Objectives

• Analyse how Satrapi uses the visual grammar of the graphic memoir — panel composition, black-and-white contrast, and character expression — to construct meaning in specific chapters.
• Analyse how Marji's identity is shaped, contested, and fragmented across Chapters 1, 8, 10, and 19, using close reference to both image and caption.
• Evaluate how Satrapi presents political power and its human cost through the characterisation of Uncle Anoosh in Chapters 3, 11, and 20.
• Analyse how Chapters 7, 13, and 15 represent the Iran-Iraq War's impact on class and ordinary life, distinguishing Satrapi's narrative voice from her child-self's perspective.
• Write a sustained, evidenced analytical paragraph that integrates visual and verbal textual evidence from Persepolis to support an argument about identity, exile, or power.

The sequence

1. Lesson 1: Reading the Page: How Satrapi's Visual Grammar Works in 'The Veil' and 'The Bicycle'

   60 min · ch. 1, 2

   Do now

   Look at the opening class photograph panel in Chapter 1. Without checking the captions, jot down three observations: what stands out to you about the composition, the choice of black and white, and Marji's position in relation to her classmates? You have four minutes — there are no wrong answers.

   Teacher input

   Model a close reading of the single panel in Chapter 1 where Marji stands alone against a white background, distinct from the row of veiled girls. Approach this panel as if it were a poem: note how the stark black veil shapes create a visual crowd, while the white space surrounding Marji conveys her isolation. The caption 'We didn't really like to wear the veil' serves as an ironic understatement that contradicts the image. Teach students that in graphic memoirs, images and words can engage in a dialogue with each other.

   Independent task

   Students will select one panel from Chapter 2—either the one where Marji envisions herself as a prophet on a cloud or the one where she conceals her Michael Jackson pin beneath her veil—and write a 150-word analytical paragraph. They need to discuss at least one visual choice (such as composition, contrast, or figure placement) and at least one verbal choice (like caption, dialogue, or narrative voice), connecting both to Satrapi's commentary on identity or hypocrisy. The completed paragraphs are to be submitted at the end of the lesson.

   Exit ticket

   Satrapi likely chose black and white for this memoir to emphasize the stark realities of her experiences, as seen in the powerful contrast of the images depicting the oppressive atmosphere during the revolution.

2. Lesson 2: Building and Breaking Marji: Identity Under Pressure in Chapters 8 and 10

   60 min · ch. 8, 10

   Do now

   Chapter 8 begins with Marji’s father coming home from a trip, bringing her a Che Guevara poster and a denim jacket. Each item carries significant meaning. The Che Guevara poster symbolizes revolutionary ideals and a spirit of rebellion against oppression, reflecting Marji's growing awareness of political issues. The denim jacket, on the other hand, represents Western culture and freedom of expression, which was increasingly restricted in post-revolutionary Iran.

   Owning these objects in 1980s Tehran could be perilous. The regime was cracking down on anything deemed counter-revolutionary or a symbol of Western influence. Displaying a Che Guevara poster could attract unwanted attention from authorities, as it could be interpreted as support for Marxist ideologies, which were seen as a threat. Similarly, wearing a denim jacket could be viewed as an act of defiance against the strict dress codes imposed by the government, potentially leading to severe consequences for Marji and her family.

   Teacher input

   Model a close reading of the sequence in Chapter 10 where Marji takes a cigarette from her mother's packet and smokes it on the roof, captioned: 'With this first cigarette, I kissed childhood goodbye.' Analyze the overhead angle that depicts Marji as small against the Tehran skyline, serving as a visual metaphor for her insignificance in the broader scope of history. Meanwhile, the caption's use of past tense indicates a reflective adult voice. Highlight how the contrast between the child's actions and the adult narrator's commentary forms the memoir's key ironic element.

