Instructional Sequence
Unit Name:
Taking A Stand
Lesson
1 ~ Anchor Text
Number of
days:
10 - 15
Text(s)
And then what happened, Paul Revere?
http://www.pbslearningmedia.org/resource/pa11.vhssocst.us.const.revere/picturingamerica-paul-revere/ (Art of Paul Revere)
“Paul Revere’s Ride” ~ Poem (pgs.120-123)
Written Communication
Objectives:
Students will create a Day Book where they will write about some of the important events that occurred in the colonies around the time of the
Revolutionary War.
(The Day Book can be created using construction paper and writing paper.)
Writing Standards:
W 5.3; W 5.4; W 5.8; W 5.10
Task
Imagine you are a colonist living in Boston.
Describe some events from your day.
Imagine you are one of the Sons of Liberty.
Write about your night in Boston Harbor.
Imagine you are one of the messengers that
Dr. Warren dispatches for Lexington and
Concord. Describe your “big ride” and how
you alarm the citizens so they can arm
themselves.
Imagine you still live in Boston after the
Revolutionary War. Describe how life has
changed.
Purpose
To write a quick write of life of the colonies
using information gained from reading pages
5-10.
To write a quick write describing events that
occurred at the harbor during the Boston Tea
Party. Use information gained from reading
pages 18-20.
To write about your experiences on your “big
ride” as you warn the citizens that the English
are coming.
Audience
To write a quick write about how life changed
after the Revolutionary War. (Students may
include information about becoming one of
the 13 original states.)
Classmates
Classmates
Classmates
Classmates
Oral Communication
Objectives:
Students will collaborate in discussions on the biography And then what happened, Paul Revere?, the poem “Paul Revere’s Ride”, and video Picturing
America: Paul Revere . They will compare the information from all three texts to understand life in Boston up to the time of the Revolutionary War. The
information will allow them to discuss the importance of individuals taking a stand and the positive changes that can result from their actions.
Speaking and Listening Standards:
SL 5.5.1; SL 5.4; SL 5.5
Comprehension and Collaborative - activities/structures:
Teacher lead discussions, small group, and partner discussions using Kagan Strategies.
Presentation of Knowledge and Ideas – activities/structures:
Students will present their Day Book to their peers.
Academic Language:
biography, poetry, media, genre, artist, portrait, figurative language, literary elements, meter, alliteration, historical events, and sequence.
Reading
Objectives:
Students will read and then what happened, Paul Revere? to discuss the individuals, events, and ideas that led the colonists to take a stand against British
rule.
Reading Standards:
RI 5.1; RI 5.2; RI 5.3; RI 5.6; RI 5.7; RI 5.8; RI 5.9
Text Dependent Questions
Question
What was Boston like in 1735?
(pg. 5)
(pgs. 6-7)
Answer
In 1735, Boston had 42 streets, 36 lanes, 22 alleys, 1,000 brick houses,
2,000 wooden houses, 12 churches, 4 schools, 418 horses, too many
dogs to count, and more than 13,000 people.
Ships were coming to and going from Boston Harbor, street vendors,
traveling performers, and exhibits were on displays.
How does the word constantly illustrate the pace of life in Boston at
the time? (pg. 6)
Why did Jean Fritz begin the book with a description of life in Boston?
(pg.5)
Jean Fritz describes many of Paul Revere’s occupations. What can you
infer about Paul? Use some character traits to describe him. Give
evidence from the text.
(pgs. 8-10) and (pg. 14 -16)
Why does Paul sometimes make mistakes? (pg. 16)
Boston is always busy. The streets and the harbor are full of various
kinds of activities.
Jean Fritz includes a description of life in Boston (setting) to let the
readers know what life was like in Boston.
Reference this description later to show how life evolved in Boston.
(pg.44)
Paul’s jobs included being a silversmith, a bell ringer, portrait engraver,
producer of bookplates, seller of pictures, maker of picture frames,
brought out hymnbooks, a dentist, and a builder.
Paul was curious, wanted to learn, wanted to stay busy, and was a hard
worker. He was always wanted to be doing something.
He was so busy; he sometimes forgot what he was doing.
What is the purpose of the church bells in Boston at this time in
history?
(pg. 10)
Bells were a method of communication. They announced good and
bad news, anniversaries, holidays.
How does life change in Boston beginning in 1765?
(pgs. 17- 18)
The English were causing trouble for the colonies. They “couldn’t do
this and couldn’t do that.” The English started taxing one thing after
another.
They were a secret club who found interesting ways to oppose the
English. Paul was the leader of the Sons of Liberty.
The word liberty means “the freedom to think or act without being
constrained by necessity or force.” This group wanted freedom from
England because they opposed how the colonists were being treated.
This secret club didn’t want anyone to know who they were. They
were afraid of punishment from the English who made the laws for the
colonies and kept imposing new taxes.
When it looked more and more as if the English and colonists were
going to war, Paul had to find out the English plans. He patrolled the
streets at night, delivered messages to Philadelphia, and kept himself
ready at all times to warn the countryside.
