| Strand #1 - Reading and Comprehension Strategies
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| Students read and understand challenging materials (fiction and non-fiction) |
Read online resources targeting answers to questions about Paul Revere. (print sheet)
Read and answer questions about the Revolutionary War Period presented in an "Online Scavenger Hunt". (print sheet)
Read and answer focused questions about the Revolutionary War period.
Transcribe this advertisement that Paul Revere once ran in the local newspaper. [Comprehension; Analysis]
Read and analyze the content of these ads that women ran in a 1700s Boston newsletter. Create an ad for "your character" using the same format. [Comprehension; Application; Analysis; Synthesis; Evaluation]
On a piece of paper, create a timeline for Revere's part of the ride on April 18, 1775.
On a piece of paper, using the crafts books available in our classroom, create a chart focusing on 3 trades from the 1700s.
Create a timeline of your "colonial simulation" character's involvement in events of1770, 1773, 1775, 1776, and 1789 in Boston. [early 1700s | late 1700s ]
Read "Paul Revere" by Joyce Milton. Answer the comprehension and interpretive questions. Target two character traits which distinguish Paul Revere's life as he interacted with his family, with his workers, and with his community.
After reading "The Fighting Ground" or any book based on a war, create a "War Is . . . " poem (student work).
Frogs life cycle
Challenge at Valley Forge
. . . If You Lived In Colonial Times challenge
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Connections: Social Studies; Writing (Colonial Character Journal); Reading (Booksharing project); Mathematics; Science |
| Students analyze, interpret, and evaluate literature |
Using the "Midnight Ride" by Henry W. Longfellow, on a piece of paper, recreate the rhyming pattern for the first four stanzas. (AABB)
Read "Paul Revere" by Joyce Milton. Answer the comprehension and interpretive questions. Target two character traits which distinguish Paul Revere's life as he interacted with his family, with his workers, and with his community.
After reading "The Fighting Ground" or any book based on a war, create a "War Is . . . " poem. (student work)
Read "Paul Revere's Boston" by Beryl Cohen. How do the social, political and economic daily events of the 1700s affect the life of a person living at that time?
Read "My Brother Sam Is Dead" by Collier. How would Tim, twenty-five years later, persuade his young son not to rush to war as a solution for problems?
Read "The Fighting Ground" by Avi. How does the main character change his view of war?
Read "Ben and Me" by Lawson. How does the story told from a mouse's point of view change our perspective of what happened in history?
Challenge at Valley Forge
. . . If You Lived In Colonial Times challenge
View "Johnny Tremain" based on the book by Esther Forbes. Gather information about the daily life and culture of 1700s Boston.
View "1776". How do Adams and Jefferson affect the outcomes of the meetings?
Parody - "Yankee Doodle"
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Connections: Writing; Social Studies |
| Students read and understand literary structures |
Longfellow - Paul Revere's "Midnight Ride"
After reading "The Fighting Ground" or any book based on a war, create a "War Is . . . " poem. (student work)
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Connections: Writing; Social Studies |
| Students connect what they read with their experiences and the experiences of others. |
Read "Paul Revere" by Joyce Milton. Answer the comprehension and interpretive questions. Target two character traits which distinguish Paul Revere's life as he interacted with his family, with his workers, and with his community.
Read "The Fighting Ground" by Avi. How does the main character change his view of war?
Read "Ben and Me" by Lawson. How does the story told from a mouse's point of view change our perspective of what happened in history?
View "Johnny Tremain" based on the book by Esther Forbes. Gather information about the daily life and culture of 1700s Boston.
View "1776". How do Adams and Jefferson affect the outcomes of the meetings?
On a piece of paper, create a timeline for Revere's part of the ride on April 18, 1775.
Recalling the life and events of the 1700s, create the family background for your "colonial simulation" character. When did your family emigrate? Why?
Design a certificate for Paul Revere following directions to complete the certificate. (ClarisWorks Assistant)
After analyzing gravestones and symbols visible on 18th century mortuary art in Boston, students design an original gravestone for a relative of their "colonial simulation character" using the symbols of 18th Boston.