   Independent task

   Students annotate a printed extract: the four-panel sequence in Chapter 8 where Marji is seen wearing the denim jacket and Che poster on the street, then is stopped and questioned. They need to label each panel with: (a) a description of what the image depicts, (b) the content of the caption or dialogue, and (c) what the relationship or disconnect between the image and the words reveals about Marji's identity. After that, they write a single topic sentence that could introduce an essay paragraph discussing how Satrapi portrays the conflict between personal identity and political control. Both the annotated extract and the topic sentence are submitted.

   Exit ticket

   In Chapter 10, the child Marji and the adult narrator Satrapi differ in that the adult reflects on her past experiences with a retrospective understanding that highlights the complexities of her childhood.

3. Lesson 3: Power, Loss, and Uncle Anoosh: Reading Chapters 3, 11, and 20 as a Tragic Arc

   60 min · ch. 3, 11, 20

   Do now

   Look at the list of facts you know about Uncle Anoosh from Chapters 3 and 11: he survived the Shah's prisons, he calls Marji his 'favourite nibbling', and he crafts a swan from bread while in prison. Spend four minutes writing about the kind of person Satrapi wants us to see in him and why that perspective is important for what unfolds in Chapter 20.

   Teacher input

   Model a close reading of the final page of Chapter 20, 'The Telegram', where Marji discovers that Anoosh has been executed and God makes his last appearance in her room. Pay particular attention to the panel where God reaches out to Marji, but she turns away, with the caption reading 'After his death, I sealed God out forever.' Analyze how Satrapi employs the visual motif of God—who has been a warm, bearded presence throughout Chapters 1 and 2—as a structural element. This sudden absence symbolizes the loss of Anoosh and reflects a deeper loss of childhood faith. Note how the stark black border around the panel serves to isolate Marji's figure, emphasizing her emotional separation and solitude.

   Independent task

   Students will write a 200-word analytical paragraph in response to the prompt: "How does Satrapi use the character of Uncle Anoosh to illustrate what the Islamic Republic destroyed?" They should draw evidence from at least two of the following chapters: 3, 11, and 20, incorporate one visual detail and one verbal detail, and provide an evaluative comment on Satrapi's choices as an author. Once completed, the paragraphs are to be submitted.

   Exit ticket

   The visual motif that vanishes at the end of Chapter 20 is the image of the veil, symbolizing Marji's growing awareness of her identity and the societal constraints she faces. Its disappearance marks a pivotal moment in her development, indicating her shift towards greater independence and self-understanding.

4. Lesson 4: War, Class, and Ordinary Life: Chapters 7, 13, and 15

   60 min · ch. 7, 13, 15

   Do now

   Chapter 15, 'The Key', depicts the regime distributing plastic keys to impoverished boys, claiming these keys will unlock the gates of paradise if they die in battle. Write for four minutes: who gains from this practice, and who pays the price? What does Satrapi's decision to incorporate this detail reveal about her political viewpoint?

   Teacher input

   Model a close reading of the double-page sequence in Chapter 13, 'The F-14s', where Marji's neighbors rush to the basement during an Iraqi air strike, and the panel shifts to the government handing out F-14 stickers. Illustrate how Satrapi employs juxtaposition across panels — the fear of civilians hiding underground contrasted with the ridiculousness of regime propaganda above — creating a visual irony that a single caption could never convey alone. Highlight how the panel gutter (the white space between panels) compels the reader to draw the political connection.

   Independent task

   Students receive a printed side-by-side comparison featuring one panel from Chapter 7 (depicting boys being recruited to the front with promises of paradise) and another from Chapter 15 (showcasing the plastic key ceremony). Working independently, they write a 150-word comparative paragraph discussing how Satrapi uses these two moments to critique the Islamic Republic's exploitation of class and poverty. They need to incorporate the word 'juxtaposition' correctly and quote at least one caption from each chapter. Once completed, the paragraphs are submitted.

   Exit ticket

   The 'gutter' between panels creates a visual pause that allows readers to interpret the transition in a way that a prose paragraph can't convey; for instance, in today's lesson, the gap between the two panels emphasized the character's shift from confusion to clarity, highlighting the emotional impact of that moment.

