Name:

Mrs. Good

Grade: 4th
Date:





GARDNER


BLOOM



_x_ Visual


_x_ Knowledge



___ Kinesthetic

_x_ Comprehension



_x_ Verbal

_x_ Application



_x_ Logical

_x_ Analysis



__ Rhythmic

___ Synthesis



_x_ Interpersonal

_X__ Evaluation



___ Naturalist

_x_ Creation

STRATEGY: RAFT (Role, Audience, Format, Topic)


SUBJECT AREA: Social Studies- The California Gold Rush and Language Arts- Writing/
Introduction to RAFT project

COMMON CORE STANDARD(S):

CCSS.ELA-Literacy.W.4.1
Write opinion pieces on topics or texts, supporting a point of view with reasons and
information.
CCSS.ELA-Literacy.W.4.1.a
Introduce a topic or text clearly, state an opinion, and create an organizational structure in
which related ideas are grouped to support the writer's purpose.

CCSS.ELA-Literacy.W.4.1.b
Provide reasons that are supported by facts and details.

CCSS.ELA-Literacy.W.4.1.c
Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).

CCSS.ELA-Literacy.W.4.1.d
Provide a concluding statement or section related to the opinion presented.

CCSS.ELA-Literacy.W.4.4
Produce clear and coherent writing in which the development and organization are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types
are defined in standards 1-3 above.)


OBJECTIVE: Students will be able to write an opinion letter or newspaper article about the
whether or not the Gold Rush was a positive or negative event.

PERSONNEL: Teacher

INSTRUCTIONAL MATERIALS (Technology):
Computer for each student
Pencil/Paper
Copy of RAFT for each student
Overhead projector/SMART board
Extra opinion writing guides for guided practice


LESSON LENGTH: 60min

PREPARATION: 10 min copies made of RAFT for each student.

ANTICIPATORY SET:

https://www.youtube.com/watch?v=-0KjeUDoqxY
Watch Video about the Gold Rush
Point out that the video is from the point of view of someone that lived during that
time.
At the end of the video ask: How do you think Samuel Brennet liked the Gold Rush?
Do you think he would say it was a positive or negative event?

METHODOLOGY (Sequential Steps of Teaching):
Brainstorming of opinions- Ask, What were some of the things Samuel Brennet said
that were his opinion?
Write answers on the board.
Teacher will have students go to desks.
Pass out RAFT packets to students
Teacher will have RAFT Packet projected on SMART Board
Teacher will explain the RAFT concept
Teacher will go through each page of the RAFT
Teacher will Model Web Hunt and RAFT
Guided Practice of Web Hunt and RAFT on SMART Board
Independent practice of web hunt on computers

MODEL (Visual Demo):
We are going to learn all about the Gold Rush. You are going to do research and
investigate. You will be assigned a role, audience, format, and topic that have to do
with the Gold Rush.
The purpose of this RAFT is for you to be guided through your assignment and
ultimately write an opinion piece on whether or not the Gold Rush was a positive or
negative event. So this project includes: investigative research, social studies, and
writing.
You will writing an opinion piece through the eyes of the person or people you are
assigned. You will be writing your opinion piece in the form of a letter or newspaper
article depending on your assigned role.
Ask students to follow along and read through the Background and Directions of the
RAFT.

Then read through the Role table.

Teacher will Model the first Web Hunt website, then fill out first two questions

GUIDED PRACTICE (Activities for Understanding):
Ask students to turn to the Information Log section of the packet. Student will read
through those questions and ask the teacher if they have any questions.
Next the class will read over the opinion-writing guide.
Teacher and class will fill this out together. Use an example that the whole class
knows about. Such as, if recess is a positive or negative event in their lives.
Brainstorm on the board and practice Intro, reasons and examples, and concluding
sentences.

INDEPENTENT PRACTICE
Students will go to the computer lab and start completing web hunt section of the
RAFT.

Schedule of RAFT
Day 1- Web Hunt (This Lesson)
Day 2 -4 Informational Log (Teacher will assign roles on day 2)
Day 5- Complete Opinion Writing Worksheet
Day 6- Rough Draft of Opinion Writing (Letter or newspaper article)
Day 7- Editing of draft
Day 8- Final Draft
Day 9-Presentations

CLOSURE (Verbally Wrapping Up the Lesson
ASSESSMENT:
Have students hand in RAFT and check completed or worked on Web Hunt section
for understanding.
Next day address any issues from Day 1

DIFFERENTIATED LEARNING ACTIVITIES (Learning centers, manipulatives, special
needs, etc.):
Gate: Assigning a more difficult role, where the opinion of that person or people may
not be so clear.
Learning Difficulties: Allow more time to complete Web Hunt and RAFT. Provide a
larger scale RAFT and more space for writing. Follow IEP.
ELL: Have directions for raft in English and home language. Allow more time. Provide
visuals and realia from Gold Rush times.