All Quiet on the Western Front

11th

Grade English

Prepared by:

Lainie Reinhart

for

Dr. Feather

EDFOUND 291.01: Principles of Teaching

Spring 2012, BU

2

Introduction

(Rationale and Importance)

This unit has been prepared for students in order to progress their reading capabilities. All

Quiet on the Western Front’s writing style is higher level than the novels we have studied so far

in this class which will be challenging but achievable for students. Also this novel is an excellent

example to use while focusing on character developments, themes, and important quotes.

Students will think this lesson is important to them because this unit is a combination of

literature and history. Also the story is entertaining and students will enjoy reading the novel.

The way Remarque develops his characters makes the reader start to care about the soldiers in

the story which incites students to read. This unit incorporates many different teaching styles,

activities, and projects that allow students freedom to use their creativity throughout reading this

novel.

Writing unit plans is essential to teachers because the process helps teachers map out what

they want to teach, how they plan on teaching it, and why the information is important to

students. Novice teachers benefit from constructing unit plans because they allow educators to

use a variety of teaching styles, which will be beneficial to students. Taking the time to form unit

plans for each section you teach will give a purpose to your lessons which will make your

teaching more meaningful to you and your students.

General Objectives

1. Upon completion of the introductory lesson, students will construct letters to loved ones

as if they were a soldier in the war.

2. After completing the character analysis, students will be able to list at least four

differences between the characters from the novel.

3. Upon completion of the final lesson, students will be able to name two main themes from

the novel along with two examples of each theme.

3

Preassessment

As preassessment students will be given a worksheet asking general questions about

characteristics of WWI, the level of literature they have read so far, and their interest levels to

read All Quiet on the Western Front. Students will be told that the worksheet won’t be graded

but just used as an indicator or where each student’s level of knowledge is before starting the

unit. After collecting this information the students will be put into groups based on their

responses. Each group will have a mixture of students who did well on the preassessment

worksheet along with students who did not know much information. These groups will form

KWL charts that they will work collaboratively on which will help even out the level of

knowledge for all students in the classroom.

4

Body

Motivational Device for the Unit Plan: Introduction of the novel All Quiet on the Western

Front by reading a powerful quote from the text.

Topical Outline:

Lesson 1: Introduction of the novel and Chapter 1

1.1.10. D: Demonstrate comprehension/understanding before reading, during reading,

and after reading on a variety of literary works through strategies such as comparing and

contrasting text elements, assessing validity of text based upon content, and evaluating

author’s strategies.

R11.A.1: Understand fiction appropriate to grade level.

Reading and Writing

Engage students for lesson.

o Video clip on “trench warfare”

o Introduce the novel

PowerPoint on World War I

o Background information

o Characteristics

Group Reading

o Alternating turns

o Key concepts they should cover

Summary

o Review of lesson

o Closure

Lesson 2: Analysis of Character

1.1.11. A: Apply appropriate strategies to analyze, interpret, and evaluate author’s use of

techniques and elements of fiction and non-fiction for rhetorical and aesthetic purposes.

R11.A.1: Understand fiction appropriate to grade level.

5

Facilitated Constructivism

Engage students in lesson

o Character “web” on the board

o Go over responses

Group Activity

o Pass out cards

o Walk around to answer questions

Students present their work

Summary

o Review of lesson

o Homework

Lesson 3: Themes from All Quiet on the Western Front

1.1.11.D: Demonstrate comprehension / understanding of a wide variety of appropriate

literary works from different cultures and literary movements, including classic and

contemporary literature.

R11.B.1: Understand components within and between texts.

Jigsaw

Introduce lesson

o Explain “theme”

o Explain jigsaw activity

First jigsaw groups

o Students work collaboratively

o Three examples for each theme

Second jigsaw group

o Have students teach their group

o Students should take notes

Individual worksheet

Summary

o Review lesson

o Homework

6

UNIT: All Quiet on the Western Front LESSON: Introduction/Chapter 1 DATE: 3/9/12

TIME LENGTH: 40 minutes

ACADEMIC STANDA RDS:

1.1.10.D: Demonstrate comprehension / understanding before reading, during reading, and after

reading on a variety of literary works through strategies such as comparing and contrasting text

elements, assessing validity of text based upon content, and evaluating author’s strategies.

