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Primary Character Trait:
Respect “Acting in a way that shows that I am valuable, you are valuable and we as a group are valuable ”
Secondary Trait:
Kindness “Thinking and acting in ways that show you care”
Primary Basic Need:
Love and Belonging – The need for relationships, social connections, to give and receive affection and to feel part of a group
Secondary Basic Need:
Power – The need for power is to achieve, to be competent, to be skilled, to be recognized for our achievements and skills, to be listened to and to have a sense of self-worth
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Academic Objectives
Learners will:

Make connections and understand how the characters and events in the novel develop the theme(s) of respect and kindness

Make connections between events and characters in Johnny Tremain to their own lives, and then articulate those connections through speaking and writing

Use effective communication and social skills in a class meeting format
Character Objectives
Learners will:

Understand that in life, as in literature, our choices determine our character and our destiny
 Understand that one person’s choices can profoundly affect many others
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Understand the connection between positive character and personal happiness
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Practice perspective-taking (viewing the same incident, information, etc. from different perspectives)
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Reading
R.NT.05.01 Analyze how characters and communities reflect life (in positive and negative ways) in classic, multicultural, and contemporary literature recognized for quality and literary merit.
R.NT.05.03 A nalyze how characters’ traits and setting define plot, climax, the role of dialogue, and how problems are resolved.
R.CM.05.01 Connect personal knowledge, experiences, and understanding of the world to themes and perspectives in text through oral and written responses.
R.CM.05.03 Analyze global themes, universal truths, and principles within and across text to create a deeper understanding by drawing conclusions, making inferences, and synthesizing.
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Johnny Tremain

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Novel: Johnny Tremain by Esther Forbes
Other trade books:
Latham, J. L. (2003). Carry On, Mr. Bowditch Sandpiper Publications
Lincoln Collier, J. (2005). My Brother Sam is Dead Scholastic Paperbacks
Books to Nurture Wonder:
Duncan Edwards, P. (2001). Boston Tea Party Putnam Juvenile
Longfellow, H.W. (1996). Paul Revere’s Ride Puffin
Murray, S. (2005). American Revolution (DK Eyewitness Books) DK Children
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One day More than one day Mini-unit
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Students have a working understanding of the Smart Six character traits; this unit focuses on respect, specifically.
Geographic understanding
In order to make this text more accessible for your students, it may be necessary to provide some geographical information about Boston, Massachusetts, which is where the story takes place.
A wonderful resource for information on the geographic location is: http://www.cityofboston.gov/visitors/
Historical Understanding
Discuss what Boston must have been like in the early 1770’s. It had programs of apprenticeship, poverty, wealth, loyalists and patriots, and plenty of political controversy.
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Mixed-ability literature circle groups need to be arranged and specified by the teacher before novel study begins. o NOTE: It may be to your benefit to assign, define, model, and practice roles of students within literature circle group format in order to make each meeting successful; students should be informed and given time to practice the expectations and duties of respective roles.

Create a schedule when you will meet with each group; use this as part of your assessment.

Create copies of the writing/discussion prompts for each chapter for every student to use in correlation with their planning sheet during group work time.
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Lesson One
1. To prepare for a class meeting, share with students the passage below; please base your decision on the maturity levels of your students and the strength/sensitivity of your classroom community. (You may wish to have students respond in their reading log/journals prior to holding a class meeting.)
Pride is defined as a feeling of self-respect and personal worth.
We all take pride in something special about ourselves. What personal qualities or accomplishments are you proud of? What are some of the positive effects of pride? What are some of the negative effects of pride?
Personalize :
Create a brief list of things about yourself that you take pride in. Can you think of both the negative and positive effects of taking pride in these things? How does your pride affect others?
2. Class Meeting (see Classroom of Choice on how to structure a class meeting)

Go around the circle, asking students to volunteer their entries.

