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    Persepolis Annotationsdirections

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    fiona.tang
    This document provides directions for annotating the graphic novel Persepolis. Students are instructed to use four differently colored pens to answer questions on each page, including: what is seen, how images connect to words, graphic/literary devices used and their purpose, and the merged meaning of art and literature. The directions also list annotation and quality rubrics for evaluation. The goals of the annotation are to engage in close analysis, appreciate different cultural perspectives, formal qualities of texts, and form independent judgments supported by ideas.

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    Persepolis Annotationsdirections

    Uploaded by

    fiona.tang
    65 views2 pages
    This document provides directions for annotating the graphic novel Persepolis. Students are instructed to use four differently colored pens to answer questions on each page, including: what is seen, how images connect to words, graphic/literary devices used and their purpose, and the merged meaning of art and literature. The directions also list annotation and quality rubrics for evaluation. The goals of the annotation are to engage in close analysis, appreciate different cultural perspectives, formal qualities of texts, and form independent judgments supported by ideas.

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    persepolis_annotationsdirections

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    This document provides directions for annotating the graphic novel Persepolis. Students are instructed to use four differently colored pens to answer questions on each page, including: what is seen, how images connect to words, graphic/literary devices used and their purpose, and the merged meaning of art and literature. The directions also list annotation and quality rubrics for evaluation. The goals of the annotation are to engage in close analysis, appreciate different cultural perspectives, formal qualities of texts, and form independent judgments supported by ideas.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    65 views2 pages

    Persepolis Annotationsdirections

    Uploaded by

    fiona.tang
    This document provides directions for annotating the graphic novel Persepolis. Students are instructed to use four differently colored pens to answer questions on each page, including: what is seen, how images connect to words, graphic/literary devices used and their purpose, and the merged meaning of art and literature. The directions also list annotation and quality rubrics for evaluation. The goals of the annotation are to engage in close analysis, appreciate different cultural perspectives, formal qualities of texts, and form independent judgments supported by ideas.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 2

    Persepolis: Graphic Annotations

    DIRECTIONS:
    Annotate by answering the questions for each page as necessary using FOUR DIFFERENTLY COLORED pens. I do
    not care what four colors you choose, but you must marry these colors for the entire text. If you are using a library
    copy, you may use different colored sticky notes. Please use the model in your handout for the Reading Graphic
    Text ppt.
    1. What do I see?
    2. How does the image (or do the images) connect with the words?
    3. What graphic writing devices and/or literary devices is the author using? Why are
    they being used at that particular place in the narrative?
    4. What does it mean when it is all put together? How do the art and literature merge to
    create meaning?

    Why I Am So Cruel (Your IB Aims):


     develop in students the ability to engage in close, detailed analysis of individual texts and make relevant connections
     encourage, through the study of texts, an appreciation of the different perspectives of people from other cultures,
    and how these perspectives construct meaning
     encourage students to appreciate the formal, stylistic and aesthetic qualities of texts
     develop the students’ ability to form independent literary judgments and to support those ideas.

    Annotation Rubric
    4 3 2 1 0
    Text has been Text is annotated Text is somewhat Text is briefly No annotation.
    Annotation/ Student merely
    thoroughly (all covering all annotated with annotated—most
    pages) annotated questions for most most pages being likely the night underlined, boxed
    Marginal and highlighted.
    answering all four pages. A few addressed but before.
    Notation questions. missed questions missed some OR
    may be present, questions or missed
    but the overall assertions. Commentary was ill-
    mannered.
    meaning is clear.

    Quality of Comments Comments Much of the Commentary


    demonstrate demonstrate brief commentary remains at the
    annotated analysis—thinking analysis—some suggests thought in surface level and/or
    notes beyond the surface thinking beyond specific sections of suggests thought in
    level of the text. the surface level of the text. It is specific sections of
    The student asserts the text. The thoughtful at times, the text rather than
    the why and how student may have but does not assert throughout.
    instead of the missed some the how and why
    what. meaning. consistently.
    Persepolis: Graphic Annotations
    An Example:

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