ASSESSMENT ANCHORS:

R11.A.1: Understand fiction appropriate to grade level.

MOTIVATIONAL DEVICE: Show short video clip depicting aspects of trench warfare. After

video clip, introduce the novel and pass out copies.

INSTRUCTIONAL OBJECTIVES:

1. Given the PowerPoint presentation slides 1-5, students will be able to list at least four

characteristics of World War I with 100% accuracy.

2. Given the novel All Quiet on the Western Front, students will be able to read the first

chapter in small groups with participation from all group members with no more than

three mispronounced words.

3. After reading Chapter 1, students will be able to construct a letter to a loved one as if they

were a soldier in the war with at least two ideas drawn from the novel.

MATERIALS NEEDED: copies of All Quiet on the Western Front for all students, guided

reading worksheet

TECHNOLOGY NEEDED: computer, PowerPoint program

RESOURCES USED: YouTube.com for the video clip

LESSON TYPE: Reading and Writing

LESSON OUTLINE:

I. Engage students’ attention for the lesson. (2 minutes)

A. Ask students if they have heard the term “trench warfare” before and if they know

what it means.

B. After the students share their ideas, show the video clip depicting trench warfare.

C. Introduce the novel and explain how the clip ties into the novel.

1. Trench warfare is a major aspect of the novel.

7

2. This tactic is what made WWI such a catastrophic war.

II. Present the students with background information. (10 minutes)

A. Use the PowerPoint to give the students information on World War I.

1. Background

a. Alliance system in Europe

b. Assassination of Franz Ferdinand (Austria)

c. Rise of Nationalism

2. Characteristics

a. Entente vs. Central

b. Industrial/Total War

i. The home front becomes just as important as the battlefield.

ii. The distinction between combatance and non-combatance

disappears.

c. Trench Warfare

i. Extremely dangerous

ii. “No Man’s Land”

iii. Dirty/Diseases

B. Have the students take notes/list characteristics of World War I that they will keep in

their notebook.

III. Group reading. (10-15 minutes)

A. Ask students to count off by 4 to form groups.

B. Have the students take turns reading through the first chapter of the novel.

a. Students should move desks so that they are forming a circle.

b. Students will take turns switching readers every page.

c. Some concepts students should take from the reading:

i. Dangerous aspects of the war

ii. Character developments

iii. Life in the trenches

IV. Individual writing activity. (10-15 minutes)

A. Students will be asked to construct a short letter as if they were a soldier in WWI.

8

B. The letter should include aspects that the student has learned from reading chapter 1.

a. Give the students ideas that they could include in their letters.

i. Trench lifestyle

ii. Progression of the war

b. The letter should be half a page to a page long.

V. Summary (5 minutes)

A. Summary of the lesson

1. Review the lesson briefly. If students have any questions about the chapter they

read, address them at this time.

2. Assign homework.

a. Explain to the students that they will be keeping a journal for this novel.

b. After each chapter they will be asked to write a short paragraph

reflecting on what they’ve read.

B. Closure: Ask a couple students to share some of the ideas they included in their letters

that they previously worked on.

KEY QUESTIONS:

1. What are some aspects of the war that were depicted in the first chapter that were

shocking or disturbing to you?

2. How would you react if you were drafted into the war as a teenager like the characters in

the novel?

3. After reading the first chapter who is your favorite character so far? Explain why you

chose that character.

CLOSURE: Students will be asked to share some of the ideas or information that they included

in their letters home.

DIFFERENTIATED LEARNING ACTIVITIES:

1. Group-reading will aid students that have reading impairments

2. Students that have trouble constructing the letter due to learning disabilities that affect

their writing level will be assisted by the instructor during that activity.

