Download Topic: Adjectives - Plumsted Township School District

Plumsted Township Public Schools
Foreign Language Program
Latin I Curriculum
Department Philosophy
“New Jersey hosts a growing economy that is oriented toward agriculture, industry, finance, education, and research—an economy
that demands contact and interaction with the global marketplace. For New Jersey students, the need to function competently in more
than one language has therefore become increasingly important in order to participate fully in the economic, political, and social life of
a state with over 100 ethnic groups, and where more than 150 different languages are spoken. In the twenty-first century, students
must be able to participate in culturally appropriate ways in face-to-face interaction with members of other cultures in order to be
productive members of the diverse communities in which we all live.”1
The foreign language department is committed to meeting the communication and language demands of our local, state, and national
community through the acquisition of a second language. Our program, aligned to the New Jersey Core Curriculum Content
Standards as well as national standards, promotes communication based language instruction in a practical learning environment.
Curriculum designs encourage a hands-on approach and stress critical thinking skills while concentrating on fluency and cultural
awareness inside and outside of our immediate community.
Program Goals:
1.
2.
3.
4.
5.
1
Integrate foreign language with other content areas
Improve communication and language skills through acquisition and practice of a foreign language
Promote cultural awareness inside and outside of our local community
Use technology as a medium for learning within the foreign language curriculum
Identify and generate an understanding of foreign language with regards to social, behavioral, environmental, and human systems
2004, New Jersey Core Curriculum Content Standards
Plumsted Township Public Schools
Foreign Language Program
Latin I Curriculum
Scope and Sequence
Latin 1
Ecce Romani
Parts of speech-N, Adj, V.
Linking verb and action verbs 3rd person; subject,
*Cornelii family background, Pompeii, Vesuvius, father’s
power
Nouns and adjectives sg and pl subjects
*History of Rome:
Aeneas’ history and adventures.
Romulus and Remus
Direct objects sg
*Creation myth
Cronus, Gaia, Titans
Roman pantheon
Infinitive verbs
Nouns and adjectives-masculine and feminine sg and pl
*Ovid’s Metamorphosis
-Apollo and Daphne
-Minerva and Arachne
Direct objects pl
Nominative and accusative as subject and direct object
* Metamorphosis
-Diana and Actaeon
-Callisto
1st, 2nd, 3rd person verb endings
vocative case
*Roman clothing
prepositional phrases of ablative and accusative: place where,
from which, accompaniment, place to which
1st-4th conjugations and identification
*numerals
imperative
*slavery/Sparatacus
genitive of possession
learn 1st-3rd declension endings-all cases
*Hades and Persephone, Roman naming
Ablative-time, means, manner
3rd declension I-stem
imperfect tense
*Oedipus
adverbs
*7 kings of Rome
Irregular verbs (imperfect and present of esse and posse)
Neuter nouns
*Paris and Helen
Numbers (written)
Nouns and adjective agreement
*Hercules
Irregular verbs (imperfect and present velle, nolle, ferre, ire)
*Psyche and Cupid? (if time in semester)
Plumsted Township Public Schools
Foreign Language Program
Latin I Curriculum
Topic: Nouns-endings and gender
Enduring Understanding: The Learner Will Be Able To:
1. Identify the word similarities of English and Latin.
2. Understand the basic meaning of never before seen English words by applying his/her knowledge of Latin.
3. Understand the use of genders of nouns in Latin.
Suggested
Time
2 Days
2 Days
1 Day
Concepts
Objectives
Core Activities
1. First Declension-Fem.
Essential Question (s):
o Which endings typify
the feminine first
declension?
o What are the masculine
first declension nouns?
The Learner Will:

Decline 1st declension nouns.
 Recognize the 1st declension through the
usage of its’ endings.
2. Second Declension-Masculine
Essential Question (s):
o Which endings typify
the masculine second
declension?
The Learner Will:
 Decline 2nd declension masculine nouns.
 Recognize masculine nouns by their
endings and usage.

3. Second Declension-Neut.
Essential Question (s):
o Which endings typify
the neuter second
declension?
o What are the two rules
of the neuter?
The Learner Will:
 Decline 2nd declension neuter nouns.
 Recognize neuter endings and note their
similarities and differences to the 2nd
declension masculine.






