Curriculum / ELA / 8th Grade / Unit 4: Surviving Repression: Persepolis / Lesson 18
ELA
Unit 4
8th Grade
Lesson 18 of 21
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Determine themes in Persepolis and explain how Satrapi develops them in the text.
Book: Persepolis: The Story of a Childhood by Marjane Satrapi
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
What theme does Satrapi develop on the topic of resistance? Write a paragraph in which you explain how she develops this theme over the course of the text. Provide examples from at least two different sections of the text and be sure to use references to text and images 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 thematic topics does Satrapi explore in this text?
What theme about family does Satrapi develop through the incidents in this final chapter?
In the final chapter of the text, Marji vows to "always be true" to herself. Where and how does Satrapi develop the theme that it is important for a person to remain true to themself, no matter what sacrifices they need to make or risks they must take to do so? Provide examples from at least two different sections of the novel, and be sure to use text and images to support your answer.
At the end of the text, Marji’s father says to her, "Don’t forget where you come from." How does this book represent an attempt to do that?
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
theme
n.
the author’s message in the text about the way the world works or what it means to be human. Generally applied to literary texts (fiction, poetry, dramatic works).
thematic topic
a one- or two-word phrase that describes the overarching topic of a text or section of text.
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.
Article: “Why do Muslim women wear a hijab?” by Caitlin Killian
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RL.8.2 — Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
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.8.10 — 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.8.6 — 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 17
Lesson 19
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
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
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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