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And the meeting-house windows, blank and bare,Gaze at him with a spectral glare,As if they already stood aghastAt the bloody work they would look upon.100It was two by the village clock,When he came to the bridge in Concord town.He heard the bleating of the flock,And the twitter of birds among the trees,And felt the breath of the morning breezeBlowing over the meadows brown.And one was safe and asleep in his bedWho at the bridge would be first to fall,Who that day would be lying dead,Pierced by a British musket-ball.105110You know the rest. In the books you have read,How the British Regulars14 fired and fled,—How the farmers gave them ball for ball,From behind each fence and farm-yard wall,Chasing the red-coats down the lane,Then crossing the fields to emerge againUnder the trees at the turn of the road,And only pausing to fire and load.115So through the night rode Paul Revere;And so through the night went his cry of alarmTo every Middlesex village and farm,—A cry of defiance and not of fear,A voice in the darkness, a knock at the door,And a word that shall echo forevermore!For, borne on the night-wind of the Past,Through all our history, to the last,In the hour of darkness and peril15 and need,The people will waken and listen to hearThe hurrying hoof-beats of that steed,And the midnight message of Paul Revere.12012513014 Regulars are soldiers and officers belonging to a permanent professional army.Irregulars are those who are drafted for a short time.15 Peril means “danger.”344UNIT 3 What’s More Important, the Journey or the Destination?Rhyme and Rhyme SchemeLook ahead to the wordsthat rhyme with bed andfall. How does this rhymescheme affect the way thepoem would sound if youread it aloud?BQBIG QuestionWhich do you think wasmore important: PaulRevere’s destination or hisjourney? Give reasonsfor your answer.

After You ReadRespond and Think CriticallyTIP1. In a few sentences, sum up the story of Paul Revere’s ride as itis described in the narrative poem. [Summarize]2. What did hanging two lanterns in the church represent?Why do you think it mattered if the British came by land orby sea? [Recall and Interpret]3. In line 78, what does the speaker mean by “the fate of a nationwas riding that night”? [Infer]4. If Paul Revere’s ride had failed, in what way might our countrybe different today? [Draw Conclusions]5. The poem says that Revere rode into Concord. In reality, he wasarrested before he could get there. What might be the effect of acompletely factual ending to the poem? [Synthesize]6. BQ BIG Question Do you think that being alone while riding onhis difficult path makes Paul Revere more or less heroic? Explainyour opinion. [Evaluate]Academic Vocabulary“Paul Revere’s Ride” describes how the people of Middlesex,Massachusetts, coordinated a plan of attack against the Britishon the night of April 18, 1775. In the preceding sentence,coordinated means “worked together in a common effort.”To become more familiar with the word coordinated, draw andfill out a graphic organizer like the one below. Use a dictionaryor thesaurus if necessary.definitionInferringHere are some tips to helpyou infer. Remember thatwhen you infer, you use yourreason and experience toguess at what the authordoes not come right outand say. Skim the selection for cluesthat may help explain themeaning of the line. Identify what descriptions,events, or relationshipsmight tell you somethingthe author wants youto know. Check to see if yourinference makes sense inthe context of the selection. Compare the events toyour own experiences andthen think about what theauthor is really saying.Keep track ofyour ideas aboutthe BIG Question in yourunit Foldable.synonyms“coordinated”Literature Onlineantonymssentence/imageSelection ResourcesFor Selection Quizzes,eFlashcards, and ReadingWriting Connection activities,go to glencoe.com and enterQuickPass code GL39770u3.Paul Revere’s Ride345

Literary ElementsRhyme and Rhyme Scheme1. Which end rhymes can you find in thethird stanza?2. What is the rhyme scheme of the secondstanza of the poem? Assign a letter toname each rhyme in the sequence, suchas aabbaacc.3. Explain why rhyme and rhyme scheme are soimportant to this poem.Review: Narrative PoetryAs you learned on page 101, narrative poetryis verse that tells a story. It has characters,a setting, and a plot with a conflict. Unlikeprose stories, a narrative poem containsrhythm, rhyme, and other poetic sound devices.4. The first stanza of the poem establishes thesetting. Describe the setting in a fewsentences, paying attention to the time,place, and mood. What mood doesLongfellow create by beginning the poemthis way?Reading Strategy Monitor Comprehension5. Think about the strategies you used tomonitor your comprehension as you read“Paul Revere’s Ride.” In which two places inthe poem were your strategies most helpful?Explain your experiences.Grammar LinkPronouns A pronoun is a word thattakes the place of one or more nouns.The word or group of words that apronoun refers to is called its antecedent.Reflexive pronouns and intensive pronounsare formed by adding -self or -selves tocertain personal and possessive pronouns.Examples: myself, ourselvesUse a reflexive pronoun when a pronounthat is not possessive refers back to anoun or pronoun earlier in the sentence,showing that the same person or thingis involved.Example: Paul Revere’s friend lit thelanterns himself.Use an intensive pronoun to add emphasisto another noun or pronoun. Example:Paul Revere himself delivered the warning.The intensive pronoun himself emphasizesthat Paul Revere gave the warning.Practice With a partner, write foursentences about “Paul Revere’s Ride,”two using reflexive pronouns and twousing intensive pronouns.Research and ReportInternet Connection Use Internet resources tolearn about other Revolutionary War patriots.Be sure to use reliable resources, such asonline encyclopedias and university Web sites.Try to find primary sources, such as lettersfrom colonists, as well as historical accounts.In your report, provide the source of each factyou use. Make a list of three to five patriots,and explain why each one was important. Usea graphic organizer like the one below.American Patriot346UNIT 3 What’s More Important, the Journey or the Destination?Contributionto Revolution

