Lesson Plan : Paul Revere's Ride
Teacher Name: | Mrs. Grant |
Grade: | Grade 5 |
Subject: | Literature Activities |
Topic: | Guided Reading Lesson |
Content: | Revolutionary War/ And Then What Happened, Paul Revere? by Jean Fritz |
Goals: | Students will be reviewing information about the Revolutionary War while learning how to pick out important information from the text. |
Objectives: | Students will be guided through a lesson in the book, And Then What Happened, Paul Revere? and be learning how to choose key information from a piece of nonfiction literature. |
Materials: | And Then What Happened, Paul Revere? By Jean Fritz, Prior knowledge of the Revolutionary War |
Introduction: | "We've been studying the Revolutionary War for the past few weeks. Can any of you name some of the important people in the Revolutionary War that we've learned about so far?" Kids will tell who they remember learning about (ie, George Washington, Samual Adams, John Adams, and so on). "Well today we're going to read a story called, "And then What Happened, Paul Revere?" This story is by Jean Fritz. Has anyone ever read any other stories by Jean Fritz? Kids respond... "Well she has written a lot of books on history. This book is of course a book on the Revolutionary War. We've learned a few things about the war already. Can anyone remember some of the things that we've learned? Kids respond... "Well before we begin this book I'd like to point out that in today's lesson I want you to be looking for any new information that you may be learning. That's going to be the focus of today's lesson. This is a nonfiction story book, and therefore it is based on facts. So today we're going to be learning how to read a piece of nonfiction literature, and pick out some of the IMPORTANT FACTS from our reading." |
Development: | "Since IMPORTANT INFORMATION is going to be our focus, who can tell me what I mean by important? What kinds of information are we going to be looking for today?" Kids should respond eventually with, "information that is about Paul Revere and the Revolutionary War..." At this point students will be directed to begin reading the story with me starting on page 5. "In 1735 there were in Boston..." I will ask students if there is any important information on this page. Students answers should come around to "NO, not about Paul Revere or the Revolutionary War." "Okay students, let's turn to the next pages, 6 & 7. Please read these two pages independently. (When done), Do you see any important information on these pages?" Students responses should come around to, "NO..." I will direct students to follow along with me as I read the short pages of 8, 9, & 10. When we finish page ten I will ask students if there is any important information on Paul Revere yet." Students will probably respond, "No," However I will need to direct them to Paul Revere's father dying and leaving him the silversmithing business. "This part becomes important a little later on. Let's add it to our list on the board of important things. I bet we'll find out a little later why it's so important..." |
Practice: | "Now I would like us to read page 11 together." READ PAGE "Can anyone pick out any information that they think may be important (remember either to Paul Revere OR The Revolutionary War)?" Students should respond, "War nearby, Paul didn't want to miss it, French soldiers along with Indians were attacking the borders of the colonies, he defended Fort William Henry on Lake George." "How do we know that this is important?" Students will eventually answer because it talks about the war and one thing Paul Revere did in it. "So please write it in on your list of important information." I will add it to my list on the board. |
Accommodations: | Some students will have the book read to them in Special Ed. setting &/or have the book read to them on tape. They will be picking out important parts as it is read to them. |
Checking For Understanding: | When students have all finished reading the book we will rejoin as a whole class and each student will give me a few important facts to write on our master list on the board. I will ask that we continue sharing until we get all of the important facts that were covered in the story. |
Closure: | As a class we will review our list of important facts about Paul Revere and how he was involved in the Revolutionary War. We will post our master list on the back bulletin board for future reference. |
Evaluation: | Students individual lists of important facts will be passed in to me. Master list students created will be posted in the classroom. |
Teacher Reflections: |
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