Using crayons, create a sign which will hang in front of your shop.
Challenge at Valley Forge
. . . If You Lived In Colonial Times challenge
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Connections: Literature Circle Discussions; Writing; Social Studies; Art |
| Strand #2 - Vocabulary
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| Students understand the structure of words and demonstrate a strong vocabulary |
Create a biographical sketch about Paul Revere.
In different accounts, be prepared to describe your family's life in Boston, what you know about the trashing of Governor Hutchinson's house (1765), the involvement or your family in the Boston Massacre (1770), the Boston Tea Party (1773), the battle at Concord (1775), the seeking of refuge in Braintree after the blockade of Boston, the battle at Bunker's Hill (1776), the evacuation of the British from Boston (March, 1776), the signing of the Declaration of Independence, the visit of President George Washington to Boston. (1789)
Transcribe this advertisement that Paul Revere once ran in the local newspaper. [Comprehension; Analysis]
Read and analyze the content of these ads that women ran in a 1700s Boston newsletter. Create an ad for "your character" using the same format. [Comprehension; Application; Analysis; Synthesis; Evaluation]
After reading "The Fighting Ground" or any book based on a war, create a "War Is . . . " poem. (student work)
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Connections: Social Studies; Literature Circle Discussions; Reading; Mathematics; Science |
| Strand #3 - Writing
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| Students understand the structure of written language and employ this structure effectively, in their own writing. |
Revolutionary Period Writings as colonial characters
On a piece of paper, create a web of Paul Revere's life using the bold categories.
On a piece of paper, create a timeline for Revere's part of the ride on April 18, 1775.
Create a family tree for your "colonial simulation" character.
Create a timeline of your "colonial simulation" character's involvement in events of 1770, 1773, 1775, 1776, and 1789 in Boston. [early 1700s | late 1700s]
Recalling the life and events of the 1700s, create the family background for your "colonial simulation" character. When did your family emigrate? Why?
In different accounts, be prepared to describe your involvement or your family's involvement in the daily life of 1728 in the market place, while living in the town of Boston, in 1761 during the Writs of Assistance, during a smallpox outbreak, after the trashing of Governor Hutchinson's house, at the Lillie situation in 1770, the Boston Massacre (1770), the Boston Tea Party (1773), the battle at Concord (1775), while seeking refuge from Boston to Quincy (1775), the battle at Bunker's Hill (1776), the evacuation of the British from Boston (March, 1776), the signing of the Declaration of Independence, the visit of President George Washington to Boston. (1789)
Create a biographical sketch about Paul Revere.
Create entries for your Colonial Character Journal which you will read at our booksigning event.
After reading "The Fighting Ground" or any book based on a war, create a "War Is . . . " poem. (student work)
Challenge at Valley Forge
. . . If You Lived In Colonial Times challenge
Design a certificate for your colonial character or for Paul Revere following directions to complete the certificate. (ClarisWorks Assistant)
Using crayons, originate a page for our class-created "Colonial Alphabet Book". Use "...If You Lived in Colonial Times" for ideas.
Design and evaluate a PowerPoint slide of your colonial character for our class slideshow.
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Connections: Social Studies; Reading; Technology |
| Students understand and use the writing process effectively. |
Observe the writing process used to create student work.
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Connections: Reading; Social Studies; Rev. Period Writings |
| Students' writing is focused, coherent, and well-organized |
Revolutionary Period Student Writings
After reading "The Fighting Ground" or any book based on a war, create a "War Is . . . " poem. (student work)
Read "The Fighting Ground" by Avi. How does the main character change his view of war?
Read "Paul Revere" by Joyce Milton. Answer the comprehension and interpretive questions. Target two character traits which distinguish Paul Revere's life as he interacted with his family, with his workers, and with his community.
Read "The Fighting Ground" by Avi. How does the main character change his view of war?
