And Then What Happened_ Paul Revere

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And Then What Happened_ Paul Revere Powered By Docstoc
					5th Grade Power Point
      Mrs. Curry
 Strategy Focus: Evaluate
   Evaluate how well the author describes the
   What adjectives would you use to describe Paul
   When you used adjectives to describe him you were
    able to understand the character. This means the
    author was able to describe her character very well.
 Comprehension Reading Skill: Author’s Viewpoint
   How does the author feel about Paul Revere?
   What is her opinion?
Word            Definition
Cargo           The freight carried by a vehicle
Colonies        Territories governed by a parent country
Express         Fast, direct
Liberty         The right to act as one chooses; freedom from control
Oppose          Against something or someone
Patriot         A person who loves and defends their country; colonists
                against British rule were called Patriots
Revolutionary Of or tending to promote radical political or social
Sentries        Soldiers who stand at watch for danger or for people
                without permission to pass
Taxes           Fees for the support of government required to be paid by
                people and business
Questions 1-5
   What is the reading strategy of this story?
       Evaluate
  In what year did this story start?
   The year is 1735.
 What did they have too many of in Boston?
   Boston had too many dogs.
 What job did Paul Revere take over when his father
   He became a silversmith.
 What happened when Paul Revere went to defend
   Fort William Henry on Lake George?
   He sat around and did nothing.
Questions 6-8
  What would best describe Paul Revere as an
   He was always busy and trying to find new
     ways to make money.
 What was the secret club that Paul Revere
   belonged to called?
   He belonged to the Sons of Liberty.
 How many lanterns did Paul Revere hang in the
   church’s steeple?
   Two, the English were coming by sea
Questions 9-11
  What war was started because of the battles of Lexington
   and Concord?
   The Revolutionary War
 Why do you think the author repeats the images of Paul
   Revere running off while holding his hat to his head? (pg
   I think it shows how busy he really was.
 Why do you think the author included information about
   the time Paul Revere spent at Lake George? (pg 265)
   I think she wanted the readers to know that he
     didn’t get to fight and he was probably bored.
Questions 13-15
  How does the author show that Paul was too busy on page
   The author tells the reader that Paul Revere forgot
      what he was doing, wrote sloppily, was late for work
      and made mistakes.
 On pages 268-9, how do you know that the Sons of Liberty’s
   plan was successful?
   The author says that everything was done in an
      orderly fashion and no one was hurt.
 On page 272, what details help you know that Paul Revere is
   a skilled ride?
   He is able to turn his horse quickly and gallop across
      the countryside without getting stuck in the mud.
 There is a difference between a POSSESSIVE noun
  and a contraction. Yes! They both have
  apostrophes but they are different.
 Possessive means possession (ownership)
    Examples of a possessive: Miss Agajanian’s car;
     Mrs. Curry’s house; Mrs. Fresch’s lunch
 Contraction means to contract two words (bring
  them together)
    Examples of contractions: will not  won’t ; do
     not  don’t ; can not  can’t
 Reminder:
   Possessive Singular Noun has an ‘s
      Miss Agajanian’s
      Mrs. Curry’s
      Paul’s
   Possessive Plural Noun has an s’
      Cows’ barn (more than 1 cow)
      Birds’ nest
      Students’ homework
   Irregular Nouns has an ‘s
      Child’s (singular) ; children’s (plural)
      Sheep’s (singular and plural)
      Goose’s egg (singular) ; geese’s (eggs)
      Man’s (singular) ; men’s (plural)
 Anna sees a bolt of lightning
 She and I hear the rumble of thunder.
 The cats crawl over the sofa.
 I see raindrops on the window.
 I have learned about the American patriots.
   A present tense verb and its subject must agree in
   Add –s or –es to most verbs if the subject is singular.
   DO NOT add –s or –es if the subject is plural or I or
   Change the forms to be and have to agree with their
    subjects. (is, are)

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