Goals and Objectives
Students will understand why WWI is different than other confrontations.
Students will understand major turning points of the war and life on the battlefront.
Students will understand the impact new technology had on the battlefield.
Students will recognize how WWI was different than other confrontations by answering critical thinking questions.
Students will identify different battles of WWI by completing a graphic organizer on the battles and will evaluate the impact of new technologies on the battlefield.
Students will understand major turning points of the war and life on the battlefront.
Students will understand the impact new technology had on the battlefield.
Students will recognize how WWI was different than other confrontations by answering critical thinking questions.
Students will identify different battles of WWI by completing a graphic organizer on the battles and will evaluate the impact of new technologies on the battlefield.
Content Standards and Common Core literacy standards
HSS: 10.5 Students analyze the causes and course of the First World War.
1. Examine the principal theaters of battle, major turning points, and the importance of geographic factors in military decisions and outcomes (e.g., topography, waterways, distance, climate).
4. Understand the nature of the war and its human costs (military and civilian) on all sides of the conflict, including how colonial peoples contributed to the war effort.
CCSS.ELA-Literacy.WHST.9-10.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
1. Examine the principal theaters of battle, major turning points, and the importance of geographic factors in military decisions and outcomes (e.g., topography, waterways, distance, climate).
4. Understand the nature of the war and its human costs (military and civilian) on all sides of the conflict, including how colonial peoples contributed to the war effort.
CCSS.ELA-Literacy.WHST.9-10.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
Vocabulary
Students will be given key vocabulary throughout the lesson and will be bolded in red within the presentation. As students fill out their guided notes, students will be filling in the notes with the definitions of the vocabulary words or they will be using a key term in the correct context.
The key terms and vocabulary words for this lesson are as follows:
The Central Powers
The Allies
Poison Gas
Machine Gun
Tank
Submarine
The Schlieffen Plan
The Western Front
The First Battle of the Marne
Trench Warfare
“Over the top”
“No man’s land”
Stalemate
Verdun, Battle of Verdun
Somme, Battle of the Somme
Casualties
The key terms and vocabulary words for this lesson are as follows:
The Central Powers
The Allies
Poison Gas
Machine Gun
Tank
Submarine
The Schlieffen Plan
The Western Front
The First Battle of the Marne
Trench Warfare
“Over the top”
“No man’s land”
Stalemate
Verdun, Battle of Verdun
Somme, Battle of the Somme
Casualties
Lesson introduction
The lesson will be introduced by first having students view a short clip on the Redcoats and then the teacher will show a clip of WWI soldiers. As the students are watching the clips, they will be filling out a graphic organizer provided in the guided notes. After watching the clips, students will be asked to discuss with their elbow partners the things that stood out to them and they will be asked to check to see if they wrote the same things. After this exercise, the students will get the sense that WWI was different than other wars and that it was not fought the same way as other wars. Students will then be told to keep an eye out for words bolded in red because they will be used to fill out their guided notes. These words will be vocabulary or key terms that are important to the lesson.
Content Delivery
This lesson will be delivered through a lecture with guided notes. The lecture will be given through a Prezi presentation. The teacher will go through each slide and in each side there will be important information that will be bolded in a different color to let students know that the information should be put in their guided notes. Throughout the presentation, there are critical thinking questions. When the teacher hits a critical thinking question, the teacher will stop to give some time to the students to think about the question. After the students have thought about the question, they will be asked to answer the question in the space provided in their guided notes and then teacher will continue with the presentation, stopping at every critical thinking question. The teacher will allow time for student questions that may come up throughout the presentation.
Student Engagement and Guided Notes
As the teacher is giving the lecture, students will be filling out their guided notes. In order to fill out parts of the guided notes, students will also have to view videos on certain topics. Using information from the videos and from the lecture slides, students will have to fill out graphic organizers and fill in the blank paragraphs. Students will also be asked a series of questions throughout the lecture. These questions will be embedded in the presentation. A space in their guided notes will be provided so students can write down their answers to the questions. Students will also be given the opportunity to discuss with their elbow partners their answers to the questions provided. Students will be given the opportunity, at the end of the lesson, to provide their own analysis of the content.
wwi-guided_notes.docx | |
File Size: | 1576 kb |
File Type: | docx |
Lesson closure
The lesson will close with the teacher giving the students the final critical thinking question. This question will focus on student’s critical thinking skills. Students will write down their responses to the question and then they will have the opportunity to discuss their answers with their partner. After students have discussed their answers with their partners, the teacher will ask students to share their responses to the whole class. The lesson closure will be driven by student discussion and analysis.
assessments
Entry Level Assessment: Students will have to fill out a compare and contrast graphic organizer using information that was gathered from the video clips shown in class and the images provided in the guided notes.
