nonfiction article of the week...©2019 erin cobb imlovinlit.com nonfiction article of the week...

©2019 erin cobb imlovinlit.com

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

Table of Contents

Terms of Use 2

Table of Contents 3

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

Digital Components/Google Classroom Guide 5

Teaching Guide, Rationale, Lesson Plans, Links, and Procedures: EVERYTHING 6-9

Article: Truth Vs. Legend: Paul Revere 10-11

*Modified Article: Truth Vs. Legend: Paul Revere 12-13

Activity 1: Basic Comprehension Quiz/Check – Multiple Choice w/Key 14-15

Activity 2: Basic Comprehension Quiz/Check – Open-Ended Questions w/Key 16-17

Activity 3: Text Evidence Activity w/Annotation Guide for Article 18-20

Activity 4: Text Evidence Activity & Answer Bank w/Key 21-23

Activity 5: Skill Focus – RI.8.9 Analyze Conflicting Information & Interpretation 24-27

Activity 6: Integrate Sources – FAQ Excerpt & Question w/Key 28-29

Activity 7: Skills Test Regular w/Key 30-33

Activity 8: Skills Test *Modified w/Key 34-37

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

Activity 1: Basic Comprehension Quiz/Check – Multiple Choice*

Activity 2: Basic Comprehension Quiz/Check – Open-Ended Questions*

Activity 3: Text Evidence Activity w/Annotation Guide for Article**

Activity 4: Text Evidence Activity w/Answer Bank**

Activity 5: Skill Focus – Analyze Conflicting Information & Interpretation***

Activity 6: Integrate Sources – FAQ Excerpt***

Activity 7: Skills Test Regular w/Key**

Activity 8: Skills Test *Modified w/Key**

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

Activity 1: Basic Comprehension Quiz/Check – Multiple Choice*

Activity 2: Basic Comprehension Quiz/Check – Open-Ended Questions*

Activity 3: Text Evidence Activity w/Annotation Guide for Article**

Activity 4: Text Evidence Activity w/Answer Bank**

Activity 5: Skill Focus – Analyze Conflicting Information & Interpretation***

Activity 6: Integrate Sources – FAQ Excerpt***

Activity 7: Skills Test Regular w/Key**

Activity 8: Skills Test *Modified w/Key**

RI.8.1

RI.8.1

RI.8.1

RI.8.1

RI.8.9, RL.8.9

RI.8.9

RI.8.9, RL.8.9

RI.8.9, RL.8.9

ELAR.5(F)

ELAR.5(F)

ELAR.5(F), 6(C)

ELAR.5(F), 6(C)

ELAR.6(B)(I)

ELAR.12(D)(F)(H) 8F

ELAR.6(B)(I)(J) 12 DF

ELAR.6(B)(I)(F) 12 DF



Teacher’s Guide

Activities, Difficulty Levels, and Common Core Alignment

Activities, Difficulty Levels, and TEKS Alignment



Teacher’s Guide

Instructions for Google Classroom Digital ComponentsAll 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 (excluding assessments) 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 article, copy and paste the link below into your browser. *Note that you’ll need to make a copy of the folder or slide before you can use it.*

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. Look inside the Google Forms folder.



Teacher’s Guide

A Couple of Options for Teaching Article of the Week UnitsHere are my favorite suggestions for organizing these units with your schedule.*Please note that thumbnails show article 6.1 and activities.

Option A: Quickie UnitSimply complete all lesson activities in order OR pick and choose the activities you want to complete in order.

Time Needed: 2-3 fifty-minute class periodsPros: Super flexible; perfect filler around your other units; makes it easy to assign easier components for homework; ideal no prep sub plans if you have to be out for 2-3 days in a row.Cons: Fitting them all in around everything else you’ve got to do.

Option B: Daily ModelUse as a class starter or specific routine in yourclassroom everyday at the same time.

Time Needed: 15-20 minutes/day, 5 days/weekPros: IDEAL for block scheduling when you need to always change it up; Great way to fit nonfiction articles in with what you’re already doing.Cons: There are 25 total articles for each grade level, so some weeks you’ll need to skip the articles (I’d skip when doing projects, novels, during short weeks, and plan to finish up right before testing); May be difficult to commit to something rigid like this if you’re a type B teacher like myself ;)

Here’s how the daily model works:

Monday: Read article & complete basic comprehension activityTuesday: Text evidence activityWednesday: Skills focus activity (based on one key skill for each article)Thursday: Integrate information (other sources)Friday: Assessment

Monday

Tuesday

Wednesday

Thursday

Friday



Teacher’s Guide

WalkthroughI have discussed here how I use each activity and included hints and links to help you, too. Feel free to take or leave what you like. Even if you don’t plan to do every activity, I still recommend reading through this section to get the most out of these activities. Looking for a schedule to follow? Check the previous page for two suggested scheduling options.

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

Activities 1-2• *There are no higher order thinking questions

included here – only basic, literal comprehension.• These activities are designed to be completed on

an either/or basis, meaning your students should only complete one of them, not both.

• Use Activity 1 for a quick cold-read assessment or after you’ve read the article together. I use these to hold students accountable for reading carefully. I recommend having students complete activity 1 without the article as long as they’ve just read the article (so not the next day), unless you’re providing a testing accommodation.

• Use Activity 2 for an open-ended option for the same exact questions. Students may have a harder time answering this one without the article, so choose this one if you want students to use the article but still prove that they’ve understood the content.

Article

Activity 1

Activity 2

Article Modified Article



Activities 3-4• Again, these activities are either/or, so choose

one or the other but not both.• Activity 3 requires students to annotate text

evidence in the article and includes an article annotation key.

