Grade: 10th

Time Requirement: 3-45 minute lessons

Content Area: ELA
Georgia Standards:
ELAGSE9-10W8 Gather relevant information from multiple authoritative print and
digital sources, using advanced searches effectively; assess the usefulness of each
source in answering the research question; integrate information into the text
selectively to maintain the flow of ideas, avoiding plagiarism and following a
standard format for citation.
ELAGSE9-10W3 Write narratives to develop real or imagined experiences or events
using effective technique, well-chosen details, and well-structured event sequences.
ELAGSE9-10RL2 Determine a theme or central idea of text and closely analyze its
development over the course of the text, including how it emerges and is shaped
and refined by specific details; provide an objective summary of the text
ELAGSE9-10W4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
ELAGSE9-10SL1 Initiate and participate effectively in a range of collaborative
discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades
910 topics, texts, and issues, building on others ideas and expressing their own
clearly and persuasively.
AASL 21st Century Standards:
1.1.6 Read, view, and listen for information presented in any format (e.g., textual,
visual, media, digital) in order to make inferences and gather meaning.
1.1.8 Demonstrate mastery of technology tools for accessing information and
pursuing inquiry
1.3.1 Respect copyright/ intellectual property rights of creators and producers.
Learning Objectives:
Upon completion of this lesson students will be able to:
Use Google Scholar to search scholarly accounts of historical events
Develop a story based on real and imagined experiences
Create an original narrative by garnering ideas from other texts.

Differentiation:
Prior to lesson, media specialist and classroom teacher will meet to discuss the
learning abilities. If accommodations and modifications are needed, they will be
administered as needed.
Students may:
Students will choose the view point of their narrative
Use resources curated by teacher
Students will be able to borrow ideas from sources they have found digitally
*The media specialist will allow for extra work time during all times that the media
center is operating, which is 7:30 a.m. 3:45 p.m.
Assessment:
Students will be assessed on:
Outline or brainstorm
Final narrative story
Materials:
Paper
Pencil
Chromebooks with Internet access for each student
Website for Student Use:
http://fantasynamegenerators.com/polish_names.php
https://scholar.google.com/
http://library.shsu.edu/research/guides/tutorials/googlescholar/
https://www.researchgate.net/profile/Brian_Schiff/publication/233675388_Collected_
Stories_in_the_Life_Narratives_of_Holocaust_Survivors/links/0deec52d4ea8ed7d170
00000.pdf
Teacher Preparations:
Main teacher signs up for computer lab

 Media Specialist uploads website list to student resources

Main teacher netbooks are charged and ready
Both teachers brush up on polish holocaust survivor stories

Day 1
Students complete Maus.
Focus:
Main teacher has finished the reading of Maus by Art Spiegleman. Students are
engaged in group discussion about how they would feel if their family was polish
and were caught up in the Nazi invasion. How would they react? What would
happen to them? If you were a different nationality, what would your names be?
Can you imagine your family being hunted and labored to death in your hometown?
Activity:
Can you imagine yourselves in Vladeks or Anjas shoes? What about the aunt?
What would you do if you were caught hiding?
Ask the students how it made them feel when the aunt poisoned the family. Who
was angry and who understands?
Allow each side to discuss why they feel the way they do.
Follow-up:
Can you more relate to why Vladek is contemptuous at Arts assumption that his
friends have turned on him when Vladek lost a son to an aunt he was entrusted?
What would your Holocaust story look like?
Tell students that to have a story, first you must have a name. You can use a real
polish name generator or add the suffix omsky to your name to give it a polish feel.

Day 2
Focus:
Students are in the iMac lab with media specialist.

 Ask students what they use to search the internet with (Google is the answer we
are going to emphasize). They will point out we cant use Google. Introduce them to
Google Scholar.
Instruct students to travel to :
http://library.shsu.edu/research/guides/tutorials/googlescholar/ and prompt them to
search for holocaust stories.
We are looking at Holocaust stories not dissimilar to Maus in the hopes to create a
story of your polish family and develop a creative writing from that era. This is
called historical fiction. They will create a brainstorm first.
Activity:
Each student should find two or three Holocaust resources from which to pull
ideas.
What is the difference in inspiration and copyright infringement?
Why should we remember the ethical use of information?
Assemble a brainstorm of the members of your family, what you do for a living,
and how the war starts for you.
Follow-up:
Students will record any sources used.

Day 3
Focus:
Reintroduce narrative instructions and compile creative writing
Activity:
Students will review brainstorm.
Students will create work based on previous two class periods compiled data
Follow-up:
Can you see your Holocaust setting more clearly? Did creating your own narrative
help you develop a better understanding of the graphic novel?