Saint Francis University

Education Department

Persepolis by: Marjane Satrapi

Standards-Aligned Unit Planning Process-Domain I

1. Unit Overview Content Area: English

Grade Level: Pre-AP 8th

1a. Brief description of the unit of study
This unit will take about 9 days. At the very beginning of the unit, students will begin by answer a
boy’s prompt and girl’s prompt in regards to how they would feel if they were living in Iran during
the Islamic Revolution like the main character in the book does. It will be a fun activity that
engages the students and allows them to put themselves in the author’s shoes. I will be measuring
the student’s understanding through various assessments such as: study guide questions,
vocabulary quizzes, literature circle worksheets, bellringers, a diary prompt, seminar, 2 debates,
and a final poster and write up project. Students will be taking a close look at the symbols and
characteristics that best describes the author of the book. There are many humanitarianism issues
that arise, and students will be able to think deeper and gain a new perspective on people and Iran
after reading this graphic novel. Students will also be able to relate the meaning of the graphic
novel to the song “Read All About it Part III” by Emeli Sande.

CC.1.2.8.A- Determine a central idea of a text and analyze its development over the course of the
1b. Grade level standard(s) to be addressed in
text, including its relationship to supporting ideas; provide an objective summary of the text.
this unit of study
CC.1.2.8.C- Analyze how a text makes connections among and distinctions between individuals,
ideas, or events.
CC.1.2.8.D- Determine an author’s point of view or purpose in a text and analyze how the author

2. Learning Targets - Domain I/III
2a. Concepts and Competencies for all students
acknowledges and responds to conflicting evidence or viewpoints.
CC.1.2.8.E- Analyze the structure of the text through evaluation of the author’s use of specific
sentences and paragraphs to develop and refine a concept.
CC.1.2.8.G- Evaluate the advantages and disadvantages of using different mediums (e.g. print or
digital text, video, multimedia) to present a particular topic or idea.
CC.1.2.8.J- Acquire and use accurately grade-appropriate general academic and domain-specific
words and phrases; gather vocabulary knowledge when considering a word or phrase important to
comprehension or expression.
CC.1.2.8.K- Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grade-level reading and content, choosing flexibly from a range of strategies and
tools.
CC.1.2.8.L- Read and comprehend literary non-fiction and informational text on grade level,
reading independently and proficiently.
2a. Concepts and competencies for all students
Objectives:
Students will write a paragraph and orally share what it would feel like to be a girl or boy in Iran
during the Islamic Revolution with 100% accuracy.
Students will read aloud the introduction to Persepolis and quickly discuss/read over a timeline from
ebackpack that this book is taking place in with 100% accuracy.
Students will read Persepolis that is divided into 4 sections with 100% accuracy.
Students will take a total of 4 vocabulary quizzes with 100% accuracy.
Each day, students will write a paragraph in response to a “bellringer” prompt on their iPad and
orally discuss what they wrote with 100% accuracy.
Students will complete study guide questions for the first 2 sections of reading with 100% accuracy.
Students will debate on the topic of whether they should or should not believe everything school
teaches them with 100% accuracy.
Students will write a diary entry pretending they are Marji and write about a major event she
experienced so far in the book with 100% accuracy.
Students will complete individually but discuss as a group literature circle worksheets for section 3
of reading with 100% accuracy.
Students will prepare questions/quotes for the end of the book and orally participate in a full-class
 seminar with 100% accuracy.
Students will watch “Persepolis” and have a debate on whether the movie or book was more effective
with 100% accuracy.
Students will analyze both Marji and themselves through a project with 100% accuracy.

Essential Questions:
1. Why is it important to learn about the crises that groups of people around the world are
facing?
2. How is language used to oppress people?
3. How is language used to redeem people?
4. How can individuals make a difference in the world?

