Reflection: Adjustments to Practice Maus Chapter 3 and 4: Who Would I be? What Would I do? (Day 3 of 3) - Section 3: Building Knowledge: So, we meet on a train...


When I designed this lesson, I originally wanted to spend more time sharing the different characters the groups created before they started drawing their panels and writing their stories. I like for students to practice giving and receiving feedback as often as possible.  However since I had a shortened class, I had to adjust the lesson to fit the time.  I illuminated the share out of the characters.  I also shortened the panels from six to three. The story is potentially less developed, but the students are able to finish the assignment in class.

If you look at the quality of work for Maus on a train, I am really proud of the connection the students made with the story. Vladek and Anja lose their first son during the Holocaust.  Several groups wrote stories about a child successfully escaping Poland.  The want a happy ending to a tragic story. They are compassionate kids. 

  Adjustments to Practice: Adjusting instruction for time constraints
Loading resource...

Maus Chapter 3 and 4: Who Would I be? What Would I do? (Day 3 of 3)

Unit 3: Impact of History on Identity and Culture
Lesson 9 of 14

Objective: SWBAT analyze multiple points of view of the Holocaust by creating a story about a Jew, a Pole and a German who meet on a train.

Big Idea: The Holocaust! How could it happen? Students explore the role of Jews, Poles, and Germans in occupied Poland--what would you do?

  Print Lesson
1 teacher likes this lesson
visual resource
Similar Lessons
Grappling with Complexity: Is it a poem? An Essay?
10th Grade ELA » Reading The Soul: The Personal Essay and Poetry
Big Idea: Can class discussion help us understand complex texts?
Independence, MO
Environment: Suburban
Lindsay Thompson
Evil and Damned? Wrapping up Anthem with Analysis of Author's Purpose and Theme (Day 6)
9th Grade ELA » Making My Point: Anthem
Big Idea: Evil and Damned: It sounds like witchcraft, but it's literary analysis.
Bel Air, MD
Environment: Suburban
Paula Stanton
"The Negro Speaks of Rivers:" Students Speak (and Write) of Theme
9th Grade ELA » An Introduction to Harlem Renaissance Writers: Critical and Creative Reading and Writing
Big Idea: "I Am" Langston Hughes.
Springfield, MA
Environment: Urban
SiriNam Khalsa
Something went wrong. See details for more info
Nothing to upload