®
“Paul Revere’s Ride”
Guided
Reading
INFORMATIVE
POEM
NP
Written by Henry Wadsworth Longfellow
Key IDEA Paul Revere’s ride is famous. He rode to every Middlesex village and farm to
warn the people that the British were coming.
LITERACY STANDARDS Addressed in This Plan
RI.5.2
RI.5.6
MAIN FOCUS Key Ideas & Details SL.5.1
Sessions 1, 2, 3 Determine two or more main ideas of a text and
explain how they are supported by key details;
summarize the text.
Engage effectively in a range of collaborative
discussions with diverse partners on grade 5 topics
and texts, building on others’ ideas and expressing
their own clearly.
MAIN FOCUS Craft & Structure Sessions 2, 3 L.5.4c
Analyze multiple accounts of the same event
or topic, noting important similarities and
differences in the point of view they represent.
RI.5.8
MAIN FOCUS Integration of Knowledge & Ideas Sessions 2, 3 Explain how an author uses reasons and evidence
to support particular points in a text, identifying
which reasons and evidence support which
point(s).
RI.5.9
Additional Instruction L.5.5a
RI.5.10 Range of Reading & Level of Text Complexity By the end of the year, read and comprehend
informational texts, including history/social studies,
science, and technical texts, at the high end of the
grades 4–5 text complexity band independently
and proficiently.
RF.5.3a Phonics & Word Recognition Additional Instruction Use combined knowledge of all letter-sound
correspondences, syllabication patterns, and
morphology to read accurately unfamiliar
multisyllabic words in context and out of context.
RF.5.4b Fluency Session 2 Vocabulary Acquisition & Use Sessions 1, 2 Interpret figurative language, including similes and
metaphors, in context.
W.5.2
MAIN FOCUS Integration of Knowledge & Ideas Integrate information from several texts on the
same topic in order to write or speak about the
subject knowledgeably.
Vocabulary Acquisition & Use Consult reference materials, both print and digital,
to find the pronunciation and determine or clarify
the precise meaning of key words and phrases.
Text Types & Purposes Writing Task Write informative/explanatory texts to examine a
topic and convey ideas and information clearly.
Session 3 ISBN 978-1-62889-625-1
Comprehension & Collaboration Sessions 1, 2, 3 W.5.8* Research to Build & Present Knowledge Sessions 1, 2, 3 Recall information from experiences or gather
information from provided sources to answer a
question.
*standard adapted from another grade
W.5.9
Research to Build & Present Knowledge Sessions 1, 2, 3 Draw evidence from literary or informational texts
to support analysis, reflection, and research.
W.5.10 Range of Writing Write routinely over extended time frames and
shorter time frames for a range of disciplinespecific tasks, purposes, and audiences.
Read grade-level prose and poetry orally with
accuracy, appropriate rate, and expression.
MONDO BOOKSHOP GRADE 5 1
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Session 1 “Paul Revere’s Ride”
LEARNING FOCUS
RI.5.2
Students read closely and
cite text evidence to identify
the main ideas and the
supporting details, then
use this information to
summarize what they read.
PREVIEWING THE TEXT 5 minutes
Read the title and author credit with students.
oday we are going to read “Paul Revere’s Ride” by Henry Wadsworth
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Longfellow. Would someone like to share what they noticed in the text?
I noticed that it is a poem. The pictures look like they are from long ago. I
saw the words Paul Revere and midnight ride.
Can someone share a question you have about this poem?
I wonder where Paul Revere was going on his midnight ride.
Let’s read to find out.
ELL SUPPORT
READING THE TEXT CLOSELY L.5.4 Vocabulary Support
vocabulary such as
encampment, evermore, and
peril in context using the
ELL vocabulary strategies in
Getting Started.
Explain the learning focus. Have students read pages 5–6. Check on their
application of the focus. Provide support if needed.
10 minutes
s we read, we are going to think about the main ideas in the poem. Then we
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will look for key details that support them. Then we will summarize what we
have read. . . . Let’s talk about the main ideas on page 5. Who would like to
share a main idea?
