Lesson 1: War Is....
Standard: CCSS.ELA-Literacy.RH.9-10.6
Upon consideration of the perspectives on war from their classmates, the poet Stephen Crane in "War is Kind," and various characters from All Quiet on the Western Front, students will write an editorial for the school newspaper in which they share opinions about war.
Retrieved from: http://www.discoveryeducation.com/teachers/free-lesson-plans/all-quiet-on-the-western-front.cfm
Standard: CCSS.ELA-Literacy.RH.9-10.6
Upon consideration of the perspectives on war from their classmates, the poet Stephen Crane in "War is Kind," and various characters from All Quiet on the Western Front, students will write an editorial for the school newspaper in which they share opinions about war.
Retrieved from: http://www.discoveryeducation.com/teachers/free-lesson-plans/all-quiet-on-the-western-front.cfm
Lesson 2: Exploring Irony in the Conclusion of All Quiet on the Western Front
Standard: CCSS.ELA-Literacy.W.9-10.4
All Quiet on the Western Front ends with a startling and ironic conclusion. Following a chapter that begins with talk of the anticipated armistice, the novel’s final short paragraphs unemotionally state that Paul, the protagonist, is killed on a day army reports described as "all quiet on the western front." This ending introduces students to situational irony. After discussing the definition and several examples of situational irony, students explore the novel’s concluding passage. Students next choose a possible alternate ending for the book that could still be an example of situational irony. They then re-title the book and rewrite its ending, maintaining the original ironic tone and weaving their new title into the ending as Remarque does. Finally, students design new, symbolic covers for the book, which feature their new titles.
Retrieved from: http://www.readwritethink.org/classroom-resources/lesson-plans/exploring-irony-conclusion-quiet-994.html?tab=1#tabs
Standard: CCSS.ELA-Literacy.W.9-10.4
All Quiet on the Western Front ends with a startling and ironic conclusion. Following a chapter that begins with talk of the anticipated armistice, the novel’s final short paragraphs unemotionally state that Paul, the protagonist, is killed on a day army reports described as "all quiet on the western front." This ending introduces students to situational irony. After discussing the definition and several examples of situational irony, students explore the novel’s concluding passage. Students next choose a possible alternate ending for the book that could still be an example of situational irony. They then re-title the book and rewrite its ending, maintaining the original ironic tone and weaving their new title into the ending as Remarque does. Finally, students design new, symbolic covers for the book, which feature their new titles.
Retrieved from: http://www.readwritethink.org/classroom-resources/lesson-plans/exploring-irony-conclusion-quiet-994.html?tab=1#tabs
Lesson 3: War is Hell
Standard: CCSS.ELA-Literacy.W.9-10.9
Objectives: Understand the experiences of a WW1 soldiers and the reality of trench warfare
Materials: PowerPoint with visuals and footage from World War 2, corresponding reading of All Quiet on the Western Front, student handout with response questions.
Activities
1.Students are split up into two different groups.(Allied or German trenches)2.Students enter and see two long rows on desks (without chairs) on opposite sides of the room.3.Teacher explains that they will need a notebook, pen, and handout for materials.4.Explain that that the classroom has been transformed into a battlefield on the Western Front. Students are in Verdun, France in late August 1918. Slide 1 has an explanation and visual of the Western Front. 5.Teacher will read excerpts from All quiet on the Western Front by Erich Maria Remarque.Visuals of the book and movie covers are in slide 2. 6.Students are directed to sit or lay down on their stomachs directly under their desks. 7.Have students respond to the questions after they view the photos from the PowerPoint and listen the readings/excerpts.8.Open to slide three and start to read the excerpt. Then students write the responses. As the students write, typically, a CD is played of WW1 noises (machine guns, artillery fire, etc.) as loud as possible and the room is darkened for ambiance.
Retrieved from: http://www.eastconn.org/tah/1112LR2_TrenchWarfarelesson.pdf
Standard: CCSS.ELA-Literacy.W.9-10.9
Objectives: Understand the experiences of a WW1 soldiers and the reality of trench warfare
Materials: PowerPoint with visuals and footage from World War 2, corresponding reading of All Quiet on the Western Front, student handout with response questions.
Activities
1.Students are split up into two different groups.(Allied or German trenches)2.Students enter and see two long rows on desks (without chairs) on opposite sides of the room.3.Teacher explains that they will need a notebook, pen, and handout for materials.4.Explain that that the classroom has been transformed into a battlefield on the Western Front. Students are in Verdun, France in late August 1918. Slide 1 has an explanation and visual of the Western Front. 5.Teacher will read excerpts from All quiet on the Western Front by Erich Maria Remarque.Visuals of the book and movie covers are in slide 2. 6.Students are directed to sit or lay down on their stomachs directly under their desks. 7.Have students respond to the questions after they view the photos from the PowerPoint and listen the readings/excerpts.8.Open to slide three and start to read the excerpt. Then students write the responses. As the students write, typically, a CD is played of WW1 noises (machine guns, artillery fire, etc.) as loud as possible and the room is darkened for ambiance.
Retrieved from: http://www.eastconn.org/tah/1112LR2_TrenchWarfarelesson.pdf
Lesson 4: Humanity in Warfare
Standard: CCSS.ELA-Literacy.RL.9-10.6
Through Paul Baumer's eyes, we see war as a horribly dehumanizing experience. Instruct students to write a short essay, using the text as a source, analyzing what experiences in war, if any, might make a young soldier more human.
Retrieved from: http://www.discoveryeducation.com/teachers/free-lesson-plans/all-quiet-on-the-western-front.cfm
Standard: CCSS.ELA-Literacy.RL.9-10.6
Through Paul Baumer's eyes, we see war as a horribly dehumanizing experience. Instruct students to write a short essay, using the text as a source, analyzing what experiences in war, if any, might make a young soldier more human.
Retrieved from: http://www.discoveryeducation.com/teachers/free-lesson-plans/all-quiet-on-the-western-front.cfm
Lesson 5: Censorship
Standard: CCSS.ELA-Literacy.W.9-10.1
After its publication, All Quiet on the Western Front was confiscated and banned in many countries, especially Nazi Germany during World War 2. Have students research the history of the state-sponsored censorship of anti-war literature and art. In an argumentative essay, instruct students to explain why or why not anti-war censorship by a governing body is ever justifiable.
Retrieved from: http://www.discoveryeducation.com/teachers/free-lesson-plans/all-quiet-on-the-western-front.cfm
Standard: CCSS.ELA-Literacy.W.9-10.1
After its publication, All Quiet on the Western Front was confiscated and banned in many countries, especially Nazi Germany during World War 2. Have students research the history of the state-sponsored censorship of anti-war literature and art. In an argumentative essay, instruct students to explain why or why not anti-war censorship by a governing body is ever justifiable.
Retrieved from: http://www.discoveryeducation.com/teachers/free-lesson-plans/all-quiet-on-the-western-front.cfm