Challenge at Valley Forge
. . . If You Lived In Colonial Times challenge
Read "Ben and Me" by Lawson. How does the story told from a mouse's point of view change our perspective of what happened in history?
Create a biographical sketch about Paul Revere.
Parody - "Yankee Doodle"
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Connections: Reading; Social Studies |
| Students employ a variety of formats and utilize technology to complete and enhance their work. |
Revolutionary Period Student Writings
After reading "The Fighting Ground" or any book based on a war, create a wordprocessed version of a "War Is . . . " poem.
Review teacher-created lessons using the online thesaurus in your wordprocessing program
Make use of online "Assistants" to create certificates
Make use of online "Assistants" to aquire calendars for months in the 1700s for use with original "colonial character" journals
Create a "Colonial Riddles and Jokes" Powerpoint slide show
After reading of Benjamin Banneker's curiosity with the stars and almanacs, create a Powerpoint slideshow around the theme of "Space Jokes and Riddles".
Familiar with the formation of a new government, create a Powerpoint slide show based on "Q is for Duck: An Alphabet Guessing Book" using the Presidents of the United States as the theme. (Example: "K is for Bush")
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Connections: Reading; Social Studies |
| Strand #4 - Oral Language, Listening, and Speaking
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| Students engage in effective discussion. |
Guided oral discussion illiciting appropriate student phrasing, loudness, use of full sentences, and clearly phrased questions while exchanging ideas and opinions around the concepts and themes of the American Revolutionary Period while taking turns.
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Connections: Social Studies; Reading; Town Meeting |
| Students make effective presentations. |
Using the method of presentation which best accomodates the task, students effectively read or demonstrate student-created written products which reflect a clear purpose, have details supportive of one's opinions, develop a logical sequence of ideas, and include supportive background information while maintaining eye contact and speaking fluently.
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Connections: Reading; Social Studies; Writing (Colonial Character Monologue) ; Town Meeting |
| Students understand, analyze, evaluate, and respond effectively to oral presentations. |
Students listen to presentations attempting to identify the speaker's purpose, identify the key ideas and supporting details, distinguish fact from opinion, and draw their own conclusions.
During discussions, students ask key questions for clarification, exchange ideas and opinions, summarize and paraphrase key presentation points while using language and behaviors that are appropriate and respectful.
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Connections: Reading; Social Studies (Old South Tea Party Simulation; Quincy NHS Boston Massacre Simulation) |
| Strand #5 - Research, Study Skills, and Technology
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| Students employ effective research and study skills. |
Students gather information in writing, in person, by telephone, from encyclopedias, fiction and non-fiction resources, and primary documents, while keeping a notebook to organize and collect the data using one's knowledge of table of contents, index, alphabetical order.
Students organize information in categories.
Read colonial resources.
Research the mob actions leading to the Revolutionary War. [Connect: "The Boston Coffee Party"]
Research the battles of the Revolutionary War.
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Connections: Social Studies; Reading |
| Strand #6 - Viewing
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| Students understand, analyze, evaluate, and respond effectively to visual presentations. |
Students retell the story: plays, journal simulations, improvisational dramatic representations, Powerpoint interpretations, live character-interpretations.
Identifies the intended messages from illustrations, dramatic presentations, advertisements.
Creates a criteria for evaluation of the presented materials.
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Connections: Social Studies; Reading ("My Brother Sam Is Dead" video analysis"); Critique videotaped class-created Tea Party and Boston Massacre simulation |
| Strand #7 - Social Skills: Perspective-Taking and Conflict Resolution
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| Students understand and express different points of view. |
Students retell the story: plays, journal simulations, improvisational dramatic representations, Powerpoint interpretations, live character-interpretations.
Identifies the intended messages from illustrations, dramatic presentations, advertisements.
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Connections: Our original town meeting simulation based on "My Brother Sam Is Dead" by Collier |
| Students employ various conflict resolution strategies. |
Use reasonable skills involved in resolving conflicts.
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Connections: D.A.R.E., Reading |
