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The Midnight Ride of Paul Revere
AUnitfor5thGradeStudents
Kerry Rennie, Media Specialist, West Palm Beach, FL Picturing Early America: People, Places & Events 1770-1870
NEH, Salem, Massachusetts 2009
FloridaSunshineStateStandardshttp://www.floridastandards.org/index.aspx
Reading/LanguageArts:5thGrade• LA.5.1.6.2:Thestudentwilllistento,read,anddiscussfamiliarandconceptuallychallengingtext;• LA.5.1.6.3:Thestudentwillusecontextcluestodeterminemeaningsofunfamiliarwords;
LA.5.1.6.10:Thestudentwilldeterminemeaningsofwords,pronunciation,partsofspeech,etymologies,andalternatewordchoicesbyusingadictionary,thesaurus,anddigitaltools;
• LA.5.1.7.1:Thestudentwillexplainthepurposeoftextfeatures(e.g.,format,graphics,diagrams,illustrations,charts,maps),usepriorknowledgetomakeandconfirmpredictions,andestablishapurposeforreading;
• LA.5.1.7.2:Thestudentwillidentifytheauthorspurpose(e.g.,topersuade,inform,entertain,explain)andhowanauthorsperspectiveinfluencestext;
• LA.5.1.7.3:Thestudentwilldeterminethemainideaoressentialmessageingrade‐leveltextthroughinferring,paraphrasing,summarizing,andidentifyingrelevantdetails;
• LA.5.1.7.5:Thestudentwillidentifythetextstructureanauthoruses(e.g.,comparison/contrast,cause/effect,sequenceofevents)andexplainhowitimpactsmeaningintext;
• LA.5.2.1.1:Thestudentwilldemonstrateknowledgeofthecharacteristicsofvariousgenres(e.g.,poetry,fiction,shortstory,dramaticliterature)asformswithdistinctcharacteristicsandpurposes
• LA.5.2.1.2:Thestudentwilllocateandanalyzetheelementsofplotstructure,includingexposition,setting,characterdevelopment,rising/fallingaction,problem/resolution,andthemeinavarietyoffiction;
• LA.5.2.1.3:Thestudentwilldemonstratehowrhythmandrepetitionaswellasdescriptiveandfigurativelanguagehelptocommunicatemeaninginapoem;
• LA.5.2.1.5:Thestudentwilldemonstrateanunderstandingofaliteraryselection,anddependingontheselection,includeevidencefromthetext,personalexperience,andcomparisontoothertext/media;
FloridaSunshineStateStandardshttp://www.floridastandards.org/index.aspx
• LA.5.2.1.6:Thestudentwillwriteabookreport,review,orcritiquethatidentifiesthemainidea,character(s),setting,sequenceofevents,conflict,crisis,andresolution;
• LA.5.2.1.7:Thestudentwillidentifyandexplainanauthorsuseofdescriptive,idiomatic,andfigurativelanguage(e.g.,personification,similes,metaphors,symbolism),andexaminehowitisusedtodescribepeople,feelings,andobjects;
• LA.5.2.1.8:Thestudentwillexplainchangesinthevocabularyandlanguagepatternsofliterarytextswrittenacrosshistoricalperiods;
SocialStudies:5thGrade• SS.5.A.1.1:Useprimaryandsecondarysourcestounderstandhistory• SS.5.A.1.2:UtilizetimelinestoidentifyanddiscussAmericanHistorytimeperiods• SS.5.A.4.3:IdentifysignificantindividualsresponsibleforthedevelopmentoftheNewEngland,Middle,and
Southerncolonies.• SS.5.A.5.1:IdentifyandexplainsignificanteventsleadinguptotheAmericanRevolution• SS.5.A.5.2:IdentifysignificantindividualsandgroupswhoplayedaroleintheAmericanRevolution• SS.5.A.5.3:Explainthesignificanceofhistoricaldocumentsincludingkeypoliticalconcepts,originsofthese
concepts,andtheirroleinAmericanindependence.
