1. One young woman’s journey of self-awareness

2. Who are you?  A.) How do you see yourself?  B.) How do others perceive you? C.) Explain what role (or part) perspective plays in creating self-perception? (a way to view or “see” (the way we see ourselves)someone or something) D.) How does our social culture define how we view ourselves?

3. Send me a picture you would use for your Critical Reading Journal profile.  Provide a brief explanation about the inference (conclusions, summaries, judgments) that can be generated from the image you select.  In other words, why is this the best image to illustrate how you wish others to see you?  Due Wed. 09/16 via email amarendt@cps.edu amarendt@cps.edu

4.  Turn and share your annotations with 1-2 neighboring students  Which facts did the members of your group find most relevant? Be specific  What was something new you may have learned about the history of Iran? Be specific  Did you or any of the members of your group have any “A-ha!” moments after gaining additional insight into the historical and cultural background of the graphic novel’s plot? What were they? Be specific

5. Choose ANY TWO (2) of the following questions to write about independently: A. What does it mean to fit in? B. How do we come to an understanding of how we fit into society? C. How do we reconcile the tension between internal and external identity? D. How do we deal with the conflict between our desire to conform to society and our need to express our individual identity? E. What does it mean to be “different”? F. How does reading a graphic novel enrich our reading experience?

7.  Today we’ll be focus on the following terms from the handout:  frame, panel, gutter, graphic weight (tonal difference, patterning, and saturated colors), and text features (captions versus speech balloons).  For example:

10.  Open to page 3, which is the first page of the story and pay attention to the simple lines that frame each panel. Note that gutters are consistent here. What can you infer about this? At this point, it can be inferred from the author’s intentional use of ordered space to frame her illustration that life is safe and predictable with a sense of order echoed by this visual regularity.  Watch for changes in the gutters as the story progresses.  At what point do you see changes in the gutters?  Why does the artist choose to alter the gutters at this time?  What emotions do such gutter changes evoke?

11. Persepolis : Using a Critical Lens to Read a Graphic Novel 1.Watch for changes in the gutters as the story progresses in the first chapter. At what point do you see changes in the gutters on pages 3-9? Why does the artist choose to alter the gutters at these times? What emotions do such gutter changes evoke? 2.Carefully examine at the panels on page 3 (you might number the panels from 1 to 5, starting in the top left corner). How many panels are there? How are the panels the same? How do they differ? Why do you think the author made these choices? 3.Read the captions on page 3. What does the reader learn from the captions? Direct your attention to the second panel where the author is sitting with a group of little girls all wearing veils. The caption reveals that we can see only a little bit of the author's arm. What is the significance of this caption to the other captions on this page? What is the author foreshadowing? 4.Study at the third panel on page 3 which shows a number of people protesting. Read the caption: What do you notice about this panel when it is compared with the other panels on the page? Why do you think it is darker? What does the darkness symbolize? What emotion is the author representing here? Is this representation effective? What does it tell you about what will happen in the book? 5.Panels 4 and 5 see the addition of various speech bubbles. What do you, the reader, learn from these bubbles? What do the children have to say about the veils? Why do students think they are saying these things? What do the pictures show students doing with their veils? Why? 6.Examine the captions of the various panels on page 3. How do the captions differ from the speech bubbles? What kind of information is provided in the captions versus in the things the characters say?

