5.2.5 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 wellprepared to raise arms against the British LESSON VOCABULARY fate glimmer magnified steed fearless lingers somber 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 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 48 SEQUENCE GRAPHIC ORGANIZERS 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 What event came before Paul Revere’s boat trip to Lexington? (Robert Newman two lanterns in the Old North Church bell tower.) PAGE 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.) Paul Revere’s Midnight Ride 16911_LRD_TG_048-049 600 12/28/05 1:10:02 PM REVISIT THE BOOK READER RESPONSE 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 Possible responses: Who fought at Lexington? Who was killed there? Internet or the library Possible responses: homeless: “without a home”; tasteless: “without taste” Sentences will vary 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 convey Discuss the difference between what happened 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 Skill 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 not want to be ruled by a government that is far away Ask: Where most people you know come from? Paul Revere’s Midnight Ride 16911_LRD_TG_048-049 601 49 12/28/05 1:10:04 PM Name Paul Revere’s Ride Sequence • 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 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 © Pearson Education 50 16911_LRD_TG_050-051 12/28/05 1:10:49 PM Paul Revere’s Ride Name Vocabulary Directions Draw a line from each word to its definition Check the Words You Know fate magnified fearless somber glimmer steed fate lasts; stays around or near fearless solemn or serious; sad glimmer something that cannot be controlled lingers made to appear larger magnified shine with a faint light somber not afraid; brave steed horse or other riding animal lingers © Pearson Education Directions Write a paragraph about Paul Revere’s ride Use as many vocabulary words as you can 51 16911_LRD_TG_050-051 12/28/05 1:10:50 PM ... Pearson Education Directions Write a paragraph about Paul Revere’s ride Use as many vocabulary words as you can 51 16911_LRD _TG_ 050 - 051 12/ 28/ 05 1:10 :50 PM ... Dr Prescott met Dawes and Revere on their way © Pearson Education 50 16911_LRD _TG_ 050 - 051 12/ 28/ 05 1:10:49 PM Paul Revere’s Ride Name Vocabulary Directions Draw a line from each word to its definition... away Ask: Where most people you know come from? Paul Revere’s Midnight Ride 16911_LRD _TG_ 048-049 601 49 12/ 28/ 05 1:10:04 PM Name Paul Revere’s Ride Sequence • Sequence refers to the order of