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3 ©2019 erin cobb imlovinlit.com

Short Story of the Month"Paul Revere's Ride" by Henry Wadsworth Longfellow

Table of Contents

Terms of Use 2

Table of Contents 3

List of Activities, Common Core Standards Alignment, & Difficulty Levels 4

Digital Components/Google Classroom Guide 5

Teaching Guide, Rationale, Lesson Plans, and Procedures: EVERYTHING 6-11

Activity 1: Sound & Rhyme Review (Quick Notes) 12-13

Activity 2: Sound & Rhyme Practice w/Key folder

Activity 3: Poetry Structure Terms Review (Quick Notes) 14-15

Activity 4: Rhyme Schemes Quick Notes 16-17

Activity 5: Imagery Lesson (Interactive Notebook Template) 18-19

Activity 6: Imagery Practice w/Key folder

Activity 7: Journal Response folder

Activity 8: Second Read - Annotate for Understanding/Comprehension/Events 20/folder

Activity 9: Comprehension Quiz w/Key 21-22

Activity 10: Plot Pyramid w/Key 23-24

Activity 11: Third Read – Annotation Guide for Sound, Rhyme, Structure (w/Key) 25-33

Activity 12: Fourth Read – Annotate for Imagery w/Key 34-36

Activity 13: Mood Analysis by Stanza w/Key 37-38

Activity 14: Vocabulary Guide – Similes, Metaphors, & Personification w/Key 39-42

Activity 15: Symbolism Analysis 43-44

Activity 16: Poetry Analysis Quiz w/Key 45-48

Activity 17: Comprehension Skills Test w/Key 49-54

Activity 18: *Modified* Comprehension Skills Test w/Key 55-60

Activity 19: The True Story of Paul Revere: Original Nonfiction Article 61-62

Activity 20: Truth vs. Fiction Article Activity w/Key 63-66

TEKS ALIGNMENT 67

Activity 1: Sound & Rhyme Review* RL.8.4, RL.8.5

Activity 2: Sound & Rhyme Practice** RL.8.4, RL.8.5

Activity 3: Poetry Structure Terms Review* RL.8.4, RL.8.5

Activity 4: Rhyme Schemes Quick Notes** RL.8.4, RL.8.5

Activity 5: Imagery Lesson (Interactive Notebook Template)* RL.8.4, RL.8.5

Activity 6: Imagery Practice** RL.8.4, RL.8.5

Activity 7: Journal Response* SL.8.1

Activity 8: Annotate for Comprehension/Story Structure*** RL.8.1, RL.8.2, RL.8.3, RL.8.9

Activity 9: Literal Comprehension Quiz* RL.8.1, RL.8.3

Activity 10: Plot Pyramid** RL.8.2, RL.8.1, RL.8.3

Activity 11: Annotation Guide for Sound, Rhyme, Structure** RL.8.4, RL.8.5

Activity 12: Annotation Guide for Imagery** RL.8.4, RL.8.5

Activity 13: Mood Analysis by Stanza** RL.8.4, RL.8.1

Activity 14: Vocabulary– Similes, Metaphors, Personification*** RL.8.1, RL.8.2, RL.8.3

Activity 15: Poetry Analysis Quiz** RL.8.4, RL.8.5

Activity 16: Symbolism Analysis** RL.8.1, RL.8.2, RL.8.3

Activity 17: Comprehension Skills Test** RL.8.1, RL.8.2, RL.8.3, RL.8.4, RL.8.5

Activity 18: *Modified* Comprehension Skills Test* RL.8.1, RL.8.2, RL.8.3, RL.8.4, RL.8.5

Activity 19: The True Story: Original Nonfiction Article** RI.8.9, RI.8.1

Activity 20: Truth vs. Fiction Article Activity*** RI.8.9, RI.8.1



Teacher’s Guide

Common Core Standards Alignment

List of Activities & Standards Difficulty Level: *Easy **Moderate ***Challenge



Teacher’s Guide

Instructions for Google Classroom Digital Components

All student activities are available in digital format compatible with Google Classroom. They are available in two formats: Google Slides and Google Forms.