Before You ReadFocusBellringer OptionsLiterature Launchers: Pre-ReadingVideos DVD, Selection LauncherSelection Focus Transparency 11Daily Language PracticeTransparencies 67–68Or ask students to tell you everythingthey know about Paul Revere. Make alist of their statements on the board.Before You ReadPaul Revere’s RideMeetHenry Wadsworth LongfellowConnect to the PoemPaul Revere’s fellow colonists counted on him to warn them whenBritish soldiers marched toward their villages. Think of a timewhen people depended on you to do an important task.Quickwrite Freewrite for a few minutes about the important task.Describe the job and your feelings about doing it.Build Background“Paul Revere’s Ride” celebrates the patriotism of Paul Revere(1735–1818), a colonist who supported American independencefrom Great Britain. On April 18, 1775, Revere rode from Bostonto Lexington, Massachusetts, to warn local leaders that Britishsoldiers were preparing to advance. He was arrested beforehe could reach his final destination. Revere was not the only one who rode through the countrysideSummaryHenry Longfellow was a popularAmerican poet in the 19th century.“Paul Revere’s Ride” was oneof his most famous poems. Fordecades, schoolchildren memorizedthis poem, and it was recited onIndependence Day. The opening twolines are all most people rememberof it today, but it remains a thrillingaccount of Paul Revere’s warningto Americans that the British Armywas marching out of Boston to seizethe colonial government at Concord,Massachusetts, and a call to arms forall patriots to fight the British there.sounding the alert that night. He is best remembered, however,because of the popularity of Longfellow’s narrative poem. “Paul Revere’s Ride” was published in 1861, when thenation was beginning the Civil War. In those dark days, someAmericans looked to the past for heroes that both Northernersand Southerners admired. Revere was just such a man.NtoRoad ordConcVocabulary Preteaching Read thepoem aloud to the students, usingpantomime, props, and pictures tohelp them understand words likebelfry, lantern, mast. Also, refer tothe map on page 338 to show PaulRevere’s route.338A Popular Poet Using hisknowledge of European writingtraditions, Henry WadsworthLongfellow created poems thatare distinctly American. Manyof his poems focused on peopleand events in American history.His gentle, romantic vision of theworld made him the most popularAmerican poet of his time.Henry Wadsworth Longfellow wasborn in 1807 and died in 1882.CambridgeCharlestownLiterature OnlineCharlesRiverBostonA map showing Paul Revere’s historic ride.338D I F F ER ENT IATE D INST RUCT I ONMysticRiverMenotomy(Arlington)Paul Revere’s Route—Henry Wadsworth LongfellowLiterary Works Longfellow’shistorical poems include TheSong of Hiawatha. “PaulRevere’s Ride” was published inTales of a Wayside Inn, in 1863.IsaacHallHouseBuckmanTavernFor summaries in languages otherthan English, see Unit 3 TeachingResources, pp. 68–73.English LearnersMedfordLexington“We judge ourselves by whatwe feel capable of doing, whileothers judge us by what wehave already done.”Author Search For more aboutHenry Wadsworth Longfellow,go to glencoe.com and enterQuickPass code GL39770u3.UNIT 3 What’s More Important, the Journey or the Destination?Approaching LevelDI FFE RE N T I AT E D I N S T R U C T I O N338 NA U3 P1 879304.ps 338Vocabulary Preteaching Before studentsbegin reading, ask them to scan the poemfor unfamiliar words, such as moorings orgrenadiers. Ask: What is the beginning soundor syllable? Does the middle or end of the newword contain words that students alreadyknow?12/22/07 3391:03:Encourage students to ask themselves thesequestions and then pronounce the whole word.Tell them to check their pronunciations againsta dictionary. Students should also check themeanings of any words not defined in thefootnotes.

