Anchor Common Core Standards:
RL.8.9
RI.8.3
RI.8.9
W.8.7
SL.8.5
L.8.3
Anchor Question: How does learning history through literature
differ from learning through informational text?
 Students will read works of historical fiction and discuss how
authors’ perspectives might produce accounts of historical
events that differ from what we know happened. Students
work collaboratively to reconcile different authors’ points of
view and discuss why these differences occur. Students read
“Paul Revere’s Ride” by Henry Wadsworth Longfellow and
study the actual events of that night to consider the effect
that poetry can have on historical memory. An in-depth
research project accompanied by a multimedia presentation
is highlight of this unit, because these creative processes
integrate essential skills and meaningful content. This unit
ends with an informative/explanatory essay in response the
essential question How does learning history through
literature differ form learning through informational text?
 Define the following terms:
History, Historical Fiction, Character Type, Point of
View, Preconceived Notion, Patterns of Events,
Perspective
 Vocabulary Building Page:
Students will get this page to add vocabulary through
out the lesson.
 Anchor Question: How does learning history through literature
differ from learning through informational text?
 This activity has you analyze a painting and then a poem along with
other non-fiction primary documents and interactive activities to
help you synthesize what you have learned by creating first person
accounts of the night in April 1775. You should complete all three
journals on Worksheet 3 so that you have a rounded picture of the
three perspectives presented.
 When students have completed the activities ask them to read Henry
Wadsworth Longfellow's "The Midnight ride of Paul Revere"
(Worksheet 4), then complete the graphic organizer discerning fact
from fiction, Worksheet 5. The graphic organizer has been started for
the students. Using what they learned from the primary sources, they
may add their own lines from the poem with the historical truth next
to it.
 Website http://edsitement.neh.gov/lesson-plan/midnight-ride-paul-revere-
fact-fiction-and-artistic-license#sect-introduction
 Anchor Question: How does learning history through literature
differ from learning through informational text?
 Read George Versus George: The American Revolution as seen from
Both Sides by Rosalyn Schanzer. As the students read the first half
of the book, they will find characteristics of the two Georges on a
graphic organizer. Then they will use these characteristics to
make an acrostic poem for each George. Students will read one
poem of their choice. Other students will guess which George is
being presented by filling in their charts during presentations.
 Next, the students will read the second half of the book to find 6 opposing
opinions of the two Georges. Students will enter this information on another
graphic organizer. Once this is done, then students will create a game. Make a
hanging ornament game using a coat hanger, clothes pins, yawn, and construction paper.
Students will include a picture of each George on opposite sides. Then they will tie
string from the hanger with a small piece of paper containing a characteristic from the
graphic organizer with the opposing opinions of the two men written inside. Students
have to guess which view goes with the correct George. They will clothes pin them to the
correct side.(Fold outside has issue, two inside have opinions/put paper around the
hanger and clip)
 Early finishers: Make a final determination where you will write a final or overall
thought about how the opposing points of view contributed to the event.
 Read about The Words We Live By: Your Annotated Guide the
Constitution by Linda R. Monk, Freedom Walkers: The Story of
the Montgomery Bus Boycott by Russell Freedman, and I Know
Why the Caged Bird Sings by Maya Angelo.
 Infer: Looking at the titles of the three resources we will read and
reflecting back on the previous lessons and anchor question, make
an inference about our goal for this lesson.
 Resource Scavenger to answer the question: Unlike Longfellow, did
Maya Angelou get it right?
 Read/Watch Longfellow’s poem.
 Read and analyze the poem, I Know Why the Caged Bird Sings by Maya
Angelo.
 Research Scavenger Hunt: Students will look through two non-fiction
books to find evidence to prove the answer to their question.
 Test: Fold your paper in half. Make one half of the page(caged
bird/literal meaning) On the other side, find two lines or pieces from
the poem that you feel will help answer your question. Then prove it is
correct or incorrect by using evidence from the constitution and bus
boycott book.
 Anchor Question: How does learning history through
literature differ from learning through informational
text?
Plan: Central Idea, 2 Supporting Details
*Then add evidence
First Draft: Add to the
Introduction: Hook, Background
3 Body Paragraphs: Explanation, Transition
Conclusion: Ending Statement, closure
Final Draft: Publish