H5 periode 3 literatuurdossier listening exam and MAUS

• Engels
• Middelbare school
• havo
• Leerjaar 5

H5

MAUS
Literatuurdossier
Literatuur mondeling

Periode 2/3 overzicht

Luistervaardigheid examen                                             (24 januari)
MAUS Graphic novel (WW2) project
Literatuurdossier inleveren                                              (1 feb)

Literatuur mondeling                                                           (vanaf 8 feb)

Week 1

Luistervaardigheid oefenen
Literatuurdossier check 
Start MAUS (chapters 1-4)

Engels 5H Periode 2

SE = schrijfvaardigheid (SE week December)
SE = luistervaardigheid ( don. 23 Januari)
Beoordeling = Oud luisterexamen (10 jan. = morgen)
Beoordeling = Examen idioom toets ( H: 1, 7, 9, 10 en 13) (30 jan)
Aftekening = proef essay
Aftekening = literatuurdossier ( ik mis er nog veel!)

MAUS

Art Spiegelman

(Pulitzer Price winner)

Why was it written?

 "I wanted to do something that would be a monument to my parents, but also something that would be a gift to my children, so they could understand what their grandparents went through."

Setting

Poland / Germany

New York

Themes

Survival, death, chance
Guilt
Grief, memory & love
Intergenerational trauma
Racism
Family & Identity

            WW2 mini presentations

5 groups will do research on:

1) The beginning
2) Key players
3) The holocaust
4) The end
5) The effects
You can use all the internet has to offer (including chat GPT)

In 15" your group will share your work with the other groups! 

Presentation group 1

Beginning of the war

Presentation group 2

Key players in the war

Presentation group 3

The holocaust

Presentation group 4

The end of the war

Presentation group 5

The effects of the war

Reading time

Choose your option:

1) Practise an old exam in Woots (you can only listen once!)
2) Practise shorter exercises on https://learnenglish.britishcouncil.org/skills/listening/c1-listening
3) Study exam vocabulary with the Exam Idioom book or on Quizlet 
4) Read Maus

Introduction activity Maus 

Chapter 1 - Questions

1) Characterization: How does Art Spiegelman characterize people in Maus? He uses the animals to show their race, but how are they as individuals?​

2) How does Art Spiegelman characterize his father? What physical traits and what kind of language characterize him? How is he different from other characters? 

3) How does Spiegelman characterize himself in this book? What do we know about him personally? ​

4) Compare and contrast Anja’s importance to Vladek and her importance to Artie? What does she mean to either of them?

Lay-out / Graphics

Look at page 14 again, what stands out to you?

Think about the positioning of the panels ("boxes"), the interaction, what we focus our attention on, the use of colour, think about the activity.

Maus chapter 1 / part 2

1. On page 11, Spiegelman tells us that his father’s second wife Mala was a survivor too, like most of his parents’ friends. Why does Spiegelman call Mala a survivor? What does he mean?

 2. What kind of relationship does Art Spiegelman and his father, Vladek have?
Use specific pictures and text to support your answer.

3. Why does Vladek choose Anja over Lucia? What do you think of his choice?

 4. Why does Vladek ask Art not to write about Lucia in his book? Why doesn’t Art listen to his father? Do you think it is right for Art to break his promise?

Take some notes on MAUS now 

Luistervaardigheid oefenen (woots)

Staat al klaar 

Reading time: chapter 2

Reading time

During reading: select one page or one panel you want to discuss. 

Panel discussion in a small group (3p)

What made you choose that one? Together: analyse why it works (or not) and what the effect is. 

Choose one to share with the class. 

Share your group's pick with the other groups. 

What did we learn from this activity?

Maus chapter 2 questions

1. Why does Ms. Stefanska go to jail? What role did Anja play in Ms. Stefanska’s going to jail?

2. On page 31, Vladek says that he left Anja and their new baby to go to Bielsko to run his new factory and find an apartment for them to live in. How does Anja respond? Have you or members of your family ever had to separate in order to start a new job or new life? How did it feel for the people who moved on? How did it feel for the people who were left behind?

