persepolis lesson plan

I love that students were bringing in example handouts to go with their lesson plans.  I think I will make that a requirement.  Jennifer’s lesson plan is terrific.  I particularly like that every day starts with definitions.

English:  World Literature (10th Grade)

 

Instructor:  Ms. Jennifer Pecoraro (Johnson)      

E-mail:  jjohnson196@gsu.edu                          Course Meetings:

Office Location:  Room 2411                              Monday-Friday, 8:10am – 9:05am (55 mins)

Office Phone:  000.000.0000 ext 000

Office Hours: Mon. & Wed., 7:30 am to 8 am,

& by appointment

 

COURSE MATERIAL INTRODUCTION:

Hello! Below, you will find a 5 day lesson plan for The Complete Persepolis by Marjane Satrapi. I selected this graphic novel to construct a lesson plan for because of a conversation I recently had with a high school English teacher. Next semester, I will be interning with multiple high school English teachers. As part of the preparation process, I spoke with them and explained my current studies at Georgia State University. Upon inquiring about English 4200: Comics, they shared that they recently fought to include The Complete Persepolis on the approved teaching material list. Though none have gotten to teach on the subject due to financial complications, this instance serves as a clear and recent push by teachers to include graphic novels in the classroom.

COURSE READINGS & REGULATIONS

Reading assignments should be completed before class on the day that it’s due.  Please bring your copy of the reading material with you to class and be prepared to discuss the material with your classmates. 

TEXTS:

The Complete Persepolis

By: Marjane Satrapi
ISBN 9780375714832

 

READING ASSIGNMENTS:

Monday (Day 1) : Introduction- Page 71

Tuesday (Day 2) : Page 72- Page 142

Wednesday (Day 3) : Page 143- Page 222

Thursday (Day 4): Page 223-Page 291

Friday (Day 5): Page 292-341

LESSON OBJECTIVES:

  • By completing the activities within the 5 day lesson plan, students will develop literary skills that aid in the evaluation of graphic novels within the World Literature cannon.
  • After completing the unit, students will have expanded their vocabulary, political information, and historical connotations associated with Iran.
  • At the conclusion of this study, students will be able to write a comparative and/or analytical essay with subject matter focus on The Complete Persepolis.

In regards to connections to prior lesson plans, the Persepolis unit will use the same analytical skills developed earlier in the semester to evaluate a different form of literature.

In addition, students will learn to modify these techniques in order to apply them to graphics.

As for cultural differences, all students will be briefed before reading Persepolis on the importance of respecting cultural differences. Furthermore, the text itself presents historical stereotypes and actual events of Iran in an instructional manner. Students will be taught with different teaching methods. The lesson plan includes vocabulary, group activities, individual reflections, and essay development.

Technology Resources: LED Document Reader Projector

 

 

MONDAY (DAY 1):

Timing Procedures Talking points, Questions, Notes
2 mins Vocabulary:“Iranian Revolution: the events surrounding the overthrow of the Pahlavi dynasty under Shah Mohammad Reza Pahlavi; replaced with Islamic Republic led by Ayatollah Ruhollah Khomeni (the leader of the revolution).”“Hijab: a veil that covers the hair and neck of the wearer; traditionally worn by Muslim women”  Take attendance. 

Post vocabulary using document reader.

 

8 mins Vocabulary & Discussion Discuss the term “Iranian Revolution”.Questions: What does Marjane Satrapi say in the introduction about the Iranian Revolution?What is the significance of this setting? In what ways does the setting foreshadow Marji’s future?