Google SlidesFirst, I have made all student pages in Google Slides format. Students can simply add text boxes to any area they wish to type on. To access the Google Slides for this short story unit, copy and paste the link below into your browser:

link omitted in preview file

Google FormsI have made the assessments available in Google Forms. Here, they are self-grading, and I have set them all up with answer keys so they are ready to go for you. You’ll need to find these two files in your download folder to use Google Forms. The first file contains the links to the Forms, and the second file is explicit instructions for use.



Teaching Guide, Rationale, Lesson Plans, and ProceduresI have discussed here how I use each activity and included hints and links to help you, too. I went ahead and mapped out the days for you. Feel free to take or leave what you like. Even if you don’t plan to follow this schedule, I still recommend reading through this section to get the most out of these activities.

These lessons and activities were designed to meet the needs of eight graders during the middle part of the school year. The stories, activities, questions, and assessments will become increasingly rigorous and challenging as we progress through the year.

Teacher’s Guide

Day 11. Activity 1: 15 minutesMini-lesson – Poetry Sound & Rhyme Review –students simply write in the answers to review and will need this content for Activities 2 and 11 and be quizzed on it with the Poetry Elements Quiz, Activity 152. Activity 2: 20 minutesAnnotate Sounds & Rhyme Practice Pages – GREAT warm-up for a poetry unit to get students thinking about and finding the terms they reviewed in Activity 1 and ready to do the major annotation in Activity 11 - and of course to prepare for the Poetry Elements Quiz, Activity 15. This is a separate file in the download folder named Sound Rhyme Practice.pdf.3. Activity 3: 15 minutesAnother Mini-lesson, Poetic Structure. Students review terms they’ll need to know to complete the annotating in Activity 11 and yes, again on the Poetry Elements Quiz, Activity 15.

Activity 1

Activity 2

Activity 3



Teacher’s Guide

Day 21. Activity 4: 15 minutesAnother Mini-lesson, Poetry Rhyme Schemes. Students review terms they’ll need to know to complete the annotating in Activity 11 and yes, again on the Poetry Elements Quiz, Activity 15. LOOKS similar to Activity 3 but the terms/content is different. 2. Activity 5: 20 minutesImagery interactive notebook lesson – see assembly instructions and student pages; students will analyze imagery for Paul Revere’s Ride in Activity 12, on the 4th read. 3. Activity 6: 20 minutesImagery practice pages – I’ve included a 20-item practice and a quiz in case your students need extra help identifying Imagery. This one’s optional if your students are already experienced in spotting imagery. This is a separate file in the download folder named Imagery Activity 5.pdf.

Day 3

Activity 4

Activity 6

Activity 5

Activity 7

Version 1 – use this ^ Version 2, use this ^

1. Activity 7: 5-10 minutesJournal prompt - discuss if desired. (Separate file in the download folder.)2. First Read – Read/Listen to Poem – 10 minutesChoose which copy to give to students - if you are going to do the summary close read for each stanza (HIGHLY RECOMMENDED, Activity 8 below) then give students the pages from the file Act 8 Student Pages and Keys.pdf located in the download folder. Otherwise, you can just give them the copy of Poem for Annotating.pdf also located in the download folder. They can take notes in their notebook or glue in their notebook either way. See the two options below (from the Highwayman, but same idea).

If you want a decent audio version, I like this one from Youtube (optional depending on available technology..): https://youtu.be/9rPT0yxFSZc3. Activity 8: 35 minutesSECOND READ: Read and analyze events of poem (see bottom of previous page for location of text files and student options!). I’ve summarized the events of each stanza for you and also (under the bar in each box) written a statement about the stanza’s overall significance to the development of the plot (RL.8.3)



Teacher’s Guide

Day 3, continued

2. Activity 9: 25 minutesLiteral Comprehension Quiz– Basic Comprehension (Recall Facts) This quiz checks for basic comprehension and recall of the story. There are no higher order thinking questions on this quiz, no inferring, no analyzing, no drawing conclusions, etc. so I do not recommend that students use a copy of the story for this quiz unless they need that as a testing accommodation. The purpose of this quiz for me is to make sure students carefully read the story and to make sure they can recall facts and details after they read.3. Activity 10: 25 minutesPlot Pyramid – This is so routine, but IMPORTANT for hammering home these ideas:1) a narrative poem REALLY is a story and can

be diagrammed just like a story, and2) YES, even YOU can diagram a poem!