Oral practice of first declension
through songs.
People letters-call out declension
endings as students make letters
with arms and body.
"Unscramble the declension
endings"- in small groups, the
students must attempt to be the
first to unscramble and put the
noun endings in the correct order
Oral practice of second declension
through songs.
"Unscramble the declension
endings"- in small groups, the
students must attempt to be the
first to unscramble and put the
noun endings in the correct order
Declension vocab game. Students
must take turns declining properly
in order aloud.
Derivatives
NJCCCS
(CPI)
7.1
N-M A. 2
N-M A. 6
7.1
N-M A. 2
N-M A. 3
N-M A. 5
7.1
N-M A. 2
N-M A. 3
3 Days
4. Third DeclensionFeminine/Masculine
Essential Question (s):
o What endings typify
the feminine/masculine
third declension?
Plumsted Township Public Schools
Foreign Language Program
Latin I Curriculum
The Learner Will:
 Decline 3rd declension nouns.
 Recognize the irregularity of the
nominative case, and learn to identify the
3rd declension using the genitive case.


Students must devise a mnemonic
device utilizing all the 3rd
declension endings and share with
the class.
Concentration/Memory gamescard game for either one or more
players where students attempt to
match the English with the Latin.
7.1
N-M A. 2
Plumsted Township Public Schools
Foreign Language Program
Latin I Curriculum
Topic: Verbs-Endings and Syntax
Enduring Understanding: The Learner Will Be Able To:
1. Identify the word similarities of English and Latin.
2. Understand the basic meaning of never before seen English words by applying his/her knowledge of Latin.
3. Understand and identify the three points of view in language.
4. Understand the nuances of a language through its use of tenses.
Suggested
Time
2 Days per
conjugation
3 Days per
tense
Concepts
Objectives
Core Activities
1. Conjugation
Essential Question (s):
 How can the endings of the
principle parts be useful in
identifying the conjugation
of a verb?
 How do the 4 conjugations
differ from one another?
The Learner Will:

 Label and identify the 2nd principle
parts of the 1-4th conjugation.

 Explain the difference between the
2nd and 3rd conjugations

nd
 Understand how to use the 2
principle part to find the root of a
verb in the present system.
Oral practice of first conjugation
verb endings.
Derivatives-find common English
words derived from Latin
Concentration/Memory games-card
game for either one or more players
where students attempt to match the
English with the Latin.
2. Tense
Essential Question (s):
 How can the endings of a
verb help to identify the
tense?
 How do the endings of the
present, future, perfect, and
imperfect differ amongst
themselves and between
conjugations?
 How are the four tenses
translated?
The Learner Will:
 Conjugate 1st-4th conjugation
verbs in the present, imperfect,
perfect, and future tenses singular
and plural, of the first, second, and
third persons.
 Translate the tenses correctly in
all their forms.
 Recognize the subtle difference in
meaning between the imperfect
and perfect tenses.

Verb tense game-In teams of 3 or 4,
each member must take turns at the
board writing the correct tense and
person of the verb that is called out.
4 Principle Parts Game"-students
will sit in rows of 3-4, and will take
turns writing the four principle parts
of Latin verbs correctly, and also
attempting to be the first team done
Verb parts game-using white
flashboards, small teams will either
supply the 3 missing parts plus the
English meaning of the verb the
teacher calls out, supply the 4
principle parts, or supply the person,


NJCCCS
(CPI)
7.1
N-M A. 2
7.1
N-M A. 2
N-M A. 5
Plumsted Township Public Schools
Foreign Language Program
Latin I Curriculum
#, tense, and meaning
 -"Meet My Verb" activity-student
will choose any verb in any tense,
then they must find others who have
verbs that have similar properties
The Learner Will:
 Recognize the importance of Latin
verb endings in that they replace
the need for a subject pronoun.
 Know that the 1st person is when
the speaker is talking about
him/herself, the 2nd person is when
the speaker is talking directly to
someone, and the 3rd person is
when the speaker is talking about
someone.
 Identify the correlation between
the subject of the sentence and the
verb.
4.Number
Essential Question (s):
 What is the difference
between the singular and
plural?
 How do the endings of the
singular and plural differ?
 How does the number
correlate to the subject?
The Learner Will:

 Recognize and understand the
relation between I and we, you and
you (pl.), he/she/it and they.
 Know that the number of subjects
can change the verb’s ending even
if the person remains the same.
1 Day
1 Day

3. Person
Essential Question (s):
 How does the subject of the
1st, 2nd, and 3rd person differ?
 Which endings are
representative of the 1st, 2nd,
or 3rd person?

