Estimated Duration

What makes us who we are? How does identity

affect the costs/affordances of resistance?

Unit #

Unit #

0
We chose the autobiographical story of Marjane Satrapis graphic novel Persepolis for our 11th
grade students for a multitude of reasons. Persepolis is a visual literacy text that introduces and
strengthens the already established literacy skills of students who gravitate to more visual and
artistic styles of learning. The graphic novel Persepolis explores how our identities governs the
costs and affordances of resistance and the measure of value we place upon concepts like
family, friends, community, and religion etc. In addition our students have already experienced
reading the writings of other African American writers such as Toni Morrison, Richard Wright,
and James Baldwin. Thus we want students to experience a wholesome curriculum filled with
diversity, helping to sustain and maintain multiple culture pedagogies in a dominant society.
This helps our students to foster cultural empathy and recognize other ethnicities and cultures
share similar circumstances, and help them understand they are of value.

Unit #

Unit #

Unit #

Unit Assessment

Lesson #

estimated
# of days

LP1

1-2 days

LP2

1 day

Students will analyze Satrapi's Persepolis and how in light of oppression, their identities affects
their choices and the consequences and values of those choices.
They would have prior knowledge whether consciously or unconsciously of their own
experiences with oppression and resistance. They would prior knowledge about different essay
constructions, and some students will have different levels of knowledge of systemic
oppression. Additionally, students will have already read other texts regarding oppression and
resistance. Students have already read Letter from Biringham and now we are using it again.
Students shall demonstrate their own understanding of resistance and make connections
between their own lives and the text. There will be a variety of ways that students will be able to
demonstrate this understanding, and they will be given the option to choose a visual
representation, a paper, or a multimedia project.

Requirements
Completed before Class

Overview of LP (Main
Activity)

(Benchmarks, Standards or
Mastery Codes)

Students will be introduced to Marjane Satrapi, her history and homeland, and answer any unresolved questions about
Iran.
Students will turn in their written response, to the prompt, Write about a time where you fought/believe in/would fight for
Assessment: something, and it worked out well or worked out poorly. In addition students will also participate in an authentic
discussion about the prompt and the causes of these circumstances and what influences us to fight.
Students will explore the various ways a graphic novel is like a literary text, and how it should be read, and
Students have already started
understanding how the panels and visual aid of Persepolis makes the meanings stronger.
reading Sections 1-2 of the
Objective:
book
Objective:

Students select at a least a 3 panel illustration and close read it, and connect to the themes and issues discussed in
Assessment: class.

CCSS.ELA-LITERACY.RL.11-12.3
Students will have already read Students will be making a
Analyze the impact of the author's
Sections 1-5 before class
characterization chart where
choices regarding how to develop and
they describe on one side
Objective:
Satrapi's character, personality relate elements of a story or drama
and behavior and on the other (e.g., where a story is set, how the
side list the choices her family action is ordered, how the characters
are introduced and developed).
has made.
Students after re-reading the MLK Letter from Biringham (from last course), will write their own letters from Marjane
Students the first day have
Students will use the timeline CCSS.ELA-LITERACY.W.11-12.4
Satrapi's perspective to King's children, giving them advice about how to handle being a family directly in the line of
read Persepolis, the seond day and the characterization charts Produce clear and coherent writing in
which the development, organization,
fire,and a lead among the resistance.
they should have read the
to write a a letter to MLK's
and style are appropriate to task,
Assessment:
Letter from Biringham and
children, giving them advice
purpose, and audience.
highlighted the examples of
about how to handle the
(Grade-specific expectations for writing
oppression and privilege they oppressive situations.
types are defined in standards 1-3
have seen for homework.
CCSS.ELA-LITERACY.W.11-12.7
Students will be able to make connections between historical figures who demostrated resistance and characters/events Students will have already read Students will work in groups
in Persepolis
Sections 6-9 before class
and select a person to research Conduct short as well as more
Objective:
for homework, with the intent to sustained research projects to answer
a question (including a self-generated
make connections between
question) or solve a problem; narrow
them and Persepolis
or broaden the inquiry when
Students will turn in their findings from their research on the person they selected, and discussion with peers. Students Students will have read
Students will discuss the
will also have a dialogue about the connections they found between their person, other people discussed by their peers, sections 6-9 for the first day.
person they selected in small appropriate; synthesize multiple
sources on the subject, demonstrating
and Persepolis.
For the second day, they will groups, connecting them to
understanding of the subject under
have needed to complete the each other and Persepolis.
Assessment:
investigation.
research on their selected
They will also discuss their
figure for homework
conclusions with the whole
class and turn in their
completed research sheet.
Students will create connections between Marjane Satrapi's character and behavior to her choices and how her family
history has affected her upbringing and identity.