Discuss entries further, if necessary.
Lesson Two
1. Introduce the novel, Johnny Tremain, through the following activity:
Ask students to work in their assigned literature circle groups to discuss what they already know about the American Revolution. Have them make notes of their discussion so they can share their information with the whole group. Examples of things you may want your students to consider are: the causes of the war, the attitudes of the colonists, and the position of the
British.
After the groups have prepared their notes, ask for groups to designate someone to share an overview of the gr oup members’ knowledge so that other groups can compare their conclusions. Emphasize different opinions among the groups on the cause of the war and the attitudes of the colonists and the Crown. If necessary, correct any confusion.
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Lesson Three
1. Introduce/reintroduce the format of literature circle groups. Introduce the planning page
(attached) for each group. This resource will serve as a means for each group to take ownership and also be held accountable for their readings.
2. Model filling in the information for chapter one on the planning sheet.
3. Ask students to meet in their groups to begin planning their readings and meetings for the remainder of the unit. Guide students, if necessary. Remember to share any important dates with your students, e.g., the end date of the unit.
4. Ask students to read chapter one on pages 1-30; draw students ’ attentions to the format of each chapter, i.e., each chapter is broken into five or six different parts.
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Johnny Tremain

5. Ask students to respond to chapter one using the prompts on the attached document titled,
“Chapter Prompts” in their reading logs/journals.
6. Ask students to discuss their entries with their groups.
Typical literature circle format:

Allow students to work in groups. The prompts for all chapters can be found on the attached page.

Meet and read with individual groups on days that you decide in order to monitor efficiency and progress. Do informal observations between meetings.

Reading log/journal Writing

Class meeting summarizing last night’s reading, focusing on kindness, meanness, trust, friendship, loyalty, respect, etc.
Lesson Four
1. Ask students to read chapter two on pages 31-53.
2. Ask students to respond to chapter two using the prompts on the attached document titled,
“Chapter Prompts” in their reading logs/journals.
3. Ask students to discuss their entries with their groups.
Lesson Five
1. Share the following statement with students, and then discuss in a class meeting format:
Envy is defined as a feeling of discontent and resentment aroused by and in conjunction with desire for the possessions or qualities of another. We have all experienced envy at some point in our lives. Dove is envious of Johnny to the point of jealousy. Can envy be a good and a bad thing? How do you know?
Personalize:
Have you ever been envious of someone? What were you envious of? Did it lead to other feelings over time, or was it resolved?
2. Class Meeting: (see Classroom of Choice on how to structure a class meeting)

Go around the circle, asking students to volunteer their entries.

Discuss entries further, if necessary.
3. Allow students to continue reading and working in groups. Prompts for chapters 3 through 12 can be found on an attached page.
4. Meet and read with individual groups on days that you decide. Do informal observations between meetings.
Lesson Six
1. Introduce the “Student Choice Board” projects to students. Explain that these projects are to be worked on in class and at home.
2. Allow students to work in groups. Prompts for chapters 4 through 12 can be found on an attached page.
3. Meet and read with individual groups on days that you decide. Do informal observations between meetings.
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Lesson Seven
1. Invite students to write to the following prompt in their reading logs/journals:
We are all a ffected by interactions we have with other people. Describe Johnny’s relationships with Cilla, Lavinia Lyte, and Dove. What do these relationships reveal about
Johnny’s character and his personal growth? Do all of these people have a positive influence on Johnny? How do you know?
Personalize :
How do your relationships with the people you’ve met reflect who you are as a person? How do you think these relationships have affected who you are today?
2. Class Meeting: (see Classroom of Choice on how to structure a class meeting)

Go around the circle, asking students to volunteer their entries.

Discuss entries further, if necessary.
3. Allow students to continue reading and working in groups. Prompts for the readings can be found on the attached page.
4. Meet and read with individual groups on days that you decide. Do informal observations between meetings.
Lesson Eight
1. Invite students to write and/or discuss in groups the following prompt:
In our lives, we will all make many friends. Some of the friendships will be positive, while others may be negative. Rab is Johnny’s friend. In your opinion, is Rab a good friend to
Johnny? Why or why not?
Personalize :
Have you ever made friends with someone who influenced you in a negative way? How did that make you feel? How did you resolve the situation?
2. Class Meeting: (see Classroom of Choice on how to structure a class meeting)

Go around the circle, asking students to volunteer their entries.