"Record Review"-The teacher will
write the titles of modern day songs
on the board in Latin, then play the
songs, where the students must try
and match the Latin title to the
English songs they hear
-"Verb scavenger hunt" -26 verbs
will be pinned up around the room
in various tenses, person, numbers,
and conjugations
Verb Vocabulary Game"- The
students must gather in a circle. The
teacher will start off the game by
saying a word in English then passes
a ball to a student who must say the
1st person singular.
7.1
N-M A. 2
N-M A. 5
7.1
N-M A. 2
N-M A. 5
1 Day
5. Mood
Essential Question (s):
 How do the indicative and
imperative differ?
Plumsted Township Public Schools
Foreign Language Program
Latin I Curriculum
The Learner Will:
 Oral conversation using imperatives
as greetings and god-byes.
 Understand the indicative to be a
statement of fact.
 Simonus dicit using commands
 Understand the imperative to be a
direct command, and that it can
only exist in the 2nd person.
7.1
N-M. B. 2
N-M. A. 1
Plumsted Township Public Schools
Foreign Language Program
Latin I Curriculum
Topic: Adjectives
Enduring Understanding: The Learner Will Be Able To:
1. Identify the word similarities of English and Latin.
2. Understand the basic meaning of never before seen English words by applying their knowledge of Latin.
3. Understand the importance of gender in Latin.
Suggested
Time
1 Days
1-2 Days
Concepts
Objectives
Core Activities
1. Endings-1st and 2nd
Declension
Essential Question (s):
 How do the endings of Latin
adjectives correlate to the 1st
and 2nd declension noun
endings?
The Learner Will:
 Learn that adjectives of the 1st and 2nd
declension have identical endings to
nouns of the 1st and 2nd declension.
 Find the root of said adjectives by using
the second form over, which is the
feminine.
 Identify the irregular masculine
adjectives ending with –r.

2. Case
Essential Question (s):
 How can the case of the
adjective help to identify the
noun it modifies?
 How can the case help identify
syntax?
The Learner Will:
 Learn that all adjectives must match
their nouns in case, but not necessarily
in ending.
 Use their knowledge of cases to identify
the adjective as subject, possession,
indirect object, direct object, or as a
preposition phrase.


"Race word match"-Teams race
to stick Latin vocabulary words
to the board that correspond to
the English the teacher calls out.
Derivatives
NJCCCS
(CPI)
7.1
N-M A. 2
N-M A. 4
N-M A. 6
“Fast hand”-student must be the
first to circle the appropriate
noun that accompanies the
adjective.
7.1
N-M A. 2
N-M A. 5
1 Day
1 Day
3. Gender
Essential Question (s):
 How can the gender help
identify the modified noun?
 Why are gender and noun
ending not synonymous?
 How can an adjective be used
in the place of a noun?
4. Number
Essential Question (s):
 How can the number help
identify the modified noun?
Plumsted Township Public Schools
Foreign Language Program
Latin I Curriculum
The Learner Will:

 Use their knowledge of Latin noun
genders to help identify its’ modifying
adjective.
 Be aware of irregular masculine nouns
that take 1st declension feminine
endings, and consequently recognize
that said nouns do not have adjectives
with identical endings.
 Correctly translate adjectives when uses
as a substantive according to gender and
number.
The Learner Will:

