Works Cited for Persepolis

Please include this at the end of your Persepolis essay questions assignment:

 Satrapi, Marjane. Persepolis. New York, NY: Pantheon, 2003. Print. 

(Remember a Works Cited Page has the words "Works Cited" centered at the top of the page--the citation is indented)

Today's Agenda

FIRST--Log in and take Quiz #3 for Persepolis (10 questions on the quiz page)

When you are finished, you will have the remainder of the period (and tomorrow) to work on:
1. Study guide questions (min. 70 but most of you need more for extra credit)
2. Your essay questions for Persepolis (10 of 15, must be typed with a MLA heading, citations, Works Cited page etc.)
3. Any remaining chapter analysis paragraphs you have not completed ("The Cigarette", "The Passport", "The Shabbat" or "The Dowry")

ALL OF THESE ARE DUE BY THE END OF DAY THURS. 4/2--ANYTHING TURNED IN AFTER THIS TIME WILL BE CONSIDERED LATE AND GRADED ACCORDINGLY

WE WILL NOT BE IN THIS ROOM WED./THURS!!!!

Sample paragraph for today

      In the chapter "The Dowry" in Marjane Satrapi's Persepolis, we see (brief summary of the chapter). The author uses several rhetorical devices to show (author's purpose). One example of this would be the author's use of (rhet. device: mood, etc.). We see this on (page/example). This shows (explain device and how it is used). Another important rhetorical device used by the author is (rhet. device) when it says/show (give page/example). This is important to the author's purpose because (explain device and how it is used). In addition, the author uses a (panel or transition type) on page.... to show that (explain the transition/panel type). This creates meaning in the chapter because (how does it help convey the meaning)

Let's finish today! Let's read "Shabbat" and "The Dowry"---

Today we will:
1. Complete reading Persepolis
2. Identify: mood, motif, juxtaposition, etc. in these last two chapters/Write 2 chapter analysis paragraphs including a reference to one of the types of transitions and panels (look at the paragraph "skeletons from the last 2 paragraphs for help"---I'd prefer if you would do this with a partner and present your findings to the class
3. Go over the essay for Persepolis--Must have an MLA heading, citations and Works Cited page
4. "Test"on Persepolis Monday (Quiz #4--10 questions)
5. We will have all period tomorrow and Mon./Tues. to finish our study guides and work on our essays
6. We will be in 162 on Wed./Thurs. so we will not have access to computers on those days

"Kim Wilde"/Graphic Novel terms

Please take these notes on these terms used for graphic novels--(transition is--moving from one thing to the next)

1. Action to action transition--- the first panel is the beginning of the action and the last panel is the end.
2. Scene to scene transition---deals with jumps between large amounts of time and/or space. The scene to scene transition is a powerful tool used to transport the audience to different times and places, with little to no explanation as to what has happened in between.
3. Aspect to aspect transition---deals with no time at all. It effectively freezes time to establish a mood, feeling or emotion of a scene. 
4. Picture specific panel ---Words just add soundtrack to a visual sequence easily understood on its own.
5. Duo-specific panel---Both the illustrations and the words sending the same message.

(here is a link with some further examples/explanation if you would like it
here is a link with a page of graphic novel terms)

Who is Kim Wilde?: video of "Kids in America"
Who is Iron Maiden? video of "2 Minutes To Midnight"

After reading "Kim Wilde" together, we will:
1. Take notes on the following video for Kim Wilde: Symbolism plus today's terms (keep these in your notes--be sure to write down page numbers)
2. Answer the discussion questions the author poses at the end of the video (turn these in)
Link: for class video notes on "Kim Wilde"

Agenda for this week and beyond.....

