I read Longfellow's poem in elementary school, and had to memorize a few stanzas of it (back when rote learning wasn't denounced by the Ed.D.'s that be). It is a decent poem, as nineteenth century poems go, and stirringly patriotic, as patriotism goes. As history, it makes several mistakes. The appended account of the actual event by Paul Revere is interesting and engaging. Like all Applewood books, a bit of patriotism in nice, trim form. ( )

This edition of Longfellow's classic poem is illustrated with colored woodcuts..

I would use this poem with 5th grade students because 5th grade is when they are introduced to and learning about American history. We would read the book aloud with each student reading a different stanza. I would have this poem printed out in the stanza format so that the students could annotate it for interactive reading to keep them engaged. Another activity with this book would be for the purpose of retelling events. After reading the book aloud to them, I would have them retell the story in their own words and in chronological order, to make sure they are understanding the order and sequence of events.

I'd use this book with second graders to introduce the students to poetry and then have them write a poem about a hero in their life. I'd also use this with fourth and fifth grade and have them retell the story in their own words and in chronological order, to make sure they are grasping the order and sequence of events.

I would use this in a 5th grade classroom as a read along where students would take turns reading different lines. This way they are more engaged in the reading. After reading, students would discuss in a socratic circle what they thought of the poem. I will ask the students if they can describe the sequence of events on that night based on the poem. I would also use this in a 4th grade classroom as a read along where students take turns reading. After the reading of the poem, students will also read a primary source written by Paul Revere himself that tells about that night. Using highlighters, students will compare in one color and contrast in another. Then we will discuss what we think really happened based on the two documents.