Jim Parker: Language Arts Reading: Persepolis

Cohort 3

Rationale: (lesson context and reasons why lesson matters)

We live in a world in which knowledge about cultures different to ours is disseminated by the mainstream media
or the internet, often in a way that sensationalises and blurs reality. After the events of September 11th 2001,
Islam has routinely been depicted as violent and this had led to racist stereotyping of Muslims. In effect, this has
lead to a process of dehumanisation. History has taught us that this must be addressed in order to prevent these
negative views from becoming established in our own culture. In his article, R eading for a better world (2009),
Steven Wolk theorizes that reading helps us to humanise people. Whilst there are a vast number of texts we
ersepolis (2000) is one that specifically addresses the
could use to help students to do this, Marjane Satrapis P
issues outlined at the beginning of the rationale.

Introduction to the unit

Curriculum Connections : https://curriculum.gov.bc.ca/

Curricular Competencies:
- Students should be prompted to demonstrate comprehension, understanding of connection, and
thoughtfulness; support positions with evidence/reasoning; identify and challenge their own assumptions;
show awareness of their emotional and cognitive reactions and of their own point of view; and show they
can consider texts from different point of views.
- Personal strengths and abilities, Relationships and cultural contexts
- Analyze and Critique

Content: narrative texts, whether real or imagined, that teach us about human nature, motivation, and
experience, and often reflect a personal journey or strengthen a sense of identity. forms, functions, and genres of
text, text features, literary elements, literary devices, elements of visual/graphic texts, relevance, accuracy,
reliability

Big idea: Exploring stories and other texts helps us understand ourselves and make connections to others and to
the world.

Learning Intentions Activity Assessment

Students will be able to understand
how graphic novels work. This will
take the shape of two different
activities
Students will be given pp. 3 of 1)Students can identify different
Persepolis with lines pointing to technical terms/vocabulary
different sections of the page. In associated with graphic novels
groups they will then be given a list
of terms to organise to the correct
line

Students will be divided into groups 2)Students can describe how the
and answer detailed questions different techniques work on pp. 3
about different technical terms of Persepolis
associated with graphic novels. The
groups will then be divided into up
into individuals and fill in a fishbone
diagram
Prerequisite Concepts and Skill :( for student success)
- Reading level up to grade 9
- Note taking skills

Materials and Resources with References/Sources:

For Teacher For Students

Glossary of technical terms related to describing a 3 scraps of paper for each student. Bring extras
page of a graphic novel just in case they make a mistake.

Photocopy of the first page of Persepolis

Worksheets with questions related to describing

concepts from graphic novels
www.readwritethink.org/classroom-resources/lesso
n-plans/gaining-background-graphic-novel-1063.ht Fish bone diagram
ml?tab=4#session3
Individual copy of the novel, Persepolis
https://libwww.freelibrary.org/onebook/obop10/teac
her_resources.cfm

Differentiated Instruction (DI): (accommodations)

- The ideas may be too abstract for some students. I would give them a worksheet explaining the terms in
simpler language they can keep as a reference.
- Students whose first language is not English paired up with stronger and more responsible students.

Organizational/Management Strategies: (anything special to consider?)

- From observation and conferring with other members of staff regarding challenging students, I would
organise them into mixed groups.
- For some students, the graphic novel form may be a completely new medium for them. I would bring in
some other graphic novels to strengthen how it can be used to tell a story.
- Constantly monitor groups in order to check they are on task and to offer explanations or pointers
- Sensitivities towards Muslim students

Possible Aboriginal Connections / First Peoples Principles of Learning

http://www.bced.gov.bc.ca/abed/principles_of_learning.pdf and
https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/aboriginal_education_bc.pdf
Lesson Activities:

Teacher Activities Student Activities pacing

Introduction (hook/motivation/lesson
overview)

Pre-reading
1a) Welcome class. Outline lesson outcomes
on the w/b
2min
How do graphic novels work?

