ELA 4-5 The Midnight Ride of Paul Revere

Common Core State Standards for English Language Arts: K-12 Close Reading Task

Standards & Objectives

Academic standards
CCSS.ELA-Literacy.L.4.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-Literacy.L.4.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
CCSS.ELA-Literacy.L.4.3
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
CCSS.ELA-Literacy.L.4.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a...
CCSS.ELA-Literacy.L.4.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
CCSS.ELA-Literacy.L.4.6
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions,...
CCSS.ELA-Literacy.L.5.3
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
CCSS.ELA-Literacy.L.5.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a...
CCSS.ELA-Literacy.L.5.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
CCSS.ELA-Literacy.L.5.6
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition,...
CCSS.ELA-Literacy.RF.4.3
Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS.ELA-Literacy.RF.4.4
Read with sufficient accuracy and fluency to support comprehension.
CCSS.ELA-Literacy.RI.4.1
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-Literacy.RI.4.2
Determine the main idea of a text and explain how it is supported by key details; summarize the text.
CCSS.ELA-Literacy.RI.4.4
Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
CCSS.ELA-Literacy.RI.4.8
Explain how an author uses reasons and evidence to support particular points in a text.
CCSS.ELA-Literacy.RI.4.9
Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
CCSS.ELA-Literacy.RI.5.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-Literacy.RI.5.4
Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
CCSS.ELA-Literacy.RI.5.9
Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
CCSS.ELA-Literacy.RL.4.3
Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts,...
CCSS.ELA-Literacy.RL.4.4
Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology...
CCSS.ELA-Literacy.RL.5.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-Literacy.SL.4.2
Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
CCSS.ELA-Literacy.SL.4.4
Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details...
CCSS.ELA-Literacy.SL.4.5
Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.
CCSS.ELA-Literacy.SL.4.6
Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g.,...
CCSS.ELA-Literacy.SL.5.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and...
CCSS.ELA-Literacy.SL.5.2
Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
CCSS.ELA-Literacy.SL.5.3
Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
CCSS.ELA-Literacy.SL.5.4
Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support...
CCSS.ELA-Literacy.SL.5.5
Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas...
CCSS.ELA-Literacy.SL.5.6
Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1...
CCSS.ELA-Literacy.W.4.1
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
CCSS.ELA-Literacy.W.4.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two)...
CCSS.ELA-Literacy.W.4.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
CCSS.ELA-Literacy.W.4.3
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
CCSS.ELA-Literacy.W.4.4
Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific...
CCSS.ELA-Literacy.W.4.5
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions...
CCSS.ELA-Literacy.W.4.6
With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and...
CCSS.ELA-Literacy.W.4.7
Conduct short research projects that build knowledge through investigation of different aspects of a topic.
CCSS.ELA-Literacy.W.4.8
Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and...
CCSS.ELA-Literacy.W.4.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCSS.ELA-Literacy.W.5.1
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
CCSS.ELA-Literacy.W.5.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two)...
CCSS.ELA-Literacy.W.5.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
CCSS.ELA-Literacy.W.5.3
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
CCSS.ELA-Literacy.W.5.4
Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific...
CCSS.ELA-Literacy.W.5.5
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new...
CCSS.ELA-Literacy.W.5.6
With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and...
CCSS.ELA-Literacy.W.5.7
Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
CCSS.ELA-Literacy.W.5.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
GLE 0401.1.1
Demonstrate knowledge of Standard English usage, mechanics, and spelling.
GLE 0401.1.2
Demonstrate knowledge of strategies and resources to determine the definition, pronunciation, and usage of words and phrases.
GLE 0401.3.1
Write for a variety of purposes and to a variety of audiences.
GLE 0401.3.2
Write in a variety of modes and genres (e.g., narration, description, personal expression, imaginative writing, response to literature, response to subject...
GLE 0401.3.3
Know and apply the steps of the writing process: prewriting, drafting, revising, editing, evaluating, and publishing.
GLE 0401.4.1
Conduct research to access and present information.
GLE 0501.3.1
Write for a variety of purposes and to different audiences.
GLE 0501.3.2
Write in various modes and genres, including narration, literary response, personal expression, description, and imaginative.
GLE 0501.3.3
Know and apply the steps of the writing process: prewriting, drafting, revising, editing, evaluating, and publishing.
GLE 0501.4.3
Present the research results in a written report, citing the resources used.
SPI 0401.1.12
Select appropriate antonyms, synonyms, and homonyms within context.
SPI 0401.1.13
Recognize and use grade appropriate vocabulary within context.
SPI 0401.1.14
Use prefixes, suffixes, and root words as aids in determining meaning within context.
SPI 0401.1.16
Determine the meaning of unfamiliar words using context clues, dictionaries, and glossaries.
SPI 0401.3.8
Select appropriate time-order or transitional words to enhance the flow of a writing sample.
SPI 0401.7.3
Choose the most effective medium to enhance a short oral presentation (e.g., still pictures, model, diorama, PowerPoint, recording).
SPI 0401.8.6
Identify and interpret similes and metaphors.
SPI 0501.1.15
Recognize and use grade appropriate vocabulary within context.
SPI 0501.3.10
Select appropriate time-order or transitional words/phrases to enhance the flow of a writing sample.
SPI 0501.5.1
Locate information to support opinions, predictions, and conclusions.
SPI 0501.5.6
Make inferences and draw appropriate conclusions from text.
SPI 0501.7.2
Determine the main idea in a visual image.
TSS.ELA.4.FL.VA.7a
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of...
TSS.ELA.4.FL.VA.7b
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
TSS.ELA.4.FL.VA.7c
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions,...
TSS.ELA.4.FL.WC.4
Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.
TSS.ELA.4.SL.CC.2
Paraphrase portions of a text presented in diverse media such as visual, quantitative, and oral formats.
TSS.ELA.4.SL.PKI.5
Add multimedia such as audio and visual elements to presentations when appropriate to enhance the development of main ideas or themes.
TSS.ELA.4.W.PDW.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
TSS.ELA.4.W.PDW.5
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
TSS.ELA.4.W.PDW.6
With some guidance and support from adults, use technology, including the Internet, to produce and publish writing, as well as to interact and collaborate...
TSS.ELA.4.W.RBPK.8
Recall relevant information from experiences or gather relevant information from print and digital sources; take notes, categorize information, and provide...
TSS.ELA.4.W.RBPK.9
Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade 4 standards for reading.
TSS.ELA.4.W.RW.10
Write routinely over extended time frames for a range of discipline-specific tasks, purposes, and audiences; promote writing fluency.
TSS.ELA.4.W.TTP.1
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
TSS.ELA.4.W.TTP.2
Write informative/explanatory texts to examine a topic and convey ideas and information.
TSS.ELA.4.W.TTP.3
Write narratives to develop real or imagined experiences or events using an effective technique, such as descriptive details and clear event sequences.
TSS.ELA.5.RI.KID.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
TSS.ELA.5.RL.KID.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
TSS.ELA.5.SL.CC.2
Summarize a text presented in diverse media such as visual, quantitative, and oral formats.
TSS.ELA.5.W.PDW.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
TSS.ELA.5.W.PDW.5
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
TSS.ELA.5.W.PDW.6
With some guidance and support from adults, use technology, including the Internet, to produce and publish writing, as well as to interact and collaborate...
TSS.ELA.5.W.TTP.3
Write narratives to develop real or imagined experiences or events using an effective technique, such as descriptive details and clear event sequences.
 
