Introducing the Theme: Voices of the Revolution

Let’s read from your reading book on pg. 255.

What is the overall meaning of the three quotes?

Who do you think are some voices of the revolution?

Why do you think people revolt?

What do you think the flame in Abigail Adam’s quotation symbolizes?

AND THEN WHAT HAPPENED, PAUL REVERE?Mrs. Williams

Fifth Grade

Samuel Adams “The Father of American Independence”

Theme 3, Week 3, Teacher Read Aloud

Activate Prior Knowledge

• We are going to read aloud a story about Samuel Adams, a key figure in the American Revolution.

• Samuel Adams lived in Boston, Massachusetts, in the 1700s, when Massachusetts was a British colony.

Author’s Viewpoint

• As we read, pay attention to clues about the author’s viewpoint of Samuel Adams.

While You Read1. How does the author show how

he feels about Samuel Adam’s role in the American Revolution?

While You Read

2. What facts show you that the author thinks Samuel Adams was a very important figure in the Revolution?

While You Read

3. Why does the author tell what the British and the colonists called Samuel Adams?

• What do you think about Samuel Adams?

• Was he a great man? Why do they think that?

Samuel Adams “The Father of American Independence”

• n. , pl. cargoes. The freight carried by a ship or other vehicle. The ship's cargo included molasses from the West Indies.

cargoS1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading.

• n., pl. colonies. A territory ruled by or belonging to another country. The thirteen colonies no longer wanted to be taxed by England.

coloniesS1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading.

• adj. Fast, direct, and often nonstop. Express services promise overnight deliveries.

expressS1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading.

• n. Freedom from the control of others; independence. The colonists won their liberty from England.

libertyS1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading.

• v. To be against something or someone. The neighbors oppose the plan to turn the park into an office building.

opposeS1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading.

• n. A colonist who was against British rule in the time of the Revolutionary War. Patrick Henry spoke as a Patriot when he said, "Give me liberty or give me death!"

PatriotS1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading.

• adj. Connected with complete change. The American colonists fought for their independence from England during the Revolutionary War.

revolutionS1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading.

• n., pl. sentries. A guard who is posted at a spot to keep watch. Two sentries guarded the gates of the city.

sentriesS1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading.

• n. Money that people must pay in order to support a government. England insisted that the colonists pay taxes on tea, stamps, and many other items.

taxesS1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading.

Judge, in your own words!

(RE05-S03-C03-01) We can determine an author's position regarding a particular idea, subject, concept, or object, by highlighting supporting evidence from the text.

The author’s viewpoint is that doing the right thing is more important than peer pressure or trying to fit in with certain friends.

The author’s viewpoint is that the color of someone’s skin doesn’t matter, it’s what’s in the inside that counts.

“In Boston there was always plenty to see.”

“You would think that with all Paul Revere did, he would make mistakes. He always remembered to put spouts on his teapots. ..”

“He was back in Boston on the eleventh day, long before anyone expected him.”

“He did not stop to think that this might be the first battle of a war. His job was to move a truck to safety, and that’s what he did.”

PossessivesOnce he built a barn on a neighbor’s property.

• Singular noun: add an apostrophe and an –s (‘s) a girl’s hat

• Plural noun ending in –s: add an apostrophe. the boys’ dog

• Plural noun that does not end in an –s: add an apostrophe and an –s (‘s). children’s toys

(R05-S1C4-PO6) We can identify possessives and contractions in a sentence by writing then and discussing with a partner.

Using your white board identify the possessive phrase:

1. a man’s pet squirrel2. printers’ colors3. the children’s hospital4. the painters’ brushes5. The people’s donations

Possessives

pet squirrel of the man

colors of printers

the hospital for children

the brushes of the painters

donations from the people

Contractions

The colonists didn’t like English laws.

• didn’t is a contraction of the words did not and the apostrophe stands for the missing o in not.

ContractionsUsing your white board identify the two words that make up the contraction:

1. wasn’t2. they’d3. let’s4. they’re5. we’ll6. she’d

cargoS1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading.

colonies

S1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading.

expressS1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading.

libertyS1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading.

opposeS1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading.

