A girl standing on the beach holding old metal coins in her hands
ART BY CRAIG ORBAC

Lost and Found

Discovering lost pirate treasure helps Laurel find her own lost treasure. 

By Rebecca Behrens
From the Issue

Learning Objective: Through reading a rich but subtle story, students will make inferences about what makes a place feel like a home.

Lexile: 820L
Guided Reading Level: T
DRA Level: 50
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 Inference

In this story, Laurel learns something important about what home means. See if you can infer—or figure out—what it is.

Our annual beach vacations had always been enjoyably the same: the scent of salt and seaweed in the air, the steady sound of waves rolling onto the shore, the unchanging faded gray of the shutters on our family’s cottage. Year after year, I recognized certain seagulls by the splotches on their beaks and the patterns of their feathers—and I knew which “regulars” would steal my peanut-butter crackers off the beach blanket.

But this year, everything was different.

Nobody was on the beach but Trevor and me, probably because thick clouds, the color of milky tea, covered the sky. Our parents were still inside the rental house on the other side of the dunes, trying to figure out where to put the dishes in the unfamiliar kitchen cupboards. I used to always drink my orange juice out of the same chipped sailboat mug—one my grandma had bought the first summer she and my grandpa came to Hatteras. This morning, I’d gulped my juice out of a plain, clear glass.

It hadn’t tasted as good.

The water was rough, and I didn’t know this new stretch of beach, which was right on the edge of the National Seashore. The hurricane last fall had changed the shoreline. So instead of swimming, I squatted by a tide pool, watching a crab hobble across the sand.

“Laurel! Laurel! Come over here!”

I pushed myself up and raced toward the sound of my big brother’s voice. He was standing in the middle of some debris near the water’s edge.

“What is it?” I stopped, panting, next to a big chunk of wood. It was about the size of a boogie board.

“A piece of wood from a shipwreck,” Trevor said with complete confidence.

I bent over for a closer look. Yesterday’s waves must have left it on the beach for us to find.

“I think you’re right, Trevor,” I whispered excitedly. In all the years of beachcombing at the old cottage, we’d never found anything like this.

Trevor tiptoed carefully around the debris. He gasped.

“What?” I pushed salty strands of hair off my face and moved closer.

Trevor rubbed something on his T-shirt. He held out his cupped palm, trembling a little. In it was a thin metal circle, greenish with a hint of gold. “Laurel . . . I think it’s treasure.”

I plucked it out of his hand. The worn and scuzzy coin felt heavy in my palm. Something was stamped on it, a shape like an X or a cross. I ran my fingertip over the surface, feeling the shape of rough letters or maybe numbers. On the opposite side was a picture of something like a coat of arms.

“It looks really old,” Trevor said, taking the coin back. “Maybe a piece of eight . . . No, I think it’s gold, which means it could be a Spanish escudo.” My brother had spent many summers reading Grandpa’s books about pirate ships and the kinds of treasure they carried.

“We have to get Mom to drive us to the museum,” I said. “They’ll be able to identify it!”

The museum has a lot of artifacts from shipwrecks discovered on North Carolina beaches. This area is called the Graveyard of the Atlantic because so many boats have wrecked here over the years. It was always a big event at the museum when something new was discovered; Trevor and I loved listening to the stories the museum guide would tell about each object.

“Wait.” Trevor looked at me. “Let’s not tell anyone. Not yet. If we found one coin—we might find more.”

I frowned. “We can’t keep this a secret. Plus, we’re probably on the National Seashore part of the beach right now, which means the coin isn’t ours.” A large sign at the entrance near the dunes had made it very clear: Any objects—including historical artifacts—found along the National Seashore are protected and are not to be removed.

“But,” Trevor paused, “nobody knows where we found it. Think about it, Laurel. If this coin really is an escudo, something old and rare, it would be worth money. Like, thousands. Maybe—maybe even enough to fix the cottage.”