Paul Revere tells his friend to hold up a signal light to let him know the
British are coming, and he will ride to warn everyone in Middlesex.
Can someone share a key detail that supports this idea?
“He said to his friend, ‘If the British march by land or sea from the town
to-night, /Hang a lantern aloft in the belfry arch /Of the North Church
tower as a signal light, /One if by land, and two if by sea:. . .’”
es. You’ve found the first main idea on this page and some supporting
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details.
Corrective Feedback
Have students closely
reread page 5 to identify the
main idea and key details.
Encourage them to silently
reread, stopping at key points
to think and talk together
about their understandings.
SL.5.1 DISCUSSION
Collaborative
If you are satisfied that students can apply the focus, have them continue this
thinking to the end of page 6. If you are not, prompt students to reread each
stanza and think about what the details in the stanza are mainly about.
ur work today is to look for main ideas and the key details that support
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them. We will use those main ideas to summarize the poem when we finish
reading. Now let’s read to the end.
DISCUSSING THE TEXT 10 minutes
Invite students to share main ideas they found in the poem and explain how
they are supported by key details.
et’s talk about the main ideas you found as you read the poem and the key
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details that support them. Who would like to share a main idea?
Revere’s friend climbs to the belfry tower of the Old North Church and sees
the British.
Can someone share a key detail that supports this main idea?
The poem says that “by the trembling ladder, steep and tall, /To the
highest window in the wall, /Where he paused to listen and look down . . .”
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Would someone share another key detail that supports the main idea?
The poem says, “For suddenly all his thoughts are bent /On a shadowy
something far away, /Where the river widens to meet the bay, /A line of
black that bends and floats /On the rising tide, like a bridge of boats.”
Who can summarize the poem by sharing the main ideas in your own words?
Paul Revere tells his friend to keep watch for the British and then shine a
light. Revere goes to the opposite shore and waits. He sees two lights and
then rides to warn the villages. The people fought back and the British
retreated.
COMPREHENSION SHARE
Sometimes an author will have
more than one important idea
in a text. As you read, take
notes or write on sticky notes
to keep track of the main
ideas the author presents.
es. I like the way you used the main ideas and supporting details you found
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to summarize the poem. We should do that often in the texts we read.
Focus on the metaphor A phantom ship on page 5.
emember that a metaphor is a figure of speech. It is a word or phrase
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that is used to make a comparison between two people, things, animals, or
places. Let’s look at the lines “Where swinging wide at her moorings lay /
The Somerset, British man-of-war; /A phantom ship, . . . .” Who can share the
metaphor?
The metaphor is a phantom ship.
Can someone share what a phantom ship is being compared to?
It is being compared to the Somerset, a British ship.
ould someone like to share what this metaphor helps you understand about
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the ship?
L.5.5a VOCABULARY
Figurative Language
DISCUSSION TIP
You can keep discussions
interesting if you vary the
people students collaborate
with, have small group,
partner, whole group
discussions, or vary the
number of people in a group.
It looks like a scary ghost.
s you read this poem, look for other metaphors and think about what they
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help you understand.
Confirm students’ good use of the focus and encourage them to keep it in
mind whenever they read reports.
oday we identified main ideas and key details and used them to summarize
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the poem. Keep the work we’ve done in mind as you read other texts.
E-RESOURCE
Formative Assessment: Comprehension Using the Quick Start
Planner, note this session’s learning focus. Observe each student’s articulation
and use of text evidence to evaluate individuals’ effective use of the learning
focus.
TEACHER’S
CHOICE MAIN IDEA AND KEY DETAILS
E-RESOURCE
Formative Assessment Have students use the blackline master
on page 10 to identify main ideas and key details. Review students’ answers as
you evaluate their mastery of the learning focus.
