- Three of the six English Language Arts can berepresented through this podcasting lesson:listening, speaking, and representing.

- Cognitive Objective

- Affective Objective

- Review basic ICT skills

- Last lesson we introduced our novel study: Maus by Art Speigelman. Began reading the novel.

- This lesson we will read more of Maus and begin journaling our thoughts through a series of podcasts. Students will verbally record their thoughts on electronic platforms to compile at a later date.

- Next lesson we will begin compiling our podcasts as we begin to record more of them. Each student will have their own "series" that will contain their reflections on each reading of Maus.

- Understand how to effectively use podcasts and create a series in order to help enhance our learning of the novel.

- Maus (novel)

- Recording technology (smartphones, computers)

- Google accounts (Google Drive)

- WWII Podcast

- Podcast example

- Teacher

- Parents

- Peers

- Up-to-date computer lab

- Introduce podcasting to students

- Have students begin podcasting on their own via journal entries

- Review the introduction of Maus from last class. Discuss what was read so far.

- Introduce podcasting to students. Provide an example of a podcast through a WWII podcast series.

- Read more of Maus. Have students create anonymous Google accounts to use for this unit. Provide students with computers (or allow them the use of their smartphones) to begin submitting journal entries based on their thoughts and feelings on the readings. These recordings will be uploaded to a class folder via Google Drive to be collected as a class.

- Summative: Use checklist: listen to each podcast and determine if the content of the student is practical and relevant to the reading. Provide small participation mark if appropriate.

- Three of the six English Language Arts can berepresented through this map lesson: speaking,viewing, and representing.

- Cognitive Objective

- Affective Objective

- Review basic ICT skills

- Recap what has been read so far in Maus. Make predictions for what is to come.

- This lesson we will read more of Maus and begin creating maps covering the content of the book. Students will each create a Google map to begin compiling locations of interest within the novel.

- We will continue to add locations in the future as the reading is continued. Students will manage their maps on their own time and "submit" them at the end of the unit.

- Understand how to use Google Maps to chart the physical locations of our novel in order to help enhance students' understanding of the Holocaust and what its prisoners went through.

- Maus (novel)

- Computers (internet access)

- Google accounts (Google Maps)

- Google Map example

- Teacher

- Parents

- Peers

- Up-to-date computer lab

- Introduce map editing to students

- Have students begin creating their own maps to chart progress of the novel

- Review the reading of Maus from last class. Discuss what was read so far and what has been learned.

- Introduce Google Maps to students. Provide an example of a created map to give students an idea of what they will be creating over the next few weeks.

- Read more of Maus. Provide students with computers (or allow them the use of their own devices) to begin creating a map to chart the various locations mentioned throughout Poland and Germany in Maus.

- Formative: Discuss individually with students what they are doing and how they are doing it to verify their understanding of the project.

- Summative: Students' maps will be graded at the culmination of the unit in order to receive a mark for the depth of the created map.

- Four of the six English Language Arts can berepresented through this podcasting lesson:listening, speaking, viewing, and representing.

- Cognitive Objective

- Affective Objective

- Review basic ICT skills

- Recap what has been read so far inMaus. Make predictions for what is tocome.

- This lesson we will read more of Maus and work on videorecording software in order to create a video message. Theobjective will be to become a Holocaust prisoner and record avideo message to family elsewhere.

- We will utilize these videos as a way to simulate the feelings ofwar prisoners and channel the medium as an outlet for emotions.The visual effect will be used in order to draw out as muchacting as possible from students.

- Understand how to effectively create a video and use thesevideos to introduce a twist in the Holocaust unit. This willallow students to tap into their creative energy and actingability.

- Maus (novel)

- Recording technology(smartphones, computers)

- Google accounts (YouTube)

- YouTube video example

- Teacher

- Parents

- Peers

- Up-to-date computer lab

- Introduce video creation to students

- Have students create their ownvideo and upload it to YouTube

- Review the introduction of Maus fromlast class. Discuss what was read sofar.

- Introduce video creation to students. Provide an example of a videothrough the video created as an example. The video will offer a basiclesson in video recording and editing. Have students write out a "letter"they would write to family if they were living in similar conditions asVladek.

- Read more of Maus. Provide students with computers (or allow them the use oftheir smartphones) to record videos of themselves acting out their letter to thecamera. Encourage the use of as much emotion and visual effect as possible. Afterthe recording is completed, upload the video to YouTube on their anonymousGoogle account.

- Summative: Students will be markedbased on the quality of their video and itsediting.

- Four of the six English Language Arts can berepresented through this map lesson: reading,writing, viewing, and representing.

- Cognitive Objective

- Affective Objective

- Review basic ICT skills

- Recap what has been read inMaus. Discuss its conclusion.

- This lesson will take place after the reading of Maus has beenconcluded. Students will work in partners on a final paperutilizing Google Docs as a way of collaboratively creating adocument.

- This lesson will compile the information learnedthroughout the unit and culminate in a final paperdiscussing a prominent theme present in Maus.

- Understand how to effectively use collaborativeprograms such as Google Docs in order toincrease group project productivity.

- Maus (novel)

- Computer (internet access)

- Google accounts (Google Docs)

- Teacher

- Parents

- Peers

- Up-to-date computer lab

- Introduce collaborativedocumentation to students

- Have students work together on acollaborative paper utilizing onlinecollaborative programs

- Discuss what was learned from the reading ofMaus. Discuss prominent themes that werepresent in the novel and how they were effective.

- Introduce collaborative documentation to students viaGoogle Docs. Explain how it can be used tosimultaneously work on a paper in real-time on separatecomputers.

- Partner up students. Have each pair choose a theme from Maus to discuss. Eachgroup will write a paper on how that theme was effective to the overall effect ofthe novel and how it influenced their thinking. Students will work in the computerlab to collaboratively write a paper. This work can also be done from home asneeded.

- Summative: This paper makes up the final project of theunit. Students will put their understanding of the novelinto their writing, which will be graded for a final unitmark.