 Understand that adjectives and nouns
must match in case, number, and
gender.
 Use their knowledge of the singular and
plural case endings to match an
adjective to its’ appropriate noun.
“Fast hand” ”-student must be
the first to circle the appropriate
noun that accompanies the
adjective.
7.1
N-M A. 2
N-M A. 5
“Fast hand”-student must be the
first to circle the appropriate
noun that accompanies the
adjective
7.1
N-M A. 2
Plumsted Township Public Schools
Foreign Language Program
Latin I Curriculum
Topic: Cases-Nouns Syntax
Enduring Understanding: The Learner Will Be Able To:
1. Identify some common and distinct features among the English and Latin language
2. Obtain a greater understanding of English grammar and usage by means of Latin translations.
3. Identify the differences between the Latin and English languages, and recognize that those differences do not make one language inferior to another.
Suggested
Time
2 Days
1 Week
Concepts
Objectives
Core Activities
1. Nominative
Essential Question (s):
o What is the subject of a
sentence?
o Where is the subject
found in an English
sentence?
o Where can the subject
be found in a Latin
sentence?
o Must there always be a
separate word to
identify the subject?
The Learner Will:
 Understand the role the subject plays in
deciding the verb’s ending.
 Know that the subject is the person or
thing who controls the action of the
sentence.
 Realize the flexibility in the format of a
Latin sentence verses the rigidity of the
typical English sentence.
 Realize that a nominative is not
necessary in Latin due to the specificity
of the Latin verb ending.

2. Genitive
Essential Question (s):
 How does English convey the
idea of possession?
 Does the possessor or the
possession take the genitive?
 How is the singular and plural
of English ambiguous in its’
verbal context?
The Learner Will:
 Understand the great difference between
the ‘s/s’ of English and the confusion it
can cause when being verbalized.
 Learn an alternate translation using “of”
to show possession in English.
 Translate the possessor in the genitive.



Listen to English sentences then
match the correct translation to the
correct case on board with a
partner.
"Inveni Personam"- Student must
find and write names down of
other students who fit the
description
"Record Review"-The teacher will
write the titles of modern day
songs on the board in Latin, then
play the songs, where the students
must try and match the Latin title
to the English songs they hear
"Genitive and Ablative Around the
Room"-activity. The students
must go around the room to
various stations with sentences,
where they must write the correct
endings on post-it notes
NJCCCS
(CPI)
7.1
N-M A. 2
N-M A. 3
N-M A. 5
7.1
N-M A. 2
N-M A. 3
Plumsted Township Public Schools
Foreign Language Program
Latin I Curriculum
1 Week
3-4 Days
spaced as
appropriat
e
3-4 Days
spaced as
appropriat
e
3. Dative
Essential Question (s):
 What is the difference between
the direct object and indirect
object?
 What type of verbs are most
often used with the dative?
The Learner Will:
 Learn to correlate the use of the dative
with verbs of giving, showing, and
telling.
 Translate the dative as “to/for”.
 Learn that the indirect object is not
affected by the verb as the direct object
is.

4. Accusative
Essential Question (s):
 What is the direct object?
 What is the difference between
a direct object and a predicate
nominative?
 What prepositions must be
used with the accusative, and
how can the accusative change
the meaning of sais
prepositions?
The Learner Will:
 Understand that the direct object is
person or thing that receives the action
of the sentence.
 Understand that only transitive verbs
can take an accusative, whereas linking
verbs usually take a predicate
nominative.
 Translate the prepositions ad, trans, and
sub correctly when followed by an
accusative.
 Identify the Accusative of place to
which and compare it to the Ablative of
place where.

5. Ablative
Essential Question (s):
 What is a preposition?
The Learner Will:
 Learn to identify the ablative case by
its’ usage of prepositions: de, ab, a, ex,
e, in, cum.
 Identify the Ablative of : place where,
place from which, accompaniment,
means, manner, time when.


Students must move from one
corner of the room to the other
depending on whether they thing a
sentence uses a dative or motion
“to which”.
Students must move from one
corner of the room to the other
depending on whether they thing a
sentence uses a dative or motion
“to which”.
Listen to English sentences then
match the correct translation to the
correct case on board with a
partner
"Genitive and Ablative Around the
Room"-activity. The students
must go around the room to
various stations with sentences,
where they must write the correct
endings on post-it notes
7.1
N-M A. 2
7.1
N-M A. 2
N-M A. 3
7.1
N-M A. 2
N-M A. 3
Plumsted Township Public Schools
Foreign Language Program
Latin I Curriculum
Topic: Numbers
Enduring Understanding: The Learner Will Be Able To:
1. Identify the word similarities of English and Latin.
2. Understand the basic meaning of never before seen English words by applying their knowledge of Latin.
3. Understand the impact that Latin has had on English
Suggested
Time
1 Day
1 Day
Concepts
Objectives
Core Activities

