Created by Krysta Robbins This cyber lesson is intended for 5 th grade.

You are about to embark upon a journey as you experience the danger and excitement of Paul Revere’s life during the American Revolution. You will learn about Paul’s life as well as his decision to be an express rider during the American Revolution; a job that was not only important but also dangerous. Would you be able to make such a difficult decision? Would you handle the dangers of the job in the same way as Paul? Should Paul be considered a hero for his duties?

Reading journals Highlighter Pencil or erasable pen Colored Pencils Books: And Then What Happened, Paul Revere? Bernardo de Gálvez Mercy Otis Warren: A Woman of the Revolution Bunker’s Cove Deborah Sampson: Soldier of the Revolution You will choose 1 of these.

Visit the following website which shows a map of Paul Revere’s route (shown in blue). Click on the images to see photographs and information about his route. In your journal, explain at least three facts you learned about his journey from the map as well as at least two aspects of his journey you hope to learn more about in the reading. Paul’s Route

Using your background knowledge of the American Revolution and Paul Revere, record some predictions for the reading in your reading journal. First, predict what Paul’s duties will include as an express rider. Second, predict what some hardships Paul may come across on his trip. Third, make at least one prediction for the end of the biography.  All your predictions must be supported with clear explanations as to why you feel that way.

As you read the story, record the major events that occur during Paul’s ride. Provide details about the events based on the story. These recordings will become a timeline later. As you read, if any of your earlier predictions prove to be true, highlight them and write the page number on which they were proved true. Add more predictions as you read the story. Record new predictions in a different color pen. Watch a video of the story, And Then What Happened, Paul Revere? by clicking on Paul below. Add any more information you learn after hearing it a second time to your timeline.

With a partner, go through the major events you both recorded during the reading of the story. Together, create a timeline of Paul Revere’s ride. Your timeline must have at least five major events from his ride as well as plenty of details to explain those events. Click on the moon below to create your interactive timeline of Paul Revere’s midnight ride! After you print it out, create pictures on your timeline where appropriate to make it colorful and visually appealing.

Read one of the following leveled books from our reading program: Mercy Otis Warren: A Woman of the Revolution Bernardo de Gálvez Deborah Sampson: Soldier of the Revolution Bunker’s Cove Using the interactive Venn diagram provided (use the link below), complete a Venn diagram. This diagram will compare and contrast Paul Revere to the person you read about in the leveled books.

CHOOSE ONE of the following activities: Visit the following website and write an online journal entry as if you were a child during the American Revolution. Include plenty of details about what you see and experience on a daily basis as well as what emotions you have about the war. Use details from Paul Revere’s ride to help explain the events of the war. Watch the 3-part movie, Midnight Ride. Take notes on the details the movie describes about Paul’s ride that were NOT in the story. Then write a journal entry of at least 3 paragraphs describing Paul’s ride using the NEWLY LEARNED DETAILS from the movie. Part 1 Part 2 Part 3

Item Assessed 3 Points2 Points1 Point Before Reading : Paul Revere’s route map There are at least 3 facts listed you learned and at least 2 facts you would like to learn. The facts have strong details and show good thought. There are at least 3 facts listed you learned and at least 2 facts you would like to learn. The facts could use more details and thought. There are not at least 3 facts listed you learned and at least 2 facts you would like to learn, or the facts are inaccurate or too general to understand. Before Reading: Predictions for the reading You gave strong predictions for all three prompts, and your predictions include specific details. You gave predictions for all three prompts, but the predictions could use stronger specific details. Your predictions are rather weak and are missing needed details, or you did not respond to all three prompts. Before Reading

Item Assessed 3 Points2 Points1 Point During Reading : Major events from Paul Revere’s ride There are at least 5 major events from Revere’s ride listed with strong details from the story. There are at least 5 major events from Revere’s ride listed, but they need stronger details from the story. There are not a minimum of 5 major events listed, or the events listed have inaccurate information. During Reading: Prediction verifications and additions You highlighted any predictions that proved to be true and gave the page number on which it was verified. You added at least 2 predictions as you read in a different color. You highlighted any predictions that proved to be true but forgot to give the page number on which it was verified, or you only added one prediction in another color. You did not highlight any predictions that did not prove to be true (if there were any), or you did not add additional predictions. During Reading