Lessons• IntroductiontoBiographies:PaulRevere,WilliamDawes,John
Hancock,JohnAdams,Dr.Warren• Timeline:RecalleventsoftheeveningofApril18,1775• Reader’sTheatre:Studentswritetheirownscript,addmusical
instrumentsforsound,projectpicturesfrombookonscreenforbackdrops
• Vocabulary/DictionaryActivity:Definewordsfrompoemforunderstandingusingdictionariesandonlineresources
• CreativeWriting:StudentscreatetheirownpoemstartingwiththeheadingListen,mychildren,andyoushallhear…
• StudyofPersonalObjects:DiscussCopleyPortraitofRevere;eachstudentbringsanobjectfromhometodrawandwriteabout
• ComparingGrantWood’spaintingwithengravingbyChristopherBing
• MapSkills:UsingendpagesofbookandmapofNewEnglandfromNormanB.LeventhalMapCenteronlineattheBPL
• Author’sPurpose&ExaminingPrimary/SecondaryEvidence
Lessons
• 5thGradeMedia,30Min.Lesson• Vocabulary/DictionarySkills• Standards:• Information&MediaLiteracy‐Thestudentcomprehendsthewidearrayofinformationaltextthatispartofourdaytodayexperiences.• LanguageArts‐VocabularyDevelopment‐Thestudentusesmultiplestrategiestodevelopgradeappropriatevocabulary.• SocialStudies‐AmericanRevolution&BirthofaNewNation• Benchmarks/Objectives:• LA.5.1.6.2Thestudentwilllistento,read,anddiscussfamiliarandconceptuallychallengingtext;• LA.5.1.6.10Thestudentwilldeterminemeaningsofwords,pronunciation,partsofspeech,etymologies,andalternatewordchoicesbyusinga
dictionary,thesaurus,anddigitaltools.• LA.5.6.1.1Thestudentwillreadandinterpretinformationaltextandorganizetheinformation(e.g.,useoutlines,timelines,andgraphicorganizers).• SS.5.A.1.1Useprimaryandsecondarysourcestounderstandhistory.• SS.5.A.5.1IdentifyandexplainsignificanteventsleadinguptotheAmericanRevolution.• SS.5.A.5.2IdentifysignificantindividualsandgroupswhoplayedaroleintheAmericanRevolution.• Procedures:• IntroducethebookTheMidnightRideofPaulRevere,byHenryWadsworthLongfellow,gravedandpaintedbyChristopherBing,NewYork:Handprint
Books,2001.(2min.)• CreateaK‐W‐Lchart.Determinestudents’priorknowledgebyaskingstudentswhattheyknowaboutthesubjectandwhattheywanttoknow.Write
theiranswersonthechart.(5min.)• Explaintothestudentsthattheyneedtousecontextcluestodeterminemeaningsofunfamiliarwordsinthepoem.Readthepoemtothestudents
(5min.)• Askthestudentshigherorderquestionstodeterminewhattheylearnedandwritetheiranswersonthechart.(5min.)• Tellstudentsthattheywillbecompletingadictionaryactivitytodecipherwordsfromthepoem.Breakstudentsinto2groups.Giveeachgroupalist
oftendifferentwordstodefine.Onegroupwillusedictionariesattheirtablestodefinewordsandtheothergroupwilluseonlinedictionarysourcesatthecomputerstations.Aftertheyhavedefined5ofthewords,thegroupswillswitch.(13min.)Vocabulary‐aloft,belfry,arm,oar,moorings,phantom,spar,muster,barrack,grenadiers,rafters,encampment,sentinel,impetuous,girth,spectral,bridle,tranquil,alders,aghast
• • • Materials:• TheMidnightRideofPaulRevere,documentcamera,LCDprojector,paperforK‐W‐L,markers,pencils,vocabularywordlists,dictionariesand
computerswithinternetaccess.• Evaluation:• InteractionwithK‐W‐Lchartandabilitytodefinevocabularywordsusingadictionaryandonlineresources.