PatriotS1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading.

revolutionS1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading.

sentriesS1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading.

taxesS1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading.

With your shoulder partner, discuss and answer in complete sentences, questions 1-7 on page 280 of your text. You may look back in your text if you need to. When you're finished begin thinking about the following questions.

And Then What Happened, Paul Revere?

(R5-S2C1-PO1,2,3,4,5,6,7,8,9) We can analyze and infer a characters traits and actions by answering questions.

Which of Paul Revere’s jobs do you think is the most interesting? Explain why.

Do you think you would have enjoyed living in Boston during Paul Revere’s lifetime? Why?

Do you think the Sons of Liberty were right to dump the tea in Boston Harbor? Why or why not?

What do you think it would have been like to be one of Paul Revere’s children?

Author’s ViewpointTE 265

Use the following clues to infer an author’s viewpoint:• The author’s opinions• The words that the author chooses• The facts that the author includes• The author’s purpose for writing

1. Reread pg. 265. What is the author’s purpose for writing this?2. What clues helped you identify the author’s purpose?3. What is the author’s viewpoint toward Paul Revere and

explain which clues led you to this conclusion?

Words with the same or nearly the same meaning are called synonyms.

uneasy and nervousroad and street

warn and caution

Synonyms

(RE05-S01-C04-06) We can identify synonyms and determine which synonyms enhance our writing by constructing sentences and sharing them with a partner.

Rewrite these sentences replacing the underlined word with a synonym.

1. Instead he patrolled the streets at night, delivered his messages to Philadelphia, and kept himself ready at all times.

2. He felt uneasy to be on a moonlit road on foot.

Synonyms: path, prepared, carried, watched, nervous.

Synonyms

We watched the ______________ get unloaded from the plane before we could

aboard.

The United States was once made up of thirteen _____________.

colonies

FedEx offers _____________ service for packages you want to

express

When she turned eighteen and moved out, she had _____________

from her parents.

liberty

Many are _______________ to off shore oil drilling.

opposed

A ______________ is someone who supports their country.

patriot

During the __________________ a war between England and the United States was

occurring.

revolution

Two ____________ guarded the tomb of the Unknown Soldier.

sentries

Some of our ____________ go to road construction and education.

Author’s Viewpoint• An author writes for many reasons. An author may give you

facts or true information about a subject. Some authors write fiction stories or stories that are not true. They write these stories to entertain you. Other authors may write to persuade or to try to get you to do something.

Directions: READ EACH OF THE FOLLOWING WRITINGS AND DECIDE WHETHER THE AUTHOR'S PURPOSE IS TO:

• persuade • inform • entertain

1. It was a glorious morning in Alabama. The sun was shining through the trees. Alan couldn't wait to find his fishing pole and call his friend Sam to go fishing. They had a great time on these early morning fishing trips. They took their dogs with them and the dogs would swim in the lake while they fished. It was so funny to watch those dogs paddle around the lake.

• What is the author's purpose of this writing? ____________________________

persuade, inform, or entertain?(RE05-S03-C03-01) We can determine an author's position regarding a particular idea, subject, concept, or object, by highlighting supporting evidence from the text.

2. The Slim-O-Matic will cause you to loose pounds and inches from your body in one month. This amazing machine helps you to exercise correctly and provides an easy video to show you the proper way to exercise. Send $75.99 and begin exercising today.

What is the author's purpose of this writing? ____________________________

3. The Underground Railroad was a secret organization which helped slaves escape to freedom. Many slaves were able to escape because of the conductors and station masters. The northern states were free states and slaves were free once they arrived in the north. Secret codes and signals were used to identify the conductors and station masters.

What is the author's purpose of this writing? ____________________________

Extreme Partner Reading (R5-S1C5-PO1) We can read with fluency and appropriate rhythm, pacing, and

expression by choral reading.

Step 1 •Read the Story Summery to yourself one time. •Be sure to use good hand gestures to help you as you read.

Step 2 •Turn to your shoulder partner and partner read the story with lots of expression.

