• The students will read for comprehension.
• The students will identify parts of a friendly letter.
• The students will use the writing process to compose a friendly letter.
• The students will identify events that led to the California Gold Rush.
• The students will use context clues, synonyms, and a dictionary to determine the meaning of unknown words.

• 3-ring binder with a divider or folders for their Gold Rush Dictionary and Writing Journal
• Classroom bulletin Board for characterizations of Lucy
• Dictionaries
• 8 or 9 index cards for the timeline
• Pocket Chart
• Class set of The Ballad of Lucy Whipple by Karen Cushman or one copy for the teacher to read aloud

• Multimedia Computer
• Printer
• Data Projector
• Microsoft Word
• PowerPoint Software
• Internet

Language Arts

• Teacher will introduce The California Gold Rush by using the PowerPoint presentation and creating a discussion on the unit.
• The Ballad of Lucy Whipple will be introduced by showing the book and introducing the  vocabulary for chapters one and two.  Students will keep their vocabulary words in their Gold Rush Dictionaries, writing the definition, finding a synonym and illustrating the word if possible.  Vocabulary words will be added for each lesson.
• Chapters one and two of The Ballad of Lucy Whipple  will be read silently, in pairs or by the teacher.
• Comprehension questions will be answered on paper or used as a class discussion by putting the questions on a transparency.  After discussion, as a whole class, students will summarize Lucy's character using a word processor program and post the summary on a bulletin board created for the unit of study.  This will be done for each lesson to see Lucy's character traits throughout the story.
• A class time line can be kept on important events happening in each lesson.  Add one or two events from each lesson on an index card and keep in a pocket chart.  Students may use Microsoft Word to type/print the timeline events.  Throughout the unit of study, these cards can be mixed up and students can put them back in the correct sequence.  This can be used at the end of the unit for an assessment on sequence of events.
• Students will learn the parts of a Friendly Letter, (Heading, Salutation, Body, Closing and Signature) and use this to respond to Lucy's letters throughout the book.  They will write a total of four letters during the study.  The first reply will be from the letter Lucy wrote Gram and Grampop on pg. 7 or pg. 15.  Students will go through the writing process and type their final copy using a Word Processor program. Their letters will be printed out and put in their folders or binders for evaluation.  Students/Teachers will use a writing rubric to assess their writing.

Social Studies

• A newspaper of 1849 will be recreated by using a word processor program  Students will be divided into groups of 5 or 6 and research on the Internet events that happened in 1849.  Events to research could be Science (inventions), Fashion, Food (including prices), Modes of Travel, People, or any event happening at that time.  After research is completed, students will use Microsoft Word to type in information in columns to give the newspaper effect.

                 San Francisco Museum

                 Sacramento Bee - Sesquicentennial

                 Oakland Museum - Gold Fever

                 Gold Rush Chronology
 
 

Modifications:  Some students' lessons will be modified according to IEP specifications.  Exceptional students may require more time.  Pairing with another student may be beneficial.
Enrichment Activities:

•  Individual students could make their own front page of a newspaper using Microsoft Publisher.
• The California Gold Rush Treasure Hunt will provide the students with information relating to the history of The Gold Rush Era.

• Comprehension will be assessed through class discussion or completing questions by writing answers.
• Vocabulary will be assessed at the end of the unit.
• Social Studies newspaper research will be assessed by the information that is found.
• Friendly letters will be assessed by student's replies that include the five parts of a friendly letter and using the rubric.

• Reading Comprehension - 5.15, 5.16, 5.19, 5.21, 5.23, 5.24, 5.30
• Vocabulary - 5.36, 5.37, 5.38
• Writing - 5.52, 5.53, 5.56, 5.57, 5.62, 5.63, 5.64
• Spelling - 5.82, 5.94
• Language - 5.108, 5.155, 5.156
• Technology - 5.180, 5.183, 5.187

• Geography - 5.26, 5.30
• History - 5.46, 5.49
• Technology - 5.58

• Demonstrates competence in the general skills and strategies for reading a variety of literary texts
• Demonstrates competence in the general skills and strategies of the writing process
• Demonstrates competence in speaking and listening as tools for learning
• Demonstrates competence in the general skills and strategies of the reading process

• Understands how the industrial revolution, increasing immigration, the rapid expansion of slavery, and the westward movement changed American lives and led to regional tensions

References:

• Background on the California Gold Rush
• a1 clipart archive
• Barry's Clipart
• The Ballad of Lucy Whipple by Karen Cushman
•  Writer's Express:  Write Source, 1995
• California Historical Society
• San Francisco Museum
• Sacramento Bee - Sesquicentennial
• Oakland Museum - Gold Fever
• Gold Rush Chronology

Author (s):

Barbara Null
Karen Richmond
Judith Watson