SAINT FRANCIS UNIVERSITY

Loretto, PA 15940
EDUCATION DEPARTMENT

LESSON PLAN Format

Student Teacher: Emanuela Giblin Grade: Pre-AP 8th

Subject: English___
Time Needed for Lesson: 42 minutes Lesson Concept: Persepolis by Marjane Satrapi

Date of Lesson: Friday, February 2, 2018

PA STANDARD(S)(Write out standards):

CC.1.2.8.A- Determine a central idea of a text and analyze its development over the course of the text,
including its relationship to supporting ideas.
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
acknowledges and responds to conflicting evidence or viewpoints.
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.

BIG IDEAS/ESSENTIAL QUESTIONS:

● Why is it important to learn about the crises that groups of people around the world are facing?
● How is language used to oppress people?
● How is language used to redeem people?
● How can individuals make a difference in the world?

ELIGIBLE CONTENT:

E08.B-K.1.1.3- Analyze how a text makes connections among and distinctions between individuals, ideas, or
events (e.g., through comparisons, analogies, categories).

E08.B-C.2.1.1- Determine an author’s point of view or purpose in a text and analyze how the author
acknowledges and responds to conflicting evidence or viewpoints.
E08.B-V.4.1.1- Determine or clarify the meaning of unknown and multiple-meaning words or phrases based
on grade 8 reading and content, choosing flexibly from a range of strategies.

OBJECTIVE(S) (Be sure to include all four parts):

Students will write a paragraph in response to the “Bellringer” prompt of a quote from the previous night with
100% accuracy.
Students will orally discuss the answers to the study guide questions with 100% accuracy.
Students will verbally review the vocabulary words from the previous night’s reading (for their quiz on
Monday) 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 read and answer the study guide questions in class and for homework with 100% accuracy.

MATERIALS:
 Smartboard
 PowerPoint
 Rubric for project
 Persepolis graphic novel
 Study guide
 Whiteboard/marker

ACTIVITIES(There are three sections here):

OPENING (hook, purpose and basic plan)

When students enter into the classroom, a “Bellringer” prompt will be on the smartboard. Students will describe
a time when they felt like God abandoned them because on page 17 of Persepolis, Marji feels that God has
abandoned her during her time of need and says on page 17, “God, where are you? That night He didn’t come.”

BODY: (Bulleted step by step)

1. The teacher will review the vocabulary on the student’s study guide with them because on Monday’s
class, students will have a 10 question vocabulary quiz.
2. The teacher will then review the study guide questions with the students and ask about the reading from
the previous night.
3. The teacher will then hand to students the rubric to their project that is due next Monday’s class. The
teacher will go over the expectations for the project that is due next Monday (February 12 th).
4. The teacher will write on the board, “Everything you learn in school is right. You must believe
everything your teachers are telling you.” Students will be divided into two groups and have to argue
against or for this point because this theme is seen throughout the graphic novel.
5. If time permits, the class will then start reading the next section of the book and answering the study
guide questions.

CLOSURE (Wrap up and brief summary):

The teacher will review what was read during class by asking the students questions. The teacher will then
assign the rest of the reading for homework (pages 40-81), along with filling out the study guide that goes along
with that reading. The teacher will remind the class that they will have a vocabulary quiz on Monday and to
become prepared.
ACCOMMODATIONS/MODIFICATIONS:
None

ASSESSMENT (How you will determine that student has mastered objectives?):
Since students are expected to have the material read and questions on the study guide answered, seeing how
they discuss aloud what the read/learned will help determine if they are understanding the story so far. I will
also be asking them questions when reviewing the vocabulary words so they do well on the quiz for Monday. I
will also be able to see their progress in developing the theme of whether or not students should believe
everything being taught in schools by how students respond during the debate being held.

SELF-ASSESSMENT/REFLECTION(Complete this section if you have taught this lesson to peers or in clinical
placement):

Today’s lesson went well, but there were some bumps along the way. For example, during the mini-debate we
had in regards to the statement about how students are taught to believe everything teachers teach them, there
was a lack of structure. Since I was distracted between helping both groups analyze the statement, I did not
enforce the students to write down bullet points of their argument. Mr. Brown chimed in for me and told the
students to do this, which was helpful. During the mini-debate, the students got really into the topic, but were
straying away from what the whole point of the activity was. If I had enforced more structure, maybe the debate
would not have strayed away from the point I was trying to convey. However, besides these bumps, I had the
students discuss the vocabulary words in their groups and I went around and checked to see if they were okay
for the quiz on Monday. And then we discussed, as a class, the answers to the study guide questions. These two
activities went smoothly. But as a whole, the lesson went pretty well, I just need to be more aware of making
sure there is structure to everything the students are doing.