Lesson;+Persepolis


 * Lesson Plan **  By   Kylie Naugle   Shannon Carey   Nelly Ramos   Livia Emrich

- Analyze and interpret works in the arts and humanities from different societies using culturally specific vocabulary of critical response. - Analyze how continuality and change have impacted world history: - Understand how the external factors in the world and culture influence our identities - Be able to relate personally to the text - Comprehend that the decisions we make in life influence our culture and in turn, influence our identities. - What decisions do we see being made throughout the novel, //Persepolis//, and how do you think these decisions impacted the main character’s identity? - What is your definition of identity, and what do you believe has influence on it? - **Formative** - **Summative**
 * Related Academic Standards: **
 * Belief systems and religion
 * Politics and government
 * Physical and human geography
 * Social organizations
 * Established Goals: **
 * Essential Questions: **
 * Assessment Evidence: **
 * Have students create a “Quick Draw” from three different chapters. Explain how these drawing relate to the chapter (scene, conversation, character change, etc.) and why they found it significant?
 * Write a 1-page paper relating a character’s experience to something that happened in their lives.
 * Have students research a historical event that happened in the novel.
 * Have students create a Glog on the theme, Identity, and what role in plays in the novel

Compare and contrast the student’s individual lives with the life of Marjane. Use her story to have them write a paper on how they view a person’s identity and factors go into this? Show a clip of the film based on this novel before beginning to read the book to spark their interests. Talk about some of the big issues that will be brought up in the novel and make sure the students have some background knowledge on them. Bring in a newspaper from Iran or have the students do a current event on a conflict of their choice from the Middle East. Parallel this conflict with something that has happened in American history. Have them act out a scene from the book that relates to a historical conflict. While reading the novel, have students find parallels in //Persepolis// and their own lives. Write them down in a book journal. Have the students respond individually to the E.Q. given to them at the beginning of the novel. Have a teacher-guided discussion about the book and their views on it. Have them keep a book journal while they read so they can write down their thoughts, and have class time where they can present excerpts from their journal. Have students create presentations on a media of choice about the theme of identity in //Persepolis.// Explain the examples in the novel that relate Marjane’s story to their own lives and one or more problems in the U.S. Have them discuss what similar factors they share in the making of their identities?
 * Learning Plan: **
 * W ** – **Where the students are headed: Having stronger views on what an identity is.**
 * H ** – **How to hook the students on the novel and the concepts: Using different medias to expose students to the stories.**
 * E ** – **Events to help students experience the realness of the ideas and issues: Use real media to show students the impacts of these problems on the country.**
 * R ** – **Having the students review and revise their work on the deeper meanings of the core ideas: Use feedback to help students self-assess themselves.**
 * E ** – **Having students exhibit their understandings and identify their strengths and weaknesses in their works through self- evaluation: Student-made presentations to reflect their understandings.**

- Compare what is valued in Iran to what is valued in China. - Explain how the time periods and historical events within the novels differ, and the effects this has on the characters’ identities.
 * Connection to Other Text: **
 * //The Good Earth//**