3. When do Vladek and Anja realize that the war is coming? How do they know? Use specific pictures and text to support your answer.

4. What happens after Vladek and Anja return from Czechoslovakia? What are they afraid of?

5. Why does Vladek consider taking Anja and Richieu to the town of Sosnowiec? Do they eventually go to Sosnowiec? Where does Vladek go?

6. Why doesn’t Vladek tell the doctor in the hospital about his glass eye? What does this say about Vladek’s character?

Listening practise >
Maus: podcast

[ zie werkblad]

Bookclub Maus BBC sounds

Reading time

Short essay questions: choose one and write your answer

Survival and Choices in MAUS

MAUS tells the story of how Vladek survived the Holocaust. What are some of the choices he makes that help him survive? Do you think these choices were difficult for him? Why or why not?

The Importance of Memory in MAUS

MAUS is based on Vladek’s memories of the Holocaust. Why is it important to remember these stories? How does the graphic novel help younger generations understand history?

Examen idioom H13

Ga naar quizlet > onze klas > de set van hoofdstuk 1 3> klik op "leren" 

Exam Idiom: Taboo game

1) Groups of 4-6 students  (choose a Team name.)

2) Place a set of cards face down on the table.

3) A team member (the clue-giver) is chosen from the first group and brought to the front of the class.

4) A fact checker is chosen from the other team to make sure that the clue-giver is keeping to the rules. This person will also become the cluegiver for their team when the turn is over for the first team.

5) The clue-giver takes the first card and describes it to their teammates (the guessers) without using any of the taboo (forbidden) words in it. The fact checker will make sure of this. If the guessers guess, they score a point for their team, Then, the card is set aside and the clue-giver picks another one to describe.

6) If the clue-giver says a forbidden word, the other team scores a point.

7) Buzzer the timer after 90 seconds, count the number of words correctly identified and list them beneath the team name on the board.

8) When time runs out, the fact checker becomes the cluegiver to continue the game.

individual working time.
Your options are:

> Read MAUS
> take notes / answer questions on MAUS
> Study exam vocabulary on Quizlet

Week 2

Oefenen luistervaardigheid
Literatuurdossier afmaken
Maus

Reading time

at least until chapter 3 + 4

Maus questions
chapter 3: prisoner of war

1. On page 43, Vladek tells Art that he must finish the food on his plate during dinner. Why is Vladek so insistent?

2. How does Vladek’s father try to keep him out of the army? Was he successful? Do you think Vladek’s father made a smart decision? Explain.

3. What does Vladek mean on page 50, when he says, “Well at least I did something.” Do you believe that he is justified in feeling this way? Explain.

4. How are the Jewish prisoners of war treated? Do they live under the same conditions as the other prisoners? Explain.

5. The image to the right portrays a sign saying , “Workers Needed.” Why is this sign posted? What does Vladek decide to do? Does he plan to work? Explain.

6. How does Vladek survive the work camp? What motivated him?

Maus chapter 4 questions

1. By the time Vladek returns to Sosnowiec, what has happened to the food supply?

2. What happens to the Jewish businesses? How do they earn enough money to live now?

3. How does Vladek’s friend, Ilzecki, save his son during the war? How does Vladek try to save his son Richieu? What happened?

4. Who are the Jewish police? Why is Art surprised to hear about the Jewish police?

5. Do Anja’s grandparents go to Theresienstadt in Czechoslovakia? What happens? How does Vladek find out?

6. What happens to Vladek’s sister Fela? Why does Vladek’s father join her? Explain his thinking.

7. On page 93, Mala says that Vladek is more attached to things than people. Why might Mala say this? Do you believe this is true?