3. The blinds will be shut during the lesson to minimize distractions to students such as

those with ADHD.

9

FORMATIVE ASSESMENT:

1. During the PowerPoint lesson, observe students participation. If participation is low,

reiterate material to make sure they understand the material.

2. During the reading groups, observe if the students are on task reading the novel. Groups

that are not on task will be broken up so that they are reading independently.

HOMEWORK: Students will be assigned to keep a reading journal for this novel. The

homework for this lesson is to write a reflection paragraph on the chapter that they read in class.

REFLECTION:

1. Was the video clip a good motivational device to spark student’s attention?

2. Was the PowerPoint giving background information about WWI beneficial to the lesson?

3. Did the students enjoy the creative element of constructing their own letters as a solider

in the war?

10

UNIT: All Quiet on the Western Front LESSON: Character Analysis

TIME LENGTH: 40 minutes

ACADEMIC STANDARDS:

1. A: Apply appropriate strategies to analyze, interpret, and evaluate author’s use of

techniques and elements of fiction and non-fiction for rhetorical and aesthetic purposes.

ASSESSMENT ANCHORS:

R11.A.1: Understand fiction appropriate to grade level.

MOTIVATIONAL DEVICE: When the students walk into the classroom have the characters’

names written on the board with a list of personality traits written across from the character list.

Ask some students to come to the board to match the character to their trait.

INSTRUCTIONAL OBJECTIVES:

1. After matching the character to their trait on the board, students will be able to list at least

one other character trait with no errors.

2. After working in collaborative groups, students will be able to share their character

analysis to the class with no more than one error.

3. After listening to all the groups present their character analysis, all students will be able

to list four differences between the main characters with no error.

TECHNOLOGY NEEDED: overhead projector

RESOURCES: All Quiet on the Western Front

LESSON TYPE: Facilitated Constructivism

LESSON OUTLINE:

I. Engage students’ attention for the lesson. (3 minutes)

A. On the board have a column of the main characters’ names and a column with

character traits that match up with each of the characters.

B. Once students arrive to class ask volunteers to come to the board to match up the

character to their corresponding trait.

1. Call on volunteers, if any, then call randomly on students to come up to the

board.

2. Give students hints while they are at the board if they are struggling.

II. Set the students up for the group activity. (20 minutes)

11

A. Pass out cards that have one of the four main characters that have presented so far in

the novel.

1. These cards with determine which character the group with write a critical

analysis on.

2. Students will then move into their collaborative groups.

B. Instruct the students that they are to use their reading journals and the novel to write

their analysis.

1. Give the students some ideas on things they could write about.

a. Important quotes said by the character

b. A description of the character from the narrator

c. Actions by the character that lead to a better understanding.

2. The students will be given an overhead transparency to write down main

points, quotes, or phrases that they pick out from their analysis.

C. While students are working, walk around the room to answer any questions the

students are encountering.

III. Presentation of Character Analyses (10 minutes)

A. Ask for any volunteer groups to present first, if no one volunteers pick a group

randomly.

1. Listen to the presentations from each group.

a. Encourage classmates to ask questions.

b. Ask questions of the group such as:

i. Why did you choose this quote or passage?

ii. How did this quote or passage help you understand the character better?

iii. Did this quote or passage make you like or dislike your character

more?

V. Summary (5 minutes)

A. Summary of the lesson

1. Review the lesson briefly. Address any unanswered questions that students

have at this time.

2. Assign homework.

12

a. The first part of the homework will be the reflection paragraph on the

next chapter in the novel in their reading journal.

b. Students will also be asked to write a short paragraph on a symbol that

they picked up on in the novel.

B. Closure: Ask students to name two ideas surrounding the characters of the novel that

they learned during this lesson.

DIFFERENTIATED LEARNING ACTIVITIES:

1. Working in groups with help aid students that may have trouble reading due to a

learning disability.

