File - English with Miss Zachmeier

All Quiet on the Western Front
January 9, 2014
Discuss Mini-Project
Reading Check Quiz
Discuss Essential Questions for Unit
Go Over Practice CRL
Drafting Activity
Discuss Ch. 1-2
Letter Writing Activity
TUES.; Mini-Project
• Take out a piece of your own notebook paper
and write 1-7 along the left margin.
• Answer the questions.
• Eyes on your own paper, of course; cover your
answers while you write with your paper and
after you finish.
Reading Check Quiz
• 1. Who is the narrator of the novel?
• 2. Who is Kantorek? What influence did he have on the boys
and was it good or bad?
• 3. Why does Paul say, “they let us down so badly”?
• 4. Who is Kemmerich and what happens to him by the end of
Chapter 2?
• 5. What do the other men consider taking from Kemmerich
when they visit him?
• 6. Who is Himmelstoss and is he well-liked by the boys?
• 7. Please define ONE of the following terms: disillusionment
Reading Check Quiz
• Please swap your paper with another person
and write CB: (your name) somewhere below
their answers. Please grade in a color different
than the one used on the paper.
• There are seven questions but it will be out of
ten points. Once you have graded the quiz,
please write the total number correct out of
ten on the top of the page and return it to its
Reading Check Quiz
• 1. Paul Baumer
• 2. Kantorek was the boys’ schoolmaster back home. He influenced the
boys to join the war effort even though he didn’t know what he was really
sending them into.
• 3. This quote referred to all of the people convincing and encouraging the
boys to join the war.
• 4. Kemmerich is one of Paul’s fellow classmates – they grew up together.
Paul is grappling with the death of his dear friend at the end of Chapter 2.
• 5. The men consider taking Kemmerich’s boots from him when they visit
the hospital.
• 6. Himmelstoss is the boys’ Corporal Officer – they don’t like him one bit.
• 7. Disillusionment: a feeling of disappointment resulting from the
discovery that something isn’t as good as one believed it to be
Alienation: estrangement; a state of being isolated from an activity to
which one should be involved or belong; loss or lack of sympathy
Essential Questions for AQWF
• What are the psychological effects of war on
those who fight?
• What difficult ethical dilemmas arise during
wartime, and how can they be solved?
• Why would soldiers write poetry?
• What techniques to poets and songwriters use to
convey emotions and ideas?
• Which wars are justifiable and which are not?
• Is it possible that the human race could some day
end warfare?
Practice CRL
• Please take out the handout from Tuesday regarding the
Close Reading Logs.
• You will first be writing a CRL paragraph with your partner,
and then we will review one together as a whole class.
• With your partner,
Read the passage aloud.
Find it in the novel, and examine its context.
Annotate all literary techniques you notice.
Share out.
Identify the significance/impact/effect/message of the passage
as you see it.
– Write a paragraph starting with a TS that identifies its message
and exemplifies it with examples from the passage..
Practice CRL Quote
We learned that a bright button is weightier
than four volumes of Schopenhauer. At first
astonished, then embittered, and finally
indifferent, we recognized that what matters is
not the mind but the boot brush, not intelligence
but the system, not freedom but drill.
Sample CRL
In this passage, Paul Baumer reflects upon the way in
which war causes the abstractions of knowledge and
philosophy to give way to the concrete realities of basic
human survival. Remarque draws attention to the greater
weight that the young men’s military puts upon appearances
such as “bright button,” highlighting how absurd their
training is, and how poorly it prepares them for the actual
fighting they will later face. Even more, however, the parallel
antitheses of “what matters is not the mind but the boot
brush, not intelligence but the system, not freedom but the
drill” emphasize how quickly and completely military training
destroys the higher order, individualistic thinking that the
young men had strived to develop in their academic
educations. With this concise example, Remarque intimates
how effectively war destroys individuality and intellect—two
qualities antithetical to effective mindless soldiering.
Kantorek Quickwrite
In thinking about the death of his classmate Behm, Paul narrates…
Naturally we couldn’t blame Kantorek for this. Where would the
world be if one brought every man to book? There were thousands
of Kantoreks, all of whom were convinced that they were acting for
the best, in a way that cost them nothing.
And that is why they let us down so badly.
P. 12
Please respond to this quote in your journal. What does Kantorek
represent to Paul and the other boys? Was it indeed Kantorek’s fault
that Behm joined the effort and was killed? What do you think Paul
is trying to say here?
Take about five minutes to think and answer the questions. Be
prepared to share with the class.
Tough Choices
• Imagine that you are just graduating from high school.
• You have excelled in English and in math, and despite competitive
admissions, your options for university are numerous and promising.
• War breaks out, though, and your friends, also accomplished scholars,
are all signing up.
• Recruiters come to your school and your sports matches, attracting
new recruits in droves.
• Your friends, uncles, grandfathers, scout troop leaders, coaches and
religious leaders all encourage you to sign up and become an adult,
contributing to your society and to justice in the world. You can always
go to university when you return, as a more experienced and mature
• What are two-three plausible options?
What are the possible positives and negatives for each option?
What should you do? Why?
Discussion: Ch. 1-2
• Questions??
• 1. Discuss characters.
• 2. Why do Paul and his friends join the
military? In what way are teachers, peers, and
parents involved in this decision? Are the
recruits influenced more by persuasion or
propaganda? How so?
Discussion Ch. 1-2
• 3. Paul makes the observation that the soldier “is on
friendlier terms than other men with his stomach and
intestines” (8). What does he mean? Why does he
consider the whole lavatory episode “beautiful” (9)?
What does this scene reveal about war’s effects on
• 4. Why does Paul think the authority figures in his life
have let him down? What does he think they were
supposed to do? What did they do instead? Do you
think it is fair/accurate of him to blame the older
generation in this way? (Visit P. 12)
Discussion Ch. 1-2
• 4. Discuss what it means to be called the ‘Iron
Youth’ and the significance of the last line of
Chapter 1 on P 18.
• 5. Which of Paul’s classmates was the only one
to express some reservation about joining the
war effort before falling in line with the rest of
them? What happens to him (be specific) and
in what way could it be considered symbolic?
(P 11-12)
Discussion Ch. 1-2
• 6. Revisit Kemmerich’s death scene. Discuss
the hours leading up to his death, Paul’s
reaction, and the quote, “You know, to-day
alone there have been sixteen deaths—yours
is the seventeenth. There will probably be
twenty altogether—” (P 32).
Letter to Kemmerich’s Mother
• Imagine that you are in Paul’s shoes, fighting the war with your
classmates and friends from back home. Kemmerich, whom you
grew up with, was fatally injured. As you sit by his side during his
final moments, you are overcome with grief when you realize you
must write to Kemmerich’s mother, telling her that he won’t be
coming back. Considering she asked you to watch over him while
saying her goodbyes, you feel it is your duty to be the one to tell
-In your ‘In-Class’ section of your notebook, please draft a
version of the letter you would write to Kemmerich’s mother. Please
consider the following questions when writing your letter:
-Would you tell her exactly what happened?
-Would you lie and tell her he wasn’t in pain, perhaps come up
with a different story about how he died?
-How would you try to comfort her?

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