All Quiet on the western Front Essential Question

“All Quiet on the western Front”

Essential Question • How a world war 1 differs from other war? • What is meant by nationalism, Imperialism and militarism?

Unit Question • What where the causes of Great War?

Content Question • What is the effect of the World War 1 to the country that involves during the War?

Learning Objectives At the end of the unit, the students will be able to; • Design a creative power point presentation in reporting.

Unit Summary • Before the project begins, The Student are required to Brainstorming before they start the Report Discussion and Report discussion will be use to give students an idea about the history of the Great World War 1, Video Presentation is better to understand if the about the Great World War 1. Show the Oral Presentation Scoring Guide and virtual power point presentation scoring guide before the group presentation to help prepare students for the presentation and look for the criteria and standards for the reporting. Show students specific references (books and websites) to encourage further researches. As it goes over with the history of World War 1, students use the Unit blog to study the different tales and respond to different questions. Entail students to make a graphic organizer (Video Presentation) to show their understanding about the World War 1 interpretations. Use questioning throughout the beginning of the unit to elicit exchanging of ideas and induce students to obtain varied views on a given issues.

• Ask students to count of into 4 groups for a virtual presentation • When the Video or the Power point presentation is completed and shared, students write a metacognitive reflection in which they describe what they learned upon interviewing and writing. Teacher induces students to reflect on how their making of the project helps them understand the society.

Standards • Elicit and give information using different types of questions and seek clarification and verification of response made. • Demonstrate the ability to use varied ways of organizing information. (e. g. Graphic organizers) • Express emotional reactions to what is explicitly stated and implied in a text. • Express opinions in writing reaction paper regarding on the given issue.

Calendar of Activities • Week 1 • Divide students into 4 groups for reporting to discuss the following topics; • Nationalism (Group 1) • Imperialism (Group 2) • Military Arms Race (Group 3) • Rival alliances ( Group 4)

• Day 1 -2 for week 1 (Brainstorming) • • Prior to reporting show and briefly explain the oral presentation scoring guide to students for them to check for criteria and standards of reporting. Then explain how important knowing all and understanding the facts about the World History Book of Gregorio Zaide. Allow students to surf the internet with the specific URLs and book references for further research of the topics. Have the students first learn how to make a Virtual Power. Point presentation that they can use in the reporting and conduct a hands-on activity to practice the application.

• Day 3 for week 1 (Topic Distribution) • Divide students into 4 groups for reporting to discuss the following topics; • • Nationalism (Group 1) Imperialism (Group 2) Military Arms Race (Group 3) Rival alliances (Group 4) • Let the student race question about what there are going to do about their reporting. • And let them have a brainstorming by group so that they can prepare to their topic, and let them use the internet or book to have a reference to broaden their knowledge about the topic they will share or report to their classmates.

• Day 4 -5 of Week 1 (Reporting Activity) • The student will start their reporting, each day there are 2 groups to present the Power Point Presentation and the group will share and discuss of what they had learned and what they had research about their topic or to their task that has been given to them. • After the student finish the task that was given they will be Graded by their classmate to know what are the feedbacks and what they are going to enhance more to their reporting techniques.

Week 2 • Day 1 for week 2 (Distribution of Virtual Power point presentation) • The students will be group again into 4 groups, but this time they will present a Virtual Power point Presentation they will interpret what happen in the world war 1. • The Task of each group about World War 1: • • • Nationalism (Group 1) Imperialism (Group 2) Militarism (Group 3) Rival alliances (Group 4) When the students are already grouped they will plan what they are going to do.

• Day 2 -4 for week 2 • The student will make their Virtual power point presentation inside the classroom for 3 days. They will be observing for 3 days if there’s interaction and cooperation to their group. And after their practices and polishing, they will be given extra points for those groups that have a good cooperation and unity.

• Day 5 for week 2 • The student will present their Project in front of their other classmate who are under to this subject. • • Each group has given a task to present the certain presentation about World War 1 and letting the student understand what happen to the past World War 1. • • After the Presentation the student will write their Reflection about what they learn in the topic and letting them understand what is world now a days and the past years.

Rubrics CATEGORY Excellent-3 n Good-2 Needs improveme nr-1 Content – Accuracy All content throughout the presentation is accurate. There are no factual errors. Most of the content is accurate but there is one piece of information that seems inaccurate Content confusing or contains more than one factual error. Sequencing Information of is organized Information in a clear, logical way. It is easy to anticipate the next slide. Most information is organized in a clear, logical way. One slide or piece of information seems out of place. There is no clear plan for the organization of information. self Peer Teac her

Effectivene ss Project includes all material needed to give a good understandi ng of the topic. The project is consistent with the driving question. Project is lacking one or two key elements. Project is consistent with driving question most of the time. Project is lacking several key elements and has inaccuracies. . Project is completely inconsistent with driving question. Use of Graphics All graphics are attractive (size and colors) and support the topic of the presentation. A few graphics are not attractive but all support the topic of the presentation Several graphics are unattractive AND detract from the content of the presentation.

Text - Font Choice & Formatting Font formats (color, bold, italic) have been carefully planned to enhance readability and content. Font formats have been carefully planned to enhance readability. Font formatting makes it very difficult to read the material. Spelling and Presentation Grammar has no has 1 -2 misspellings, or but no grammatical errors. Presentation has more than 2 grammatical and/or spelling errors. Cooperation Group often is not effective in sharing tasks and/or sharing responsibility. Group shares tasks and all performed responsibly Group shares tasks and performed responsibly most of the time

Delivery Members spoke at a good rate, volume and with good grammar. They maintained eye-contact while using, but not reading their notes. Members spoke a little faster or slower than necessary, or too quietly or loudly. They maintained eye-contact, but relied too much on their notes. Members demonstrate paid little attention to rate, volume or grammar, they read nearly word for word from notes.