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Paul Revere’s Ride Project
                     By Paula L. Naugle
             th
      JPPSS 4 Grade Social Studies and Math Teacher
                       Bissonet Plaza
                       (504)887-0470
                paula.naugle@jppss.k12.la.us
                    plnaugle@gmail.com


My students and our buddy class in Kansas participated in an online collaborative project. Since
both classes were studying the Northeast region at the time, we decided to learn about Paul
Revere. We did a Skype call where we took turns reading stanzas of Longfellow’s famous poem
“Paul Revere’s Ride”. My class worked on the even stanzas and Mrs. Wells’ class worked on
the odd stanzas. Both classes worked on making a VoiceThread of the poem that incorporated
our students’ art work and recorded voices reciting the poem.


Content and Substance
TSW view a short digital story about Paul Revere to build their background knowledge.
TSW listen to a recording of the “Paul Revere’s Ride” poem.
TSW access a copy of the words of the poem, copy and paste them into a Word document and
print the document.
TSW learn their part of the poem for the chorale reading via Skype with Mrs. Wells’ class in
Kansas.
TSW illustrate their stanza of the poem.
TSW vote to select the artwork from their group that will be used in the VoiceThread.
TSW scan the selected artwork and upload it to a VoiceThread.
TSW record their voices on the VoiceThread. (My students are the even stanzas.)

Organization of Knowledge
   1. Students will watch the digital story about Paul Revere.
   2. Students will listen to a recording of Longfellow’s poem “Paul Revere’s Ride”.
   3. Discuss the events of the poem with the students.
   4. Each day of the week, the students will practice orally reading their assigned part of the
      poem for the Skype call.
   5. Each student in the group will draw a picture to illustrate their assigned stanza.

Product Focus
   1. The students will prepare for the reading by practicing their oral reading.
   2. Students will create a video of the Skype call.
   3. Students will create original artwork to illustrate their assigned stanza.
   4. The students will create a VoiceThread.
   5. The teacher will embed the video of the Skype call onto the class blog.
   6. The teacher will embed the VoiceThread onto the class blog.

Clear & Compelling Product Standards
See attached rubric
Protections from Adverse Consequences
Students were able to participate in a Skype video call successfully since they have done this
several times already this year. They used a good, clear voice and were aware of their pacing
since they have practiced their part many times. The VoiceThread recording was not saved for
publication until the group agreed that it was ready to publish.

They practiced the choral reading daily in groups so that even the poorest oral readers were
prepared and they supported each other during the actual reading. Since Skyping is not a novel
activity for this class, they are confident with presenting to this audience (Mrs. Wells’ class).


Affirmation of Performance
Seeing the video of the Skype call and the VoiceThread on the class blog made the students
proud of what they had accomplished. They were able to share their work with friends and
families.

Affiliation
To achieve groups for this project, the teacher used the cooperative groups that already exist in
the classroom. The cooperative groups had been assigned using suggestions from Kagan
structures and are mixed ability groups. They work well together in their groups and support
each other.

Novelty and Variety
While this was not the first time that this class did a Skype call, it was the first time they
produced a VoiceThread. They learned that different audio equipment produces varied results.
The first time we recorded, their voices were too low to be heard properly. They learned that a
better microphone produced better quality. This was also the first time they scanned document
and upload them to another location.

Choice
The student groups were formed by the teacher and the stanza they had to work on were
randomly selected. Choice was present when the students decided how to illustrate their stanza.
Each group had to vote to choose the artwork from their group that they thought best
represented the stanza.

Authenticity
The students used technology and Web 2.0 tools to collaborate with their peers and with
another 4th grade class in Kansas. They had to work cooperatively in groups to create their
products and practice their parts. They had to sustain their effort for more than one class period.
Their work was viewed by other people from outside their classroom.