After Reading Item Assessed 3 Points2 Points1 Point After Reading: Timeline Your timeline has at least 5 major events from Revere’s ride, and they are explained with specific details from the story. The timeline has appropriate pictures, and it is visually appealing (nice to look at). Your timeline has at least 5 major events from Revere’s ride, but they could be explained with a few more specific details from the story. The timeline has pictures, and overall it is visually appealing. Your timeline does not have at least 5 major events, it is missing many needed details from the story, or it is missing pictures or organization and neatness.

Item Assessed 3 Points2 Points1 Point Beyond Reading : Venn diagram You completed a Venn diagram for Paul Revere and another person from the war. There are at least four items listed in every section of the diagram. You completed a Venn diagram for Paul Revere and another person from the war. There are at least three items listed in every section of the diagram. You completed a Venn diagram for Paul Revere and another person from the war. There are at least two items listed in every section of the diagram. Beyond Reading: Movie journal entry OR: Your journal is at least 3 strong paragraphs with specific details about Paul’s ride from the movie that were not included in the story. Your journal is at least 3 paragraphs with details about Paul’s ride from the movie that were not included in the story. The details could be a bit more specific and descriptive. Your journal is at least 2 paragraphs with some details about Paul’s ride from the movie that were not included in the story. There are not enough details to paint a clear picture of his ride. Beyond Reading: Online journal entry Your journal entry includes plenty of specific details about what you see, experience, and feel (for emotions) during the American Revolution. Your journal entry includes some specific details about what you see, experience, and feel during the war, but more specific details would make it stronger. Your journal entry includes few details about what you see, experience, and feel during the American Revolution, or you did not discuss all three parts of the prompt. Beyond Reading

Overall, this cyber lesson is intended for students to complete independently. Lower ability readers would benefit from completing it in groups or with teacher guidance. This cyber lesson could be completed as a center, in computer lab, or segments can be displayed on a Smart Board for students to complete independently. Before Reading: You may want the students to go through the map either with your guidance or in groups, as some of syntax of Paul’s actual journal entries may be difficult for students, especially lower readers, to comprehend. During Reading: The movie can be viewed as a whole class to increase all students’ comprehension of the story. It also can serve as differentiation for lower readers to aid in their comprehension of the story if you do not feel all students need it. Beyond Reading: Lower readers would especially benefit from reading the leveled books in a guided reading format, but you may want to use that method with all students. Note: Deborah Sampson – below level, Bunker’s Cove – below level, Bernardo de Gálvez – on level, Mercy Otis Warren – above level Beyond Reading: The Liberty’s Kids movie would be great to watch as a whole class and discuss. Then students could make their choice for which activity they will complete.

Books: Fritz, Jean. And Then What Happened, Paul Revere?. Orlando: Harcourt, Justice, Lee S. Deborah Sampson: Soldier of the Revolution. Boston: Houghton Mifflin, Maldonado, Jaime. Bernardo de Gálvez. Boston: Houghton Mifflin, Neufeld, David. Bunker’s Cove. Boston: Houghton Mifflin, Oatman, Eric. Mercy Otis Warren: A Woman of the Revolution. Boston: Houghton Mifflin, Websites: Paul’s route website: Events leading up to the war website: Scholastic online journal website: Paul Revere movie: And Then What Happened, Paul Revere? Video: 3A90F7E160C1&blnFromSearch=1&productcode=US Interactive Timeline website: Hero characteristics website: Dictionary: Interactive Venn Diagram: Liberty’s Kids Midnight Ride movie: qqOg&feature=PlayList&p=9950AFDD4C4AF32C&playnext=1&playnext_from=PL&index=9qqOg&feature=PlayList&p=9950AFDD4C4AF32C&playnext=1&playnext_from=PL&index=9 (Links to parts 2 and 3 are in the right margin of this site.)