Take some notes now 

Listening

British council listening exercise

learnenglish.britishcouncil.org

23+24 januari

Luistervaardigheid examen (23 jan)

Vrijdag:
MAUS lezen
MAUS: open vragen oefenen
Examen Idioom: leren + taboo spelen

Maus chapter 4 questions

1. By the time Vladek returns to Sosnowiec, what has happened to the food supply?

2. What happens to the Jewish businesses? How do they earn enough money to live now?

3. How does Vladek’s friend, Ilzecki, save his son during the war? How does Vladek try to save his son Richieu? What happened?

4. Who are the Jewish police? Why is Art surprised to hear about the Jewish police?

5. Do Anja’s grandparents go to Theresienstadt in Czechoslovakia? What happens? How does Vladek find out?

6. What happens to Vladek’s sister Fela? Why does Vladek’s father join her? Explain his thinking.

7. On page 93, Mala says that Vladek is more attached to things than people. Why might Mala say this? Do you believe this is true?

reading time

OPEN QUESTIONS (about Maus)

How to answer those?

These questions assess critical thinking, analysis, and the ability to use evidence.

How the answers should be structured:

Restate the Question – Paraphrase the question in your response.

Provide a Clear Answer – State your main idea or argument.

Use Evidence – Reference specific examples from the text (e.g., events, quotes, or visuals).

Explain – Connect the evidence to your answer with reasoning.

Conclude – Wrap up with a final thought or insight. 

Maus can be described as a frame narrative. Explain what this means and provide an example from the book, explaining how this example fits the story type.

How it's done: 

Step 1: Restate the Question

“A frame narrative is a story within a story. In Maus, this structure is evident because…”

Step 2: Provide a Clear Answer

“…it alternates between Vladek’s Holocaust experience and Art’s present-day interactions with his father.”

Step 3: Use Evidence

“For example, when Vladek tells Art about hiding from the Nazis in a bunker, we see both the memory and Art drawing it in his comic.”

Step 4: Explain

“This use of a frame narrative helps readers understand how the Holocaust’s trauma affects not only survivors like Vladek but also their children, like Art.”

Step 5: Conclude

“Therefore, the frame narrative deepens the emotional impact of Maus by linking past and present.” 

YOUR TURN; Identify three expressions of Vladek’s behavior which are influenced by his trauma and explain how this influence is shown. Provide examples from the book.

How it is done:

Vladek’s behavior is deeply shaped by the trauma he experienced during the Holocaust. Three clear expressions of this are his frugality, controlling tendencies, and mistrust. These behaviors reflect how Vladek’s survival instincts and hardships in the Holocaust have shaped his personality.
Frugality: Vladek refuses to throw away small objects, like a piece of wire, because he believes they might be useful. This stems from the scarcity he experienced during the Holocaust.

Controlling Tendencies: Vladek insists on fixing things his way, like his son’s roof, because he wants to ensure everything is done perfectly. This reflects his need to maintain control in a world where he once had none.

Mistrust: Vladek is suspicious of others, including Mala, accusing her of only wanting his money. This mistrust may come from his experiences of betrayal and loss during the Holocaust.

These behaviors show how the trauma of survival continues to influence Vladek’s everyday actions, even long after the Holocaust. Ultimately, Vladek’s behaviors are a reminder of how deeply trauma can shape a person’s life, even years after the events that caused it.

Quizlet activity

To practise your knowledge

[QR code]

Reading time

Did you already finish the book? 
Come to me, please.

Maus: a GRAPHIC novel

MAUS; the graphic aspect

Step 1) Analytical questions: pick 2 and answer those

Visual Symbolism – How does Spiegelman use shading, panel layout, or character expressions to convey emotions and themes? Find a specific panel where this is particularly striking.

Memory and Truth – How does the unreliable nature of memory affect the way the story is told? Are there moments where Vladek’s or Artie’s retelling seems questionable?

Time and Trauma – Spiegelman often blends past and present within a single panel or sequence. How does this choice affect your understanding of how trauma lingers?

Step 2) Analytical questions discussion in a group

A)Visual Symbolism – How does Spiegelman use shading, panel layout, or character expressions to convey emotions and themes? Find a specific panel where this is particularly striking.

