This document outlines a 5-day learning experience about the eruption of Mount Vesuvius. On day 1, students will do a pre-assessment and learn vocabulary related to volcanoes. They will then research the eruption through different sources and discuss their findings. On day 2, students will share their research and take notes from each other. On day 3, they will start writing a narrative about the eruption. Day 4 involves watching a movie and answering questions. Finally, on day 5, students will edit and finalize their narratives. Students will be evaluated on their notes, narrative drafts, and movie comprehension. The goal is for students to understand the eruption's causes and impacts while practicing Latin grammar.

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World Language Learning Experience
Approximately 5 days
LEARNING EXPERIENCE TOPIC: The Eruption of Mt. Vesuvius
GUIDING QUESTION(S):
• How does a cultures worldview effect their values and ideologies?
• What is “culture”?
• How can we learn to respect another culture through our own?
• What is the Roman relationship with nature?
• What happened during the eruption of Mt. Vesuvius?
• What is the purpose of Indirect Statements? How do you form/identify them?
• How do you form/identify 3rd
dec. m/f nouns?
LEARNING TARGETS:
Knowledge and content
Students will understand…
• What the caused the eruption of Mt. Vesuvius
• The human reaction to the eruption
• How to form/identify and I.D.S.
• How to form/identify 3rd
dec. m/f nouns
Students will being to understand…
• What shapes culture
• The relationships between cultures
• How the Romans saw their relationship with nature
Skills and habits
Students will practice and be able to…
• Read and interpret Latin texts
• Read and interpret scientific, historical, and literary articles
• Compose a narrative in Latin using I.D.S.s and 3rd
dec. nouns
Character and community
Students will practice and develop qualities of…
• self-discovery through investigating the causes and events of the eruption
of Vesuvius
• curiosity about the world through interdisciplinary investigation
• responsibility for learning through individual investigation as well as
group discussion
• success and failure by challenging themselves to compose a narrative in
Latin

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STANDARDS:
ODE…
Interpretive 1.a. Focus on the overall meaning of the message or text to
avoid stumbling on unknown words and expressions.
1.b. Understand new words, phrases, sentences or the main
idea with the help of visuals and graphics that accompany
texts.
2.b. Analyze the viewpoints of authentic
sources by determining who produced the
texts, when, why and for whom.
2.c. Synthesize information about the same
topic or event from multiple authentic
sources, noting important similarities and
differences in the points of view they
represent.
3.c. Identify, sequence and classify people,
places, things or events based on
detailed descriptions.
3.d. Examine essential elements of written
informational texts to differentiate the
main idea and relevant details from
extraneous information.
3.f. Synthesize information from authentic sources to solve
complex problems, complete multistep tasks or reinforce
concepts across the curriculum.
4.b. Analyze the sequence of events in literary texts to
understand how each event led to the next.
4.f. Demonstrate comprehension of literary texts through
the creation of more sophisticated artistic and/or
technology enhanced representations.
4. g. Relate texts to self, current or historical events or
world issues through discussions, journaling and/or artistic
or expressive representations.
Interpersonal 2.a. Engage in greetings, introductions and leave-taking.
3.a. Express a wider range of feelings and emotions in
reaction to an announcement, a surprise or an event.
Presentational 1.a. Plan more sophisticated texts and presentations by
brainstorming ideas and choosing vocabulary, phrases and
sentence patterns.
1.b. Organize thoughts and choose resources.