1. Numerals
Essential Question (s):
 How do Roman numerals
differ from the numerals we
use today?
 Why is it impossible to do
complex math with Roman
numerals?
The Learner Will:
 Learn to add and subtract using
Romand numerals I, V, X, L, C, D,
and M.
 Realize that the Romans have no
concept of zero.
2. Cardinals
Essential Question (s):
 What is the correlation
between Roman numbers and
many common English words?
 How does our one, two, three
differ so drastically than the
Romans unus, duo, tres?
The Learner Will:

 Note the similarity between Roman

numbers and our months, geometric
shapes, numeric terms.
 Note that cardinal numbers 1,2 and 3
must match in case and gender with
the noun they modify.
 See that numbers 4-100 do not
change form.
Students make up
problems for each other to
solve, then share with the
class.
Derivatives
Race word match-Teams
race to stick Latin
vocabulary words to the
board that correspond to
the English the teacher
calls out
NJCCCS
(CPI)
7.1
N-M. B. 4
N-M A. 5
7.1
N-M A. 2
1 Day
3. Ordinals
Essential Question (s):
 What is an ordinal?
Plumsted Township Public Schools
Foreign Language Program
Latin I Curriculum
The Learner Will:
 Note that ordinals are adjectives and
therefore must match in case,
number, and gender.
 Note they translate as 1st, 2nd,…
7.1
N-M A. 2
Plumsted Township Public Schools
Foreign Language Program
Latin I Curriculum
Topic: Other parts of speech
Enduring Understanding: The Learner Will Be Able To:
1. Identify some common and distinct features among the English and Latin language.
2. Obtain a greater understanding of English grammar and usage by means of Latin translations.
3. Identify the differences between the Latin and English languages, and recognize that those differences do not make one language inferior to
another.
Suggested
Time
1 Day
1 Day
2-3 Days
spaced as
appropriat
e
Concepts
Objectives
Core Activities
1. Adverbs
The Learner Will:
Essential Question (s):
 Know that an adverb modifies the verb of

 How is an adverb formed in
the sentence.
English?
 Know that English adverbs are often formed
by adding –ly to an adjective, and that Latin
 What is the purpose of an
adverb?
adverbs are formed by adding –e to an
adjective stem.
 How is a Latin adverb formed?
2. Conjunctions
Essential Question (s):
 What is the function of
conjunctions in languages?
The Learner Will:
 Know that conjunctions are used to connect
two words, sentences, or thoughts.
 Translate correctly the conjunctions sed, et,
atque, -que, neque.

3. Prepositions
Essential Question (s):
 What are prepositions?
 What are the many
prepositions in Latin?
The Learner Will:
 Know and identify the prepositions which
are used in conjunction with the Accusative
and Ablative cases.
 Know that prepositions are helping words,
and without which sentence meaning can be
ambiguous.


Concentration/Memory gamescard game for either one or more
players where students attempt
to match the English with the
Latin
Concentration/Memory gamescard game for either one or more
players where students attempt
to match the English with the
Latin
Students must move from one
corner of the room to the other
depending on whether they thing
a sentence uses a dative or
motion “to which”.
Listen to English sentences then
match the correct translation to
NJCCCS
(CPI)
7.1
N-M A. 2
7.1
N-M A. 2
7.1
N-M A. 2
Plumsted Township Public Schools
Foreign Language Program
Latin I Curriculum
1 Day
4. Asking questions
Essential Question (s):
 What is the correct way to
form a yes/no question?
 How does a sentence begin
when expecting an affirmative
response? A negative
response?
The Learner Will:
 Identify the enclitic –ne as starting a yes/no
question.
 Identify and translate sentences as
appropriate when they begin with nonne
(affirmative) and num (negative).
 Identify and translate cur, ubi, quis, quid.