LP3

2 days

LP4

2 days

Students write on and discuss

the question of what they would
fight for.
Students dicuss elements of a CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual
graphic novel and apply this
knowledge in a close reading of evidence to support analysis of what
the text says explicitly as well as
a section of the text.
inferences drawn from the text,
Teacher will have modeled it at
including determining where the text
the beginning of the class

LP5

2 days

Students will be able to dissect the ways in which media applies narrative structure, including the casting of people into Students will read sections 10 Students will engage in a class CCSS.ELA-LITERACY.RL.11-12.7
roles, in discussion of resistance both within the text and as the text itself.
and 11 before class.
discussion of role types seen in Analyze multiple interpretations of a
fiction and applied to figures in story, drama, or poem (e.g., recorded
resistance movements, such as or live production of a play or recorded
the figures they had previously novel or poetry), evaluating how each
version interprets the source text.
researched in LP4. Students
Objective:
will then act as news creators Analyze how an author's choices
to convey the events of the text concerning how to structure specific
parts of a text (e.g., the choice of
in a way that supports a
prestated perspective to which where to begin or end a story, the
they link the choices they make choice to provide a comedic or tragic
resolution) contribute to its overall
in creating it.
structure and meaning as well as its
Students will act as "news reporters" and report on the events of a selected portion of the text with a prestated
aesthetic impact.
Assessment: perspective they are seeking to convey.
Students will explore the various effects and reactions people had to resistance, understanding how the influences of
oppression creates fearful and dividing responses from other citizens within the text.
Students will write a speech from the perspective of Martin Luther King to a shaken nation led by fear. The purpose of
Assessment: the speech is to give a sense of peace and advice and how students will articulate proper approaches to responding to
oppression and resistance.
will grapple with the question of how and why submission could be preferrable to resistance within oppressive
Objective: Students
systems.
Students will complete an in-class essay about how and why submission could be preferrable to resistance, and refer to
Assessment: texts from class (such as Persepolis and Letter from a Birmingham Jail) as evidence. Students will also be asked in this
essay to reflect upon their personal feelings regarding submission in these instances.
Students will be able to construct ways individuals may exercise power even while oppressed, citing specific events
from Persepolis as evidence.
Objective:

LP6

2 days

LP7

2 days

Objective:
LP8

LP9

1 day

2 days

LP10

5 days

LP11

1 day

LP12

Students will respond to a prompt asking them to rank various characters and figures by the amount of power they
Assessment: display in the sections, first individually, then with a partner, a group, a group of have the class, and eventually the
whole class.
Objective: Students will critically question the repercussions of living within systems of oppression, while making connections
between their own lives and Persepolis.
Students will choose a portion of the text that demonstrates the repercussions of living with systems of oppression that
Assessment: resonates with them or their experiences. Students will then create a narrative or comic that draws parallels between
that selection from Persepolis and their own lives.
Students will analyze and reflect upon the main characters of both Persepolis and V for Vendetta, in order to make
claims about how the characters' identity influences their actions/decisions of resistance against oppression

Assessment:

Assessment:
Objective:

LP14

CCSS.ELA-LITERACY.SL.11-12.4
Present information, findings, and
supporting evidence, conveying a clear
and distinct perspective, such that
listeners can follow the line of

Students will read sections 1314 before class

CCSS.ELA-LITERACY.W.11-12.10
Write routinely over extended time
frames (time for research, reflection,
and revision) and shorter time frames
(a single sitting or a day or two) for a

Students will read sections 15- Student discussion about to

17 before class
what degree power is
displayed. As group sizes
grow, it's very likely that
disagreement will occur,
facilitating a wrap up
discussion about how levels of
power are not black and white.

