LESSON 15 TEACHER’S GUIDE
Paul Revere: Hero on
Horseback
by Carol Domblewski
Fountas-Pinnell Level T
Nonfiction
Selection Summary
During the British-Colonial unrest of the 1700s, Patriot Paul Revere
had many roles, but the most important was that of messenger. In
April 1775, he warned the colonists that the British were coming.
Number of Words: 1,292
Characteristics of the Text
Genre
Text Structure
Content
Themes and Ideas
Language and
Literary Features
Sentence Complexity
Vocabulary
Words
Illustrations
Book and Print Features
• Nonfiction
• Third-person, continuous narrative
• Underlying structures include cause/effect and problem/solution.
• Colonial America
• Life of Paul Revere as well as details of colonial unrest
• Paul Revere and Midnight Ride
• Many events shaped the course of the American Revolution.
• Colonists performed heroic and dangerous acts for an important cause.
• Descriptive language
• Complex sentences containing embedded, dependent clauses.
• Most sections of text include important dates.
• Some words and concepts dependent upon context
• Some unfamiliar words, such as taxes, treason, revolution, mob, innocent
• Some multisyllable words: efficient, organize, personality, tedious
• Fine art and graphics extend the text
• Thirteen pages of text, with illustrations on most pages
• Headings, captions, timeline, map, and index
© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.
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Paul Revere: Hero on Horseback
by Carol Domblewski
Build Background
Help students use their knowledge of colonial American history to visualize the selection.
Build interest by asking a question such as the following: What do you think it would
have been like to live through revolutionary unrest in colonial America? Read the title and
author and talk about the cover illustration.
Introduce the Text
Guide students through the text, noting important ideas and nonfiction features. Help with
unfamiliar language so they can read the text successfully. Give special attention to target
vocabulary. Here are some suggestions:
Page 2: Point out the illustrations of the British stamps and read the caption.
Ask students to think about how a law like this today might impact their lives.
Suggested language: How would you react if every newspaper or important paper
today had to have a stamp like this on it?
Pages 6–7: Point out the picture of the Boston Tea Party and read the caption.
Colonists broke the law by taking part in this event. Ask: How do you think
breaking the law could ever lead colonists to gaining the independence that they
lacked?
Pages 8–9: Point to the illustration on page 9 of Paul Revere spreading messages
to colonists. Point out that captions can give clues about information in the text.
Ask: Do you think this was an efficient way to spread news? How might people
today organize the spread of important news?
Page 10–11: Look at the map with students and have a volunteer trace the route of
Paul Revere’s ride. Paul Revere took this route to personally deliver an important
message to the colonists about the arrival of British troops. Ask: What was so
dangerous about a mission like this?
Now turn back to the beginning of the text to find out why Paul Revere’s famous
ride was so important in the history of the colonies.
Target Vocabulary
efficient – brings about results
without a waste of time or
resources, p. 8
lacked – not having had
something when it is needed,
p. 7
mimic – object or action that
imitates a real object or action,
p. 5
Grade 5
mocking – imitating a person in
an insulting way, p. 4
organize – arrange things
according to a system, p. 8
peal – loud burst of noise, p. 12
rural – the countryside, p. 11
summons – calls something up or
bring something forward, p. 6
tedious – something boring,
p. 3
personally – done in person or
by one’s self, p. 10
2
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Read
Have students read silently while you listen to individual students read aloud. Support their
understanding of the text as needed.
Remind students to use the Monitor/Clarify Strategy
what is confusing and find ways to understand it as they read.
and to notice
Discuss and Revisit the Text
Personal Response
Invite students to share their personal responses to the selection.
Suggested language: What did you learn about Paul Revere that surprised you?
Ways of Thinking
As you discuss the text, help students understand these points:
Thinking Within the Text
Thinking Beyond the Text
Thinking About the Text
• Trouble between the British and
colonists increased during the
1770s.
• Ordinary individuals, such
as Paul Revere, can take on
important roles and make a
difference to history.
• Captions help to explain the
illustrations.
• Paul Revere and other colonists
worked together to take a stand
against the British.
• Paul Revere’s famous ride helped
Patriots escape arrest and
possible death.
• The events leading up to the
American Revolution occurred
over a number of years and
were sometimes complicated;
colonists sometimes exaggerated
events.
• The timeline shows readers the
milestones leading up to the
American Revolution.
• The index enables readers to
refer to specific topics at a
glance.
© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.
Choices for Further Support
• Fluency Invite students to choose a passage from the text to act out for a readers’
theater. Remind them to pay attention to their phrasing as they read. For example,
they should read each tick mark on the timeline separately, to convey that each is a
separate event.
• Comprehension Based on your observations of the students’ reading and discussion,
revisit parts of the text to clarify or extend comprehension. Remind students to go
back to the text to support their ideas.
• Phonics/Word Work Provide practice as needed with words and word parts, using
examples from the text. Remind students that some words derive from Greek or Latin
roots. For example, treason is derived from a Latin word, tradere, meaning “to hand
over, betray.” A related word that uses this root is treasonous.
Grade 5
3
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Writing about Reading
Vocabulary Practice
Have students complete the Vocabulary questions on BLM 15.1.
Responding
Have students use their Reader’s Notebook to complete the vocabulary activities on page
15. Remind them to answer the Word Teaser on page 16. (Answer: lacked)
Reading Nonfiction
Nonfiction Features: Drawings and Index Remind students that nonfiction has many
features to help readers find and understand important information. Drawings and an
index are two of these features. Explain that drawings can show readers examples of
something included in the text. Drawings can convey detail that text does not easily
convey and that a photograph cannot convey. Many drawings are of events that took place
before photography was invented.
