“Paul Revere’s Ride” by Henry Wadsworth Longfellow, an Epic Narrative Poem
When you are done with this, you will:

• know how an author’s craft can be used to stretch facts
• understand the elements of narrative poetry
• be able to summarize narrative poetry
• know the truth about Paul Revere
• be able to recognize basic poetic elements such as stanzas, verses, rhyme, rhythm, imagery
• be prepared to write your own narative poem

Let’s remember the Unit Theme – Just or Unjust: Consider these questions just to get your brain going. DO not bother writing these down, just think about them while you read the poem, and after you read while you are dong the follow up work. . . .

• Was it fair for Henry Wadsworth Longfellow to depict the event of Paul Revere alerting the colonists to the onset of the British attack the way he did? Or was it unjust?
• Did Longfellow commit an injustice to stretch the facts of the event the way he did?
• Is this a question of just or unjust or are we dealing with a whole nother creature?
• Form your own opinion after careful consideration.

Basic Focus Questions

1. What is a narrative poem?
2. Who was Paul Revere?

Here’s what you have to get done.
—— Before we/you read the poem ——
In class we discussed the following topics. If you missed class, then you should take some notes on the following:
1. What is a narrative poem? Well, what is a narrative? what is a poem? What are elements of fiction (1st QTR Review)? What are poems composed of?
Find the answer to this in your Language of Literature text on page 713. You can access these resources through the classzone/eservices website.
2. Who was Paul Revere? Find some information on this in your Language of Literature text beginning on page 717; you can talk to your history teacher. You can get some resources for this through the classzone/eservices website.

—— While we/you read the poem ——
Read the Poem, Paul Revere’s Ride by Henry Wadsworth Longfellow.
Summarize the poem. In class, we split the poem into pieces for each group. You can get help with this at various sites on the web.
Write a brief statement to explain the theme of the poem. What is the BIG IDEA that you get from the poem.

—— After we/you read the poem ——
A. Complete your summary
B. Write your theme statement.
C. Complete the “What kind of person was Paul Revere?” worksheet/chart.
D. Complete the “Sequence of Events” worksheet/chart (using the poem).
E. Complete the “Compare/Contrast” worksheet/chart. Use the resources compiled below to figure out what the truth of the matter is. How far did Longfellow stretch the truth?
F. Complete the “Error/Correction” worksheet/chart.
G. Write your own song version of the event detailed in the resources.

—— RESOURCES TO USE FOR THIS ACTIVITY ——
YOU HAVE 2 BLOCKS WORTH OF TIME TO GET THIS DONE. WE BEGAN ON 11/17/08, AND SO WE WILL BE DONE AT THE END OF CLASS ON 11/18/08.

—— A Brief Biography of Paul Revere——
The Historic Paul Revere
Paul Revere: A Brief ACCURATE Biography

1734 – In December Paul Revere is born in North End, Boston. He learns reading and writing at the North Writing School. At age 12 he learns silversmithing from his father. He earns extra money ringing the bells at Old North Church. When he is 19 his father dies, and he becomes the family’s main supporter.

1755 – At the age of 21, he volunteers to fight the French in upstate New York, and becomes a second lieutenant. A year later he marries Sarah Orne and together they have eight children.
False Teeth Made to Order – As a silversmith, Paul creates pieces ranging from simple spoons to full tea sets. When times get hard he advertises as a dentist. He not only cleans teeth, but also wires in false teeth carved from walrus ivory or animal teeth. During other times he works as a copper plate engraver and an engraver of business cards, political cartoons, bookplates, a song book and bills of fare for taverns.
Paul becomes involved with secret patriot organizations such as the Committees of Correspondence and the Sons of Liberty. He is an excellent rider and carries messages between the different patriot groups in Boston, New York, and Philadelphia.

1770 – Paul is now 35 years old and buys this house in North Square . This is the house you can see today on the Freedom Trail in Boston.
Paul continues to ride as a messenger for the highly secret Committees of Correspondence and the Sons of Liberty.

