The Gold Rush Week 2Day 4: Movie Reflection (60 minutes) Objective Students will be able to identify and

describe how people lived during the Gold Rush in California. Standards CCSSSL: Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. CCSSRL: Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a characters thoughts, words, or actions). CCSSW : 2. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. 3. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. CSSCS 4.4 Students explain how CA became an economic and industrial power tracing the transformation of the CA economy as well as the political and social development since the 1850s. 2. Explain how the Gold Rush transformed the economy of CA including the types of products produced and consumed, changes in towns (Sacramento, San Francisco).

ISTE; NETS S 6: Technology Operations and ConceptsStudents demonstrate a sound understanding of technology concepts, systems, and operations. Preparation You will also need to have a schedule of student groupings for the use of the computer to type out the three-paragraph response to the movie.

At the conclusion of this lesson, students will get the opportunity to use Google Earth to identify the main locations where the Gold Rush took place. You will need to frontload this information with the whole class, so they know the right place to search on Google Earth. Demonstrate on the document camera.

Materials Class set of computersfor word document and using Google Earth Student and Teacher iPads for using Google Earth app Teacher computer and document camera Notes from Great Horn Spoon movie from the previous day Writing graphic organizer Pencil

Guided Instruction You will instruct the students to take out their notes on the video, By the Great Horn Spoon from the previous day. Then, you should review writing strategies about main idea and details as well as beginning middle and end. The class could share out (interpersonal intelligence) some ideas regarding the way the movie portrayed the life of the miners during the Gold Rush and how it mad them feel (intrapersonal intelligence.) The teacher could also use this time to brainstorm with a graphic organizer or bubble map about what they intend to write about. *See attached At the conclusion of this lesson, students will get the opportunity to use Google Earth to identify the main locations where the Gold Rush took place. The teacher will need to frontload this information with the whole class, so they know the right place to search on Google Earth. Independent Activity Students should write a three-paragraph response about the movie, By the Great Horn Spoon. This writing should also include how they might feel if they lived during the Gold Rush era. They can use their notes that they took during the movie. They can also use the graphic organizer as a resource that was done together in class.

Then, students will use Google Earth (independently or in a group) to locate the key Gold Rush locations in northern California. This can be done on the class set of computers or on the iPads using the app.

Homework For homework tonight, students should complete the writing assignment began in class. They should also show their parents the location of the Gold Rush using Google Earth. !