Next explain that indexes provide quick ways for readers to find information. Tell students
that indexes are organized alphabetically, by topic or category. Sometimes a category can
have subcategories, which are denoted by indented, alphabetized entries beneath the main
term.
Have students turn to page 2 in the text. Have them examine each of the stamp drawings.
Ask them what details they notice (British crown; value of each stamp; each one looks
very different). Discuss with students that each stamp probably was meant for different
purchases and that each stamp cost money. Ask them how they would react to such a law.
Next, ask students to use the index to identify all the pages on which the word Patriots
appears (pages 3, 8–10, 12–13). Have them tell why looking in the index for the word
Patriots is faster and better than simply skimming through the book.
Writing Prompt: Thinking Beyond the Text
Have students write a response to the prompt on page 6. Remind them that when they
think beyond the text, they use their personal knowledge to reach new understandings.
Assessment Prompts
• Which section of the text explains why the Sons of Liberty organized?
• What words on page 10 help readers understand the meaning of the word personally?
• Why does the author include a map of Paul Revere’s ride on page 11?
Grade 5
4
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English Language Development
Reading Support Pair beginning and intermediate readers to read the text softly, or
have students listen to the audio or online text. Or have beginning beginners read the
captions aloud.
Idioms Point to the use of take a stand on page 8. Explain that this term refers to
standing up for one’s beliefs. Ask students what things they are willing to take a stand for.
Oral Language Development
Check student comprehension, using a dialogue that best matches your students’
English proficiency level. Speaker 1 is the teacher, Speaker 2 is the student.
Beginning/Early Intermediate
Intermediate
Early Advanced/ Advanced
Speaker 1: Who is speaking?
Speaker 1: How did the British respond
to the Boston Tea Party?
Speaker 1: Why was it important
for Paul Revere to warn John
Hancock and Sam Adams?
Speaker 2: a narrator
Speaker 1: Why did Paul Revere ride at
night?
Speaker 2: so he would not be seen
Speaker 2: They closed Boston Harbor.
Speaker 2: They led the Patriots.
The British wanted to capture
them. If they did not escape, it
was likely that the British would
kill them.
Speaker 1: Why did Paul Revere yell,
“The Regulars are coming!”?
Speaker 2: It was a way to let colonists
know that the British were coming.
Lesson 13
Name
BLACKLINE MASTER 13.1
Date
Target Vocabulary
Paul Revere: Hero on
Horseback
Target Vocabulary
Complete the Web Map with words that relate to the Target
Vocabulary word in the center. Then choose one of the words and
use it in an example sentence with the Target Vocabulary word.
Make Web Maps and write example sentences for each of the
other Target Vocabulary words. Possible responses shown.
Vocabulary
legendary
strategy
shimmering
plunged
formal
retreat
magnificent
gushed
foes
revolution
story
hero
legendary:
famous
timeless
admired
Example Sentence:
hero
My class is reading a novel about the legendary _______________
, Hercules.
Target Vocabulary
3
Grade 5, Unit 3: Revolution!
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Grade 5
5
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Name
Date
Paul Revere: Hero on Horseback
Thinking Beyond the Text
Think about the questions below. Then write your answer in one or two
paragraphs.
Remember that when you think beyond the text, you use your personal
knowledge to reach new understandings.
Throughout the text, the author describes many heroic acts that Paul Revere
and other Patriots performed. Why do you think Paul Revere took such a big
personal risk for the colonies? Do you think the benefits gained were worth
the risks? Use examples from the text to support your answer.
Grade 5
6
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Lesson 15
Name
BLACKLINE MASTER 15.1
Date
Target Vocabulary
Paul Revere: Hero on
Horseback
Target Vocabulary
Complete the Web Map with words that relate to the Target
Vocabulary word in the center. Then choose one of the words and
use it in an example sentence with the Target Vocabulary word.
Make Web Maps and write example sentences for each of the
other Target Vocabulary words.
Vocabulary
legendary
strategy
shimmering
plunged
formal
retreat
magnificent
gushed
foes
revolution
story
hero
legendary:
famous
Example Sentence:
My class is reading a novel about the legendary _______________ , Hercules.
Grade 5
7
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Student
Lesson 15
Date
BLACKLINE MASTER 15.24
Paul Revere, Hero on Horseback
• LEVEL T
page
Paul Revere, Hero on
Horseback
Running Record Form
Selection Text
2
Errors
Self-Corrections
Accuracy Rate
Total SelfCorrections
Trouble was in the air in Boston in the spring of 1775. Bad
feelings between the British and the colonists had been
building up for years.
One problem was taxes. The British had won the French
and Indian War in 1763. But the war had cost a lot of money.
The British thought the colonists should help pay for it. So, the
British started taxing the colonists. First, they passed the
Stamp Act in 1765. Then they passed the Townshend Acts.
These laws made the colonists pay for things they had never
paid for before, such as tea and paper.
Comments:
(# words read
correctly/100 ×
100)
%
Read word correctly
Code
✓
cat
Repeated word,
sentence, or phrase
®
Omission
—
cat
cat
Grade 5
Behavior
Error
0
0
Substitution
Code
cut
cat
1
Self-corrects
cut sc
cat
0
Insertion
the
1
cat
Error
1414145
Behavior
ˆ
Word told
1
8
T
cat
1
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