• Activity 4 requires students to choose text evidence from a bank at the bottom. This format prepares students to choose from and distinguish between pieces of text evidence on a state assessment. I recommend mixing it up and going back and forth between these among units until your students are proficient at both methods.

Activity 5• This activity is focused around the main

skill for this article: RI.8.9, Analyze Conflicting Information on the Same Topic.

• Complete answer keys included, as always. • I’ve always included two copies of the

paired text, Longfellow’s poem Paul Revere’s Ride. Find those in the download folder as separate files. One is only the poem text and the other includes my own stanza summaries to help your students comprehend the difficult text.

Activity 6• This activity requires students to integrate

information from another source or media.

• Here, students read an FAQ excerpt from the official Paul Revere website and analyze the difference in interpretation of the same fact from the nonfiction article.

Activity 3

Activity 4

Activity 5

Activity 6



Teacher’s Guide

Activities 7-8• Skills assessments should ALWAYS be given

with access to the text. ALWAYS. This is always the case on standardized tests, and hey, in real life too, right?!

• What’s the best way to make sure your students are prepared for the state assessment? Assess them regularly with that format. I always let my students practice for the first few before I start counting them for a grade, and I always use the basic comprehension assessment (activity 1 or 2) as an easy grade so it levels the playing field.

• Activity 7 is the regular assessment.• Activity 8 is the modified assessment. The

modified assessment offer students only two answer choices instead of four. Note that only the multiple choice portion of the modified test is different from the original. Simply put, only page one is different. Complete keys included as always (not shown).

• In a hurry? I always include only multiple choice questions on the first page in case you’re in a hurry and need to skip the open-ended portion of the test. I don’t recommend skipping regularly but every now and then, I need a grading break.

Self-grading Google Forms assessment always included for: • Activity 1 (Comprehension Quiz)• Activity 7 (Skills Test)• Activity 8 (Modified Skills Test)

Google Forms assessments always included!

Activity 7

Activity 8


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



Informational Text

Finding Text EvidenceFind each piece of text evidence in the article and highlight OR underline it with the color specified. Be sure to choose the piece or pieces of evidence that most strongly support the statement.

Skill: Text Evidence

Activity 3

For items 1-4, you’ll be citing textual evidence to support what the text says explicitly.

1. Find three sentences that reveal Paul Revere’s many occupations. Highlight them in blue.

2. Find the sentence that gives the name of the Patriot who asked Revere to ride to

Lexington on the night of April 18, 1775. Highlight it in green.

3. Find the sentence that tells us why Revere finally arrived to Lexington on foot. Highlight

it in purple.

4. Find the sentence that reveals the year when Revere began working for the Boston

Committees of Correspondence. Highlight it in gray.

For items 5-8, you’ll be citing one piece or multiple pieces of textual evidence to support

inferences drawn from the text.

5. Find one piece of text evidence that reveals the reason why Concord was crucially

important to the Patriots. Highlight it in orange.

6. Find one piece of text evidence that shows that Paul Revere likely knew many Patriots in

many places, not just in Massachusetts. Highlight it in yellow.

7. Find one pieces of text evidence that supports the idea that some of the reasons for

Revere’s ride were actually based on information that was wrong. Highlight it in pink.

8. Find five pieces of text evidence to support the statement below. Highlight them in red.

Paul Revere decided to ride that night even though he was putting himself in great danger.



Informational TextSkill: Text Evidence

Activity 3



Informational Text

Activity 5

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.




Informational Text

Activity 5

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.



Informational Text

Activity 6

Skill: Integrate Sources

Integrate InformationRead the FAQ excerpt from the Paul Revere House website (https://www.paulreverehouse.org/the-real-story) and answer the question that follows.

How do the article “Truth Vs. Legend” and above excerpt differ on the issue of whether or not Revere finished his midnight ride? Explain your answer using evidence from each source.

Question: Did Revere finish his midnight ride?Answer: It is well known that Paul Revere was captured on the road outside of Lexington, and never arrived in Concord. It is also well known that a third man in Revere’s party, Dr. Samuel Prescott, who joined Revere and Dawes outside of Lexington, did alarm the militia in Concord, where he lived. Thus, it has sometimes been argued that Revere never “finished” his ride.One must consider, however, what Revere and Dawes intended to accomplish when they set out from Boston. While existing evidence (primarily Revere’s own accounts of his activities that night) is somewhat vague or contradictory on certain points, the main outline of Revere’s (and Dawes’s) mission seems clear enough. Both men’s primary objective was to contact Samuel Adams and John Hancock in Lexington. It appeared they were given a fairly specific (probably written) message to deliver to the patriot leaders. In addition, the two riders were to “alarm” the countryside. A third objective was almost certainly to continue on to Concord to verify that the “Colony Stores” —provisions, powder, ammunition, and cannon for the Massachusetts militia — were safely dispersed and hidden.As is clear from Revere’s own accounts, patriot leader Dr. Joseph Warren, who dispatched both Revere and Dawes by separate routes into the countryside, was unsure of the British troops’ objective. Revere quotes Warren in his 1775 deposition “it was supposed, that they were going to Lexington, by way of Cambridge River, to take them [Hancock and Adams], or go to Concord, to destroy the Colony Stores.” The fact that they might be halted at any point was assumed by both men, as they were well aware that British officers were patrolling the roads that night for the specific purpose of intercepting messengers like themselves.The alarm system devised by the patriots, and set in motion by Revere and Dawes, was specifically designed to insure that the capture of any one rider would not prevent the alarm from being sounded. The mission was too important to leave to one rider alone, even one as experienced and trustworthy as Paul Revere.

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