CCSS.ELA-LITERACY.W.11-12.1.B
Develop claim(s) and counterclaims
fairly and thoroughly, supplying the
most relevant evidence for each while
pointing out the strengths and
limitations of both in a manner that
anticipates the audience's knowledge
level, concerns, values, and possible
biases.

Students will read sections 1819 before class.

Students will need to hand in Students will view the film V for
signed permission slips in order Vendetta after having
to view "V For Vendetta" in
completed Persepolis, and will CCSS.ELA-LITERACY.RL.11-12.1
class
justify their character's
Cite strong and thorough textual
Objective:
actions/decisions of resistance, evidence to support analysis of what
by making connections
the text says explicitly as well as
between their identities and the inferences drawn from the text,
text
including determining where the text
Students will participate in a roleplaying game with the whole class, where students will demonstrate their understanding
Students will work together with leaves matters uncertain.
CCSS.ELA-LITERACY.SL.11-12.1
of how a character's identity influences their actions of resistance by defending their character and their actions. They
their peers and the texts to
will also complete a short reflection paper on what decisions they made as they portrayed and make references to the
defend/explain their characters' Initiate and participate effectively in a
range of collaborative discussions
text.
actions of resistance on the
basis of their identity. Students (one-on-one, in groups, and
Assessment:
will also be able to write about teacher-led) with diverse partners on
grades 11-12 topics, texts, and issues,
their choices later
building on others' ideas and
expressing their own clearly and
persuasively.
Students will present a piece and answer questions which both reflect their understanding of resistance.
Students will have needed to
complete their representation
Objective:
demonstrating their
understanding of resistance.
Students will complete a written/visual/audio representation of their own unique understanding of resistance. They will
Assessment: also create a reflective essay and respond verbally to questions from their peers and teacher during the gallery,
explaining their choices and conclusions within the project.
Objective:

Objective:
LP13

Students will read section 12

before class

Assessment:

Lesson Title
LP 3
# of Days
Prior Knowledge

2 days
Students will have already read sections 1-2, become familiar with
how the text is written.

Enrichment
Accommodations

Students will create connections between Marjane Satrapi's

(Anticipated
character and behavior to her choices and how her family history
Problems)
has affected her upbringing and identity.
Students after re-reading the MLK Letter from Biringham (from last
course), will write their own letters from Marjane Satrapi's
(Changes for next
Lesson Assessme perspective to King's children, giving them advice about how to
time)
handle being a family directly in the line of fire,and a lead among
the resistance.
CCSS.ELA-LITERACY.RL.11-12.3
Analyze the impact of the author's choices regarding how to
develop and relate elements of a story or drama (e.g., where a
story is set, how the action is ordered, how the characters are
(What worked
(Benchmarks or S introduced and developed). CCSS.ELA-LITERACY.W.11-12.4
well)
Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and
audience. (Grade-specific expectations for writing types are
defined in standards 1-3 above.)
Copies of Letter to Biringham, white boards or large pieces of
Materials Needed construction paper, each group has a basket of materials like
Dates
markers, pens, pencils, finished

Lesson Objective

Time
5mins

7 mins

10-12mins

10 mins

10-11mins

10 mins

Next Day

10-12mins

Student Learning Task or Activity

METHOD
After students enter into the classroom, they will
journaling
begin to answer the reading prompt on the board, to
get them warmed up into today's activity.

