World War I Lesson Plan
Teacher Name: Martha Howard
Grade: Level 8
Course: U.S. History and English
Describe the classroom or homework activity to be performed (individual assignment,
cooperative learning, cross curricular, technology based, using artifacts and/or primary
sources, etc.)
This lesson is designed for use in the history class as well as in the English class. It is cross
curricular; however; it could be used in either an English class or a history class depending on
the organization of the school. Poems relating to World War I will be introduced to the students.
A discussion will follow which will include historical context of the poem and literary analysis.
Working in cooperative learning groups, the students will explicate the poems. Written analysis
will be completed on the attached teacher generated analysis guides. In addition to the poetry
explication, students will also research the author, historical era and specific topics that relate to
the poem (s) that they are analyzing. Using essential analytical and research skills students will
research in the school computer lab during class and additional research will be completed as a
homework assignment.
Rationale (Why are you doing this?)
Students will learn more about the specific historical events by interpreting and analyzing the
poetry of the era. The literary perspective, in addition to the textbook and class discussions, will
enhance their understanding of history. It will humanize the World War I experience for the
students.
Required time frame:
One week. More time may be required if student presentations are made.
From where in this WW I conference did you get the idea for this activity or assignment
(speaker, document, photograph, activity, audio recording, other)?
I knew that I was interested in using literature to enrich the World War I unit. After listening to
Cynthia Jones discuss the poetry and authors of World War I and working with her in the
research library, I decided to design the cross curricular lesson around poetry and poets of that
era.
Lesson objectives – the student will:
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Research an author from the World War I era and write a brief biography
Select one or more poems to explicate and uses the attached analysis guides
Create art work that illustrates the essence/theme of the poem
Research historical context of the poem
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District, state, or national performance and knowledge standards/goals/skills met (be
specific when referencing):
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Social Studies: Kansas, United States, and World History: History Standard: The student
uses a working knowledge and understanding of significant individuals, groups, ideas,
events, eras, and developments in the history of Kansas, the United States, and the world,
utilizing essential analytical and research skills. Benchmark 3: The student uses a working
knowledge and understanding of individuals, groups, ideas events, eras, and developments in
the history of Kansas, the United States, and turning points in the era of the industrial era.
Benchmark 4: The student engages in historical thinking skills.
Language Arts: 1081.06: Apply appropriate literary terminology in analyzing and writing
about literature
1081.35: Develop presentation skills through oral interpretation of literature
1081.38: Use skills to research and document information on a topic of interest
1081.39: Use current technology to enhance reading, writing, speaking, listening and
viewing.
1081.05: Analyze figurative language in literary selections: metaphor, simile, personification,
hyperbole, onomatopoeia, alliteration, imagery, and symbolism.
108l.03: Demonstrate knowledge of literature from a variety of genres, cultures and historical
periods.
Secondary materials (book, article, video documentary, etc.) needed – cite title and other
detailed information:
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A Patriot’s Handbook by Caroline Kennedy
The American Reader Words That Moved a Nation by Diane Ravitch
The Penguin Book of First World War Poetry edited by Jon Silkin
In Flanders Field The story of the Poem by John McCrae by Linda Granfield
Primary sources (document, photograph, artifact, diary or letter, audio or visual recording,
etc.) needed – cite detailed information:
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War Poems of Siegfried Sassoon
In Flanders Field and Other Poems by John McCrae
World War One British Poets by Brooke, Owen, Sassoon, Rosenberg and Others
Audio recordings of poems
Photographs of the setting of the poem
Technology required:
Computer or DVD player CD or record player
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Fully describe the activity or assignment in detail. What will both you and the students do?
Part I of the lesson: The students will see a variety of poems on the screen and listen while they
are being read. Background information about the authors, the time period, and the geographic
regions will be given. As the students work together, the Poem of the Day analysis guide will be
completed by each student. A class discussion will be generated from the different categories on
the analysis guide. Next, students will be given the Literature Analysis guide to complete as the
class works together to analyze/explicate the poem. Using post-it-notes they will annotate the
different figures of speech that are found in the poem. The post-it –notes will be placed on the
attached template. The literary analysis process that is modeled for the students is the same
process that will be used when students work independently on their own poetry project.
Photographs, watercolors, and sketches that illustrate different themes from the poems will also
be on display for the students to analyze. They will discuss which visual display best illustrates
the poems that were analyzed during the class discussion.
Part II of the lesson: Students will be given an anthology of poets and poems to study. They will
select the poem that interests them the most. We will conference about the selection and share
ideas about the project. Students will complete the Poem of the Day analysis guide and turn it in
for evaluation and editing. For homework they will complete the Literature Analysis guide by
using their post-it-notes. They will also begin to brainstorming for the best technique to illustrate
the theme/essence of the poem. They may want to create a watercolor, a sketch, or use some
form of technology to enhance the poem. One class period will be spent in the computer lab and
in the library for student research. The finished product will include the following components: a
typed copy of the poem, a brief biographical narrative of the author, an overview of the historical
background of the poem, a final edited version of the Poem of the Day guide, and some form of
art work that illustrates the theme/essence of the poem. A bibliography will be required. Students
may choose how to display their poetry project. The poem and artwork may be matted and glued
onto construction paper by the student or the student may choose to create a multi-media display.
These finished products will create a poetry gallery in the library for students, parents, and guests
to enjoy.
Assessment: fully explain your assessment method in detail or create and attach your
scoring guide:
See scoring guide on next page.
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World War I Poetry Scoring Guide
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Poem of the Day Analysis Guide
Created by Connealy and Howard, IHMS 2006
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Literature Analysis Guide: Post-It-Notes
Name _______________________
Date ________________ Hour___
Figures of Speech Test
Poem title and author: ________________________________
Directions: Using your annotated notes, place the post-it notes on the template to match each category.
Each post-it note must include:  Line number from which the annotation came
 The Figure of Speech written correctly (Correct conventions will be part of the
assessment)
alliteration
hyperbole
onomatopoeia
symbolism
Created by Martha Howard, IHMS, 2007
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Literature Analysis Guide: Post-It-Notes
Name _______________________
Date ________________ Hour___
Figures of Speech Test
Poem, title and author: ________________________________
Directions: Using your annotated notes, place the post-it notes on the template to match each category.
Each post-it note must include:  Line number from which the annotation came
 The Figure of Speech written correctly (Correct conventions will be part of the
assessment)
simile
personification
imagery
metaphor
Created by Martha Howard, IHMS, 2007
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