Formative Assessments: Students will be given various formative assessments throughout the lecture in their guided notes. Students will have to fill out graphic organizers and fill in the blank paragraphs that correlate with content vocabulary and key terms. As students are filling out their guided notes, the teacher will periodically ask students to share what they have written down to engage students in class participation. After students have been given time to fill out their fill in the blank paragraphs, the teacher will go over the paragraph with the class and students will give the answers in the form of choral response. The teacher will give immediate feedback by correct the answers as needed or will offer additional support if students do not understand parts of the topic. There will also be formative assessments in the form of critical thinking questions. These questions will be embedded within the lecture and students will have to write down responses in their guided notes. Students will be given time within the lecture to answer the questions and the teacher will once again circle the class to make sure students understand the questions and are answering them correctly.
Summative Assessment: The summative assessment for this lesson will be in the form of a class discussion. At the end of the lesson, students will have to think critically about a question. They will have to write four to five sentences to complete the question and then they will share their responses with their elbow partner. Then a class discussion about the question will follow. This assessment will show if students are able to think critically about the topic and will focus on a higher order thinking skill.
Formative Assessments: Students will be given various formative assessments throughout the lecture in their guided notes. Students will have to fill out graphic organizers and fill in the blank paragraphs that correlate with content vocabulary and key terms. As students are filling out their guided notes, the teacher will periodically ask students to share what they have written down to engage students in class participation. After students have been given time to fill out their fill in the blank paragraphs, the teacher will go over the paragraph with the class and students will give the answers in the form of choral response. The teacher will give immediate feedback by correct the answers as needed or will offer additional support if students do not understand parts of the topic. There will also be formative assessments in the form of critical thinking questions. These questions will be embedded within the lecture and students will have to write down responses in their guided notes. Students will be given time within the lecture to answer the questions and the teacher will once again circle the class to make sure students understand the questions and are answering them correctly.
Summative Assessment: The summative assessment for this lesson will be in the form of a class discussion. At the end of the lesson, students will have to think critically about a question. They will have to write four to five sentences to complete the question and then they will share their responses with their elbow partner. Then a class discussion about the question will follow. This assessment will show if students are able to think critically about the topic and will focus on a higher order thinking skill.
ACCOMMODATIONS for students with special needs, Striving readers, and english learners
Accommodations for ELs: There will be videos incorporated into the lesson to vary instruction so ELs do not have to rely solely on reading or writing to understand the content. The bolded vocabulary and key terms will help ELs to focus their learning because they will know when important content is being discussed. ELs will also have the opportunity to work with partners to develop their English speaking skills and they will also need to write down answers to questions which will help their writing skills.
Accommodations for Striving Readers: Students will have key vocabulary in the guided notes. The fill in the blank paragraphs will help striving readers to learn vocabulary and key terms and will help them use the words in the correct context. The writing portions of the guided notes will help striving readers develop their writing skills and will help them synthesize content.
Accommodations for Students with Special Needs: Instruction is varied within the lecture to engage students with special needs. There are videos embedded within the lecture to engage those who respond to visual and auditory cues. There are also images and maps embedded within the lecture for students who need visual representations of the concept. Students will be able to work on their own for parts of the lesson, which will make students who are not comfortable working with their peers feel they are in a safe environment but they are still given the opportunity to engage with those around them through discussion.
Accommodations for Striving Readers: Students will have key vocabulary in the guided notes. The fill in the blank paragraphs will help striving readers to learn vocabulary and key terms and will help them use the words in the correct context. The writing portions of the guided notes will help striving readers develop their writing skills and will help them synthesize content.
Accommodations for Students with Special Needs: Instruction is varied within the lecture to engage students with special needs. There are videos embedded within the lecture to engage those who respond to visual and auditory cues. There are also images and maps embedded within the lecture for students who need visual representations of the concept. Students will be able to work on their own for parts of the lesson, which will make students who are not comfortable working with their peers feel they are in a safe environment but they are still given the opportunity to engage with those around them through discussion.