2. Students with hearing disabilities will be providing to hearing aids so they will hear

the instructions correctly.

3. The blinds will be shut during the lesson to minimize distractions to students who

might have ADHD.

FORMATIVE ASSESSMENT:

1. During the group work, observe students to make sure they are on task. If they aren’t ask

questions about their work to encourage students to get back on topic.

2. During the presentations of the students character analyses, observe to make sure

everyone is engaged. Reiterate main points of the presentation to engage students.

HOMEWORK: Students will be assigned to read the next chapter in the novel and write a

reflection paragraph on that chapter.

REFLECTION:

1. Were students on task for the majority of the time during the group work?

2. Did students follow the given directions? Were the clear enough?

3. Did students enjoy the presenting their character analyses?

13

UNIT: All Quiet on the Western Front

LESSON: Major Themes TIME LENGTH: 40 minutes

PA ACADEMIC STANDARDS:

1.1.11.D: Demonstrate comprehension / understanding of a wide variety of appropriate literary

works from different cultures and literary movements, including classic and contemporary

literature.

ASSESSMENT ANCHOR DESCRIPTORS:

R11.B.1: Understand components within and between texts.

MOTIVATIONAL DEVICE: Ask students what they believe the definition of the word

“theme” is. Explain that today’s lesson with focus on the major themes found in the novel.

INSTRUCTIONAL OBJECTIVES:

1.Given slides one and two of the PowerPoint presentation, students will be able to write a

paragraph about one of the given themes (brutality of war, nationalism, soldier’s alienation,

and unity among soldiers) with three examples of the theme found from the text.

2. Given the other students thematic paragraphs, all students will be able to list two

examples of each theme with no error.

3. Given the worksheet, all students will complete the individual activity with no more than

two errors.

MATERIALS NEEDED: All Quiet on the Western Front

TECHNOLOGY NEEDED: n/a

RESOURCES USED:n/a

LESSON TYPE (Pedagogy): Jigsaw

LESSON OUTLINE:

I. Engage students for the lesson.

A. Ask the students to give a definition for the word “theme.”

B. After getting a few students’ definitions give the actual definition.

1. a subject of discourse, discussion, meditation, or composition;

2. Explain that today’s lesson with discuss the major themes of All Quiet on the

Western Front.

II. Present the students with the PowerPoint lesson.

14

A. Picking major themes of the novel.

1. Brutality of war

2. Alienation of soldiers

3. Soldiers’ unity

4. Nationalism

B. Explain that each student will be assigned with one of the major themes.

1. Students will then collaboratively each write a paragraph about that theme.

a. Three examples must be included

b. Students each have to write a paragraph but will work as a group.

III. Jigsaw groups

A. Have students move into their second assigned group.

B. One student from each group will then share their paragraph with one member from

each of the other groups.

1. All students will present a different theme.

2. Students will learn examples of all major themes by the end of the group work.

C. While students are listening to their group members present, students should take

notes.

1. Walk around to make sure all groups are on task.

2. Answer any questions students have at this time.

IV. Individualized worksheet (attached)

A. Pass out worksheet to students

1. Instruct them that they will have the rest of the period to finish it.

2. Emphasize that this is individual work time.

B. Make yourself available to answer any questions students may encounter.

V. Summary (4 minutes)

A. Collect the students’ worksheets.

B. Assign homework

a. Read the next chapter of the novel.

b. Reflective paragraph in reading journal

C. Closure: Have students reiterate one example of each major theme.

KEY QUESTIONS (Include three high level questions):

15

1. Why is understanding major themes of literature important?

2. Which theme is the most prominent in the novel in your opinion? Explain why you

picked this theme.

3. If you could add another theme to this list, what would it be? Why do you think it’s

relevant?

CLOSURE: Students will be asked to repeat one example of each theme that they learned

during their jigsaw groups.

DIFFERENTIATED LEARNING ACTIVITIES (Include at least three):

1. Students with a disability that affects their writing will be given a buddy to help write

their thematic paragraphs.