1770 – On March 5 tensions are high between the British troops and the townspeople of Boston. Snowballs, ice, sticks and rocks are thrown at the guards, knocking one British soldier to the ground. The crowd daringly yells, “Fire on us!” and the British soldiers in their panic finally do. Five colonists die. This would become known as “The Boston Massacre.”
This engraving by Paul Revere is an early example of American propaganda. The poster is full of inaccuracies, but it makes the colonists even angrier with the British troops in Boston. They blame England for the death of the 5 colonists.
Eight British soldiers are tried for the incident, and in a surprising twist are defended by John Adams, a leading Patriot. Paul draws a more accurate illustration that was used at the trial. Six of the nine British soldiers are found innocent.

1773 – Sarah Revere dies after the birth of their eighth child, and soon after Paul marries Rachel Walker with whom he will have eight more children. Later that year he participates in the Boston Tea Party, and rides to New York and Boston with the news of that event. Paul takes an oath of secrecy to never tell of his participation in the Tea Party. Although others later reveal that he was there, Paul keeps his word and never takes credit for participating. (Even though the “Tea Party Indians” were considered heroes after the Revolution.)

1774 – The British Parliament closes Boston Harbor, and Paul is selected by the Patriots to ride to Philadelphia with the news.

1775 – On the night of April 18th and 19th, Paul makes his famous Midnight Ride to Lexington to warn Samuel Adams and John Hancock that the British are marching to arrest them. Along with William Dawes and other riders, he warns the countryside of the British march. He witnesses the “shot heard ’round the world” as fighting breaks out in Lexington.

After the Revolution Paul runs a small hardware store and imports goods from England. By 1788 he opens a foundry (metal factory) which makes bolts, spikes and nails for North End shipyards (including brass fittings for the U.S.S. Constitution). He also makes cannons and casts bells.

Revere opens the first copper rolling mill in North America in 1801 and provides copper sheeting for the hull of the U.S.S. Constitution and the dome of the new Massachusetts State House in 1803. Revere Copper and Brass, Inc. is still in business (it’s now owned by Corning) and is best known for “Revereware” pots and pans.

In 1811, at the age of 76, Paul Revere retires and leaves his copper business to his sons and grandsons. His wife Rachel and son Paul both die in 1813.

Revere dies on May 10, 1818 at the age of 83, leaving five children, several grandchildren and great-grandchildren. Paul Revere is buried in Boston’s Granary Burying Ground.

—— A Brief Explanation of What Actually Happened That Night ——
The Real Midnight Ride
http://www.kidsandhistory.com/paulvm/h2_real.html

Read this Time Line of Events to find out the REAL STORY. Then use the graphic organizer to compare and contrast Paul Revere’s Ride with this factual account.

The words in italics are from Revere’s own account of the ride. He was an excellent rider, but not a very good speller.

Saturday & Sunday
April 15-16, 1775

Revere arranges with a friend (Robert Newman, sexton of the Old North Church) to set signals to warn the Sons of Liberty in Charlestown if the British begin to march. Many riders (at least several dozen) are ready to spread the word if the British begin to march from Boston.
“…if the British went out by Water, we should shew two Lanthorns in the North Church Steeple; and if bye Land one, as a Signal…” (Revere Deposition)

Tuesday Night
April 18, 1775

9:30 PM    Rider William Dawes, leaves Boston by the southern route across Boston Neck to warn John Hancock and Samuel Adams in Lexington that the British were marching to arrest them.”When I got to Dr Warren’s house, I found he had sent an express by land to Lexington— a Mr. William Dawes.”
10:00 PM     Dr. Joseph Warren (of the Sons of Liberty) sends for Revere and asks him to ride to Lexington and warn Hancock and Adams of British plans. “About 10 o’clock, Dr. Warren Sent in a great haste for me, and begged that I would immediately Set off for Lexington, where Messrs. Hancock and Adams were…”
11:00 PM
Charlestown    Two friends row Revere across the Charles River to Charlestown. He checks to be sure that the Sons of Liberty had seen the signals he had arranged from the Old North Church. He borrows a horse from a friend and begins his ride. “When I got into town, I met Col. Connant, and several others; they said that they had seen our signals. I told them what was Acting, and went to git me a Horse; I got a Horse of Deacon Larkin.”
11:30 PM
Medford    Revere reaches Medford, riding north along the Mystic River. “I awakened the Captain of the minute men; and after that I alarumed almost every house till I got to Lexington.”

