Curriculum / ELA / 8th Grade / Unit 4: Surviving Repression: Persepolis / Lesson 8
ELA
Unit 4
8th Grade
Lesson 8 of 21
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Explain the basic features of a graphic novel, approaches to reading a graphic novel, and how structure contributes to meaning.
Comic: What is a Graphic Novel? by Jessica Abel
Article: “How to read a comic book: appreciating the story behind the art” by Alex Abad-Santos — up to header “What Ody-C Does So Well”
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
What is the purpose of a gutter in comic art? How can comic book artists/graphic novelists use gutters to communicate meaning in their work? Support your answer with evidence from the text, "How to Read a Comic Book."
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
According to the comic, "What is a Graphic Novel," what is a graphic novel? How are they similar and different from comics, and other genres of literature?
Why did the author of "What Is a Graphic Novel?" include red arrows in her comic, why did she most likely not include them on the second page? How does this feature contribute to the purpose of this text?
How can comic book artists/graphic novelists use panel size and format to communicate meaning in their work? Support your answer with evidence from the text, "How to Read a Comic Book."
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
panel
n.
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.
splash page
a comic book page that is mostly or entirely taken up by a single image or panel.
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. 3 – 17
While reading, answer the following questions.
Where does this book take place?
What important political events are taking place at this point in Marji’s life?
What does Marji want to be when she grows up? How do the adults in her life react to this?
How does Marji respond when she hears that there will be demonstrations in the street? How do her parents respond?
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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.8.5 — 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.
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.8.10 — 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.
Lesson 7
Lesson 9
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
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
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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