J. Mongelli 8 th Grade Core Reading

 Understand the central message of poem  Cite evidence to support analysis of explicit inferences drawn from text  Understand how central idea is conveyed through details of the poem  Analyze how structure of poem contributes to the development of the theme, setting, or, plot  Use margin notes

 Students will exhibit their understanding of the poem’s theme by providing quotes from the text, making inferences from those quotes, and explaining the meaning of the quotes in written form

 Introduction  What is a legend?  Stories based on real people and events that are handed down from the past, often altered as time goes on allowing the facts to become distorted  Can the stories still be considered truth or have the been too exaggerated?  Discuss with your elbow partner  Why do we create legends?  Discuss with your elbow partner  How do they enrich our lives?  Discuss with your elbow partner

NARRATIVE POEM  A poem that tells a story and includes the following elements  Plot –series of events that center on a conflict faced by a main character  Setting – the time and place where the story occurs  Character – individuals who take part in the action ACTIVITY  As you read note in your text how Longfellow uses these story elements to describe Paul Revere’s adventure?

 What is the central message of the poem?  What is the primary task of Paul Revere in the poem?  What is the author’s purpose in writing the poem?  How do particular parts of the poem contribute to the author’s theme and the poem’s plot?

 belfry  stealthy  tread  impetuous  spectral  aghast  peril  muster

 belfry - curved opening in a bell tower  stealthy - quiet and cautious  tread - to walk on, over, or along  impetuous - sudden and bold action  spectral - resembling a ghost, specter  aghast - terrified, shocked  peril - danger  muster - to bring together

 Paul Revere was involved in with Boston’s Committee of Correspondence who kept track of the British soldiers movement in Boston  In April 1775 they learned of a plan to march on Concord where a large supply of gunpowder was stored  Two men went two different routes to warn Concord; Paul Revere and William Davies  The attack was scheduled for April 19 th  Revere rowed across Boston Harbor to Charlestown and mounted his horse to being his journey  He encountered Dr. Samuel Prescott who offered help  Both were apprehended by British patrol but Prescott managed to escape  Prescott and Davies actually warned Lexington & Concord of the attack  Revere was held for several hours and released.

 List as the first stanza is read aloud  As a class paraphrase what happens in the first stanza  Continue reading the entire poem.  For your groups assigned section make margin notes that paraphrase that section. (You should make stanza notes for each stanza)  Look for examples of foreshadowing  Think about questions to ask yourself while you read

 What is the meaning of the word impetuous?  Why does the speaker describe Revere as “impatient to mount and ride, booted and spurred, with heavy stride”?  What mood is created in the designated excerpts? (add info)

 *What does the speaker mean by the fate of a nation was riding that night?*  What is the literal versus figurative meaning of this line?  How does literature give a different view of history than an informational text?  Why are we drawn to poems like this one?

 Poem read by Sean Astin Poem read by Sean Astin  The Ride - Short educational clip of poem The Ride - Short educational clip of poem  The Truth about Paul Revere - Fact vs. Fiction The Truth about Paul Revere - Fact vs. Fiction

Comic Strip  Demonstrate understanding of the central idea of "Paul Revere's Ride" by Longfellow Directions 1. Select three (3) quotes from the poem 2. Illustrate the quote 3. Provide a written explanation of the quote AND its significance to the central message of the poem.

 Discuss the main conflict and how it was resolved.  What are the important story elements in “Paul Revere’s Ride”

 Create a summary of the central message with your partner based on your margin notes and questions.

 Explaining a complex idea using easier language  Retelling a story in your own words  Restating complete information in simpler terms  A Good paraphrase includes  All of the main idea and supporting details of the original ▪ Usually just as long or longer.  You Explain  How can paraphrasing help when reading ▪ Help you understand them better for comprehension  Activity  You will be responsible for keeping a paraphrasing chart while you are reading certain parts of the poem.

 Analyze your section to understand plot  Note things like: use of figurative language, vocabulary, foreshadowing, elements of poetry, etc.  Create a teaching poster  Identify and explain these elements and how they affect the poem and the reader.  Each person in group will contribute using their own colored maker.  Present to the class

 Select three quotes from the poem  Illustrate them  Provide written explanation of the quote and its significance to the central message of the poem.