2b. Key vocabulary for all students 2b. Key vocabulary

1. Capitalism (pg. 4)- an economic and political system in which a country's trade and industry are
controlled by private owners for profit, rather than by the state.
2. Decadence (pg. 4)- moral or cultural decline as characterized by excessive indulgence in
pleasure or luxury.
3. Avant-garde (pg. 6)- favoring or introducing experimental or unusual ideas.
4. Predecessors (pg. 7)- a person who held a job or office before the current holder.
5. Perpetrated (pg. 15)- carry out or commit (a harmful, illegal, or immoral action).
6. Degenerate (pg. 18)- decline or deteriorate physically, mentally, or morally.
7. Putsch (pg. 19)- a violent attempt to overthrow a government.
8. Entourage (pg. 23)- a group of people attending or surrounding an important person.
9. Communism (pg. 23)- a political theory derived from Karl Marx, advocating class war and
leading to a society in which all property is publicly owned and each person works and is
paid according to their abilities and needs.
10. Rheumatism (pg. 25)- any disease marked by inflammation and pain in the joints, muscles, or
fibrous tissue, especially rheumatoid arthritis.
11. Effigy (41)- a roughly made model of a particular person, made in order to be damaged or
destroyed as a protest or expression of anger.
12. Savak (44)- secret police of the Shah’s regime
13. Euphoria (45)- a feeling or state of intense excitement and happiness.
14. Dialectic materialism (59)- the Marxist theory (adopted as zthe official philosophy of the
Soviet communists) that political and historical events result from the conflict of social forces
and are interpretable as a series of contradictions and their solutions. The conflict is believed
to be caused by material needs.
15. Proletariat (69)- workers or working-class people,
16. Fundamentalist (72)- a form of a religion, especially Islam or Protestant Christianity, that
upholds belief in the strict, literal interpretation of scripture. In Persepolis, Fundamentalist
believe that no embassy & no visa = no way of going to America
17. Decadent (73)- characterized by or reflecting a state of moral or cultural decline.
18. Imperialism (73)- a policy of extending a country's power and influence through diplomacy
or military force.
19. Chador (75)- a large piece of cloth that is wrapped around the head and upper body leaving
only the face exposed, worn especially by Muslim women.
20. Stupor (75)- a state of near-unconsciousness or insensibility.
21. Flatulence (92)- the accumulation of gas.
22. Refugees (92)- a person who has been forced to leave their country in order to escape war,
persecution, or natural disaster.
23. Reservoir (94)- an extra supply.
24. Nuptial chambers (94)- used to refer to things relating to a wedding or to marriage.
25. Carnal (94)- relating to physical, especially sexual, needs and activities.
26. Resignation (94)- the acceptance of something undesirable but inevitable.
27. Flagellated (96)- flog (someone) for religious discipline.
28. Carnage (101)- the killing of a large number of people.
29. Vintner (106)- a wine maker.
30. Belligerent (115)- hostile and aggressive.
31. Veritable (122)- being in fact the thing named and not false, unreal, or imaginary —
often used to stress the aptness of a metaphor.
32. Ransack (125)- go hurriedly through (a place) stealing things and causing damage.
33. Imports (126)- bring (goods or services) into a country from abroad for sale.
34. Brutes (126)- a person who is offensive, rude, and often violent.
35. Permissive (131)- accepting or tolerant of something, such as social behavior or linguistic
usage that others might disapprove or forbid.
 36. Decadence (133)- moral or cultural decline as characterized by excessive indulgence in
pleasure or luxury.
37. Fatalism (137)- the belief that all events are predetermined and therefore inevitable.
38. Circumspect (137)- unwilling to take risks.
39. Espadrilles (138)- a light canvas shoe with a plaited fiber sole.
40. Bureaucrats (144)- an official in a government department, in particular one perceived as
being concerned with procedural correctness at the expense of people's needs.

3. Instructional Process - Domain III

Universal Design for Learning Principles:

Multiple Means of Representation, Expression and Engagement
Differentiation
Instructional Accommodations and
Components Instructional Materials, Resources Assessment Modifications
Practices and Tools Barriers to Access
This unit may be hard
Day 1: Introducing the  Boy and Girl  Bandanas (10)  “Bellringer” None.
for students to
graphic novel in a introduction  Golden keys daily prompts understand in regards
creative way. writing prompt (13)  Study guide to the Iran
Homework: read  Literature  Study guide questions Government, different
pages 1-40 and do circle groups
questions and  Literature reigns of power, and
study guide questions.  Study guide the history that is
vocabulary Circle
Day 2: Bellringer questions discussed in the book.
packet worksheets
prompt, review of  Bellringers
 Literature  Diary entry Students may also
pages 1-40, go over  Diary prompt
vocabulary words for  Vocabulary
Circle  Four struggle with the
worksheets vocabulary deeper meaning
quiz next class, debate quizzes behind the book. I
on the topic of  Poster project  Smart board quizzes
think they will be able
whether students and write up  White board  Seminar-
to grasp a lot and take
should or should not  2 debates and marker whole class away messages that
believe everything  End of the book discussion- the book is trying to
school teaches them, seminar students have convey, but I also
begin reading chapters
41-80 with study  Movie  Timeline to prepare 5 think some of the
questions. handout from level 2 and 3 content will go over
Day 3: Vocab. quiz, internet (interpretive their head or they will
Bellringer, review  Project rubric and universal) be able to fully relate
previous night’s due to the students
 Persepolis questions,
reading and questions, along with being in 8th grade.
(both graphic
pick literature circle finding 2
novel and
job for reading pages quotes that
movie)
80-118 for the next
class, diary entry  PowerPoint they found
that include interesting
prompt.
“Bellringer”  Final poster
Day 4: Vocab. quiz,
writing and write up
Bellringer, literature
circles in small prompts and project
groups, big group diary entry
share aloud at the end prompt
of class. Homework:  Vocabulary
Finish reading the quizzes
book, write 5 seminar  Garbage can
questions, along with
 Ripped pieces
2 quotes they
of paper (3 per
connected with or
founding interesting. each student)
Day 5: (Block Day) for seminar
Vocab. quiz,  “Read All
Bellringer, full class About It Pt.
seminar, watch III” by Emeli
Persepolis movie. Sande- song
Day 6: Vocab. quiz, and lyrics
finish movie, debate
on whether the book
or movie was more
effective.
Day 7: Listen to the
song “Read All About
It Part III” by: Emeli
Sande, annotate and
discuss how the lyrics
connect to the graphic
novel, and hand in and
present poster project
and write up.
Day 8: Finish up
presentations.
Day 9: Collect books,
student teacher
evaluation forms
about how the unit
went, conclusion on
the unit.

4. Individualized Student Planning

Student or groups will be identified Standards-Aligned IEP Goals Student-Specific IEP Goals Individualized Student Supports
here. If you do not have IEP Aligned to prioritized learning
students then you may leave this targets
section blank. 504 students may
also be included here. *GIEP
students would be included in this
section.

None.
 I. Overview

This unit will take about 9 days. At the very beginning of the unit, students will begin by answer a boy’s prompt and girl’s prompt
in regards to how they would feel if they were living in Iran during the Islamic Revolution like the main character in the book does. It
will be a fun activity that engages the students and allows them to put themselves in the author’s shoes. I will be measuring the
student’s understanding through various assessments such as: study guide questions, vocabulary quizzes, literature circle worksheets,
bellringers, a diary prompt, seminar, 2 debates, and a final poster and write up project. Students will be taking a close look at the
symbols and characteristics that best describes the author of the book. There are many humanitarianism issues that arise, and students
will be able to think deeper and gain a new perspective on people and Iran after reading this graphic novel. Students will also be able
to relate the meaning of the graphic novel to the song “Read All About it Part III” by Emeli Sande.

II. Lesson Critiques

After all my lessons, I reflected on what I liked and did not like in regards to that specific lesson. The only things I would change
for the next is pacing out the reading a little more, eliminate the study guide questions and either stick with literature circle worksheets
the whole time or do other activities for checks of understanding, and having more structure with the debates and seminar. Since some
of the 8th graders LOVE to argue and debate, it got a little out of hand. So, that being said, I would need to have more instruction and
more structure to everything that I do (especially when it comes to debates).

III. Student Outcomes

Overall, students did really well with this lesson! They loved the introduction activitiy I did with them, even my cooperating
teacher said that he wants to use it when he teaches this graphic novel next! I do not think the students gained as much by doing the
study guide questions, they seemed to enjoy doing the literature circle activities more because they do the work independelty but then
get the chance to collaborate and talk with their groups about what they read/learned. The students did pretty well on the vocabulary
quizzes, but they all did excellent in reagrds to the final project that I gave them! I am really proud of them and had a lot of fun
teaching them this unit.