Author - Tammy Roelse
Category - Lesson Plans, History, US History, Gold Rush
Lesson Plan Duration - 3 day(s)
Grade Level - 3-5,6-8

Lesson Plan Description

A three day guided reading lesson plan for the California Gold Rush.

Primary Learning Objective(s):

Students will be able to write an informational report using facts from the reading to relate how the gold rush changed California.

Additional Learning Objective(s):

Student will be able to activate prior knowledge by relating what he or she knows about the gold rush.

Student will be able to read text aloud with fluency and accuracy.

Procedures/Activities:

Day One:  

Teacher will explain a KWL chart and how it works.  Then, teacher will ask students to relate what they know about the California gold rush.  As students, relate what they know, teacher writes information on KWL chart.  Once students have exhausted their supply of knowledge, teacher will then ask students to skim the chapter and using partner groups write down three things they want to know about the gold rush.  Each group will then write one thing they want to know on the KWL.

Day two:

As students read, teacher will monitor the class as a group and choose several students to read aloud to judge fluency and accuracy.  If the student requires help pronouncing a word, teacher will prompt student to sound it out and if the student still has trouble will tell the student what the word is, so not to disrupt fluency and comprehension.  This will continue until all chosen students have been monitored and section being read is completed.

Day three:

Teacher and students will discuss the effect of the gold rush on California.  Class will outline the different ways that the gold rush changed California.  Highlighting topics such as people, population, cities, mining life, and the effects of mining on the land.  Students will then begin to write an informational report about how the gold rush changed California, using details from the text for focus.  Students will be required to address all topics covered in the class created outline and are responsible for grammar, punctuation, spelling, and flow.

Materials/Equipment:

White board, markers, paper, pencils, social studies text with gold rush information or supplemental leveled text on gold rush for each student.

Assessment Guidelines:

Writing Rubric: Teacher created based on the level of the students.

Reading Observation: Did student read with fluency and accuracy? Was student able to communicate information from the text?

KWL: Did student participate in group discussion? Did student complete the KWL chart?  Does each column in the chart contain at least 3 things?