Language Proficiency Level:
Oral: Speech emergent
ELD Level: Early Intermediate - Intermediate

Reading: SOLOM level 4
O’Malley: Developing to expanding reader (starting to read simple texts independently, still has trouble choosing appropriate texts & retells story plot & details)
ELD Level: Early Intermediate - Intermediate

Writing:
O’Malley: Developing (writes sentences around an idea, may lack cohesion, uses high frequency words).
ELD Level: Early Intermediate

Curriculum Connection: 4th Grade History/ Social Science Standard

• 4.3c: Analyze the effects of the Gold Rush on settlements, daily life, politics, and physical environment.
• Geography 4.1: Students demonstrate an understanding of the physical and human geographic features that define places and regions in California.

ELD Standards 3-5:
Reading:

Comprehension:

• Understand and follow simple two- step directions of classroom or work-related activities.

Fluency & Systematic Vocabulary Development:

• Apply knowledge of content-related vocabulary to discussions and reading
• Use knowledge of English morphemes, phonics, and syntax to decode and interpret the meaning of unfamiliar words in simple sentences.
• Use content-related vocabulary in discussions and reading.

Writing:

Strategies & Application:

• Write an increasing number of words and simple sentences appropriate for language arts and other content areas (e.g., math, science, history/social science).

Listening & Speaking:

Strategies & Application:

• Begin to be understood when speaking, but may have some inconsistent use of standard English grammatical forms and sounds (e.g., plurals, simple past tense, pronouns [he/she]).
• Restate and execute multistep oral directions.
• Ask and answer questions using phrases or simple sentences.
• Retell stories and talk about school related activities using expanded vocabulary, descriptive words, and paraphrasing.
• Listen attentively to stories/information and identify key details and concepts using both verbal and non-verbal responses.
• Ask and answer instructional questions with some supporting elements

Prior skills/instruction needed: Students know how to follow directions such as what steps to do next, listen to a story and respond orally, draw pictures related to what was read or heard, vocabulary word rich, culture.

Materials: fake piece of a gold nugget, small pictures of people from Gold Rush pasted on cardboard to use as puppets with tape on the back, picture of gold with tape on the back, toy plane and car, picture of a wagon, political cartoon, graphic organizer (see attached), construction paper, sample advertisements, markers

Key Concepts: gold, “rush” or movement, miners, money, discover, population, cartoons, advertisements, wagon, life changes, James Marshall, Louise Clapp.

Anticipatory Set: (10 min)

Show a fake piece of gold with a map of the U.S. displayed on the board behind the teacher. Have little cutout figures of people (pictures of people during the Gold Rush era glued on cardboard). The teacher says: This is a gold, it is like money (To the class)

Do you want the gold?
I want the gold to buy a pencil
Gold was used to buy things
I will buy the pencil with my gold
Give gold to a student for a pencil

Do you want to buy something with the gold?
Let student trade the gold with another student

Do you want more gold?
Gold was found in San Franscico, CA (point to map). I want to go to California

Why do I want to go to San Franscico, California?
Look for student response “to find gold” if no response,
A lot of gold is here (point to San Fran), but I live here (point to New York or San Diego if it they seem confused)

Why will I go live in California?
(Ask the class) Do you want to go live in California?
Go around the room pointing at the students saying “Joe” wants to live in California to look for gold…go through class asking students: We all want to live in California and find gold
Why do you want gold?

(Bring out figures of people)
This man wants to go to find gold (show man)
This woman wants to find gold (show woman)
(Stick all the figures one at a time onto the map in different eastern location)
Pick up first man and say this is a man his name is John (Marshall)
John went to California (stick the figure on the map in CA)
John found gold (tape piece of gold next to John)
This is a woman, her name is Louise (Clapp)
Louise moved to California
Why did Louise move to California?
(Take the rest of the figures and place them on the map in CA)
Now all the people go to California
Why did many of the people go to CA?
A lot of people went to California to find gold.
California is far away from here (point to map-east coast)
(walk fingers across map to show it is a long trip)

How will I go to California if I start here- New York (point out each place)
(Listen for responses) If none given ask plane, car, walk
No planes (picture of plane) to go to CA
No car (picture of a car)
They used a wagon (show picture and point to figures)
A wagon is slow
Did it take them a long time?
Why did it take them long?
It was hard to go to California
Why did John and Louise still go?
Everyone wants gold!

Instruction: (40 min)
Activity #1: Create a Cartoon (20 minutes)

Teacher shows political cartoons that depict life during the time of the Gold Rush.
Teacher explains that the cartoons were used in newspapers to tell a story or explain what was happening in California. Explain that many times the cartoons added more than what really happened (exaggerate).

