What is your fondest memory in life? Personally, I would respond to this question by explaining the experience I share with my students when they finally grasp a concept taught in my classroom. This experience happens once a week when I teach grammar concepts to my students. The feeling I receive from these ah-ha moments are very rewarding as an educator.
It is amazing what we use to remember things in life. Just like my short anecdote above, there are many factors that channel our memory. Whether one is using long or short-term memory, there are many possibilities that explain why events in our lives are memorable.
In this lesson, I want students to begin seeing what premise they use to remember information about Paul Revere. The overarching idea of this lesson discusses the explanation that makes Revere's midnight ride so iconic.
In this hook assignment, students will respond to the following prompt:
Paul Revere is known for his famous midnight ride to Lexington. Based on your understanding of his character, why has Revere’s ride achieved such an iconic status in American history?
Students will complete a share-out to determine how peers hold similar or different opinions about Revere’s character during this time period. A student response might be the notion that Revere's timing in the battle aided the townspeople in knowing when the British was coming.
To conclude the characterization of Revere, students will watch a mini biography on his life. The information provided in this video will allow students to hear how others gathered information about this heroic man and his contributions to an important time period in American history. Students will place these notes on the right-side of their notebook. This information will be used when students complete a left-side possibility of Revere.
Students will work independently on the handout entitled, Why Do We Remember Paul Revere. This allows students to rank hypotheses about the reasons Paul Revere ride was so significant to the American Revolution. A hypothesis is a proposed explanation made on the basis of limited evidence for points of further investigation. Students may find this activity difficult since all of the responses are correct about Revere. Having to rank the order of importance allows students to rely on the text to justify their responses to this activity.
From the two perspective told about Revere's Ride in yesterday’s reading, students have already begun to challenge the information learned about Paul and his true significance to this time period. Once students finish the handout there are multiple ways to share out this information. Because of time, students share with a shoulder buddy their ranked hypotheses and reasons for each response. Then these two students will find another pair and compare responses. After this round-robin sharing, a simple discussion can be held on what answers were alike and different in certain groups.