Teacher Activity
Teacher has already written the prompt on the
board, "In 1-5 sections, what has young Satrapi
learned about her family history? What forms of
resistance did her family face so far, what were
the cost and benefits of it?"
Students discuss with their groups members with
group
Teacher is getting the board ready, for
what they have written down, and they also discuss discussion/pair students, so they are conversing with each
any confusion they may have faced while reading the think share
other. The Teacher gets out four or five
past sections. Together they come up with a list of
different colored markers and begins to draw a
unanswered questions to ask the teacher.
timeline on the board.
Students address the remaining questions to the
graphic organizer; Teacher runs through the facts addressing any
teacher and they begin to construct the same
class discussion and all confusions from the students readings
timeline on the board for their notes. They begin to
and group discussions. Giving the students a
put the facts and history into order about Persepolis.
timeline allows them to evenly space the issues
that Satrapi faced when she was young.
Students make a characterization chart with their
group
Teacher then introduces the characterization
group members, and do a think pair share that they discussion/pair chart of young Marjane Satrapi. On one side,
write in their notebook. They must use quotes to
think share
the teacher writes about the personality,
explain Marjane's behavior, and personality and they
behavior of Satrapi that the students talk about.
must incorporate choices on the other side. Next as
The teacher instructs the students to bring in
a group they write their findings on the white board.
quotes and specific readings. On the other side
are the list of choices she has made so far in
her story.
Students come unto the front of the classroom,
group
The Teacher assess the students
presenting their definitions of resistance and what
presentation
presentations and asks them questions while
choices they thought were important and difficult in
they are presenting. Students must refer to the
Marjane and her families' life.
text and make connections as to why they
came to these conclusions.
Students will begin to brainstorm/write how the family individual work
For homework the teacher instructs the
and cultural history of Marjane's life affected her
students to write a 1 1/2 page about how how
upbringing and identity. They will also create and
the family and cultural history of Marjane's life
write connections abut how these factors also
affected her upbringing and identity. They will
contributed to how her family reacted to resistance
also create and write connections abut how
and the teaching of history.
these factors also contributed to how her family
reacted to resistance and the teaching of
history.
Next Day
Next Day
Next Day
The very next day, students instantly take out their class discussion The teacher sits in the circle as well, with the
homework, and take their chairs into a big discussion
notepad ready to take notes. Giving all of the
circle, for a debrief about the what they have written
students small slips paper, for example one
for homework. The students all sit around in a circle
may say, "make a connection with Persepolis,"
as the teacher facilitates an authentic discusssion.
another might say, "play devil's advocate"
either way students begin to have a dialogic
discussion about it without the teacher guiding
it.

8mins

15-30mins

5 mins

Students first work quietly and individually about

what they have written and review the notes they
have taken for the Letters to Biringham.
In a think pair share students must come together
with a list of reasons to the answer the written
prompt on the board.

individual work

Next the teacher reintroduces an old text the

students have already read and went over. It is
the Letter from Biringham and the teacher
instructs the students to review the text and
look over the notes they have taken from it.
think, pair share The teacher puts a prompt on the board: What
are the cost and affordances of Marjane
Satrapi's parents choosing to resist the
government? What could they possibly lose
and what would lead them to make these
risks?

Students work partially and then for homework will journaling;

write their letter to MLK's daughter and son from
individual work
Marjane's perspective. Students must pay close
attention to how Satrapi's family history and her
culture is a parrallel also to the experience they went
through. And how Satrapi gives them advice in light
of their parents choosing to resist in spite of the fact
that it can potentially put them into danger.

The Students must write a letter to Martin

Luther King's daughter and son from Marjane
Satrapi's perspective when she was that
young. The prompt for the paper is that
students must answer, "What advide would
Satrapi give? What insights would she give and
in what ways would Satrapi say they should act
to resistance?"

LP 5
# of Days
Prior Knowle

2 days
up to section 11 of Persepolis, familiarity with news media
Students will be able to dissect the ways in which media applies

Lesson Obje narrative structure, including the casting of people into roles, in

Enrichment
Accommodations
(Anticipated

Problems)
discussion of resistance both within the text and as the text itself.
Students will act as "news reporters" and report on the events of a (Changes for next
Lesson Asse selected portion of the text with a prestated perspective they are
time)
seeking to convey.
CCSS.ELA-LITERACY.RL.11-12.7
Analyze multiple interpretations of a story, drama, or poem (e.g.,
recorded or live production of a play or recorded novel or poetry),
evaluating how each version interprets the source text.
(What worked
(Benchmarks Analyze how an author's choices concerning how to structure
well)
specific parts of a text (e.g., the choice of where to begin or end a
story, the choice to provide a comedic or tragic resolution)
contribute to its overall structure and meaning as well as its
aesthetic impact.
Materials projector, board and markers
Needed
Time
10 minutes

