Curriculum / ELA / 8th Grade / Unit 4: Surviving Repression: Persepolis / Lesson 18
ELA
Unit 4
8th Grade
Lesson 18 of 22
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Lesson Notes
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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 — whole text
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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.
Today's lesson contains sensitive content that may be upsetting or triggering for students. Emphasize respectful communication, critical thinking, and context understanding prior to engaging in today's reading. Name for students resources they can leverage within the classroom or school day to process their emotions.
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? Explain how she develops this theme over the course of the text. Provide examples from at least two different sections of the memoir, using both text and images to support your answer.
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Questions about the text that will help guide the students understanding
What impact does the story of what happened to Niloufar have on Marji, and what larger thematic topic does this incident develop? Support your answer with examples from text and images from pages 145–146.
What theme based on the thematic topic of family does Satrapi develop through the incidents in the final chapter? Support your answer with examples from text and images from pages 147–153.
In the final chapter of the text, Marji vows to always "be true" (p. 150) to herself. Where and how does Satrapi develop the theme that it is important for a person to remain true to themselves, 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 memoir, using both text and images to support your answer.
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
There aren't any new text-based vocabulary words in today's lesson.
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
While reading, answer the following questions.
What is World Hijab Day?
Is the veil an Islamic requirement?
What are two secular reasons for wearing a hijab?
How is wearing a hijab an act of resistance against Western beauty standards?
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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.
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.
Next
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.
Identify and summarize aspects of Iranian history and culture, evaluating evidence from a video and a written account.
Standards
RI.8.2RI.8.7
Unpack the expectations of an informational writing task and brainstorm a list of research questions.
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
RI.8.2
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
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