The rubric for this lesson is on the next page.
Name ______________________________________ Date __________________________
Social Studies, Period _________            Teacher _______________________

                                 Rubric for “Paul Revere’s Ride” Project

 CATEGORY       4                       3                       2                         1                         Points Earned
Collaborative   The student was         The student was         The students had to       The student did not
Work            constantly engaged      engaged most of         be called back to the     participate or did very
                in the work that the    the time. He could      task at hand.             little to help his
                group was doing.        strive to work better   Seemed reluctant to       group.
                The student worked      in a group setting.     get involved. The
                extremely well with                             student needs to
                others.                                         learn how to work in
                                                                a group.
Voice During    Voice quality is        Voice quality is        Voice quality is clear Voice quality needs
Skype Call-     clear and               clear and               and consistently       more attention.
                consistently audible    consistently audible    audible through
Consistency     throughout the          throughout the          some (70-84%) of
                presentation.           majority (85-95%)       the presentation.
                                        of the presentation.

Voice During    The pace (rhythm        Occasionally            Tries to use pacing       No attempt to match
Skype Call-     and voice               speaks too fast or      (rhythm and voice         the pace of the voice
                punctuation) fits the   too slowly for the      punctuation), but it is   to the group or the
Pacing          group and helps the     group. The pacing       often noticeable that     audience.
                audience really "get    (rhythm and voice       the pacing does not
                into" the choral        punctuation) is         fit the group.
                reading.                relatively engaging     Audience is not
                                        for the audience.       consistently
                                                                engaged.
Artwork         The student             The student             The student               The student
                produced a drawing      produced a drawing      produced a drawing        produced a drawing
                that represented        the somewhat            that did not represent    that did not represent
                was his assigned        represented what        the assigned stanza,      the assigned stanza
                stanza was saying.      his assigned stanza     or produced a messy       AND was messy and
                Very neat and good      was saying or could     and colorless             colorless, OR
                use of color.           have been neater or     drawing.                  incomplete.
                                        more colorful.
VoiceThread     The student used        The student used a      The student’s use of      The student did a
                his best voice and      good voice and          voice and pacing          poor job using his
                pacing while            good pacing while       could have been           voice and pacing on
                recording on the        recording on the        better.                   the VoiceThread.
                VoiceThread.            VoiceThread.




                                                                             Total Points Earned ______________

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Paul revereridelessonandrubric