Yesterday, we had stopped by the cottage on our drive to the rental home. It had looked so sad and broken. The hurricane winds had ripped off chunks of the roof, so a blue tarp covered most of it. Shingles were missing all over, creating bald patches. The deck looked rotten. But even if the cottage were repaired, it would never be the same. The floodwaters had ruined things that we couldn’t replace: albums full of vacation photos going back to when my dad was a kid, the shell art that my grandma had glued together on cloudy days, a picture of the sunrise that Trevor had painted. The beach cottage hadn’t been just a house; it was a home for my family’s memories. After my grandparents passed away, we needed all that stuff even more—curling up at night with my grandma’s handmade quilt in my grandpa’s favorite chair felt like they were giving me a goodnight hug.

Part of why we’d come back to the beach this summer was so Mom and Dad could talk to people about repairs. If fixing the cottage was going to cost too much, though, they were going to sell the whole lot—just like that.

I watched Trevor dig madly through the sand. “Whoever lost these coins did so long, long ago,” he declared. “Didn’t Grandpa keep the stuff he found?”

Trevor stopped searching for a moment and looked at me. “Maybe he’d want us to do this—use treasure from the beach to save his cottage.”

When we were little, our grandpa would sometimes get the metal detector out after storms and look for loot on the beach. He never found anything valuable or historical, and he hunted for treasure only where it was allowed.

Trevor went back to raking his hands through the sand. Only moments later, he let out a whoop. “I found another!”

I didn’t know why, but my heart sank a little.

I left Trevor and wandered over the dunes, trying to figure out if we really were on protected land. Then I saw the sign. Trevor’s treasure was well within the boundaries of the National Seashore.

I decided to go back to the rental house and pretend I had never seen that sign. But just then, the wind kicked up, pushing against me. I turned back to the water. The clouds were moving fast now, and the waters beyond the beach looked like an upset stew, waves crashing against each other wildly, as if they couldn’t find the shore.

I saw the shape of my big brother, hunched over and small in the distance. When I reached him, I noticed that he was cradling a small bounty of greenish coins in his shirt.

“Trevor,” I said, squatting down next to him. “We’re definitely on the protected beach.”

Trevor stared at me for a moment, chewing on his lip.

“I want to fix the cottage just as bad as you do, but . . . ” I said.

Trevor gave me a sad smile. “It’s just too bad, you know? How some stuff gets lost.”

I held out my hand and helped my brother stand up. Coins fell around his feet. We stood there for a moment, looking at the pile of treasure on the sand. I pictured my mom back at the rental house, lining up the bottles of sunscreen in the bathroom, and my dad marinating the fish we’d be eating for dinner. I thought of my grandma and grandpa, and the way they loved to hike the island, hand in hand.

Suddenly, the shoreline didn’t seem so unfamiliar.

“I know,” I told my brother. “But you never know where you might find it again.”

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More About the Story

Skills

inference, close reading, character, plot, context clues, theme, explanatory writing

Complexity Factors

Levels of Meaning/Purpose

On one level, this story tells about a brother and sister who must decide what to do with a found treasure. On another level, it deals with recovering from loss by finding meaning in family and memories.

Structure

The story is told in the first person. It is mainly chronological, with the narrator recalling numerous memories.

Language

The language is mainly conversational with a few challenging words and vivid imagery.

Knowledge Demands 

Familiarity with the seashore will be helpful but is not necessary.

Step-by-Step Lesson Plan

1. Preparing to Read

Text Features/Prior Knowledge (10 minutes)

  • Invite students to look at the illustration on pages 4-5 and the pictures in the margins. Where do they predict the story will take place? (at the beach) 
  • Tell them that the story takes place specifically on the North Carolina coast, near the Cape Hatteras National Seashore, a national park. You can explore it with your class at https://www.nps. gov/Caha.

Vocabulary (15 minutes)

  •  Distribute our vocabulary activity to preview five terms. Students will also be able to add other words from the story that are unfamiliar to them. 
  • Terms in the activity are tide pool, debris, coat of arms, boundaries, and bounty

Set a Purpose for Reading (10 minutes)

  • Ask a volunteer to read aloud the Up Close box on page 5. • Preview the questions in the margins. 