 

Assessing student comments

 

15 mins Imagery Discussion: Get into groups of three and select a panel whose graphic supports an analytical statement, literary technique or interesting/important feature.Present your selected panel and discuss what purpose the selection serves with the class. Discuss and example before pairing off students. Example: On page 39, Marji sits with her maid. Marji wears stripes while her maid’s diamond outfit resembles stars. The maid also has slap marks on her face. If we argue that together they represent America, what does it imply? In what ways does this idea of slapping America in the face correlate to American critique?Assessing small group discussions. Which panels are they choosing? Evaluate.
25mins Literary Evaluation / Discussion What do you think about the narrator?Is it strange that the narrator is a child and is this narrator reliable? Why or why not?In what ways is the narrator does Marji’s religion conflict with her Westernized lifestyle? How would the narration be different if Marji’s family was traditional?

 

Assessing student conversations, and critical analysis.

5 mins Closure: What did we learn today?Homework: Read next section of Persepolis. Write an approximately 2 paragraph response. The first paragraph should explore what you found to be most interesting, intriguing, shocking, etc about the reading. The second should assert why you think Satrapi would choose to either include or choose those methods in the narration. Recap of discussion.Assign homework. 

 

 

 

TUESDAY (DAY 2):

Timing Procedures Talking points, Questions, Notes
2 mins Vocabulary:“Flagellation: the whipping or beating by methodical means; can be performed as part of religious rituals.”“Prohibition: a legal act or enforcement that bans the manufacturing, sale, and consumption of alcohol and alcoholic beverages.”  Take attendance. 

Post vocabulary using document reader.

 

8 mins Vocabulary & Discussion Discuss the term “Prohibition”.Questions: In what ways is prohibition present in Persepolis?If the consequences of consuming alcohol are so high, why do you think Marji’s family partakes in it? In what ways is this a form of rebellion that correlates with previous acts of rebellion present in the narrative?

 

Assessing student comments

 

20 mins Homework Discussion: Get into groups of three to five students and read your response to each other. As a group, select one response that you believe would contribute to the most interesting class discussion.Read the selected reading response to the class. Discuss each group’s reading response. During this, discuss author’s intent. In correlation to this, discuss how the graphics are paired with the content. Generate active class discussion while intervening to direct the conversation and keep it on topic. Direct students to form premises through their comments and encourage textual evidence (foreshadow this thought process towards developing a paper).Assessing small group discussions. What criteria are the groups using to select the response? Assessing student comments and critical thinking skills.
20mins Literary Evaluation / Discussion(Shocking Moments) Satrapi includes chapter “Kim Wilde” (126) in the narrative. However, Persepolis is an autobiography. Is it problematic that Marji is not directly involved yet portrays all of the details to the reader? Why or why not?During the reading, were you at any point uncomfortable as an audience? Satrapi creates tension throughout the graphic novel as violence escalades. Does this affect the reader?At the end of today’s reading assignment, Marji sees the effects of war and violence first hand and close to home (puns intended). How does this affect the narrator? In what ways does this serve as a marker of the transition from childhood to adulthood?

 

Assessing student conversations, and critical analysis.

5 mins Closure: What did we learn today?Homework: Read next section of Persepolis.  Select 5 panels whose content relates to Marji’s personal identity. In a couple sentences per panel, discuss why this panel is important to her identity. Recap of discussion.Assign homework. 

WEDNESDAY (DAY 3):

Timing Procedures Talking points, Questions, Notes
2 mins Vocabulary:“Anarchist: a follower of the political philosophy fundamentally opposed to authority.”“Dowry: goods and funds that a women’s family presents to her husband upon marriage.”  Take attendance. 

Post vocabulary using document reader.

 

8 mins Vocabulary & Discussion Discuss the term “Dowry”.Questions: The chapter beginning your reading is entitled “The Dowry”; however, Marji does not get married? Why would Satrapi entitle the chapter in this way?In what panels do dowry-like events occur?

Direct students towards pg. 149, pg. 153, etc.

