All Quiet on the Western Front:
Unit Plan & Ideas
 


Materials prepared by
Liz Daniell, 2005

[Download Unit as a pdf]

Content Standards

California State Content Standard In other words (student friendly language)...
Literary Response and Analysis 3.0: Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They conduct indepth analyses of recurrent patterns and themes. The selections in Recommended Literature, Grades Nine Through Twelve illustrate the quality and complexity of the materials to be read by students.

Students read and discuss/write about novels and poems that tie into their lessons from World History.

Students will discuss and analyze the larger ideas and themes within the novel and poems. Ideas might include:

  • love
  • war/anti-war
  • friendship
  • propaganda
  • loyalty & duty
  • survival

California State Content Standard In other words (student friendly language)...
Literary Criticism 3.12: Analyze the way in which a work of literature is related to the themes and issues of its historical period. (Historical approach)

Students determine the importance of these works by answering the question: "what was going on in the world when this book was written?"


California State Content Standard In other words (student friendly language)...
Writing Strategies 1.0: Students write coherent and focused essays that convey a well-defined perspective and tightly reasoned argument. The writing demonstrates students’ awareness of the audience and purpose. Students progress through the stages of the writing process as needed.

Students will respond the the novel and poems by writing multi-paragraph essays.

Students will demonstrate mastery of thesis formation by creating a thesis statement for the essay

Students will incorporate textual evidence to back up their ideas

Students will go through the six stages of the writing process before submitting their essays:

  • Brainstorming
  • Rough Draft
  • Peer Editing
  • Revising
  • Final Editing
  • Publishing

California State Content Standard In other words (student friendly language)...

 Writing Applications 2.2: Write responses to literature:

  • a. Demonstrate a comprehensive grasp of the significant ideas of literary works.
  • b. Support important ideas and viewpoints through accurate and detailed references to the text or to other works.
  • c. Demonstrate awareness of the author’s use of stylistic devices and an appreciation of the effects created.
  • d. Identify and assess the impact of perceived ambiguities, nuances, and complexities within the text.

Through the use of paragraph responses, journals, and essays, students will:

  • a. Discuss the entire novel, not just the beginning, middle, or end.
  • b. Embed quotes (cited correctly) from the novel
  • c. Identify the use of juxtaposition--balancing scenes of war & horror against scenes of peace & comradship.
  • d. Note the use of implied information--such as the death of Paul or the real meaning of the coffins stacked against the schoolhouse wall

 

 

Suggested Unit Plan

 
M
T
W
R
F
week 1

 

Lesson Plan

"Charge of the Light Brigade" (Tennyson)

Poetry terms & devices

 

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Rupert Brooke

Alan Seeger

"In Flanders Fields" (McRae)

 

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Wilfred Owens

Siegfried Sassoon

 

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in-class DBQ: Causes of WWI

 

 

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Vocabulary in Context
week 2

 

Lesson Plan

AQWF: Ch 1

 

 

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 AQWF: Ch 2

 

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AQWF: Ch 3
week 3

 

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AQWF: Ch 4

 

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 AQWF: Ch 5

 

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AQWF: Ch 6

Quiz 1
week 4

 

Lesson Plan

AQWF: Ch 7

 

 

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AQWF: Ch 8

 

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AQWF: Ch 9
week 5

 

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AQWF: Ch 10

 

 

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AQWF: Ch 11

 

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AQWF: Ch 12

Quiz 2
week 6

 

Lesson Plan

Introduce Essay

 

 

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Lesson Plan

Socratic Seminar #1: Why is this a good "war story"?

 

Lesson Plan

Socratic Seminar #2: Is the lead character a hero (or does he represent the anti-hero)?

 

Lesson Plan

AQWF Exam

Copies are available through the bookroom, however students are encouraged to ourchase a copy of the text. All Quiet on the Western Front (ISBN 0449213943) is available through any retail chain, including on-line sources.

Unless otherwise told, students should expect a short (10 question/20 point) reading quiz the day the chapter is due (i.e. Chapter 1 quiz will be the second Monday).

Key concepts:

 

Supplemental Materials & Resources for Unit:

Vocabulary & Terms:

Annihilation Apathetic Blunder Calvary
Dismay Dregs Infantry Intrigues
Jostle Lorry Morphia Ostracize
Queue Rail Ration Wan
Alliteration Allusion Assonance Juxtaposition
Realism Rhyme Scheme Romanticism Stanza

Assessments & Evaluations:

Formative Assessment 1

Formative Assessment 2

  • Quiz #2

Summative Assessments

 

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Additional Materials

 

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