SIOP

Teacher: Ms. Douglas

Lesson Plan Template 1

Date: 03/03/15

Unit/Theme: World War I/Trench Warfare

Grade/Class/Subject: 10th Grade World History

Standards: Students will analyze how technological

advancements in weaponry affected the fighting and
outcome of World War I by utilizing one of the big 11 social
studies skills.

Content Objective(s): SWBAT recall basic strategy,

Language Objective(s): Students will look at pictures

tactics, and weapons technology used in WWI.Students will

identify the types of warfare used in WWI including trench
warfare. SWBAT recognize the horror and futility of trench
warfare. SWBAT define the term stalemate.

and take notes from a powerpoint presentation on weapons

and technology used in WWI. Students will watch a short
video on trench warfare. Students will use all language
aspects while participating in hands on simuation activity.

KEY VOCABULARY:

SUPPLEMENTARY MATERIALS:

Stalemate

1.

Scrap paper or newspaper

Trench warfare

2.

8 medium-sized boxes

Artillery

3.

Trench Warfare Worksheet (p.11)

Typhus

4.

WWI Machine Gun Picture (p.12)

Thyphoid

5.

WWI Artillery Picture (p.13)

Trench Toe

6.

Objective of Assaulting Army (p.6)

Trench Foot

7.

Objective of Defending Army (p.7)

Optional Materials:
a.

Large flashlight for a flare during the night attack

b.

Battle sounds music

c.

Surgical masks to be used as gas masks

d.

Fog machine for the gas attack

e.

Strobe light for explosion flashes

f.

Fake rats and roaches

SIOP FEATURES
PREPARATION
Adaptation of content
Links to background
Links to past learning
Strategies incorporated

SCAFFOLDING
Modeling
Guided practice
Independent practice
Comprehensible input

GROUP OPTIONS
Whole class
Small groups
Partners
Independent

INTEGRATION OF PROCESSES
Reading
Writing
Speaking
Listening

APPLICATION
Hands-on
Meaningful
Linked to objectives
Promotes engagement

ASSESSMENT
Individual
Group
Written
Oral

LESSON SEQUENCE:
As the students enter the room. I will give them an index card that indicates which side of the battle they will be fighting on.
French or the German. Some students will receive cards that indicate what kind of diseases they will have. Some examples
are:Typhus, Typhoid, Trench toe, Trench foot. I will explain to them that we will review what these mean. Warn-up: Students
will watch a short video on trench warfare. Think/Pair/Share: They will write down what they observe and share with their
partner and then share with the class. Then I will show a short powerpoint that has pictures of the technology used in WWI
which also includes pictures of certain ailments the soldiers received during battle.
Simulation Instructions:
Explain to students that they are going to recreate the trench warfare of WWI.
Distribute and read the objectives and rules to the class. The object of this lesson is to show the futility of trench warfare. It
is imperative that neither army is successful in capturing the enemys trenches. DO NOT reveal this to the class.
Have each General choose 2 machine gunners and 2 artillerists.
Demonstrate the whole process by having students do a walk-through assault without any paper being thrown. Follow
these practice steps:
Assaulting General: order the artillery barrage.
Defending General: order return artillery fire.
Assaulting General: give the to your posts command and then cease fire.
Defending General: order troops into firing trench and wait for the assault.
Assaulting General: give the over the top command and then start the assault by having the assaulting army line up in
front of their trench in no-mans-land.
When an assaulting army enters no-mans-land it can fire and be fired upon.
If someone is hit with a piece of paper, they become a casualty and must lay down until the attack is over.
Escort 1 student from the assaulting army through the enemys trenches to the flag (letter on the wall). Hand the flag to the
student to show a victory.
Have students make 5 paper balls each, and place 2 of them in the machine gun boxes and keep 3 for personal use.
Before the assaults begin, describe the conditions of life in the trenches: mud, rusty barbed wire, muddy roads, caves,
trench foot, rats, lice, extreme hot and cold.
Have each General come to the center of no-mans land. Flip a coin to see who will attack first. If time is short, only do 1
attack. (see the Optional Assaults).
Carry out the daytime attack by starting the artillery barrage. One that has ended, wait 1 minute to start the infantry assault.
Collect all the paper balls and set up for the next attack. Everyone is alive again.
Students will role-play certain scenarios as they sit in the trenches. This is highly beneficial for students to internalize the
experience.
a.

Tell your neighbor about your loved one back home.

b.

How bad is your case of trench foot?

c.

If you were back at home, what would you be doing right now?

d.

What is the wounded German outside of your trench saying to himself?

Carry out the second attack if time permits.

Clean up
NEXT STUDENTS WILL READ PRIMARY SOURCE LETTERS FROM HOME.

REFLECTIONS: Students will write a one page letter or journal entry from the perspective of a soldier in the trenches during
WWI.

Template adapted from Echevarria, Vogt, and Short (2008), Making Content Comprehensible for English Learners: The SIOP

Model.