the correct case on board with a
partner
Oral conversations-asking and
answering simple questions in
pairs or groups of three.
-"Vicini"- Using knowledge of
English, the student must figure
out the Latin question, and
answer accordingly
7.1
N-M. B. 3
N-M A. 2
Plumsted Township Public Schools
Foreign Language Program
Latin I Curriculum
Topic: Idiomatic Expressions
Enduring Understanding: The Learner Will Be Able To:
1. Identify some common and distinct features among the English and Latin language
2. Obtain a greater understanding of English grammar and usage by means of Latin translations.
3. Identify the differences between the Latin and English languages, and recognize that those differences do not make one language inferior to another.
Suggested
Time
1-2 Days
Concepts
1. Idiomatic expressions
Essential Question (s):
 How does the literal
translation of an idiomatic
expression affect the meaning
of the phrase?
Objectives
The Learner Will:

 Identify idiomatic expressions and
be able to understand the literal
translation while also associating it
with its’ English meaning.
Core Activities
NJCCCS
(CPI)
Concentration/Memory games
7.1
N-M A. 2
Plumsted Township Public Schools
Foreign Language Program
Latin I Curriculum
Topic: Roman Culture
Enduring Understanding: The Learner Will Be Able To:
1. Understand the Romans’ belief system in many gods and goddesses.
2. Understand that while many myths are unbelievable in modern times, they were the only logical way for the Romans to understand and justify
the world around them.
3. Recognize the impact mythology has had on modern society.
Suggested
Time
11 days
spread
throughout
semester
Concepts
Objectives
1. Myths and Stories
Essential Question (s):
o What are the three
purposes of myths and
stories in ancient
society?
o What role do gods play
in society? Humans?
The Learner Will:
 Understand that ancient stories
were used to teach morals, explain
nature, and to entertain.
 Realize that most Romans viewed
their gods as fearful and thought
that every facet of life was a test
by the gods.
 Be familiar with the stories of:
Aeneas, Romulus and Remus,
Saturn and Uranus, the Pantheon,
Apollo and Daphne, Minerva and
Arachne, Diana and Acteaon,
Callisto, Oedipus, Trojan War,
Hercules, Proserpine and Pluto

The Learner Will:
 Know all main geographical
landmarks, mountain ranges,
volcanoes, seas, islands, position
of Italy as it relates to the rest of
Europe.
 Be familiar with the start of the
Roman monarchy and know the

2. Everyday life
Essential Question (s):
 What is the geographical
13 days
layout of Italy?
spread
throughout  How could the first Roman
semester
government be classified?
 What other purpose did
clothing have than just as a
Core Activities




Students must write an
original myth that explains
the origin of something in
nature.
Students research various
gods, make an imagine
(mask) representative of that
god, then present to the class.
Groups write interpretive
skits of Paris and Helen, then
present to class.
Students create a model of a
creature from one of
Hercules’ labors.
Students label major
geographical landmarks,
cities, and regions in a group
cooperative effort on board.
Students make a colorful
collage of the king of their
choice and present to class.
NJCCCS
(CPI)
7.2
I-L.A.1
N-H. C.2
N-M C.1
I-L. A.1
I-L. A.1
N-H C.2
I-L A.1
7.2
I-L. A.2
I-L. A.1
P-A. A.4



covering?
What foods comprised a poor
man’s diet? A wealthy man?
What was the affect of slavery
in Rome?
How was slavery similar and
different in America and
ancient Rome?




Plumsted Township Public Schools
Foreign Language Program
Latin I Curriculum
names and reputations of the seven  Students must create a
kings.
modern day advertisement
for Roman clothing.
Know that clothing was used to
show status in society in relation
 Students spend one day
to: citizenship, marriage state, age,
celebrating a Roman holiday
profession.
with authentic Roman food,
while dressed in Roman
Know that the poor diet was
comprised of starches, while the
clothing.
wealthy diet consisted of many
 View the movie “Spartacus”
exotic and rich foods.
to understand the lives of
Understand the importance of
ancient slaves and the
slavery in the success of the
dependence Rome had on
Roman Empire.
them.
Know that ancient slavery was a
 Research one of the
Roman punishment and was blind
following: general slave life;
to race, gender, age, or nationality.
slave revolts; American vs.
Roman slavery
N-M.C.1
P-A A.4
N-M C.1
I-L A.1
B.5