Daily+Lesson+Plans



PERSEPOLIS
Daily Lesson Plans (Back to Persepolis Unit Overview)


 * Day 1 - Introduction to Visual Image Analysis **
 * 1) **__Goals__**: Students will be able to interpret images in order to obtain an intended meaning.
 * 2) **__Rationale__**: //Persepolis// is a graphic novel, thus, to scaffold for understanding students need to understand how to interpret images.
 * 3) **__Assessments__**: A description about what they think the two images taken from the text mean.
 * 4) **__Objectives (SWBAT):__**
 * Discuss different examples of advertisements that include the "Techniques of Persuasion" (as described on the handout)
 * Utilize their peers as resources of different interpretations of advertisements.
 * Collaborate to provide an advertisement analysis
 * Present the group's advertisement analysis to the class in order to provide examples of analysis
 * Interpret a double-paneled image from the upcoming text Persepolis.
 * 1) **__Tasks__**: (A how-to carry out the lesson of that day…1/2 page-ish. Include any scripting here that will help you prepare for important transitions, directions, conceptual moments, etc.)
 * Begin with class warm-up. Prompt: What types of images do you see in the media? How do these types of images influence you? How does the media use symbols and images to portray meaning?
 * Present "Techniques of Persuasion" - have students give examples of each technique that they remember seeing.
 * Explain activity: Tell students they will be working in groups of 3 to analyze an advertisement that they are given. They need to interpret by answering the questions on the advertisement analysis handout.
 * Hand out advertisements and break students into groups of 3 while doing so.
 * Allow students time to analyze advertisement.
 * Discuss their analyzes as a large group
 * Hand out Persepolis images and allow students to have 5 minutes to look at the image
 * Have students write down two ideas that they notice about the image
 * Students will then use the same group as they were analyzing the articles within, to share ideas
 * Collaborate as a large group for a discussion about the image and any meaning that can be interpreted.
 * 1) **__Materials__**:
 * Techniques of Persuasion handout
 * Magazine advertisements
 * Advertisement analysis worksheet
 * Copy of Persepolis images
 * 1) **__To-Do List__**: (Task Analysis for self!)
 * Make copies of all of the handouts
 * Write the prompt on board prior to class starting
 * 1) **__References__**:
 * Sarah Rholf's lesson on Advertisement Analysis.
 * Day 2 - Research on Iran & Student Presentations **
 * 1) **__Goals__**: To have students gain a greater understanding of Iran. This will allow students to contextualize Persepolis prior to beginning to read the book.
 * 2) **__Rationale__**: The context of the book is necessary to understand the meaning of the book and the author's perspective. Therefore, with this type of student based research, they will acquire the knowledge necessary to formulate meaning once the book is read.
 * 3) **__Assessments__**: Group presentations and wikispace posts with information/references.
 * 4) **__Objectives (use SWBATS)__**:
 * Understand the importance of contextualizing the text.
 * Synthesize various sources of research
 * Present the information found to other groups.
 * Gain a new understanding and perspective of Iran.
 * 1) **__Tasks__**: (A how-to carry out the lesson of that day…1/2 page-ish. Include any scripting here that will help you prepare for important transitions, directions, conceptual moments, etc.)
 * Begin with class warm-up. Prompt: **What do you know about Iran? What comes to mind when you think about Iran? What do you imagine Iranian culture to be like?**
 * Discuss warm up. Write out what students discuss.
 * Explain informal research activity. Tell them that in groups they will go to the Media Center and find links to the topic that is assigned to their group. Students will then post their research links to the wiki and present to each other what they found.
 * Break students into groups. Assign topic.
 * Bring groups to Media Center.
 * Allow them to do research for 20 minutes or so on their topic.
 * Give them a 5 minute warning and tell them to post their findings on the class wiki for Persepolis.
 * Come back to class. Have each group present their findings about Iran. Help them to see how their research on different topics will inform their reading. Show them how their research sets the context for the book.
 * 1) **__Materials__**:
 * Computer lab
 * Wikispace for class, with tab for this specific unit
 * 1) **__To-Do List__**:
 * Make sure the wikispace is ready to be posted on
 * Reserve space in the Media Center
 * 1) **__References__**: __A History of the Arab Peoples__ by Albert Hourani
 * Day 3 - Anticipation Guide, Intro to Assessment, and Intro to Text **
 * 1) **__Goals__**: Students will begin to read the text. They will finish through page 39 for the next class.
 * 2) **__Rationale__**: We want students to have a good assessment about what to anticipate before going into the reading, including having students prepare to relate their culture to the culture of the text. The anticipation guide will be part of their portfolio so they can continue to revisit their thoughts and see what they thought at the beginning and what they thought at the end.
 * 3) **__Assessments__**: Discussion of the anticipation guide.
 * 4) **__Objectives (use SWBATS)__**:
 * Answer questions on the anticipation guide.
 * Talk about culture from multiple perspectives (religion, politics, gender, family) and norms
 * Follow along as the teachers reads and will be able to know //how// to read a graphic novel
 * 1) **__Tasks__**__:__ (A how-to carry out the lesson of that day…1/2 page-ish. Include any scripting here that will help you prepare for important transitions, directions, conceptual moments, etc.)
 * Begin class with warm-up. Prompt: **Anticipation Guide**
 * Assign reading pages 1-39 (begin reading in class)
 * Begin reading, assigning students different characters in the story
 * Allow students to pause the reading to discuss a certain theme or a striking image
 * Pass out anticipation guide
 * Have students, individually, make predictions about characters and themes based on the work they did on Iran the previous day
 * Students will then discuss these predictions as a class
 * Students will put individual anticipation guides in their journals
 * 1) **__Materials__**: Books, Anticipation guide
 * 2) **__To-Do List (Task Analysis for self!)__**:
 * Create anticipation guide and make copies
 * 1) **__References__**:
 * Our own brilliance
 * McCann
 * Day 4 - Religion and Family **
 * 1) **__Goals__**: Read and discuss in class nuances and pictures in the text.
 * 2) **__Themes__**:
 * Religion
 * Family
 * Identity
 * 1) **__Rationale__**: Students will be connect their interpretation of the religion and family thematic elements of the text in order to start building a character analysis of Marjane.
 * 2) **__Assessments__**: Discussion and journal
 * 3) **__Objectives (use SWBATS)__**:
 * Analyze the text to interpret themes about religion that are presented through images and thoughts of the characters.
 * Discuss how religion may affect the main character in the future (foreshadowing...).
 * Refer back to passages and images in the book to support their interpretations.
 * 1) **__Tasks__**:__(A how-to carry out the lesson of that day…1/2 page-ish. Include any scripting here that will help you prepare for important transitions, directions, conceptual moments, etc.)__
 * Begin class with class warm-up. Prompt: **How could religion affect life goals and aspirations? How does family affect your life goals and aspirations?**
 * Start discussion by having students speak about the prompt for a moment, either from their own answers or in general
 * Move conversation towards the content of the book
 * How does what Marjane go through relate to the prompt this morning?
 * For each claim a student makes, they will reference where in the text it appears
 * Students will hold each other accountable for full academic disclosure
 * Homework: Assign pages 40-71
 * 1) **__Materials__**: Book, engaged students
 * 2) **__To-Do List (Task Analysis for self!)__**:
 * Prepare prompt
 * Identify passages and images from the homework reading to point out.
 * 1) **__References__**:

