Family Times. Daily Questions. Prior Knowledge. Sequence. Vocabulary. Inflected Endings. Predictions. Guided Comprehension. Setting and Theme. Personification. Independent Readers. Revolutionary War Women. Additional Resources. Home. Study Skills. Genre: Poem
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Setting and Theme
Revolutionary War Women
Vocabulary Strategy: Word Structure
Comprehension Skill: Sequence
Comprehension Strategy: Graphic Organizers
How can people promote freedom?
What risks did Paul Revere and his friend face that night?
How did Paul Revere promote freedom?
What did you learn about women in the Revolution that surprised you?
Independence from England
Fourth of July
Active readers often create graphic organizers to help them understand and remember what they read. A time line like the one below can help you keep track of the sequence of events.
Read “Before the Midnight Ride.” Make a graphic organizer like the one above to show the sequence of events in the article.
Jot down three questions about the sequence of events. Look for answers in the article and do library research. Write your questions and answers.
Father asked me to take the steed to the barn after dinner. Our horse, Belle, always lingers near the house at sunset. Belle waits there, hoping for some extra grain. Just then, I could see the sun glimmer near the horizon. I tried to sneak up on Belle so she wouldn’t run off, but the sound of my walking was magnified by the new heels on my boots. The minute Belle heard me coming, she galloped away into the somber dusk. I yelled a warning for her to stop, but Belle is fearless with me. Despite my shouts, she just looked at me as if to say, “Ha! Ha!”
Just wait until father comes out for her. Then her fate will be sealed!
Number a sheet of paper 1-7. Reread one or two sentences at a time. Look at how the vocabulary words are used. Write down a synonym or meaning for each vocabulary word.
Ask students explain context clues that helped figure out the meaning.
What becomes of someone or something.
Without fear; afraid of nothing.
A faint, unsteady light
Stays on; goes slowly, as if unwilling to leave.
Caused something to look larger than it actually is.
Having deep shadows; dark; gloomy.
A horse, especially a riding horse
Belfry: A space in a tower in which bells may be hung
Grenadiers: Members of a specially chosen unit of foot soldiers
Stealthy: Done in a secret manner
Is a soldier Somber when marching off to war?
Would a steed ever race across a field?
Would a fearless soldier be afraid?
If an image is magnified, how does it look?
What does it mean if a rainstorm lingers for days?
What did Paul Revere see glimmer from the belfry?
Inflected endings: -s, -ed, and –ing
The inflected ending –s, -ed, and –ing may be added to verbs. You can use these endings to help you figure out the meanings of unfamiliar verbs.
Cover the ending and read the base form of the word.
Reread the sentence and make sure the word is a verb, that it shows action. (Nouns can also end in –s.)
Now look in the sentence for clues about what the word may mean.
See if your meaning makes sense in the sentence.
As you read “War Heroes in Stone,” look for verbs that end with –s, -ed, or –ing. Think about the endings and the way the words are used to help you figure out their meanings.
A poem is a composition arranged in lines. Some poems have rhyme, and some have both. As you read this narrative poem- a long poem that tells a story- notice the rhyme and rhythm.
Look at the poem title and illustrations. Identify the subject of the poem and predict why the ride was made. Use lesson vocabulary words in the discussion.
What is the poem’s setting? Identify the time of the events in the poem.
Reread the second stanza. Name the main idea and one supporting detail.
Based on the first page, what do you think the theme, or the big idea, of the poem will be?
What was Paul Revere’s friend doing before he heard the British soldiers marching to their boats?
What caused Paul Revere’s friend to climb the tower of Old North Church?
Why do you think Paul Revere’s friend feels “secret dread”?
What does the phrase “ a line of black that bends and floats” in the first verse on p.240 mean?
What events could you add to a time line to help identify the order of events?
Summarize the facts you’ve learned from the poem so far and think about the impact this event has had on you life.
How do you think Paul Revere is feeling at this point in the poem?
What events during the start of Paul Revere’s ride could you add to a time line?
What does Paul Revere do right before he comes into Medford town?
Identify the base word and ending of galloped in the first sentence. What is the meaning of the word?
How would you describe the mood, or feeling, of the poem at this point? Does it reflect Paul Revere’s mood?
What do you think the author’s opinion is of the farmers of Concord?
How much time has passed during the ride?
How is this poem different from other stories you have read about the Revolutionary War? Why do you think Longfellow chose to tell this story as a poem?
The author describes the activities
of Paul Revere before the early battles
of the American Revolution. In addition,
the author sets the stage for the conflict
behind the American Revolution by reviewing
the disagreements between the American
colonists and the British.
PAGE 4 What was the purpose of a liberty tree?
PAGES 5–6 What event came before the American Revolution that caused the British
to go deeply into debt?
PAGE 7 Why did the colonists oppose taxation so fiercely?
PAGES 11–12 How did a misunderstanding about the Boston Massacre contribute to
tensions between Americans and the British?
The author tells the real story of Paul Revere’s ride at the beginning of the American Revolution. She explains how Revere and others warned colonial leaders such as John Hancock and Samuel Adams to be well prepared to raise arms against the British.
PAGE 4 What event came before Paul Revere’s boat trip to Lexington?
PAGE 8 Why did it make sense for William Dawes to travel to Lexington when Paul Revere
was also headed there?
PAGE 13 Why did Paul Revere tell the British that they should flee Lexington?
PAGE 16 What conclusions can you draw about the meaning of the phrase “the shot heard
round the world”?
The book gives the historical background that led to the creation of the National Guard. The author also discusses the twentieth-century activities of the U.S. National Guard, including civil rights protection, riot protection, disaster relief, and international defense.
PAGE 3 What question might you ask about the Minutemen before reading this page?
PAGE 5 Who are the people who served as the Minutemen?
PAGE 6 What was the earliest evidence of a group of fighting volunteers in the United States?
PAGE 20 What is the main idea on page 20?
PAGE 20 What is a detail on page 20 that supports the main idea?
What is the main topic of the Web page shown on p.251, and what are the subtopics?
Why are the women’s names on p. 251 underlined?
What steps has the writer taken so far?
What organizer would best show facts about Sampson?
Think about the two selections and what lessons you learn from reading about Paul Revere and Deborah Sampson.
Imagine that you are explaining the lessons you learned to a friend. Write down what you would say.
Poetry for Teachers
Paul Revere House
Paul Revere Short Movie
Midnight Ride of Paul Revere Site