Curriculum / ELA / 8th Grade / Unit 4: Surviving Repression: Persepolis / Lesson 8
ELA
Unit 4
8th Grade
Lesson 8 of 22
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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.
Book: Persepolis: The Story of a Childhood by Marjane Satrapi pp. 3 – 5 — and "Introduction"
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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.
As a part of intellectual preparation for this lesson, consider reviewing the following resources on how to read graphic novels and why we teach them:
Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
Why do you think Satrapi chose the medium of a graphic novel for her memoir? Identify at least two examples of information that the first chapter conveys effectively, and use these to evaluate the advantages and disadvantages of this medium for presenting her story.
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Questions about the text that will help guide the students understanding
Evaluate the advantages and disadvantages of using printed text in paragraph form to present the topic of changes in Iran in the "Introduction" to Persepolis. Provide examples to support your answer.
How did life change for Marji in 1980 as a result of the Islamic Revolution? How did she feel about these changes? Provide examples from the text and images on pages 3–4 to support your answer.
Study the final panel on page 5. How does Satrapi use illustrations to develop the reader’s understanding of the political situation in 1980? Provide specific details from the illustration to support your answer.
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
panel
a single drawing depicting a specific moment in a comic, generally contained within a square or rectangular frame
frame
the edge or outlined border of a specific panel in a comic
narrative box
a rectangle or square—often at the top or bottom of a panel—in which the narrator of a comic shares information with readers
gutter
the space between panels in a comic
thought bubble
a (generally) cloud-shaped outline within a comic panel that contains a character's unspoken thoughts
speech bubble
a (generally) circular or oval outline within a comic panel that contains a character's dialogue and indicates who is speaking
obligatory
adj.
(p. 3)
mandated; forced; required by law or duty
decadence
n.
(p. 4)
a condition of having fallen from something superior to something inferior; the state of having decayed or deteriorated
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. 6 – 17
While reading, answer the following questions.
What new interest of Marji's takes priority over her interest in religion?
What does the chapter title "The Bicycle" mean?
What happens at the Rex Cinema?
How does Marji respond when she hears that there will be demonstrations in the street? How do her parents respond?
Tonight's reading contains a description of a fire at a movie theater that kills 400 people. Page 15 depicts people being burned alive.
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RI.8.7 — Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
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.8.4 — 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.a — Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
W.8.2 — Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content
W.8.2.b — Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
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
Explain how Satrapi uses words and images together to develop the reader's understanding of significant characters and events.
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
RI.8.7
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.
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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