Friday: You finished (or should have finished) your chapter analysis paragraphs on "The Cigarette" and "The Passport" (they count in the essay section of your grade)
Today (Monday): We will re-read "The Passport" and discuss as well as read "Kim Wilde"
Tomorrow (Tuesday): District CFA #3 (counts as 2 quiz grades) ---practice for the final that will count for 50% of your quarter 4 average.
Wednesday: we will meet in 162--bring anything you need for Persepolis with you
Thursday: We should finish Persepolis
Friday: We will have time to work on study guides/begin Persepolis essay
Monday 3/30: Persepolis test (open book)
ALL STUDY GUIDE QUESTIONS AND ESSAYS WILL BE DUE ON THURSDAY APRIL 2ND

Today's Agenda:

First--finish your paragraphed chapter analysis from yesterday on "The Cigarette" (began on p. 111)
Second--Read "The Passport" beginning  on page 118.
Third--take notes on rhetorical devices in "The Passport" (there are some ideas on the blog for you)
Fourth--write a paragraphed chapter analysis for "The Passport" using your notes (there is another paragraph "skeleton" on the blog if you need it)
Fifth--turn in the completed document to my email (mcaccamise@gmail.com) or the drop-box
Sixth--work on any study guide questions you have to finish through "The Passport"

BOTH CHAPTER ANALYSIS PARAGRAPHS ARE DUE TODAY!!! NO EXCEPTIONS!!

Reminder--no quiz next week. District CFA #3 on Tuesday (counts as 2 quiz grades)

Notes from yesterday on "The Cigarette"

symbolism:

 (The cigarette): her trying to become an adult/freedom/rebellion

(the stairway to the basement): refuge/moving deeper into war/darkness

(Kansas): “cool”/freedom/western culture

juxtaposition: (114-16) Marji going down basement stairs/war getting worse/more repression

extended metaphor: (the mother) a dictator/repressive regime “guardian of the revolution of this house” 113

mood: stressed, angry, conflicted, depressed, gloomy, restricted

characterization: (of Marji): “teenager” stubborn, rebellious

author’s purpose (of this chapter): to show Marji’s conflict in growing up during a war/figuring it all out

Identifying rhetorical devices to write a chapter analysis--you will turn in this assignment by the end of class tomorrow

Next week there will not be a quiz. We will have district CFA #3. It will count for 2 quiz grades. So please be here and take your time. Tomorrow, you will have time to catch up on the reading and study guides ONCE YOU ARE FINISHED WITH TODAY'S ASSIGNMENT.

Today's objectives: We are going to attempt a chapter analysis of both "The Cigarette" and "The Passport". I will do the first one with you, and you will do the second on your own or with the help of a partner. This will count in the essay section of your grade. (When you're done it will look like something from Sparknotes, etc. Here is what it might look like: example from Gradesaver)

To do this we will do the following things:
1) Identify important rhetorical devices used by the author
2) Analyze the intended effect on the audience
3) Identify and analyze author's purpose
4) Put this information into several paragraphs
5) Use textual evidence to support your answers

Identify the following for "The Cigarette" (p. 111):
symbolism: (The cigarette)
(the stairway to the basement):
(Kansas):
juxtaposition:
extended metaphor: (the mother)
mood:
characterization: (of Marji)

Identify the following (on your own) for "The Passport" (p. 118):
symbolism: (The passport)
(the cigarette):
juxtaposition:
diction (think about words that lead you to the mood):
mood:


Now, put your notes together in some paragraph;there is some help below for those who need it (just choose the ones you understand the best)

       In the chapter "The Cigarette" in Marjane Satrapi's Persepolis, we see (brief summary of the chapter). The author uses several rhetorical devices to show (author's purpose). One example of this would be the author's use of (rhet. device: mood, etc.). We see this on (page/example). This shows (explain device and how it is used). Another important rhetorical device used by the author is (rhet. device) when it says/show (give page/example). This is important to the author's purpose because (explain device and how it is used). etc. etc. etc.

       In the chapter "The Passport" in Marjane Satrapi's Persepolis, we see (brief summary of the chapter). The author uses several rhetorical devices to show (author's purpose). One example of this would be the author's use of (rhet. device: mood, etc.). We see this on (page/example). This shows (explain device and how it is used). Another important rhetorical device used by the author is (rhet. device) when it says/show (give page/example). This is important to the author's purpose because (explain device and how it is used). etc. etc. etc.

