Megan Plumlee

Focus unit reading: Volcanoes

Grade level: 4
th

Setting:
In my 4
th
grade classroom there are eighteen students. Four of the students are ELL
students, three Spanish and 1 Chinese. Two of the Spanish and the Chinese students are
reading at or just below grade level. The other Spanish ELL student is reading at a 2
nd

grade level. The class is split 9 girls and 9 boys. Eight of the students are on free or
reduced lunch. The students will be arranged at tables in groups of four. These pods will
be arranged with walk space in between. The students will be working collaboratively.
The teacher will be a facilitator of the students learning. This will be beneficial to my ELL
students and all of the class. There will be groups that are arranged both heterogeneously
and homogeneously depending on the objectives the teacher sets for the group. The
classroom will have centers. There will be a computer center, a small round table for a
writing center, a poster chart for a math center as well as other centers. There will be a
library full of books presented at the students level and displayed in an easy to see shelves
and areas. This will be the layout of the classroom. There will be a word wall with words
that have already been discussed in class in easy view for all the students. If students need
additional work on some words that other do not need help with they will be provided a
small word wall with these words on their table.

Focus:
The focus for this unit is natural disasters and how they impact the world. The main
content area that will be integrated is science although areas could be integrated as well.
The main topic will be volcanoes but this can be tied to other natural disasters. How these
things can both harm and help people could be discussed. This topic could also tie to
adaptation, survival, and extinction.
Text:
Adams, S., & Dolan, K. (2001). The best book of volcanoes. New York: Kingfisher.
Informational: The book talks about different facts about volcanoes. Each page starts with
a title that accurately portrays what that page is about. The book contains lot of colored
sketches to demonstrate the topic being talked about on the specific page. This book does
not contain any real photographs of volcanoes. This book contains factual knowledge that
is not contradicted by any of the other reliable sources researched. This book contains a
glossary and index for easy reference.
Herman, G., & Ostrum, B. (1996). The Magic School Bus blows its top: a book about volcanoes.
New York, NY: Scholastic.
Narrative: The teacher takes the students on a field trip that lands them in the ocean in an
underground volcano. The book talks about how a volcano has magma, melting rock, and
that underground volcanoes cause the formation of islands. This is a fun book that
incorporates learning about volcanoes. This could be used as an anticipatory set or as an
interesting start to a writing prompt or activity. The students should be aware that most of
this book is made up.
Peters, L. W., & Jenkins, S. (2010). Volcano wakes up!. New York: Henry Holt and Company.
Poetry: This book gives an example of a different form of literature that uses volcanoes as a
setting. This book is a fiction book and would need explaining before students used it as a
research resource. The poems also personify the volcanoes, insect, and plants. I would use
this book as an example of how on topic can spread over many genre.
Wood, L. (20012000). Volcanoes. New York: Scholastic Reference.
Informational: This is an informative text that talks about large volcanic eruptions and
how volcanoes are a part of some peoples lives. The book also gives factual information
about volcanoes and some of the research that is being done to warn people about volcanic
eruptions and earthquakes. The book has a glossary and an index to help students look up
information quickly. The book contains real color images of volcanoes and other pictures
related to the topic being discussed.
Website:
http://volcanoes.usgs.gov/
This is a website produced by the government to educate people on volcanoes. I chose this
website because it is a reliable source to use for researching volcanoes. This website has
maps, pictures, and text. This website could be navigated by a 4
th
grader even if they could
not read the articles they could still gain information from the website. Three questions
about volcanoes that students could answer using this website are:
1. Where are most volcanoes located?
2. What does a volcanic explosion look like?
3. Can/How can volcanic eruptions be predicted?
Part II
Timeline Common Core
Objectives
Objective Instructional
Activity
Resources and
Technology
Assessment
Day 1 RL.4.1 Refer
to details and
examples in a
text when
explaining
what the text
says explicitly
and
when drawing
inferences
from the text.
The
students
will draw
inferences
from the
poetry book
using details
and
examples
from the
text. After
the teacher
asks prompt
questions.
Introduce the
poetry book
Volcano
Wakes Up! to
the class.
The students
will complete
an
anticipation
guide prior
to reading
the book.
Inferential
Strategy
Will be used
before and
after the
reading
lesson. The
students will
then discuss
the
ecosystem of
the poems
Peters, L. W., &
Jenkins, S. (2010).
Volcano wakes up!.
New York: Henry
Holt and Company.

I know
students
understand
inferring from
text when
they complete
an
anticipation
guide and
discuss
inference in
their small
groups.
Day 2 RI.4.4
Determine the
meaning of
general
academic and
domain-
specific words
or phrases in
a
The
students
will define
the
vocabulary
words given
in the
lesson. After
the teacher
The teacher
will
introduce the
text The Best
Book of
Volcanoes
(2001). The
teacher will
point out the
Adams, S., & Dolan,
K. (2001). The best
book of volcanoes.
New York:
Kingfisher.


I know the
students
understand
the
vocabulary
when they are
able to
determine the
meaning of
text relevant
to a grade 4
topic or
subject area.
intrudes the
words.
vocabulary
words that
the students
will be
working on.
Vocabulary
The students
will complete
the
vocabulary
activity.
the words
relevant to the
subject.
Day 3 RI.4.3
Explain
events,
procedures,
ideas, or
concepts in a
historical,
scientific, or
technical text,
including
what
happened and
why, based on
specific
information in
the text.
The
students
will
complete a
QAR
explaining
the ideas
and events
in the
scientific
text. After
the teacher
has
introduced
the text.
The teacher
will review
the book The
Best Book of
Volcanoes
and
introduce the
book
Volcanoes.
The students
will them
complete the
QAR. (the
QAR was
completed
before and
after
reading)
Questioning
Adams, S., & Dolan,
K. (2001). The best
book of volcanoes.
New York:
Kingfisher.

Wood, L.
(20012000).
Volcanoes. New
York: Scholastic
Reference.

I know the
students can
explain the
ideas and
events in the
scientific text
when they
complete the
QAR.
Day 4 RI.4.5
Describe the
overall
structure (e.g.,
chronology,
comparison,
cause/effect,
problem/solut
ion) of events,
ideas,
concepts, or
information in
a text or part
of a text
The student
will
complete a
comparison
graphic
organizer
over
earthquakes
and
volcanoes.
After the
teacher
models how
to research
and
The teacher
will review
the
informationa
l text and
have the
students
research the
Website to
gain
information.
The students
will then
complete the
Venn
Adams, S., & Dolan,
K. (2001). The best
book of volcanoes.
New York:
Kingfisher.

Wood, L.
(20012000).
Volcanoes. New
York: Scholastic
Reference
http://volcanoes.u
sgs.gov/
I will know
the students
understand
comparing
earthquake s
to volcanoes
when they
complete the
Venn diagram.
complete a
similar
organizer.
diagram
graphic
organizer
over
volcanoes
and
earthquakes
Graphic
Organizer:
Information
al Text

Day 5 RI.4.7
Interpret
information
presented
visually,
orally, or
quantitatively
(e.g., in charts,
graphs,
diagrams,
time lines,
animations, or
interactive
elements on
Web pages)
and explain
how the
information
contributes to
an
understanding
of the text in
which it
appears.

The
students
will
interpret
the
information
presented
by
completing
a scavenger
hunt for
compound
words. After
the teacher
models the
activity.
The teacher
will read the
book : Magic
School Bus
Blows Its Top.
The teacher
will go over
compound
words with
the students.
The students
will then
create a
scavenger
hunt full of
only
compound
words.
Graphic
Organizer
Narrative
The students
will also
complete a
sematic map
over
volcanoes
Word Work
Herman, G., &
Ostrum, B. (1996).
The Magic School
Bus blows its top: a
book about
volcanoes. New
York, NY:
Scholastic.

I will know
the students
have
knowledge of
information
when it is
presented
when they
complete the
scavenger
hunt and
graphic
organizer.
Day 6 RI.4.9
Integrate
information
from two texts
on the same
topic in order
The
students
will respond
to the text
using 2 or
more
The teacher
will explain
and present
the 2 options
the student
have for
Adams, S., & Dolan,
K. (2001). The best
book of volcanoes.
New York:
Kingfisher.

I will know
the students
understand
how to use
more than one
source to
to write or
speak about
the subject
knowledgeabl
y.
sources to
complete an
activity.
After the
teacher
models both
activity
options.
responding
to the book;
readers
theater or
creating a
paper
volcano. The
students will
then respond
to the book
using one of
the
presented
ways.
Literature
Response
Wood, L.
(20012000).
Volcanoes. New
York: Scholastic
Reference
http://volcanoes.u
sgs.gov/
Peters, L. W., &
Jenkins, S. (2010).
Volcano wakes up!.
New York: Henry
Holt and Company.


present on a
subject when
they complete
either the
creation of a
volcano or a
readers
theater.

Part III
1. Inferential Strategy
Using Poetry book: Volcano Wakes Up!(2010)
2 concepts that are important for student to understand the book
The students will need to understand the concept of personification in order to
understand these poems. The poems are written in first person narrative with the
plants and animals doing the talking.
The students will also need some understanding that every part of an ecosystem
works together. This will help the students understand why there are bugs, animals,
and plants all talking about the volcano.
Prediction and background knowledge questions:
Personification:
What is an example of a way we use personification in our lives?
Why do you think the author chose to write the poems in first person?
Ecosystems:
What is an example of an ecosystem that we encounter every day?
How do you think all of the plants and animals in the book worked together? How
do they feel about the volcano?
In order to draw the students attention back to the book I would ask them similar
questions as I asked at the beginning of the book. This would allow the students to
see if their predictions of the book were how the book actually turned out. I will
have the students discuss in small groups how the ecosystem in the book was
represented. I would ask what they would add to the ecosystem and how they
thought it would interact. The students will them have a presenter present the
information that the group talked about to the rest of the class. The topic of
volcanoes in poetry could be further expanding to include a writing activity that had
students write poetry over a natural phenomenon.
2. Questioning
Using the informational texts Volcanos (2001) and The Best Book of Volcanoes (2001)
Right there:
What year did Mount St. Helens erupt?
Think and Search:
What are the difference(s) between magma and lava?
Author and You:
What are some ways you can compare and contrast the Hawaiian island volcanoes
to volcanoes in other parts of the world?
On Your Own:
How would you create a NEW device to predict volcanic eruptions?

3. Vocabulary
Using the informational text The Best Book of Volcanoes (2001)
1. Volcano(tier two): an opening in the earths surface that students should be aware of in
order to understand the world around them
2. Volcanic Eruption (tier two): the expelling or getting rid of the contents of a volcano.
Students will need to understand eruption to understand most of their science and
literature curriculum.
3. Magma (tier two): Students need to understand magma in order to succeed in their
science curriculum and be able to engage with others about volcanoes.
4. Tectonic Plates (tier three): This is something that students will need to know for the
lesson. Tectonic plates will be learned but probably not until a grade above the students.
They will learn this work for the lesson but it likely will not be needed for another year.



Vocabulary Word Map:








Vocabulary Activity:
The students will complete a word map over the vocabulary words given. The students will
define the word, use it in a sentence, draw a picture to remind them of the meaning, and
give a synonym to the word. The materials needed for this activity will be the word map
and a writing utensil. The students will have a choice of what to write with. The activity
will be completed after the vocabulary has been introduced by the teacher.
4. Word Recognition Activity
Using the narrative text: Magic School Bus Blows Its Top (1996)
Compound Words:
Tectonic Plates
Picture:

Define:
The dozen or so plates
that make up the
surface of the Earth.
Their motion is studied
Use in a sentence:
The shifting
tectonic plates
cause earthquakes.
Synonym:
Features of the
earth
I chose to complete the word work over compound words. This is because this book has
compound word in it and it will be important for students to understand these. This will
also help students in future reading. If they know to break compound words into words
that they know they will be more successful in reading these words.
The teacher will read the book to the students. The students will answer questions about
the book as the teacher reads the book. The students will then tell the teacher what a
compound word is. The teacher will write this and the examples the students give on the
board. The students will then work in their small groups to create a compound word
scavenger hunt. The hunt must contain only items that are compound words. The groups
will then trade with a different group and complete the hunt.









5. Graphic Organizers:
Using the informational book: The Best Book of Volcanoes (2001)
Using the narrative book: Magic School Bus Blows Its Top (1996)
Informational text organizer: Venn Diagram

Volcanoes



Has magma/lava
Can erupt for days,
months or years
Can be helpful
for farming and
other positive uses










Earthquakes
Does not have
magma/lava
Longest recorded
earthquake lasted
8-10 minutes
Can be helpful for
studying the earth
Common on
tectonic plate
edges
Many times
earthquakes
and eruptions
happen at a
similar time
Can be very
destructive
Narrative text organizer: Sematic Map





6. Literature Response
Using the poetry text: Volcano Wakes Up!(2010)
Using the informational text: Volcanos (2001)
The students could chose between these two options of how to respond to the book. The
students will then be grouped based on the option they chose.
1. The students will construct a readers theater with each role being a personified thing in
the ecosystem surrounding a volcano. The students will write the script with help from the
teacher if needed. The students will each be a part of the ecosystem of the volcano and
create the script around this prompt. The theater will then be performed for the whole
class.
2. The students will construct a paper model of a historic volcanic explosion. The teacher
will provide the students with boxes, paper, markers, and other materials. The students
Volcanoes
Can happen
underwater
Can create islands
Many different kinds
Have magma
will then write 1 paragraph summarizing the volcanic eruption that they modelled. The
students will present their project to the class.
Prompts:
How would your life be different if you lived near a volcano?
How would you feel if this was where you lived?
What are some things that may thrive in an ecosystem near a volcano?
Describe to me the key features of the volcano you are creating?
Is your historical volcano different from other groups? How?