Parks+Unit+Plan+Proposal

=__ **Planning Intertextual Studies** __ =

** Course: ** English Language Arts 10

** Unit: ** Exploring the Impact of the Islamic Revolution in 1979 in Marjane Satrapi's //Persepolis//

** Texts: ** //Persepolis// by Marjane Satrapi  “Iran Offers 'Dialogue with Respect' with the U.S.” by Nazila Fathi and David E. Sanger  //Reading Lolita in Tehran// by Azar Nafisi (excerpts)

** Form of Intertextual Study: ** Thematic/Conceptual

** Purpose: **
 * To familiarize students with the events and impacts of the Islamic Revolution
 * To help students understand the view point and hardships of others
 * To help students understand universal themes and connections between cultures
 * To help students understand the relationship between words and images in a story
 * To help students understand the link between history and literature
 * To familiarize students with the Graphic Novel genre

** Essential Questions: **
 * How does reading about different cultures alter our understanding of those cultures?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">How does literature affect our perceptions of historical events?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">How does literature reveal cross-culture themes and connections?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">How do people in repressive societies maintain their identities and personal cultures?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">What factors influence our point of view?

<span style="font-family: Arial,Helvetica,sans-serif;">** Unit Questions: **
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">What are the similarities and differences between Marji’s life/society/culture and ours?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">What was life in Iran like during the Islamic Revolution?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">How do the characters in //Persepolis// fight back against repressive forces in their society? How are they defeated?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">Why did Marjane Satrapi want to tell her story? Why did she choose to do it in the graphic novel genre?

<span style="font-family: Arial,Helvetica,sans-serif;">** Assessments: **
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">Formative**:** Reading journals, small group work/discussions, large group discussions, reading quizzes, WebQuests
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">Summative: Final essay

<span style="font-family: Arial,Helvetica,sans-serif;">** Learning Activities: **
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Class reads and discusses //Persepolis//
 * <span style="font-family: Arial,Helvetica,sans-serif;"> Class reads and discusses “Iran Offers 'Dialogue with Respect' with the U.S.”
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Students work in groups to discuss excerpts from //Reading Lolita in Tehran//
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Students keep ongoing venn diagrams for themselves and Marji
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Class views the film version of //Persepolis//
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Students respond to prompts in journals each time they read
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Students write short analysis essays on certain passages in the story
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Students create their own graphic story on an important event in their own lives