Paul Revere's Ride

Introduction

Learning Outcomes (1a, 1c, 3a) (Q1, Q2)

The student will determine

The main idea of the text by summarizing and using key details to support their answer.
Task

Evidence of Learning

(Product Assessment) (1f, 3d) (Q4)

 

  1. Students taking notes from the poem prior to reading the text. Students will use the Bubble Map Diagram. Students will write a summary of their personal emotion felt while listening to the poem.
  2. Students will write in their journals the question: What is the difference between the main topic and supporting detail? Students will use the Tree Map Diagram
  3. Students will demonstrate finding the supporting details (sentences) by highlighting the text.

Students will write a summary to discuss the feelings of colonist prior to the attack by the British.

Process
  • Students will take turns reading by raising their hand and obtaining teachers’ attention to read a paragraph.
  • Students may ask questions about the text and how to spell words that are not in the text.
  •  Student will write the word in their personal word journal.
  • Students asked the following questions:

Did I understand what I read?

What seems tp the most important idea?
  • Students will write a summary of the text.
  • Students will write a reflection of the text.
Evaluation

Connections to Students’ Knowledge, Skills, and Experience (1b, 3a) (Q3, Q6, Q7)

  • Students used prior knowledge of colonial life to understand the environment.
  • Students used skills from prior lessons to determine the difference between supporting details and main idea.
  • Students will use the glossary at the end of the text to understand the definition of unfamiliar words.
  • Students will ask questions about how to spell words that are not =listed in the text,

 

 

  
 
 
 

If some students struggle I/they … (1b, 3e)

  • During the monitoring and listening to students read; the teacher notices that some students are struggling with understanding of the text.
  • Teacher will paraphrase and/or read the sentence (s) that for clarification.
 
 

If some students master this learning quickly I/they… (1b, 3e)

 

Small group

  • Teacher will request that they share with the class via the Elmo what their Tree Map looks like and the sentences that are the supporting details.
  • Teacher will request one student to assist another student with finding the details using “accountable talk” concerning the key details.
  
 
Conclusion

Students listening and taking notes.

  • Students will take turns reading by raising their hand and obtaining teachers’ attention to read a paragraph.
  • Students may ask questions about the text and how to spell words that are not in the text.
  •  Student will write the word in their personal word journal.
  • Students asked the following questions:

Did I understand what I read?

What seems tp the most important idea?
  • Students will write a summary of the text.
  • Students will write a reflection of the text.
Credits
  • Journey’s Workbook: Paul Revere’s Ride, Pages. 350-362 (Copy for each student and teacher)
Teacher Page
  • Student Language Arts Journal
  • Student Personal Word Journal
  • Yellow highlighters
  • Bubble Diagram and Tree Map Diagram (Copy for each student and teacher)
  • Elmo for writing examples
  • Elmo for 5 students to display and present their summary