Wednesday Morning
April 19 1775

12:05 AM
Midnight at Lexington    Revere reaches Lexington, finds and warns Adams and Hancock. “I found Messrs. Hancock and Adams at the Rev. Mr. Clark’s; I told them my errand, and… they said [Mr. Dawes] had not been there…”
12:30 AM
On to Concord    Dawes arrives and he and Revere decide to continue on to Concord, where the local militia had been storing weapons, ammunition, food, and provisions. “Mr Daws came; we refreshid ourselves, and set off for Concord to secure the Stores, etc. there.”
12:45 AM     Along the way they meet Dr. Samuel Prescott, another Son of Liberty member, and the three men continue on together. “We were overtaken by a young Doctor Prescot, whom we found to be a high Son of Liberty.”
1:00 AM
Captured!    A British patrol stops all three men. Dr. Prescott and Billy Dawes escape, but Revere is held. “I was about one hundred Rod ahead… in an Instant I was surrounded by four… the Doctor humped his Horse over a low Stone wall, and got to Concord.”
2:00 AM
Back to Lexington    Paul is questioned by the British soldiers, taken back with them to Lexington, and released without his horse. “…the Major ordered him, if I attempted to run, or any body insulted them, to blow my brains out.”
4:30 AM
Buckman Tavern    Paul helps Adams and Hancock escape, then enters Buckman Tavern to get Hancock’s trunk. “Mr Lowell asked me to go to the Tavern with him, to git a Trunk of papers belonging to Mr. Hancock. We went up Chamber; and while we were giting the Trunk, we saw the British very near, upon a full March.”
5:00 AM
“The shot heard ’round the world”    As Paul takes the trunk out, he hears the first shots fired on Lexington Green. “When we got about 100 Yards from the meeting-House the British Troops appeared on both Sides… I saw and heard a Gun fired… Then I could distinguish two Guns, and then a Continual roar of Musquetry; Then we made off with the Trunk.”

—— Worksheet/Chart – “What Kind of Person was Paul Revere?” ——
What Kind of a Person Was Paul Revere?

What a person is like on the outside makes up the person’s physical traits. These may include such things as height, hair length, or hair and eye color.

What a person is like on the inside is described with character traits This may include such descriptors as brave, honest, responsible, clever, thoughtful, or sad. We usually have ideas about what kind of a person someone is on the inside after reading about what s/he has said, what s/he has done, or from other people’s comments about the person. People’s conclusions about someone’s character traits can be different. We have ideas based on our own experiences and interpretations of the information given to us.

Think about what kind of a person Paul Revere was.

• Write a word that describes a character trait of Paul Revere.
• Give your reason, using evidence from the readings that caused you to come to that conclusion.

Paul Revere
Character Trait    Reason (Evidence from the Readings)

1. _____________________________    | _______________________________________________________________

2. _____________________________    | _______________________________________________________________

3. _____________________________    | _______________________________________________________________

4. _____________________________    | _______________________________________________________________

—— Worksheet/Chart – “Sequence of Events” ——
Sequence of Events Chart – Using the poem, complete each of the started sentences.

1. Paul asks his friend to warn him if the British ……
2. Paul says good night and….
3. Meanwhile his friend sees the British…..
4. His friend climbs….
5. Paul waits across the river, and sees….
6. Paul mounts his horse and……
7. At midnight he crosses…..
8. At one o’clock he….
9. At 2 o’clock he….
10. That day…….

—— Worksheet/Chart – “Compare/Contrast” ——

COMPARE-CONTRAST WORKSHEET: Two Views of the Midnight Ride

Student Instructions: The boxes contain descriptions of Midnight Ride events according to Longfellow (left). Be sure to examine the time line of the Real Midnight Ride. Write in a factual description of the events according to Paul Revere and later historians.Hint: There are two major inaccuracies in Longfellow’s poem: (1) the purpose of the lanterns hung in the Old North Church tower, and (2) Revere’s 2 AM arrival in Concord.