10 minutes

12 minutes

5 minutes

15 minutes

Dates

Student Learning Task or Activity

METHOD
Teacher Activity
Students will select one quote to write down their
individual writing, Teacher will display the quotes on the board
response to how they understand what it's arguing journaling
and hand out sheets with the questions
about media, if they have questions about it, if they
students are to respond to
agree, and if they see it applying to Persepolis
Students get up and into groups based which quote group discussion, Teacher goes around to groups, asking
they chose to respond to and discuss their thoughts share out
prompting questions to generate discussion if
on it within those groups; groups will then report out
necessary.
what their responses were and if there were notable
differences within the group
With reference to LP4, students are asked to think of whole class
Teacher asks further questions as students
people they would label as "heroes" and then asked discussion
offer responses
about what leads to the perception of them as heroic
and if some people would not consider them as such
and why they may not want to
Students brainstorm as a class different character
whole class
Teacher writes on board what the character
types and examples of such characters from different discussion,
types students brings up, potentially introduces
stories they're familiar with
brainstorming
some character types
Students work in groups of 3 or 4 to select a section group work and Teacher goes around to groups asking
of the text that they've read so far and then discuss discussion
questions about character classification and
what roles the characters in that section play and
especially alternate roles characters could
how that affects perception of the character based
potentially be put into.
on and expanding upon the list generated by the
class. Students write down what roles the characters
are in and how these roles would change if they
wanted to change how the story seemed.

Day 2
Students are asked to list forms of media seen in
individual writing, Teacher displays prompt on the board,
Persepolis and forms of media in their own lives. For journaling
encourages students to think about the
their
own
list,
students
are
asked
to
indicate
which
concepts of media and information in a broad
5 minutes form of media they get the most information from,
sense.
which form of media they trust the most, and which
form of media they contribute the most to.
Students are asked to generate lists as a class which whole class
Teacher creates lists on board and asks and
include tallys for the previously mentioned
discussion
records students' responses in order to make a
8 minutes categories. Students also indicate how they feel
tally of their responses to and engagement with
Marjane's father would indicate for what media he
media.
trusts and why and what media he contributes to.
Returning to their groups of 3 or 4 from the previous group discussion,
class, students look back at the section of the text
presentation
Teacher notes that various forms of media
they looked at before and decide on an angle (in
creation
could be presented in a format indicating what
which they are particularly opposed to something)
they would be, such as writing out would-be
they
would
like
to
retell
this
portion
from
and
what
Tweets. Displays instructions to choose an
17 minutes form of media they would like to use to report it.
angle and media format and create "news"
Students then create a one minute presentation of
based on the text on the board. Goes around to
their reporting on the events in the text, writing down
groups and asks about how they're creating an
what position they're reporting from and what roles
argument for their angle and what they've
they are casting the characters in.
decided to oppose.

Students present their news segments on the

student
10 minutes sections of the text. Those watching try to guess the presentations
angle that is being presented.
Students discuss what angle the text of Persepolis group discussion
comes from, what it means for media to be biased,
12 minutes and what the effect of that bias is.

Teacher calls on groups of students to present,

asks presenters to call on students to guess on
the angle.
Teacher gives students talking tool. Prompts
topics in discussion such as unseen bias, how
they felt in creating biased news for their
presentation, bias as a positive aspect allowing
for expression, and the sharing of opinions on
social media as news creation.

