ALEX Classroom Resource

  

Gaining Background for the Graphic Novel Persepolis: A WebQuest on Iran

  Classroom Resource Information  

Title:

Gaining Background for the Graphic Novel Persepolis: A WebQuest on Iran

URL:

http://readwritethink.org/classroom-resources/lesson-plans/gaining-background-graphic-novel-1063.html

Content Source:

ReadWriteThink
Type: Lesson/Unit Plan

Overview:

The graphic novel Persepolis is set in Iran during the Islamic Revolution. Most students are unaware of the changes associated with the events during that time, but the repercussions of the revolution are still being felt throughout the world. Students in the United States, therefore, need to gain background information on Iran in order to appreciate more fully the experiences of Marjane, the main character of Persepolis. In this unit, students work in small groups to research a specific topic related to Iran, using a WebQuest to focus their research on relevant and reliable information. After the research is complete, students present their information to the class through a technology-enhanced presentation.

Content Standard(s):
English Language Arts
ELA2015 (2015)
Grade: 9
1 ) Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RL.9-10.1]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.9.1- Answer who, what, when, where, and why questions to analyze stories, using textual evidence and inferences as support.


English Language Arts
ELA2015 (2015)
Grade: 9
11 ) Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. [RI.9-10.2]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.9.11- Identify how the main idea develops throughout a text; create an objective summary of an informational text.


English Language Arts
ELA2015 (2015)
Grade: 9
14 ) Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). [RI.9-10.5]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.9.14- Analyze how the author's ideas or claims are developed in an informational text.


English Language Arts
ELA2015 (2015)
Grade: 9
26 ) Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. [W.9-10.7]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.9.26- Ask and answer questions about a research topic, including the use of two sources.


English Language Arts
ELA2015 (2015)
Grade: 9
30 ) Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 9 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. [SL.9-10.1]

a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. [SL.9-10.1a]

b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. [SL.9-10.1b]

c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. [SL.9-10.1c]

d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. [SL.9-10.1d]

English Language Arts
ELA2015 (2015)
Grade: 10
1 ) Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RL.9-10.1]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.10.1- Answer who, what, when, where, and why questions to analyze stories, using textual evidence and inferences as support.


English Language Arts
ELA2015 (2015)
Grade: 10
2 ) Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. [RL.9-10.2]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.10.2- Determine a theme and identify how the theme develops throughout a text, citing specific details; create an objective summary of a story.


English Language Arts
ELA2015 (2015)
Grade: 11
11 ) Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. [RI.11-12.2]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.11.11- Identify two central ideas of an informational text; create an objective summary of an informational text.


English Language Arts
ELA2015 (2015)
Grade: 11
25 ) Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. [W.11-12.7]

English Language Arts
ELA2015 (2015)
Grade: 12
9 ) By the end of Grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the Grades 11-College and Career Readiness (CCR) text complexity band independently and proficiently. [RL.11-12.10]

English Language Arts
ELA2015 (2015)
Grade: 12
11 ) Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. [RI.11-12.2]


NAEP Framework
Anchor Standard::
Anchor Standard 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Cognitive Target::
  • Identify textually explicit information within and across text, such as topic sentence or main idea, locate specific information in text or graphics.
  • Make complex references within and across texts, such as summarize major ideas.

NAEP Descriptor::
Recognize detail related to a purpose.

NAEP Descriptor::
Recognize main purpose of argument text.

NAEP Descriptor::
Recognize main purpose of expository text.

NAEP Descriptor::
Recognize supporting idea stated in an expository text. (Advanced)



Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.12.11- Identify two central ideas of an informational text and analyze how they interact and build on one another; create an objective summary of an informational text.


English Language Arts
ELA2015 (2015)
Grade: 12
29 ) Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. [SL.11-12.1]

a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. [SL.11-12.1a]

b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. [SL.11-12.1b]

c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. [SL.11-12.1c]

d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. [SL.11-12.1d]

Tags: Bio Cube, Iran, Islamic Revolution, Marjane Satrapi, Notetaker, Persepolis, presentation, research, Timeline, Webbing Tool, WebQuest
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Author: Cassie Raulston