Shared Reading/Social Studies Lesson Plan

Name: Paige Petty                                                                              Date: 09/30/10

School: Delta Elementary School                                                       Grade: 5^th

Teaching Strategy: Shared Reading                                                   Time Required: 50 min.

I. Subject/Content Area:

            Reading/Language Arts/Social Studies

II. Course of Study:

Reading/Language Arts Standard

1.) Demonstrate reading vocabulary knowledge, including recognition of multiple-meaning words.

4.) Use a wide range of strategies and skills, including using text features to gain meaning, summarizing passages, and drawing conclusions, to comprehend fifth-grade informational and functional reading materials.

Social Studies Standard

 8.) Identify major events of the American Revolution, including the Battles of Lexington and Concord, the Battle of Bunker Hill, the Battle of Saratoga, and the Battle of Yorktown.

·         Explaining contributions of Thomas Jefferson, Samuel Adams, Paul Revere, Patrick Henry, Thomas Paine, George Washington, and ordinary citizens

III. Concepts:

·         Word meaning

·         Synonyms

·         Prefixes

·         Memorable place names

·         Sequence of events

IV. Behavioral Objectives- The student will be able to:

·         Determine word meaning by using sentence structure and context

·         List synonyms for words in the biography

·         Determine prefixes

·         Determine memorable place names

·         Determine sequence of events

V. Evaluation:

Teacher observation of students participating in the activities, ability to discuss and list synonyms for words in the biography, underline prefixes, circle memorable place names, and determine sequence of events.

VI. Materials:

·         Copy of a biography of Paul Revere’s Midnight Ride (attached)

·         Individual copies of the biography

·         Markers

·         Pencil/Pen

·         Paper

·         Copy of a the sequence of events handout (attached)

VII. Teaching/Learning Procedures:

A.    Motivation- The teacher will ask the students what the word patriot suggests. After hearing their suggestions, ask the students what they know about Paul Revere and the Midnight Ride. Then call out a few words (such as tidy and clean) and ask student what these words are. The students would then possibly answer synonym. Then call out words (such as dark and light). Students would then answer antonym. The teacher will tell the students that today we are going to list synonyms, find prefixes and memorable place names, and use their context clues to figure out what happened in the biography and to answer the sequence of events sheet.

B.     Instructional Procedures-

·         The teacher will tell the students that today we are going to read a biography about Paul Revere to the students to remind the ones who have forgotten or are not sure. The teacher reads the biography aloud to the group. After one reading, ask students what stands out for them and what they recall about the story. Ask students to identify any facts about Revere heard in the biography that they did not previously know. Then pass out copies of the text.

·         Further class discussion will focus on literary elements and not historical detail, as that will be covered later. After the story has been read aloud give students the opportunity to review the story on their own.

·         Ask the students to circle memorable place names such as Lexington, etc. Then underline the prefixes in the story. Once students have done this and we have went over it, ask the students to pick at least 5 words in the biography that they can find a synonym for and write the synonym above the word. Allow students to read one of the paragraphs that they have changed to make sure they sentence makes sense and that the student grasp the concept. Students can do this in pencil, pen, or marker.

·         Distribute the sequence of events handout and allow the students to fill it in. Go over this as a class when everyone is finished.

C.     Closure-

·         Ask students to summarize some of the important things that happened in the Paul Revere biography.

·         Ask students to name some of the memorable place names and synonyms of the words they changed.

·         Engage students in discussion of the following:

o In what ways was Paul Revere an American patriot? In what other aspects of his life could Revere be considered patriotic? Do you know any American patriots?

VIII. Supplemental Activities:

·         Early Finishers- students will be asked/allowed to start on homework or read the AR book.

·         Enrichment- allow students to see if they can find more synonyms or find more information about Paul Revere.

·         Remediation would occur during the actual activities to assure the student is on track with the class.

Professional Reflection:

            The lesson went very well. The students came up with terrific synonyms. Some went

further and told me some antonyms, which was pretty outstanding to me because I did not ask

them to do that. The students found every memorable place name and prefix. The objectives

were met. The students used context clues to figure out what all happened in the biography and

to answer the sequence of events sheet. I was very proud that they were so cooperative and

engaged.

If I had to change anything I would ask student to name proper and common nouns. I

would also ask students to use the Shurley Method and find one or two sentences to break down.

I would like to include the Paul Revere poem, but I figured it was way too long to do in one day,

but next time I would like to use it when I have more than one day.

This lesson helped the children construct their own knowledge. The students had prior

knowledge of Paul Revere, but still needed refreshing. The students had to use their context clues

with the biography to answer the sequence of events sheet and to find synonyms and memorable

place names.

This lesson showed me that if students like the lesson they will be engaged and on task.

Overall, the lesson went very well. The students like the Paul Revere story. I would use this

lesson again.

Paul Revere Midnight Ride Biography

In 1774 and the Spring of 1775 Paul Revere was employed by the Boston Committee of Correspondence and the Massachusetts Committee of Safety as an express rider to carry news, messages, and copies of resolutions as far away as New York and Philadelphia.
On the evening of April 18, 1775, Paul Revere was sent for by Dr. Joseph Warren and instructed to ride to Lexington, Massachusetts, to warn Samuel Adams and John Hancock that British troops were marching to arrest them. After being rowed across the Charles River to Charlestown by two associates, Paul Revere borrowed a horse from his friend Deacon John Larkin. While in Charlestown, he verified that the local "Sons of Liberty" committee had seen his pre-arranged signals. Two lanterns had been hung briefly in the bell-tower of Christ Church in Boston, indicating that troops would row "by sea" across the Charles River to Cambridge, rather than marching "by land" out Boston Neck. Revere had arranged for these signals the previous weekend, as he was afraid that he might be prevented from leaving Boston.
On the way to Lexington, Revere "alarmed" the country-side, stopping at each house, and arrived in Lexington about midnight. As he approached the house where Adams and Hancock were staying, a sentry asked that he not make so much noise. "Noise!" cried Revere, "You'll have noise enough before long. The regulars are coming out!" After delivering his message, Revere was joined by a second rider, William Dawes, who had been sent on the same errand by a different route. Deciding on their own to continue on to Concord, Massachusetts, where weapons and supplies were hidden, Revere and Dawes were joined by a third rider, Dr. Samuel Prescott. Soon after, all three were arrested by a British patrol. Prescott escaped almost immediately, and Dawes soon after. Revere was held for some time and then released. Left without a horse, Revere returned to Lexington in time to witness part of the battle on the Lexington Green.

Paul Revere: SEQUENCE of EVENTS

1.	In 1774 and the Spring of 1775 Paul Revere was employed by......
2.	On the evening of April 18, 1775, Paul Revere was sent to warn....
3.	After being rowed across the Charles River to Charlestown, Paul Revere.....
4.	Two lanterns had been hung in....
5.	Revere "alarmed" the country-side and arrived....
6.	Revere cried......
7.	After delivering his message, Revere.....
8.	Revere and Dawes were joined by....
9.	Soon after all three....
10.	Left without a horse, Revere returned to.......