Paul Andrews

Differentiated Instruction Teaching/Learning Plan

Subject: Canadian History
Course Title: Canadian History since World War 1
Course Code: CHC2D
Lesson Title: Trench Warfare and the World War One Experience
Duration: __2___ 75 minute periods
Overall Expectation(s):
A1 Historical Inquiry: use the historical inquiry process and the concepts of historical thinking
when investigating aspects of Canadian history since 1914
Specific Expectation(s):
A1.2select and organize relevant evidence and information on aspects of Canadian history since
1914 from a variety of primary and secondary sources
A1.3assess the credibility of sources and information relevant to their investigations
A1.5use the concepts of historical thinking when analyzing, evaluating evidence about, and
formulating conclusions and/or judgments regarding historical issues, events, and/or
developments in Canada since 1914
B1.2identify some major developments in science/or technology during this period, and assess
their significance for different groups in Canada
B2.1explain the main causes of WW1 and of Canadas participation in the war and analyze some
of the consequences of Canadas military participation in the war
Learning Goal(s):
1: students will be able to judge primary sources and evaluate what makes them significant to
studying history
2: students will be able to list and describe the harsh living and fighting conditions in world war 1
3: students will be able to examine the impact technology and trenches had on Canadians during
world war 1

Assessment and Evaluation

Evaluation (Summative

Formative Assessment

Diagnostic Assessment

Description:
A creative
assignment where
students will write a
letter from the
perspective of a
participant in WW1
trench warfare
Will be given a period
in class and time at
home to complete

Number of Formative
Assessments: ___1__

Purpose:
To determine:
o Prior knowledge
o Prior skills
o Student interest
o Students requiring
additional support
during this lesson.
o Students who may
require enrichment
material during this
lesson
o Other:

Assessment)

Tools Needed: i.e. rubric,

checklist, checkbric,
marking scheme:
Checklist

Exemplars Needed:

I.
Description:
Survey Monkey questionnaire at
end of lesson to see if students
meet lessons learning goals
2. Description:
3. Description:
Tools Needed: checklist,
rubric, checbric, rating scale,
anecdotal comments,
conferencing notes/form
- Survey monkey survey
- Anecdotal comments

Description:
Short Q and A with
students on their
previous knowledge
about WW1
A series of questions
will gauge prior
knowledge on the
subject, student
interest, and will
identify which
students may require

Paul Andrews

Teacher Check
The evaluation activity
chosen allows the student
to demonstrate their
mastery of the above
learning goal. It allows
students to demonstrate
their learning in different
ways where possible to
meet their individual
preferences, strengths and
interests

Teacher Check
Each of the formative
assessments directly relates to
the evaluation.
All formative assessment results
will be used to inform teaching
prior to the evaluation.
Students will be given formative
feedback prior to the evaluation
with enough time to relearn and
improve their knowledge and
skills.

additional
support/closer
attention during
lesson and unit
Questions may
include: Does anyone
want to share what
they know about
WW1?, When you
hear about WW1 what
do you imagine? What
do you feel?, how
does war in general
make you feel? Is
there such a thing as
a just war? Share your
thoughts!

Teacher Check
Diagnostic Assessment can
be completed up to several
lessons prior to the new
topic in order to give the
teacher time to use the
information in their lesson
planning.

Strategies and Structures for this Lesson

Teacher Check: consider diagnostic assessment information, D.I. strategies to meet the needs of
at risk learners, student interests, strategic groupings, special student needs (i.e. ELL, Special
Education), etc.

1. Use of video to engage audio/visual learners

2. Pick students during class reading who are usually timid or not engaged to express
themselves/share their thinking
3. Use survey monkey online to assess student learning goals achievement, encouraging
students who may be hard to assess (quiet, not engaged) to demonstrate their learning
4.
5.

Part 1: Minds On
Teacher Check: The goal is to establish a positive learning environment, connect the topic to
prior learning and/or experiences, setting the context for learning and completing the diagnostic
assessment.

Name of Activity/Strategy:
Youtube video to hook and introduce lesson
topic
Whole Class/Strategic Grouping/Individual:
Whole Class
Description:
Following the diagnostic assessment and
introduction of the lessons learning
goals begin with a series of YouTube
video hooks. The content in the videos
will demonstrate two things.
One, the reality of trench warfare

Connections/Considerations
ELL:
I.E.P.:
Use a diversity of resources that will
help visual, auditory and discussion
based learners and encourage student
engagement.
Literacy:
Mathematical Literacy:

Paul Andrews

through dramatization. This will engage

the students and provide a context for
them to think about WW1 and the
conditions soldiers faced.
Second, veterans who experienced
trench warfare first hand will give their
account of what living in the trenches
was like. This will provide a good minds
on for students to think about primary
sources and to approach the following
lesson.

Notes:

Materials/Resources Needed:
Two YouTube videos:

https://www.youtube.com/watch?v=lMLRqqBzz_Q

(from 21:56 to 26:20)

https://www.youtube.com/watch?
v=XvHEUxIok00

Part 2: Action
Teacher Check: Consider the diagnostic data and the results of the Minds On Activity when
planning learning activities. In this section, introduce new learnings or extend/reinforce prior
learning. Provide numerous opportunities for practice and application of learning (guided >
independent). Formative Assessment is ongoing during the Action period and should be used to
guide teaching.

Name of Activity/Strategy:

Connections/Considerations:

Class reading of primary sources and class

overview of handout content
Whole Class/Strategic Grouping/Individual:

ELL:

Whole Class and Individual

Description:
Begin lesson by distributing handout that
includes primary resources (attached)
and the knowledge (handout attached)
regarding trench warfare. The primary
sources are letters from WW1 by soldiers
and nurses in the trenches. These
demonstrate the real experience from a
variety of perspectives and students will
understand how key primary sources are
to the study of history.
Have students reach out each of the
letters, there are many and this will take
time. Each will be shared as they provide
different perspectives from trenches.
While reading the primary sources,
teacher will pose questions for
discussion with the class such as: what
do you gather about the experience of
trench warfare?, How would you feel if
you were in the trenches?, Why do you
think these letters are important?, Do
you think theyre reliable sources?,
how does this differ from what you
understand war to be like today?, do
you think it was equally bad for both
sides? For all levels of ranking soldiers?
Or do you think some soldiers and
personnel have different experiences
than others? etc.
Follow this by having students read

I.E.P.:
Use variety of learning styles and
resources to ensure content is presented
well enough and in different ways so
that student has opportunity to gain
knowledge and share thinking.
Literacy:
Mathematical Literacy:
Notes:
Materials/Resources Needed:
Handout with content on it (knowledge).
Copies of primary resources, letters from
Canadian WW1 soldiers and nurses
(thinking, historical inquiry).
PowerPoint with images from trenches
(visual learning, thinking).

Paul Andrews
aloud the trench warfare handout. This
will support the primary source analysis
done before with the knowledge behind
trench warfare. Have PowerPoint
equipped with pictures from the trenches
and other supplementary material guide
the handout during their reading.

Formative Assessment(s):

The answers students give will be the

basis for the lessons formative
assessment.
They will give insight into student
thinking and which students are grasping
the concepts versus which are
struggling.
They will give insight to students
communication abilities. Will be able to
identify which students are comfortable
expressing their ideas and which
students need more attention and
support in doing so.
This will guide the lesson and future
work as well.

Part 3: Consolidation and Connection

Teacher Check: The teacher helps students demonstrate what they have learned and provide
opportunities for consolidation and reflection. Formative feedback is actively provided to
students to help prepare them for their evaluation.

Name of Activity/Strategy:
Survey Monkey
Whole Class/Strategic Grouping/Individual:

Connections/Considerations:
ELL:

Individual
Description:
Direct students to Edmodo where a
survey link is provided for them. The
survey will ask students a series of
questions related to the lessons subject
matter.
Survey questions are attached.

Allow student to give answer to teacher

orally rather than through the survey
online.

I.E.P.:
Literacy:
Mathematical Literacy:
Notes:

Materials/Resources Needed:

Paul Andrews
Survey questions attached.

Formative Assessment(s):

Part 4: Evaluation (Summative Assessment)

Teacher Check: Teachers should review all formative assessment results to ensure students are
prepared to demonstrate their learning and be evaluated. Small groups of at risk students may
need individual teacher attention while students who have mastered the expectations will
benefit from enrichment learnings.

Evaluation Differentiated by:

Content
Process
Product
Description:
Assignment is given to students where
they will be expected to write a letter
from the perspective of a WW1
participant.
Students will be given a group of key
words that must be included in their
letter. To encourage thinking and
creativity students will choose an
amount x out of the total keywords y
that they will use in their letter.
Using these keywords as their guide,
students will demonstrate their learning
about the realities of WW1 and trench
warfare through the letters.
Students will be given a period to work
on rough copy in class and hand in a
completed version after a negotiated
amount of time.
Exemplars Needed:

ELL accommodations:
Allow time for student to present letter
privately to teacher, giving student an
opportunity to express vocally if English
writing skills arent sufficient.
Lessen the amount of key words
required by students and provide
definitions of each word for context and
support.
I.E.P. accommodations:
Student will be given more time in class
or extended days for completion of
assignment.
Will be given key words for inclusion
rather than assignments task where
students choose what to include.
Show students exemplars of what
submitted letters are expected to look
like. This will give students an outline to
guide their work.
Other Considerations:
May give students computer lab time for
them to complete in school or allow
them to use ipads and laptops to
complete in class.
Notes:

Materials/Resources Needed:
Assignment criteria handed to students
is attached.

Paul Andrews