5. Lesson 5: Exile and the Self: The Airport Farewell in Chapters 14 and 19

   60 min · ch. 14, 19

   Do now

   In Chapter 14, 'The Jewels', Marji's mother sews her grandmother's jewels into the lining of her coat before she leaves for Vienna. Write for four minutes: why jewels? What do they represent, and what does the act of sewing them in — hiding them — indicate about what Marji is being asked to bear?

   Teacher input

   Model a close reading of the final sequence of Chapter 19, 'The Dowry', where Marji's mother collapses at the airport and her father lifts her. Pay attention to the panel where Marji looks back through the departure gate and sees only her father's face — not her mother's — accompanied by the caption, 'I didn't know that it would be so long before I'd see them again.' Highlight how Satrapi employs dramatic irony: the adult narrator is aware of what the child does not know, creating a space between them for the reader to inhabit. Additionally, examine how the airport gate panel frame reflects the veil panel in Chapter 1 — serving as a threshold that separates Marji from those she loves.

   Independent task

   Students are required to write a complete timed essay paragraph (200–250 words) addressing the prompt: 'Satrapi presents exile not as escape but as loss. How far do you agree, with reference to Chapters 14 and 19?' Their response should: start with a clear argument, incorporate at least two integrated pieces of visual and verbal evidence, include an evaluative comment on Satrapi's narrative choices, and conclude with a sentence that connects to the memoir's broader theme of identity. This will be submitted as the summative assessment draft.

   Exit ticket

   Write the one sentence from your paragraph that you believe best reflects Satrapi's authorial intention. Underline the word you feel most certain about.

Activities

Assessment

• Lesson 1 exit ticket: checks whether students can name a specific visual choice and connect it to meaning — looking for the move from observation to interpretation.
• Lesson 2 annotated extract: checks whether students can identify the gap between image and caption in Chapter 8 and name it as an ironic device, not just a description.
• Lesson 3 exit ticket: checks whether students have tracked the God motif across Chapters 1, 2, and 20 as a structural device, not merely a character detail.
• Lesson 4 comparative paragraph: checks whether students can use 'juxtaposition' accurately with panel-level evidence from Chapters 7 and 15, not just thematic assertion.
• Lesson 5 underlined sentence: checks whether students can identify their own strongest analytical move — a metacognitive indicator of whether the modelling across all five lessons has been internalised.

Standards covered

Common Core 11 12

• RL.11-12.1 — Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• RL.11-12.4 — Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyse the impact of specific word choices on meaning and tone.
• RL.11-12.5 — Analyse how an author's choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact.
• RL.11-12.6 — Analyse a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g. satire, irony, understatement).
• W.11-12.1 — Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

AP Literature

• Literary Argumentation (LAN-1) — Develop a thesis that makes a defensible claim about an interpretation of literature.
• Figurative Language (FIG-1) — Explain the function of figurative language in a literary text, including irony and understatement.
• Narration (NAR-1) — Explain the function of point of view and the distinction between the narrator and the author.
• Structure (STR-1) — Explain the function of structure in a text, including how juxtaposition and visual composition contribute to meaning.
• Character (CHR-1) — Explain the function of a character, including how characterisation contributes to the text's larger meaning.

AQA

• AO1 — Read, understand and respond to texts; maintain a critical style and develop an informed personal response; use textual references, including quotations, to support and illustrate interpretations.
• AO2 — Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate.
• AO3 — Show understanding of the relationships between texts and the contexts in which they were written and received.
• AO4 — Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.

Edexcel

• AO1 — Articulate informed, personal and creative responses to literary texts, using associated concepts and terminology, and coherent, accurate written expression.
• AO2 — Analyse ways in which meanings are shaped in literary texts, with reference to language, form, structure and visual composition.
• AO3 — Demonstrate understanding of the significance and influence of the contexts in which literary texts are written and received, including the political context of post-revolutionary Iran and the tradition of the graphic memoir.