• 5thGradeMedia,30Min.Lesson• Author’sPurpose&ExaminingPrimary/SecondaryEvidence• Standards:• SocialStudies‐AmericanRevolution&BirthofaNewNation• LanguageArts‐ReadingComprehension‐Thestudentusesavarietyofstrategiestocomprehendgradeleveltext.• Benchmarks/Objectives:• LA.5.1.7.1Thestudentwillexplainthepurposeoftextfeatures(e.g.,format,graphics,• diagrams,illustrations,charts,maps),usepriorknowledgetomakeandconfirmpredictions,andestablishapurposeforreading;• LA.5.1.7.2Thestudentwillidentifytheauthorspurpose(e.g.,topersuade,inform,entertain,explain)andhowanauthorsperspectiveinfluencestext;• SS.5.A.1.1Useprimaryandsecondarysourcestounderstandhistory.• SS.5.A.5.1IdentifyandexplainsignificanteventsleadinguptotheAmericanRevolution.• SS.5.A.5.2IdentifysignificantindividualsandgroupswhoplayedaroleintheAmericanRevolution.• Procedures:• Explainauthor’spurpose–toinform,persuade,entertainorexplain.Thispoemwaswrittentoentertainexplainanditcontainsbothfactandfiction.
LongfellowwascreatingaherooutofPaulRevereandanAmericanlegendthroughhispoem.(5min.)• Displaytheillustrationsfromthebookusingthedocumentcamera&projector.Askstudentstoidentifythepeople,places,clothingandobjectson
thepagesinordertolearnmoreaboutthelifeandpeopleatthetimeof1775.(10min.)• Explainprimaryevidence–factsanddetailsthathavebeendrawnfromdocuments(newspapers,letters,interviews,coinsetc.)Examinetheletter
fromThomasGagetoLieutenantColonelSmith(frontofbook&website)http://paul‐revere‐heritage.com/gen‐cage‐order.htmlandtheDepositionofPaulReveretotheMass.Congress(backofbook&website)http://paul‐revere‐heritage.com/ride‐account‐modernized.html(10min.)
• Havestudentscompare&contrastPaulRevere’sdepositionwiththeeventsinthepoemtodeterminewhatisfact&fiction.(5min.)• Materials:• TheMidnightRideofPaulRevere,byHenryWadsworthLongfellow,gravedandpaintedbyChristopherBing,NewYork:HandprintBooks,2001;
documentcamera&LCDprojectorandcomputerwithonlineaccesstowebsites.• Evaluations:• Explainauthor’spurpose,identifyitemsinillustrationsandcompare&contrastprimaryevidencewithinformationinpoem.
NewEnglandMap,JohnGreen,1775
PAULREVEREbyJohnSingletonCopley,1768
PaulRevereBiography
• http://www.paulreverehouse.org/bio/bio.shtml
• EarlyLife• Silversmith/Craftsman
• PoliticalActivities/RevolutionaryWar
TheMidnightRide• In1774andtheSpringof1775PaulReverewasemployedbytheBostonCommitteeof
CorrespondenceandtheMassachusettsCommitteeofSafetyasanexpressridertocarrynews,messages,andcopiesofresolutionsasfarawayasNewYorkandPhiladelphia.
• OntheeveningofApril18,1775,PaulReverewassentforbyDr.JosephWarrenandinstructedtoridetoLexington,Massachusetts,towarnSamuelAdamsandJohnHancockthatBritishtroopsweremarchingtoarrestthem.AfterbeingrowedacrosstheCharlesRivertoCharlestownbytwoassociates,PaulRevereborrowedahorsefromhisfriendDeaconJohnLarkin.WhileinCharlestown,heverifiedthatthelocal"SonsofLiberty"committeehadseenhispre‐arrangedsignals.(Twolanternshadbeenhungbrieflyinthebell‐towerofChristChurchinBoston,indicatingthattroopswouldrow"bysea"acrosstheCharlesRivertoCambridge,ratherthanmarching"byland"outBostonNeck.Reverehadarrangedforthesesignalsthepreviousweekend,ashewasafraidthathemightbepreventedfromleavingBoston).
