Lesson Plan

And Then What Happened Paul Revere?

How did Paul Revere help win the battles of Lexington and Concord?
Brooke F.
Classroom teacher
Fountain Rock Elementary School
Hagerstown, MD
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My Grades 3, 5
My Subjects English Language Arts, Math, Social Studies

We can describe the relationship between important ideas, individuals and events in the text, "And Then What Happened, Paul Revere?".

Students will read selected pages from the text and work to complete a graphic organizer in order to record their thinking.

RI.5.1 RI.5.3 SL.5.1 SL.5.4

English Language Arts
Social Studies
Grades 5
All Notes
Teacher Notes
Student Notes

1 Hook

Students will begin by watching a video about Paul Revere's Big Ride. This video helps to build background knowledge and provides students with the opportunity to have some concrete practice with the skill before we start to read the book. As they watch the video, students should think about the following question: What is the relationship between Paul Revere's Big Ride and the first battles of the American Revolution? After watching the video, they willbe given 1 minute to type their response on a sticky note I have created using http://en.linoit.com/. Students will then have 1-3 minutes to read over other's answers and discuss at their tables. Finally, allow 2-3 volunteers to share their thoughts.

2 Direct Instruction

Do a cloze reading of pages 263-267 of "And Then What Happened, Paul Revere?". Pause while reading and allow students fill-in-the-blank with the paused upon word. I do this to ensure that they are following along and to make sure all students, even the below-level readers, have access to the text. As you read, consider the following question: How do the events of Paul Revere's childhood and early adulthood relate to Paul Revere's work with the Sons of Liberty? Pause while reading and model how to think aloud to answer the question. Demonstrate how to use the graphic organizer to record some of my thinking. Write the events of Paul Revere's childhood, and then what he did with the Sons of Liberty. Finally, I ask myself, "How are these things related? Does one cause another?" I think out loud for the students, "You know what, Paul Revere's childhood helped prepare him to be a rider in the Sons of Liberty." Then, model how to write that in the graphic organizer and use details from the text to support my response. Students will then record my thinking on their graphic organizer using Google Classroom so that they have a model of strong thinking and understand the expectations for their own guided practice.

3 Guided Practice

Students begin to read pages 268-276 of "And Then What Happened, Paul Revere?". Then, they respond to the following prompt: Describe the relationship between Paul Revere's Big Ride and the battles of Lexington and Concord. Guided partnerships are heterogeneous groupings. I pair lower level readers with medium-low students and higher readers with grade level students. I prefer to do it this was to ensure no one becomes frustrated with their partner and so that I can specifically target which groups to provide more support for. At this time students are participating in partner reading and they also get to move around the room and find a comfy place to read. Students will work together to continue reading and working to record their thinking on their graphic organizers using Google Classroom and their laptops.

4 Independent Practice

During this time students will rotate through 3 reading focused stations. I start the time by reviewing my expectations during this time and what should be completed by the end of the period. Then, I give students 30 seconds to get to the place in the room where they will be for the first rotation. During the first rotation, my small group objective is to answer inference questions using books that are on each group's instructional level. Students in each group will read a portion of the same book, which is different for each group depending on reading level. We practice recording our thinking on dry erase boards to use a different mode of recording. The second rotation allows students to continue student-led text talk groups. Their focus question will depend upon the book they are reading and the part that they read. These are usually fiction chapter books that the group has agreed on. Students are always expected to use quotes and text evidence to support their answer. The third rotation is self-selected independent reading in which students will focus on RI.5.3 - relationships between ideas, concepts and individuals within a text since this is the focus standard of the week. Students will be required to consider this while reading, and ask questions or type their answers into out Today's Meet board for the day.

5 Wrap Up

Call all students to clean up and return to their seats or to the carpet meeting area. Do a quick review of how to determine different relationships between ideas, people and events in a text. Students will have 1 minute to use what they have been practicing to prepare an idea. They will then share the different ways to do this with their table/group. Some answers I would expect to hear are, "You could have a cause/effect relationship between an event and an idea." As students describe the different types of relationships ideas, people and events can have, I record the words on our Word Bank Chart. Usually, it can be hard for students to find the words to describe these types of relationships, so we are creating a word bank anchor chart for comparing ideas, people, and events in a text. I will also type this chart into a Google Doc and share it with my students so they will have it to reference at any point.