Vacation Under the Volcano Lesson Plan
Title and Author:
Vacation Under the Volcano by Mary Pope Osborne
Grade:
3-5
Reading Level: 2.2
Lexile Level 410L
Key Understanding:
The student will learn what ancient Pompeii looked like before the eruption at Mount Vesuvius.
The student will learn what the inside of a villa looked like in ancient Rome.
The student will learn that the Romans’ used to write on scrolls.
The student will learn that the Roman people had the same values as people living today.
Suggested number of days: Three
Common Core ELA Standards:
Key Ideas and Details:
CCSS.ELA-LITERACY.RI.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
CCSS.ELA-LITERACY.RI.3.2
Determine the main idea of a text; recount the key details and explain how they support the main idea.
CCSS.ELA-LITERACY.RI.3.3
Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in
a text, using language that pertains to time, sequence, and cause/effect.
Craft and Structure:
CCSS.ELA-LITERACY.RI.3.4
Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or
subject area.
CCSS.ELA-LITERACY.RI.3.5
Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic
efficiently.
CCSS.ELA-LITERACY.RI.3.6
Distinguish their own point of view from that of the author of a text.
Integration of Knowledge and Ideas:
CCSS.ELA-LITERACY.RI.3.7
Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of
the text (e.g., where, when, why, and how key events occur).
CCSS.ELA-LITERACY.RI.3.8
Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect,
first/second/third in a sequence).
CCSS.ELA-LITERACY.RI.3.9
Compare and contrast the most important points and key details presented in two texts on the same topic.
Range of Reading and Level of Text Complexity:
CCSS.ELA-LITERACY.RI.3.10
By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical
texts, at the high end of the grades 2-3 text complexity band independently and proficiently.
IEP Goals lesson addresses
By July, the student will increase his understanding of tier two vocabulary words as evidenced by his ability to use 5 out 6
Tier two words taught in a written response from the story: Vacation Under the Volcano.
Baselines
Student
Vocabulary
Julius
Peering
Story
Grammar/Comprehension
Had difficulty understanding
this word in the context of the
story on page 37 of the text.
Written Language
2 on the rubric
Materials:
1. Explore 360 Pompeii by Peter Chrisp: This book is an excellent visual source which allows the student to
see Pompeii as it was before the eruption and images from today. This book is accompanied by a cd that will
be incorporated into this lesson.
2. Authentic ancient Roman coins from the time period.
3. Ancient Roman ring.
4. Ancient Roman oil lamp.
5. Attached rubric on the writing sample.
6. Accelerated Reader Test at the end of the book.
Before Reading
Cultural Supports, Building Background
The teacher will show the student a map of Italy and where Pompeii is located. (It is important that the student get
a grasp of where Italy is, in comparison to where we live today)
The teacher will show the student a picture of the bodies covered in ash in the city of Pompeii.
The teacher will let the student examine ancient artifacts and ask them to determine what they are and if they are
similar to things we have or use today.
Connecting Activity: (Questions, Conversation about topic):
A CD will be used which will allow the student to take a view of the city of Pompeii, as it was before the eruption.
This will reinforce what the student is learning from the reading from Chapter Five.
The teacher will ask the student which buildings are similar and different to the ones we have today.
Genre Set-Up, Bridging Conversation, Think-Aloud, Setting Purpose
(What strategy are you highlighting in your lesson)
The teacher would like the student to learn that the ancient Romans were similar to people who lived today and
had many of the same values that we do.
Vocabulary
Word
Ancient
Contextualize Word
In the story…..
I bet our ancient lost
story is in there!
Definition
( kid friendly)
Of or related to a
period of time long
past.
Example beyond story
They wrote their
“books” on scrolls of
papyrus paper.
A roll of paper or
animal skin that has
been prepared as a
writing surface.
The Romans created
Scrolls to record their
written language.
“Books? Books?” she
said peering into a
room off the hall.
To look closely or
curiously.
I was peering outside
my window when I saw
the volcano erupt.
In ancient times the
Romans had an army of
soldiers.
(Page 40)
Scrolls
(Page 40)
Peering
Peek
(Page 37)
Entrance
(Page 36)
Even though she had
already checked the
rooms, he took a
quick peek in each of
them.
Jack and Annie ran
The means or place of
up to the front
entry.
entrance of the villa.
I had to take a peek at
the other rooms.
The entrance to the villa
was made of marble and
the stone was painted.
Bridge to story
Picture
Villa
(Page 40)
“No books in this
whole villa. Let’s get
out of here.”
A large expensive
house.
I wish that I owned a
villa in the ancient
Roman Empire.
Comprehension Strategy
Before Reading
Make a connection
Self-Monitor
Identify Important Information
Comprehension Strategy
Prior Knowledge
Make inferences
Prior Knowledge
Visualize
Prediction
Questioning
Synthesis
Language ( What you say to support, teach the comprehension strategy)
The teacher will tell the student what each artifact is and ask the student how these
artifacts relate to some of the things that we own today. The teacher will let the
student look at the authentic ancient Roman artifacts that will relate to the story and
the teacher will ask the student to describe them and this will activate the students
prior knowledge. (Ancient Roman coins, Roman Ring, Roman oil lamp.)
During Reading
Make a connection
Self-Monitor
Identify Important Information
Make inferences
Prior Knowledge
Visualize
Prediction
Questioning
Synthesis
Post
It #
Comprehension or
Vocabulary
Comprehension Strategy:
Identify important
Information
Tier 3 Papyrus
Vocab
Reeds
Sloping
Language you will use to teach, focus or probe for understanding
The ancient Romans wrote their work on scrolls, which was made from
papyrus. Papyrus was from Egypt and it was a form of paper.
A thin flexible strip that had a sharp edge, which was used by the Romans
to write important information onto the scrolls.
The couches in an ancient Roman villa were in a slanting position, which
made it easier for the Roman people to eat.
After Reading
Comprehension Questions
Bloom Taxonomy
Question: Have a mix of questions
Question Type
Comprehension Strategies:
Make a Connection/Self-Monitor/Identify
Important Information/Make Inferences/Prior
Knowledge/Visualize/Prediction/Questioning/
Synthesis
Knowledge
What is a volcano?
Where is Rome?
What was the Roman Empire?
Who were the Romans?
When did this story take place?
Who are the main characters in the story?
What is a villa?
Comprehension
Describe the main hall?
How did the people of Pompeii get water without sinks?
What was a Roman bedroom like?
What was a Roman dining room like?
What was in the room by the garden?
Did Jack and Annie find any books?
What tools did the Romans use to write with?
What did the Romans use as ink?
Application
How was everyday life in Pompeii similar to everyday life where
we live today?
How was the house that the main characters entered different
from that of the other houses of the people living in Pompeii?
Analysis
Compare and contrast books from our time, to the books of
Roman times.
Synthesis
If you were a Roman architect what would the layout of your
house look like? Draw a sketch.
Evaluation
Draw a Roman villa that you would have liked to live in had you
lived in Pompeii. Make sure to label every room.
Create a scroll and write down any story you would like to write.
Create a villa using Legos.
Create a villa using the computer program Minecraft.
Create a foldable of a Roman Villa and a mansion today.
Complete an Accelerated Reader Test at the completion of the
book.
Culminating Writing Task
Teacher directions and activities to prepare students for writing
Prompt: Why is it important to learn about the everyday life of people in the Roman Empire? How do you feel that their values were similar and
different to our own?
Scoring notes or Sample response: A rubric will be provided and attached which will show how this assignment will be graded.
Differentiation Options (modify by content, process, and/or final product)
English Language Learners
(ELL)
The student will be allowed extra time to complete the assignment.
The student may bullet their responses.
The student will be given the page numbers ahead of time as to where the tier two/tier three vocabulary
are located as a reference, to when they are writing the prompt.
The teacher will ask the student to make a list of the words that they do not comprehend, as they read
the text, and we will go over these words.
The teacher will ask the student to look at the cover to the story, and tell the teacher what they know
about the images of Ancient Pompeii. Some students from different cultures might know what a
volcano is based on what country that they came from and can provide other students knowledge about
this topic.
The teacher will ask the student what the artifacts are and if they are familiar with them. (Some
cultures might not be familiar with the artifacts.)
Language learner
disabilities
The student will be given the page numbers ahead of time as to where the tier two/tier three vocabulary
are located as a reference, to when they are writing the prompt.
The teacher will ask the student to make a list of the words that they do not comprehend, as they read
the text, and we will go over these words.
The student will be allowed to extra time to complete the assignment.
The student may bullet their responses.
Any visuals or other supporting documents that you feel support this lesson.
The supporting documents and rubrics are attached or embedded within the lesson plan.
Persuasive Essay : Ancient Pompeii
Teacher Name: Athan Hantzopoulos
Student Name:
________________________________________
4 - Above Standards
3 - Meets Standards
Position
Statement
The position statement
provides a clear, strong
statement of the author\'s
position on the topic.
The position statement
A position statement is present, but does There is no position
provides a clear statement of not make the author\'s position clear.
statement.
the author\'s position on the
topic.
Accuracy
All supportive facts and
statistics are reported
accurately.
Almost all supportive facts
and statistics are reported
accurately.
Most supportive facts and statistics are
reported accurately.
Most supportive facts and
statistics were inaccurately
reported.
Sequencing
Arguments and support are
provided in a logical order
that makes it easy and
interesting to follow the
author\'s train of thought.
Arguments and support are
provided in a fairly logical
order that makes it
reasonably easy to follow the
author\'s train of thought.
A few of the support details or
arguments are not in an expected or
logical order, distracting the reader and
making the essay seem a little
confusing.
Many of the support details
or arguments are not in an
expected or logical order,
distracting the reader and
making the essay seem very
confusing.
Sentence
Structure
All sentences are wellconstructed with varied
structure.
Most sentences are wellconstructed and there is
some varied sentence
structure in the essay.
Most sentences are well constructed, but Most sentences are not wellthere is no variation is structure.
constructed or varied.
CATEGORY
2 - Approaching Standards
1 - Below Standards
Score
Grammar &
Spelling
Author makes no errors in
grammar or spelling that
distract the reader from the
content.
Author makes 1-2 errors in
grammar or spelling that
distract the reader from the
content.
Author makes 3-4 errors in grammar or
spelling that distract the reader from the
content.
Author makes more than 4
errors in grammar or spelling
that distract the reader from
the content.
Capitalization &
Punctuation
Author makes no errors in
capitalization or punctuation,
so the essay is exceptionally
easy to read.
Author makes 1-2 errors in
capitalization or punctuation,
but the essay is still easy to
read.
Author makes a few errors in
capitalization and/or punctuation that
catch the reader\'s attention and
interrupt the flow.
Author makes several errors
in capitalization and/or
punctuation that catch the
reader\'s attention and
interrupt the flow.
Tier Two
Vocabulary
All of the Tier Two
Vocabulary are present.
One of the Tier Two
Vocabulary are missing.
Two of the Tier two vocabulary are
missing
Three or more of the Tier two
vocabulary are missing