Paul Revere’s Ride
the poem by Henry Wadsworth Longfellow    The Real Ride
as told by Paul Revere

—— Worksheet/Chart – “Error/Correction” ——
Reread the poem Paul Revere’s Ride by Henry Wadsworth Longfellow. Note the factual errors in the poem. Write these down and the correction you’ve found.

Error    Correction    Page
Paul said to his friend, “If the British . . .”    Paul called out, “The Regulars are out! The Regulars are out!” The soldiers were called the Regulars, not the British.

Now list the corrected facts you want to include in your rap. You may add more facts than Longfellow told.
1.    ________________________________________________________________
2.    ________________________________________________________________
3.    ________________________________________________________________
4.    ________________________________________________________________
5.    ________________________________________________________________
6.    ________________________________________________________________
7.    ________________________________________________________________
8.    ________________________________________________________________

—— Culminating Activity – Write a song!!! ——

Practice writing a song (any form is acceptable – middle school appropriate language is mandatory) on the story of Paul Revere in your Reader’s Notebooks, then compose a final draft on looseleaf.

Here’s an idea for a start:

His name was Paul. Paul Revere.
He saved the day. That’s how we’re here!
So listen. Listen. And you shall hear.
About his late, late ride
With friends by his side.

Other EPIC POEMS:

The discussions for Round 1 are closed, but you should post to the same discussion area for the new round of discussions . . . . . . And now, ROUND 2 . . . .

As with the last round of discussion, please adhere to the following guidelines:

FIRST, look over the various topics.

• Pick a topic from the options below (A, B, C, D, E, or F).

SECOND, when you are ready to post:

• Tell us which topic you are addressing.
• Post your response. Proofread your post before you click submit.
• Come back for discussion with others.

ADDITIONALLY? IF you want extra credit:

• Post a response to a classmates post, and/or
• Post a response to another discussion topic, and/or
• Post in the study hall for anything you need or want to help with

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TOPIC A – “Stand for something, or you’ll fall for anything.” – Anonymous. Creighton learns about many virtues, some of which are honor, loyalty, honesty, humility. This topic deals with honor and loyalty. In chapter 16, the narrator tells us:

“But now Creighton understood for the first time the truth of the matter: If loyalty really was the most worthy of virtues, then loyalty that was misplaced or misguided must be the most worthless.”

Ask yourself:

1. What did Creighton’s father stand for? How can you take the lesson of what Creighton’s father died for and use it to grow?
2. What is meant by Creighton’s realization about loyalty? How can you personally use the knowledge Creighton has gained?
3. Do you stand for something that you (probably) shouldn’t? Do you stand for anything? How do poeple see what you stand for in your actions?

There are a lot of questions in this thread. Pick one to answer. No matter which one you pick, try to talk about yourself as much as possible.

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TOPIC B – What is courage? Throughout the first three sections of the book, Creighton struggles to come to terms with the circumstances surrounding his father’s death. After the ransacking and burning of the print shop, General Arnold speaks to Creighton about courage:

“It’s a far more difficult thing to make up your own mind about what’s right and to act accordingly – to go against the demands of duty when it’s necessary, to take another path when you feel the one you’ve been led down is wrong. That requires real courage.”

Read one or more of the following articles: then post on the topic they present:

• FBI E-Mail Refers to Presidential Order Authorizing Inhumane Interrogation Techniques from the American Civil Liberties Union (ACLU) website.
• TORTURE AT ABU GHRAIB as presented by The New Yorker Magazine online.
• ‘They said this is America . . . if a soldier orders you to take off your clothes, you must obey.’ as presented by Gaurdian Unlimited online.
• The Guilt-Free Soldier: New Science Raises the Specter of a World Without Regret presented by The Village Voice online.

THEN post your thoughts on the topic as presented by the author. Do you agree with the author? Why or Why not?