The teacher describes the picture and says:
What do you see in the picture? ( point to picture and then to eye)
A man dragging a large piece of gold (point to each description in the picture as you say it)
A man carrying a lot of gold pieces
A horse falling down with heavy gold on his back
A big animal with all the gold on his back
The cartoon is in California
People found all this gold
They are trying to take it home
They could not take it home because it was heavy and a lot
Most of the people did not want to live in California
They want gold to be rich and leave CA
They want to go home
They had to stay in CA because they had too much gold or no gold and had no money to go back home

Teacher then asks students to work with a partner (pair ELD students with other ELD students so that they can talk in their primary language if needed and the teacher can give these pairs aid if needed)

Pass out a cartoon to each pair and tell the students tell each other what you see in the picture.

Walking around to work with the small groups the teacher asks (depending on picture): ** most of the questions the teacher asks should first be a review of what she just described before breaking them into groups. Pointing and saying the words that explain the picture.
What is the man dragging?
Where are they in the cartoon?
Where does he want to go?
Will he be able to take the gold home?
Will he have to stay in California with all his gold?
The class will talk about the pictures again as a whole group reviewing what they see:
I see a man that is dragging gold
Where is he dragging gold?
Why is he dragging gold?
Many people did not want to stay in CA but now have to

The number of people that live in CA is now very big because many people moved here during the Gold Rush. The number of people that live in CA is called the population. Teacher continues introducing the term by pointing to all the students in the class and says we are the population in this classroom. All the students in the school are the school’s population (say school’s name to clarify).

Activity #2: Calling All People (20 minutes)

Teacher shows a picture of a mine and teacher says:
This is a mine
Repeat the word mine
Gold is in the mine
He digs in the mine to find gold (use gestures to explain dig and then show piece of gold)
He works in the mine
Ask what is this (show picture of a mine)
What do you do in a mine?
The man works in the mine
What is he looking for?
Gold is in the mine.

Teacher brings in an advertisement for a food, job, toy, etc.
The teacher says: These are advertisements (points to different ads)
The picture and words tell how a toy is fun or a food tastes good and so they want to buy it or do it (point to and read ad)
Ask does this food look good?
Do you want to work here? (show ad of job at an amusement park)
Do you want to buy this toy?
In California the newspapers (show a newspaper) had advertisements to get people to move to California to work in the mine (point to mine)
They want people from all over the world to come to CA and dig in the mine (point to a globe and mine)
What is this (point to mine)

Teacher shows an advertisement that she created that says:
Everyone work In the Mine and Get Gold, with a picture of a mine, gold, and a man digging.
What do you see?
What is it for?
Do I want people to work in the mine?
I want you to dig in my mine (gesture to show digging in the mine)
I want people that speak Spanish, English, Chinese, and all languages (point to the globe)
All people came to work in CA in the mine from all over the world (point to pictures accordingly)
Did people come from China?
Did people come from Spain?
Did people come from Peru?
All cultures came to work in CA

Guided Practice: (30-40 minutes)
In pairs, the teacher will have the students choose if they want to make one of the following (providing a choice allows students to work in an area they feel the strongest):

a.) Each pair will be able to choose a country, state, or part of the world they want to be from (as there home)
b.) The teacher will give the students construction paper and markers to draw their own cartoon that shows how they would carry all the gold back to their home.

1. Teacher demonstrates what they will do by:
A.) Take a piece of construction paper, markers or pencils, graphic organizer
B.) Saying, “I am going to think and plan what I will draw on this chart.”
C.) Demonstrate writing and drawing pictures of what I want to have in my cartoon on graphic organizer
D.) I want to draw myself with a boat filled with gold, or a horse… (Demonstrate possible pictures)
E.) I choose to draw a boat.
F.) Take construction paper and draw a boat with people and gold(have one ready-made to save time)
G.) Say, “I will bring all of my gold back to Japan on a boat.”
H.) Now, how will you bring your gold to your home

2. Students will create an advertisement to talk people from all over the world to come to California to work in the mines. Words such as mine, gold need to be present in the ad.

3. Teacher demonstrates what they will do by:
A.) Take paper, markers, and ads from stores as examples
B.) Write the list of new vocabulary words on the board and say, I will use some of these words.
C.) I will use this web to think out what I want in my advertisement.
D.) (while writing on graphic organzier)Teacher says, I want to tell them about the gold that John Marshall found. I want to tell them gold will make them rich, I want to tell them it is a great place to live.
E.) I will write down why someone would want to work in my mine
F.) Says, Think about what would make you want to move to a new place if you were from another country.
G.) Teacher shows her advertisement that she created and says, now can you talk people from all over the world to move to California and work in your mine?

Closure: (10 minutes)
Students show their cartoons and advertisements to the rest of the class. The teacher can scaffold the student presentation by asking questions about the projects.

Assessment: (throughout)
The teacher assesses throughout the instruction by questioning the students. In the guided practice activity the students show understanding by creating a project that shows they followed the directions to create it, it gets it point across by words or pictures, and they presented their ideas to the class.