![]() ![]() Make one copy of the Image Analysis Sheet and the Anticipation Guide: Boston Massacre for each student. Gather poster paper and art supplies (e.g., markers, pens, and pencils) for as many groups of three students as your class will form. Obtain a copy of The Boston Massacre by Michael Burgan. Engraving based on painting by Alonzo Chappel, 1868.Howard Pyle's illustration (Image 1 on website).John Pufford's version of the Boston Massacre.Paul Revere's engraving of the Boston Massacre.Print out images of the Boston Massacre from the following websites: Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).ĭepending on your students' familiarity with the American Revolution and Paul Revere, you may want to teach "Paul Revere: American Patriot" or "Learning About Research and Writing Using the American Revolution" prior to beginning this lesson's activities. ![]() Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.ġ2. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.ġ1. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.ħ. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).Ħ. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. ![]()
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