•Don’t forget the gestures that you have practiced.

Step 3 •Take turns asking and answering at least five questions each about the text.

•Remember to both ask and answer questions with high enthusiasm.

You are going to be working in your groups to take the Selection Test.

Author’s Viewpoint

Now you are going to work in your groups to decide if the author wrote to:

• persuade • inform • entertain

• A present tense verb and its subject must agree in number.

•Add –s or –es to most verbs if the subject is singular.

•Do not add –s or –es if the subject is plural or I or you.

You’re going to be changing each singular subject to plural, each plural subject to singular, and each verb as needed to agree with its subject.

(R5-S1C4-PO5) We can create sentences that have subject-verb agreement by changing singular subjects to plural and plural subjects to singular.

Day 5: Friday

Paul Revere’s Ride1. Take out your Social Studies Book and

open up to page 288.2. We are going to read “Paul Revere’s

Ride” and Chapter 8: The Colonies Unite3. Answer “Review” questions 1-4 on a

sheet of paper, working in pairs at your table.

4. Complete “Fighting for Control” sheet with your table group (you may look back in your social studies book.

The trucks cargo … S1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading.

The thirteen colonies . . .

She wanted it to be delivered express . . .

We won our liberty . . .S1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading.

I am opposed to . . .S1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading.

He was a patriot of our country for . . .

The revolution was caused by . . .

The sentries guarded . . . S1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading.

I wish my taxes went towards . . .

Watch “And then what happened Paul Revere?” from Discovery Education.

After the movie you may use your reading book and complete the reading test with your group. Make sure you put the page number where you found the answer next to each question.

http://player.discoveryeducation.com/index.cfm?guidAssetId=321B06A1-6C49-4395-BE7D-3A90F7E160C1&blnFromSearch=1&productcode=US

(R5-S1C4-PO5)We can determine the past or present tense of regular and irregular verbs by creating sentences and sharing them with a partner.

•The past tense of regular verbs is formed by adding –ed•Irregular verbs have special forms to show the past tense. Do not add –ed!

Let’s correct some sentences together.

(R5-S1C4-PO5)We can determine the past or present tense of regular and irregular verbs by creating sentences and sharing them with a partner.

When You Are FinishedAfter you finish your Weekly Skills Test:1. Make sure your name, date, and

assignment are written clearly on the top left of the paper.

2. Turn your test paper to me and put your answer key in the reading basket.

3. Finish your Mountain Language and work on the Reading Menu.

4. Read a book of your choice.

Yankee DoodleWith your partner, read pages 282-285 from your text using the skills mentions in the yellow column on the left of page 282. When you are finished discuss these questions with your partner.

Why might a British soldier have wanted to call a Patriot a “Yankee Doodle”? How did the British use of

“Yankee Doodle” benefit the Minutemen during the battle of Lexington?

Why was being a fifer or drummer a dangerous job during the American Revolution?

Compare Paul Revere’s big ride to the word done by the fifers and drummers. How are they alike? How are they different?

Extras

Paul Revere Vocabulary• cargo

The freight carried by a ship or other vehicle.

• colonies A territory ruled by or belonging to another country.

• expressFast, direct, and often

nonstop.

• liberty Freedom from the control of others; independence.

• opposeTo be against something or

someone.

• PatriotA colonist who was against British rule in the time of the Revolutionary War.

• revolutionConnected with complete change.

• sentriesA guard who is posted at a spot to keep watch.

• taxes Money that people must pay in

order to support a government.

Let Me Tell It My Way

Point of ViewAnd Then What Happened, Paul Revere? Is written from third-person point of view with the narrator telling the events of Paul Revere’s life. Choose a favorite scene from the story and rewrite it from Paul Revere’s point of view.• Make a list of the main events in your scene.• Think about what it would have been like to be Paul

Revere living through the events.• Remember to use the words I, me, and my to refer to

what Paul Revere says and does.

Cause and EffectUsing a Multi-Flow Map, choose an important event

in the story and give three actual or possible causes and effects of that event.

Introducing the Theme: Voices of the Revolution

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