Set Purposes for ReadingBQBefore You ReadLearning ObjectivesBIG QuestionFor pages 338–346As you read “Paul Revere’s Ride,” think about the journey PaulRevere takes. What makes his route a difficult path?Literary Elements Rhyme and Rhyme SchemeRhyme is the repetition of the ending sounds in words that are neareach other in a poem. The most common form of rhyme in poetry isend rhyme, where the rhyming words appear at the ends of lines.FocusIn studying this text, youwill focus on the followingobjectives:Literary Study: Analyzingrhyme and rhyme scheme.Literary ElementReading: Monitoringcomprehension.Rhyme and Rhyme Scheme To helpstudents hear the effect of rhyme andidentify the specific rhyme schemeof this poem, have them read the firststanza of the poem aloud. Then write the first line on the board have students say it chorally ask if they can remember the nextline, which rhymes with “hear” lead students through therest of the stanza, focusing onrhyme and rhyme schemeThe pattern of rhyme formed by the end rhyme is called rhymescheme. A rhyme scheme can be shown by using letters to representthe end rhymes. Lines that rhyme share the same letter. For example, ifyou look at the first five lines of “Paul Revere’s Ride,” you will see thatthe rhyme scheme is aabba.Rhyme and rhyme scheme are important because they make a poempleasing to hear and easier to remember.As you read, think about the rhyme and rhyme scheme of Longfellow’spoem. Do rhyme and rhyme scheme make the poem more enjoyablefor you to hear and easier for you to remember?Reading Strategy Monitor ComprehensionWhen you monitor your comprehension, you check to see whetheryou understand what you are reading asyou are reading it.It’s especially important to monitor your comprehension when youread poetry. Poems may present familiar ideas in new ways or usefigurative language to tell a story.When you monitor comprehension, you stop and summarize what you’ve readparaphrase difficult passages in simpler languageask yourself questions about the passage and try to answer themclarify, or go back and reread a confusing section more slowlyAs you read the narrative poem “Paul Revere’s Ride,” monitor yourcomprehension by making sure that you can identify the maincharacter and setting and that you can summarize the main plotevents. You may find it helpful to use a graphic organizer like theone below to summarize each stanza.First StanzaSecond StanzaTRY ITMonitor ComprehensionRead the excerpt from “TheDrummer Boy of Shiloh.” Whatquestions might you ask tounderstand the text? Whatwords would you look up? Tryto paraphrase the paragraph.[F]orty thousand men,exhausted by nervousexpectation, unable to sleepfor romantic dreams of battlesyet unfought, lay crazily askewin their uniforms. A mile yetfarther on, another army wasstrewn helter-skelter, turningslow, basting themselves withthe thought of what they woulddo when the time came: a leap,a yell, a blind plunge theirstrategy, raw youth theirprotection and benediction.Paul Revere’s Ride339Approaching LevelEnglish LearnersD I F F ER ENT IATE D INST RUCT I ONDI FFE R E N T I AT E D I N S T R U C T I O NEmerging Tell students that North Church is inBoston, Massachusetts, and that Charlestownis across the river from Boston in MiddlesexCounty. The Somerset was a British warshipdocked in Boston harbor. Longfellow put inthese details to make the poem historicallyaccurate, but they are not necessary to followthe plot.Beginning On the board, write these linesfrom “A Rainy Day,” also by Longfellow: Theday is cold, and dark, and dreary; / It rains,and the wind is never weary; / The vine stillclings to the moldering wall / But at every gustthe dead leaves fall, / And the day is dark anddreary. Ask students to identify the rhymescheme, then have them chorally recite thelines.NA U3 P1 879304.ps:13 PM3392/9/08 10:04:14 AMReading StrategyMonitor Comprehension Use thefollowing activity to help studentsmonitor comprehension: Pick a short article from a localnewspaper and read it aloud tothe class. Pause every so often and ask for avolunteer to summarize what he orshe has heard so far. Encourage students to add anyimportant details that they thinktheir classmate may have missed.TRY ITStudents might ask: What are themen expecting? What does it meanto baste themselves with thoughts?What is each group of soldierstrying to picture themselves doing?Students might look up askew, helterskelter, basting, and benediction.Sample paraphrase: The men in eacharmy couldn’t sleep because theywere worrying about and anticipatingthe battle they would fight the nextday. Soldiers on both sides hopedthey would do well, and be brave, andthat they would somehow be luckyenough not to die.339

