Activity Overview
D-Day is one of the most well known moments of World War II, and served as an important moment in changing the tide of the war. For this activity, students will create a spider map that answers the 5 Ws of D-Day: who, what, when, where, and why. Students can create their own questions or use teacher-created questions.
Extension Activity
For this extended activity, students should create a T-Chart that compares and contrasts the different beach invasions during D-Day. Students should select from Utah beach, Omaha beach, Gold beach, Juno beach, and Sword beach. Students should research the terrain, leaders, casualties, and outcomes of the invasions and share with their peers the similarities and differences between these incredibly significant beaches for the Allied liberation of France.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a 5W analysis of D-Day: Who, What, When, Where, and Why.
- Click "Start Assignment".
- In the title box for each cell, type questions for Who, What, When, Where and Why.
- In the descriptions, answer the question.
- Create an image for each cell with appropriate scenes, characters, and items.
- Save and exit when you're done.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 5 Points | Emerging 3 Points | Beginning 1 Points | |
|---|---|---|---|
| Explanation | The student clearly, thoroughly, accurately chooses and answers the who, what, where, when, and why questions. | The student chooses and answers the who, what, where, when, and why questions. Some of the information is clear, thorough, and accurate. | The who, what, where, when, and why questions and answers are incomplete, confusing, or inaccurate. |
| Illustrations | The illustrations represent the written information using appropriate scenes, characters and items. | The illustrations relate to the written information, but are difficult to understand. | The illustrations do not clearly relate to the written information. |
| Evidence of Effort | Work is well written and carefully thought out. | Work shows some evidence of effort. | Work shows little evidence of any effort. |
| Conventions | Spelling, grammar, and punctuation are mostly correct. | Spelling, grammar, and punctuation are somewhat correct. | Spelling, grammar, and punctuation are mostly incorrect. |
Activity Overview
D-Day is one of the most well known moments of World War II, and served as an important moment in changing the tide of the war. For this activity, students will create a spider map that answers the 5 Ws of D-Day: who, what, when, where, and why. Students can create their own questions or use teacher-created questions.
Extension Activity
For this extended activity, students should create a T-Chart that compares and contrasts the different beach invasions during D-Day. Students should select from Utah beach, Omaha beach, Gold beach, Juno beach, and Sword beach. Students should research the terrain, leaders, casualties, and outcomes of the invasions and share with their peers the similarities and differences between these incredibly significant beaches for the Allied liberation of France.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a 5W analysis of D-Day: Who, What, When, Where, and Why.
- Click "Start Assignment".
- In the title box for each cell, type questions for Who, What, When, Where and Why.
- In the descriptions, answer the question.
- Create an image for each cell with appropriate scenes, characters, and items.
- Save and exit when you're done.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 5 Points | Emerging 3 Points | Beginning 1 Points | |
|---|---|---|---|
| Explanation | The student clearly, thoroughly, accurately chooses and answers the who, what, where, when, and why questions. | The student chooses and answers the who, what, where, when, and why questions. Some of the information is clear, thorough, and accurate. | The who, what, where, when, and why questions and answers are incomplete, confusing, or inaccurate. |
| Illustrations | The illustrations represent the written information using appropriate scenes, characters and items. | The illustrations relate to the written information, but are difficult to understand. | The illustrations do not clearly relate to the written information. |
| Evidence of Effort | Work is well written and carefully thought out. | Work shows some evidence of effort. | Work shows little evidence of any effort. |
| Conventions | Spelling, grammar, and punctuation are mostly correct. | Spelling, grammar, and punctuation are somewhat correct. | Spelling, grammar, and punctuation are mostly incorrect. |
More Storyboard That Activities
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- George Peck Collection Photo • San Diego Air & Space Museum Archives • License No known copyright restrictions (http://flickr.com/commons/usage/)
- Normandy Invasion Map • Brevort • License Attribution (http://creativecommons.org/licenses/by/2.0/)
- Normandy Landings 1 • tok tokkie • License Attribution (http://creativecommons.org/licenses/by/2.0/)
- Wisdom from General Eisenhower • Infrogmation • License Attribution (http://creativecommons.org/licenses/by/2.0/)
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