2. Students with vision impairments will be sat in the front of the classroom during the

PowerPoint presentation.

3. The blinds will be closed during the lesson to minimize distractions during group

activities.

FORMATIVE ASSESSMENTS (Include at least two):

1. Walk around during both group times to make sure students understand how jigsaw

lessons work. Reiterate directions if they are confused.

2. During the group discussions observe students to make sure they are on task. Redirect

groups if they are not engaged in the discussion.

HOMEWORK: Students will be assigned to write a reflection paragraph in their reading journal

after reading the next chapter of the novel.

REFLECTION (Include at least three questions):

1. Did students completely understand how the jigsaw lesson works?

2. Did students participate equally while writing their thematic paragraphs?

3. Were students on task while working on the review worksheet?

16

NAME______________________________________________ DATE___________

Place each thematic example to the column with its corresponding theme.

Rat infestations

Germany’s youth

Numbness of soldier’s

Comradeship

Paul’s visit home

Patriotic speeches

“No-Man’s Land”

Friendship

Disconnection with the past

Starvation

Volunteering for war

Disciplinary training

New weapons

Political power games

Brutality of War Nationalism Soldier’s

alienation

Unity of Soldiers

17

Test Blueprint

Test Blueprint for Unit Based on Instructional Objectives

(Cognitive Domain)

Instructional

Objective

Know. Comp. Application Analysis Synthesis Evaluation Totals

1-1 2 1 3

1-2 3 3

1-3 1 1 2

2-1 2 1 3

2-2 1 1 2

2-3 7 1 8

3-1 1 1

3-2 1 1

3-3 1 1

Totals 9 0 0 8 0 0

Note: Include other Domains (Affective and/or Psychomotor), if needed.

18

Unit Test

All Quiet on the Western Front Unit Test Name:_______________

Date:________________

Choose the best possible answer for each multiple choice question.

1) Which countries were considered Central powers?

a) Germany, Ottoman Empire, and Austria-Hungary

b) Austria-Hungary, Italy, and Spain

c) Russia, France, and Germany

d) United States, Germany, and Italy

2) Which was not a factor that led to WWI?

a) Assassination of Franz Ferninand

b) Alliance system in Europe

c) Rise of nationialism

d) Hitler’s rise to power

3) Which of the following best describes life in the trenches?

a) uplifting, clean, and safe

b) muddy, wet, and cold

c) dirty, disease filled, and dangerous

d) warm, happy, and fun

4) Of the 150 soldiers that went to battle in Chapter 1, how many returned?

a) 60

b) 70

c) 80

d) 90

19

5) Why are the men excited to go to breakfast the morning after they returned from battle in

Chapter 1?

a) The soldiers hadn’t eaten the day before

b) The cook still made 150 rations

c) The cook is making their favorite meal

d) They are going home after breakfast

6) Who is the first of Pauls’ friends to die during the war?

a) Kat

b) Kropp

c) Tjaden

d) Kemmerich

7) Who said the quote, ““Parting from my friend Albert Kropp was very hard. But a man gets

used to that sort of thing in the army”?

a) Kat

b) Kemmerich

c) Paul

d) Himmelstoss

8) When Paul was still a schoolboy, who told him and his classmates that is was their patriotic

duty to serve in the war?

a) Kantorek

b) the boys’ fathers

c) Himmelstoss

d) Kropp

9) Tjaden:

a) sleepwalks

b) wets the bed

c) lies to everyone

20

d) cries at night

10) According to Paul, what is the only good thing to come out of war?

a) lasting peace

b) comradeship

c) wealth

d) honor

11) Kantorek is Paul's _________?

a) teacher

b) captain

c) priest

d) uncle

Short Answer

Give at least a three to five sentence paragraph answering each question.

12) Out of the three main characteristics of World War I discussed in class, name two and how

they affected the war.

21

13) Using examples from the text, describe one character that we talked about on character

analysis day, including their role in the novel and their relationships with the other characters.