TEACHER’S
CHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCE
E-RESOURCE
Formative/Summative Assessment Have students use the
RI.5.2 COMPREHENSION
Main Idea & Key Details
W.5.8*, W.5.9, RI.5.2 WRITING
Gather Information
blackline master on page 11 to collect evidence from the text that helps them
answer the questions: How is Paul Revere a hero of the American Revolution?
Use evidence from the text to support your response. Review students’
collected evidence as you evaluate their mastery of the learning focuses.
MONDO BOOKSHOP GRADE 5 3
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Session 2 “Paul Revere’s Ride”
LEARNING FOCUSES
RI.5.2, RI.5.6, RI.5.8
Students return to text to
read closely and to continue
to identify main ideas and
key details and use them to
summarize the text. They
cite text evidence to analyze
how the point of view affects
the account of information.
They identify points an
author makes in the text and
the reasons and evidence
that support those points.
RETURNING TO THE TEXT 5 minutes
Ask students to reflect on the text read previously. Guide them to recall how
they applied the learning focus to their reading.
Who can quickly remind us about our discussion from the last session?
We read about Paul Revere’s ride to warn the people that the British were
coming. We identified main ideas and supporting details and used those to
summarize the poem.
READING THE TEXT CLOSELY 10 minutes
Explain the learning focuses. Invite students to reread pages 5–6. Check in
to see how well they have understood the focuses. If you are satisfied that
students can apply them, have them read the balance of the selection. If not,
provide corrective feedback as suggested on page 2 of this plan.
oday as we read, we will continue to think about main ideas, key details,
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and summarizing. We’ll also focus on the author’s point of view and how
this affects the account of Paul Revere’s ride. We will also look for points the
author makes and the reasons or evidence that supports those points....Who
will share a main idea from the poem?
Paul Revere sees two lights and rides to warn the villages.
Would someone like to share a key detail that supports that main idea?
The text says, “And lo! as he looks, on the belfry’s height /A glimmer, and
then a gleam of light! . . . A second lamp in the belfry burns.”
Draw students’ attention to how the author’s point of view affects the account
of information.
COMPREHENSION SHARE
As you read, think about
other texts you have read
about the same topic. Note
how each author presented
the information. What was
the same about each author’s
point of view? What was
different?
an someone share the author’s point of view, or how he feels about Paul
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Revere’s ride?
He believes that what Paul Revere did was important and will be
remembered forever.
ho would like to share text evidence that helped identify the author’s point
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of view?
He uses the words famous day at the beginning of the poem. He calls his
warning “A cry of defiance, and not of fear.” He says that Revere’s word
shall echo for evermore and that we will hear it throughout our history.
hink about how this poem would be different if the writer thought the friend
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in the belfry should be remembered forever. Who would like to share their
ideas?
The focus of the poem would be on the person looking for the British and
shining the lights. Instead of Revere’s words being remembered, it would
be the lights instead.
Focus on identifying points an author makes in a text and reasons and
evidence that support them.
et’s reread the last stanza on page 8. Who can share a point the author
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makes?
The author makes the point that Paul Revere’s word will echo forever.
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Can someone share the reasons the author gives to support his point?
He says that through all our history, when we face darkness, peril, and
need, we will wake up and hear the message of Paul Revere.
eep reading the poem closely. Think about the points the author makes and
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the reasons he gives to support them.
Formative Assessment: Fluency Listen to each student read a portion of
the text. Pay close attention to accuracy, appropriate rate, and expression. If
students need additional practice with fluency, provide the necessary support
at the end of the session.
DISCUSSING THE TEXT 10 minutes
Guide a discussion in which students focus on how the author’s point of view
affects the account of information. Encourage students to build on others’
ideas during the discussion.
SL.5.1 DISCUSSION
Collaborative
e found the author’s point of view and discussed how it would be different
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if the writer felt the friend in the tower should be remembered forever. Let’s
think about what the account of Paul Revere’s ride would be if it were written
as a report. Who will share their idea?
The writer includes a lot of emotions in the poem. If the account of Paul
Revere’s ride was written as a report, the author would probably just focus
on the facts.
Would someone like to add to that?
