Paul Revere: Hero on Horseback

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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 • Nonﬁ ction Text Structure • Third-person, continuous narrative • Underlying structures include cause/effect and problem/solution. Content • Colonial America • Life of Paul Revere as well as details of colonial unrest • Paul Revere and Midnight Ride Themes and Ideas • Many events shaped the course of the American Revolution. • Colonists performed heroic and dangerous acts for an important cause. Language and • Descriptive language Literary Features Sentence Complexity • Complex sentences containing embedded, dependent clauses. • Most sections of text include important dates. Vocabulary • Some words and concepts dependent upon context • Some unfamiliar words, such as taxes, treason, revolution, mob, innocent Words • Some multisyllable words: efﬁ cient, organize, personality, tedious Illustrations • Fine art and graphics extend the text Book and Print Features • 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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5_307480_BL_VRTG_L15_PaulRevere.indd 1 11/5/09 10:31:07 AM 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 nonﬁ ction 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 ﬁ nd out why Paul Revere’s famous ride was so important in the history of the colonies.

Target Vocabulary

efﬁ cient – brings about results mocking – imitating a person in rural – the countryside, p. 11 without a waste of time or an insulting way, p. 4 summons – calls something up or resources, p. 8 organize – arrange things bring something forward, p. 6 lacked – not having had according to a system, p. 8 tedious – something boring, something when it is needed, peal – loud burst of noise, p. 12 p. 3 p. 7 personally – done in person or mimic – object or action that by one’s self, p. 10 imitates a real object or action, p. 5

Grade 5 2 Lesson 15: Paul Revere: Hero on Horseback © Houghton Mifflin Harcourt Publishing Company

55_307480_BL_VRTG_L15_PaulRevere.indd_307480_BL_VRTG_L15_PaulRevere.indd 2 77/29/09/29/09 112:46:412:46:41 PPMM 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 and to notice what is confusing and ﬁ nd ways to understand it as they read.

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 • Ordinary individuals, such • Captions help to explain the colonists increased during the as Paul Revere, can take on illustrations. 1770s. important roles and make a • The timeline shows readers the difference to history. • Paul Revere and other colonists milestones leading up to the worked together to take a stand • The events leading up to the American Revolution. against the British. American Revolution occurred • The index enables readers to over a number of years and • Paul Revere’s famous ride helped refer to speciﬁ c topics at a were sometimes complicated; Patriots escape arrest and glance. colonists sometimes exaggerated possible death. events.

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 Lesson 15: Paul Revere: Hero on Horseback © Houghton Mifflin Harcourt Publishing Company

5_307480_BL_VRTG_L15_PaulRevere.indd 3 11/5/09 10:31:33 AM 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 Nonfi ction Nonfiction Features: Drawings and Index Remind students that nonfi ction has many features to help readers fi nd 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 fi nd 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 Lesson 15: Paul Revere: Hero on Horseback © Houghton Mifflin Harcourt Publishing Company

5_307480_BL_VRTG_L15_PaulRevere.indd 4 11/5/09 10:31:48 AM 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 proﬁ ciency 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 Speaker 1: Why was it important to the Boston Tea Party? for Paul Revere to warn John Speaker 2: a narrator Hancock and Sam Adams? Speaker 2: They closed Boston Harbor. Speaker 1: Why did Paul Revere ride at Speaker 2: They led the Patriots. night? Speaker 1: Why did Paul Revere yell, The British wanted to capture “The Regulars are coming!”? Speaker 2: so he would not be seen them. If they did not escape, it Speaker 2: It was a way to let colonists was likely that the British would know that the British were coming. kill them.

Lesson 13 Name Date BLACKLINE MASTER 13.1

Paul Revere: Hero on Target Vocabulary 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 formal gushed strategy retreat foes shimmering magnifi cent revolution plunged

hero story

legendary: famous

admired timeless

Example Sentence: My class is reading a novel about the legendary ______hero , Hercules.

03_5_246253RTXEAN_L13.indd 1 3/21/09 3:52:58 PM Grade 5 5 Lesson 15: Paul Revere: Hero on Horseback © Houghton Mifflin Harcourt Publishing Company

55_307480_BL_VRTG_L15_PaulRevere.indd_307480_BL_VRTG_L15_PaulRevere.indd 5 77/29/09/29/09 112:46:422:46:42 PPMM 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.

55_307480_BL_VRTG_L15_PaulRevere.indd_307480_BL_VRTG_L15_PaulRevere.indd 6 77/29/09/29/09 112:46:432:46:43 PPMM Lesson 15 Name Date BLACKLINE MASTER 15.1

legendary formal gushed strategy retreat foes shimmering magnifi cent revolution plunged

hero story

legendary: famous

Example Sentence: My class is reading a novel about the legendary ______, Hercules.

55_307480_BL_VRTG_L15_PaulRevere.indd_307480_BL_VRTG_L15_PaulRevere.indd 7 77/29/09/29/09 112:46:442:46:44 PPMM 55_307480_BL_VRTG_L15_PaulRevere.indd 8 _ 3 0 7 4 8 0 _ B L • Paul Revere,HeroonHorseback Student _ V Trouble wasintheairBostonspringof1775.Bad 2 R Grade 5 Grade © Houghton Publishing Harcourt Mifflin Company T LEVEL aeSlcinTx rosSelf-Corrections Errors SelectionText page G _ L Read wordcorrectly Omission sentence, orphrase Repeated word, 1 5 _ P a u eairCd Error Code Behavior l R e v Comments: paid forbefore,suchasteaandpaper. These lawsmadethecolonistspayforthingstheyhadnever Stamp Actin1765.ThentheypassedtheTownshend Acts. British startedtaxingthecolonists.First,theypassed The Britishthoughtthecolonistsshouldhelppayforit.So, and IndianWar in1763.Butthewarhadcostalotofmoney. building upforyears. feelings betweentheBritishandcolonistshadbeen e r e T . i n d d One problemwastaxes.TheBritishhadwontheFrench

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