9 . **__References__****:** § Patrick Gaulier
 * Day 5 Change and Politics **
 * 1) **__Goals__**: Students will have their first experience with effectively reading this type of text on their own. Students will gain an understanding how meaning is constructed in those images.
 * 2) **__Themes/Concepts__**:
 * Family
 * Revolution/Counter-revolution
 * 1) **__Rationale__**: Students need to get familiar with reading the text on their own. They also need scaffolding to pull meaning from the specific visual imagery.
 * 2) **__Assessments__**: Discussion and effectiveness of the activity with images of death in //Persepolis//.
 * 3) **__Objectives (use SWBATS)__**:
 * Continue to think about how the author consistently portrays certain images (dead bodies, God)
 * Ask questions about how imagery informs meaning
 * Understand how images vs. reality create different meanings or how they can have the same meaning.
 * Create meaning from prior research of the book
 * 1) **__Tasks (A how-to carry out the lesson of that day…1/2 page-ish. Include any scripting here that will help you prepare for important transitions, directions, conceptual moments, etc.)__****:**
 * Begin class with prompt: **How did the reading go for you the night before? Did anything strike you? Was anything confusing? What do you think about Marjane's character?** **How could religion affect life goals and aspirations? How does family affect your life goals and aspirations?**
 * Hold a class-wide discussion about the prompt. Students can share their answers. Answer any questions that come up.
 * Handout images with Satrapi’s portrayal of death.
 * Break students into groups.
 * Have students analyze images – similarities and differences between images of death.
 * Are there any other page numbers students could reference that depict similar images?
 * Discuss reasons why they are depicted like that?
 * Discuss revolution and counter-revolution.
 * Begin reading pp. 72-103. Have students finish the rest for homework, along with finding 4 different images in this reading set that best shows the themes within this reading set.
 * 1) **__Materials__**: Handouts of images and prompt questions, overhead, whiteboard
 * 2) **__To-Do List (Task Analysis for self!)__**:
 * Have a list of passages prepared if students do not bring them up for the prompt to check reading and understanding.
 * Create handouts and make copies of the pages with the images