• OnthewaytoLexington,Revere"alarmed"thecountry‐side,stoppingateachhouse,andarrivedinLexingtonaboutmidnight.AsheapproachedthehousewhereAdamsandHancockwerestaying,asentryaskedthathenotmakesomuchnoise."Noise!"criedRevere,"You'llhavenoiseenoughbeforelong.Theregularsarecomingout!"Afterdeliveringhismessage,Reverewasjoinedbyasecondrider,WilliamDawes,whohadbeensentonthesameerrandbyadifferentroute.DecidingontheirowntocontinueontoConcord,Massachusetts,whereweaponsandsupplieswerehidden,RevereandDaweswerejoinedbyathirdrider,Dr.SamuelPrescott.Soonafter,allthreewerearrestedbyaBritishpatrol.Prescottescapedalmostimmediately,andDawessoonafter.Reverewasheldforsometimeandthenreleased.Leftwithoutahorse,ReverereturnedtoLexingtonintimetowitnesspartofthebattleontheLexingtonGreen.
ImagesofRevere’sRidehttp://www.paulreverehouse.org/ride/images.shtml
TheMidnightRideRoutehttp://www.paulreverehouse.org/ride/real.shtml
PaulRevere'sRide,byHenryWadsworthLongfellow,1860
• LISTEN,mychildren,andyoushallhearOfthemidnightrideofPaulRevere,OntheeighteenthofApril,inSeventy‐Five;HardlyamanisnowaliveWhoremembersthatfamousdayandyear.
• Hesaidtohisfriend,"IftheBritishmarchBylandorseafromthetownto‐night,HangalanternaloftinthebelfryarchOftheNorthChurchtower,asasignallight,‐‐One,ifbyland,andtwo,ifbysea;AndIontheoppositeshorewillbe,ReadytorideandspreadthealarmThrougheveryMiddlesexvillageandfarm,Forthecountry‐folktobeupandtoarm."
• Thenhesaid"Good‐night!"andwithmuffledoarSilentlyrowedtotheCharlestownshore,Justasthemoonroseoverthebay,WhereswingingwideathermooringslayTheSomerset,Britishman‐of‐war;Aphantomship,witheachmastandsparAcrossthemoonlikeaprison‐bar,Andahugeblackhulk,thatwasmagnifiedByitsownreflectioninthetide.
• Meanwhile,hisfriend,throughalleyandstreetWandersandwatcheswitheagerears,TillinthesilencearoundhimhehearsThemusterofmenatthebarrackdoor,Thesoundofarms,andthetrampoffeet,Andthemeasuredtreadofthegrenadiers,Marchingdowntotheirboatsontheshore.
• ThenheclimbedthetoweroftheOldNorthChurch,Bythewoodenstairs,withstealthytread,Tothebelfry‐chamberoverhead,AndstartledthepigeonsfromtheirperchOnthesomberrafters,thatroundhimmadeMassesandmovingshapesofshade,‐‐Bythetremblingladder,steepandtall,Tothehighestwindowinthewall,WherehepausedtolistenandlookdownAmomentontheroofsofthetown,Andthemoonlightflowingoverall.
• Beneath,inthechurchyard,laythedead,Intheirnight‐encampmentonthehill,WrappedinsilencesodeepandstillThathecouldhear,likeasentinel'stread,Thewatchfulnight‐wind,asitwentCreepingalongfromtenttotent,Andseemingtowhisper,"Alliswell!"AmomentonlyhefeelsthespellOftheplaceandthehour,thesecretdreadOfthelonelybelfryandthedead;ForsuddenlyallhisthoughtsarebentOnashadowysomethingfaraway,Wheretheriverwidenstomeetthebay,‐‐Alineofblack,thatbendsandfloatsOntherisingtide,likeabridgeofboats.
• Meanwhile,impatienttomountandride,Bootedandspurred,withaheavystrideOntheoppositeshorewalkedPaulRevere.Nowhepattedhishorse'sside,Nowgazedonthelandscapefarandnear,Then,impetuous,stampedtheearth,Andturnedandtightenedhissaddle‐girth;ButmostlyhewatchedwitheagersearchThebelfry‐toweroftheOldNorthChurch,Asitroseabovethegravesonthehill,Lonelyandspectralandsomberandstill.Andlo!ashelooks,onthebelfry'sheightAglimmer,andthenagleamoflight!Hespringstothesaddle,thebridleheturns,Butlingersandgazes,tillfullonhissightAsecondlampinthebelfryburns!
