Reflection: Connection to Prior Knowledge Why do we Need to Remember Paul Revere's Ride? - Section 4: Independent Work


I love the hypotheses that are provided on this handout. Throughout this entire unit, I have been teaching students the notion that informational and some nonfiction text contains information from various hands of sources. As a result, the information can be skewed or biased in various aspects. Students had the assumption that Paul Revere was similar to the other heroes we have studied in this unit. However, having various accounts of provided information about Revere and his midnight ride created difficulty in students trying to understand the actual events of the story. The misconceptions about this event can extend this lesson to research where students look for factual information about Paul Revere’s Ride. This use of research will support students in completing the handout without the use of difficulty in recalling unknown information about Paul Revere. Since I  teach an integrated unit along with the Social Studies teachers on my grade level, much of the historical reference to events studied in ELA is covered in the history classes. As a result, my students were able to rank the hypothesis with little difficulty and determine if their top event was based solely on the event, Revere, or Longfellow.

  Connection to Prior Knowledge: ACTIVITY REFLECTION
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Why do we Need to Remember Paul Revere's Ride?

Unit 6: Interdisciplinary Unit: Building ELA Skills Through Historical Documents
Lesson 10 of 11

Objective: SWBAT analyze how differences in the points of view of the characters create an effect on Paul Revere’s Ride to Lexington.

Big Idea: Why Remember Things of My Past

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paul revere
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