Guided Reading Plan
Daughters of the Revolution
by Myka-Lynne Sokoloff
Harcourt School Publishers
Level 4.7
SOL:
4.5
The student will read and demonstrate comprehension of nonfiction.
a)
b)
c)
d)
e)
f)
g)
Use text organizers, such as type, headings, and graphics, to predict and
categorize information.
Formulate questions that might be answered in the selection.
Make simple inferences, using information from texts.
Draw conclusions, using information from texts.
Describe relationship between content and previously learned concepts or
skills.
Distinguish between cause and effect and between fact and opinion.
Identify new information gained from reading.
Objectives:
I will sort the events before and after the Revolutionary War.
I will contrast actions of women during the Revolutionary War.
I will determine the organization of the leveled reader.
I will select one woman as the best example to give a medal.
I will create a timeline of events listed in the book.
I will identify other women who have done heroic things.
I will identify cause and effect of events during the Revolutionary War.
I will read about the contributions woman made during the Revolutionary War.
I will research a woman described in the book.
I will use the website “Wordle” to describe the woman selected.
Activities:
1. Ask students about a woman that they admire. What are some of the traits of
that person? What makes you admire them? (Opinion) If you have read books
about the Revolutionary War, ask students about women’s roles in the war.
2. Preview the cover of the leveled reader. Who do you think the women are in the
background? Read page 3 to top of page 4.and find out why we do or do not
know about the role of women in the Revolutionary War. (could not vote, little
schooling, most were connected to famous men)
3. Page 4-7 Daughters of Liberty
Read the sentence “These women led the boycott against British goods.” What
does boycott mean? (refuse) Read to top of page 7 to answer,
4.
5.
6.
7.
8.
9.
What were some of the contributions the Daughters of Liberty made before the
war? (led boycott against British goods, spun yarn, wove cloth, refused to buy
tea, helped with the Boston Tea Party) Who was Sarah Bradlee Fulton? (she
painted faces for the Boston Tea Party) Why would the men want to disguise
themselves? (inference, they were committing treason, which was punishable by
death)
page 7 Phoebe Fraunces
Read page 7 and discover Phoebe’s contribution to the war. (She saved
Washington’s life by disposing of a plate of poisoned peas) What other
interesting fact is stated in this section. (She was the daughter of a tavern
owner, a freed African American.)
Pages 8-9 Sybil Ludington
Who was Sybil and what amazing thing did she do before the war started?
(alerted her father’s soldiers to assemble to fight the British who were burning
the town of Danbury) Why would British soldiers want to burn every place that
stored grain or meat? (to deny the Continental Army food and to break the will
of the patriots) What was the result of Sybil’s ride? (400 men assembled at her
home to save Danbury)
Pages 10-11 Lydia Barrington Darragh
What was Lydia’s role in the Revolutionary War? (she listened to British soldiers
planning an attack and warned the Continental Army) How did she accomplish
this event? (pretended to need flour, told a friend Colonel Thomas Craig and
shared the news of the secret attack) What was the result? (British arrived and
were pushed back without a shot being fired)
Pages 12-13 Deborah Samson
What did Deborah during the war? (she dressed as a man and fought for the
Continental Army) How did the army discover she was a woman? (she had to
seek medical care) What happened after the war? (her family received a
pension of her army service) What is a pension? (retirement pay) Do you think
that would be unusual? (opinion, varied responses)
Page 14 Read this page aloud to the students.
Ask students to select one person in the book to continue to do research. Try to
find out more information than what is mentioned in the text. Select a graphic
organizer to help with the organization of their research. You may want to limit
the research to 1-2 additional class periods. After the research is completed
have the students log onto “Wordle” and complete a wordle on their choice.
Assessment:
1. Answers to questions in “Think Critically” section on page 15.
2. Timeline
3. Wordle