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TOPIC C – A free press. Enemies of the Patriots’ cause felt the need to destroy the place where The Liberty Tree newspaper was printed. In your response for discussion, please address the following questions:

• What do you think this says about the power of the press?
• Can you think of a recent example in which a newspaper became a powerful tool in waging war or impacting world politics?

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TOPIC D – He’s a puzzle, a riddle, an enigma! A major character in this novel is Benedict Arnold – who could possibly be one of the most interesting individuals in American History. In real life he was a hero to the Patriots, and was later hated by those same soliders. Read a little about the life of Benedict Arnold at one of the websites below.Use the following links to find information on this hot topic:

• Who Served Here? offered on the U.S. History.Org page on Historic Valley Forge
• The Enigma of Benedict Arnold an archive file of EarlyAmerica.com
• General Benedict Arnold from the National Park Service archives

Then return here to post some comments in response to the following questions:

• What did Benedict Arnold stand for to the Americans?
• What did Benedict Arnold stand for to the British?

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TOPIC E – Right is right. Creighton makes a tough decision when he helps break his uncle out of jail. Try to put yourself in Creighton’s shoes.

• Would you have made the same choice?
• What other options did Creighton have, and what did he risk in making those decisions?

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TOPIC F – A Duel! A duel becomes a major event in this portion of the novel. One of the most famous duels in American history tragically takes the life of Alexander Hamilton.Read more about the famous Burr-Hamilton duel that took place in 1804 at one of the links below.In your comment for this post, explain why you think that Burr actually shot and killed Hamilton.

• Alexander Hamilton and Aaron Burr’s Duel at PBS.org
• Aaron Burr Kills Alexander Hamilton in a Duel offered by the National Park Service
• Duel at Dawn at theEyewitness to History website

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NOW, go to the discussion areas, and discuss. Remember to be open-minded, honest, kind, and gentle in how you discuss with each other.

• Study Hall - Help others in their academic and/or creative pursuits.
• Period 2 Discussion Area
• Period 3 Discussion Area
• Period 4 Discussion Area
• Period 5 Discussion Area
• Period 6 Discussion Area

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Tell us.For Regular Credit you must:

1. Which discussion topic are you dealing with: 1, 2, 3, or 4?
2. What do you have to say about that?

For EXTRA CREDIT you can:

1. Answer extra topic question(s)
2. Get into a discussion with other student(s)

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#1The setting for this portion of the novel is the city of New Orleans. Since the devastation of Hurricane Katrina, there has been much discussion on the future of this important American city.How do you feel about rebuilding the city of New Orleans? Do you think that the federal government should spend billions of dollars to rebuild the city of New Orleans and protect it from future hurricanes, or should the citizens of New Orleans be asked to pick up and move somewhere else and the city not be rebuilt, or can you think of some other idea?

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#2Sophie and Creighton are given a great deal of responsibility in Ben Franklin’s print shop as teenagers. In colonial America many teenagers around the age of 14 or 15 are doing work and taking responsibility for things that today are often associated with adults.Do you think that in American society today we wait too long to treat teenagers as adults? What would be some pros and cons of allowing teenagers in America to have the full rights and responsibilities of adults at the age of 15?

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#3The code used by Ben Franklin was possible because it used a book that almost everyone in the colonies was able to access.If you were to write a similar code today, which book would you choose (remember that it should be a book almost everyone has access to or could access). Would you use a certain book if you were only trying to include a certain group of people? In your comment please list the book you would use and why you chose that book.

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#4In this portion of the book you have been introduced to Ben Franklin. Ben Franklin was truly one of the most important men in colonial America. The amount of inventions and ideas directly associated with this man is incredible.Here’s what I want you to do:

Step #1 – Check out more about Ben Franklin using the links below.
Step #2 - Pick one of his ideas/inventions that directly impacted you somehow. Tell us the idea you are focused on – describe it briefly – then explain how your life has been directly impacted by it.