Day 4

Activity 8

Activity 9

Activity 10

1. Activity 11: 55 minutesAnnotation Guide for Sound, Rhyme, & StructureTHIRD READ: Students are doing two things at once here: recording answers and answering questions on the 3-page student copy of the annotation guide, and they’re also annotating on top of any version of the poem. I’ve included an answer key for the 3 student pages as well as the poem annotated as guided in the instructions so you can check just those annotations.



Teacher’s Guide

Day 5

Day 61. Activity 12: 30 minutesFOURTH READ: Here students are annotating for imagery. I’ve included a key to show you how I have students underline/highlight specific instances of imagery, then summarize in the same color in their own words the meaning of each instance of imagery. As far as guidelines – I tell them I want them to find at least one good example of imagery in MOST stanzas (if they struggle, it’s OK to leave a couple out, but make it up in the rest). True, there’s imagery EVERYWHERE but in this key I mostly avoided the imagery in figurative language as we analyze that in Act. 14.2. Activity 13: 30 minutesMOOD analysis. OK – I know the structure is unusual here but there’s a purpose so stay with me! There are 14 boxes, one for each stanza, and sized proportionately based on the number of lines in each stanza. Students identify the mood (IN ALL CAPS to distinguish it) of each stanza, then list key words in the stanza that help them determine mood. The bigger the stanza, the more words I expect. See answer key.

Activity 11

Activity 12

Activity 13

©2019 erin cobb imlovinlit.com


Teacher’s Guide

Day 71. Activity 14: 25 minutesVocabulary Guide – Figurative Language. Students don’t just have to identify figurative language but also analyze it pretty deeply. Key included as always!2. Activity 15: 25 minutesSymbolism in Paul Revere’s Ride – This is a good one for group or partner discussion. Students think about the symbols in the story and brainstorm what each key object may represent.

Day 81. Activity 16: 45 minutesElements of Poetry Quiz – This one is also over “Paul Revere’s Ride,” but I really wanted to assess students’ understanding of poetry elements, so instead of making an extra-long test, I made this one separate. Students should have a copy of the poem in front of them for the quiz. Everything on the quiz has been covered in this unit, as is usual for Comprehension Skills Tests. They also need to know 20 poetry terms definitions so you might want to give them an extra oral review.Key included, not shown.Activities 8 and 12 directly prepare students for this quiz, in addition to the poetry terms covered in the first 6 activities.

10

Activity 14

Activity 15

Activity 16

Activity 17



Teacher’s Guide

Day 9

11

1. Activity 17: TESTComprehension Skills Test. Meant to be given along with a copy of the selection, though I wouldn’t allow students to use annotated selection unless it was a test modification. Keys included although not shown on the right. This test touches on the various activities throughout this unit to test for mastery. Questions 1-10 (pages 1-2) are multiple choice, and questions 11-12 (page 3) are extended response. I’ve included the specific CCSS skill tested with each question in green on the answer key.

Note that Activity 18 is a modified version of this test – all answer choices are reduced to 2 instead of 4.

Activity 17

Day 101. Activity 19: 25 minutesOriginal Article – Truth Vs. Legend: Paul Revere. Students read the nonfiction article that reveals the truth about the events surrounding Paul Revere’s midnight ride of April 18, 1775.2. Activity 20: 35 minutesArticle Vs. Poem – Students analyze differences and consistencies in details between the article and poem. Answer key included as always but not shown.

Activity 19

Activity 20


"Paul Revere's Ride" by Henry Wadsworth LongfellowShort Story of the Month Reading Literature

Skill: Analyze Poetry

Activity 8

1.Findtheabovefileinthedownloadfolder.