B) Memory and Truth – How does the unreliable nature of memory affect the way the story is told? Are there moments where Vladek’s or Artie’s retelling seems questionable?

C) Time and Trauma – Spiegelman often blends past and present within a single panel or sequence. How does this choice affect your understanding of how trauma lingers?

Visual symbolism

What did you come up with?

Visual symbolism

Spiegelman uses dark shading, tight panel layouts, and simple but expressive faces to convey fear, oppression, and emotional distance.

A striking example is when Vladek describes hiding during the Holocaust. These panels are often heavily shaded in black and grey, making the space feel claustrophobic and unsafe. The darkness visually represents fear, secrecy, and constant danger.

Another powerful moment is the scene where Vladek rides an exercise bike while telling Artie about Auschwitz. The panel visually connects the present with the past: Vladek’s striped clothing resembles concentration camp uniforms, subtly reminding the reader that the trauma is never fully gone. The simple facial expressions—wide eyes, stiff posture—show emotional tension without needing many words.

Memory and Truth

Memory and truth

Memory in MAUS is shown as imperfect and subjective, which affects how the story is told. Vladek often tells events in a fragmented way, sometimes correcting himself or contradicting earlier details. This suggests that memory changes over time, especially after trauma.

A questionable moment is when Vladek argues about small details, such as dates, objects, or who said what. These moments show that he remembers the emotional truth very clearly but not always the exact facts. 

Artie himself is also unreliable at times. He struggles with guilt and distance from his father, which affects how he presents Vladek—sometimes sympathetically, sometimes critically.

Time and trauma

Time and Trauma

Spiegelman frequently blends past and present within the same panel or sequence, showing how trauma does not stay in the past.

For example, when Vladek tells a story from the war, the visuals may suddenly shift from modern-day America to Nazi-occupied Europe without a clear break. In some panels, Vladek is physically in the present but mentally reliving the past.

This technique shows that for survivors, trauma is ongoing. The past constantly interrupts the present, especially through memories, habits, and fears. Vladek’s behaviour—his extreme frugality or anxiety—makes more sense when we see how closely his present life is tied to his wartime experiences.

Summarize what you take away from this class

SURPRISE! Exam idiom 'test' 

30" to do as many exercises as you can
10" to check your work

reading time

Questions about panels: look these panels up, describe them and analyse their effect/meaning. At least 3, preferably all. 

The Mask Panel (Vol. 2, Chapter 2)

Artie as a Child with a Therapist (Vol. 2, Chapter 2)

Piles of Dead Mice at Auschwitz (Vol. 2) 

The Image of Vladek in Bed (Vol. 2, end) 

Artie Shrinking into a Child (Vol. 2, Chapter 2) 

Maus panels

The Mask Panel (Vol. 2, Chapter 2) – Artie and Francoise wearing mouse masks while discussing race and identity. This panel suggests that identity, especially racial and cultural identity, is not always fixed but can be performative. Spiegelman presents the idea that the categories of race and ethnicity, which in MAUS are represented through animal metaphors (mice, cats, pigs, etc.), are socially constructed rather than inherent.

Artie as a Child with a Therapist (Vol. 2, Chapter 2) – The contrast in size between Artie and the therapist visually reinforces Artie’s feelings of inferiority and emotional regression, as he struggles with the burden of his father’s trauma. His small, childlike form suggests that, despite his success as an artist, he still feels powerless and inadequate when confronting the enormity of the Holocaust and his father’s expectations.

Piles of Dead Mice at Auschwitz (Vol. 2) – This panel’s overwhelming imagery and sheer density of bodies visually confront the reader with the industrial scale of the Holocaust’s violence. The dehumanization of victims—depicted as faceless, anonymous corpses stacked in piles—mirrors the way the Nazis treated human lives as disposable, making the horror feel both vast and deeply personal.

