Paul Revere’s Midnight RidePaul Revere’s Midnight Ride SUMMARY The author tells the real story of Paul Revere’s ride at the beginning of the American Revolution.. LESSON VOCABULARY fate
Trang 1Paul Revere’s Midnight Ride
Paul Revere’s
Midnight Ride
SUMMARY The author tells the real story of
Paul Revere’s ride at the beginning of the
American Revolution She explains how Revere
and others warned colonial leaders such as
John Hancock and Samuel Adams to be
well-prepared to raise arms against the British
LESSON VOCABULARY
fate fearless
glimmer lingers
magnified somber
steed
INTRODUCE THE BOOK
INTRODUCE THE TITLE AND AUTHOR Discuss
with students the title and the author of Paul
Revere’s Midnight Ride Ask students to think
about the title and what the book will be
about Ask: Why was it called his Midnight
ride? Why do you think he had to make his
trip at this particular time?
BUILD BACKGROUND Discuss with students
what they know about the beginnings of the
American Revolution Ask: In what part of the
nation did the American Revolution begin?
Discuss what they have heard about the role
of Paul Revere Explain the difference between
a legend and a historical fact
PREVIEW/USE TEXT FEATURES Encourage
students to look at the illustrations in the
book Ask them to think about how they
can tell the American colonists from the
British soldiers Discuss how the illustrated
map on the title page is helpful in giving a
visual picture of Paul Revere’s travels Show
students a current map of the Boston area
and discuss how the area might have changed
in some 225 years, including the number and
types of communitites, population, roads, etc
READ THE BOOK SET PURPOSE Suggest that students set a purpose for their reading that will help them reach a deeper understanding of the feeling of patriotism that led Paul Revere to undertake his dangerous journey As they read, suggest that they make a list of each challenge Revere took on during his ride
STRATEGY SUPPORT: GRAPHIC ORGANIZERS
Remind students that graphic organizers are useful tools to put information in order so that
we understand and remember it better Ask students to suggest what kinds of graphic organizers might be most effective with
historical narratives (time lines or sequence charts)
COMPREHENSION QUESTIONS
PAGE 4 What event came before Paul Revere’s
boat trip to Lexington? (Robert Newman hung two lanterns in the Old North Church bell tower.)
PAGE 8 Why did it make sense for William Dawes to travel to Lexington when Paul Revere
was also headed there? (In case one of them was stopped, the other could get through to warn the colonists.)
PAGE 13 Why did Paul Revere tell the British
that they should flee Lexington? (He tricked them into worrying more about the Americans’
strength at Lexington rather than at Concord.)
PAGE 16 What conclusions can you draw about the meaning of the phrase “the shot heard
round the world”? (The battle that started the American Revolution was important.)
5.2.5
SEQUENCE GRAPHIC ORGANIZERS
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Trang 2Skill Work
TEACH/REVIEW VOCABULARY
Explain that the word serious is a synonym for the word somber Discuss other possible synonyms for somber, and explain that the
context in which a word is used determines which synonym fits best Repeat this
process with the other vocabulary words
TARGET SKILL AND STRATEGY
SEQUENCE Remind students that when they read about historical events, it is
helpful to put the events in sequence to
improve their understanding Select a few important events described in the book and suggest that students order them in sequence
GRAPHIC ORGANIZERS To put historical events in order, students might use a numbered list or a graphic organizer such as
a time line or sequence chart
ADDITIONAL SKILL INSTRUCTION
DRAW CONCLUSIONS Remind students that
we draw conclusions by making a sensible
decision after thinking about the facts and details we have read Suggest that as students go through the book, they take notes that will help them draw conclusions
Show students a few maps that trace the growth of America from its colonial period to the days of the American Revolution Discuss how the growth of America threatened Great Britain Talk about why people search for new countries, and why people do not want to be ruled by a government that is far away Ask: Where do most people you know come from?
REVISIT THE BOOK
READER RESPONSE
1 Possible responses: Revere met with
Dawes; they rode to Concord; they were
stopped; Revere was arrested and then
freed; Revere was pleased he had helped
warn American leaders
2 Possible responses: Who fought at
Lexington? Who was killed there? Internet
or the library
3 Possible responses: homeless: “without
a home”; tasteless: “without taste”
Sentences will vary
4 Possible response: The men left in the
middle of the night
EXTEND UNDERSTANDING Suggest that students
look again at the illustration on page 17 and
examine what the illustrator is trying to
con-vey Discuss the difference between what
hap-pened to each side—American and British—
at Lexington and Concord
RESPONSE OPTIONS
WRITING Suggest that students write a few
paragraphs to express their opinions about
Paul Revere’s role in the American Revolution
Discuss why we consider him a legend
SOCIAL STUDIES
CONNECTION
Encourage students to
use the library or the
Internet to find out more about
people who worked for the freedom
of Americans during Revolutionary times
Suggest that students find information about
people who are not well-known and share
stories about them with their classmates
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Paul Revere’s Midnight Ride
Trang 3Sequence
• Sequence refers to the order of events in both fiction and nonfiction
• Sequence can also refer to steps in a process
Directions Reread the following paragraphs from Paul Revere’s Midnight Ride Then put the
bulleted events in sequence
Revere woke Adams and Hancock and told them about the British Hearing the news, the two men planned to return to Boston within a few hours
Then Revere met with William Dawes to decide what to do next They both would ride
on to Concord There they would be able to help in the fight against the British
Along the way, Revere and Dawes met Dr Samuel Prescott Dr Prescott joined them, and the three men rode on together
• Adams and Hancock decided to go to Boston.
• Dawes and Revere started their trip to Concord.
• Revere woke Adams and Hancock.
• Revere met with William Dawes.
• Dr Prescott met Dawes and Revere on their way.
1.
2.
3.
4.
5.
Paul Revere’s Ride
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Vocabulary
Directions Draw a line from each word to its definition.
Check the Words You Know
fate magnified
fearless somber
glimmer steed
lingers
1 fate lasts; stays around or near
2 fearless solemn or serious; sad
3 glimmer something that cannot be controlled
4 lingers made to appear larger
5 magnified shine with a faint light
7 steed horse or other riding animal
Directions Write a paragraph about Paul Revere’s ride Use as many vocabulary words as you can.
Paul Revere’s Ride