Lesson Title
LP 10
# of Days

5 days
The entire text of Persepolis, how identity can influence actions

Prior Knowledge and decisions

Students will analyze and reflect upon the main characters of both
and V for Vendetta, in order to make claims about how
Lesson Objective Persepolis
the characters' identity influences their actions/decisions of
resistance against oppression
Students will participate in a roleplaying game with the whole
class, where students will demonstrate their understanding of how
character's identity influences their actions of resistance by
Lesson Assessm adefending
their character and their actions. They will also
complete a short reflection paper on what decisions they made as
they portrayed and make references to the text.
CCSS.ELA-LITERACY.RL.11-12.1 Cite strong and thorough
textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text, including determining
where the text leaves matters uncertain. CCSS.ELA(Benchmarks or LITERACY.SL.11-12.1
Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grades 11-12 topics, texts, and issues, building on
others' ideas and expressing their own clearly and persuasively.
A copy of the film "V For Vendetta" and equipment for showing it
Materials
in class, permission slips will need to be distributed prior to this
lesson (given it is rated R), printed out guides for each group
Needed
(during Day 4), stopwatch, small ball or toy to pass around

Time

Enrichment
Accommodations
(Anticipated
Problems)
(Changes for next
time)

(What worked well)

Dates

Student Learning Task or Activity

METHOD
Students will listen to teacher introduce the movie, lecture
as well as what will be happening the next few days

2 min

50 min
2nd day
52 min
3rd day
30 min

Students will watch "V For Vendetta", while noting

film viewing and
which characters are engaging in acts of resistance individual writing
against oppression and what is motivating them
2nd day
2nd day
Students will continue to watch "V For Vendetta",
film viewing and
while noting which characters are engaging in acts of individual writing
resistance against oppression and what is motivating
them
3rd day
3rd day
Students will finish "V For Vendetta", while
film viewing and
continuing to note which characters are engaging in individual writing
acts of resistance against oppression and what is
motivating them
Students will write individually, responding to the
individual writing
prompt

7 min

Students will, with a partner who wrote on a different small group work
text, discuss their character that they selected.
5 min

5 min

5 min

4th day

Students will volunteer their examples from either the whole class
Persepolis writing, the V for Vendetta writing, or
discussion
both.
Students will listen to teacher explain what will be
whole class
occurring the next two days, with the campaign
discussion
activity, and will break into five groups (two of the
groups will represent Marjane or Uncle Anoosh in
Persepolis, two of the groups will represent either V
or Evey from V for Vendetta, and the last group will
be observers/voters). Students will also have the
opportunity to ask questions and briefly confer with
their group members about their assigned character
4th day
4th day

Teacher Activity
Teacher will introduce the film and explain the
objective for this lesson. Specifically, teacher
will ask students to think about and take notes
on which characters engage in actions of
resistance and how their identities/experiences
may influence those behaviors
Teacher will monitor students as they view the
film.
2nd day
Teacher will monitor students as they view the
film.
3rd day
Teacher will monitor students as they view the
film. Additionally, teacher will also prepare for
discussion that will be held after the film is
completed
Teacher will designate Persepolis to one half of
the room, while the other half will have V for
Vendetta. Teacher will then ask students to
write quietly and individually about the following
prompt, which will be written on the board,
"Identify a character from your designated text
who was resistant of oppression, and describe
how. What are the benefits and consequences
that result from their actions?"
Teacher will monitor students as they discuss
their characters' with each other, and rotate
around the room, listening to students and
asking questions/making comments where
necessary
Teacher will ask students to volunteer
examples that they identified and wrote about.
Teacher will introduce the planned campaign
activity for the next two days. Teacher will also
prompt students to form five groups, and then
assign each group with the role of representing
Marjane, Uncle Anoosh, V, or Evey, or being
observers/voters. Teacher will also ask
students to begin to prepare for their role by
reading over their notes/text and work together
to create arguments/explanations
4th day