12. COLLABORATIVE LEARNING PRACTICE : IN GROUPS OF 2-3, DISCUSS AND RESPOND TO THESE PROMPTS:  Watch for changes in the gutters as the story progresses in the first chapter. At what point do you see changes in the gutters on pages 3-9? Why does the artist choose to alter the gutters at these times? What emotions do such gutter changes evoke?  Carefully examine at the panels on page 3 (you might number the panels from 1 to 5, starting in the top left corner). How many panels are there? How are the panels the same? How do they differ? Why do you think the author made these choices?  Read the captions on page 3. What does the reader learn from the captions? Direct your attention to the second panel where the author is sitting with a group of little girls all wearing veils. The caption reveals that we can see only a little bit of the author's arm. What is the significance of this caption to the other captions on this page? What is the author foreshadowing?  Study at the third panel on page 3 which shows a number of people protesting. Read the caption: What do you notice about this panel when it is compared with the other panels on the page? Why do you think it is darker? What does the darkness symbolize? What emotion is the author representing here? Is this representation effective? What does it tell you about what will happen in the book?  Panels 4 and 5 see the addition of various speech bubbles. What do you, the reader, learn from these bubbles? What do the children have to say about the veils? Why do students think they are saying these things? What do the pictures show students doing with their veils? Why?  Examine the captions of the various panels on page 3. How do the captions differ from the speech bubbles? What kind of information is provided in the captions versus in the things the characters say?

14.  Dead words  Review words listed in the left column think about why these words shouldn’t be used in academic language but are in acceptable in informal speech.  Analytical verbs  How can these verbs be useful to you?  Pick one panel from Persepolis and practice using 2-3 verbs to see how they work in context.

15. 1. Review the List Terms & Concepts  Which one of the terms and concepts listed on the handout is best represented in any of the first five (5) panels on page 76? 2. Review the List of Essential Questions  Which one of the six (6) essential questions is best addressed by any of these illustrations?

16. A. What does it mean to fit in? B. How do we come to an understanding of how we fit into society? C. How do we reconcile the tension between internal and external identity? D. How do we deal with the conflict between our desire to conform to society and our need to express our individual identity? E. What does it mean to be “different”? F. How does reading a graphic novel enrich our reading experience?

17.  Follow the CRJ Format listed on a handout in your binder to craft your response  Use at least 2-3 of the “analytic words” suggested on the reverse side of the “Dead Words” handout to illustrate your  Use the grading rubric to assess your group’s written product

18. PREPARING FOR THE WRITER’S WORKSHOP Take 5 minutes to meet with members of your group to:  Proofread your paragraph, revising as necessary.  Be sure that you’ve made some attempt to show the relevance of the author’s deliberate choice to use elements of a graphic novel to tell her story.  Check that your group’s response fully addressed one of the six essential questions guiding our study of Persepolis  Make sure your ideas are clear and fully elaborated.  Your analysis should represent proficient or better mastery of your group’s application of higher order thinking skills to make reasonable and logical conclusions based on inference about the author’s purpose.

19.  Use the feedback your group received during the peer critiques to revise your paragraph  Please be sure your final draft includes how a specific graphic concept helps the reader understand the author’s purpose.  Make sure that your group has made a clear connection to one of the essential questions your group feels is best addressed by the panel you selected (there should be some explanation of why this information matters to you, the interpreter of her message)  Your group must make an attempt to analyze the RELEVANCE of her work–  In other words, “So what? What purpose did she have for writing this text?”

20. CRJGRADING RUBRIC Insufficient Response 1 (60-65%) Developing 2 (66-75%) Meeting 3 (76-89%) Exceeding 4 (90-100%) Claim (an arguable statement addressing the prompt; must be supported with evidence and analysis) Unclear or doesn’t address the prompt Claim is simpleClear claim, but does not yet include depth or breadth to show evidence of new perspective or deeper understanding of the text Well-developed, specific claim Evidence (snippet of a quote; can’t be just “dropped in” but must be deliberately selected to support the claim; uses MLA format*) Unrelated to the claimAttempted, but not yet integrated Adequately integrated and relevant clearly connects to the claim Seamlessly integrated and relevant Analysis (of the evidence from the text; discusses implications or relevance of the text, makes connections with other parts of text, draws clear conclusions based on reasonable inferences) Inaccurate or unrelated to the prompt and/or claim Superficial, restates evidence; use of higher order thinking skills are not obvious Believable, relying on summary rather than depth; the audience can’t clearly “see” the relevance Convincing, accurate and rich; uses relevance and inference to elaborate and illustrate analysis Highlight the claim Highlight the analysis High- light the evidence

