LESSON PLAN
Title: Paul Revere
Audience: Third Grade
Purpose:
The students will understand how the life and actions of Paul Revere affected the
independence movement and ultimately our country.
Learning Objectives/Outcomes:
SS3H2: The students will discuss the lives of Americans who expanded people’s rights and
freedoms in a democracy.
Materials:
Step-by-step Procedures:
I.
II.
III.
Day 1
a. Introduction : teacher will present Day 1 comic strip to students
b. Lesson:
i. Class will construct a KWL chart for Paul Revere.
ii. Students will work cooperatively in groups to examine Paul Revere's
role in the American Revolution. They will use the different reference
materials, resources, and materials used in class to learn about the
following areas of Paul Revere's life:
1. Date of Birth
c. Assessment/Reflection:
i. Groups will work to develop a comic strip to depict the information
learned from today’s on.
Day 2
a. Introduction :Teacher will present Day 2 comic strip to students
b. Lesson:
i. Students will work cooperatively in groups to examine Paul Revere's
role in the American Revolution. They will use the different reference
materials, resources, and materials used in class to learn about the
following areas of Paul Revere's life:
1. Work
c. Assessment/Reflection:
i. Groups will work to develop a comic strip to depict the information
learned from today’s lesson.
Day 3
a. Introduction: Teacher will present Day 3 comic strip to students
b. Lesson:
i.
IV.
V.
VI.
Students will understand the role Paul Revere played in the Sons of
Liberty.
ii. Students will understand the role Paul Revere played in the Boston Tea
Party.
iii. Students will be introduced to Paul Revere as a courier between
colonies and the importance of this role.
iv. Students will work cooperatively in groups to examine Paul Revere's
role in the American Revolution. They will use the different reference
materials, resources, and materials used in class to learn about the
following areas of Paul Revere's life:
c. Assessment/Reflection:
i. Groups will work to develop a comic strip to depict the information
learned from today’s lesson.
Day 4
a. Introduction: Teacher will present Day 4 comic strip to students
b. Lesson:
i. Class will discuss the positive character traits and make an anchor
chart of them.
ii. Students will use the anchor chart to make Character Webs for Paul
Revere.
iii. Students will explain why they chose each word.
c. Assessment/Reflection:
i. Groups will work to develop a comic strip to depict the information
learned from today’s lesson.
Day 5
a. Introduction: Teacher will present Day 5 comic strip to students
b. Lesson:
i. Students will work cooperatively in groups to examine Paul Revere's
role in the American Revolution. They will use the different reference
materials, resources, and materials used in class to learn about the
following areas of Paul Revere's life:
1.
c. Assessment/Reflection:
i. Groups will work to develop a comic strip to depict the information
learned from today’s lesson.
Day 6
a. Introduction: Teacher will present Day 6 comic strip to students
b. Lesson:
i. Students will work cooperatively in groups to examine Paul Revere's
role in the American Revolution. They will use the different reference
materials, resources, and materials used in class to learn about the
following areas of Paul Revere's life:
1.
c. Assessment/Reflection:
i. Groups will work to develop a comic strip to depict the information
learned from today’s lesson.
Assessment Strategies:
Using a Rubric, the students will be assessed on several areas:
Making A Comic Strip : Paul Revere
Teacher Name: _____________________________________________
Student Name:
CATEGORY
___________________________________________
4
3
2
1
Content Accuracy
All facts in the comic strip
are accurate.
99-90% of the facts in the
comic strip are accurate.
89-80% of the facts in the
comic strip are accurate.
Fewer than 80% of the
facts in the comic strip
are accurate.
Writing Organization
Each section in the comic Almost all sections of the
strip has a clear beginning, comic strip have a clear
middle, and end.
beginning, middle and end.
Most sections of the comic
strip have a clear
beginning, middle and
end.
Less than half of the
sections of the comic
strip have a clear
beginning, middle and
end.
Writing Grammar
There are no grammatical There are no grammatical
mistakes in the comic strip. mistakes in the comic strip
after feedback from an adult.
There are 1-2 grammatical
mistakes in the comic strip
even after feedback from
an adult.
There are several
grammatical mistakes in
the comic strip even after
feedback from an adult.
Attractiveness &
Organization
The comic strip has
exceptionally attractive
formatting and wellorganized information.
The comic strip has attractive The comic strip has wellformatting and well-organized organized information.
information.
The comic strip
formatting and
organization of material
are confusing to the
reader.
text and there is a good
mix of text and graphics.
Graphics go well with the text, Graphics go well with the
but there are so many that
text, but there are too few
they distract from the text.
and the brochure seems
"text-heavy".
Graphics do not go with
the accompanying text or
appear to be randomly
chosen.
All students in the group
can accurately answer all
questions related to facts
in the comic strip and to
technical processes used
to create the brochure.
All students in the group can
accurately answer most
questions related to facts in
the comic strip and to
technical processes used to
create the brochure.
Several students in the
group appear to have
little knowledge about
the facts or technical
processes used in the
comic strip.
Graphics/Pictures Graphics go well with the
Knowledge
Gained
TOTAL SCORE:
Most students in the group
can accurately answer
most questions related to
facts in the comic strip
and to technical
processes used to create
the brochure.
Follow Up Strategies:
Reflection:
1. If you could have a conversation with Paul Revere what would you talk about?