Here are the links:

• Ben Franklin – Inventor from the The Franklin Institute
• Franklin Firsts from ThinkQuest
• The Inventions and Scientific Achievements of Benjamin Franklin from About.com
• Ben Franklin – Inventor from the United States Government Printing Office

PERIOD 3 Discussion Area – In this area you are to discuss all of the Discussion Questions posted.

• Discussion Question #1 is CLOSED.
• Discussion Question #2 is OPEN.

Consider what the discussion question is. Be sure to address the question.

STEP 1 – UNDERSTAND THE QUESTION.

STEP 2 – ADDRESS THE QUESTION (50%). (Question in the answer, your answer, details to support your answer)

• Give us your entire thought process.
  • Give us details from the text to prove you know what you’re talking about. Otherwise, who knows what you’re basing your thoughts on?
• Your details do not have to be direct word-for-word quotes (mainly because you do not have the books at home).
  
  • STILL, give us a clear idea of what thing(s)from the book you are basing your answer on. You can paraphrase, in other words.
• Please address the topic of your choice in as much detail as possible. The more detail you give us, the better we will understand your thought process, AND the better we will be able to argue/discuss with you.
• You see, if you give us your entire thought, we can see if there is anything wrong with it – any faulty logic going on there. We are in this discussion to sharpen our wits and gain the ability to think better than we ever have.

STEP 3 – Post a response to classmates (50%).

• Option #1 – If you agree with someone’s answer . . .
  . . . Then explain what you agree with – be specific. And extend or expand on the thought you are agreeing with by backing your comment up with details from the text, from your own life, whatever is appropriate. You could agree with someone and support your agreement with other more, unused descriptive details from the book, other books, or your own life. Get it?
• Option #2 – If you disagree with someone’s answer . . . . . . Then justify your disagreement by taking a stance backed up by your own details from the text.

Period 3

Read the topics below. Please pick one of the following topics (A, B, C, D). When you post your answer, tell us what discussion topic (A, B, C, D) you have decided on, then give us your response.

For this discussion, you will have to read outside resources I have provided before addressing the question.

• Be very detailed in your answer.
• Refer to the resource you used.
• Refer to specific details in the book.

Remember, everything should be logically explained.

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Discussion Topic A – Gothic Fiction

The gothic novel was a type of fiction that became popular in England during the late 1700’s and early 1800’s (World Book Online) . . . a melodramatic mode of English fiction of the late 18th and the early 19th century (Grolier Online). The Hound of the Baskervilles was published in 1902 (not within the accepted range of dates noted above), however it could qualify as a Gothic Novel.

• Information for this discussion can be found at
  • B.E.E.P. – You know the way there.
    • Go through Doorway #2: Research & HW Help.
      • Go to Grolier Online/Middle or World Book/Middle.
      • Search for gothic novel.
      • Read the first article that comes up.
  • The Gothic Novel page at The University of Adelaide Library’s website
  • Gothic, Novel, and Romance: Brief Definitions page at Washington State University’s website

Discussion Topic A QUESTION: What elements of gothic fiction are present in The Hound of the Baskervilles? Use details and information from the text to support your answer.

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Discussion Topic B – Stereotyping

Stereotyping is the act of holding or promoting generalized and oversimplified beliefs about members of a group (World Book Online). Many of the problems we face in day to day life related to sxism, racism, descrimination, and intolerance have their foundation in this practice.

• Information for this discussion can be found in these and other places.
  • B.E.E.P. – You know the way there.
    • Go through Doorway #2: research & HW Help
      • Go to Grolier Online/Middle or World Book/Middle
      • Search for stereotyping, or gender stereotyping
  •  Read this page called Teen’s Ideas on Gender Stereotypes. It’s really a plan for a class discussion we could hold.
  • You could also read this article at ERIC Digest.
  • You may find this Gender Stereotypes Analysis Chart helpful in organizing your answer.

Discussion Topic B QUESTION: Are the characters in the Hound of the Baskervilles stereotypes? If so, explain why Sir Arthur Conan Doyle used. Use details and information from the text to support your answer.