2.Printstudentpages,blankforsummarizing.

3.Printteacher’snotesifyouwanttousemysummaryinsteadofmakingyourown.

4.Readthepoemtogether,summarizingeachstanza’seventstohelpstudentscomprehend.

5.You’llannotateforstructureandimageryinActivities11-12.


"Paul Revere's Ride" by Henry Wadsworth LongfellowShort Story of the Month

Reading LiteratureComprehension QuizChoose the best answer according to the poem.

1. Paul Revere and his friend work out a secret signal just in case the British…

a. retreat.b. prepare to attack.c. call for a cease fire.d. all of these

2. Which object is used as the signal?a. loud whistlesb. lit lanterns in the church’s towerc. navy flags on the stained glass windowd. a huge bonfire off in the distance

3. What should Paul Revere do at the signal?a. gather and hide the weaponsb. erect a small fortc. distribute emergency suppliesd. warn the Patriots

4. How will the British arrive?a. by landb. by secret tunnelc. by sead. by horse

5. What is Paul Revere doing when he sees the signal?

a. readying his horse for a rideb. patrolling the riversidec. guarding the church towerd. waking from an accidental nap

6. As Revere rides into Medford, which two animal sounds does he hear?

a. dogs barking, roosters crowingb. horses galloping, otters barkingc. mice squeaking, cows mooingd. cats meowing, birds tweeting

7. According to the poem, the British first fired and then __________.

a. waitedb. shot cannonsc. holleredd. fled

8. According to the Poem, Paul Revere’s warning was a cry of _____________ and not __________.

a. longing, desperationb. defiance, fearc. warning, gleed. grieving, warning

Activity 9

Reading LiteratureSkill: Recall Details



Skill: Annotate Sound, Rhyme, & Structure

Activity 11

7. The author uses sound and rhyme to tie together the first stanza and the last stanza. Explain.

_________________________________________________________________________________________

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8. Annotate the following sound devices in stanza 8 and then list them below:

- Highlight 3 instances of alliteration in purple: _______________________________________________

_________________________________________________________________________________________

- Highlight 2 instances of consonance in brown: ______________________________________________

9. In stanza 8, find an example of assonance among two words in a single phrase. Highlight them in

pink and list them here: _______________________________

- Find two more examples of assonance among two words in a single phrase in the same stanza.

Highlight them in pink and list them here: ___________________________________________________

10. Annotate the following sound devices in stanza 12 and then list them below:

- Highlight one instance of assonance among three words in a single line: ________________________

- Highlight one instance of alliteration among three words in a single line: _______________________

11. What effect is created by having many sound devices together in one stanza, such as in stanza 8?

Explain using evidence from the poem.

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12. Find at least 8 examples of onomatopoeia throughout the poem and highlight them in orange. Then,

list them below along with the line in which each can be found.

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Activity 11

13. Refrain (or near refrain) in the first and last stanzas

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14. Any four lines with an enclosed rhyme at the beginning of a stanza (find 3 instances)

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15. Any three consecutive lines with monorhyme (find 3 instances)

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16. Four consecutive rhyming couplets in one stanza (find 2 instances)

_________________________________________________________________________________________

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17. Study Stanza 9. Describe the stanza using at least five new poetry terms that you’ve learned in this

unit. Circle the poetry terms in your answer.

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Lines 31-35 (church, tread, overhead, perch);

Lines 42-45 (dead, hill, still, tread)

Lines 73-76 (street, dark, spark, fleet) also 119-122 (Revere, alarm, farm, fear)

Find an example of each description anywhere in the poem. List the specific lines (and relevant words/rhymes) where you find each instance.