 

Assessing student comments

 

20 mins Homework Discussion: Take out a piece of paper. List five characteristics describing Marji’s personal identity.Get into groups of three to five people. Cross out any characteristic that is not repeated/the same as your classmates’ selections.Each group, present which characteristics remained. Discuss which characteristics were reoccurring and the textual evidence that supported these claims. Do any of these characteristics seem to conflict with each other? Is this problematic?In what ways is Marji’s self identity crisis typical of an average teenager? In what was is it complicated because of her religious and ethnic background?Assessing small group discussions. What criteria are the groups using to select the response? Assessing student comments and critical thinking skills.
20 mins Personal Reflection/Essay Argument Development*Pass out Essay Builder Handout For the remainder of the class, brainstorm about a possible critical analysis essay for Persepolis.When you have developed a thesis, use the Essay Builder Handout to identify and expand your thoughts with textual evidence. 

Assist students with essay development

5 mins Closure: What did we learn today?Homework: Read next section of Persepolis.  As you read, add textual evidence support to your critical analysis proposal (Essay Builder Handout). Add at least 2 more examples of textual support. Recap of discussion.Assign homework. 

THURSDAY (DAY 4):

Timing Procedures Talking points, Questions, Notes
2 mins Vocabulary:“Armistice: the situation during war in which both parties agree to cease fighting; not always the end of a war.”

La Pietà: a sculpture created by Michelangelo that depicts Jesus Christ’s body in the lap of the Virgin Marry post Crucifixion.”

 Take attendance. 

Post vocabulary using document reader.

 

8 mins Vocabulary & Discussion Discuss the term “La Pieta”.Questions: As an entrance submission for an art college, Marji drew a piece that way influenced by La Pieta. What did Marji depict and in what ways does this comment on the entrance requirements of the College of Art? Does Marji’s drawing reflect her personal thoughts and beliefs about martyrs? Why or why not? What is the importance of knowing your audience and how does Satrapi pay attention to her audience in Persepolis?Direct students towards pg. 281, pg. 282

 

Assessing student comments

 

20 mins Literary Evaluation / Discussion In the selected reading, there is a chapter entitled “The Veil”. Flip back to the first chapter of Persepolis. Why do you think two chapters have the same title? In what ways are the chapters similar or different? What critical analysis or claims can be made from such textual evidence?In the chapter entitled “The Makeup”, Marji accuses an innocent man of making vulgar comments toward her. In what ways does this change the reader’s opinion of Marji? Does this compromise the narrator’s reliability?Assessing student conversations, and critical analysis.
20 mins Essay Assignment DiscussionOutline Discuss Friday’s in class essay.For the remainder of the class, use your essay builder handout and textual support homework to create a detailed outline of your critical analysis essay.Be direct with your outline. Have a clear thesis, transitional sentences, main points, and cited textual evidence. Focus on one or two supportable claims.

 

Assist students with essay development and essay outline.

5 mins Closure: What did we learn today?Homework: Read final section of Persepolis.  Study Vocabulary words for quiz. Finish essay handout for next class. Recap of discussion.Assign homework. 

 

FRIDAY (DAY 5):

Timing Procedures Talking points, Questions, Notes
10 mins Vocabulary Quiz  Take attendance. 

Hand out Persepolis vocabulary quiz.

 

10 mins Mini Discussion How does it all end? As readers, we’ve accompanied Marji from childhood to adulthood. What are your thoughts on the end? Is it an appropriate ending? Assessing student conversations, and critical analysis.
35 mins In Class Essay Develop an organized and clear critical analysis essay using your Essay Builder Handout, outline, and book.Do not overwhelm your topic. Make strong and direct claims using textual evidence as support. Focus on supportable claims.

In Class Essay Builder Handout: World Literature (10th Grade)

 

Thesis: Your thesis statement is your main claim or idea combined with reasoning for why this information is important.

Main Claim: (what you want to say)
Claim Importance: (apply the “So What?” test)

 

Thesis Support: Your main points and claims should support your thesis. These claims should also have textual evidence support.

Main Point: (what specific claim supports the thesis)
Textual Evidence: Pg:Pg:

Pg:

Main Point: (what specific claim supports the thesis)
Textual Evidence: Pg:Pg:

Pg:

 

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