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1.c. Produce initial drafts/presentations while keeping
audience, context and purpose in mind.
1.d. Revise and edit texts/presentations using tools that
promote reflection on meaning, form and mechanics.
1.e. Produce final drafts/presentations with aesthetic appeal
using tools that help to convey meaning.
Cultural 1.a. Investigate, explain and demonstrate patterns of
behavior.
1.e. Investigate and explain a variety of institutions,
contemporary and historical figures, contributions and time
periods of the target culture(s).
1.h. Examine cultural perspectives as they are portrayed in
the media and other sources and describe them to others.
2.d. Use authentic digital and print media.
ACTFL…
Communication Interpretive Communication: Learners understand,
interpret, and analyze what is heard, read, or viewed on a
variety of topics.
Presentational Communication: Learners present
information, concepts, and ideas to inform, explain,
persuade, and narrate on a variety of topics using
appropriate media and adapting to various audiences of
listeners, readers, or viewers.
Culture Relating Cultural Practices to Perspectives: Learners use
the language to investigate, explain, and reflect on the
relationship between the practices and perspectives of the
cultures studied
Connections Making Connections: Learners build, reinforce, and expand
their knowledge of other disciplines while using the
language to develop critical thinking and to solve problems
creatively
Acquiring Information and Diverse Perspectives: Learners
access and evaluate information and diverse perspectives
that are available through the language and its cultures
Comparisons Cultural Comparisons: Learners use the language to
investigate, explain, and reflect on the concept of culture
through comparisons of the cultures studied and their own.
ACL…
Communication Standard 1.1 Students read, understand, and interpret Latin
or Greek.
Standard 1.2 Students use orally, listen to, and write Latin
or Greek as part of the language learning process.
Culture Standard 2.1 Students demonstrate an understanding of the
perspectives of Greek or Roman culture as revealed in the
practices of the Greeks or Romans.

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Connections Standard 3.1 Students reinforce and further their knowledge
of other disciplines through their study of classical
languages.
Standard 3.2 Students expand their knowledge through the
reading of Latin or Greek and the study of ancient culture
Comparisons Standard 4.1 Students recognize and use elements of the
Latin or Greek language to increase knowledge of their
own language.
Standard 4.2 Students compare and contrast their own
culture with that of the Greco-Roman world.
Reflection/Follow-up:
PRE-ASSESSMENT:
• Pre-assessment for interest and learning
• Intro activity with “Erupting Vocab”
FORMATIVE ASSESSMENT:
• Jigsaw share-out
• Rough draft of narrative
• Movie Comprehension notes
MINI-LESSON(S): (Explain what daily explicit instruction of content will occur, i.e.
grammar, vocabulary, literacy strategies, peer editing strategies)
DAY 1
• “Erupting vocab” pre-assessment to assess student prior knowledge [readiness]
• Jigsaw Part 1 (research)
o Students will read a variety of Latin texts, primary documents, science
articles, history articles, poems/stories and will analyze pictures, graphs,
and videos on volcanoes, Vesuvius, and Pompeii
 These collections will be divided into three categories: history,
literature/art, and science and will be shared with the students via
Google Drive
 What collection students focus on depends on their pre-assessment
for interest and readiness (for Latin and English literacy levels)
DAY 2
• Jigsaw Part 2 (share-out)
o Students will meet with the peers who read the same collection as them in
order to compare their findings
o Students will then form groups of three, with one student from each
research collection
 Each student share out and teachers their section to their fellows
 While each student presents, the others of the group will take notes
• Recap Game
o The teacher facilitates a game on the SMARTBoard that recaps and tests
all that students learned during their Jigsaw
DAY 3

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• Writer’s Workshop Part 1
o Students will compose a one paragraph narrative as if they were a victim
of Vesuvius detailing their reactions/emotions during the eruption and
their demise.
o The teacher leads the students through a brainstorming session and then
students start writing.
DAY 4
• Movie and comprehension questions
o “Pompeii: The Last Day” (49:16min) https://youtu.be/PlZ-SGfp6Os
o While watching a movie that follows the lives of various Pompeians
during the eruption, students will be answering comprehension questions.
DAY 5
• Writer’s Workshop Part 2
o The teacher goes over common mistakes made in the rough drafts of the
narratives.
o Students pair up and peer edit their papers then return in as final drafts.
FOCUSED GROUP WORK: (Description of student work and roles)
Accountability measure to be used: (Explanation of student evaluation, i.e. rubric or
participation measure)
Students will be evaluated on notes they took during the Jigsaw and Share-out as
well as the notes their peers took on the section they presented. They will also be
evaluated on their rough and final drafts of their narrative as well as their
comprehension questions from the movie.
The Jigsaw and Share-out notes will be taken as 1) participation for filling out
notesheet, and 2) presentation points for sharing out their section with their group
of 3 members. These notes will be collected at the end of Day 2 so the teacher can
give all participants points for taking notes and give each individual points for
presenting depending on the content of notes that they and their peers took on
their designated section.
Rubric for Share-Out Notes 10pts Total
Completion Presentation
5pts Student filled out every section of the
note-taking handout with meaningful
facts and details
Student shared five or more
important points on their section
and gave two to three details for
each (gave examples, showed
diagrams/pictures)
4pts Every section has notes but a little more
detail could have been given
Shared four-five points with detail
3pts Three or more bullet points for each
section but without much detail
Shared three points with some
detail
2pts Two or three bullets for each section but
not much detail
Two points and/or lacked detail
1pt Very sparse notes One point and/or lacked detail
0pts Incomplete Incomplete/Didn’t share

