basic features of graphic novels in order to evaluate the effectiveness of graphic novels as a medium for presenting a memoir.
RI.8.7
Explain how Satrapi uses words and images together to develop the reader's understanding of significant characters and events.
RI.8.3RI.8.5
Explain how specific incidents impact and reveal aspects of characters and setting, and describe how Satrapi communicates this through text and images.
Explain how specific incidents impact and reveal aspects of characters, and describe how Satrapi communicates this through text and images.
Drawing evidence from two texts, explain the impact of the Iranian Revolution on women's rights, and how women resisted the changes imposed by the new regime.
RI.8.2RI.8.3
Explain how some Iranians responded to and resisted their new government, and describe how Satrapi uses text and images to develop this.
Explain how specific events and lines of text develop the idea that Marji's experience as an adolescent is both universal and very specific to the time period and setting.
RI.8.2RI.8.3RI.8.5
Determine themes in Persepolis and explain how Satrapi develops them in the text.
RI.8.2
Identify the central idea of both a text article and a video, explain how each is developed and supported, and determine the effectiveness of the medium in conveying the information that is presented.
Determine an author's perspective and purpose and explain where and how she responds to conflicting viewpoints.
RI.8.2RI.8.6
Demonstrate a deep understanding of the texts and topics in a Socratic Seminar by posing and responding to questions and providing evidence to support ideas.
SL.8.1SL.8.1.aSL.8.1.cSL.8.4
Gauge student understanding of unit content and skills with one of Fishtank's unit assessments.
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