  • 1. Paul Revere’s Ride Project By Paula L. Naugle th JPPSS 4 Grade Social Studies and Math Teacher Bissonet Plaza (504)887-0470 paula.naugle@jppss.k12.la.us plnaugle@gmail.com My students and our buddy class in Kansas participated in an online collaborative project. Since both classes were studying the Northeast region at the time, we decided to learn about Paul Revere. We did a Skype call where we took turns reading stanzas of Longfellow’s famous poem “Paul Revere’s Ride”. My class worked on the even stanzas and Mrs. Wells’ class worked on the odd stanzas. Both classes worked on making a VoiceThread of the poem that incorporated our students’ art work and recorded voices reciting the poem. Content and Substance TSW view a short digital story about Paul Revere to build their background knowledge. TSW listen to a recording of the “Paul Revere’s Ride” poem. TSW access a copy of the words of the poem, copy and paste them into a Word document and print the document. TSW learn their part of the poem for the chorale reading via Skype with Mrs. Wells’ class in Kansas. TSW illustrate their stanza of the poem. TSW vote to select the artwork from their group that will be used in the VoiceThread. TSW scan the selected artwork and upload it to a VoiceThread. TSW record their voices on the VoiceThread. (My students are the even stanzas.) Organization of Knowledge 1. Students will watch the digital story about Paul Revere. 2. Students will listen to a recording of Longfellow’s poem “Paul Revere’s Ride”. 3. Discuss the events of the poem with the students. 4. Each day of the week, the students will practice orally reading their assigned part of the poem for the Skype call. 5. Each student in the group will draw a picture to illustrate their assigned stanza. Product Focus 1. The students will prepare for the reading by practicing their oral reading. 2. Students will create a video of the Skype call. 3. Students will create original artwork to illustrate their assigned stanza. 4. The students will create a VoiceThread. 5. The teacher will embed the video of the Skype call onto the class blog. 6. The teacher will embed the VoiceThread onto the class blog. Clear & Compelling Product Standards See attached rubric
  • 2. Protections from Adverse Consequences Students were able to participate in a Skype video call successfully since they have done this several times already this year. They used a good, clear voice and were aware of their pacing since they have practiced their part many times. The VoiceThread recording was not saved for publication until the group agreed that it was ready to publish. They practiced the choral reading daily in groups so that even the poorest oral readers were prepared and they supported each other during the actual reading. Since Skyping is not a novel activity for this class, they are confident with presenting to this audience (Mrs. Wells’ class). Affirmation of Performance Seeing the video of the Skype call and the VoiceThread on the class blog made the students proud of what they had accomplished. They were able to share their work with friends and families. Affiliation To achieve groups for this project, the teacher used the cooperative groups that already exist in the classroom. The cooperative groups had been assigned using suggestions from Kagan structures and are mixed ability groups. They work well together in their groups and support each other. Novelty and Variety While this was not the first time that this class did a Skype call, it was the first time they produced a VoiceThread. They learned that different audio equipment produces varied results. The first time we recorded, their voices were too low to be heard properly. They learned that a better microphone produced better quality. This was also the first time they scanned document and upload them to another location. Choice The student groups were formed by the teacher and the stanza they had to work on were randomly selected. Choice was present when the students decided how to illustrate their stanza. Each group had to vote to choose the artwork from their group that they thought best represented the stanza. Authenticity The students used technology and Web 2.0 tools to collaborate with their peers and with another 4th grade class in Kansas. They had to work cooperatively in groups to create their products and practice their parts. They had to sustain their effort for more than one class period. Their work was viewed by other people from outside their classroom. The rubric for this lesson is on the next page.
  • 3. Name ______________________________________ Date __________________________ Social Studies, Period _________ Teacher _______________________ Rubric for “Paul Revere’s Ride” Project CATEGORY 4 3 2 1 Points Earned Collaborative The student was The student was The students had to The student did not Work constantly engaged engaged most of be called back to the participate or did very in the work that the the time. He could task at hand. little to help his group was doing. strive to work better Seemed reluctant to group. The student worked in a group setting. get involved. The extremely well with student needs to others. learn how to work in a group. Voice During Voice quality is Voice quality is Voice quality is clear Voice quality needs Skype Call- clear and clear and and consistently more attention. consistently audible consistently audible audible through Consistency throughout the throughout the some (70-84%) of presentation. majority (85-95%) the presentation. of the presentation. Voice During The pace (rhythm Occasionally Tries to use pacing No attempt to match Skype Call- and voice speaks too fast or (rhythm and voice the pace of the voice punctuation) fits the too slowly for the punctuation), but it is to the group or the Pacing group and helps the group. The pacing often noticeable that audience. audience really "get (rhythm and voice the pacing does not into" the choral punctuation) is fit the group. reading. relatively engaging Audience is not for the audience. consistently engaged. Artwork The student The student The student The student produced a drawing produced a drawing produced a drawing produced a drawing that represented the somewhat that did not represent that did not represent was his assigned represented what the assigned stanza, the assigned stanza stanza was saying. his assigned stanza or produced a messy AND was messy and Very neat and good was saying or could and colorless colorless, OR use of color. have been neater or drawing. incomplete. more colorful. VoiceThread The student used The student used a The student’s use of The student did a his best voice and good voice and voice and pacing poor job using his pacing while good pacing while could have been voice and pacing on recording on the recording on the better. the VoiceThread. VoiceThread. VoiceThread. Total Points Earned ______________