#11 (second lesson in sequence)LESSON PLAN DESIGN

INSTRUCTOR: Matt Bettina

CONTEXTCourse/Subject: English Language ArtsGrade Level: 10thUnit of Study: WWI- All Quiet on the Western Front Lesson Topic/Title: Regents Ch. 6/ Honors Ch. 2nd half of Ch. 6/ beginning of 7

STATE/NATIONAL STANDARDS ADDRESSED: Reading Lit.: 1-6, 10Reading Info: 1-4Speaking & Listening: 1-6Language: 1-4Writing: 1-2, 4-6, 9-11

General Goal(s)/Purpose(s): To review and build upon new information from the novel in all classes. Students will become more familiar with the novel as a whole. In Regents students will be focusing on Chapter 6 of the book. Honors students will be working on Chapters 6 and 7. Students will have to partake in several different in class activities in this lesson.

Learning Objective(s): The student will be able to ….

Honors:(1) Complete an entry slip quick write quiz upon entering the classroom regarding Chapters 6/7(2) Write a one page response about chance and the soldier’s life(3) Participate in review and discussion of Chapters 6/7(4) Review vocabulary words and create 10 original sentences using all the new vocabulary words

Regents:(1) Complete a quick comprehension quiz upon entering the classroom about Ch. 5(2)Work in a cooperative group activity regarding traumatic experiences (3) Complete a one page written response about Chance and the soldier’s life(4) Participate in review and discussion of Chapters 5 and 6(5) Review vocabulary words and create five original sentences using a total of five vocabulary words

ASSESSMENT

Formative: Regents: mini discussion, participation, written assignment, vocabulary work Honors: discussion, participation, entry slip quiz, vocabulary work

Summative:Regents: participation, 1 page in class writing assignment, entry quizHonors: entry quiz, participation, writing assignment

Task Analysis/Prerequisite activities/skills/knowledge: Students must be caught up with the reading. Any prior knowledge of the new vocabulary words found in the novel will certainly help students with the vocabulary activity.

LESSON PROCEDURES

Introduction to Lesson:Establish Set (also known as Motivation, Activation of Prior Knowledge, Hook, Do Now, Warm-Up, or Bell Ringer):

Regents Do Now: Quick quiz/ mini discussion groups about traumaHonors Do Now: Quick write entry slip comprehension quiz

Clarify Objective (also known as the Lesson Introduction or Lesson Overview):

Regents: (1) Quiz/ Mini discussion groups (2) 1 page think piece about chance (3) Review of Chapters 5/6 to enhance understanding (scaffolding) (5) Vocabulary review & Charades explanation (6) Read aloud/audio book

Honors: (1) Do now entry slip quick write quiz (2) Review of Chapters 6/7 w/ most important aspects highlighted (3) 1 page think piece about chance (4) Vocabulary review & Charades explanation (5) Independent Reading

Syntax for the main part of the Lesson (step-by-step listing of lesson procedures, activities, strategies):

Regents (periods 2 and 6)

(1) Do Now: Quiz/ Review the closing of Chapter 5.

(A) Students must have finished reading Chapter 5 for homework. Students will be given a short written comprehension quiz at the start of class. Distribute the quiz. Students will have a maximum of 5 minutes to complete the quiz. Students should turn the quiz over when they are finished and I will then collect the quiz. (B) We will review potential answers to the quiz, and then to begin class we will focus on a few specific passages from the end of Ch.5.(C) The first passage is located on page 134 and contains gruesome imagery.(D) A second passage is on page 136 and regards death and the number of men still living.

(2) Trauma mini discussion groups (8 minutes) (A) Place students in mini discussion groups. Students will be heterogeneously grouped based on their gender, ability, and attendance.

(B) ACTIVITY: Ask students to discuss in small groups whether they believe talking about traumatic experiences is a good idea. Under what circumstances might be helpful? Under what circumstances might it be counterproductive?(C) Each group must have a spokesperson who will share the thoughts of the group (more than one student may speak from the groups if they want to). (D) Once all groups have shared, transition into a new topic and ask students to take out their journals.

(2) Personal response (10 minutes)(A) In your journals, respond to the following prompt in a full page: Paul says that “every soldier believes in Chance and trusts his luck.” If you were a soldier in combat do you think you would find yourself trusting chance or trusting something else instead? Do you feel differently about chance as it relates to your everyday life? (B) Ask for volunteers to share their responses (they will receive participation points).

