Learning Objective: Students will be able to analyze Marji’s evolving identity and personal choices in Persepolis (Section 5: “The Passport,” “Kim Wilde,” “The Shabbat,” and “The Dowry”) by participating in small-group “burning question” discussions that explore how family, culture, and social expectations shape her experiences and decisions.

Bell Work: Think about a time when your family, culture, or society influenced a choice you made—big or small. What was the choice? How did outside expectations shape your decision? Did you agree with those expectations, or did you feel conflicted?

Assignment: Read Section 5 (The Passport, Kim Wilde, The Shabbat, The Dowry)/ Complete reflection questions

Learning Objective: Students will be able to analyze how propaganda and state-controlled education shape public perception and individual beliefs in Persepolis, evaluating the effects on Marji’s understanding of history, authority, and personal identity.

Bell Work: Think about a time when you learned something in school, from the news, or online that later turned out to be only partly true, exaggerated, or misleading. How did you feel when you realized it wasn’t the full truth? Why do you think people in power might want to control what information is taught or shared?

Assignment: Propaganda & Education in Persepolis Lesson 

Learning Target(s): Students will participate in a TQE discussion of the text. Students will analyze character traits of Marji and her development throughout the text. Students will document their group responses and prepare for a while class discussion. 

Bell Work: Think about a time in your life when you faced a challenge or made a difficult decision. How did that experience shape who you are today? Now, consider how Marji’s actions or feelings in this section might relate to your own life. What does her journey teach you about personal growth and resilience? 

Assignment: TQE Discussion with small group. 

Learning Target: Students will identify a theme present within the text and create an visual representation of that theme with supporting textual evidence. 

Bell Work: Think about a theme from the text that resonates with you personally. Have you ever experienced something similar to what the characters face in the story? How did it impact you? Jot down your thoughts about the theme and any personal connections you can make. 

Assignment: Working with a partner, students will determine a theme in the text and complete a graphic organizer to map the development of the theme through their reading. They will then create a collage of words and images to represent their thematic statement. 

Learning Target: Students will identify a theme present within the text and create an visual representation of that theme with supporting textual evidence. 

Bell Work: Now that you've spent some time working on your theme, what new connections or insights have you gained about it? Think about how your understanding of the theme has evolved. Share one key piece of textual evidence that stands out to you and explain why it’s important in supporting your theme. How does it help you understand the theme more clearly?

Assignment: Working with a partner, students will determine a theme in the text and complete a graphic organizer to map the development of the theme through their reading. They will then create a collage of words and images to represent their thematic statement. 

Learning Objective: Students will be able to compare and contrast the graphic novel Persepolis with its film adaptation, analyzing how visual and cinematic choices affect the portrayal of characters, themes, and historical events.

Bell Work: Think about the experience of reading versus watching. When you read a graphic novel, what details stand out most to you (dialogue, artwork, symbolism, pacing, etc.)? When you watch a movie, what details tend to grab your attention (sound, movement, camera angles, music, etc.)? 

Assignment: Persepolis Movie