Maus Pt.

Materials/Resources: printed copies of the supplemental reading for all students/teachers, copies
of Maus for all students/teachers, laptops
Overview/Purpose: To introduce students to the definitions of genocide and relate what students
have learned from Maus to contemporary events. To introduce students to methods of
annotation.

Learning Objectives:
 Students will be able to apply their prior knowledge from Maus to new material
 Students will be able to show their ability to annotate a difficult text

Academic Standards Addressed: 

11- Initiate and participate effectively in a range of collaborative discussions (one-
12.SL.2.1 on-one, in groups, and teacher-led) on grade-appropriate topics, texts, and
issues, building on others’ ideas and expressing personal ideas clearly and
persuasively.

11-12.SL.2.1 Initiate and participate effectively in a range of collaborative discussions (one-on-

one, in groups, and teacher-led) on grade-appropriate topics, texts, and issues, building on others’
ideas and expressing personal ideas clearly and persuasively.
11-12.RN.1 Read a variety of nonfiction within a range of complexity appropriate for grades 11-
CCR. By the end of grade 11, students interact with texts proficiently and
independently at the low end of the range and with scaffolding as needed for texts at
the high end of the range. By the end of grade 12, students interact with texts
proficiently and independently.

Overview of Student Activity: 

1. I will begin by splitting the class into two groups to read the supplemental text, the
instructor will do a simple overview of basic annotation practices before beginning
2. After reading, we will reconvene and discuss the text (What parts were difficult to
understand? Can you give me an example of cultural genocide from Maus?)
3. After discussion students will turn in their annotations for a completion grade, questions
asked in their annotations can be addressed in the next session
4. The last twenty minutes of class will be spent working on final projects

Assessments: Students will be assessed based on individual participation in group discussion and
having sufficient annotations on their copy of the supplemental reading

Modifications/Accommodations: ELL learners will be provided with a translated copy of Maus

to compare side by side with the English version, any IEP students with dyslexia or similar will
be provided with an audio book to assist with reading, students who have a seeing disability will
also be provided with an audiobook or braille book and will have an alternative annotation
assignment (verbal questions, observations during reading), instructions will also be provided
orally to all of the above. The supplemental reading will be read aloud by students able to do so
to assist others.

Trouble Shooting: In the case of the copy machine not working, students will be able to access
the appropriate documents online. In the case of technology being inaccessible, we will go
around the room and do popcorn reading and then discuss as planned. Final projects can be
drafted/worked on next session.
Technology Used: Laptops for final project