(3) Review of beginning of Ch. 5/6 (10 minutes) *Handout the active reading graphic organizer. Students should use this to note the sights, sounds, smells, and feelings that are described in chapter 6. Students should use this to their own benefit. (A) We will look back at the first few pages of Ch. 6. As a class, we will discuss the importance of several passages. Students were supposed to read up to page 115 for homework. (B) Passages to come back to: #1- pg. 99 jokes about death, #2 pg. 100-101 enemy strengthening, friendly fire, description of the front, #3 pg. 101- chance, #4 pgs. 102-103 rats (show online image of trench rats), pg. 105 waiting for fighting playing cards, pg. 107 shelling, pg 108 battle with rats, pg. 109 claustrophobia, pg. 112 the French, grenades, combat, pg. 113 the men have turned into animals again, pg. 115 graphic images of war- head blown off.(C) Essentially every page in this chapter contains very important information. We’ll end up discussing much of what occurs throughout the entirety of the chapter in class.

(4) Vocabulary review (10 minutes) (A) While we have been reading, several of the vocabulary words you will be quizzed on later in the week have been popping up. I’ve been stopping and noting these words in the reading. You should be noting them as well while you’re reading. Look out for them during the reading. (B) Right now let’s quickly review the words. (C) Read the vocabulary words and their definitions aloud to the class.(D) Show examples of the words and how they can be used in sentences. (E) Now that the students should be more familiar with the vocabulary words, ask the students to take the next 5 minutes to use five of the ten words in their own complete sentences. The left side of the class will create sentences using the first five words and the right side of the class will create sentences using the last 5 vocabulary words. (F) Students will be asked to share their original sentences. Students will be granted participation points for sharing and I will look at student work in their journals following class. (G) Tomorrow we will be working with the words in class once again. (H) To begin class tomorrow, we will be acting out vocabulary words in an effort to portray their definitions. Students will be assigned a word and definition for homework. Students are responsible to act out their word at the beginning of class tomorrow. Students will be given extra

credit for this activity. They will be assessed on how vividly and actively they describe their word with body language and movement, and how accurate their portrayal is in comparison to the word and its definition. Students must come to class prepared to act out their vocabulary word. (I) Model how students can accurately express their vocabulary words through their physical body movement. For example, I will demonstrate how to properly act out a vocabulary word, but not use the actual vocabulary words that students must know for their quiz. I will meet with students one on one and provide them with assistance if they are struggling.

(5) Guided Reading of the rest of Chapter 6 (remainder of class time)(A) We will sections of Chapter 6 as a class. (B) I will ask for student volunteers to read out loud and I will also read sections of the novel aloud. (C) We will read aloud for the remainder of the class and I will interject during particularly important aspects of the chapter. (D) Students must finish reading the chapter for homework. Hint to the students that there could be a quiz on Chapter 6 tomorrow.

Lesson closure: Class will end with the guided reading. Students must complete reading Chapter 6 for homework. They should also be reviewing their vocabulary words for homework as there will be a vocabulary quiz on Friday. For tomorrow, students should come prepared to physically act out their vocabulary word.

Honors (7 and 8)

(1) Entry Slip Reading Comprehension Quiz (5-7 minutes)(A) Handout quizzes to students. Read the instructions for the quiz aloud.(B) Students have five to seven minutes to complete the quiz. (C) When students finish the quiz instruct them to flip it over and take out their books and journal. I will collect the quizzes. (2) Review of Ch. 6 (10 minutes) *Handout active reading graphic organizer. Students should use this to note the sights, sounds, smells, and feelings that are described in chapter 6. (A) We will look back at several passages from several pages of Ch. 6 and discuss their importance as a class. Students were supposed to read up to page 157 for homework (middle of Ch. 7). (B) Passages to come back to: #1- pg. 99 jokes about death, #2 pg. 100-101 enemy strengthening, friendly fire, description of the front, #3 pg. 101- chance, #4 pgs. 102-103 rats (show image of trench rats), pg. 105 waiting for fighting playing cards, pg. 107 shelling, pg 108 battle with rats, pg. 109 claustrophobia, pg. 112 the French, grenades, combat, pg. 113 the men have turned into animals again, pg. 115 graphic images of war- head blown off, and several other passages detailed in my reading notes attached to this lesson.

(C) Essentially every page in this chapter contains very important information. We’ll end up discussing much of what occurs throughout the entirety of Chapter 6 in class, as well as part of Chapter 7.

(3) Personal response (10 minutes)(A) In your journals, respond to the following prompt in a full page: Paul says that “every soldier believes in Chance and trusts his luck.” If you were a soldier in combat do you think you would find yourself trusting chance or trusting something else instead? Do you feel differently about chance as it relates to your everyday life? (B) Ask for volunteers to share their responses (they will receive participation points).