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Discussion Topic C – Conflict in the Novel (Plot)

Conflict is the struggle between the opposing forces on which the action in a work of literature depends. There are five basic forms of conflict: person versus person, person versus self, person versus nature, person versus society, and person versus God (About.com).

• Information for this discussion can be found in these and other places.
  • Read the article, Conflict in Fiction, at Fiction Factor.com.
  • You can also find information about this topic on my page on PLOT.
  • Mrs. Dowling’s page on Conflict is brief and informative.
  • You could use this Conflict Type Chart to map the conflicts you find in the novel.
  • Ms. Engram’s English Classroom page on Short Story Elements offers some very useful information on conflict.
  • You could watch this presentation on Plot & Conflict.
  • This PLOT DIAGRAM may help you work out your answer.

Discussion Topic C QUESTION: What are the main conflicts in the novel? Are they all resolved? If so, how? If not, why not? Use details and information from the text to support your answer.

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Discussion Topic D – Climax & Resolution in the Novel (Plot)

Climax is the point of greatest tension in a work of literature and the turning point in the action. In a plot line, the climax occurs after the rising action and before the falling action (About.com)

• Information for this discussion can be found in these and other places.
  • Fiction Factor.
  • You can also find information about this topic on my page on PLOT.
  • You could watch this presentation on Plot & Conflict.
  • This PLOT DIAGRAM may help you work out your answer.

Discussion Topic D QUESTION: At what point does the climax occur in the story? What events clearly led up to it and what is the resolution of the novel? Use details and information from the text to support your answer.

Period 3

In class you were split up into groups of six or seven. Each group was given one of these four legend areas of focus:

• Local Legends:
  • Florida
  • Greater Antilles – Cuba, Jamaica, Haiti, Dominican Republic, Puerto Rico
  • Lesser Antilles  – the long arc of small islands in the Caribbean Sea extending in a north-south direction from the Virgin Islands to Trinidad and then in an east-west direction from Margarita to Aruba off the northern coast of Venezuela
• Legends from the United States (not of Native American Cultures)
• Native American (North, Central, or South) Legends – Apache, Sioux, Chrokee, Seminole, Comanche, Eskimo, Inca, Muskogee, Aztec, etc. There are so many such that there are too many to list.
• Western Legends (non U.S.) – Canada, Australia, New Zealand, Portugal, Spain, France, Germany, Poland, Ukraine, Romania, Austria, Italy, Malta, Greece, United Kingdom, Ireland, Denmark, Sweden, Norway, Finland
• Eastern Legends – North & South Korea, Vietnam, China, Japan, Thailand, India, Papua New Guinea, Indonesia, Nepal, Laos, Cambodia

This will be an ongoing project. It will unfold over the next two weeks.

1. First, each group member must find and read at least one legend each from the area your group has been assigned. Be prepared to present your legend to your group. Only one person can work on any one legend.
2. Second, you will meet with your groups to discuss the legends you each found and read. Your goal is to identify any common characteristics the different legends share.
3. Third, and finally, each group will prepare an oral presentation to the class through which you will share your research and ideas.

Now, get this project going.

Please post:

1. What area of focus are you working in?
   1. Local Legends
   2. Legends from the United States
   3. Native American Legends
   4. Western Legends (non U.S.)
   5. Eastern Legends
2. What legend are you working on?

You may feel free to share here: a summary of the legend you are working on, a link to a website where we might read the legend itself, some vocabulary we may need in order to fully understand the legend.

Be prepared to discuss your legend with your group tomorrow.

Enjoy!!

PERIOD 3

You will be graded for “discussing”:

• Answer the Discussion Question completely (50%).
  • Use the question in the answer.
  • Give your answer.
  • Support your answer with details from the book.
• Respond to at least one classmate’s answer (50%).
  • A response to a classmate must be substantial.
  • Substantial means having something to add to another’s comment:
    • agreement with explanation,
    • disagreement with explanation,
    • add something completely new.

Here’s DISCUSSION QUESTION #2:

Discuss the nature of Sherlock Holmes’ friendship with Dr. Watson. How highly does Holmes value Watson’s opinion? Why is Watson important to Holmes? Why is Holmes important to Watson? Support your answer with details from the text.