Who were the Sons of Liberty? (pg. 18)
What does the word liberty means? Why was the secret club called
Sons of Liberty? (pg. 18)
What was the intent of dressing up like Indians before the Sons of
Liberty went to dump the tea in the harbor? (pg.19- 20)
Describe Paul’s activities as a secret agent.
(pg. 22-25)
Explain the phrase “his hat clapped to his head, his coattails flying.”
Why does Jean Fritz repeat this phrase several times?
(pg. 10, 11, 21, 27)
Paul is in a hurry so he is holding on to his hat. Coattails refer to the
back of his long jacket. They are flying because he is running. This
phrase shows the urgency of everything that Paul did.
How did Dr. Warren use the information gathered on April 15th to
direct the Patriots, Paul Revere, and other messengers on April 18 th?
Dr. Warren sent Paul Revere and other messengers to Lexington and
Concord to warn the citizens that the English were coming. He needed
them to arm themselves. Paul was also to Inform John Hancock and
Samuel Adams about the English activity. Dr. Warren directed Paul to
travel the same way as the English- across the Charles River.
Paul had arranged to quickly warn the people of Charlestown. Two
lanterns meant the English were coming by water, and one lantern
meant they were coming by land. The lanterns were a method of
communication.
Paul picked two friends, went to the Charlestown ferry, Paul got his
hidden rowboat, Paul realized he didn’t have cloth for the oars, he
didn’t have his spurs, borrows a lady’s petticoat for the oars, sent his
dog home to fetch his spurs. Paul and his two friends rowed across the
river passed the English transport, Paul goes to the North Church
where a horse is waiting for him, he begins his ride to Lexington, two
English officers chase him, he arrives at Lexington, where he talks to
John Hancock and Samuel Adams, he rides on to Concord, on the way 6
English officers stop him, take him prisoner, take away his horse, then
sets him free, he walks back to Lexington to see if John Hancock and
Samuel Adams were still there.
Paul must have been famous or well-known among the English
soldiers.
The farmers were preparing to take a stand against the English and
“the troops were said to be near.” This is the site of the battles of
Lexington and Concord, the first battles of the Revolutionary War.
(pg.25-26)
What was the purpose of using the lanterns in the North Church?
(pg. 26 -27)
Summarize Paul’s big ride.
(pg.28- 36)
What is the significance of the exclamation point and italics in the
phrase “What! Paul Revere?” (pg. 35)
A green is a grassy, public area. It can generally be found in the middle
of a town or city center. Why were the farmers gathering on Lexington
Green? What is the importance of this location in American History?
(pg. 38)
What can we infer about the importance of Paul Revere and John
Lowell walking through the battlefield with the trunk full of important
papers? (pg. 37-41)
Lexington Green is approximately 2.5 acres.
They had to walk through the battlefield with the trunk so they could
keep the important papers safe from the English. They were able to
walk through the lines of fire safely because their weapons were not
very powerful.
What was Paul’s life like after the war ended?
(pg. 42-44)
The title of the story is And then what happened, Paul Revere? The
author repeats this question and other similar questions several times
throughout the story. What effect does this have on the tone of the
story?
Why did the Jean Fritz, the author, write this story?
How does the artwork in the video contribute to our understanding of
Paul Revere and his Big Ride?
How does the poem “Paul Revere’s Ride” relate to and then what
happened, Paul Revere?
Why did Henry Wadsworth Longfellow make particular language
choices in this poem?
Why did Henry Wadsworth Longfellow write this poem?
Why was it important for the colonists and Paul Revere to take a
stand?
Paul went back to being busy at many different jobs. He continued
being a silversmith, opened a hardware store, set up a foundry, made
church bells, set up a rolling mill, and told the story of his Big Ride.
These questions help give the story an informal, personal tone- as if a
grandfather was telling this story to his grandchildren, and they were
asking, “And then what happened?” throughout the story.
Jean Fritz wrote this biography to inform others about the life of Paul
Revere and his contributions to the founding of our nation.
The artwork of Paul Revere depicts him in casual clothing which shows
the importance of him being seen as a workman instead of a
gentleman. It also showed that he was proud to be a silversmith. The
artwork of Grant Wood, The Midnight Ride of Paul Revere, shows how
the artist used what he had read about the Big Ride to paint an
important American story from the past. He uses his imagination and
shows a classic moment somewhere along the path of Paul’s ride.
Both present the same historical event, but in a different genre. (poem
and biography)
Both tell a story, both give an account of historical events, and both are
narratives.
He uses the literary element meter. Meter is a regular arrangement of
accented and unaccented syllables in a line of poetry. The meter of the
poem is meant to resemble the rhythm of a horse’s hooves at full
gallop. He also uses alliteration. Alliteration is the repetition of the
same consonant letter or sound in a series of words.
(Use Practiced Book pg. 63)
The author’s purpose is to entertain with an exciting and poetic
retelling of a historical event.
They needed to stand up against the King and the English because they
felt they were being taxed unfairly. (Taxation Without Representation)
Their stand resulted in the formation of the United States.
Scaffolds
English Learners
http://www.glencoe.com/gln/glencoe_literature/downloads/grade_8.pdf
Special Needs/Other Differentiation