"The Wine"

Let's talk about yesterday's reading: Explain the symbolism of the key and think of another time when religion has been exploited (to use selfishly for one's own ends).---remember, a symbol stands for something greater than itself--so it can't stand for what it literally is.

Let's read "The Wine" page 103

Write down the following questions and answer them in your notebook (we will discuss as a class but please be prepared to speak):

1. What is the author's purpose in this chapter?
2. Identify:
symbolism:
juxtaposition:
flashback:
diction:
mood:
2. How does she use these rhetorical devices to get her purpose across?
3. Explain the significance of the curtains.

Poem for the quiz

Today's Directions:
1) Take the quiz
2) When you are finished read Persepolis section "The Key" pg. 94 and answer study guide questions
3) Hopefully, we will have time in the end of class to discuss the reading and your answers

Laurels are shown in this photograph

POEM FOR THE QUIZ

To an Athlete Dying Young

BY A. E. HOUSMAN

The time you won your town the race

We chaired you through the market-place;

Man and boy stood cheering by,

And home we brought you shoulder-high.

Today, the road all runners come,

Shoulder-high we bring you home,

And set you at your threshold down,

Townsman of a stiller town.

Smart lad, to slip betimes away

From fields where glory does not stay,

And early though the laurel grows

It withers quicker than the rose.

Eyes the shady night has shut

Cannot see the record cut,

And silence sounds no worse than cheers

After earth has stopped the ears.

Now you will not swell the rout

Of lads that wore their honours out,

Runners whom renown outran

And the name died before the man.

So set, before its echoes fade,

The fleet foot on the sill of shade,

And hold to the low lintel up

The still-defended challenge-cup.

And round that early-laurelled head

Will flock to gaze the strengthless dead,

And find unwithered on its curls

The garland briefer than a girl’s.

Quiz Tomorrow: Symbolism, mood, metaphor, extended metaphor, juxtaposition

Here are some websites you can use for help if you are struggling:
Gradesaver.com on Persepolis
Persepolis on Shmoop.com
(these are not intended to be a SUBSTITUTE for the text, but HELP BEFORE/AFTER YOUR READING)

Today we will:
1. Read the following 2 sections: "F14s" (p. 80) and "Jewels" (p. 87)
2. Practice identifying rhetorical devices for tomorrow's quiz
3. Work on study guide questions for this section as a group
4. Answer any remaining questions you have for tomorrow's quiz on rhetorical devices (symbolism, mood, metaphor, extended metaphor, juxtaposition) I WILL POST THE POEM THAT THE QUIZ ADDRESSES TONIGHT AFTER 8 O'CLOCK IF YOU WANT A HEAD START IN ANALYZING IT--YOU MAY KEEP OUT YOUR NOTES FROM THESE DEVICES

• What juxtaposition can we find? What does it show?
• What is the symbolism on the bottom of page 89?Of the jewels in the chapter "Jewels"?

from GradeSaver.com

     “The Jewels” follows a narrative of tragedy interwoven with comic relief. Mali and her family represent the receding Western influence in Iran and the wealth and privilege that evaporate with along with it. Mali loses everything in the war. Her husband and her children seem chiefly concerned with the material things that are lost. Mali, however, is more concerned with the loss of dignity that comes with becoming a refugee. This relates to a running theme of the novel, namely, one of the greatest threats faced by the people of Iran is not an outside invading force but is, instead, the turning of the people against one another.

This chapter also illustrates the way in which women faced an increasing loss of identity and agency in the country. The political and religious leadership of the country set an intolerant tone for the rest of society, and women withstand the worst of this intolerance and violence. It is not only the men, however, who perpetrate this injustice, as Marjane finds out. Instead, the injustice is brought about by those who buy into the ideology of the regime. The jewels, thus, represent a feminine Iranian perspective that is lost by intolerance and injustice, just as Mali’s jewels are sold for the highest price so that the family can survive (SYMBOLISM).

