Curriculum / ELA / 8th Grade / Unit 4: Surviving Repression: Persepolis / Lesson 16
ELA
Unit 4
8th Grade
Lesson 16 of 21
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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.
Book: Persepolis: The Story of a Childhood by Marjane Satrapi pp. 111 – 125
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
On page 113, Marji says to her mother, "Dictator! You are the guardian of the revolution in this house!" How does this line, as well as Marji’s interactions with her mother in general, develop the idea that Marji’s experience as an adolescent is both universal and very specific to the time period and setting? Provide specific evidence from text and images from today’s reading to support your answer, and use the word "repressive" in your response.
An example response to the Target Task at the level of detail expected of the students.
Questions about the text that will help guide the students understanding
On page 112, Satrapi writes "... In spite of everything, kids were trying to look hip, even under risk of arrest." How does this line – and the events on pages 111-112, develop the idea that Marji’s experience as an adolescent is both universal and very specific to the time period and setting? Provide specific evidence from text and images on these pages to support your answer.
What mood is developed in the bottom three panels on page 120? How does the experience of seeing those wounded in the war affect Marji? Pull out specific details from these panels to support your answer.
How does the story of 18-year-old Niloufar develop the reader’s understanding of the setting? Provide specific evidence from text and images from pages 123-125 to support your answer.
On page 116, Satrapi writes, "They eventually admitted that the survival of the regime depended on the war." What does this mean? Why would a government need a war to survive?
Assess student understanding and monitor progress toward this lesson's objective with an Exit Ticket.
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
belligerent
adj.
(p. 115)
aggressive; eager to fight
repressive
(p. 117)
Oppressive; limiting the freedom of a person or group of people
mood
n.
the emotional “atmosphere” of a scene in a text , which often evokes feelings in the reader.
Reading and/or task to be completed at home in preparation for the next lesson.
To ensure that students are prepared for the next lesson, have students complete the following reading for homework. Use guidance from the next lesson to identify any additional language or background support students may need while independently engaging with the text.
Book: Persepolis: The Story of a Childhood by Marjane Satrapi pp. 126 – 142
While reading, answer the following questions.
What do Marji’s parents buy for her in Turkey?
Why is it difficult to get it home?
Why is Marji stopped by the Guardians of the Revolution?
How does she get away from them?
What do Marji’s parents decide to do when the Iraqis begin to bomb Tehran?
Who are the Baba-Levys? What happens to them?
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L.8.4 — Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.
L.8.4.a — Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.
RL.8.4 — Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
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.8.2 — 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.8.10 — 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.8.4 — Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
SL.8.5 — Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
SL.8.6 — Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
W.8.1 — Write arguments to support claims with clear reasons and relevant evidence.
W.8.1.a — Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
W.8.1.b — Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
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.
Lesson 15
Lesson 17
Identify and summarize aspects of Iranian history and culture, drawing evidence from a video.
RI.8.2
Writing
Unpack the expectations of an informational writing task and brainstorm a list of research questions.
W.8.2 W.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.8.7 W.8.8
Gather information from multiple sources and create an outline for a slideshow presentation.
W.8.5 W.8.8 W.8.9
L.8.1 L.8.1.c W.8.2 W.8.2.a W.8.2.b W.8.2.c W.8.2.d
Design and build an informational slideshow presentation, complete with clear bullet points and images on each slide.
SL.8.5 W.8.2 W.8.2.a W.8.2.b W.8.6
Create a bibliography slide and make any final edits to presentations.
L.8.1 L.8.1.d W.8.6 W.8.8
Explain the basic features of a graphic novel, approaches to reading a graphic novel, and how structure contributes to meaning.
RI.8.2 RI.8.5
Explain how Satrapi uses words and images together to develop the reader’s understanding of significant characters and events.
RI.8.5 RL.8.3
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 these changes.
RI.8.2 RI.8.3
Explain how some Iranians responded to and resisted their new government, and describe how Satrapi uses text and images to develop this.
RL.8.3 RL.8.5
L.8.4 L.8.4.a RL.8.4
Determine themes in Persepolis and explain how Satrapi develops them in the text.
RL.8.2
Determine the central idea of both a text article and a video and explain how the author/speaker develops each.
Determine an author’s point of view and explain where and how she responds to conflicting viewpoints.
RI.8.6
Assessment – 2 days
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