 * Day 6 I AM WOMAN **
 * 1) **__Goals__****:** Discuss themes from 72-103.
 * 2) **__Themes__****:**
 * **Revolution**
 * **Keys/Religion/Death/Martyr**
 * **Feminism (p. 76)**
 * **Patriotism**
 * 1) **__Rationale__**: This activity scaffolds their understanding of over arching concepts in the book in relation to text and images. This passage is perhaps the most salient in the book and needs to be fully discussed.
 * 2) **__Assessments__**: In groups, pick out images from the night before that they would put in sequence to best summarize the reading from the night before.
 * 3) **__Objectives (use SWBATS)__**:
 * Find what is important to them in the text.
 * Create meaning through images
 * Catch up on anything that has been overlooked from the past reading.
 * Ask questions that they have not yet answered.
 * 1) **__Tasks (A how-to carry out the lesson of that day…1/2 page-ish. Include any scripting here that will help you prepare for important transitions, directions, conceptual moments, etc.)__****:**
 * Begin class with prompt: **Define feminism. What does feminism mean to you? Where have you heard it before?**
 * Hold a class-wide discussion about the prompt either by the students sharing their answers or just in general.
 * Separate students into groups of 3 and have them share their chosen images from the previous night. Have students collaborate as a group to choose four images that represent their views.
 * Have each group present their images to the class
 * Hold a class-wide discussion of how four images function to represent themes found in the previous night's reading.
 * Being reading homework assignment pp.103-134
 * 1) **__Materials__**: Book, piece of paper
 * 2) **__To-Do List (Task Analysis for self!)__**:
 * Do your own sequence so you can show students what you expect.
 * Pick out passages from past readings to go over with your students
 * 1) **__References__**:

3. **__Rationale__**: Students need to continue to relate their life to the life of Marjane. This will be incorporated into their portfolio. 7. **__Materials__**: § Book, paper, assortment of arts and craft materials (scissors, magazines, paper, crayons, colored pencils) 8. **__To-Do List (Task Analysis for self!)__**: 9. **__References__**:
 * Day 7 Culture Shock **
 * 1) **__Goals__**: Discuss 103-134. Give students time to catch up with reading in class. Listen to song "We're the Kids in America". Draw sequence of panels around a major theme in the student's own life.
 * 2) **__Themes__**:
 * **Fear**
 * **Totalitarianism**
 * **Western culture**
 * 1) **__Assessments__**: The student 'thematic' panels.
 * 2) **__Objectives (use SWBATS)__**:
 * Relate their lives to the text.
 * Identify their own personal interpretation of the text
 * Further discuss themes and issues - ask any questions they may have.
 * Connect how Marjane uses images to show the main themes in her life, and they will be able to replicate that.
 * 1) **__Tasks (A how-to carry out the lesson of that day…1/2 page-ish. Include any scripting here that will help you prepare for important transitions, directions, conceptual moments, etc.)__**:
 * Begin class with prompt: **"The only thing we have to fear is fear itself" - what does this mean to you? How does it relate to the text?**
 * Assign pages 134-153
 * Find supplies, if not, purchase them - set up everything