(from http://www.gradesaver.com/persepolis-the-story-of-a-childhood/study-guide/summary-the-jewels-the-key-and-the-wine)

Notes from the last few days...

Symbolism? What does it represent?

Sheep—followers (believed news/leaving the country)

Bread swans*—Uncle Anoosh’s memory—her hero/person she can relate

Space—unknown, loneliness—loss of Anoosh, loss relationship with God/ CONFUSION

Possible Motif?—bathtub—danger, torture, death

p.72-79 write these down and answer in your notes

·      What is the major change in the mood of this section? How do you know (think about how we identified mood)?

Enraged(angry), hostile, tense,----diction has changed cursing/hostile, aggressive, lack of humor,

·      What juxtaposition can you identify? Where? What is the purpose?

p. 76 marji happy protest/violent protest

        violent protest/peaceful scene on magic carpet

p. 75  modern man/woman next to fundamentalist man/woman

juxtaposition is gone—peaceful inside/violent outside showing that external violence has infiltrated their house

·      How has the characterization of Marji's mother changed? What has caused this?

Depressed/angry/compliant—act of violence toward her

·      How does the symbolism of the "sheep" continue into this section?

Neighbors---go along with veil/hypocrites

Today's Agenda:

1. Review symbolism from "Sheep" (yesterday's reading beginning on page 62)
*sheep
*bread swans
*space
2. Identify a possible motif: what image in this section ("Sheep") has reoccurred as we've read?
3. Read "The Trip" page 72, silently to yourselves and we will discuss the following questions (take notes for discussion if you wish). You may discuss these questions with a partner before our group discussion if you wish. (I highly recommend writing down some notes on the questions/answers)

• What is the major change in the mood of this section? How do you know (think about how we identified mood)? What is it? What has changed about the language? What is the author's purpose?
• What juxtaposition can you identify? Where? What is the purpose?
• How has the characterization of Marji's mother changed? What has caused this?
• How does the symbolism of the "sheep" continue into this section?

4. Time to work on study guides (your choice which questions--if we can do it, we can have more time tomorrow----Quiz #2 on Tuesday: symbolism, motif, extended metaphor, juxtaposition, mood, characterization, author's purpose)
****I will also show the film (either today during worktime or Friday) for those who are interested

3 "new" literary techniques

Symbolism--(review)--Symbolism is the use of symbols to signify ideas and qualities by giving them symbolic meanings that are different from their literal sense.
Here is a list of common literary symbols and their meanings: Symbols list/meanings

Extended metaphor--(new)--the term extended metaphor refers to a comparison between two unlike things that continues throughout a series of sentences in a paragraph or lines in a poem. It is often comprised of more than one sentence and sometimes consists of a full paragraph. Extended metaphor video example.


Motif--(new)--In a literary work, a motif can be seen as an image, sound, action or other figures that have a symbolic significance and contributes toward the development of theme. Motif and theme are linked in a literary work but there is a difference between them. In a literary piece, a motif is a recurrent image, idea or a symbol that develops or explains a theme while a theme is a central idea or message.
Motif vs. Symbol?-- Sometimes, examples of motif are mistakenly identified as examples of symbols. Symbols are images, ideas, sounds or words that represent something else and help to understand an idea or a thing. Motifs, on the other hand, are images, ideas, sounds or words that help to explain the central idea of a literary work i.e. theme. Moreover, a symbol may appear once or twice in a literary work, whereas a motif is a recurring element.

Class/Quiz Directions

First:  We will discuss yesterday's juxtaposition and mood notes for "The Letter"

Then: We will begin as a class on page 40 "The Party"

Quiz: On your own, you will read pages 47- 61 ("Heroes" and "Moscow") and answer the 5 multiple choice questions on the quiz page that accompany these sections.
****When/If you finish, you may work on your study guide questions.

Tomorrow: we will watch the movie and you will have time to catch up on your study guides.

