Unit: Gender in World Literature Muslim

Objectives: Subject Area: 9th Grade English

Writing narratives to reveal
gender in their own lives, and
assignments to see their
knowledge around other
cultures definitions and
stereotypes around gender.
Purpose of the Unit:
define gender stereotypes in literature and their own life via
reading Persepolis and personal narratives
list gender stereotypes and their impact on people and society
discuss stereotypes and their sociological perspectives in
different societies

Key Concepts: Religion, Gender, Coming of Age

Essential Questions:
- 1) What is Islamic culture like for women versus men?
What similarities or differences do we see to our own life?
- 2) What is the main characters experience with gender?
- 3) How do you relate to the topic of gender? What is a story
or narrative you have regarding gender in your life?

Assessment Types: Annotate, Brainstorm, Quickwrite, Vocab test,

Personal Narrative
Time allotment per day: 55 minutes
Number of days required for unit: 3
Method for Connecting All Learning:
FINAL ASSESSMENT:
- 2-3 page personal written narrative on Gender

Overarching standards to be studied:

Key Ideas and Details:

CCSS.ELA-LITERACY.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.

CCSS.ELA-LITERACY.RL.9-10.6
Analyze a particular point of view or cultural experience reflected in a work of literature from outside the
United States, drawing on a wide reading of world literature.

CCSS.ELA-LITERACY.W.9-10.3
Write narratives to develop real or imagined experiences or events using effective technique, well-
 chosen details, and well-structured event sequences.

Key Vocabulary: Materials Needed:

Tier 1: revolution, religion, Material: Persepolis (Satrapi)
prophet, celestial, sexuality,
gender Computers
Tier 2: veil
Tier 3: Persepolis,
fundamentalism, terrorism,
avant-garde, che Guevara, marx,
Descartes, materialism, Shah,
HIJAB: Abaya, Agal, Boubou,
Burqa, Chador, Jellabiya, Niqb,
Salwar kameez.

Lesson Pacing
Week 1 Day 1 Day 2 Day 3
PERSEPOLIS PERSEPOLIS PERSEPOLIS
Introduction What is Iran? Annotate / Gender discuss Gender Narrative Writing
 Lesson 1 PERSEPOLIS INTRODUCTION WHAT IS IRAN?

CCSS and CA SS /Standards: CCSS.ELA-LITERACY.RL.9-10.6 Agenda: (What is the snapshot of my class

Analyze a particular point of view or cultural experience flow?)
reflected in a work of literature from outside the United
States, drawing on a wide reading of world literature. 1. Read introduction
2. 7 Stations with Persepolis background
3. Discuss Key Words + Matching
assessment
Write

Lesson Objective:
The students will write information on Iran, Western versus Eastern cultures and the stereotypes
associated within via station-write ups (answering questions)
Essential Question:
What is Islamic culture like for women versus men? What similarities or differences do we see to our
own life?

Key vocabulary and phrases:

Day 1: Revolution, Fundamentalism, Avant-garde, Descartes, Marx, che Guevara, Shah, Prophet,
Revolution, different types of Hijab
Day 3: Oxytocin, Misogny, Androgony, Asexuality, Bisexuality

Context of Lesson:
Previous lessons we discussed life on House on Mango Street, then True Story of a Part-Time Native
American, which both discuss different authors and different culturesNative American and Hispanic.
This lesson will build on a new cultureMuslim identity, and Islamic culture. The focus will be a new
facet of their identity. Before it was growing up, then race/ethnicity, now it will be gender.
The ultimate goal of the three lessons will culminate in a personal narrative on gender based on all the
text and assignments we have read and worked on.

TIM INSTRUCTIONAL FORMATIVE ASSESSMENT Note: A variety of Materials/

E SEQUENCE formative assessments should be used at key points Technology
throughout the lesson
 Get started/Drill/Do Now: Activity: Hand out + Read silently first
(What meaningful activity Introduction of Persepolis History/background
will students complete as
10
soon as they enter the
min
classroom?)
Engage/Motivation: (How
will student interest be
sparked? Is there prior
knowledge that should be
15 tapped? Is there vocabulary
min that must be cleared? Is
there brainstorming that
student need to complete
before the lesson begins?)
Whole Group Instruction:
Definition practice +
independent reading
20
min
Assessment: (How will I
know if students have
10
achieved todays objective?)
min
Closing
5
Activities/Summary:
min
-Persepolis
Handout (First
half)
Activity: Open up their computers to OneNote -Computer
where questions are formed based around key -OneNote
aspects of culture, experiences, and information
regarding Iran and Persepolis.
Task: Answer each of the ten questions in their
own words, using the information at 7 different
stations around the classroom.
Discuss key words, vocabulary, and concepts e.g. Pen/pencil,
Avant Garde, Descartes, Marx, Shah. Write computer,
definitions through context. Give them small whiteboard,
paragraphs to read on avant garde, Descartes, computer
then have a worksheet with matching definitions.
Mention how some of these relate to gender and
what many view as oppression/versus cultural
identity in Islam. E.g. Avant-Garde = A. are people
or works that are experimental, radical, or
unorthodox with respect to art, culture, or
society.
NEXT: Independent reading, having them
underline write questions when they encounter
Gender related points in the story.
-Have students write 1 paragraph or more on Computer
gender in the book and how if at all they see
similarities or differences in their own life
-Also, their matching vocabulary is an
assessment
Summarize lesson and answer essential question
ask students what they found most interesting
about today
 Lesson 2 Reading Cont How Does Gender Play a Role In
Persepolis?

