Curriculum / ELA / 8th Grade / Unit 4: Surviving Repression: Persepolis / Lesson 17
ELA
Unit 4
8th Grade
Lesson 17 of 21
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Explain how specific incidents impact and reveal aspects of characters and setting, and describe how Satrapi communicates this through text and images.
Book: Persepolis: The Story of a Childhood by Marjane Satrapi pp. 126 – 142
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
What impact does the bombing have on Marji? How does Satrapi convey the emotional impact of the bombing (pp. 141–142)? Provide at least two pieces of evidence to support your answer.
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
What does the incident with the posters reveal both about Marji’s parents and the setting of the text? Support your answer with evidence from text and images from pages 126–129.
What does the incident with the Guardians of the Revolution reveal about the setting? Support your answer with evidence from text and images from pages 132–134.
In the last panel on page 136, Marji says to her mother, "I don’t want to die." How does her mother’s response—and the accompanying image—affect the reader’s understanding of her statement, and what does this reveal about Marji’s parents? Explain your reasoning with evidence from text and images.
How do you respond to the fact that Marji’s family decided to stay in Tehran in spite of the dangers? What do you think motivates people to stay or leave in a dangerous situation?
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
circumspect
adj.
(p. 137)
careful to consider all possible consequences; cautious
circ-
prefix
ring
circum-
around
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. 143 – 153
While reading, answer the following questions.
Why has Marji’s behavior in school changed?
What does she argue with her teacher about?
What decision do her parents make about her education? Why?
What does Marji’s father make her promise him?
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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.
RL.8.3 — Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
Standards that are practiced daily but are not priority standards of the unit
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.b — Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).
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.8.4 — 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.8.10 — 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 16
Lesson 18
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 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
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.
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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