Secondary Lesson Plan Template

Topic: Trench Warfare (WW1

Tactic)

Grade Level:
9th grade

Length of
class:
90 minutes
LEARNING GOAL/PURPOSE (What is the overall goal/purpose of this
lesson)?
Discuss the Technology and Strategies used in World War 1.

LEARNING OBJECTIVES (What will students know or be expected to do

in this lesson? Use verbs from Blooms Taxonomy):
SWBAT describe what Trench Warfare is and its impact on
soldiers during WW1.

STANDARDS (What national or state standards will you address?):

Understand the role of innovation on the development and interaction of societies. (SS.9-12.H.7)
-

Understand the historical impact of the interaction and interdependence of science,

technology, and society in a variety of cultural settings.

RESOURCES/MATERIALS NEEDED (What materials and resources will I

need in this lesson?):
Articles from here
http://eyewitnesstohistory.com/trenches.htm
Song from here
http://wwi.lib.byu.edu/index.php/Soldier_Songs_of_World_War_I

Handouts given to students

PLAN for LEARNING (How will you organize
lesson?
LESSON SEQUENCE & PACING (How will I
organize this lesson? How much time will
each component of the lesson take?)
1.Exit slip from the day before is their
sheet of paper of a few things that
come to mind when they think of WW1.
2 minutes
2. Start off with a brainstorm of
anything that comes to mind with WW1
from the exit slip as well as anything
else that someone else said to spark
their mind. Write every answer on
board from the students thoughts. 10
mins
2. Once that is down have the students
group each word into a sub category,
ex. weapons, tactics, allies, etc. 10
minute
3. Lead them into how tactics and
weapons were huge during this time as
this secondary document points out
and describe how to do a discussion
web. Main question was fighting in
the trenches the most effective way to
fight? What did the soldiers think of
it? Put that question at the top both
sides of the argument on each side of
the paper. On their own. 10 minutes
4. Read Secondary and primary
document. Have them fill out the

student learning in this

ACTIVATE/ENGAGE
(How will I engage students
in learning or prepare
students to learn by
activating/building up their
prior knowledge?)
Ask a question, think-pairshare activity, Anticipatory
set activity, checklists, quick
write, cooperative learning
activity, inquiry-based task,
carousel activity, KWL, circle
map, show a video clip, do a
demonstration, tell a story,
quiz, thumbs up, fist-to-five,
etc.
ACQUIRE/EXPLORE/APPLY
(How will I help students
acquire and apply new
knowledge and skills?)
Lecture, demonstration,
guest speaker, inquiry-based
activity, text analysis,
discussion, debate,
simulations, skits, projectbased learning, jigsaw
activity, cooperative learning
activity, flexible grouping,
learning center rotation,
research activity, etc.
ASSESS/CLOSURE/BRIDGE
(How will I assess my
students understanding or
provide closure in the
lesson?)
Selected Response (Test,
quiz, exit slip)
Products from
Performance assessment
(Skit, role play,
dramatization, debate,

discussion web (activity 2). 20 minutes

5. Once students are done with writing

their Discussion webs they will in their
journals write a summary of the
documents and what the main point of
each document is. (Activity 3) 5
minutes
6. Go over the discussion web. Have a
couple students share their
perspectives. 8 minutes
7. Revise summaries if needed. 5
minutes
8. Have students read the poem and
then once done with that, as a class we
will go over the meaning behind it and
what that poet/ soldier may be
thinking. 10 minutes

9. Handout Final assessment have them

fill out and put in the graded work
shelf. 10 minutes

cooperative learning, project,

student-inquiry)
Written Communication
(Short-answer, journal entry,
bulleted response, essay,
exit slip)
Personal Communication
(Questions, Discussion
Interview)

DIFFERENTIATING YOUR INSTRUCTION:

How specifically will you differentiate your content, process, or product
based on student readiness, interest, or learning style? Will you gather
information about your students prior knowledge? Will you work to build
on your students prior knowledge? Will you scaffold student instruction?
Will you flexibly group students based on readiness, interest, or learning
style? Will you give students choice in this lesson?
WHAT COULD YOU DIFFERENTIATE?
___
___
___
___

CONTENT (WHAT STUDENTS LEARN)

PROCESS (HOW STUDENTS LEARN)
PRODUCT (HOW STUDENTS DEMONSTRATE THEIR LEARNING
LEARNING ENVIRONMENT

BASED ON
___ READINESS
___ INTEREST
___ LEARNING STYLE (VISUAL, AUDITORY, KINESTHETIC)
DIFFERNTIATED INSTRUCITONAL STRATEGIES
___ FLEXIBLE GROUPS
ASSIGNMENTS
___ COOPERATIVE LEARNING GROUPS
BOARDS
___ LEARNING CENTERS
PROJECTS
___ RAFTS
QUESTIONING
___ GRAPHIC PRGANIZERS
___ SCAFFOLDED READING/WRITING

___ TIERED
___ MENUS/CHOICE
___ INDEPENDENT
___ LEVELS OF