21.  Discuss and determine the extent to which your group accomplished the learning objective  to identify a clear claim about the author’s use of graphics to illustrate a specific purpose,  discuss how one specific example addresses our understanding of one of the essential questions and  analyze the relevance of why we’re reading this text– what does the author want you to understand by interpreting her text?  Address what your group: Claim: We did/didn’t...  Evidence: When we... /During the Peer Critique...  Analysis:  What we did well  Could improve  Learned

22. 1. Karl Marx, 2. Rene Descartes 3. Vladmir Lenin 4. Leon Trotsky 5. Fidel Castro, 6. Toussaint L’Ouverture, 7. Che Guevara, 8. the Zapatistas.

23.  Who?  What was the cause? What were the circumstances?  When did it take place?  Where did it take place?  WHY?? Was he fighting or what system was he challenging?  HOW? Evaluate how effective the outcome of his tactics were– Was the revolution ultimately successful? (Why or why not?)

24.  Review and Revise the “HOW?” portion of your research:  Evaluate how effective the outcome of his tactics were– Was the revolution ultimately successful? (Why or why not?)  In other words, did the revolution it accomplish what it set out to change?(i.e. increasing social-economic opportunities, reducing illiteracy, etc.)

25.  Reader Response  New Criticism  Gender  Socio-Economic  Historical  Psychological  Race/Culture/Ethnicity  Spiritual

26.  In your group, address the anchor questions listed under the description of each lens  Answer each question in the form of a claim statement  Cite examples & evidence from all related resources (texts & supplementary texts)  Explain why this evidence relates to your claim  Analyze the relevance of “seeing” or interpreting a text through using this critical lens

27.  What: Explain in your own words which lens your group used to interpret Persepolis  Where did you find examples in the text that exemplify the lens you viewed the text– clearly cite them using page #’s and specific panels  How do the examples you found clearly illustrate critical thinking about the text as it relates to the critical lens (i.e. On page 56, the 3 rd panel illustrates a clear example of gender inequities because you can clearly see how the female characters are treated differently during the celebration than the males who are allowed to roam the streets without a chaperone)  Why is what you learned as a result of viewing the text through this lens relevant to other readers? (like your classmates! )

28.  From all the CRJs you completed for this text, choose TWO (2) to revise and resubmit as evidence of your most thoughtful, analytic, higher-order-critical-thinking.  Your revised CRJs will be assessed as evidence of your learning this past quarter in our English class and therefore count as your Qtr.1 Midterm for English I

29.  Study the grading rubric for this assessment to identify the skills which are being assessed  Review the CRJs you’ve constructed in response to this text.  Consider the comments you receive on your writing as suggestions to refine, revise and resubmit your selections  Please feel free to ask me clarifying questions.

30.  Your CRJs should include evidence that you are consciously aware and are actively trying to address the following vital components: The Essential Questions: 1. How do we come to an understanding of how we fit into society? 2. How do we reconcile the tension between internal and external identity? 3. How do we deal with the conflict between our desire to conform to society and our need to express our individual identity? 4. What does it mean to be “different”? Who is considered “different” and why? 5. How do chapter titles shape and develop important ideas in each chapter and the novel as a whole? 6. How do images in the graphic novel reinforce theme or an idea? In other words, how does reading a graphic novel enrich our reading experience? Elements of Graphic Novels  Consider layout features, text elements, graphic weight, physical features, etc. Critical Lenses  These refer to the reader’s perspective and are a very specific way to study and interpret a text

31.  Has your perception of how you read and write about a text changed since the beginning of the school year?  Your response will constitute your claim statement.  Elaborate on your claim by explaining further why or how your perception changed (if it hasn’t at all, clearly explain where and why it hasn’t)  Provide a specific example or two (or three, or four, or…) to support your claim.  Address the relevance of this change (or lack of change) may have on your intellectual development.  Some additional considerations:  How “gritty” you are about pursuing new ideas or concepts  How well you’ve adapted to your new school  To what extent have you “spoke up” for yourself; self-advocating by asking for clarification, help, or opportunity.