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Instruction Lesson Plan Template

Grade Level/Subject: 5th Grade Reading

Central Focus: Poetry : The Midnight Ride of Paul Revere

Essential Standard/Common Core Objective: CCSS.ELA-LITERACY.RL.5.10

By the end of the year, read and comprehend literature, including stories,
dramas, and poetry, at the high end of the grades 4-5 text complexity band
independently and proficiently.
Date submitted: Date taught:
Supporting Standards: RL.5.1, RL.5.2, RL.5.3, RL.5.4, RL.5.7; RF.5.3, RF.5.4;
W.5.1, W.5.2, W.5.4; SL.5.1; L.5.1, L.5.2, L.5.4

Daily Lesson Objective: Students will be able to read the poem The Midnight Ride of Paul Revere and answer
questions based off understanding. Students will demonstrate mastery by answering 8 out of 11 questions correctly.
21st Century Skills:
Academic Language Demand (Language Function and Vocabulary):
Analyzing
British Soldiers
Inferring
Revolutionary War
Summarizing
Old North Church
Communication
Glimmer
Fate
Tranquil
Weathercock
Musket-Ball
Bleating
Magnified
Somber
Lingers
Steed
Fearless
Prior Knowledge: Students should have an understanding of poetry, and basic concepts of poetry such as stanzas,
metaphors, similes, puns, etc.

Activity
1. Focus and Review
2. Statement of Objective
for Student
3. Teacher Input

Description of Activities and Setting

Class, lately we have been learning a lot about poetry, correct? We have
been talking about all of the different components that make up poems, how
to dissect them and understand them, and even how to write them, right?
Today, we are going to start learning about the American Revolution by
reading and discussing a poem called The Midnight Ride of Paul Revere.
Does anyone know who Paul Revere is? Allow students to share their prior
knowledge of Paul Revere. If no one answers, tell the students, Paul Revere
was a Revolutionary war hero who warned the colonists of an advancing

Time
1 min
1 min
10 min

4. Guided Practice

5. Independent Practice

attack by the British army. The colonists, prepared by Reveres warning the
night before, defeated the British forces in the first battle of the American
Revolution on April 19, 1775.
Teacher reads the main selection text aloud with students following along,
emphasizing the accents and punctuation strategically placed by the author.
Teacher will stop and identify vocabulary words when reached.
Teacher will provide definition of the following words due to there not being
enough contextual clues provided in the text for students to figure out if
unfamiliar with the word:
British Soldiers
Revolutionary War
Old North Church
Tranquil
Weathercock
Musket-ball
Bleating
Students should be able to figure out the definition for the following words
with sufficient context clues provided throughout the text:
Glimmer
Fate
Magnified
Somber
Lingers
Steed
fearless
When finished reading, ask the students the question, What is Paul Reveres
main purpose throughout this poem? Have a few students raise their hand
and answer.
Students will coral read the poem for a second time aloud. Teacher will be
listening for emphasizing and tone as the students read. Also, monitor that
all students are following along and engaged.
When finished reading, ask the students the question, What is this poem
mainly about? Call on a few students to answer. Also, have them explain
why this is their answer. Say, Okay students now you are going to read it
independently, and then answer some questions on a worksheet from the
poem, just as we did.
Students will independently read the text for a third time. Students will then
fill out the worksheet, answering various questions about the text.

10-15 min

20-25 min

Students will be assessed on the worksheet from the independent practice. Students
6. Assessment Methods of
should show an understanding of the text, and an understanding of dissecting and
all objectives/skills:
analyzing the authors meaning throughout the text. Students will demonstrate mastery

by answering 8 out of 11 questions correctly.

Once everyone has completed and turned in the worksheet, the class will be
brought back together and discuss the Revolutionary War and address how
high the stakes were for Paul Revere and the colonists. So class, now that
7. Closure
we have learned a little about Paul Revere and the colonists, tomorrow we
will learn about some of the causes of the War leading up to Paul Reveres
ride
8. Assessment Results of

3-5 min

all objectives/skills:
Targeted Students Modifications/Accommodations:
Visually impaired students will be given larger print, or
magnified screen, or glare resistant film.
Behavioral student will be grouped accordingly.

Materials/Technology:

Student/Small Group Modifications/Accommodations:

Struggling readers can partner read during independent
practice.

(Include any instructional materials (e.g., worksheets, assessments PowerPoint/Smart Board slides, etc.) needed to implement the lesson at the end of the lesson plan.)

25 copies of Worksheet/Handout
25 copies of The Midnight Ride of Paul Revere
Pencils
References:
McGraw Hill worksheet
Reflection on lesson: