Introducing the Theme: Voices of the Revolution

1. Introducing the Theme: Voices of the Revolution Let’s read from your reading book on pg. 255. What is the overall meaning of the three quotes? Who do you think are some voices of the revolution? Why do you think people revolt? What do you think the flame in Abigail Adam’s quotation symbolizes?

2. And Then What Happened, Paul Revere? Mrs. Williams Fifth Grade

3. Samuel Adams “The Father of American Independence” Theme 3, Week 3, Teacher Read Aloud

4. Activate Prior Knowledge • We are going to read aloud a story about Samuel Adams, a key figure in the American Revolution. • Samuel Adams lived in Boston, Massachusetts, in the 1700s, when Massachusetts was a British colony.

6. Author’s Viewpoint • As we read, pay attention to clues about the author’s viewpoint of Samuel Adams.

7. While You Read • How does the author show how he feels about Samuel Adam’s role in the American Revolution?

8. While You Read • 2. What facts show you that the author thinks Samuel Adams was a very important figure in the Revolution?

9. While You Read • 3.Why does the author tell what the British and the colonists called Samuel Adams?

10. Samuel Adams “The Father of American Independence” • What do you think about Samuel Adams? • Was he a great man? Why do they think that?

11. S1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading. cargo • n.  , pl. cargoes. The freight carried by a ship or other vehicle. The ship's cargo included molasses from the West Indies. 

12. S1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading. colonies • n., pl.  colonies.  A territory ruled by or belonging to another country. The thirteen colonies no longer wanted to be taxed by England. 

13. S1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading. express • adj.  Fast, direct, and often nonstop. Express services promise overnight deliveries. 

14. S1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading. liberty • n.  Freedom from the control of others; independence. The colonists won their liberty from England.

15. S1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading. oppose • v.  To be against something or someone. The neighbors oppose the plan to turn the park into an office building.

16. S1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading. Patriot • n.  A colonist who was against British rule in the time of the Revolutionary War. Patrick Henry spoke as a Patriot when he said, "Give me liberty or give me death!" 

17. S1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading. revolution • adj.  Connected with complete change. The American colonists fought for their independence from England during the Revolutionary War. 

18. S1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading. sentries • n., pl.  sentries.  A guard who is posted at a spot to keep watch. Two sentries guarded the gates of the city. 

19. S1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading. taxes • n.  Money that people must pay in order to support a government. England insisted that the colonists pay taxes on tea, stamps, and many other items. 

20. Judge, in your own words!

22. (RE05-S03-C03-01) We can determine an author's position regarding a particular idea, subject, concept, or object, by highlighting supporting evidence from the text.

23. (RE05-S03-C03-01) We can determine an author's position regarding a particular idea, subject, concept, or object, by highlighting supporting evidence from the text. The author’s viewpoint is that doing the right thing is more important than peer pressure or trying to fit in with certain friends.

24. (RE05-S03-C03-01) We can determine an author's position regarding a particular idea, subject, concept, or object, by highlighting supporting evidence from the text. The author’s viewpoint is that the color of someone’s skin doesn’t matter, it’s what’s in the inside that counts.

25. (RE05-S03-C03-01) We can determine an author's position regarding a particular idea, subject, concept, or object, by highlighting supporting evidence from the text.

26. (RE05-S03-C03-01) We can determine an author's position regarding a particular idea, subject, concept, or object, by highlighting supporting evidence from the text. “In Boston there was always plenty to see.” “You would think that with all Paul Revere did, he would make mistakes. He always remembered to put spouts on his teapots. ..” “He was back in Boston on the eleventh day, long before anyone expected him.” “He did not stop to think that this might be the first battle of a war. His job was to move a truck to safety, and that’s what he did.”

27. Possessives Once he built a barn on a neighbor’s property. • Singular noun: add an apostrophe and an –s (‘s) a girl’s hat • Plural noun ending in –s: add an apostrophe. the boys’ dog • Plural noun that does not end in an –s: add an apostrophe and an –s (‘s). children’s toys (R05-S1C4-PO6) We can identify possessives and contractions in a sentence by writing then and discussing with a partner.

28. Possessives Using your white board identify the possessive phrase: • a man’s pet squirrel • printers’ colors • the children’s hospital • the painters’ brushes • The people’s donations pet squirrel of the man colors of printers the hospital for children the brushes of the painters donations from the people (R05-S1C4-PO6) We can identify possessives and contractions in a sentence by writing then and discussing with a partner.

29. Contractions The colonists didn’t like English laws. • didn’t is a contraction of the words did not and the apostrophe stands for the missing o in not. (R05-S1C4-PO6) We can identify possessives and contractions in a sentence by writing then and discussing with a partner.

30. Contractions Using your white board identify the two words that make up the contraction: wasn’t they’d let’s they’re we’ll she’d (R05-S1C4-PO6) We can identify possessives and contractions in a sentence by writing then and discussing with a partner.

31. Day 2

32. S1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading. cargo

33. S1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading. colonies

34. S1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading. express

35. S1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading. liberty

36. S1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading. oppose

37. S1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading. Patriot

38. S1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading. revolution

39. S1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading. sentries

40. S1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading. taxes

41. And Then What Happened, Paul Revere? (R5-S2C1-PO1,2,3,4,5,6,7,8,9) We can analyze and infer a characters traits and actions by answering questions. With your shoulder partner, discuss and answer in complete sentences,questions 1-7 on page 280 of your text. You may look back in your text if you need to. When you're finished begin thinking about the following questions. Which of Paul Revere’s jobs do you think is the most interesting? Explain why. Do you think the Sons of Liberty were right to dump the tea in Boston Harbor? Why or why not? Do you think you would have enjoyed living in Boston during Paul Revere’s lifetime? Why? What do you think it would have been like to be one of Paul Revere’s children?

42. Author’s ViewpointTE 265 Use the following clues to infer an author’s viewpoint: • The author’s opinions • The words that the author chooses • The facts that the author includes • The author’s purpose for writing • Reread pg. 265. What is the author’s purpose for writing this? • What clues helped you identify the author’s purpose? • What is the author’s viewpoint toward Paul Revere and explain which clues led you to this conclusion? (RE05-S03-C03-01) We can determine an author's position regarding a particular idea, subject, concept, or object, by highlighting supporting evidence from the text.

43. Synonyms Words with the same or nearly the same meaning are called synonyms. uneasy and nervous road and street warn and caution (RE05-S01-C04-06) We can identify synonyms and determine which synonyms enhance our writing by constructing sentences and sharing them with a partner.

44. Synonyms Rewrite these sentences replacing the underlined word with a synonym. • Instead he patrolled the streets at night, delivered his messages to Philadelphia, and kept himself ready at all times. • He felt uneasy to be on a moonlit road on foot. Synonyms: path, prepared, carried, watched, nervous. (RE05-S01-C04-06) We can identify synonyms and determine which synonyms enhance our writing by constructing sentences and sharing them with a partner.

45. (R05-S1C4-PO6) We can identify possessives and contractions in a sentence by writing then and discussing with a partner.

46. Day 3

47. S1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading. cargo • We watched the ______________ get unloaded from the plane before we could aboard.

48. S1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading. • The United States was once made up of thirteen _____________. colonies

49. S1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading. express • FedEx offers _____________ service for packages you want to send.

50. S1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading. • When she turned eighteen and moved out, she had _____________ from her parents. liberty