I think you are right. The author would not include emotions. I also think
that more information would be included about what happened when
people heard the warning and how the British were pushed back.
Continue the discussion, focusing on identifying points an author makes in a
text and reasons and evidence that support them.
ould someone like to share the point the author makes about Revere in the
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first stanza on page 7?
He makes the point that Revere was impatient to ride.
Can someone share evidence the author includes to make his point?
He says that Revere walked with a heavy stride, he patted his horse, he
gazed at the landscape, he stamped the ground, and he tightened the
girth on his saddle. These are all evidence that Revere was impatient.
Point out the simile like a sentinel’s tread on page 6.
emember that a simile compares two things using the words like or as. Who
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can share the simile in the last stanza on page 6?
L.5.5a VOCABULARY
Figurative Language
The simile is like a sentinel’s tread, the watchful night-wind.
Can someone share the two things that are being compared in this simile?
The two things are a sentinel’s tread and the wind.
et’s talk about what the words sentinel and tread mean. A sentinel is
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someone who stands guard. A tread is the act of walking. Think about
those meanings. Would someone like to share what this simile helps you
understand about the wind?
The wind is like a guard walking and letting everyone know that it is safe
for now.
MONDO BOOKSHOP GRADE 5 5
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COMPREHENSION SHARE
Use self-stick notes or
bookmarks to make notes
about important points an
author makes. Use your notes
to help connect the reasons
and evidence with important
points in the text.
Help students understand the benefits of building on the ideas of their
classmates as they share their own ideas.
In our discussions of this poem, we focused on how a different point of
view can change an account of an event and how the author supported his
points. Why do you think it is important to add to what others say during a
discussion when you express your own ideas?
It helps you think about ideas in a new way. It might help you express what
you think more clearly.
es. When we add to what others are saying, the discussion stays on topic
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and holds our interest.
E-RESOURCE
Formative Assessment: Comprehension Using the Quick Start
Planner, note this lesson’s learning focus. Observe each student’s articulation
and use of text evidence to evaluate effective use of the learning focus.
TEACHER’S
RF.5.4b
FLUENCY
Accuracy
W.5.8*, W.5.9, RI.5.2
WRITING
Gather Information
RI.5.10
READING
Independent
CHOICE FLUENCY FOLLOW-UP
Fluency Practice Guide students to read grade-level poems with accuracy.
Remind students that figurative language can often be used as a guide
to proper phrasing of a poem. Model reading aloud a poem, sharing your
thinking as you notice figurative words and phrases such as similes and
metaphors throughout the text. Then reread, incorporating proper phrasing of
those elements. Finally, ask students to chorally read with you, making sure to
follow your phrasing and expression.
TEACHER’S
CHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCE
E-RESOURCE
Formative/Summative Assessment Have students continue
to use the blackline master on page 11 to collect evidence that helps them
answer the questions: How is Paul Revere a hero of the American Revolution?
or Is Paul Revere the most important figure from the American Revolution?
Students may need multiple copies of the organizer. Review students’
collected evidence as you evaluate their mastery of the learning focuses.
TEACHER’S
CHOICE CROSS-TEXT READING: INDEPENDENT OR GUIDED
In preparation for Session 3 (teacher’s choice), have students read the short
text selection “William Dawes” on page 9 of the Themed Text Collection.
Remind students to think about the learning focuses from prior sessions as
they read.
efore our next session together, I would like you to read “William Dawes”
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on your own. As you’ve done before, notice main ideas and supporting
details and use them to summarize the text. Also look for points the author
makes and the supporting details. Finally, identify the author’s point of view
and think about how it is the same or different from “Paul Revere’s Ride.”
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Session 3 “Paul Revere’s Ride” and “William Dawes”
Key Idea Paul Revere’s ride is famous. He rode to every Middlesex village and
farm to warn the people that the British were coming. William Dawes was a
patriot that deserves equal praise for warning the local minutemen that the
British were coming.
