‭Short Term Plan for By the Great Horn Spoon Novel Study‬

‭Day 1: Setting the Stage‬

‭●‬ H ‭ ook:‬‭Begin with a slideshow or video depicting the California Gold Rush (visuals).‬
‭Discuss what students already know about this historical period.‬
‭●‬ ‭Vocabulary Exploration:‬‭Introduce key vocabulary terms‬‭associated with the Gold‬
‭Rush era (e.g., panner, claim, nugget) using pictures, definitions, and student-generated‬
‭examples.‬
‭●‬ ‭UDL Strategy:‬‭Provide a graphic organizer where students‬‭can record new vocabulary‬
‭terms and definitions (multiple means of representation).‬

‭Day 2: Digging into the Story‬

‭●‬ C ‭ hapter Reading:‬‭Start reading the first few chapters‬‭of "By the Great Horn Spoon" as‬
‭a class. Model fluent reading and encourage student participation.‬
‭●‬ ‭Character Analysis:‬‭Discuss the main characters and‬‭their motivations for joining the‬
‭Gold Rush.‬
‭●‬ ‭UDL Strategy:‬‭Offer differentiated reading materials‬‭based on student reading levels‬
‭(multiple means of representation).‬

‭Day 3: Life in the Gold Fields‬

‭●‬ R ‭ esearch Activity:‬‭Students research different aspects‬‭of life during the Gold Rush‬
‭(e.g., clothing, food, mining techniques) using age-appropriate online resources and‬
‭books.‬
‭●‬ ‭Creative Expression:‬‭Have students create a short‬‭skit or drawing depicting a scene‬
‭from the story or daily life in the Gold Fields (multiple means of action & expression).‬

‭Day 4: Challenges and Victories‬

‭●‬ I‭ndependent Reading:‬‭Students continue reading "By‬‭the Great Horn Spoon"‬

‭independently or in small groups.‬
‭●‬ ‭Comprehension Check:‬‭Use exit tickets or short quizzes‬‭to assess student‬
‭understanding of the plot and characters.‬
‭●‬ ‭UDL Strategy:‬‭Provide audiobooks for struggling readers‬‭(multiple means of action &‬
‭expression).‬

‭Day 5: Reflecting on the Rush‬

‭●‬ C ‭ lass Discussion:‬‭Discuss the historical context of‬‭the Gold Rush, its impact on‬
‭California, and how it connects to the themes explored in the novel.‬
‭●‬ ‭Choice Activity:‬‭Students choose how to demonstrate‬‭their understanding:‬
‭○‬ ‭Write a journal entry from a character's perspective.‬
‭○‬ ‭Create a timeline of events during the Gold Rush.‬
 ‭ ‬ ‭Design a board game based on the story.‬
○
‭ ‬ ‭UDL Strategy:‬‭Offer choices in assignments cater to different learning styles (multiple‬
●
‭means of action & expression).‬

‭Assessment:‬

‭‬ T
● ‭ hroughout the week, observe student participation in class discussions and activities.‬
‭●‬ ‭Collect completed graphic organizers, research findings, and creative projects to assess‬
‭understanding.‬
‭●‬ ‭Administer short quizzes or exit tickets to gauge comprehension of the reading.‬

‭Extension Activities:‬

‭●‬ H ‭ ave students write persuasive letters arguing for or against joining the California Gold‬
‭Rush.‬
‭●‬ ‭Research and compare the California Gold Rush with other gold rushes throughout‬
‭history.‬
‭●‬ ‭Invite a guest speaker, like a historian or museum curator, to talk about the Gold Rush‬
‭era.‬