Unit8:Lesson11:RevisingtheGraphicStory

Author:SerenaMaybeeReneePoland
Datecreated:07/07/201510:17AMEDTDatemodified:07/13/20152:42PMEDT

R,W,L,S,V
Subject(s)

LanguageArts(English)

Grade/Level

Grade11

ContentArea(s)

Duration:90minutes

Briefoverviewoflesson:Thegraphicstoryassignmentoffersstudentsanopportunitytopracticeelementsofstorytellingusingmultiple
intelligences.Andthoughitisnotautobiographicaloraprosepiece,itcanprovidestudentswithmeaningfulpracticewithskillsthatwill
transfertoourculminatingproject.Thisactivityshouldimproveboththequalityofthisformativeassessmentandallowteacherstorespond
tothedatacollectedinthepreassessment.

(AdaptedfromPersepolisUnitPortlandCitySchools,DavidBarringer)
Standards

USACommonCoreStateStandards(June2010)
Subject:EnglishLanguageArts&LiteracyinHistory/SocialStudies,Science,andTechnicalSubjects
Grade:Grades1112students:
ContentArea:EnglishLanguageArts
Strand:WritingStandards
Domain:ProductionandDistributionofWriting
Standard:
4.Produceclearandcoherentwritinginwhichthedevelopment,organization,andstyleareappropriateto
task,purpose,andaudience.(Gradespecificexpectationsforwritingtypesaredefinedinstandards13
above.)
Standard:
5.Developandstrengthenwritingasneededbyplanning,revising,editing,rewriting,ortryinganewapproach,
focusingonaddressingwhatismostsignificantforaspecificpurposeandaudience.(Editingforconventions
shoulddemonstratecommandofLanguagestandards13uptoandincludinggrades1112onpage54.)
Standard:
6.Usetechnology,includingtheInternet,toproduce,publish,andupdateindividualorsharedwritingproducts
inresponsetoongoingfeedback,includingnewargumentsorinformation.

Unit

Unit8:AFocusedApplicationPersepolis

LearningObjectives
NCStandardCourseofStudy
StudentActivities&
Procedure

AddressingEssentialQuestion(s):
Whatarethebenefitsandboundariesofaculture?
Howisourunderstandingofsocietyandcultureconstructed?
Howarestereotypesconstructedanddeconstructed?
Howarechildrenandyoungadultsaffectedbyaculturalrevolution?
Howdoculturesradicalizepeople?
Aregraphicnovelsliteratureworthyofstudyintheclassroom?

Materials:
Persepolistexts
Studenthandouts:
Scene,Summary,andRetrospection,
Scene,SummaryandRetrospectiondefinitions
SettingandReflection,
SensoryDetails,
RevisionGuidesforgroups1,2,and3(HANDOUTSATTACHED)

Steps/Procedures:

Priortoclass,dividestudentsintogroupsbasedonthefindingsofthepreassessment.

Group1Studentswhoalreadymetorexceededallthreestandards
Group2Studentswhometsomeornearlymetallthreestandards
Group3Studentswhodidnotmeetanystandardsoraresignificantlybelowtwoormorestandards.

SelectachapterfromPersepolisthatyouwouldliketoexamineinmoredetail.Dowry,isofworthysignificance.Thiswillbetheir
secondreadingastheywillhavealreadyfinishedthetext.

Returnthepreassessment,explaintheresults,anddistributereadingguidestoeachgroup.

Group1:

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Reviewdefinitionsforscene,summary,andretrospection
ReadDowry
RespondtoScene,Summary,andRetrospectionandthendiscusswithpeers
Presenttoclass
ArevisionguidewherestudentsapplytheseskillstoarevisionoftheGraphicStory.

Group2:
ReadDowry
RespondtoSettingandSignificanceandthendiscusswithpeers
Presenttoclass
ArevisionguidewherestudentsapplytheseskillstoarevisionoftheGraphicStory.

Group3
ReadDowry
RespondtoSensoryDetailsandthendiscusswithpeers
Presenttoclass
ArevisionguidewherestudentsapplytheseskillstoarevisionoftheGraphicStory.

Signaltimesforstudentstoworkontheirownandasagrouppreparingtoreport(usingapowerpoint)whatthey'vefound.Students
shouldcometoaconsensusaboutwhatisreportedandeachstudentshouldbeinvolvedinthepresentation(perhapstakinga
questioneach).

Thereportsshouldbebrief,remainingoneachtopicuntilgrouphasreportedwhattheywerelookingforandwhattheyfound.Itmay
bebesttomovefromgroupthreetogrouponeforeachskill.

Closure:Afterthepresentations,distributetherevisionguidesandprovidestudentswithanopportunitytoreviewandrevisetheirgraphic
stories.Itmayhavetobehomework.Thisisagoodtimeforstudentstoworktogetherorontheirown.

Resources/Materials

Attachments:
1. RevisionHandouts.pdf

Exceptionalities

*Materialsandproceduresusedshallbeselectedandadministeredtoensurethattheyaccommodatetheextenttowhichthestudenthasspecialneeds
avarietyofassessmenttoolsandstrategiesshallbeusedinsuchcases

Assessment

PreAssessmentStudentDirections

Makealistofeyeopeningexperiencesinyourlife.

1.

2.

3.

4.

5.

Tellthestoryofoneoftheseevents,reflectingonhowitwasmeaningfultoyou.Consideralsohowit
mightbemeaningfultootherswhohavehadsimilarexperiences.Thereshouldbeaclearsenseof
beginning,middle,andend.

ScoringGuidePreAssessment

PriorityStandard
Variationinsentence
structure,length,

Exceeds
(65)
Sentencestructureis
effectivelyvariedto

Meets
(43)
Generallyvaried
sentencepatterns

DoesNotYetMeet
(21)
Thereislittleorno
variationinsentence

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beginningsadds
interesttothetext.

Score:______

establishemphasis,to
controlpacing,andto
revealthewriters
voice.

sometimesusedto
structure.
establishemphasis,
controlpacing,andto
revealthewriters
voice.

Revealthesignificance
of,thesubjectand
events.

Score:______

Eveninthisshort
narrative,thereisa
senseofwritingtobe
readandprofound
insightintothe
significanceofthe
subjectandevents.

Thenarrativerevealsa Littleornoexploration
personalsignificance ofthesignificanceof
forthesubjectand
thesubjectorevents.
events.

Developacommon
placespecificoccasion
asthebasisforthe
reflection.

Score:______

Establishesa
believableand
meaningfuloccasionto
illustratetheeye
openingexperience.
Demonstratesan
effectivebalanceof
sceneandsummary.

Thereisacommon
placeoccasion
appropriatelydetailed
withscenewriting.

Atthispointthe
narrativeismainlyan
explanationofwhat
waslearned.Thereis
littlecontextgivenfor
theeyeopening
experience.

Beforeyourpreassessmenthasbeenreturnedbyyourteacher:

Whatdoyouthinkyouaredoingwellsofar?

Whatareyougoingtofocusonimproving?

Rubrics:
1. TeacherRubricforGroupWork

Reflection&DiscussionNotes

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