Friday / Monday 28/31 October

In class we reviewed the paragraphs written for homework. We focused on the topic sentence. We reviewed that a topic sentence for a paragraph should have a thesis, and explain enough to introduce the topics covered in the paragraph.

The class discussed the chapters "The Cigarette" and "The Passport".

Students wrote about how they are like a parent or their parents.

HOMEWORK:
Students are to read the remainder of Persepolis (through page 153). After finishing the book students are to write a half page response to the question, "Did Marji's parents do the right thing."

The end of class was SSR.

Wednesday/ Thursday 26/27 October

The class began with a focused free write on "Teen Rebellion" in Persepolis.

After homework was checked, students shared their homework with one another to see who had chosen similar panels and why.

Individuals presented to the whole class.

Students were assigned to read Persepolis through page 125. From the two chapters ("The Cigarette" and "The Passport") students are to choose one panel that represents one of the themes we are focusing on: Political Revolution; Teen Rebellion; Faith; Male v. Female Roles; Society v. Individual; Family; Heroes and write a paragraph relating the panel to the theme.

Monday / Tuesday 24/25 October

We began class with SSR.

Next students were presented with a "pop-quiz" about a panel or set of panels from their readings of Persepolis so far. Students were to annotate the illustrations and explain how and why the panel is important to the story.

The seven quizes are represented in the master handouts below.

Then students worked in "expert groups" to improve their annotations and explanations for the seven panels. Then each group presented their best ideas to the class. The class took notes using the handout above.

Each class was then supposed to have time to watch minutes 20-34 of Persepolis. However, period 7 did not use their time well during the day, and has not viewed that portion of the film.

Students were assigned the following homework assignment:
Read Persepolis pages 79-110. For each of the four new chapters select one panel that best illustrates the main theme of the chapter. Annotate a quick sketch or copy of the panel, and write an explanation for how it relates to a main idea. Bring to next class.

Monday / Tuesday 24 / 25 October

Class began with SSR.

After SSR there was a pop-quiz. After students worked on their quiz (which was to annotate and explain an important panel or panels from the first seventy-nine pages of Persepolis, students who worked on the same panels got together to compare answers. Each group then made a presentation to the whole class on their panel.

The class took notes on each of the seven panels.

After this we watched more of the video version of Persepolis.

HOMEWORK:
1) Read Persepolis through page 110. For each of the chapters between 79 and 110 choose one panel that you think best illustrates the main idea of the chapter. Bring to class on Wednesday.

2) We are moving towards writing an essay on Persepolis. As you read think about the following themes:
Political Revolution; Teen Rebelion; Faith; Male Roles v. Female Roles; Society v. Individual; Family; Heros. Start tho think about which of these ideas you are most interested in writing about.

Thursday / Friday 20/21 October

In class we reviewed the most significant events in the chapter "The Sheep" of Persepolis.

We examined the two panels on page 66 in particular. In the second panel on the page we contrasted what the Islamic Secret Police / terrorists said their mission was with what Marji mother taught Margi on page 53. We also noted that the three secret policemen look identical except that one has his head on backward. After deciding that this might be symbolic the class brainstormed what the person made them think of. We brainstormed the associations students had with an owl.

Students then made a list of the 10 most important events though page 71 of the book. Next they watched a video version of Persepolis and filled out a list of the 10 most significant events that occur in the film version. We noted that music the music is somewhat sad but has some happy elements to it as well.

We paid attention to several different images in the film. For instance Reza Shah (6:00) is portrayed like a puppet. Protesters (8:30) are portrayed as silhoutes in order to show their universal nature. We watched through about minute twenty of the film.

Then students had SSR time.

For next class all students should have read Persepolis through page 79. 

Tuesday / Wednesday 18/19 October

Tuesday / Wednesday 18/19 October

In class students wrote about a time that they left someone or someplace, or about a time that someone left them.

Students were told that next week they will begin working on telling one of their own stories using the graphic story telling format.

We reviewed how narration is done in a square box in a graphic panel.

Then we discussed the political spectrum in relationship to Uncle Anoosh and Margi's father's argument on page 62.

OOOPS -- Sorry --- I goofed!

I posted our last several class on the wrong blog!

Here is the essay assignment from the white board shown below:

To err is human;

To forgive devine

Two wrongs make a right.

Read the chapter “Heroes” then explain in a short essay which of the above two quotes is more correct and why.

In your introduction be sure to paraphrase or define what each quote means. Include a thesis statement that says what you think.

Body paragraph #1 contains your first reason or argument.

Body paragraph #2 contains your second reason or argument.

Friday / Monday 7 / 10 October

Students turned in the quiz they wrote on Persepolis.

Students had SSR and Mr. Zartler checked progress on their SSR tracking sheets.

Students then took the quizes that other student's had written. The class discussed what the main ideas in "The Letter" and "The Party" were. We discussed what were examples of good questions, and no tgood questions.

As a class we reviewed the kinds of questions that show up on the PSAT that students found difficult.

Students were given a new vocabulary word: connotation.

As a class we used the following handout to practice responding to and analyzing illustrations in Persepolis.

Students were reminded that they are taking the PSAT next week.
Students were reminded of the vocabulary quiz they have next week.
Students were reminded that SSR logs are due next week.
Students were reminded to try the sample PSAT test over the weekend.

Have a great weekend!

Wednesday / Thursday 5 / 6 October

Students began with a surprise quiz on the ten vocabulary words they will be tested on Monday/ Tuesday:
corpus; transmigrating; codex; non-linear; hajib; provocative; nomad; prophet; communism; capitalism.

Students were then introduced to the PSAT study materials.
Mr. Zartler made sure that students understood that there are only good things that can come from the test.

Students were to work on the sample questions with tips for test taking on pages (blue 8-28). During the next class we will discuss any problem students had.

Students are encouraged to take the practice test on their own.

HOMEWORK:
Each student was to write a total of four quiz questions on the "The Letter" and "The Party" chapters of Persepolis.

Monday/ Tuesday 3/4 October

Students took a quiz.

Students shared their short compare and contrast essays, and wrote a self evaluation of them. Then they turned these essays in.

We reviewed the most significant ideas in each of the first six chapters of Persepolis.

Mr. Zartler reminded students about their SSR sheets due next Monday / Tuesday.

Students worked in small groups to choose the most important panel from a chapter they were assigned. Then each student made a sketch of the panel, and then annotated the sketch to show how and why the illustration is important.

HOMEWORK:
Reading Persepolis through page 46.

Prepare for vocabulary quiz Monday/ Tuesday 10/11 October on the following words:
corpus; transmigrating; codex; non-linear; hajib; provocative; nomad; prophet; communism; capitalism.