14) Choose one of the main themes we discussed in class. Why was this theme important and

what are two examples of this theme found in the novel?

22

Matching

Match the description of each character to the corresponding name.

15. Paul ___ A. Uses his authority to humiliate the soldiers

16. Kat ___ B. Steals Kemmerichs’ boots

17. Kropp ___ C. Narrator of the novel

18. Tjaden ___ D. Cries out over the dying horses

19. Muller ____ E. French woman who the soldiers meet

20. Haie Westhus ____ F. First main character to die

21. Detering ____ G. Hit in the eye and left for dead

22. Kemmerich ____ H. Speaks about committing suicide if his leg is amputated

23. Himmelstoss ____ I. Schoolmaster of the men who enlist

24. Kantorek _____ J. Oldest of the group, “leader of the pack”

25. Joseph Behm _____ K. Wishes to remain in the army after the war

L. Clashes the most with Himmelstoss

23

UNIT TEST ANSWER KEY

Multiple Choice

1. A

2. D

3. B

4. C

5. B

6. D

7. C

8. A

9. B

10. B

11. A

Short Answer

12.

Central vs. Entente-name the central powers (Germany, Ottoman Empire, Austria-

Hungary) and the entente powers (United Kingdom, Russia, France), how the war started

(assassination of Franz Ferdinand) and the alliance system.

Industrial/Total War- The home front becomes just as important as the battlefield.

The distinction between combatance and non-combatance disappears.

Trench lifestyle- filled with diseases/rats, dirty, “No-Man’s Land”, very dangerous

13.

Paul- ordinary man who plays the narrator of the novel, affected greatly by the atrocities

of war, mother is sick with cancer

Himmelstoss- Corporal of the soldiers, unfair in his treatment, uses his authority to

humiliate the soldiers, resented by the soldiers

Kat- ringleader of the soldiers, mature and strong, Paul’s greatest ally, doesn’t necessarily

believe in the war but fights his best anyway

24

Muller-one of the men from Paul’s original group, tries to steal Kemmerichs’ boots,

demonstrates the animal instincts of a soldier, shows little emotion

14.

Brutality of the war

o Discuss the descriptive accounts of deaths, the lifestyle of the men in the trenches,

and the ruthlessness of the soldiers.

Nationalism

o Discuss the belief that the commanders have in the war, the political power

games, men volunteering for the war, and the patriotic speeches given.

Soldiers’ Unity

o Discuss the comradeship/friendship that the men build throughout the novel, give

examples of their unity, along with reactions to the deaths of some of the main

characters.

Soldiers’ Alienation

o Discuss aspects of the novel that deal with loneliness/emptiness felt by different

characters in the novel, Paul’s visit home would be an example of this along with

the disconnection that many of the soldiers have with the past.

Matching

15. C

16. J

17. H

18. L

19. B

20. K

21. D

22. F

23. A

24. I

25. G

25

Bibliography

Ashworth, Tony (2000), Trench warfare, 1914-18 : the live and let live system, London: Pan

Cruickshank, D. R., Jenkins, D. B., & Metcalf, K. K. (2012). The act of teaching (6th

ed.).

Boston, MA: McGraw-Hill.

Feather, R. M., Jr. (2012). Principles of teaching: Powerpoint manual. Bloomsburg, PA: BU.

Gronlund, N. E. (2004). Writing instructional objectives for teaching and assessment (7th

ed.).

Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.

Life in the trenches. Retrieved from http://www.youtube.com/watch?v=oOjOVFQoAoM

N.A. (2012). Smoop: We Speak Student. Retrieved from http://www.shmoop.com/all-quiet-on-

western-front/

Pennsylvania Department of Education. (2012). Clear standards. Standards Aligned System.

Retrieved from, http://www.pdesas.org/Standard/Views

Remarque, Erich Maria. (1929). All quiet on the western front. Boston, MA: Little Brown & Co.