The+Lesson+Plan

**Title:** Paul Revere
 * LESSON PLAN**

**Audience:** Third Grade

**Purpose:** The students will understand how the life and actions of Paul Revere affected the independence movement and ultimately our country.

**Learning Objectives/Outcomes:** SS3H2: The students will discuss the lives of Americans who expanded people’s rights and freedoms in a democracy.

**Materials:** 1. Reference materials, resources, and class materials. 2. Laptop computer cart and access to comic programs.

**Step-by-step Procedures:**

I**//.//** Day1 A. Introduction : Teacher will present Day 1 comic strip to students B. Lesson: 1. Students will be introduced to Paul Revere through his early life and education/training 2. Students will work in groups of two to create a timeline of Paul Revere's early life. 3. Students will discuss their timeline and how it was constructed. C. Assessment/Reflection: 1. Groups will work to develop a comic strip to depict the information learned from today's lesson.

II. Day 2 A. Introduction :Teacher will present Day 2 comic strip to students B. Lesson: 1. Class will discuss Paul Revere's family and involvement in the French and Indian War. 2. Students will complete a KWL chart on their knowledge of Paul Revere. 3. Students will discuss the information from their KWL charts. C. Assessment/Reflection: 1. Groups will work to develop a comic strip to depict the information learned from today's lesson.

III. Day 3 A. Introduction: Teacher will present Day 3 comic strip to student B. Lesson: 1. Class will discuss the positive character traits and make an anchor chart of them. 2. Students will use the anchor chart to make Character Webs for Paul Revere. 3. Students will explain why they chose each word. C. Assessment/Reflection: 1. Groups will work to develop a comic strip to depict the information learned from today’s lesson.

IV. Day 4 A. Introduction: Teacher will present Day 4 comic strip to students B. Lesson: 1. Students will understand the role Paul Revere played in the Sons of Liberty. 2. Students will understand the role Paul Revere played in the Boston Tea Party. 3. Students will be introduced to Paul Revere as a courier between colonies and the importance of this role. C. Assessment/Reflection: 1. Groups will work to develop a comic strip to depict the information learned from today’s lesson.

V. Day 5 A. Introduction: Teacher will present Day 5 comic strip to students B. Lesson: 1. Students will work cooperatively in groups to examine Paul Revere's role in the American Revolution. 2. Students will understand the importance of Paul Revere's "Midnight Ride." 3. Students will learn the significance of the Battle on Lexington Common. C. Assessment/Reflection: 1. Groups will work to develop a comic strip to depict the information learned from today’s lesson.

VI. Day 6 A. Introduction: Teacher will present Day 6 comic strip to students B. Lesson: 1. Students will learn about the life of Paul Revere after the American Revolution. 2. Students will discuss how Paul Revere was affected by the economy after the war. 3. Students will learn about Paul Revere's different business ventures and his impact on the copper industry in America. C. Assessment/Reflection: 1. Groups will work to develop a comic strip to depict the information learned from today’s lesson.

Using a Rubric, the students will be assessed on several areas:
 * Assessment Strategies:**
 * |||||||| ** Making A Comic Strip : Paul Revere ** Student Name: __ ||  ||   ||   ||
 * CATEGORY || ** 4 ** || ** 3 ** || ** 2 ** || ** 1 ** ||
 * ** Content - Accuracy ** || All facts in the comic strip are accurate. || 99-90% of the facts in the comic strip are accurate. || 89-80% of the facts in the comic strip are accurate. || Fewer than 80% of the facts in the comic strip are accurate. ||
 * ** Writing - Organization ** || Each section in the comic strip has a clear beginning, middle, and end. || Almost all sections of the comic strip have a clear beginning, middle and end. || Most sections of the comic strip have a clear beginning, middle and end. || Less than half of the sections of the comic strip have a clear beginning, middle and end. ||
 * ** Writing - Grammar ** || There are no grammatical mistakes in the comic strip. || There are no grammatical mistakes in the comic strip after feedback from an adult. || There are 1-2 grammatical mistakes in the comic strip even after feedback from an adult. || There are several grammatical mistakes in the comic strip even after feedback from an adult. ||
 * ** Attractiveness & Organization ** || The comic strip has exceptionally attractive formatting and well-organized information. || The comic strip has attractive formatting and well-organized information. || The comic strip has well-organized information. || The comic strip formatting and organization of material are confusing to the reader. ||
 * ** Graphics/Pictures ** || Graphics go well with the text and there is a good mix of text and graphics. || Graphics go well with the text, but there are so many that they distract from the text. || Graphics go well with the text, but there are too few and the brochure seems "text-heavy". || Graphics do not go with the accompanying text or appear to be randomly chosen. ||
 * ** Knowledge Gained ** || All students in the group can accurately answer all questions related to facts in the comic strip and to technical processes used to create the brochure. || All students in the group can accurately answer most questions related to facts in the comic strip and to technical processes used to create the brochure. || Most students in the group can accurately answer most questions related to facts in the comic strip and to technical processes used to create the brochure. || Several students in the group appear to have little knowledge about the facts or technical processes used in the comic strip. ||
 * ** TOTAL SCORE: ** ||  ||   ||   ||   ||

Students will write their own story depicting the life of Paul Revere and his contributions to our country. If you could have a conversation with Paul Revere, what questions would you ask him?What trait do you admire most about Paul Revere? Explain.Do you think that our country would be different without the efforts of Paul Revere? Why or why not?
 * Follow Up Strategies:**
 * Reflection:**