10 min

8 min

8 min

16 min

8 min

2 min
5th day

5 min

5 min

15 min

10 min

Students will sit down in the classroom, which has small group work
desks arranged to make four different groups on the
inside, while an outside layer of desks surrounds it
(for the observer group). The groups of students
which are representing a character will discuss with
each other evidence they found in the text regarding
the resistant actions and beliefs of their character, in
order to prepare the introductory statements.
Students in the observer group will answer the
prompt given to them, in preparation for the
campaign events
Each group representing a character will have two roleplaying
minutes to introduce their views on oppression,
campaignresistance, and what they intend to do (for more
introductions
details, refer to the guide for these groups). The
group of students who are observing and will be
voting take notes
Students will now discuss and create potential
small group work
questions they could ask to the other character
groups. Observer/voter students are reflecting on
what they just heard, and coming up with questions
themselves. Each group will create at least one
question to ask each group (so that would be three
for the character groups, and four for the
observer/voter group). The questions will be focused
on asking for more details about a character's
identity, their motivations for their beliefs, their past
actions and the morality of them, etc
Each group representing a character will have four roleplaying
minutes to respond to questions from their peers and campaignthe teacher. Observer/voter students are to be
answering
paying close attention and taking notes when they questions
are not asking questions

Teacher will arrange the classroom to have the

seating configuration prepared before class
(four groups in the middle, with desks
surrounding it for observers). Teacher will also
ensure students have the appropriate activity
guideline sheet (the examples will be featured
with this lesson plan). Teacher will monitor
students, help them stay on task, and will be
there to help with questions, if needed.
Teacher will facilitate these introductions,
prompting members of each group to go up
and introduce their character. Teacher will also
run the stopwatch to make sure everyone gets
the same amount of time
Teacher will prompt students to come up with
questions to ask the other characters (or all the
characters if they are observers/voters), and
that they need to come up with at least one for
each character. Teacher will also formulate a
few questions to ask each group regarding
their actions, beliefs, and choices, with respect
to resistance.

Teacher will monitor students as they ask

questions to the group currently taking them.
Teacher will also ask the group questions when
student questions wind down, if there is time.
Teacher will also run the stopwatch and inform
students when their time is up
Each group representing a character will have two roleplaying
Teacher will facilitate the closing statements,
minutes to having closing statements about why the campaign- closing running the stopwatch and making sure that
observer/voter group should vote for them.
statements
students finish their presentations in a orderly
fashion
Observer/voter students will now vote on a small
roleplaying
Teacher will collect votes from the
piece of paper which character they agree with most, campaign- voting observer/voter students, and prompt students
and give it to the teacher. All students will also help
to help move desks back into the standard
rearrange the room back into the standard format if
format, if there is time.
there is time
5th day
5th day
5th day
Students will sit down, to find the results of the voting individual writing Teacher will have counted the votes prior to
from yesterday on the board. They will then work
class, and record the results on the board.
alone on writing a response to the prompt
Teacher will have written the prompt on the
board: "What is your reaction about the
results? Do you agree or disagree? Why or
why not?"
Students will discuss their thoughts with a partner
small group work Teacher will ask students to work with a
briefly
partner now, and monitor students as they talk
with one another
Students will rearrange desks in a circle, and with
whole class
Teacher will ask students to rearrange desks in
the pass toy, engage in a dialogic discussion about discussion
a circle, and then bring out the pass toy for
their thoughts on the final results. They will work
discussion. Teacher will first ask students to
mostly with the teacher's initial questions, but will
share what they had written and/or discussed
then work with each other's questions/responses
with their partner, but then prompt students to
consider this prompt, "How did portraying the
characters and considering their
beliefs/identities help you understand their
actions of resistance better?" For students who
were observers/voters, teacher would ask them
to consider, "How did the character portrayals
help you understand the connection between
their identity and actions of resistance?"
Students will work individually on a short reflection individual writing Teachers will ask students to write about the
paper answering the prompt about how the
following prompt, "What have you learned
roleplaying game impacted their understanding of
about the connection between identity and
the connection between identity and actions of
actions/choices regarding resistance during the
resistance
last four days? How did the role you played
during the campaign affect your understanding
of this connection?"

17 min

Students will be given the rest of the class period to individual

work on their final assessment projects, and talk to work/workshop
the teacher about their concerns/questions.

Teacher will grant students the rest of the class

to work on the final assessment projects, and
to ask any questions or raise any concerns
they have. Teacher will monitor their work, and
approach students to ask about their progress