Maus panels

The Image of Vladek in Bed (Vol. 2, end) – Vladek calling Artie “Richieu” in his final moments blurs the boundary between past and present, showing how his trauma remains ever-present. This moment suggests that, for Vladek, the son he lost in the Holocaust is still more real to him than the son who survived, reinforcing Artie’s lifelong struggle to step out of Richieu’s shadow and earn his father’s love.

Artie Shrinking into a Child (Vol. 2, Chapter 2) – This visual transformation suggests that Artie feels powerless and emotionally diminished in the presence of his father. Spiegelman uses this imagery to represent Artie’s deep-seated insecurities and the lingering psychological effects of growing up as the child of a Holocaust survivor. This transformation is one of MAUS’s most powerful moments, as it conveys Artie’s inner turmoil and struggle with his father’s expectations in a way that words alone could not achieve.

What did you find interesting?What did you learn today?
What do you still have questions about?

Examen idioom H13

Ga naar quizlet > onze klas > de set van hoofdstuk 1 3> klik op "leren"  of "combineren" (of iets anders)

Exam Idiom: Taboo game

1) Groups of 4-6 students  (choose a Team name.)

2) Place a set of cards face down on the table.

3) A team member (the clue-giver) is chosen from the first group and brought to the front of the class.

4) A fact checker is chosen from the other team to make sure that the clue-giver is keeping to the rules. This person will also become the cluegiver for their team when the turn is over for the first team.

5) The clue-giver takes the first card and describes it to their teammates (the guessers) without using any of the taboo (forbidden) words in it. The fact checker will make sure of this. If the guessers guess, they score a point for their team, Then, the card is set aside and the clue-giver picks another one to describe.

6) If the clue-giver says a forbidden word, the other team scores a point.

7) Buzzer the timer after 90 seconds, count the number of words correctly identified and list them beneath the team name on the board.

8) When time runs out, the fact checker becomes the cluegiver to continue the game.

individual working time.
Your options are:

> Read MAUS
> take notes / answer questions on MAUS
> Study exam vocabulary on Quizlet

week ..

> MAUS
> Examen idioom
> Oefenen voor het literatuurmondeling

Oral exam

preparation

Criteria oral exam part 1

1. Content (30 points)

· Demonstrates an understanding of the key themes, characters, and events in the novel.

· Provides clear, accurate, and detailed responses to the questions.

· Supports responses with evidence from the text.

2. Analysis (30 points)

· Provides insightful and thoughtful analysis of the text.

· Demonstrates the ability to interpret and evaluate the significance of the themes, characters,     and events in the novel.

· Makes connections to larger historical, social, and cultural contexts.

Criteria oral exam part 2

3. Clarity (10 points)

· Communicates ideas clearly and effectively.

· Uses appropriate vocabulary, grammar, and syntax.

· Uses an appropriate tone and style.

4. Organization (10 points)

· Organizes ideas and responses in a clear and logical manner.

· Uses transitions and topic sentences to connect ideas.

5. Engagement (10 points)

· Demonstrates a genuine interest in the text and its themes.

· Participates actively in the discussion

Oral exam

Content

Analysis

Clarity

Organization

Engagement

What can you expect?

Questions could be on plot, reading experience, but also on theme, characters or setting. You should be familiar with words like theme, setting, narrative perspective, style, flashback, foreshadowing, symbol, metaphor and characters (flat/round).

You won’t be asked questions like: “name a metaphor in this novel.” A question could be more like: “this can be seen as a metaphor in this novel. Explain.” Sometimes a passage is read out and I´ll ask about it. 

Other questions are more general. Questions could be:

Why is this character behaving in this way?

Why does this character choose A instead of B?

Why is this object in this novel important?

The object in this novel could be seen as a symbol for love. Explain.

What would be different if the story would be situated in the Netherlands rather than Russia (for instance)?

Mock literature oral exam

let's practise

Who wants to practise, with me, in front of class, to get an idea?
We'll do 6-7 minutes (1 book) 

Be brave - it'll help everyone!

Trial exam - 1 book

Fill out a rubric, everyone. How would you grade this?
Content (30)

Analysis (30)

Clarity (10)

Organization (10)

Engagement (10)
Lit. file (10)

Which book do you want to use right now (to practise with)?

