Lesson Plan for Day #1

LESSON PLAN FOR DAY #1

TITLE: Introduction to the Holocaust

OVERVIEW: In this first lesson the students will discuss in small groups what they know about the Holocaust, which will lead to an overall discussion of what the students already know about this event.

GOALS/OBJECTIVES:

Students will gather what they know about the Holocaust
Students will start to learn to work together and share their knowledge with others
Students will think about how they think about the Holocaust, and how they received their knowledge of it
Students will start to see the human element of the Holocaust

Materials/Resources Needed

Students will need a notebook for this class because everyday they will turn in some sort of writing. In groups they will need to write their answers/thoughts to the questions and turn them in at the end of class today and nearly every single day.

Spiegelman, Art. Maus: A Survivor's Tale. New York: Pantheon Books, 1986.

ACTIVITIES/PROCEDURES:

ACCOMODATION:

Having a class where the students can move around and talk to each other about the same subjects is good for both a student with ADD, and ADHD. This allows them to move around and not be bogged down to one spot. Having a discussion led class like this one also lets them talk with other people and let their thoughts flow free since this is a class where I am trying to let them brainstorm what they know already. ESL students are accommodated for because they get to talk to other English speakers and work together to find the same sort of answers and to figure out how the English speakers think about the questions.

ASSESSMENT:

When they are in groups I will monitor to see who is participating. In the group discussion I will monitor by having the group leader talk for the group and call on a wide range of students who raise their hands. Tomorrow the students have to have written one or more questions about the structure of the book. I will have them keep it as part of their journal to turn in at the end of the unit.

LESSON PLAN FOR DAY #2

TITLE: A Background on the Holocaust

OVERVIEW:

In this lesson students will learn what a graphic novel is and comment on the features of it. Students will also learn about background information of Judaism and the Holocaust.

GOALS/OBJECTIVES:

Students will show their observations on the differences between a graphic novel and a regular novel
Students will have some background information of the beliefs of Judaism and how similar the religion is to other religions
Students will have some background information of some of the things that happened in the Holocaust and its impact on Jews
Students will have background information on Hitler

Materials Needed:

Student Journals

Spiegelman, Art. Maus: A Survivor's Tale. New York: Pantheon Books, 1986.

Information from websites:

ACTIVITIES/PROCEDURES:

-Answer questions posed from previous class
-In a class discussion ask students if they have ever read a graphic novel and to tell me what they think the pros and cons of graphic novels
-Ask class to name obstacles they feel they will encounter when reading
-will write all these on the board / 15 minutes
-Will hand out and discuss the 13 fundamental beliefs of Judaism and discuss with class any similarity or difference it has from Christianity or other religion. Will write them on the board / 15 minutes
-Show figures on how Jews were affected by Holocaust
-Define genocide
-Describe main characteristics of Holocaust and Hitler
-Tell class to read the first chapter of Maus / 20 minutes

ACCOMODATIONS:

In the beginning of class this class will adhere to students with ADD and ADHD by allowing them to shed light on what they think rather than trying to find an answer. Instead of me simply telling them what a graphic novel is, I will have them think of the pros and cons of reading these. Having a graphic novel in general will help these students so that way they can analyze the pictures as well as the text. It gives them two different things to look at. It also helps ESL students so that way they can picture the setting and other aspects of the book and analyze it without much struggle with English.

ASSESSMENT:

I will call on students in class to see what their feelings are on graphic novels explained in the first activity. They are going to be assessed as part of participation by calling on some students and try to get everyone involved. I will also assess any participation for the religion and characteristic parts of the Holocaust but will not mark them down if they do not know differences between religions.

LESSON PLAN FOR DAY #3

TITLE: Animals and the Beginnings of Maus

OVERVIEW: In lit circles the students will analyze the different animals Spiegelman uses as well as analyze the beginning of Chapter One.

