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Unit Plan Scope: Persepolis

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Austin Foglesong

on 17 January 2016

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Transcript of Unit Plan Scope: Persepolis

http://www.personal.psu.edu/smm5835/blogs/graphic_novels/2010/12/analysis-of-the-complete-persepolis.html
https://momreadsteen.wordpress.com/2012/02/28/the-complete-persepolis-by-marjane-satrapi-2007-pantheon-isbn-978-0-375-71483-2/
Rationale
Graphic novels are not traditional literature, but that does not mean they are second-rate. Images are a way of writing. When you have the talent to be able to write and to draw, it seems a shame to choose one. I think it's better to do both.
-Marjane Satrapi
Learn more about
Persepolis
Unit Scope
Daily Plan
The novel explores the process of creating a value system and then defending individual beliefs.
Students will learn to become more critical of the images that they are exposed to and more adept at interpreting the meaning of visual images that will become critical for them as they enter the adult world.
Students will be asked to work collaboratively with one another.
A prominent idea behind collaborative student learning is that it allows students to interact with their peers and communicate ideas.
For low-level learners the benefit lies in direct and specific feedback.
For higher-level learners, understanding and synthesis is encouraged when they are “teaching” another student information.
Lesson 1:
Introduce novel with movie trailer and book teaser videos.
Show other examples of graphic novels, and then introduce the genre with a KWL chart.
Read aloud Marjane Satrapi’s intro to the novel.
Hand out a list of vocabulary words for
Persepolis
.
In small groups, students will read and annotate articles about current events related to Iran and the book.
Exit slip: Students will write down their individual definitions of freedom.
FREE
Monday, May 11, 2015
Vol. I, No. 1
Using Graphic Novels in Education
Why
Persepolis
by Marjane Satrapi?

Daily Plan (Cont.)
Persepolis can be taught in any secondary setting for grades 8-12.
Graphic novels are fast and easy to read.
Graphic novels offer numerous narrative styles and have a great amount of educational value when teaching adolescent literature.
Persepolis
is a primary source detailing life in Iran during the Revolution and the Iran-Iraq War.
Readers get a glimpse of what life is like under regimes and see the time period from a different perspective and through a different lens.
It is a coming-of-age story that all teens can relate to and it serves as a testament to the power of family, education, and sacrifice.
Lesson 2:
Lecture: What is a memoir and how does someone write one?
Read aloud the first ten pages of
Persepolis
. Ask questions and fill out the vocabulary handout.
Exit slip: Write a response: What is one question you still have about Iranian history or the story?
For homework, find the answer to your question.
Lesson 3:
Think-Pair-Share: What are freedoms that we enjoy? Does everyone enjoy the same freedoms? Why or why not?
Read aloud pages 11-39 of
Persepolis
while discussing it and filling out the vocabulary handout.
Lesson 4:
Write in journals and respond to images of Iran and Iranians.
In small groups discuss and write about some ways that graphic novels can tell stories in a unique way.
Read aloud pages 50-62.
Start a timeline of important events in the graphic novel.
Unit Plan Scope:

Persepolis

Check this out:
http://cbldf.org/2013/06/using-graphic-novels-in-education-persepolis/
Daily Plan (Cont.)
Unit Scope (Cont.)
Lesson 5:
Class discussion: What are some cultural identities we each have?
Think-Pair-Share: How does one of your cultural identities affect how you see the world?
Lesson 6:
Individually read Satrapi’s interview with the Boston Globe and discuss it with a partner. What details are emphasized in the interview?
In small groups, write a response to the following questions: Do you think writing
Persepolis
helped Marjane Satrapi to recover from the events of her childhood? If so, how? If not, then why do you think she wrote it?
Lesson 7:
Read aloud pages 62-93 and discuss. Give students time to work on vocabulary handout and to update their timelines.
Think-Pair-Share: What three freedoms are the most important to you? Why?
Related Reading
Useful Resources
Nonfiction:
Reading Lolita in Tehran
by Azar Nafizi
Funny in Farsi: A Memoir of Growing Up Iranian in America
by Firoozeh Dumas.
Laughing Without an Accent
by Firoozeh Dumas.
Three Cups of Tea: One Man’s Mission to Promote Peace One School at a Time
by Greg Mortensen and David Oliver Relin
Red Azalea
by Anchee Min
First They Killed My Father: A Daughter of Cambodia Remembers
by Luong Ung
Don’t Let’s Go to the Dogs Tonight
by Alexandra Fuller
Fiction:
Kite Runner
by Kahled Hosseini
A Thousand Splendid Suns
by Kahled Hosseini
House of Sand and Fog
by Andre Dubus
Septembers of Shiraz
by Dalia Sofer
Some Awesome Unit Plan Examples
http://www2.gvsu.edu/voelcks/Lessons/SufferingUnitPlanALL.pdf

http://www.tip.sas.upenn.edu/curriculum/units/2011/04/11.04.02.pdf

http://www.mcwebspace.net/theyearof/wp-content/uploads/2014/09/democracy_teacher_resource_guide_persepolis.pdf

http://libwww.freelibrary.org/onebook/obop10/Full_Teaching_Curriculum.pdf

http://teachers.yale.edu/curriculum/viewer/initiative_13.01.10_u#h1num-2

The first writing of the human being was drawing, not writing.
-Marjane Satrapi
Daily Plan (Cont.)
Unit Scope (Cont.)
Lesson 8:
Read aloud pages 94-102 and discuss.
Individual write: What do you think it would be like to live in wartime?
In small groups, read short articles about other youth in wartime. Think about how they respond to war.
Four Corners: Students should rate whether they agree, somewhat agree, somewhat disagree or agree with statements concerning wars, wartime and human rights.
Lesson 9:
Read aloud pages 103-125 and discuss.
Students will begin working on their graphic novel/personal narrative/memoirs of their own lives and experiences.
Lesson 10:
Read Aloud: Read and discuss pages 126-142.
Make sure to define any vocabulary words.
Students will update timelines and make a prediction about how the book will end.
Work on graphic novel/memoir assignment.
Lesson 11:
Finish reading the book aloud and discuss: What do you think will happen to Marjane Satrapi after she leaves Iran? What about her family?
Finish filling out the KWL charts from the first day
Students will switch papers and read, filling out a peer-editing guide.
Lesson 12:
Hand in final drafts of graphic novel/personal narrative/memoir writing assignments.
Celebration! Watch movie!
Adapted from:
http://novelinks.org/uploads/Novels/PersepolisTheStoryOfAChildhood/Unit%20Plan.pdf

Essential Questions:
How do you define freedom?
How far would you go to protect your own freedom and the freedom of your family?
Full transcript