Sequence / Skills / Resources / Assessment / Instructional
Strategies
- Heroism
close eading skills practice
note-taking skills practice
uoting and analysis practice
arrative writing based on information given in class, using textual evidence to support ideas. / Article(s) and short story(s) copied for Close Reading
Video clips for ‘heroism’
Short story guide
Articles for ‘heroism’:
MLA format:
/ Formative:
•Personal narrative about Heroism / •Establishing classroom routines
•Establish your expectations for Close Reading, note taking, and analysis.
2. Anticipation Guide and Survey / •Metacognition- thinking about their own ideas about the Holocaust, parents, prejudices, and their personal ethics.
•Discussion of personal ideas and thoughts / Socratic Seminar resources:
•
•
•Copies of Anticipation Guide / Formative:
•Participation in discussion / •Surveying student feelings and thoughts about topics broached in the text
•Socratic Seminar for discussion of ideas
3. Graphic Novel as Literature / •becoming familiar with academic vocabulary for graphic novels /
/ Formative:
•Quiz
•Games / There are several graphic organizers that can be used for keeping track of academic vocabulary. By playing games with the words, it helps to get the students using the terms and applying them. Make sure to use them during discussions of the graphic novel in order to get the students used to using the academic words to talk about text.
4.Building Context: WWII and the Holocaust / •Activating prior knowledge
•Asking questions
•making predictions
•Discussion
•Working with a group / •Copies of the KWHL chart
•Chart paper
•Questioning sequence
• / Formative:
•Charts
•Questions
•Group participation / The KWHL chart and questioning activity is suggested as a quick way to assess prior knowledge and to check whether any further context needs to be discussed before reading the novel.
5. Reading Maus in Literature Circles / •Reading fluency
•Critical thinking
•Problem solving
•Group participation / •Copies of literature circle jobs
Literature Circle resources
•
•
•
Chapter Questions:
•
During reading strategies:
• / Formative:
•Chapter quizzes
•Reading strategy exercises
•Literature circle jobs/discussion / The amount of time spent reading the novel, while integrating reading strategies, quizzes, and lit circle activity is personal for the teacher. These are opportunities to work on writing and reading skills, as well as critical thinking. The literature circle format will create discussion and synthesis of the novel.
6. Art Spiegeln and Maus / •Close reading
•note taking
•academic vocab practice
•critical thinking
•author’s purpose
•symbolism / •Prepare questions in Power Point, worksheet, or other media
Biographical resources:
•
•
•
•
•
• / Formative:
•Discussion participation
•Question response / This activity will have students practicing Close Reading, note taking, discussion, and metacognition. The discussion can be facilitated through Socratic Seminar or another format.
7. Personal Written Response after reading Maus / •Quoting and citing text
•narrative writing
•Metacognition
•themes / n/a / Formative:
•Personal written response / By asking students to consider how the themes from the novel can relate to their own lives it allows them to suss out their personal feelings without feeling pressure from peers abut what to thin and feel.
8. Fishbowl Discussion Activity / •Critical thinking
•Metacognition
•Discussion
•Themes / Copies of the ‘Stereotypes Worksheet’ / Formative:
•Discussion and reflection / Using the worksheet allows students to get their ideas firmly in place before being required to participate in discussion. The fishbowl discussion is good because it may prove to be less chaotic than Socratic Seminar.
9. Text Pairings with Maus / •Close Reading
•Note taking
•theme analysis writing
•author’s purpose / •“A Song on the End of the World”, by Czeslaw Milosz
•“Art Spiegelman's MAUS: Working-Through The Trauma of the Holocaust”
•
•Berube, Kevin. “The intergenerational trauma of First Nations still runs deep”. Toronto Globe and Mail. Feb. 16. 2015. Web.
• trauma-of-first-nations-still-runs-deep/article23013789/
•Chicago Humanities Festival. “Lesson Plan: Maus”. Edited by Christopher Swanson. 2001. Web.
•
•Taylor, Adam. “The trauma of World War II might outlast its survivors”. The Washington Post. Aug. 7. 2015. Web.
• outlast-its-survivors/
•Troller, George Stefan “Art Spiegelman’s Maus”. Arena: BBC. 1987. Film. Web.
• Veterans Administration.
“Helping a Family Member Who Has PTSD”. U.S. Department of Veterans Affairs.Aug. 13. 2015. Web.
• / Summative:
•Theme analysis essay / Have students practice the strategies and skills they have learned while reading both fiction and non-fiction text that shares themes with the novel.
10. School City Assessment and/or
Informational Writing Assignment / •Theme
•author’s purpose
•critical thinking
•analysis
•synthesis
•informational writing / n/a / Summative:
•School City
•Informational writing assignment / The computer assessment will assess students’ knowledge of the novel’s themes, author’s purpose, inferencing. By interviewing and writing a biographical informative piece students will internalize the idea of writing to provide information as well as a story.
ELA, Office of Curriculum Development ©
*These lesson modules are not an exhaustive list of resources and may be used by teachers in whatever way they choose to meet the needs of their students and meet the target standards per quarter.
Page 1 of 8