Paul Revere’sUNIT THREERideTeachLiterary Element1Henry Wadsworth LongfellowRhyme and Rhyme Scheme Studentmight say either cdcdeefff if he orshe continues the lettering from thefirst five lines, or ababccddd, if he orshe begins lettering with a.5For additional literary elementpractice, see Unit 3 TeachingResources, p. 74.10Political HistoryThe British Army and Navy werepresent in Boston in 1775. The Britishgovernment forbade the Americancolonists’ elected governmentto meet in Boston, so it illegallymoved to Concord, Massachusetts.Patriots knew that the British wouldgo to Concord to seize the colonialpoliticians. To be ready to fight inConcord, the patriots needed to knowwhether the British route would beover land or by sea. This was theinformation Revere was waiting tohear from an American spy in Boston.For an audio recording of thisselection, use Listening LibraryAudio CD-ROM.1152025Listen, my children, and you shall hearOf the midnight ride of Paul Revere,On the eighteenth of April, in Seventy-five;1Hardly a man is now aliveWho remembers that famous day and year.He said to his friend, “If the British marchBy land or sea from the town to-night,Hang a lantern aloft in the belfry archOf the North Church tower as a signal light,—One, if by land, and two, if by sea;And I on the opposite shore will be,Ready to ride and spread the alarmThrough every Middlesex2 village and farm,For the country folk to be up and to arm.”Then he said, “Good night!” and with muffled oarSilently rowed to the Charlestown shore,Just as the moon rose over the bay,Where swinging wide at her moorings3 layThe Somerset, British man-of-war;A phantom ship, with each mast and sparAcross the moon like a prison bar,And a huge black hulk, that was magnifiedBy its own reflection in the tide.Rhyme and Rhyme SchemeHow would you show inletters the rhyme schemefor lines 6 to 14?Meanwhile, his friend, through alley and street,Wanders and watches with eager ears,Till in the silence around him he hears1 Seventy-five refers to 1775, the year of Paul Revere’s ride.2 The county of Middlesex, Massachusetts, includes the town of Concord, wherethe first shots of the Revolutionary War were fired on April 19, 1775.3 The place where a ship is docked is called its moorings.340Literary ElementPracticeRhyme and Rhyme Scheme Write the firstfive lines of “Paul Revere’s Ride” on theboard as one prose sentence: Listen, mychildren, and you shall hear of the midnightride of Paul Revere on the eighteenth ofApril, in Seventy-five; hardly a man is nowalive who remembers that famous day andyear. Have a student volunteer read the340UNIT 3 What’s More Important, the Journey or the Destination?Reading Practice340 NA U3 P1 879304.ps 340sentence aloud. Ask students how the lineseems different when it is written as prose.The rhyme will likely seem less prominent.Point out that when the lines are in verse,rather than a prose sentence, the rhyme ismore noticeable because the lines’ endingsfollow a rhyme scheme.12/18/07 3416:52:Identify Author’s Purpose Longfellowslows the poem in the fifth stanza. Thischange in tempo does not advance the actionof the poem; instead, it adds details to thesetting. Have students work in pairs tocarefully read through this stanza. Askstudents why they think Longfellow decided toadd these details. Each pair should share theirconclusions with the class.PARTNERS

UNIT THREETeachReading StrategyMonitor Comprehension It refers toRevere’s friend. Earlier in the poem,Paul Revere told his friend to climbthe Old North Church tower with thesignal lights.Midnight Ride of PaulRevere, 1931. Grant Wood.Oil on composition board,30 x 40 in. The MetropolitanMuseum of Art, NY.Licensed by VAGA, NY.3035402For additional reading skill orstrategy practice, see Unit 3Teaching Resources, p. 75.The muster of men at the barrack door,The sound of arms, and the tramp of feet,And the measured tread of the grenadiers,4Marching down to their boats on the shore.Then he climbed the tower of the Old North Church,By the wooden stairs, with stealthy tread,To the belfry-chamber overhead,And startled the pigeons from their perchOn the somber5 rafters, that round him madeMasses and moving shapes of shade,—By the trembling ladder, steep and tall,To the highest window in the wall,Where he paused to listen and look downA moment on the roofs of the town,And the moonlight flowing over all.2Ask: Why do you think that the authorchose this perspective to depict PaulRevere’s ride? (The overhead viewshows the extent of Revere’s ride.)Monitor ComprehensionHow do you know whomthis sentence is referringto—Paul Revere or hisfriend?Other options for teaching thisselection can be found in Int

Of the midnight ride of Paul Revere, On the eighteenth of April, in Seventy-five;1 Hardly a man is now alive . 11 The Mystic is a short river that flows into Boston Harbor. 12 Alders are trees in the birch family. 13 A gil