Alignment of this item to academic standards is based on recommendations from content creators, resource curators, and visitors to this website. It is the responsibility of each educator to verify that the materials are appropriate for your content area, aligned to current academic standards, and will be beneficial to your specific students.
 
Essential and guiding questions: 

Text-Dependent Questions:

  • Considering setting, and based on the first stanza of the poem, about how long after Paul Revere’s ride did the author pen this poem? How do you know? Explain your answer with evidence from stanza one and what you already know about The Revolutionary War.
  • Study stanza two. Based on what you read, how would you describe Paul Revere? Give at least two adjectives to describe his character. What about stanza two helps you prove this?
  • Find and discuss examples of literary devices like simile and personification in stanza three. Why does Longfellow choose these techniques? Why not just write, “Paul saw a British ship in the moonlight?”
  • Reflect on stanzas four, five, and six. Imagine you are the “friend” mentioned in these stanzas. How do you feel? What descriptions do you read that would make you feel nervous? Scared? Excited?
  • Find examples of alliteration in stanza seven. What tones or moods do you think the author is trying to convey with these exact word choices?
  • One line in stanza eight reads, “The fate of a nation was riding that night.” Based on what you remember from Social Studies lessons, explain what the author means by this line. Can you give other examples, from the past OR the present, when it seemed like the “fate of a nation” was riding on an event?
  • Paul Revere is riding in stanzas nine, ten, and eleven. List the things that Longfellow claims Paul Revere sees and thinks about as he rides. Does this seem realistic? Why or why not? Given the same situation, do you think you would notice and think about the same things? Why or why not?
  • Use stanza twelve to describe how the British fought versus how the Americans fought. Discuss two major differences between the two sides.
  • The last stanza describes Paul Revere’s ride as, “A word that shall echo for evermore!” Since we know words cannot literally echo forever, what do you think Longfellow means? What proof do we have that Paul Revere’s message of  freedom has “echoed for evermore?”

Activity/Task Variations

Blooms taxonomy level: 
Understanding
Differentiation suggestions: 

Scaffolding and support for special education students, English language learners, and struggling readers:

Make sure to discuss potential areas of challenge, noting that the poem will be read aloud many times, with modeling by the teacher. Groupings for close reading will vary, and may include homogeneously or heterogeneously placed groups. A particular area of focus may be vocabulary, with an emphasis on Tier 3 words.