Name: Graham Sensenstein

Lesson Plan
Lesson Title: Life During the First World War_______________________________________ Grade: 10Acad. Date: Oct 19/17___

Subject: History___________Strand: B____________________ Location: Class______Time: (length in minutes): 75min______

Lesson Plan Description – (one/two paragraphs with general details about what you will do and how you will do it)

Students will receive a brief lesson about the lives of ordinary people during the war. Whether on the frontlines or at
home every person was involved in the war. To facilitate comprehension students will participate in creating mind
maps and propaganda posters to show they understand the elements of daily life during WWI.

CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
B1: Social, Economic, and Political Context
B2: Communities, Conflict, and Cooperation

Ontario Curricular Specific Expectations (numbers from documents and details) selected & listed from the Ont. Curriculum, refined when
necessary, has verbs that are observable & measureable, has realistic number of expectations (1 to 3) have expectations that match assessment
B1.4: understand the impact on society through developments of WWI
B2.3: describe major social conflicts that develop as a result of WWI
B2.2: analyse significance of Canadian participation in WWI (what was the role of many Canadian soldiers)

Learning Goals Discuss with students: What will I be learning today? (clearly identify what students are expected to know and be able to do, in language
that students can readily understand)

Today we will learn…

 how WWI was a “total” war
 about life on the home front
 about the daily lives of soldiers
ASSESSMENT and EVALUATION
Success Criteria Discuss with students: How will I know I have learned what I need to learn? (clearly identify the criteria to assess student’s learning, as well
as what evidence of learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand)

I can: describe expectations for civilians on the home front

I can: identify the propaganda/bias directed at civilians
I can: understand what life was like in the trenches and how it was different from prior wars
Assessment – how will I know students have learned what I intended?
Achievement Chart Categories (highlight/circle the ones that apply): Knowledge and Understanding; Thinking; Communication; Application

Assessment For, As, Of Learning (Complete the chart below)

Assessment Mode: Assessment Strategy Assessment Tool

Written, Oral, Performance Specific task for students Instrument used to record data
(Write, Say, Do) e.g., turn and talk, brainstorming, mind i.e., rubric, checklist, observation sheet,
map, debate, etc. etc.

Assessment For Learning

Assessment As Learning Written + Oral Graffiti Walls/Posters Observation sheet
Assessment Of Learning Write Debrief + Discussion Checklist, five fingers
CONSIDERATIONS FOR PLANNING

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 Prior Learning: Prior to this lesson, students will have
*learned about the sources of WWI
*understood the context in which Canadians joined WWI
*learned about daily life for Canadian citizens pre-1914
Differentiation: Content, Process, Product, Assessment/Accommodations, Modifications

Learning Skills/Work Habits

Highlight/circle ones that are addressed: responsibility, organization, independent work, collaboration, initiative, self-regulation

Highlight/circle ones that are assessed: responsibility, organization, independent work, collaboration, initiative, self-regulation

Vocabulary (for word wall and/or to develop schema)

- propaganda - rations
- trench warfare - war effort
- “total war” - morale
Resources and Materials /Technology Integration List ALL items necessary for delivery of the lesson. Include any attachments of student
worksheets used and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan
where appropriate.
 Propaganda poster, ration cards, realia (document camera)
 Trench cross cut, wartime map, lecture notes (PowerPoint)
 Large sheet papers, markers (assessment)
Learning Environment (grouping; transitions; physical set up)
Students will participate using the normal desk setup until the assessment section. Once assessment begins students will divide into groups of four, taking turns
rotating to different stations

Cross Curricular Links

Lesson – Delivery Format

Write the lesson description with enough detail that another teacher could replicate the lesson without a personal discussion.
What Teachers Do: present What Students do: analyse/comment
Minds on: Motivational Hook/engagement /introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson
Time: 8:00- 8:20 (Indicate time breakdown of instructional elements) -analyse propaganda posters
-brief lesson on different fronts of the war (15min) -comment/discuss propaganda (5min)
-show examples of propaganda
-remind students of bias
Action: During /working on it (time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning
Time: 8:20-9:00 (Indicate time breakdown of instructional elements) -create propaganda poster (6min)
-explain instructions: make your own poster, add to -trench life mind map (6min)
everything else (2min) -life at home mind map (6min)
- monitor progress -present mind maps/posters (20min)
-provide assistance

Consolidation & Connection (Reflect and Connect) (5-15 min.)

Help students demonstrate what they have learned, provide opportunities for consolidation and reflection
Time: 9:00-9:15 (Indicate time breakdown of instructional elements) -discuss common points
-facilitate discussion -ask questions
-provide additional details
-clarify
-measure understanding of lesson
-debrief (15min)

Extension Activities/Next Steps (where will this lesson lead to next)

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 The lesson would lead into the breakdown of some roles and societal changes by the end of WWI.

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

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Drafted by Lakehead University Orillia Faculty of Education Team-August 2013