Curriculum / ELA / 8th Grade / Unit 4: Surviving Repression: Persepolis / Lesson 20
ELA
Unit 4
8th Grade
Lesson 20 of 22
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Determine an author's perspective and purpose and explain where and how she responds to conflicting viewpoints.
Article: “Under cover of darkness: Why World Hijab Day is an insult to girls like me” by Soutiam Goodarzi
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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.
Discussions around religion and culture—particularly those that are marginalized within broader American society—should always be handled with extreme sensitivity. Keep in mind that the conversation around this topic will vary depending on the demographics of your school and community, and that some questions may be more appropriate than others depending on the students in your classroom.
Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
How does Goodarzi respond to viewpoints that conflict with her own? Identify the conflicting viewpoints she acknowledges and explain how she responds to them, citing evidence from the text to support your response.
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Questions about the text that will help guide the students understanding
What is Goodarzi's perspective on wearing a hijab? Provide two pieces of evidence from the text to support your answer.
What is the purpose of paragraphs 5 and 6 in this article? What ideas do they develop? Provide two pieces of evidence from the text to support your answer.
What is Goodarzi's purpose for writing this article? Provide two pieces of evidence from the text to support your answer.
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
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.
Prepare for tomorrow's Socratic Seminar. Review the discussion questions and gather sufficient evidence.
While reading, answer the following questions.
In what ways is the experience of coming of age universal, and in what ways is it shaped by a person's setting and circumstances?
What tools do governments use to control and oppress people, and what tools do people use to resist oppression?
What kinds of ideals and beliefs are people willing to make sacrifices to defend? How might these ideals empower people?
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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.8.6 — Determine an author's point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
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.8.6 — 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.8.9 — 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
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.
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
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.
RI.8.2RI.8.6
SL.8.1SL.8.1.aSL.8.1.cSL.8.4
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