Reading Comprehension Using And Then What Happened Paul Revere

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Content Area(s):  
Grade Level(s):  
Oregon Common Core State Standards: 
EL.05.LI.03
SS.05.HS.05.04
Lesson Plan Details
Duration: 
45 minutes
Objective: 
Students will read to understand the biography, And Then What Happened Paul Revere? Students will identify main events in the selection by answering key comprehension questions and provide page numbers to justify their responses. In doing so, students will also be sequencing main events from the biography. Students will be able to combine their understanding of the selection and learn new information about events leading up to the Revolution. Students will learn how to use Google Presentations as a way to demonstrate their understanding of the biography.
Resources: 
5th Grade Houghton-Mifflin Basal Reading Textbook or paperbook copy of And Then What Happened Paul Revere by Jean Fritz Web Browser with access to Google Docs *Lesson adapted from Houghton-Mifflin 5th Grade Practice Book Volume 1, Page 197
Preparation: 

Prior to instruction, the teacher needs to upload document to Google Docs or use public link and share it with students. For instance, Public Link to document was added to teacher website prior to instruction. The teacher may wish to have students complete this project in pairs or small groups.  If so, the teacher should divide students accordingly before the project begins.

The teacher and students should be familiar with Google Documents and presentations.

Prior to activity, students will need to have read the biography, And Then What Happened Paul Revere, and have had an opportunity to discuss the sequence of events and big ideas of the story.

Instruction: 

In this lesson, the teacher will need inform the students that they will be showing their understanding of the selection via a comprehension check. They will be completing questions on a google presentation. Each slide is an event from the selection. The slide lists the date as well as a question about a key event in Paul Revere's life. Students will need to answer the questions in order to help complete the timeline. They will also need to justify their answer by providing the page number where they found the main idea.

If the teacher has elected to have students work in pairs for the assignment, students will need to sit by each other. One partner will need to sign into Google Docs.

Once signed into Google Docs, the student will need to access and open the shared document either through a public link on your website, via a shared document, or email.

Students will need to make a copy of the file. After making a copy, I suggest you have the students rename the file so that it says Revere student name and student name.

Students will then need to share the document with you and their partner. (Sharing it with you will allow you access to easily grade it and sharing it with a partner will allow the partner to see their grade on the assignment as well after completion.)

Once that has been completed, students may be directed to begin the assignment. Students will notice that the page number and question are in different colors. One student needs to decide to answer the black questions while the other needs to answer the red questions. By doing so, students will need to work together and come to a consensus prior to answering a question but in order to complete the activity each student will get a turn to type on the computer.

Assessment: 

Students will be graded on the completion of the activity as to how they answered each question.

If the document has been shared with the teacher, the teacher can edit and revise answers in a different font color so students will know the correct answer.

Oregon Educational Technology Standards
Communication and Collaboration: 
2A. Interact and collaborate with peers, experts, or others employing a variety of digital environments and media.
Research and Information Fluency: 
3D. Analyze, evaluate, and summarize information or data and report results.
Digital Citizenship: 
5B. Model and practice a positive attitude toward using digital technology that supports collaboration, learning, and productivity.
5C. Demonstrate personal responsibility for lifelong learning.
Technology Operations and Concepts: 
6A. Select, use, and troubleshoot tools efficiently.
6B. Transfer current knowledge to learning of new technologies.
Career Related Learning Standards
Communication: 
CR3A. Locate, process, and convey information using traditional and technological tools.
CR3B. Listen attentively and summarize key elements of verbal and non-verbal communication.