(4) Vocabulary review (10 minutes) (A) While we have been reading several of the vocabulary words you will be quizzed on later in the week have been popping up. I’ve been stopping and noting these words in the reading. You should be noting them as well while you’re reading. Look out for them during the reading. (B) Right now let’s quickly review the words. (C) Read the vocabulary words and their definitions aloud to the class.(D) Show examples of the words and how they can be used in sentences. (E) Now that the students should be more familiar with the vocabulary words, ask the students to take the next 10 minutes to use all ten words in their own complete sentences. (F) Students will be asked to share their original sentences.(G) I will collect the sentence exercise and gauge student understanding by looking at how students are using the words within sentences.(H) Tomorrow we will be working with the words in class once again. To begin class tomorrow, we will be acting out vocabulary words in an effort to portray their definitions. Each student will be assigned a word and definition for homework. Each student is responsible to act out their word at the beginning of class tomorrow. Students will be graded on how vividly and actively they describe their word with body language and movement, and how accurate their portrayal is in comparison to the word and its definition. Students must come to class prepared to act out their vocabulary word. (I) Model how students can accurately express their vocabulary words through their physical body movement presentation. For example, I will demonstrate how to properly act out a vocabulary word, but not use the actual vocabulary words that students must know for their quiz. I will meet with students one on one and provide them with assistance if they are struggling.

(5) Independent Reading (13 minutes)(A) Students will take the remainder of the period to independently read the novel because Chapter 7 is a very long chapter. I want to give students time to read in class so their homework will take less time to finish outside of class.(B) Students should read quietly while taking notes about the reading.

Lesson closure: Students will independently read until the end the bell rings. For tomorrow, students should come prepared to physical act out their vocabulary word, and they should have read to the end of Chapter 7. Everyone should also be reviewing their vocabulary words for homework as there will be a vocabulary quiz on Friday.

DIFFERENTIATION Students will work individually Students will work cooperatively This lesson provides scaffolding information about vocabulary, characters, information from

the novel, time period, historical evidence, etc. Lesson ties to prior lessons and themes of the novel Lessons are differentiated based on class level Regents and honors classes are in the classroom today Active reading graphic organizer Vocabulary word activity used to scaffold student learning/studying for Friday’s quiz Images from online internet sources will enhance the reading (rats, trenches, weapons, men

fighting, men dying, etc).

MATERIALS/RESOURCES Book Vocabulary words Short response/ think piece Entry quiz Smart Board Chalk/board Computer Speakers Graphic organizer Images (rats, etc)

POST-LESSON REFLECTION AND ANALYSISI ask myself how successful my lesson was after students leave class and while I am teaching. I will know how I’ve performed after looking at my summative and formative assessment tools and also by asking my students what I could have done better. I always perform self assessments following class periods and write down what I could do to make my lessons more effective. I am very flexible and will always be open to constructive criticism or any form of advice.

Ideas/ Changes Post Reflection

In Regents classes many students have still not completed their assigned reading in its entirety.

I will continue to begin using more class time for guided/independent reading/audio book reading and listening to ensure that students are actually reading and comprehending the material we are working with.

Several students were not using their graphic organizer during the class period. I have noticed that students haven’t been using it because they don’t have to hand it in. I believe the graphic organizer is important because it allows students to see imagery and specific aspects of the novel that we aren’t focusing on as much. I will make the worksheet a homework assignment and collect it in the future.

Students didn’t have enough time for guided reading in the Regents classes today. I would cut down discussion at the beginning of class in order to ensure students have sufficient time to read.

I removed the quiz at the beginning of class in Regents so we could spend more time with our class activities.

Instead of just having mini discussions in groups with a designated spokesperson during the trauma discussions, several students participated in a whole class discussion in Regents classes.

If I taught this lesson again I would incorporate more images into the entire lesson and use them as a representation of what’s being written about in the book.

NAME: ALL QUIET ON THE WESTERN FRONT Ch. 5 Quiz Periods 2/6

Chapter 5

1. Why can’t the men get rid of their lice?

2. Why has Himmelstoss been sent to the front?

3. How do the men treat Himmelstoss?

4. How does Tjaden get in trouble with Himmelstoss? Why isn’t he prosecuted fully?

5. What dreams do the various members of the group have about going home? What do their dreams tell you about their characters?