2. Close Reading

First Read: Get to Know the Text (20 minutes)

  • Have students read the story independently to understand what happens in it. 

Second Read: Unpack the Text (30 minutes)

  • Have small groups read the story again, pausing to discuss the close-reading questions in the margins. They can then respond on their own paper. Answers follow. 
  • Discuss the critical-thinking questions.

Answers to Close-Reading Questions

  • Character (p. 6) Laurel doesn’t seem to like things being different. She refers to past vacations as “enjoyably the same.” She mentions the things she looked forward to year after year, like the seagulls she recognized by the splotches on their beaks. She seems to long for those times. 
  • Inference (p. 6) The juice doesn’t taste as good because Laurel drank it from an unfamiliar glass. Her old chipped sailboat mug had meaning to her because her grandma had bought it long ago. 
  • Plot (p. 6) Finding the wood from a shipwreck, and later the coins, starts a conflict because Laurel and Trevor must decide what to do with them. Trevor wants to keep them, hoping they will help pay for repairs on the cottage. But Laurel realizes the artifacts don’t really belong to them. 
  • Context Clues (p. 7) This line explains that Trevor has read about pirate ships and their treasure, which helps readers figure out that a piece of eight and an escudo are both kinds of coins that would be part of a pirate’s treasure. 
  • Inference (p. 7) Previous lines have mentioned that the family is staying in a rental cottage and that everything is unfamiliar. When Trevor says that the coins could be worth enough money to “fix the cottage,” you can figure out that the family had their own cottage, but something badly damaged it.
  • Inference (p. 7) The things in the cottage were important to Laurel because they reminded her of all her family’s experiences there and the stories that went back to when her grandparents first bought the beach house. The cottage was “a home for my family’s memories,” and those memories became more important to Laurel after her grandparents died. 
  • Inference (p. 8) Laurel’s heart might have sunk because she knows that more coins will make her conflict with Trevor even greater. It will become harder to resist keeping them or to convince Trevor that they should leave the coins on the seashore.
  • Theme (p. 8) These thoughts make Laurel feel connected to her family and to the wonderful times they have shared at the beach. 
  • Theme (p. 8) Laurel realizes that the seashore is still a special place for her family, even if they don’t have their old cottage. Being with the people she loves, and sharing their memories of her grandparents, are what makes this place feel like a home.

Critical-Thinking Questions

  • How are Laurel and Trevor the same in this story? How are they different? (character) Laurel and Trevor are the same because they both miss their old beach cottage. You can infer that it was important to both of them in the same way, as a place for their family’s memories. They are different because Laurel accepts that they can’t take what doesn’t belong to them to fix the cottage. Trevor dreams of selling the pirate treasure to save it. 
  • How do you think Trevor feels at the end of the story? (inference) Answers will vary. Some students might say that he feels disappointed, citing that he gives a sad smile and says, “It’s just too bad . . . How some stuff gets lost.” Others might say that Laurel’s final line will change his mind and give him hope that what they loved is still with them.

3. Skill Building

Featured Skill: Inference

  • Put students in groups to complete the inference activity, or project it on your whiteboard to complete as a class. 
  • Have students respond to the writing prompt on page 8

Differentiate and Customize
For Struggling Readers

Work with students to sequence five or six main things that happen in the story; write a list together. Discuss how Laurel feels at each of these points. Then ask students to write one sentence for each about how Laurel feels.

For Advanced Readers

Have students work in groups to research and find out more about the Graveyard of the Atlantic, where the story takes place. Ask each group to prepare a short presentation on what they found most interesting in their research.

For ELL Students

Make a list of all the words in the story that have to do with the beach setting, including seaweed, waves, shore/shoreline, seagulls, crab, shipwreck, dunes, and shell. Guide students to search online to find and print a picture for each word, and use them to make a picture glossary of beach words.

For Guided Reading

Read this story section by section with your guided-reading groups, pausing to discuss the questions in the margins. Or discuss only the inference questions, then have students work independently on the inference activity sheet as you work with other groups.

Text-to-Speech