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Teacher's Guide for APPLESEEDS Paul Revere

October 2001

This guide was prepared by Mary Shea, Ph.D. Dr. Mary Shea teaches undergraduate and graduate reading courses at Canisius College in Buffalo, NY.

The following guide is designed as an extension to a series of shared and / or guided readings of the magazine's articles and extensive discussions related to their content, including text-to-text connections made with these articles and other sources. Any one (or more) of the activities could be used separately with an article. If available, a simple word processing program with graphics would be highly motivating and would greatly enhance the appearance of the final product. It would provide a meaningful way to integrate the use of technology in academic tasks.

Objective:
As an extension to the reading of this magazine issue, students will work in groups to prepare one of the following:
  • a title page for a class big book, table of contents, introduction, and an illustrated bio-sketch of Paul Revere.
  • a section for the class "big book" that points out inferred character traits of Paul Revere, citing sources as evidence for each trait inferred.
  • a picto-map sequence of the events (with labels and captions) surrounding Paul Revere's historical ride. This will be included in the big book.
  • transforming Longfellow's Poem Paul Revere's Ride into a rap poem that has errors of fact corrected. This will be performed and a written copy included in the big book.
  • a speech from the stance of Paul Revere aimed at convincing people to join the Patriot's cause or a speech from the stance of Dr. Benjamin Church, the spy, aimed at convincing people to join the Loyalist's cause. Written copies of the speeches will be included in the big book.
  • a journal response that follows previously established guidelines for a quality response.
Bloom's Taxonomy (level of skills): Knowledge, Comprehension, Analysis, Synthesis

Materials:
October 2001 Issue of APPLESEEDS, guidesheets for activities, journals, chart paper, oaktag (36" X 24"), crayons, and markers.
Anticipatory Set (Motivation):
  1. Explain to students that they will be assigned to a group to work on a section for a class big book on Paul Revere. The book will be displayed in the library for other classes to view and / or borrow.
  2. Inform students that they will present or perform their work in class.
  3. Tell students that today we'll go over the directions for projects and groups will have an opportunity to get started.
Teacher Input:
  1. Suggest ways in which events or circumstances shaped Paul's life and his beliefs. Examples include who his parents were, his father's occupation, his position in the family, the period in which he was born, his friends, and / or his parents' attitudes.
  2. Review the steps to a quality answer. Start by repeating part of the question in a direct personal response. Give reasons for your answer, citing evidence to support each one. Tie up your response with a closing statement.
  3. Direct students to respond to the following question in their journals while you give directions to each group for their contribution to the project.
    • What circumstances in Paul Revere's life seemed to have the greatest influence on his actions and beliefs as a Patriot? Give reasons to support your answer.
  4. Direct students to organize their thoughts and respond to the question in their journal while you work with each group.
Guided Practice:
  1. Students will respond to the question in their journal, beginning with organizing notes. They can web or outline ideas before writing.
  2. Groups will begin working on their section of the big book after members have met with the teacher and have completed their journal entry.
  3. The teacher will circulate to each group and review the concept(s) related to their project and the directions for completing their task.
    Group 1:
    1. The teacher will go over the items of information listed on the bio-sketch and review with students how to research these in the articles, record them on the worksheet, and illustrate the page.
    2. Directions for a cover, in a cut-out, illustrated shape of Paul Revere, will be explained.
    3. Students will prepare a Table of Contents for the book. They will be given the titles for each project.
    Group 2:
    1. Students will review what character traits are (inner qualities such as brave, honest, bright, thoughtful) and how authors reveal these (through a character's actions and words or through what others say about the character).
    2. The teacher will review the character trait page that the group will complete for the big book.
    Group 3:
    1. Go over directions for the picto-map sequence of events related to Paul's historical ride. Direct student's attention to article(s) that will provide the information they need for their task.
    2. Students must sequence the facts and illustrate the events on a map that show the places as they existed on that night. The descriptions of each step will be numbered and attached to the illustrated map at appropriate points. Students may use the map in the magazine as a guide. They should also refer to present day or tourist maps of Boston and vicinity. This should enhance their understanding of the relationship of these sites with present-day Massachusetts and the rest of the colonies in 1776.
    Group 4:
    1. The teacher will review the characteristics of rap poetry / songs with reference to rhyme and rhythm.
    2. Go over an example:
      His name was Paul. Paul Revere.
      He saved the day. That's how we're here!
      So listen. Listen. And you shall hear.
      About his late, late ride
      With friends by his side.
    3. Analyze the Longfellow poem for the facts included and errors to be corrected. Students will list facts included, errors, and corrections. They will work from this list in writing their correct rap version.
    Group 5:
    1. Students will discuss reasons why people would be loyal to the King of England and want to join the Loyalist cause.
    2. Students will discuss reasons why people would want to become independent of England and would join the Patriot's cause.
    3. Go over the characteristics of a quality persuasive speech. Remind students to use an idea organizer before drafting their speech to convince someone to join their side.
Independent Practice:
At a later time and over several days, students will work with group members, (independent of the teacher for the most part). However, the teacher will continuously monitor each group's progress and each member's level of participation.
  1. Students will work with group members to complete their contribution to the class big book.
  2. Students will practice their group's presentation and / or performance.
Closure:
For the day's lesson:
  1. Students will share their journal entry with a partner.
  2. A few journal entries will be shared with the class. Students will be called on to offer one compliment and one comment to the writer that has shared his / her entry.
For the group work:
  1. Students will present their work and / or perform (poem, speech) their work in class.
  2. The big book will be compiled and displayed in the library. A comment page will be added for students in other classes to record their comments.
Evaluation:
The teacher will assess students' ability:
  • to write a quality response to the question posed following an order that includes an opening statement, evidence from the reading to support ideas, and an effective closing.
  • to work effectively in a group to complete an assigned task as directed.
  • to locate and apply information relevant to the task at hand.
  • to effectively share their work in a way that makes the information and ideas clear to their audience.
  • produce an accurate, interesting, and attractive book that summarizes and applies information they've gathered in a creative way.
Access the instruction sheets for: Midnight Ride - A Paul Revere Virtual Museum
www.cvesd.k12.ca.us/finney/paulvm/*welcome.html
As students travel through this virtual museum, they read the famous poem by Henry Wadsworth Longfellow and make a class presentation. Then they find out what REALLY happened on the Midnight Ride and compare the two versions to separate fact from fiction. They explore North Boston on an interactive map, visit Paul Revere's House and travel with Paul across Boston Harbor to Medford and Concord.
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