REFLECTING ON THE TEXTS 5 minutes
Ask students to reflect on what they learned over the past sessions. Invite
them to review and reflect on both texts.
e have learned to identify main ideas and details and use them to
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summarize a text. Who can explain why summarizing what we read is
important?
When we summarize, we think about the most important ideas of a text
and put it in our own words. This helps us understand what we read more
clearly.
LEARNING FOCUSES
RI.5.2, RI.5.6, RI.5.8, RI.5.9
Students compare and
contrast texts to read closely
to identify main ideas and
key details and use them to
summarize the text. They
cite text evidence to analyze
how the point of view affects
the account of information.
They identify points an
author makes in the text and
the reasons and evidence
that support those points.
Can anyone share a summary of “William Dawes”?
William Dawes deserves to be as famous as Paul Revere. He also warned
people that the British were coming, and he even fought in the Battle of
Bunker Hill.
CROSS-TEXT ANALYSIS 5 minutes
Guide students to compare and contrast the two texts.
SL.5.1 DISCUSSION
Collaborative
et’s think about both texts we read and talk together about how the ideas
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and points of view are alike and different.
Both texts are about important people in the American Revolution. Both
texts also tell about Paul Revere’s ride. However, “Paul Revere’s Ride”
focuses just on Revere, and the author’s point of view is that Revere’s ride
and warning will be remembered throughout history. The ideas in “William
Dawes” are focused on his actions during the war. The point of view of this
author is that Dawes should be equally famous as Revere.
It’s helpful to think about how the ideas and points of view of texts are alike
and different. This helps you form your own opinions about the topics.
Guide students to synthesize the ideas across both texts. The analysis should
lead to connections and new understandings based on both texts.
et’s think about how discussing the two texts together helps you
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understand both more deeply. Turn and talk with a partner about that. Try to
come up with a possible main idea for the two. Who’d like to share?
Dawes and Revere were an important part of the American Revolution.
I also noticed a main idea across both texts. Many men took great risks to
fight for America’s freedom.
MONDO BOOKSHOP GRADE 5 7
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INTEGRATING THE LEARNING 10 minutes
Invite students to integrate the information from both texts and clearly state
the big ideas across both texts.
hen we read, we try to say what a text was mostly about—the big idea—in
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one sentence. Now we’re going to think through key parts of these two texts
to find a big idea for both of them in one or two sentences. Turn and talk
with a partner. Think about how we can state a big idea that would go with
both texts. . . . Who would like to start?
Many people, like William Dawes and Paul Revere, played an important
role in helping America gain its freedom from Britain.
Have students reflect on the strategies they learned for comparing two texts
with a similar topic.
Let’s recap what strategies we used to deepen our understanding of both texts.
We identified main ideas and details and used them to summarize the
texts. We also analyzed how an author’s point of view changes the account
of an event. We identified points authors made and the reasons and
evidence they used to support them.
TEACHER’S
W.5.8*, W.5.9, RI.5.2
WRITING
Respond to Question
TEACHER’S
CHOICE
CHOICE CONSTRUCTED RESPONSE: WRITE TO SOURCE
E-RESOURCE
Formative/Summative Assessment Have students continue
to use the blackline master on page 11 as they finish reading the texts. Then
invite them to write a response to the questions: How is Paul Revere a hero
of the American Revolution? or Is Paul Revere the most important figure from
the American Revolution? Remind students to make good use of text evidence
they’ve collected from the text to support their main points.
Writing Task: Informative
W.5.2
WRITING
Informative
E-RESOURCE
Summative Assessment Review with students what makes a
strong informative piece. Students will work independently to write an article
about important heroes of the American Revolution. Guide them to use the
planner on page 12 as they organize text evidence for their writing task.
Students may wish to share their articles.
ow that you’ve collected lots of evidence from the text and digital sources
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about important men of the American Revolution, let’s write an article that
answers the question: Who are the heroes of the American Revolution? Use
details from both texts and digital sources to plan your article. Let’s quickly
review what makes a strong informative/explanatory piece before we get
started.