• Ahurryofhoofsinavillagestreet,Ashapeinthemoonlight,abulkinthedark,Andbeneath,fromthepebbles,inpassing,asparkStruckoutbyasteedflyingfearlessandfleet:Thatwasall!Andyet,throughthegloomandthelight,Thefateofanationwasridingthatnight;Andthesparkstruckoutbythatsteed,inhisflight,Kindledthelandintoflamewithitsheat.
• Hehasleftthevillageandmountedthesteep,Andbeneathhim,tranquilandbroadanddeep,IstheMystic,meetingtheoceantides;Andunderthealdersthatskirtitsedge,Nowsoftonthesand,nowloudontheledge,Isheardthetrampofhissteedasherides.
• Itwastwelvebythevillageclock,WhenhecrossedthebridgeintoMedfordtown.Heheardthecrowingofthecock,Andthebarkingofthefarmer'sdog,Andfeltthedampoftheriverfog,Thatrisesafterthesungoesdown.
• Itwasonebythevillageclock,WhenhegallopedintoLexington.HesawthegildedweathercockSwiminthemoonlightashepassed,Andthemeeting‐housewindows,blankandbare,Gazeathimwithaspectralglare,AsiftheyalreadystoodaghastAtthebloodyworktheywouldlookupon.
• Itwastwobythevillageclock,WhenhecametothebridgeinConcordtown.Heheardthebleatingoftheflock,Andthetwitterofbirdsamongthetrees,AndfeltthebreathofthemorningbreezeBlowingoverthemeadowsbrown.AndonewassafeandasleepinhisbedWhoatthebridgewouldbefirsttofall,Whothatdaywouldbelyingdead,PiercedbyaBritishmusket‐ball.
• Youknowtherest.Inthebooksyouhaveread,HowtheBritishregularsfiredandfled,‐‐Howthefarmersgavethemballforball,Frombehindeachfenceandfarm‐yardwall,Chasingthered‐coatsdownthelane,ThencrossingthefieldstoemergeagainUnderthetreesattheturnoftheroad,Andonlypausingtofireandload.
• SothroughthenightrodePaulRevere;AndsothroughthenightwenthiscryofalarmToeveryMiddlesexvillageandfarm,‐‐Acryofdefianceandnotoffear,Avoiceinthedarkness,aknockatthedoor,Andawordthatshallechoforevermore!For,borneonthenight‐windofthePast,Throughallourhistory,tothelast,Inthehourofdarknessandperilandneed,ThepeoplewillwakenandlistentohearThehurryinghoof‐beatofthatsteed,Andthemidnight‐messageofPaulRevere.
GrantWood,TheMidnightRideofPaulRevere,1931
DescriptionofGrantWood’sRenditionoftheMidnightRide
• "TheRideofPaulRevere,"whichmakesnoattemptathistoricalaccuracy—forexample,eighteenth‐centuryhousessurelywouldnothavebeensobrightlylit.Thepicturehasadreamlikesenseofunreality.Thebird's‐eyeviewmakesthesettinglooklikeaNewEnglandtowninminiature.Notethegeometricshapesofthebuildingsandthelandscape(eventhetreetopsareperfectlyround);thepreciselydelineated,virtuallyunmodulatedlightemanatingfromthebuildingsandrakingacrosstheforeground;thedistinct,regularizedshadows;andthewayinwhichtheformsinthedarkerbackgroundarealmostasclearandvisibleasthoseinthebrightlylitforeground.Withhiscleanlineandhiseven,unerringhand,Woodhasthrownthesceneintohighrelief,heighteningrealitysoastomakeitalmostotherworldly,aqualitythatdifferentiateshimfromhisfellowRegionalists.Hisprecisionevokestheworkofeighteenth‐centuryAmericanlimners.Unlikehismodernistcontemporaries,WoodremainedcommittedtodepictingregionallifeinAmericaand,hehoped,thecreationofanationalstyle.
• Signatures,Inscriptions,andMarkingsSignature:[lowerright]:GRANTWOOD1931
PaulRevereHouse,Boston,Massachusetts;photographedbyKerryRennie
PaulRevere,GilbertStuart,1813
PaulRevere’sMarbleMonument,GranaryBuryingGround,Boston,MA