CCSS and CA SS /Standards: CCSS.ELA-LITERACY.RL.9-10.6 Agenda: (What is the snapshot of my class

Analyze a particular point of view or cultural experience flow?)
reflected in a work of literature from outside the United
States, drawing on a wide reading of world literature. 1. Model annotating
2. Students annotate + read
Key Ideas and Details: 3. Students pair share
4. Draw an image of what they
CCSS.ELA-LITERACY.RL.9-10.1 learned
Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences
drawn from the text.

Lesson Objective:
- Annotate the text
- Citing three or more examples of gender oppression or liberty
- Draw an image of gender related issues in Islamic culture to express their learning
Essential Question:
-What is the main characters experience with gender?

Context of Lesson:
-Previously annotated texts so they know how to do it
-Citing examples is an assessed need based on the fact that they can pull out good information in
seminars/assignments, but need to have it more text based

TIM INSTRUCTIONAL SEQUENCE FORMATIVE ASSESSMENT Materials/

E Technology

Engage: Model annotate Activity: Model annotating Overhead TV

10
min

Whole Group Engagement: Read Activity: Students read Persepolis with Computer,
15 Persepolis and Annotate the topic of underlining again for gender pen/pencil,
min issues. Ill come around and assess if they paper
have any questions
 Group Instruction: Pair Share Students pair share what they thought
about the reading, focusing on the question
10
overhead on the TV which is, What are
min
your thoughts on gender in Persepolis? How
have they changed or not changed?
Group Practice/Small Group In small groups, they should write down 3 Computer
10 Instruction: 3 examples citing examples of gender oppression or liberty
min

Independent Practice: Draw an Draw an image of gender related issues in Pencil/pen,

image of what they learned Islamic culture to express their learning paper
5
min

Assessment: Annotate/3 - In small groups, they should write down 3 Computer,

citations of gender oppresson or examples of gender oppression or liberty pen/pencil,
N/A liberty - Draw an image of gender related issues in paper
Islamic culture to express their learning

Closing Activities/Summary: Ask thoughts and wrap up class, discuss

5 next class using these thoughts and
min discussions to write their own personal
narrative relating to gender.
 Lesson 3 - GENDER NARRATIVE WRITING DAY

CCSS and CA SS /Standards: CCSS.ELA-LITERACY.RL.9-10.6 Agenda:

Analyze a particular point of view or cultural experience -Reflect + Brainstorm
reflected in a work of literature from outside the United -Model narrative writing + Hooks
States, drawing on a wide reading of world literature. - Write a personal narrative
CCSS.ELA-LITERACY.W.9-10.3
Write narratives to develop real or imagined experiences or
events using effective technique, well-chosen details, and
well-structured event sequences.

Lesson Objective:
-Writing a narrative on Gender
-Filling out a brainstorm map online using mindmup.com
Essential Question:
-How do you relate to the topic of gender? What is a story or narrative you have regarding gender in
your life?

Key vocabulary and phrases: Oxytocin, Misogny, Androgony, Asexuality, Bisexuality

Context of Lesson (what happened previous to lesson and how does this lesson build on that):
-Reflect on previous assignemnts and how gender was represented on
Weve done two other narratives so they know how to write narratives, but this one will build on the
concept of gender. This is an exploration of another facet of their identity. We will use the text weve
been garnering information on with regards to gender to pull out how to talk about this topic, and
specifically how stereotypes can be universal in all cultures.

TIM INSTRUCTIONAL SEQUENCE FORMATIVE ASSESSMENT Note: A Materials/

E variety of formative assessments should Technology
be used at key points throughout the
lesson
Engage/Motivation: -Quickly pass back and have them -Half page
5 reread their half-page assessments on assessments
min gender in Persepolis and how it relates -
+ to their own lives, and reflect https://www.
10 -Define: Oxytocin, Misogny, Androgony, mindmup.com/
min Asexuality, Bisexuality and give rough
explanation of of how chemical reactions
 work in brain and sexual/romantic
attraction
-[Using this as a stepping stone] Quick
Brainstorming using the Mindmap tool
online to discuss and analyze Gender
how it relates to them
Whole Group Instruction: Modeling how to write (this narrative, Computer,
helping give them a little smooth Overhead TV,
transition and adding targeted help My own
on starting lines or HOOKS: Brainstorm
-Writing a header for the paper, showing Map +
5 them how to choose a creative title that (Examples of
min will showcase their ideas Good hooks)
-Pulling my main theme from my
brainstorm map
-Starting, or how to write an engaging
first line
-And write
Independent Practice: Write their personal narratives, circling Computer
25
the room and giving help (ELLs, etc)
min

Assessment: Their Gender writing narrative will be Online

their assessment that they upload to
N/A Google Docs and I will revise/edit and
continue working on polishing it to a
final published version.
 STUDENTS WITH IEP/504 PLANS
IEP/504 PLANS: CLASSIFICATIONS/NEEDS NUMBER OF STUDENTS SUPPORTS, ACCOMODATIONS, MODIFICATIONS, PERTINENT
IEP GOALS
Paulo 1
Ricardo Gonzalez 1

STUDENTS WITH SPECIFIC LANGUAGE NEEDS

LANGUAGE NEEDS (ELL) NUMBER OF STUDENTS SUPPORTS, ACCOMODATIONS, MODIFICATIONS

Christian Mendez, Nadelyn Flores 2 Pair them with English speakers, and put them
near the front of the class for easy access to
help/assist

STUDENTS WITH OTHER LEARNING NEEDS

OTHER LEARNING NEEDS (High ability, struggling readers) NUMBER OF STUDENTS SUPPORTS, ACCOMODATIONS, MODIFICATIONS

3 Put them near the front of the class for easy

Jesus, Xavier, Beau access to help/assist and sit with them during
group discussions to make sure they are on
task