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The comprehension questions from the movie will be given completion points.
Students’ rough drafts of their narratives will be graded for completion and
checked for errors while their finals will be graded on grammar and content.
Rubric for Narrative Final Drafts 25pts Total
Points
Grammar /10
Complete Sentences 2pts
Uses at least:
• 1 passive verb
• 1 complimentary infinitive with
possum, debeo, or soleo
• 1 3rd
dec. noun
• 3 different cases in each sentence
6pts
No grammar mistakes 2pts
Content 15pts /15
1 paragraph (at least 5 sentences) long 5pts
Describes two emotions narrator is feeling
during eruption
5pts
Describes what the volcano is doing/what is
happening physically around the narrator
5pts
/25
Teacher role: (Explanation of teacher’s actions during group work)
The teacher’s role throughout the various group work activities centers mainly on
observation, facilitation, and assistance of the students. During the Jigsaw Part 1,
while students are researching their section in the computer lab, the teacher will
be walking around and checking on student progress as well as answering any
questions students may have on the material.
During Jigsaw Part 2, when students share out what they have learned about their
section, the teacher will observe/check-in with each group, adding information or
answering questions when needed. During the last ten minutes of class that day
the teacher will also facilitate a Recap game on the SMARTBoard.
On Day 3, during the first part of the Writer’s Workshop, the teacher will lead the
students in brainstorming ideas for their narratives and will coach them on how to
begin constructing it. When the students begin writing the teacher will walk
around to answer questions.
Day 4 when the class watches a movie on the eruption the teacher will pause
occasionally to ask questions guided by the movie comprehension question
handout in order to keep students on task and formatively assess what they are
gleaning from the movie.
On the last day, after the teacher goes over common mistakes on the students’
rough drafts, she will go around and answer questions students have while peer
editing.

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FIELDWORK, EXPERT(S) and/or SERVICE: (Visit to a site for data collection,
outside expertise, or service to the school or community)
During this In-Depth Investigation, all classes will be participating in a
fundraising event in order to make a donation to the Red Cross Relief Fund. In
class, students will be playing a Coin War game in which every class level (I, II,
III+IV) will be competing to win the most points based on coin value. All coins
will be worth their monetary value while paper money will be worth negative
their monetary value. Therefore students can choose to put coins in the own jars,
to boost their own number of points, while putting dollars in the other jars, in
order to decrease the points of the other Latin levels.
(http://www.redcross.org/give-what-fire-takes)
Outside of class, during lunch periods, student representatives will run a booth
collecting donations from the general school body.
Resources being used for fieldwork, expert and/or service: (Materials, expert)
Four jars/buckets/boxes to contain donated money. There will be one container
for each Latin level (I, II, and III+IV) as well as one for the general collection.
After the money is collected it will be deposited into the teachers work account
and then an online donation of the same amount will be made via PayPal on the
Red Cross website (http://www.redcross.org/give-what-fire-takes).
LITERACY FOCUS: (Specific literacy strategies to be addressed, include use of
anchor text/s)
Literacy Strategies:
Students will employ literacy strategies such as scanning for content and
using context and graphics to comprehend difficult texts. These strategies
will not only aid them in reading Latin but will also improve their English
literacy skills.
Anchor Texts:
Resources being used for literacy strategies: (Materials)
Reflection/Follow-up: (3-5 sentences each unless you are moved to write more)
How did the learning experience go?
Day 1: Kids were super ready to get up and leave once I said we were going to go
to the lab. Seemed interested in the variety of documents. Confusion over what
they were expected to do. 5A class had more kids who tried to not do the work.
Day 2: Realized didn’t have enough to do to fill time so came up with sharing 3
favorite facts out of each section for each group on SB + watch 2 vids. Didn’t end
up having time for vids and ran out of time halfway through kahoot during 2
because one group took forever.
What would you change next time you teach it?
How are you going to, or will you, follow up the lesson?