Adjust these questions to your book

1. Why is this character behaving in this way?

2. Why does this character choose A
instead of B?

3. Why is this object in this novel important?

4. The object in this novel could be seen as a symbol for [love]. Explain.

5. What would be different if the story would be situated in America rather than Russia?

Useful phrases

If you need some clarification on a question:

Could you please repeat that?

Sorry, I didn’t quite understand the question.

Just to clarify, do you mean … ?

If you need a bit more time to think about your answer:

That’s a good/interesting question!

Let me think/let me see …

I think I would …

Welke 3 boeken heb je? Enter elke titel los.

Some of you have partners:

The hate u Give:                        Firdaouss, Esther, Lokelani
Alice in Wonderland:              Chaima, Michelle, Dylan
Fight club:                                   Alexander, Melch
Animal Farm:                              Clement, Joa
In ends with us:                        Jana, Anita, ?

The rest of you has read books nobody else read so you can't work with a partner who read the same book. 

Practise in rounds (3x)

> Send your adjusted questions to me AND a classmate

Groups of 3:

> Take turns: one of you asks the questions, one of you answers, one of you takes notes (use the list of criteria!)

> Give feedback and evaluate

The next two weeks:

> finish reading Maus + study/analyse
> Study the exam idiom

> come to class when you have your literature exam
(shedule in your magister!) 

So you don't have to come to class if it's not your day.

reading time

Practise in rounds (2x)

> Use the questions on the hand-out
and/or
Come up with questions about one of your books

Groups of 3:

> Take turns: one of you asks the questions, one of you answers, one of you takes notes (use the list of criteria!)

> Give feedback and evaluate

reading time

Mock SE

Work alone, in silence

Work together: what are the correct answers?

Knowing that this is what the SE will be like; what do you need to do to prepare? Make a plan!

reading time

Begrippen kaartjes

> Werk in een groepje van 4
> Maak eerst 2 stapeltjes: welke begrippen kunnen jullie denk je samen goed uitleggen en welke (nog) niet (goed)?
> Leg bij elk begrip aan elkaar uit wat het betekent, waarom het relevant is voor de graphic novel Maus, en waar in het verhaal het een belangrijke rol speelt

Moeilijk begrippen lijst maken

All together

reading time

Flow chart / mind map / time line maken

> Maak op de poster een mindmap/ flow chart / time line waarin je minstens 10 begrippen aan elkaar verbindt en uitlegt/laat zien

Poster uitwissel

We gaan de posters ophangen en bekijken:
- hebben we alle begrippen op minstens 1 poster staan?

- welke verbanden vinden we sterk?

- welke begrippen/verbanden hebben nog aandacht nodig?

oral exam practise

What do you need most right now?

- Read, read, read, read                                            (alone)
- Finish / check / revise the mock SE                 (alone)
- Discuss the terms with a small group            (together)
- Discuss the panels  with a small group         (together)
- Practise more multiple choice questions
- Practise more open questions
- Practise more short essay questions

Use AI/the internet for these 3 options

What will it be like?

> Like the Mock Exam, but longer!

> You cannot use MAUS for part 1 (m.c. / panels /etc)
> But you CAN use MAUS for the short essay questions

So: BRING THE BOOK!

Tip: there a Maus sets on Quizlet to help you prepare as well

Let's look at one together

Do this activity:

https://quizlet.com/join-activity?code=A8ZFU6

[QR code]

quizlet.com

What's left to do to prepare?

How do you feel about this VERY LAST English exam?

Literatuurmondeling:
Practise in rounds (2x)

> Use the questions on the hand-out
and/or
Come up with questions about one of your books

Groups of 3:

> Take turns: one of you asks the questions, one of you answers, one of you takes notes (use the list of criteria!)

> Give feedback and evaluate

Week 5

Literatuur mondelingen

Keep reading MAUS

Week 6

Literatuur mondelingen

Keep reading MAUS