QUIZ REMINDERS:
*Click on the title of the quiz NOT "view"
*Your password is the first letter of your first name, your last name, the number "1"

Example: Trequon Jones would be: TJones1

Some more notes on "How to Read a Graphic Novel"

"Persepolis" and "The Letter" QUIZ TOMORROW!!!!!

Today your assignment is to do the following:

Read the sections "Persepolis" and "The Letter"

Identify MOOD and JUXTAPOSITION in both sections: (list of mood words)

1. What do you think the mood is? Give word/words and textual evidence to support.
2. Can you identify any juxtaposition? What and where? Give textual evidence to support.

Today's Assignments:

1. Quiz #1 Persepolis on Tuesday: you will need to identify juxtaposition and mood in the reading
2. First, open up and complete your mood worksheet from yesterday (if you were absent see yesterday's post: Mood Worksheet)
3. Read "The Water Cell" and "Persepolis" beginning on page 18.
4. Identify any juxtaposition and mood (with evidence to support)
5. You will have time to work on study guide questions!

Review of literary terms...(hint: need to know these for the quiz on Tuesday)

Copy into your notes:

Juxtaposition--n

the act of positioning close together (or side by side) in order to highlight the differences

Examples of juxtaposition
Juxtaposition in Persepolis

Mood--
 is one element in the narrative structure of a piece of literature. It can also be referred to as atmosphere because it creates an emotional setting enveloping the reader. Mood is established in order to affect the reader emotionally and psychologically and to provide a feeling for the narrative.
Mood can be set by setting, diction (word choice), and tone (attitude of the narrator), etc.
Identifying mood examples
Identifying mood worksheet

Today we will read:
"The Bicycle" (per 2)
and "The Water Cell" and attempt to identify any juxtaposition and mood in each section and also explain our responses  using textual evidence.

Vocabulary Terms for Persepolis and Today's Assignments

Vocabulary List

Who are these people?
Trotsky-link
Che Guevara-link
Fidel (Castro)-link

Today's objective(s):

• Identify textual evidence from both sections of today's reading "The Veil" and "The Bicycle" that proves the author's 2 motives for writing (from the intro)
• Explain how (what does she do) she accomplishes this through her writing 
• You will need to use the RACE strategy in your answers

Satrapi's motives (from the Intro):

1. Show that the stereotype of Iranians as: fundamentalists, fanatics, and terrorists, is untrue.

2. "I also don't want those Iranians who lost their lives in prisons defending freedom,...who suffered under various repressive regimes...to be forgotten." 

• Complete study guide questions for "The Veil" and "The Bicycles"

Answers from yesterday....

3. The novel begins in 1980.

4. Two outcomes of the Islamic Revolution were girls wearing the veil and schools were separated boys/girl no longer bilingual.

5. The universal truth about society is that the problems/beliefs of adults are forced upon the society’s children.

6. The schools were now religious and non-bilingual and also separated girl/boy. Girls were made to feel “less-than”.

7. Girls are forced to be “under/different” from boys

8. Bilingual schools represented capitalism.

9. Their response is universal because there is a divide over whether it is right or wrong.

10. Her mother’s photo was published because she was protesting without a veil..She was scared because she didn’t know if there would be backlash.

11. The picture symbolizes her mixed feelings about doing what is right.

12. When she is 6 she decides she wants to be a prophet.

13. Because our maid did not eat with us, my father had a Cadillac, and my grandmother’s knees always ached. To help/heal others and provide equality.

Notes/Homework #1 Persepolis: Agree or Disagree with each of the following 6 statements and explain your answers giving examples when necessary.

1.    Social classes with more power usually subordinate classes with less power.

2.  One can seek meaning in life through education.

3.  Stories are important in shaping our lives.

4.    As long as there is oil in the Middle East, there will never be peace.

5.    There is a human cost when there is war and political repression.

6. When immigrants return to their own country after years, they don’t feel at  home in their host or country of origin.

Notes on the graphic novel
Notes on Persepolis
Study Guide for Persepolis