PERIOD 3

Before you get to the question you have to understand that this is a discussion, and that you will be graded for “discussing” . You might be wondering, how I will grade you. Well, here’s how I’ll do it.

• Answer the Discussion Question completely (50%).
• Respond to at least one classmate’s answer (50%).
  • A response to a classmate must be substantial.
  • Substantial means having something to add to another’s comment:
    • agreement with explanation,
    • disagreement with explanation,
    • add something completely new.

Here’s the question:

Why did Doyle choose Watson to narrate Hound instead of having Holmes tell the story himself? What are the benefits and drawbacks of doing it this way?

Be advised that I will not go through how to answer every question (as I did for this one below) all the time. You must get into the practice of answering every part of a question.

Now, go ahead and read the rest of this, answer the Discussion Question, and submit it.

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You must be sure to answer every part of the question and responding to others comments. That is the catch when it comes to getting your points for discussion assignments.It is very important to really read the entire question before responding to it. If you look at this question closely, you’ll notice that there are actually two separate interrogatives, or question statements:

1. Why did Doyle choose Watson to narrate Hound instead of having Holmes tell the story himself?
   1. Explain the reason why the author, Sir Arthur Conan Doyle, chose Watson to be the narrator rather than Holmes.
2. What are the benefits and drawbacks of doing it this way?
   1. This asks you to do two things:
      1. Explain the benefits of having Watson narrate the tale,
      2. Explain the drawbacks of having Watson narrate the tale.

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Now answer the Discussion Question:

Why did Doyle choose Watson to narrate Hound instead of having Holmes tell the story himself? What are the benefits and drawbacks of doing it this way?

Period 3 – At Her Majesty’s Request inspired WebQuest

Follow these steps in order to get this done in a timely manner (and to make sure you get full credit).

1. Step One – Day 1 – Report Progress
   1. MOST IMPORTANT – Divide up the responsibilities for what needs to be posted and researched.
   2. POST RESPONSIBILITIES TO THIS THREAD.
   3. Pick a team of two.
   4. Pick a topic (below).
   5. Pick a tentative form for the final product. You are not tied to this, you may change this once.
   6. Pick a tentative grading rubric.
   7. Post all of the above (1-4) to this class thread. Remember the proverb, “The early bird gets the worm.”
   8. Report to Mr. Moshé. – GRADE
2. Step Two – Days 2 to 3 – Report Progress each day
   1. MOST IMPORTANT – Divide up the responsibilities for what needs to be posted and researched.
   2. POST RESPONSIBILITIES TO THIS THREAD.
   3. Research and gather information.
   4. Begin creating the Bibliography.
   5. Post to the discussion any websites you find particularly interesting or full of information; especially websites appealing to children and young adults.
   6. Post vocabulary terms list (10-20 terms): Word, Part of Speech, Definition (with source).
   7. Post your team’s final decision on the form of final product.
   8. Post your team’s final decision on the gradig rubric to be used.
   9. Report to Mr. Moshé. – GRADE
3. Step Three – Days 4 to 5
   1. MOST IMPORTANT – Divide up the responsibilities for what needs to be posted, researched and finalized.
   2. POST RESPONSIBILITIES TO THIS THREAD.
   3. Create the Final Product.
   4. Check to see if your product satisfies the rubric you have chosen.
   5. Give a blank copy of the rubric you’ve chosen to Mr. Moshé for grading.
   6. Present the product to the class/audience.
   7. Get feedback from the class and Mr. Moshé. – GRADES

Here is the list of topics for you to look over once again.

1. Yoruba & Egbado
2. Victorian Art
3. Victorian Literature
4. Victorian Games/Board Games
5. African Art – Eastern
6. African Art – Northern
7. African Art – Southern
8. African Art – Sahel and Savanna
9. African Art – Central
10. African Art – Western
11. African Art – Egypt
12. Victorian England
13. Prince Albert
14. Queen Victoria
15. Victorian England Education
16. Sierra Leone
17. Walter Dean Myers
18. Madeira