 * Day 8 Change in Identity from Beginning to End & Grading Yourself **
 * 1) **__Goals__****: Discuss 134-153 for themes. Formulate rubric for the student's writing portfolio.**
 * 2) **__Themes__****:**
 * **Death/Life**
 * **Trauma**
 * **Obstacles**
 * **Freedom of Thought**
 * **Moving on**
 * **Identity - "I won't ever forget" (148), "I'll always be true to myself" (151)**
 * 1) **__Rationale__****:** This is the end of the first part of //Persepolis//. The themes at the end of part 1 are very similar to themes that are discussed in the beginning of the text. Thus, revisiting themes will help students be recursive about their thought process. It will get them ready to discuss their thoughts and move them onto the portfolio compilation.
 * 2) **__Assessments__****:**
 * Discussion following prompt, which will lead into discussion about today's themes.
 * Creation of rubric
 * Student's questions regarding final assessment
 * 1) **__Objectives (use SWBATS)__**:
 * Recursively think about themes at beginning and how they connect to themes at the end of the text.
 * Collaborate and discuss their wants and needs of the assessment for the rubric.
 * Consider what is appropriate for assessment for this genre of reflection, collaboration, and production.
 * 1) **__Tasks (A how-to carry out the lesson of that day…1/2 page-ish. Include any scripting here that will help you prepare for important transitions, directions, conceptual moments, etc.)__****:**
 * Begin class with prompt: **How do you think Marjane has changed from the beginning to the end of the text? How does this image show that change? What has happened to bring the characters to this point?**
 * 1) **__Materials__****:**
 * Students and brilliant minds
 * Printed handout of image for students to draw and write on
 * 1) **__To-Do List (Task Analysis for self!)__****:**
 * Make handouts and plenty of copies
 * Have notes re: themes to refer to during discussion
 * Write prompt
 * Big sticky notes to make rubric.
 * 1) **__References__****:**
 * Mike Sherry, creating rubrics


 * Day 9 Thinking & Rethinking - Generating Final Portfolio **
 * 1) **__Goals__****:** Complete the post-anticipation guide. Allow students to have peer-workshop time, conferencing time, and time to put together and work on their portfolios.
 * 2) **__Themes__****:** Finished Book
 * 3) **__Rationale__****:** Students need in class time to think collaboratively about their portfolio. Creation of a rubric was a democratic process, so students need to work democratically and continue their group work while putting together and polishing their writing. They had the responsibility of creating the standards, and today they will have the responsibility of holding themselves to that standard.
 * 4) **__Assessments__****:**
 * Amount of work accomplished in the group.
 * Student/Teacher conferencing
 * 1) **__Objectives (use SWBATS)__****:**
 * Compile their portfolios
 * Re-write and polish journals and reflections
 * Think meta-cognitively about their recursive reflective process (anticipation guide v. post-anticipation guide)
 * 1) **__Tasks (A how-to carry out the lesson of that day…1/2 page-ish. Include any scripting here that will help you prepare for important transitions, directions, conceptual moments, etc.)__****:**
 * Begin class with prompt: **Post-reading anticipation guide**
 * 1) **__Materials__****:** Students writing throughout the unit, craft materials, three-hole punch, paper-fasteners/string, scissors, markers, magazines, rubrics for students to be graded.
 * 2) **__To-Do List (Task Analysis for self!)__****:**
 * Set out all craft material
 * Make copies of anticipation guide
 * Allow plenty of time for thought about anticipation guide
 * Make copies of rubrics for each student in order to hold them accountable
 * 1) **__References__****:**
 * Julie's anticipation guide handout
 * McCann
 * Milner & Milner
 * Day 10 Portfolio Presentations **
 * 1) **__Goals__****:** Student's presentations will show development of thought throughout the unit. Through peer feedback students will develop their public speaking skills.
 * 2) **__Themes__****:** None
 * 3) **__Rationale__****:** Students will get a chance to showcase their work, their thought processes throughout the unit, and their portfolio - all of which is a point of pride.
 * 4) **__Assessments__****:** Students' final presentations and portfolios - with evidence showing thoughtful journal entries and reflections. The feedback student's generate will also be an assessment.
 * 5) **__Objectives (use SWBATS)__****:**
 * Give constructive criticism
 * Present thoughtfully and concisely
 * Create a produce that reflects recursive thinking
 * 1) **__Tasks (A how-to carry out the lesson of that day…1/2 page-ish. Include any scripting here that will help you prepare for important transitions, directions, conceptual moments, etc.)__****:**
 * 2) **__Materials__****:** Constructive criticism slips (star, wish, question)
 * 3) **__To-Do List (Task Analysis for self!)__****:**
 * Make copies of Star*Wish*Question sheets
 * Have rubrics ready for grading (for us)
 * 1) **__References__****:**
 * Bailey Scholars Star*Wish*Question assessment model
 * Stephanie Livingston's & Aric Foster's rubric design model