2a) Explain there is a bit of paper in front of

them and that you want them to write down the
first word that comes into their head on the
piece of paper. Explain to them, they have 5
seconds to write down a word after you have
written a word on the board.
ICQs- Do I want you to write down a word?
(yes)
When do I want you to write down the
word? (after youve written a written a word
on the board)
1. Canada (then quick feedback)
2. Christianity (then quick feedback)
3. Buddhism
4. Islam 2b) Students write down a word 2mins

3a) (News, feelings, what they dont know- 3b) They put all their words together in one
exchange with another group) pile. As a group they categorise their pile,
they name their category. 5mins

4a) Tt. collects all the words and puts them in

an envelope. Tt. explains that at the end of the
unit, Ss will look at these words again and see 1min
if you have changed your minds.

Body (lesson flow/ management)

1a)Tt. organises Ss. into groups. Tt. asks Ss. 1b) In groups, Ss. come up with as broad a
How do we tell stories? list of media as possible 5mins

2b) Students brainstorm 2mins

2a) Ask the Ss Why do we tell stories with
pictures?

3a) Ask Ss. Are images are "simpler" and

"easier" to read or create than a novel? If Ss.
say Yes ask:
- How long does it take to plan and make
a comic book?
- A movie?
- How long does it take to set up a good 3b) Ss. respond 2mins
photograph?
4b) Ss give 5 things 5mins
4a) Tt. elicits from Ss 5 things they know about
graphic novels.

5a) Inform students theyre now going to look

at graphic novels and how they work.
Distribute copies of Persepolis pp. 3 and
mixed up words/definitions worksheet. Tt. asks
Ss. to work in teams to work out the correct 5b) Ss. work in groups to figure out the
order of the sentences and where they are on correct order of the sentences and where the
pp. 3 arrows go 5mins

6a) Tt asks for feedback from the Ss.

7a) Teacher then organises Ss. into 6 groups.

Divide up Panels, Captions, and Gutters
questions and give to two groups each.
1min
8a) Panels- Tt. asks students to look carefully
at the panels on this page (you might have
them number the panels from 1 to 5, starting in
the top left corner).
Use Pp. to show Ss. questions about the
panels:
- How many panels are there?
- How are the panels the same? 8b) Ss. discuss in their groups 10mins
- How do they differ?
- Why do they think the author made
these choices?

8a) Captions- Tt. asks students to read the

captions on page 3.
- What does the reader learn from the
captions?
- a group of little girls all wearing veils. 8b) Ss. discuss in their groups 10mins
The caption reveals that we can see only a
little bit of the authors arm. What is the
significance of this caption to the other
captions on this page?
 - What is the author foreshadowing?

8a) Gutters/frames- Tt. asks Ss where are

the gutters? 8b) Ss. discuss in their groups 10mins
- Are they simple or complicated?
(Simple)
- Why are they simple? (At this point,
gutters are consistent. life is safe and
predictable with a sense of order
echoed by this visual regularity)

N.B. When monitoring, enhance/check their

understanding by showing a comparison
between pp.3 of Persepolis and a less ordered
set of frames

9a) Tt. asks Ss. each member of the group to

choose a number from 1-3. After each student 9b) Ss. choose numbers and move to 1min
has chosen a number, then tell Ss. to move to designated table
a table with a designated number. They then
report on their findings to the other students in
their groups and fill in the fishbone diagram

ICQs
- What are going to do? (Were going to
get into groups)
- How are you going to complete the
fishbone diagram (Were going to tell
other members of the group about what 9c) Ss. discuss and complete the fishbone
we discussed) diagram 10mins

10a) Give students time to read the rest of the

first chapter (to page 9). Ask Ss to think about
these questions whilst they are reading.

1. How is Marjane different from people

around her?
2. Why do you think the children are playing
with the veils?
3. What do you think is going to happen in the
story?

Tt. instructs Ss. after they have finished

reading, to answer the questions on paper.

ICQs
- Are you reading in silence? (yes)
- Are y ou reading chapter one and two?
(No, were reading only chapter one)
- What are you doing to do after youve
finished reading? (write down our 10mins
answers)
 10b) Students read the rest of chapter and
write down their answers to the questions.

Closure ( connections within lesson or

between lessons, sharing successes,
summaries)

11a) Ticket out the door. Tt. asks Ss. to

discuss their answers in either small 5mins
groups/partners. Tt. asks each group their
findings.
11b) Ss discuss with peers

Reflections: (over)