Instructional Sequence Unit Name: Lesson Number of Text(s) Taking A Stand 1 ~ Anchor Text days: And then what happened, Paul Revere? 10 - 15 http://www.pbslearningmedia.org/resource/pa11.vhssocst.us.const.revere/picturing- america-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 Purpose Audience Imagine you are a colonist living in Boston. To write a quick write of life of the colonies Classmates Describe some events from your day. using information gained from reading pages 5-10. Imagine you are one of the Sons of Liberty. To write a quick write describing events that Classmates Write about your night in Boston Harbor. occurred at the harbor during the Boston Tea Party. Use information gained from reading pages 18-20. Imagine you are one of the messengers that To write about your experiences on your “big Classmates Dr. Warren dispatches for Lexington and ride” as you warn the citizens that the English Concord. Describe your “big ride” and how are coming. you alarm the citizens so they can arm themselves. Imagine you still live in Boston after the To write a quick write about how life changed Classmates Revolutionary War. Describe how life has after the Revolutionary War. (Students may changed. include information about becoming one of the 13 original states.) 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 Answer What was Boston like in 1735? In 1735, Boston had 42 streets, 36 lanes, 22 alleys, 1,000 brick houses, (pg. 5) 2,000 wooden houses, 12 churches, 4 schools, 418 horses, too many dogs to count, and more than 13,000 people. (pgs. 6-7) 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 Boston is always busy. The streets and the harbor are full of various the time? (pg. 6) kinds of activities. Why did Jean Fritz begin the book with a description of life in Boston? Jean Fritz includes a description of life in Boston (setting) to let the (pg.5) readers know what life was like in Boston. Reference this description later to show how life evolved in Boston. (pg.44) Jean Fritz describes many of Paul Revere’s occupations. What can you Paul’s jobs included being a silversmith, a bell ringer, portrait engraver, infer about Paul? Use some character traits to describe him. Give producer of bookplates, seller of pictures, maker of picture frames, evidence from the text. brought out hymnbooks, a dentist, and a builder. (pgs. 8-10) and (pg. 14 -16) Paul was curious, wanted to learn, wanted to stay busy, and was a hard worker. He was always wanted to be doing something. Why does Paul sometimes make mistakes? (pg. 16) 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 Bells were a method of communication. They announced good and history? bad news, anniversaries, holidays. (pg. 10) How does life change in Boston beginning in 1765? The English were causing trouble for the colonies. They “couldn’t do (pgs. 17- 18) this and couldn’t do that.” The English started taxing one thing after another. Who were the Sons of Liberty? (pg. 18) They were a secret club who found interesting ways to oppose the English. Paul was the leader of the Sons of Liberty. What does the word liberty means? Why was the secret club called The word liberty means “the freedom to think or act without being Sons of Liberty? (pg. 18) constrained by necessity or force.” This group wanted freedom from England because they opposed how the colonists were being treated. What was the intent of dressing up like Indians before the Sons of This secret club didn’t want anyone to know who they were. They Liberty went to dump the tea in the harbor? (pg.19- 20) were afraid of punishment from the English who made the laws for the colonies and kept imposing new taxes. Describe Paul’s activities as a secret agent. When it looked more and more as if the English and colonists were (pg. 22-25) 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. Explain the phrase “his hat clapped to his head, his coattails flying.” Paul is in a hurry so he is holding on to his hat. Coattails refer to the Why does Jean Fritz repeat this phrase several times? back of his long jacket. They are flying because he is running. This (pg. 10, 11, 21, 27) phrase shows the urgency of everything that Paul did. How did Dr. Warren use the information gathered on April 15th to Dr. Warren sent Paul Revere and other messengers to Lexington and direct the Patriots, Paul Revere, and other messengers on April 18th? Concord to warn the citizens that the English were coming. He needed them to arm themselves. Paul was also to Inform John Hancock and (pg.25-26) Samuel Adams about the English activity. Dr. Warren directed Paul to travel the same way as the English- across the Charles River. What was the purpose of using the lanterns in the North Church? Paul had arranged to quickly warn the people of Charlestown. Two (pg. 26 -27) lanterns meant the English were coming by water, and one lantern meant they were coming by land. The lanterns were a method of communication. Summarize Paul’s big ride. Paul picked two friends, went to the Charlestown ferry, Paul got his (pg.28- 36) 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. What is the significance of the exclamation point and italics in the Paul must have been famous or well-known among the English phrase “What! Paul Revere?” (pg. 35) soldiers. A green is a grassy, public area. It can generally be found in the middle The farmers were preparing to take a stand against the English and of a town or city center. Why were the farmers gathering on Lexington “the troops were said to be near.” This is the site of the battles of Green? What is the importance of this location in American History? Lexington and Concord, the first battles of the Revolutionary War. (pg. 38) Lexington Green is approximately 2.5 acres. What can we infer about the importance of Paul Revere and John They had to walk through the battlefield with the trunk so they could Lowell walking through the battlefield with the trunk full of important keep the important papers safe from the English. They were able to papers? (pg. 37-41) walk through the lines of fire safely because their weapons were not very powerful. What was Paul’s life like after the war ended? Paul went back to being busy at many different jobs. He continued (pg. 42-44) 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. The title of the story is And then what happened, Paul Revere? The These questions help give the story an informal, personal tone- as if a author repeats this question and other similar questions several times grandfather was telling this story to his grandchildren, and they were throughout the story.