1. J. Mongelli 8 th Grade Core Reading 2013-2014

2.  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

3.  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

4.  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

5. 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?

6.  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?

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

8.  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

9.  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.

10.  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

11.  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)

12.  *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?

13.  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

14. 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.

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

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

18.  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.

19.  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

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