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"My mother was not a hero, my mother wanted to kill people...so I went out to play in the street."
The Slap - Persepolis - Group Work #1 pgs 31 to 71: I know there was an optional Group Work in the last lesson - but this is the real first Group Work, and as I said, the opening lesson should always be a discussion wehn possible. This is a two-sided Group Work - so there is a lot here - and all of it designed to get the students to put different parts and aspects of the Graphic Novel together on their own (well - with some questions from their teacher). It also pulls in ideas from other works we've read (like the poem - "The Truth") and that over-arching idea of a "Persepolis" - an ideal world that either once existed or could exist if only we could get our collective act together. Please see my page on Group Work for questions about the how and why of this kind of assignment.
Lesson Overview
Lesson Overview
As always the class begins with a quiz. Reminder: Grade or glance through the quizzes right away - students that have not done the reading, should not be in a group. They can finish their reading in class and do the Group Work for homework (in addition to whatever reading is assigned). By this point (into the second quarter) students should be doing tis on their own - without you having to say anything. I hated going to groups and pulling out students who didn't do the reading - but, I think it's an important thing to do.
Please see the actual Group Work below for precisely what's in it and my page on Group Work for more of the "why" do it. Here are some of the points that the Group Work goes over.
Some main points of the Group Work
Some main points of the Group Work
How Marji's favorite author reflects her actions, emotions, and problems (great for students reading a book that will become a favorite for many)
Looking at a panel from the novel and having students interpret the drawing as it relates to the story.
The hypocrysy of parents (do as I say not as I do).
The relationship between Marji and her uncle.
How children are often most effected by the mundane rather than the extreme.
Why is a section called "Sheep"?
Having Group Members each select a favorite drawing from the reading that they believe does an extraordinary job of convey the words that go along with it.
Group Work
Group Work
This Group Work was specifically designed (with more questions) to be done in a Block Schedule (90 minutes). As I say in my intro to the students - a lot of questions - but some answers are meant to be short - you have the entire period and this is worth 150 points - give me a lot.
Remote Enhancements
Remote Enhancements
Group Work is always a good bet for remote. See my page on Group Work for more.
Links
Links
Persepolis 4 - Row Reading Discussion 72 to 117 : There is so much that happens in these pages and the students always brought an incredible enthusiasm into the discussion. There is the outbreak of the war, the victims of it - but also the very real and personal changes that Marjane is undergoing - as Iran changes from a secular society to a theocracy. One of the best ways to discuss it is by doing a Row Reading - where each row covers a part of the assigned reading - with every student coming up with three possible things to talk about (which is also great in case someone takes their first choice).
WHAT CAME BEFORE:
WHAT CAME BEFORE:
Thoughts on the Lesson
Thoughts on the Lesson
I rarely gave a "long" Group Work once we moved to Block Scheduling (though I was only teaching for two more years at that point). Group Work is intense and really - as I say in the handout - fires all the neurons - so, it's meant to be done for short periods of time. But - given the nature of this text - and its different approaches (pictures, words, design) I believe it allows for an extended Group Work in ways that text only novels, don't.
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