Paul Revere and the American RevolutionPaul Revere and the American Revolution SUMMARY The author describes the activities of Paul Revere before the early battles of the American Revolu
Trang 1Paul Revere and the American Revolution
Paul Revere and the
American Revolution
SUMMARY The author describes the activities
of Paul Revere before the early battles
of the American Revolution In addition,
the author sets the stage for the conflict
behind the American Revolution by reviewing
the disagreements between the American
colonists and the British
LESSON VOCABULARY
glimmer lingers
magnified somber
steed
INTRODUCE THE BOOK
INTRODUCE THE TITLE AND AUTHOR Discuss
with students the title and the author of
Paul Revere and the American Revolution
Ask students to think about the title and
what the book will be about Discuss why
the author may have chosen to focus on the
activities of Paul Revere Ask: What do you
know about Paul Revere, and what would
you like to know about him?
BUILD BACKGROUND Discuss with students
what they know about dealing with a situation
in which someone’s rights are not respected
Ask: What are some of the basic American
freedoms? What action would you take to
protect your freedoms if someone tried to
take them away?
PREVIEW/USE ILLUSTRATIONS Encourage
students to look at the illustrations in the
book Ask them to choose one and explain
what it seems to tell about the book Suggest
that they check after their reading to see if
their prediction was correct Ask students to
study the image in the stamp place on page
7 Discuss what it might mean to the story of
the American Revolution
READ THE BOOK SET PURPOSE Encourage students to set a purpose for their reading that includes real-izing how sequence and cause and effect can help their understanding of historical material
Suggest that they list events and analyze them for sequence Students can also list events that were causes, events that were effects, and events that served both purposes
STRATEGY SUPPORT: GRAPHIC ORGANIZERS
Remind students that graphic organizers are useful tools for putting information in order so that we understand and remember it better
Ask students what kinds of graphic organizers might be most effective with historical
narratives (time lines or sequence charts)
COMPREHENSION QUESTIONS
PAGE 4 What was the purpose of a liberty
tree? (Colonists posted complaints and
gath-ered there to discuss their problems with the British.)
PAGES 5–6 What event came before the American Revolution that caused the British
to go deeply into debt? (The French and Indian
War)
PAGE 7 Why did the colonists oppose taxation
so fiercely? (They had no voice in the British
government.)
PAGES 11–12 How did a misunderstanding about the Boston Massacre contribute to tensions between Americans and the British?
(Although it is possible that the massacre was
a mistake, Paul Revere publicized it as an intentional act on the part of the British, and the Americans grew angry.)
5.2.5
SEQUENCE GRAPHIC ORGANIZERS
48
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TEACH/REVIEW VOCABULARY
Ask students to identify the nouns among
the vocabulary words (fate, steed, and
glimmer) Discuss the other parts of speech
that are used (adjectives and verbs) and identify them
Remind students that a noun is the name of a person, place, or thing Point to objects around the classroom and identify them as nouns Ask students to name addi-tional nouns Remind them of the nouns on the vocabulary list
Explain the meaning of a verb Act out
writing on the board, and explain that the
word writing is a verb Remind students of
the verb on the vocabulary list Explain the meaning of an adjective Point to someone’s colored shirt and explain that the color is an adjective Remind students of the adjectives
on the vocabulary list
TARGET SKILL AND STRATEGY
SEQUENCE Remind students that when
we read, we put information in sequence
to help us understand it Discuss some of the events in this book that could be put 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
CAUSE AND EFFECT Remind students that an
effect is an event that happens, and a cause
is why an event happens Explain that there can be many causes that lead to one effect,
as in the American Revolution Discuss some of the possible causes Encourage students to think about the American Revolution Even though it was an effect, it also was a cause, because it led to a state
of independence for the colonists—another
effect.
REVISIT THE BOOK
READER RESPONSE
1 Possible response: B, A, C
2 Possible response: What was it like to
be a dentist during the Revolution? an
encyclopedia
3 Possible response: In the glimmer of the
candle, I saw a steed go by my window He
had a somber tread, as though he knew his
master’s fate But as the danger magnified,
his master became even more fearless, and
the two easily jumped over the high fence
The memory of their brave leap still lingers
in my mind
4 Possible response: White pants were hard
to keep clean
EXTEND UNDERSTANDING Encourage students to
look at the title page and the illustrations on
pages 10 and 17 Discuss some of the
differ-ences between the American and British
sol-diers Ask: How might these differences have
affected the fighting ability of the two groups
of soldiers?
RESPONSE OPTIONS
WRITING Ask students to write a few
para-graphs explaining why they would nominate
Paul Revere as a great American hero
Encourage them to include details from the
book to support their nomination
SOCIAL STUDIES
CONNECTION
Encourage students
to find out information
about the Boston Tea Party that
describes the drama of the event Suggest
that they check the Internet or the library to
see whether any short stories, poems, or
plays have been written about it
Paul Revere and the American Revolution 49
Trang 3Sequence
• Sequence refers to the order of events in both fiction and nonfiction
• Sequence can also refer to the steps in a process
Directions Reread the following paragraphs from Paul Revere and the American Revolution
Then put the bulleted events in sequence
One law, passed in 1764, was called the Sugar Act It taxed sugar, molasses, and other products shipped to the colonies Colonists who ignored the act were punished as smugglers
A year later, the Stamp Act was passed by the British This law required all legal and business documents in the colonies to carry a stamp showing that a tax had been paid The
colonists were very angry They wondered what tax the British would decide on next They
claimed the British were taxing them without representation
Put the following events in sequence
• The Stamp Act was passed by the British government.
• The colonists disliked being taxed without having a voice in the government.
• The Sugar Act was passed by the British government.
• Colonists who did not pay taxes on molasses were punished.
• Colonists had to stamp all business documents.
1.
2.
3.
4.
5.
Paul Revere
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Vocabulary
Directions Draw a line from each word to its synonym.
Check the Words You Know
fate magnified
fearless somber
glimmer steed
lingers
1 fate increased
2 fearless unafraid
4 lingers horse
6 somber stays
7 steed solemn
Directions Write a paragraph about the beginning of the American Revolution Use as many
vocabulary words as you can
Paul Revere