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Maus - Devices

There is one device that the author uses that is not actually a literary device but is quite distinctive and unique, given the fact that the book is a graphic novel; the characters are all different kinds of animals, and the kind of animal is determined by certain identity traits. The Jews are mice, the Germans are cats, and Poles are pigs. For part of the novel, the artist's father is hiding his identity and attempting to appear Polish and, when he does that, he is drawn with a mask of a pig on. If he is ever found out or reveals himself, the mask comes off. Later in the book, after the artist's father dies and he has published the first part of his book, he depicted wearing the mouse mask. I think there are many interpretations for why this is the case, but to me it seems that he feels like an imposter. He has published this book about his father's life in the Holocaust, and now that his father is dead he feels lost and confused. He is seeing a psychologist, but it is har...
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Maus - Quote

It was difficult to find "substantial quotes" in the story of Maus because it is a graphic novel and there are not long quotes, but I found one that struck me in the context of the story. On page 56, several of the mice have been taken to a prison and are in despair of the conditions. They are treated terribly, even compared to the other prisoners, and they want nothing more than to get out. There is a sign that appears asking for workers for labor assignments, and the artist's father, the main character of the story, argues with his cellmates about volunteering. His quote is "I'm not going to die and I won't die here! I want to be treated like a human being!" The quote is startling for several reasons. First, in the context of the situation, in the middle of the Holocaust where so many human beings were not treated humanely, there is this expression of outrage at being mistreated. I think that, after a time, such a desire is taken away - especially for...

Maus

For this week, I chose to read the graphic novel Maus. I learned about this book years ago during a history class, and have been interested in reading it ever since, due to a combination of a love for graphic novels and curiosity about this format for such a serious topic. I would use this book to connect students to what is going on in the world right now (the community aspect would be the global community) with the refugee crisis. At the end of the book, I would ask the students how they would react if they discovered a refugee family wanted to move into the house or apartment next to them. Would they welcome them? Would they be afraid? What if the child of the family went to the school? What if they experienced prejudice from their classmates? In the end, I would likely have the students write a letter to this refugee family, finding a way to explain their fears or excitement at them coming to live next door.

Fever 1793 Discussion Stategies

For the book Fever 1793 , I would have my students write response logs and I would have them find Golden Lines.  Response Log I would have these ongoing throughout the book, and my students would be encouraged to focus on several things: most importantly, how the book makes them feel. This book is full of high emotional content and some disturbing events. I would have my students write down times when they were feeling strongly emotional and why they think that is. I would want them to copy down lines from the text that were especially evocative and use those to articulate what they are feeling and why; I would have the students remark on their thoughts and impressions of the characters. The book, being written in first person, has a strong bias to the main character's view of the world and of the other characters. I would have the students make comparisons between how characters are described and how they actually think the characters appear - I would suggest that they use the ...

Literary Discussion Strategies

I chose to investigate the following four discussion strategies: Pose-Pause-Bounce-Pounce, Golden Lines, Question Wall, and Response Logs. 1. PPBP Upon an initial Google search, I happened across a Guardian article from 2011 about this very strategy and how it was rolled out to the author by one of his colleagues. He lauds the strategy for fostering dialogue and critical thinking, as a new way to open discussions. The steps should occur as follows: Pose - the teacher poses an open question for the purpose of encouraging dialogue. Students are instructed to keep their hands down, and instead of answering right away or before the question is even completely posed, they are directed to Pause - and think. They are given a considerable time to think about their immediate answer, and reflect on how to produce this answer, to fill out the nuances and hit all areas of the question. When reflection has gone on for as long as the teacher feels is necessary, she picks one student to Bounce - ...

Chapter 9 - Vocabulary Enricher

decreed (pg 97) - past tense of the verb decree, to make a rule absentmindedly (pg 98) - without thinking or paying attention symmetrical (pg 99) - the same on both sides eaves (pg 100) - the overhanging, lower edge of a roof endeavor (pg 100) - a task, especially a time-consuming or ambitious one rifling (pg 101) - digging through foraging (pg 101) - searching for valuable items

Chapter 7 - Travel Tracer

Min and Tree Ear discuss Kang's pottery. Min sends Tree Ear to get red and white clay. Tree Ear drains the clay. Min throws the clay, practices the new technique. Min sees Tree Ear's drainage work. Min finishes 5 pieces of pottery. Min brings the pieces to the kiln. Min and Tree Ear wait for the pottery to fire. Min and Tree Ear take the pieces out, take them to Min's home, and Tree Ear goes home. Tree Ear asks Crane Man about his life. They go to sleep. Tree Ear goes to Min's house, speaks to Min's wife. Tree Ear finds smashed pottery in the yard. Tree Ear picks up a piece, cuts his hand.