Grade 5: And Then What Happened, Paul Revere? by Jean Fritz


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Reading Literature

RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

Reading Foundational Skills

RF.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

RF.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.


W.5.1 Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.

W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

Speaking and Listening

SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.


L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.


This Grade 5 lesson set titled “And Then What Happened, Paul Revere?” by Jean Fritz from the San Diego District posted on has a recommended instructional time of three ELA/Literacy sessions of 45 minutes per day. The lesson is intended to give students an opportunity to closely examine a nonfiction text using text-dependent questions for discussion to build historical background knowledge. The culminating task asks students to respond in writing to a set of text-dependent questions.


Connecticut teachers should be cautioned that because the Lexile level for “And Then What Happened, Paul Revere”  is only 830L (grades 4-5 CCSS Lexile Text Range is 740L-1010L) the addition of complex informational texts on the same topic/time period would better reflect the rigor and expectations of the CCSS. Questions throughout the lesson and in the culminating tasks should be revised to move toward analyzing, evaluating, and synthesizing information across multiple sources or texts.  A Common Core- aligned rubric would illicit more direct observable evidence to the degree to which a student can independently demonstrate all of the targeted standards. It is unclear if there is discreet instruction and assessment of all the standards listed above.  Depending on the variability of students, additional scaffolding may be necessary.


The lesson set is a useful example of how to integrate history content with the application of literacy skills. The activities incorporate reading, writing, speaking and listening as they read a nonfiction text closely, looking for text-based evidence. The instructional materials can easily be adapted to alternate texts.