Lines 12-14 (alarm, farm, arm)

Lines 19-21 (war, spar, bar)

Lines 77-79 (light, night, flight)

Lines 62-69 (earth, girth/search, church/hill, still/height, light)

Lines 111-118 (read, fled/ball, wall/lane, again/road, load)

Lines 119-120 (through the night)

Lines 1 and 128 (listen.. and hear, listen to hear)

Line 2 (midnight ride of Paul Revere) and line 130 (midnight message of Paul Revere)

Stanza 9 includes 6 verses. The stanza begins with a rhyming couplet in lines 81-82

followed by an enclosed rhyme in lines 83-86. There are three sets of end rhymes

(steep-deep, tides-rides, edge-ledge) and no internal rhymes. Line 85 contains two

examples of alliteration (soft on the sand, loud on the ledge). Line 84 contains one

example of assonance and consonance together, under-alders.




Activity 11



Skills Test

7. Which line below includes an action that moves the plot along?a. Line 70: He springs to the saddle, the bridle he turns,b. Line 57: Meanwhile, impatient to mount and ride,c. Line 42: Beneath, in the churchyard, lay the dead,d. Line 50: Of the place and the hour, and the secret dread

8. Which lines below include imagery?a. It was one by the village clock / When he galloped into Lexington.b. The muster of men at the barrack door, / The sound of arms, and the tramp of feet,c. How the British Regulars fired and fled, - / How the farmers gave them ball for ball,d. And one was safe and asleep in his bed / Who at the bridge would be first to fall

9. Lines 97-100:And the meeting-house windows, black and bareGaze at him with a spectral glare,As if they already stood aghastAt the bloody work they would look upon.In the excerpt above, which two human qualities are given to the windows?

a. the ability to watchb. the ability to fightc. the ability to connect with othersd. the ability to feel horrified or shocked

10. Lines 42-43Beneath, in the churchyard, lay the deadIn their night-encampment on the hillIn this metaphor, the dead in the churchyard are being compared to ________________.

a. headstonesb. the bloody battle that is to comec. soldiers making campd. the hill

_____

_____

_____

_____

Activity 17


Paul RevereYou may have learned about the famous

midnight ride of Paul Revere from the renowned poem by Henry Wadsworth Longfellow. However, while entertaining and well written, this poem shouldn’t be taken as historical fact. Longfellow simplified the story and altered details to suit his dramatic purpose. So what really happened with Paul Revere on the famous night of April 18, 1775?

Paul Revere was a British colonist of many talents and interests. He worked as a goldsmith, silversmith, and craftsman. He also practiced some dentistry, cleaning teeth and attaching false teeth for local Boston residents. In addition, he created illustrations for books, political cartoons, and advertisements. His most famous work was an engraving of the Boston Massacre that highlighted British tyranny, stirring up anti-British sentiment among his fellow colonists.

As opposition to British rule continued to grow amongst American colonists, Paul Revere became more politically involved. He was a member of a Masonic Lodge that helped him connect with political activists who wanted independence for America. These activists were called Patriots. Revere watched British soldiers and reported on their activities. In 1774, Revere started working for the Boston Committee of Correspondence. Committees of Correspondence were shadow governments that operated in secret and organized resistance to British rule. Revere’s job within the Boston committee was that of express rider. He was

Truth vs. Legend

Paul Revere, American Hero

by Nicole Madden

The Real Events of April 18, 1775

Paul Revere’s famous engraving of the Boston Massacre

responsible for taking messages or letters between Patriots in different states.

On the evening of his famous ride, Revere was given instructions by a Patriot named Joseph Warren. Warren asked Revere to ride his horse to Lexington, Massachusetts to warn other Patriots about the imminent arrival of British soldiers into the area. Intelligence had given Warren reason to believe that Patriots Sam Adams and John Hancock were going to be arrested, and they were staying in a Lexington house. After arresting these


Nonfiction Article of the Week8-18: Paul Revere - Truth vs. Legend

Informational Text

Activity 20

Skill: Conflicting Information on the Same Topic

Analyze Conflicting Information Between Two TextsUsing information from both texts, complete the graphic organizers. Fill in the missing detail from the poem or the article. Then, explain why you think the poem’s author may have changed each detail.