We need a clear main idea. Then we need well-organized evidence that
stays on topic and supports the main idea. Finally, we need to follow the
rules of writing.
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TEACHER’S
CHOICE
Additional Instruction
Optional Guided Reading: “William Dawes”
Prior to Session 3, for students needing additional guidance, you may want
to conduct a guided reading lesson with the short text, “William Dawes.” Use
the learning focuses from Sessions 1 and 2 to reinforce the standards and the
learning.
RI.5.2, RI.5.6, RI.5.8 COMPREHENSION
Key Ideas and Details
oday we will identify main ideas and details and use them to summarize the
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text. We will analyze how an author’s point of view changes the account of
an event. We will also identify points the author makes and the reasons and
evidence used to support them.
CLOSE READING OPTION: “LYDIA DARRAGH”
E-RESOURCE
Summative Assessment Print the online blackline master for
RI.5.10 READING
Independent
independent close reading. Ask students to read the selection indicated on
the page and respond to the prompts before returning for a small-group
discussion.
Vocabulary
Reference Materials Discuss with students the word quartered on page 9.
Guide students to find the meaning of the word using a dictionary.
If we read a word we aren’t familiar with, we can use a dictionary to find its
meaning. In the first sentence of the first paragraph on page 9, the text says
that the British soldiers were quartered in Boston. Let’s look up the meaning
of this word in the dictionary. Who can share its meaning?
I see three meanings. It means to divide into four equal parts. It means to
separate into parts. It also means to provide with lodging or shelter.
es. There are three meanings. Can someone share how we figure out which
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meaning is used in this text?
You can reread the sentence with the word.
Yes. Now, can someone share which meaning fits the word in this text?
In this text, the word means “provided with shelter.”
L.5.4c VOCABULARY
Reference Materials
VOCABULARY TIP
Remind students that they
can use online dictionaries
as well as print. Point out
that the way to use an online
dictionary is to type in the
word and click Enter. When
using an online dictionary,
it is important to input the
correct spelling of a word in
order to get its meaning.
es. Now, what does knowing the meaning of this word help you understand
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about the British soldiers?
They were staying in Boston.
Word Recognition
Word Analysis Direct students attention to the word ammunition in the first
sentence of the second paragraph on page 9.
RF.5.3a WORD RECOGNITION
Letter-Sound Correspondence,
Syllabication, and Morphology
his may be an unfamiliar word, be we can use strategies to read it. Will
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someone share a suffix they see?
The suffix is -tion.
Yes. That is one syllable of the word. Can someone share what it means?
It means “the state of” something.
his is a four-syllable word. Let’s apply what we know about letter-sound
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correspondences to read the word.
MONDO BOOKSHOP GRADE 5 9
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Name
Date
Comprehension: Main Idea and
Key Details
Think about the key details. Record them below. Then identify the
main idea.
Main Idea:
Key Detail:
Key Detail:
Key Detail:
Key Detail:
Key Detail:
Key Detail:
Key Detail:
© Mondo Publishing
Use the main idea and details to write a summary of the text.
Score:
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Name
Date
Constructed Response: Collect
Text Evidence
Put a check next to the question you are answering. Write details from the
text that help you answer the question. Be sure to include page references
from the text. You may need more than one copy of this sheet.
How is Paul Revere a hero of the American Revolution?
Is Paul Revere the most important figure from the American
Revolution?
Page References
© Mondo Publishing
Details from Text
Score:
MONDO BOOKSHOP GRADE 5 11
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Name
Date
Writing Task: Planning Your
Informative Text
Write an article about the heroes of the American Revolution. Use details
from both texts to plan your article. Use the following chart to plan your
writing. Write your response on a separate piece of paper or on a computer.
Remember to read your writing when you are done and make any necessary
revisions.
Paul Revere
Details:
William Dawes
Details:
Lydia Darragh
Details:
NOTE: Write your text on a separate sheet of paper or a computer. Remember
to read your writing when you are done and make any necessary revisions.
© Mondo Publishing
Heroes of the American Revolution
Score:
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