And Then What Happened, Paul Revere?: An American Hero

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

Big Idea

How did Paul Revere help win the battles of Lexington and Concord?

Cue Set

15 minutes

During the Cue Set, scholars watch a video about Paul Revere's Big Ride.  This video helps to build background knowledge and provides scholars with the opportunity to have some concrete practice with the skill before we read the book.  

As they watch the video, they think about the following question: 

What's the relationship between Paul Revere's Big Ride and the first battles of the American Revolution? 

Here are scholars watching the video.  After scholars watch the video, they have 1 minute to jot down their answers.  Here are one Scholar's notes on Paul RevereThen, scholars have 1 minute to share at their tables.  Finally, I take 2 friends from my cup and 3 volunteers to share their thoughts. 


Teaching Strategy

20 minutes

We do a cloze reading of pages 263-267 of And Then What Happened, Paul Revere?.  I pause and scholars fill-in-the-blank with the paused upon word.  I do this to ensure that they are following along and to make sure all scholars (even the below-level readers) have access to the text.  

As we read, we 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?

I pause and model how to think aloud to answer the question.  I use my graphic organizer to record some of my thinking.  I write the events of Paul Revere's childhood, 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, "You know what, Paul Revere's childhood helped prepare him to be a rider in the Sons of Liberty!"  Then, I model how to write that and use details & quotes from the text to support my response.  

Scholars record my thinking on their own graphic organizer so that they have a model of strong thinking and understand the expectations of their own guided practice.  This is a sample of an example of a scholar's graphic organizer.  

Guided Practice

20 minutes

During the guided practice, scholars begin to read pages 268-276 of And Then What Happened, Paul Revere.  Then, they answer the following question: 

-Describe the relationship between Paul Revere's Big Ride and the battles of Lexington and Concord.  

Guided partnerships are heterogeneous groupings.  I pair lower scholars with medium low scholars and high scholars with medium high scholars.  The reason for this is to ensure that no one becomes frustrated with their partner, and also so that my ELL co-teacher and I can strategically support certain groups.  

Here is a video that shows scholars getting busy during guided practice.  

Scholars love partner reading time because it helps them to hear a model of fluent reading other than the teacher.  Also, they get to move around the room and find a comfy place to read.  This increases oxygen to their brains and it gives them a change of scenery.  Scholars work together to continue to record thinking on their graphic organizers.   


Independent Practice

45 minutes

During this time scholars rotate through 3 stations.  I start the time by reviewing our checklist items for the week and explicitly state what should be completed by the end of the day.  This holds scholars accountable to their work thereby making  them more productive.  Then, I give scholars 20 seconds to get to the place in the room where they will be for the first rotation.  The first scholars who are there with all materials they need receive additions on their paychecks or positive PAWS.

During the rotations for this lesson, my small group objective today is to answer inference questions using books that are on each group's highest instructional level.  My focus is this objective because it is a pre-requisite objective to RI 3 (the focus standard of this week).  Scholars read a portion of the same book (different for each group depending on reading level, but the same text is read in each group).  We practice recording our thinking on dry erase boards to use a different mode of recording and to keep things a little fresh. My ELL co-teacher pulls small groups that focus on RI3 - relationships between ideas, concepts and individuals within a text since this is the focus standard of the week.   

The pink group will continue student-led text talk groups.  Their focus question will depend upon the text they selected and the part that they read.  They are always expected to use quotes to support their answer.  

After the first rotation, I do a rhythmic clap to get everyone's attention.  Scholars place hands on head and eyes on me so I know they are listening.  Then they point to where they go next.  I give them 20 seconds to get there.  Again, scholars who are at the next station in under 20 seconds with everything they need receive a positive PAW or a paycheck addition.  We practice rotations at the beginning of the year so scholars know if they are back at my table, they walk on the right side of the room, if they are with the ELL teacher, they walk on the left side of the room and if they are at their desks, they walk in the middle of the room.  This way we avoid any collisions.    

At the end of our rotation time I give scholars 20 seconds to get back to their desks and take out materials needed for the closing part of our lesson.  Timing transitions helps to make us more productive and communicates the importance of our learning time.