GOALS/OBJECTIVES

Students will engage with other students about what they have read
Students will analyze the different animal faces and why they are being used
Students will analyze the beginning stages of Maus with their classmates
Students will learn to respond more in a discussion like atmosphere
Students will learn work with a variety of different people in the classroom

MATERIALS/RESOURCES:

Journal

Spiegelman, Art. Maus: A Survivor's Tale. New York: Pantheon Books, 1986.

Worksheet of C.1 questions

ACTIVITIES/PROCEDURES:

-Cover any sort of overlap from day before
-In a different five student groups gather and talk about these questions:
-What are the different animals being portrayed?
-What people are associated with what animal?
-Why do you think the characters are associated with these characters?
-What do you think other characters of the book could/should be? / 15 minutes
-Back to the board the class will give me characteristics of mice, cats, pigs.
-Then ask what is the relationship between these sorts of animals / 10 minutes
-Hand out questions about Chapter One
-Students get into groups and go over each one and have students go over these questions / 25 minutes

ACCOMODATIONS:

Moving around the students and having discussions about the text and the specific parts involved will help any sort of student because it gets away from a teacher centered classroom. By facilitating questions and having the students work with different people, it will give the students more movement and more interaction with the each other. This should help students with ADHD and ESL students.

ASSESSMENT:

In the lit circles I will come around and monitor and talk with the groups about the subjects and any other questions they have. The students will also write down the different things we discuss that are written on the board or for the chapter questions. The notes and answers to the chapter questions will be part of the journal.

LESSON PLAN FOR DAY #4

TITLE:A not so happy honeymoon

OVERVIEW:

In this class the students will further analyze the use of animals in the novel, and explore chapter two and the significance of the events that occur.

GOALS/OBJECTIVES:

The students will learn to write on their own and share their writing for the class
The students will learn analyze the relationship between the animals depicted in the story
The students will be able to analyze the significant events of the chapter and talk about how they relate to the story and why people do what they do
Students through the discussion of the animals will learn more about metaphor and what it symbolizes

MATERIALS/RESOURCES

Journals

Worksheet of C.2 questions

Spiegelman, Art. Maus: A Survivor's Tale. New York: Pantheon Books, 1986.

ACTIVITIES/PROCEDURES:

-Students will start off with a writing prompt to answer this question: How has reading a graphic novel been different from a regular novel? What have you liked or disliked about it? Write for five minutes and we will discuss it with volunteers for five minutes / 10 minutes
-As a new turn in class discussion I will ask these questions to the class and call on students for participation
-What other animals are being shown in this story?
-What is the significance?
-How are these animals related to mice?
-Why do you think he is separating the people into these animals? / 10 minutes
-Students will break into different five student groups (groups will be different for every class) and answer the Chapter 2 worksheet (see assignment sheet) / 20 minutes
-There will then be a discussion of these questions as a class, with each group having at least one person participate and talk about what they have / 10 minutes

ACCOMODATIONS:

ASSESSMENT:

The students will write their pre-write in their journal as well as any point made in the discussion and the chapter questions. This will be part of their participation grade. I will also monitor the lit circles and see if everybody participates and no one is just copying off of people. It will also show me who has read the novel so far.

LESSON PLAN FOR DAY #5

TITLE: Fear the Kitty

OVERVIEW: The students will reflect upon their experiences of any sort of fear and see how Vladek deals with the constant fear of the Nazis.

GOALS/OBJECTIVES:

Students will learn to relate their own story to the novel
Students will be able to work with anybody in the classroom to talk about the novel
Students will be able to analyze the story’s significant sections with others and the entire class
Students will learn to write a blog

MATERIALS/RESOURCES:

Journal

Spiegelman, Art. Maus: A Survivor's Tale. New York: Pantheon Books, 1986.

