Persepolis Chapter Summary and Analysis Presentations

Fall 2013

Expectations

• You are the “expert” on your chapter and will be leading the class through a lesson on your chapter--i.e. you are our teacher
• Present a Google Slides/Prezi.com Presentation
• It should last at least 3 and no more than 8 minutes
• You should practice on family, friends, strangers before hand
• You’ll get to gain some empathy for me. I do this daily--if your lesson is boring/unprepared, your audience will let you know. Your grade will too
• The following slides list the requirements--you should make it flashy/entertaining

Plot Summary

• Focus on/ state the main conflict in the chapter (is it internal or external?)
• Make sure to bullet/list the important events including the exposition, inciting incident, rising action, climax, falling action and resolution
• What is the overall tone/mood? Why? Here’s a document that helps with describing mood

Setting

• Note the setting (time, place) of the chapter
• Connect to Iranian Revolutionary events or other world events
• (USE A PICTURE HERE!)

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Character Development

• Highlight any important characters with whom Marjane comes into contact
• Who are they? How are they described directly and indirectly?
• What does Marjane learn from him/her?
• Does Marjane change in any way?
• Any new ideas?
• Also, include a quote and cite it

Questioning

• Generate one literal, evaluative and inferential question about the chapter
• (3 Total)
• The first should be easier, found in the text and good as a reading check
• (I’ll give you extra credit if I use it for the daily quiz)
• Here’s a link to some examples of how to generate these types of questions. You should look at it.

Clarification

• Note at least one unfamiliar terminology, vocabulary or allusion (reference)
• Highlight at least one specific panels that you/we may be confused by and help us to comprehend them

Literary Analysis

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Describe three literary elements/techniques (figurative language, symbolism, imagery, foreshadowing, flashbacks, symbols, allusions, etc.)

For each, include textual support (include page and panel # so we can see it for ourselves)

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Compare/ Contrast

Iran and America

• What is it like to grow up in Iran compared to America?
• Note at least two similarities or differences

Sample Presentation

“The Veil”

Chapter Summary:

Main Conflict: Marjane is conflicted internally about religion and wanting to fit in with others.

In 1979, a revolution started. Marjane and everyone else from her school had to start wearing a veil on their heads as a religious symbol. Unfortunately the students didn’t understand what it stood for. The year before their school was a non-religious school where boys and girls went to school together. Suddenly in 1980, the leader of the country had separated boys from girls and changed all the schools into religious schools.

Marjane didn’t believe in the veil; deep inside she was very religious. At the age of 6, she believed she was the last prophet. Every night she had a talk with God. At school, she was ridiculed for wanting to be a prophet. Even the teacher thought she was crazy and called her parents. Marjane’s parents defended her, but were still confused. When they asked her what she wanted to be, she answered with doctor. That night, she told God that her parents shouldn’t know the truth.

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Mood:

The tone of this chapter is serious during talks of the revolution, yet it is lighthearted when Marji talks with her grandma.

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Setting

1979~ The beginning of the Islamic Revolution

This chapter focuses on Marji’s home & school

Character Development

• Marjane talks to God on a nightly basis
• God wants her to be a prophet
• “You are, celestial light, you are my choice, my last and best choice” (8,2).
• Marjane likes to talk to God in secret, but she is publically ashamed to admit wanting to be a prophet.

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Questioning

• What three reasons did Marji want to be a prophet?
• How did you feel when Marji was ridiculed by her classmates?
• Why did Marji lie to her parents when they asked her what she wanted to be when she grew up?

Clarification

• Zatharusta is the first prophet of Iran (7,2)
• I was confused by Page 9, Panel 6. Any ideas?

Literary Analysis

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• The veil is a symbol for oppression and loss of rights for women(3, 1).
• It is ironic how the children react to the veil, which is supposed to be religious and sacred (3,5).
• The protest featured on page 3, panel 3, is darker than the rest on the page and draws the reader’s attention. This darkness foreshadows the bad things to come stemming from the revolution.

Compare/ Contrast

Iran and America

• Boys and girls must be attend separate schools in Iran. This is not the case in America.
• America and Iran both have had protests and revolutions