Pictures Tell the Story: Improving Comprehension With Persepolis

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Pictures Tell the Story: Improving Comprehension With Persepolis

Description:

In this lesson, students examine the art and craft of the graphic novel Persepolis by Marjane Satrapi and assess the impact of visual elements on their comprehension of the beginning of the story. The goal of the lesson is to get students started so that they can successfully read and analyze the rest of the book. They will also explore the recent history of the Middle East as presented by Satrapi.

Education Levels:

9, 10, 11, 12

Subject:

Process Skills, Literature

Resource Type:

Lesson plan

Medium:

Text/HTML

Fee Status:

Free

Beneficiary:

Students

Online provider:

ReadWriteThink

Show more properties

Keywords:

Graphic novels, Iran, Satrapi, Marjane , Middle East

Mediator:

Secondary school teachers

Publisher:

ReadWriteThink

Contributor:

Janet M. Ankiel

Is Part Of:

http://www.readwritethink.org/classroom-resources/lesson-plans/

Language:

English

General

Essential Resources:

"Persepolis" by Marjane Satrapi, Sticky notes

Learning Time:

Four 40-minute sessions

Referenced Resources/Versions

Required Learning:

http://www.readwritethink.org/lesson_images/lesson1102/terms.pdf

Assessment:

http://www.readwritethink.org/lesson_images/lesson1102/criteria.pdf

Assessment:

http://www.readwritethink.org/lesson_images/lesson1102/observation.pdf

Subjects/Topics

P21 Subject:

Language Arts, English

Instructional Methods

Assessment Method:

Peer evaluation, Observation, Informal assessment

Learning Outcomes:

Learning Outcomes:

Broad Correlation

NCTE-IRA Standards for the English Language Arts (1996)

3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).

Broad Correlation

NCTE-IRA Standards for the English Language Arts (1996)

4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

Broad Correlation

NCTE-IRA Standards for the English Language Arts (1996)

6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.

Broad Correlation

NCTE-IRA Standards for the English Language Arts (1996)

8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.

Broad Correlation

NCTE-IRA Standards for the English Language Arts (1996)

11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.

This data provided by the Achievement Standards Network

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