Class website for blog

Chapter two discussion questions worksheet

ACTIVITIES/PROCEDURES:

-Students will get their journals and write about this prompt for five minutes and we’ll discuss for five minutes: What has been the scariest moment of your life and how did you deal with it? / 10 minutes
-Now in groups they will answer the second half of the chapter two questions (see assignment) / 15 minutes
-These questions will be discussed in class. Every group will have to participate with these questions / 10 minutes
-I will introduce how to post a blog on the website. This topic will be to describe a group of people; whether it’s family, friends, sports teams, etc. and relate them all to animals. Why did they select them as these animals and how do they relate to each other? / 15 minutes

ACCOMODATION:

ASSESSMENT:

Students will keep their pre-write, any points of discussion, and the lit circle answers will be in the journal. I will also monitor the groups and see if everyone is participating and actively talking to each other. The blog will also serve as an assessment tool. It will be graded by completing the entire assignment in the allotted time (Sunday at midnight).

LESSON PLAN FOR DAY #6

TITLE: Eat all the Food on Your Plate!

OVERVIEW:

In this lesson plan students will reflect upon their blogs, and learn about the hardships of the Holocaust and some of the tactics Vladek used for survival.

GOALS/OBJECTIVES:

Students will reflect on how to use blogs
Students will learn the injustices the Jews faced in camps
Students will learn the desperate ends people had to face when in this conflict
Students will be able to cite specific examples to discussion questions
Students will learn to be able to cite examples when making an argument

MATERIALS/RESOURCES

Journals

Spiegelman, Art. Maus: A Survivor's Tale. New York: Pantheon Books, 1986.

ACTIVITIES/PROCEDURES:

-Students will get their journals and talk write about this topic in a pre-write for five minutes and discuss for five minutes: Explain a couple reasons why on page 43, Vladek insists on Art finishing his meal / 10 minutes
-As a class I will ask the class to reflect and talk about the blogs they posted. Did they like doing a blog? Were you able to fully discuss your answer effectively in blog form? / 10 minutes
-In new groups the students will discuss new discussion questions (see assignment) / 15 minutes
-We will discuss each question in class led by myself writing what people had on the board, and adding in details when necessary / 15 minutes

ACCOMODATIONS:

ASSESSMENT:

Students will keep their pre-write, any points of discussion, and the lit circle answers will be in the journal. I will also monitor the groups and see if everyone is participating and actively talking to each other. They will also need to finish chapter three if they have not done so already.

LESSON PLAN FOR DAY #7

TITLE: The Survival of the Fittest and the Luckiest

OVERVIEW:

The students will realize the amount of travel and trickery that was involved during the Holocaust. They will see how nothing is as it seems and how little hope there was for truth.

GOALS/OBJECTIVES:

Students will write about an experience relatable to the story
Students will look at specific pages/pictures and draw their conclusions to the discussion questions
Students will learn how certain people survived camps from the Holocaust
Students will learn how hard it is for people to form relationships after the horrific events of the Holocaust

MATERIALS:

Journal

Spiegelman, Art. Maus: A Survivor's Tale. New York: Pantheon Books, 1986.

ACTIVITIES/PROCEDURES:

-Students will get their journals and talk write about this topic in a pre-write for five minutes and discuss for five minutes: Describe an appropriate time when someone tried to trick you into doing something. How did you react or avoid being tricked? / 10 minutes
-As a class discuss the picture on page 54
-Ask class what it is and why it is posted
-What is Vladek’s plan in regards to this sign?
-Does the plan work? / 10 minutes
-In different groupsdiscuss the handout of discussion questions (see assignment) / 20 minutes
-talk about one or two questions. If groups are not done with the questions they must complete them individually for homework. Also read chapter four / 10 minutes

ACCOMODATION:

By facilitating questions and having the students work with different people, it will give the students more movement and more interaction with the each other. This should help students with ADHD and ESL students.

ASSESSMENT:

LESSON PLAN FOR DAY #8

TITLE: The Function of Language Spoken by Vladek

OVERVIEW:

In this lesson plan the students will decipher the language used by Vladek and make sense of them. The students will also learn about how other people tell their stories.