Paul Revere’s Ride Poem Paul Revere Truth Vs. Legend Nonfiction Article

Paul Revere asked a friend to hang a lantern (ortwo) in the Old North Church to signal how the British would arrive – one if by land, two if by sea.

Why do you think Longfellow changed these specific details? Explain your answer.


Many fellow Patriots joined Paul Revere on his ride, including William Dawes and Samuel Prescott.


63


Nonfiction Article of the Week8-18: Paul Revere - Truth vs. Legend

Informational Text

Activity 20

Skill: Conflicting Information on the Same Topic


Paul Revere cried out in the streets as he rode, alerting everyone he passed.“so through the night went his cry of alarm… a cry of defiance and not of fear”

The article states that this is false. Revere would not have wanted to be loud or draw attention to himself during this secret mission. In fact, at one point a security guard told him to make less noise.



Revere makes it all the way to Concord at 2am –“It was two by the village clock, When he came to the bridge in Concord Town"

Paul Revere is unable to make it to Concord to warn those residents; instead, Prescott was the one who reached Concord and alerted those residents, as Revere was held and questioned by the British.


Identify at least two details that are consistent between the poem and the article (history).Then, answer the question below.

Detail 1: Detail 2:

Why do you think Longfellow kept these details consistent with history in the poem? Explain.

Longfellow probably wanted for his hero, Paul Revere, to appear brave and fearless. His “cry of alarm” and “cry of defiance” show great emotion and determination that couldn’t have the same effect if he were trying to keep a low profile as is the case of how it actually unfolded.

Since Paul Revere was the lone rider and lone hero in Longfellow’s poem, he had to complete the mission, including making it to Concord to warn all those there in a heroic fashion.

The date had to remain the same, as it is the eve of the famous “Shot heard ’round the world,” and the first American Revolution battles of Lexington and Concord happen the next day. Longfellow could have chosen any of the Patriots who rode that night, but he may have decided that “Paul Revere” sounded best and/or that Revere rhymes with a lot of good words like here, fear, etc.

Paul Revere’s ride happened on the night of April 18, 1775.

He wasn’t alone, but Paul Revere WAS one of the men who rode that night and warned other Patriots of the British plan.

66

Activity 1: Sound & Rhyme Review* 8(B) 9(B)

Activity 2: Sound & Rhyme Practice** 8(B) 9(B)

Activity 3: Poetry Structure Terms Review* 8(B) 9(B)

Activity 4: Rhyme Schemes Quick Notes** 8(B) 9(B)

Activity 5: Imagery Lesson (Interactive Notebook Template)* 5(D)

Activity 6: Imagery Practice** 5(D)

Activity 7: Journal Response* 5(E), 6(A)(I)

Activity 8: Annotate for Comprehension/Story Structure*** 5(A)(B)(C)(D)(H)(I) 6(D)(E)

Activity 9: Literal Comprehension Quiz* 5(B)(D)(H)(I)

Activity 10: Plot Pyramid** 7(A)(B)(C)(D)

Activity 11: Annotation Guide for Sound, Rhyme, Structure** 6(D)(E)

Activity 12: Annotation Guide for Imagery** 6(D)(E)

Activity 13: Mood Analysis by Stanza** 9(F)

Activity 14: Vocabulary– Similes, Metaphors, Personification*** 9(D)

Activity 15: Poetry Analysis Quiz** 8(B)

Activity 16: Symbolism Analysis** 7 (C)(D)

Activity 17: Comprehension Skills Test** 8(B) 9(D)(F) 7 (A)(B)(D) 5

Activity 18: *Modified* Comprehension Skills Test* 8(B) 9(D)(F) 7 (A)(B)(D) 5

Activity 19: The True Story: Original Nonfiction Article** 5 (E)

Activity 20: Truth vs. Fiction Article Activity*** 5 (E)



Teacher’s Guide

TEKS 2017 Standards Alignment

List of Activities & Standards Difficulty Level: *Easy **Moderate ***Challenge

Short Story of the Month - imlovinlit.com€¦ · Short Story of the Month "Paul Revere's Ride" by...

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