Arts Integrated Lesson Plans

The Midnight Dance of Paul Revere

Katie Ferneyhough, Bobbi Byrd, Jaclyn Scott

Student will:
1. Demonstrate understanding of the events leading up to and during Paul Revere’s Ride using artistic expression.
2. Utilize knowledge of Paul Revere’s ride to interpret the movement of others.

Materials

Reflection Worksheet
Guiding Worksheet
“The Midnight Ride of Paul Revere” by Henry Wadsworth Longfellow
Video Camera
Laptops (12)

Activities

Prior to this lesson: This lesson is intended to be implemented as a culminating project during the Paul Revere section of the Revolutionary War social studies unit. Prior to this lesson students will have:
1. Learned about the midnight ride of Paul Revere
2. Learned about other events leading up to the revolutionary war
3. Become familiar with the structure and format of the 1 to 10 dance

Day One
1. As a class, read through the poem “The Midnight Ride of Paul Revere” by Henry Wadsworth Longfellow. At the end of each stanza, students will share a few important words or phrases to be highlighted.
2. Say to students, “You will now use what you have learned about Paul Revere and the Revolutionary War to create a 1 to 10 dance with a partner representing the important events of the ride. Be sure that your dance shows the events in the correct order they occurred. As you create your movements, write it on your guiding worksheet and explain what event is being represented and how your movements show this event. Once your dance is planned you and your partner will perform it for the class.”
3. Divide the class into partners.
4. Allow ample time (about 40 minutes) and space for students to create and discuss. During this time, circulate to guide and direct as needed.
5. Collect guiding worksheets.

Day Two
1. Distribute guiding worksheets.
2. Students should practice their sequence (and finish up if necessary) for approximately 20 minutes.
3. Videotape students as they perform.
4. On the back of the guiding worksheet, students should write a short reflection about how they feel their performance went. What went well? What would they change? How do they feel about the assessment?

Day Three
Set up: Save videos to school shared drive. On each laptop, pull up a different performance video.
1. Each pair of students will view another group’s performance via the laptops.
2. Using reflection sheet, students will select and interpret 3-4 movements from the dance. They will identify how that movement represents an event from Paul Revere’s ride.
3. Wrap Up: TLC discussion. Students can name something they Tried, Learned, or would like to Celebrate.

Differentiation Approaches

1. English Language Learners – Extra vocabulary support during poetry reading.
2. Students with ADD – Given the reflection sheet during the performance as a thinking guide to maintain focus.
3. Students with autism or Asperger’s Syndrome – Be involved in the planning and provide verbal cues for movement changes.
4. Students who are differently abled – Modify expectations to comply with physical limits.
5. Students who complete the work quickly and carelessly – Pair with a more methodical/contentious worker to keep them accountable.
6. Students who complete the work quickly and successfully – Add more movements or select music to accompany the feel of the dance.
7. Students who struggle with the activity can use poem stanzas to organize sequence of movements or could choreograph fewer movements.

Assessment

1. Students can be assessed using the performance videos, guiding and reflection sheets. On the guiding worksheets, students must have at least 8 of 10 movements that clearly and accurately depict events from Paul Revere’s ride.
2. Demonstrate events in sequential order
3. Participate in performance
4. Identify and explain at least 3 events from a peer’s performance.

Follow Up and Extension Ideas

1. This lesson could be adapted to a variety of topics or subjects (plant growth, other battles of the revolutionary war, retelling stories, expanding on writing pieces, showing understanding of vocabulary).
2. It could also be done verbally using sequential storytelling or visual art. This lesson is to be used within a unit on the Revolutionary War. The lesson format could be used to assess many of the subsequent events in the war.

Additional Details

‹ Back to Search Results