Discuss entries further, if necessary.
3. Introduce the “Active Reading Sheet I." Students will record on this sheet during chapters 6-
8.
4.
Allow students to continue reading and working in groups. Prompts for chapters three through nine can be found on an attached page.
5. Meet and read with individual groups on days that you decide. Do informal observations between meetings.
Lesson Nine
1. Introduce the “Active Reading Sheet II." Students will record on this sheet during chapters 9-
12.
2. Invite students to write and/or discuss in groups the following prompt:
Throughout history, people who could be considered to be very ordinary and normal have made huge impacts on historical events. Do you think that a small number of people who are
Developing Character Through American Literature Johnny Tremain
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deeply committed to a cause have the power to change the course of history? Why or why not?
Personalize :
Have you ever been confronted with having to take a stand for something you believed in?
What motivated you to take action? What was the result of your attempt(s)? Have your beliefs changed since?
3. Allow students to continue reading and working in groups. Prompts for the readings can be found on the attached page.
4. Meet and read with individual groups on days that you decide. Do informal observations between meetings.
Lesson Ten
1. Upon completion of the novel, watch the movie version of “Johnny Tremain,” and then compare the two versions.
2. Ask students to use the “Collaborative Listening-Viewing Guide” as a means of recording their impressions while watching the film.
3. Once students have watched the film in its entirety and recorded their notes in the correct section, ask for students to meet in literature circle groups to collaborate on a group statement based on the thoughts and ideas that were originally recorded.
4. Come together as a whole group to synthesize ideas that individual groups recorded.
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Below, I have listed two options for culminating performance tasks. It is up to you as the teacher to decide which project your students are prepared to do.
 Students’ completion of the Student Choice Board projects will be the culminating project that will assess their understanding of concepts and themes based on how well they can apply them to real-life situations.
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Hold a class meeting or a fishbowl, and try to come to a consensus as a whole class on the continuation of the book.
The colonists felt disrespected by the King of England. Go back through the book and list examples that reflect this feeling. How would you have felt: loyal to England, or loyal to your fellow colonists?
In a small group, discuss this question: How could the issues between the colonists and England have been worked out respectfully? Using your list of examples of disrespect, talk about how the
British could have handled the situations in a way that would let the colonists feel respected. Write a letter to the King, explaining to him how to deal in a way that shows the colonists they are valuable, both individually and as a group under his rule.
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1. Students’ reading log/journal entries share their memories, thoughts, and feelings about the text and how it connects to their lives. These will confirm their understanding and serve as one type of assessment.
2. The students’ oral responses to the questions posed in the activities as a whole group and with peers are the evaluation of whether they understand ways of kindness and respect.
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3. Completion of the Active Reading Sheet will serve as an assessment of an understanding of historical events as it relates to the story.
4. Completion of the Student Choice Board will serve as an assessment of whether authentic learning has taken place.
5. Letters to King will confirm understanding of handling disagreements respectfully.
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Johnny Tremain

American Literature 8

Name__________________________________________________________Date______________
My group members are:
_____________________________________________________________________________________________
We plan to read and discuss the novel on the following dates:
Chapters Dates we will finish reading
1. Up and About
Parts 1-6
30 pages
Dates we will discuss what we’ve read
2. The Pride of Your Power
Parts 1-5
22 pages
3. An Earth of Brass
Parts 1-5
26 pages
4.
The Rising Eye
Parts 1-5
25 pages
5.
The Boston Observer
Parts 1-4
24 pages
Salt-Water Tea 6.
7.
Parts 1-6
29 pages
The Fiddler’s Bill
Parts 1-5
33 pages
8. A World to Come
Parts 1-5
32 pages
9. The Scarlet Deluge
Parts 1-5
22 pages
10. “Disperse, Ye Rebels!”
Parts 1-4
20 pages
11. Yankee Doodle
Parts 1-5
25 pages
12. A Man Can Stand Up
Parts 1-5
22 pages
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Johnny Tremain

American Literature 10

Chapter I
Parts 2 and 3
 In two to three sentences, tell of Mr. Hancock’s importance in Boston.
 Why doesn’t Mr. Lapham vote for Mr. Hancock?
 Mr. Lapham feels that Johnny has one fault. What is it?
 How does Johnny exhibit this fault?
Parts 4, 5, and 6
 Why does Johnny carry Isannah to the wharf?
 Why do you think Johnny tells Cilla his secret?
 Describe the design and words found on the cup.
 Cilla makes a promise to Johnny. What is it?
Chapter II
Parts 1, 2, and 3

 Mr. Lapham makes a prediction about what will happen as a result of Johnny’s pride.
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What three things will Johnny remember about Paul Revere’s visit for years to come?
What is his prediction?
Why does Mrs. Lapham encourage Johnny to work on the Sabbath?
 Why do Dusty and Dove keep quiet that Johnny is working?
 List two other things that you believe contributed to the accident taking place.
Parts 4 and 5
Find sentences and/or phrases within the parts of this chapter to support the following sentences:
 Mrs. Lapham was a loud woman.
 Johnny enjoyed swimming.
 Johnny was treated in the same manner that he treated others.
 Dove felt responsible for Johnny’s accident.
 Part of Johnny’s hand was crippled.
Chapter III
Parts 1, 2, and 3
 Draw a picture of what you think Lavina Lyte looks like using details from the story. Be able to support your interpretation using actual text from the chapter.
Name the following characters based on the description given below:
 The shabby, arrogant potential criminal
 The bearer of the purse of silver coins
 The merchant who hurries to the wharf to meet his ship
 The young woman who sets Bostonian fashions
 The boy with the broken shoes
 The merchant who only wants to hire whole boys
Chapter IV
Parts 4 and 5
 What is the judge’s response to Isannah?
 What is Lavina’s response to Isannah?
 What was Johnny’s response to Isannah’s affection?
 What sort of character is Johnny’s lawyer? Paint a picture in words.
 What is the object around Rab’s neck? Paint a picture in words.
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Johnny Tremain

 What are some of the results of the work of the Sons of Liberty?
 What is Rab’s response to Johnny about the result of someone calling another person a
“squeak pig?”
 What do you believe is Johnny’s perception of Rab?
Chapter V
Part 1
 Who cannot read?
 Where does the winning side dine after the court proceedings?
 What is the name of the company that hires Johnny?
 Who stole Johnny’s cup?
 Which horse does Johnny ride?
 Whose neck is as big as Johnny’s waist?
 What is Rab doing in the backyard while Johnny is asking Mr. Lorne for employment?
 What will be Johnny’s wages for delivering papers?
Who gives permission to Mr. Lorne to hire Johnny? 
 Johnny has new duties. What are they?
Chapter VI
Parts 2 and 3
 Why isn’t Johnny a Son of Liberty?
 What do the Tories say are seducing Mr. Hancock?
 Why was the Tory crying in the street?
 What qualifications do Rab and Paul Revere look for while seeking boys?
 What does Rab say Sam Adams would appear like if he agreed to violence as a last resort?
Chapter VII
Part 1
 The 13 colonies have often been either indifferent or jealous of one another. What unites them?
 Who is the new governor of Massachusetts?
 Who is hit by the flat side of a sword for touching a British musket?
 What is Cilla’s reply when Johnny asks her if she likes Lavina Lyte?
 What two things does Johnny notice have changed about Cilla?
 Give two reasons why Johnny’s long face makes Rab appear ready to laugh.
 What is General Gage’s goal when he comes to Boston?
 How does General Gage decide to handle the people of Boston?
Chapter VIII
Parts 1 and 2
 Paint a picture in words of the damage that has been done to the Lytes’ mansion and grounds at Milton.
 Why isn’t Lavina Lyte worried about the family silver?
 Why isn’t Miss Bessie on the coach?
 What are two of the reasons Johnny gave to Cilla for not taking back his cup when he
had the opportunity?
 Why does Johnny decide to burn the genealogy pages he had taken from the Lyte
family Bible?
 What did Johnny say the reason was that the Lytes would not be returning to their
mansion?
 Why does Johnny send up a prayer for the Minute Men?
 Why do you think that Johnny’s father’s surname was listed as “Latour” rather than
“Tremain” in the Lyte family Bible?
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Chapter IX
Parts 1 and 2
 What information do the Patriots learn from Lieutenant Stranger’s notes?
 What do the Patriots do as a result of finding this information?
 Why wasn’t Lieutenant Stranger happy about attending the party?
 In the book it states that Rab and Johnny “overcooked their goose.” What does that mean?
 What information does Dove give to Rab and Johnny?
 Which sport do Johnny and Lieutenant Stranger both enjoy?
 Why do you think that Dove changes his loyalty?
 Why do you think that Rab and Johnny work hard to try to change Dove’s loyalty back to what it was originally?
Chapter X
Parts 1 and 2
 Give six reasons the bell of Boston might ring.
 Why does Johnny like to hear the bells ring on Sundays?
 The British are obviously up to something. How do you know this to be true?
 Paul Revere discussed plans with Dr. Warren about getting word to the Minute Men when the British troops moved out of Boston. List two of the plans.
 Draw a picture to describe Johnny’s dream.
 Why does Rab leave Boston?
Chapter XI
Parts 1, 2, and 3
 What happens to encourage Johnny to send a letter to Uncle Lorne?
 What decision does Aunt Jennifer make in order to save her husband?
 What does Johnny see that allows him to infer that the British are ‘getting licked?’
 Give three quotes that prove that things are getting scary in Boston.
 How does Johnny comfort Madge?
Chapter XII
Parts 3, 4, and 5
 What errand does Rab send Johnny on? Why?
 Give two ways in which Rab influenced Johnny’s character at the end of the story.
Final Entry
Unfortunately, there are times when tragedy takes place and heroes die.
Dr. Warren was a real character in history who died two months after the Lexington and
Concord Battles in the Battle of Bunker Hill. Find and quote three phrases or sentences from this last section of the story that indicate that Dr. Warren was a dedicated, compassionate man.
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Johnny Tremain

American Literature 14

Name________________________________________________________________Date_______________
Esther Forbes combines fact and fiction as she tells the story of the events leading up to the
American Revolution. The major events Forbes describes, such as the Boston Tea Party and the closing of Boston Harbor, actually occurred. As you read, summarize the major events listed in the boxes on the left. In the right-hand boxes, note how each event affects Johnny on a personal level, and the Patriot movement on a political level.
- Patriots board ships and dump tea into the harbor
- Johnny was proud to join the tea party, and uses an axe to help, despite his crippled hand. The Tea Party helps to unify Bostonians and strengthens the
Patriot movement. British vow to punish
Bostonians.
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American Literature 16

Name_______________________________________________________________Date_______________
The final chapters of the novel describe events that occur beginning in the fall of 1774 and ending in the spring of 1775. These events lead the British and the Patriots ever closer to war. As you read, follow the progress of events by noting the main actions of the characters listed below.
- continue as leaders of Patriot movement; in March, leave Boston for
Concord to attend Provincial Congress
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American Literature 18

Name_______________________________________________________________Date________________
Create a map based on locations and routes mentioned in the novel. For example, you might map
Boston locations, such as the
Common, Paul Revere's house,
Old North Church, and
Hancock's wharf; the route that Johnny took when delivering papers; or the British troop movements toward
Lexington.
Create a biographical
PowerPoint Presentation about author Esther Forbes to be presented to your teacher and classmates! Remember to include important life events as well as interesting facts in an attractive, well-organized display.
Loyalty is a prominent theme in
Johnny Tremain. In memoir form, tell about a time when you or someone you know showed loyalty to a friend, belief, or cause.
FREE CHOICE
Fill-out your proposal form prior to beginning the free choice!
Write a book review of Johnny
Tremain. (Be sure to be detailed and use examples from the story in your justifications as to why you like or dislike this book.)
Pretend that you are a character from Johnny Tremain. From that character’s point-of-view, write a letter to someone who lives outside of Boston, telling of the events, personal feelings, and plans of action that he or she is observing/experiencing.
Imagine you are a reporter for either the Observer or for a
British newspaper. Write a news report about the Battles of
Lexington and Concord.
Remember to cover the facts by answering these questions:
Who? What? When? Where?
Why? How? (Though a news report should be unbiased, you will want to consider your audience. For example, a
London audience would be more interested in the brave deeds of its own troops than in those of colonial troops.)
Draw battle scenes at Lexington and Concord, using the descriptions in the novel as a guide.
Create a picture book of the novel
Johnny Tremain to share with younger students in our school.
Remember to condense the story using only the most important events. Illustrations are a must, too!
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Johnny Tremain

American Literature 20

Name_______________________________________________________________Date_______________
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Johnny Tremain