6. What feelings does Paul express while he and Kat are roasting the goose? Out of what do these feelings grow?

ALL QUIET ON THE WESTERN FRONT Ch. 6 Partnered Questions

Chapter 6

1. Why do the men joke about death?

2. Why, according to Paul, must every man believe in chance and trust his luck?

3. Describe the men’s battle with the rats.

4. How do the men know they are really cut off from all help when they are being attacked?

5. What often happens to the young recruits during an attack? Why are so many of them killed?

6. To what level are the men reduced during an attack? What is the most important thing to them?

7. Describe the night the men spend listening to the wounded man cry out for help.

8. How does Himmelstoss react in battle?

9. Describe the scene in the field after the battle is over. What do the men see? How many men did the company lose?

ALL QUIET ON THE WESTERN FRONT – STUDY QUESTIONS

Chapter 7

1. How does Paul feel about the brunette he meets? Are the feelings returned?

2. What feelings does the picture of the girl in the white dress provoke in the men?

3. How does Paul feel about being home?

4. What are his mother’s reactions to his visit? What are his father’s reactions?

5. What has happened to Kantorek?

6. Why is Paul repulsed by the conversation he has with his German master?

7. Tell about Paul’s visit with Kemmerich’s mother. Why does he persist in lying to her?

8. Why does Paul say he should never have had a leave?

Chapters 6-8 Vocabulary

Chasten (v) to punish; to make humble

Devastated (adj) overwhelmed; ruined

Listless (adj) lacking energy

Ludicrous (adj) ridiculous; laughable

Melancholy (adj) depressed in spirit; sad

Obliquely (adv) indirectly; in a slanting or sloping direction

Parapet (n) low wall of stone or earth to protect soldiers

Rave (v) to speak wildly or angrily

Remnant (n) small surviving part

Solace (n) relief; comfort

Name:Chapter 6 & 7 Entry Slip Quiz

Directions: You have five minutes to summarize Chapter 6 of All Quiet on the Western Front. You should focus on summarizing the second half of the chapter, as we have already discussed much of the beginning of the chapter.

Explain what occurs during Chapter 6. Highlight information that you believe is most important in particular and be sure to incorporate at least one theme that’s evident throughout Chapter 6 in your response. You can create a bulleted list of events that unfold in the reading, but you should have at least a solid paragraph response in complete sentences on this page.

1st half of Chapter 7 Reading Check Quiz (pages 137-157)

(1) Who tries to get on good terms with Paul, Kat, Tjaden and the other men at the beginning of Chapter 7?

(2) Why must a man use humor while at war? How does it help the men?

(3) What do the men bring to the girls they meet as gifts?

(4) Why is Paul called to the orderly room? What is the “good journey” he will be going on?

Just as we turn into animals when we go up to the line . . . so we turn into wags and loafers when we are resting. . . . We want to live at any price; so we cannot burden ourselves with feelings which, though they may be ornamental enough in peacetime, would be out of place here. Kemmerich is dead, Haie Westhus is dying . . . Martens has no legs anymore, Meyer is dead, Max is dead, Beyer is dead, Hammerling is dead . . . it is a damnable business, but what has it to do with us now—we live.

Explanation for Quotation 4 >>

In this grim passage from Chapter Seven, Paul discusses the psychological process of how a soldier disconnects himself from his feelings in order to survive the terror of the war. After the bloody fighting, Paul and his friends are lying about enjoying a moment of relaxation and leisure, and have pushed their recent horrific experiences out of their minds. Paul says that terror can be survived only if one avoids thinking about it; otherwise, feelings of grief, fear, and despair would drive a man mad. Paul even looks upon those feelings with contempt, calling them “ornamental enough during peacetime” and implying that they are superfluous luxuries rather than essential components of the human experience. To help the reader understand the pressure that is always upon the soldier, Paul presents his appalling list of recent casualties, friends, and comrades who were either killed or badly injured in recent fighting. There is even a grotesque poetry to the list with the alliteration and rhyme of the names Martens, Meyer, Max, and Beyer, demonstrating the stoic attitude that Paul claims is necessary for survival.

In your journals, respond to the following prompt in a full page:

Paul says that “every soldier believes in Chance and trusts his luck.” If you were a soldier in combat do you think you would find yourself trusting chance or trusting something else instead? Do you feel differently about chance as it relates to your everyday life?

*Think of Chance as the likelihood of something occurring. For example, if you run across the street without looking you probably have a higher chance of being hit by a car.

*You may look back at page 101 in Chapter 6 as a supplement to this journal entry.

REMINDER!

VOCABULARY CHARADES

TOMORROW ALONG WITH OTHER

VOCABULARY REVIEW IN CLASS!

Links to images: