Download Latin 1 - Plumsted Township School District

PLUMSTED TOWNSHIP SCHOOL DISTRICT
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
Course Title: Latin 1
Course Title: Latin 1
Content Area: World Languages
Grade Level(s): 9-12
Course Description: Beginners level course lasting one semester with an emphasis placed on the interpretive
skills reading and writing. Culture is integrated via videotapes, cultural readings, and reports.
Date Created: June 2014
Date Approved by Plumsted Township Board of Education: August 2014
Pacing Guide
Unit 1: Introduction, Greetings, Parts of Speech, Subjects,
and Objects
Unit 2: Verbs: Infinitives, Present Tense; Direct Objects;
Vocative
4 Weeks
4 Weeks
4 Weeks
Unit 3: Prepositional Phrases; Genitive; Imperative
Unit 4: Verbs: Imperfect Tense, Irregulars; Neuter; Numbers
3 Weeks
Ongoing
Unit 5: Culture
Unit 1
Unit Summary
Students will be able to:
Greet people
Introduce oneself to others
Ask others how they are doing/feeling
Use and pronounce the Latin alphabet
Use the Nominative case (subject, complement)
Use the Accusative case (direct object)
Identify nouns and adjectives (feminine, masculine, sg/pl)
Identify verbs (3rd person only, action and linking)
Interdisciplinary Connections/Content Area Integrations: English Language Arts, History
Standards: Novice-Mid interpretative mode, Novice-Mid interpersonal mode, Novice-Mid presentational
mode
1
PLUMSTED TOWNSHIP SCHOOL DISTRICT
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
Course Title: Latin 1
NJCCCS
7.1.NM.A.1
Recognize familiar spoken or written words and phrases contained
in culturally authentic materials using electronic information sources related to
targeted themes.
7.1.NM.A.2
Demonstrate comprehension of simple, oral and written
commands, and requests through appropriate physical response.
7.1.NM.A.4
Identify familiar people, places, and objects based on simple oral and/or
written descriptions.
directions,
7.1.NM.A.5
Demonstrate comprehension of brief oral and written messages using ageand level-appropriate, culturally authentic materials on familiar topics.
7.1.NM.B.4
Ask and respond to simple questions, make requests, and express
preferences using memorized words and phrases.
7.1.NM.C.4
Present information from age- and level-appropriate, culturally authentic
materials orally or in writing.
Essential Questions:
1. Which endings typify feminine nouns and adjectives?
2. Which endings typify masculine nouns and adjectives?
3. What is the difference between singular and plural?
4. How does the number of the subject affect the verb?
5. How do the endings of the singular and plural verbs differ?
6. How are adjectives of Latin more specific than English adjectives?
7. How does the word order of Latin compare to the word order of English? (i.e. why is it unimportant in
Latin, but can change the meaning of the whole sentence in English)
8. What is a subject and where is it found in Latin? Where is it found in English?
9. What does it mean for a Latin sentence to have an understood subject?
10. What is the connection between transitive verbs and direct objects?
11. What is the difference between transitive and intransitive verbs?
12. What is the difference between a direct object and a complement (i.e. the predicate nominative)?
Unit Objectives:
The Learner will:
Greet and introduce themselves to each other.
Ask how others are.
Be able to identify similarities between English and Latin.
Deduce the meaning of never before seen vocabulary through derivatives.
2
PLUMSTED TOWNSHIP SCHOOL DISTRICT
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
Course Title: Latin 1
Understand the importance of gender in the Romance languages.
Know that the number of subjects can change the verb’s ending even if the person is the same.
Know that the 3rd person is when the speaker is talking about someone.
Recognize the relation between he/she/it and they.
Identify the correlation between the subject of the sentence and the verb.
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 noun (subject) is not necessary in Latin due to the specificity of the
Latin verb ending.
Understand that the direct object is the person/thing that is acted upon.
Understand that only transitive verbs can take the accusative and intransitive verbs cannot.
Know that linking verbs are intransitive.
Formative Assessments:
Teacher observation
Do now’s
Translating orally
Closure activities
Peer evaluation
Question/Answer
Pair/group activities
White board games
Homework
Vocabulary games
Notebook checks
Summative Assessments:
Weekly Quizzes (open ended, translations, multiple-choice, matching)
Weekly Derivatives
Unit Test
Modifications:
Daily guided notes
Study guides
Practice quizzes
Modified summative assessments
Assigned partner/study buddy
Rubrics
3
PLUMSTED TOWNSHIP SCHOOL DISTRICT
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
Course Title: Latin 1
Modified/Alternative projects
Suggested Learning Activities:
“Vicini” (“Neighbor”) Getting to know you group activity: students translate questions from Latin,
using words they have never seen before, into English. They are given one derivative as a clue to
figure out the question. After they have successfully translated the questions, they must ask various
students the question in Latin and write down the other student’s name and response.
“Around the world” vocabulary games
“Jeopardy” (vocabulary, endings and syntax, gender, parts of speech)
Weekly translations: translations can be from the text or teacher created. Students are to keep a
record of translations in their notebooks. Students are urged to collaborate with peers. Translations
incorporate the week’s grammar lesson while also introducing 10-30 new vocabulary words each
week.
Weekly Derivatives: choose 6-12 words per week using vocabulary from the present week’s
translation. Students are required to find two derivatives per Latin word, then use one of the English
derivatives in a contextual sentence. After the teacher grades their work, students are urged to
make corrections and resubmit for grading.
Curriculum Development Resources/Equipment Needed:
Textbook: Ecce Romani IA, 2005
Video projector/computer
ELMO-digital overhead projector (to be ordered in year 2015)
Latin FLASH, flash drills to practice conjugating and declining
Online resources
o www.tabney.com Practice games and activities created by Latin teachers by chapter
Unit 2
Unit Summary
Students will be able to:
Use and pronounce the Latin alphabet
Identify and translate infinitive verbs
Identify the four conjugations
Use the Accusative case (direct object)
Use the Vocative case (direct address)
Identify the cases of masculine and feminine nouns of the 1st-3rd declensions
Conjugate regular verbs in the present tense
Understand and identify the three points of view in languages.
Interdisciplinary Connections/Content Area Integrations: English Language Arts, History
4
PLUMSTED TOWNSHIP SCHOOL DISTRICT
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
Course Title: Latin 1
Standards: Intermediate-Low Interpretative Mode
NJCCCS
7.1.IL.A.4
Use the target language to describe people, places, objects, and daily activities learned about
through oral or written descriptions.
7.1.IL.A.7
Infer the meaning of a few unfamiliar words in some new contexts.
7.1.IL.A.8
Compare and contrast unique linguistic elements in English and the target language.
Essential Questions:
1. Which endings typify feminine nouns and adjectives of the 1st declension?
2. Which endings typify masculine nouns and adjectives of the 2nd declension?
3. Which endings typify masculine/feminine nouns of the 3rd declension?
4. How is the infinitive (2nd principal part) useful in identifying the verb conjugation?
5. How do the four conjugations differ?
6. What are the various ways to translate the present tense into English?
7. How does the subject of the 1st, 2nd, 3rd persons differ?
8. What are the representative endings of the 1st, 2nd, 3rd persons in the present tense?
9. What is the purpose of the vocative case and how is it formed?
Unit objectives:
The Learner will:
Label and identify the 2nd principal part of the four conjugations.
Use the 2nd principal part to determine the root of verbs.
Explain the differences between the 2nd and 3rd conjugations.
Conjugate regular verbs in the present tense of all persons.
Conjugate the irregular verb “to be” in the present tense of all persons.
Translate the present tense correctly.
Know that the number of subjects can change the verb’s ending even if the person is the same.
Recognize that Latin verb endings replace the need for subject pronouns.
Know that the 1st person is when the speaker is talking about himself, the 2nd person is when the
speaker is talking directly to someone, and the 3rd person is when the speaker is talking about
someone.
Recognize the relation between I and we, you (sg) and you (pl), he/she/it and they.
Understand that the direct object is the person/thing that is acted upon.
Use the vocative to address others.
Differentiate between the vocative and the nominative forms in the masculine.
Be able to identify similarities between English and Latin.
5
PLUMSTED TOWNSHIP SCHOOL DISTRICT
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
Course Title: Latin 1
Deduce the meaning of never before seen vocabulary through derivatives.
Formative Assessments:
Teacher observation
Do now’s
Translating orally
Closure activities
Peer evaluation
Question/Answer
Pair/group activities
White board games
Homework
Vocabulary games
Notebook checks
Summative Assessments:
Weekly Quizzes (open ended, translations, multiple-choice, matching)
Weekly Derivatives
Unit Test
Modifications:
Daily guided notes
Study guides
Practice quizzes
Modified summative assessments
Assigned partner/study buddy
Rubrics
Modified/Alternative projects
Suggested Learning Activities:
“Around the world” vocabulary game
“Jeopardy” (vocabulary, endings and syntax, gender, parts of speech)
Weekly translations: translations can be from the text or teacher created. Students are to keep a
record of translations in their notebooks. Students are urged to collaborate with peers. Translations
incorporate the week’s grammar lesson while also introducing 10-30 new vocabulary words each
week.
Weekly Derivatives: choose 6-12 words per week using vocabulary from the present week’s
translation. Students are required to find two derivatives per Latin word, then use one of the English
6
PLUMSTED TOWNSHIP SCHOOL DISTRICT
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
Course Title: Latin 1
derivatives in a contextual sentence. After the teacher grades their work, students are urged to
make corrections and resubmit for grading.
“Carousel”. Teacher creates 8-10 stations with index cards that have vocabulary words, phrases,
gods, etc. Students pair up and take turns being the student or teacher. The “teacher” quizzes
his/her student with the cards at the station offering clues or derivatives until the “student” gets the
right answer. Each pair is allotted 2-3 minutes per station. Then they switch roles.
“Hot potato”. Separate students into two groups and direct them to stand in a circle. Each group
gets one soft ball (foam is best). One or two trusted students will need to be assistants. The teacher
or assistant will say an infinitive verb (ex. Amare) then pass the “potato” to a random student. The
first student must conjugate the verb into the 1st person, singular. Then pass the potato to another
student who conjugates the verb into the 2nd person, singular. This continues until the verb is
completed. However, if a student conjugates incorrectly on their turn, they are “out” and sit down.
The standing students keep playing with the assistant calling out random infinitive verbs until only
one student is left standing.
“Word Wars”. Class is split into two teams. The goal of this activity is to increase pronunciation
ability and confidence. The teacher chooses a random exercise or chapter to use and assigns one
student from each team a sentence. The students from each team can practice their pronunciation
for a few minutes, then students take turns reading their sentence aloud. The teacher keeps score
secretly by noting which team had the best pronunciations. Once all students have read aloud, the
teacher announces the winning team but does not reveal which individual students won/lost.
“Memoria (Memory)”. Traditional children's game, where cards are laid face down in a grid
pattern. Students take turns flipping over two cards attempting to match the Latin to its translation.
“Navis Longa (Battleship)” review game.
Curriculum Development Resources/Equipment Needed:
Textbook: Ecce Romani IA, 2005
Video projector/computer
ELMO-digital overhead projector (to be ordered in year 2015)
Latin FLASH, flash drills to practice conjugating and declining
Online resources
o www.tabney.com Practice games and activities created by Latin teachers by chapter
Unit 3
Unit Summary
Students will be able to:
Identify and translate the imperative mood
Use the Accusative case (prepositional phrases)
Use the Ablative case (prepositional phrases)
Use the Genitive case (possession)
Identify the case endings of masculine and feminine nouns of the 1st-3rd declensions
7
PLUMSTED TOWNSHIP SCHOOL DISTRICT
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
Course Title: Latin 1
Conjugate regular verbs in the imperative
Interdisciplinary Connections/Content Area Integrations: English Language Arts, History
Standards: Novice-Mid Interpretative Mode, Novice-Mid Interpersonal Mode, Novice-High Interpretative
Mode
NJCCCS
7.1.NH.A.1
Recognize familiar words and phrases, understand the main idea, and infer
the meaning of some highly contextualized, unfamiliar spoken or written
words contained in culturally authentic materials using electronic
information sources related to targeted themes.
7.1.NH.A.2
Demonstrate comprehension of a series of oral and written directions,
commands, and requests through appropriate physical response.
7.1.NH.A.6
Identify the main idea and other significant ideas in readings from age- and
level-appropriate, culturally authentic materials.
7.1.NM.A.2
Demonstrate comprehension of simple, oral and written directions,
commands, and requests through appropriate physical response.
7.1.NM.A.3
Recognize a few common gestures and cultural practices associated with
the target culture(s).
7.1.NM.A.5
Demonstrate comprehension of brief oral and written messages using ageand level-appropriate, culturally authentic materials on familiar topics.
7.1.NM.B.2
Give and follow simple oral and written directions, commands, and
requests when participating in age-appropriate classroom and cultural
activities.
Essential Questions:
1. How do the indicative and the imperative differ?
2. Why can commands only exist in the 2nd person?
3. Which endings are representative of the imperative mood?
4. How does English convey the idea of possession?
5. Why is the singular and plural of English possession (‘s/s’) ambiguous in its verbal context?
6. What are prepositions and examples?
7. What prepositions must be used with the accusative and how can the accusative case change the
meaning of said prepositions?
8
PLUMSTED TOWNSHIP SCHOOL DISTRICT
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
Course Title: Latin 1
Instructional Outcomes
The learner will:
Understand the difference when using the ‘s(sg)/ s’(pl) of English to show possession 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 case.
Use the genitive to find the roots of all nouns, to show possession, to determine the declension
of a noun, and to show familial relations.
Translate the prepositions ad, in, prope,and per correctly with the accusative case.
Identify and explain the difference between the Accusative Place to Which and the Ablative
Place Where especially when using the preposition ‘in’.
Identify and translate the ablative case by its endings and/or prepositions such as de, ab/a, ex/e,
cum, in, sub, and sine.
Identify and translate properly the various ablative usages: place where, place from,
accompaniment, mean, manner, and time when.
Know that intransitive verbs can only take prepositional phrases and can never take a direct
object.
Understand the imperative to be a direct command and that it can only exist in the 2nd person.
Know that the number of subjects can change the verb’s ending even if the person is the same.
Recognize that Latin verb endings replace the need for subject pronouns.
Know that the 1st person is when the speaker is talking about himself, the 2nd person is when the
speaker is talking directly to someone, and the 3rd person is when the speaker is talking about
someone.
Recognize that Romance languages differentiate between you (sg) and you (pl).
Use the vocative to address others.
Be able to identify similarities between English and Latin.
Deduce the meaning of never before seen vocabulary through derivatives.
Formative Assessments:
Teacher observation
Do now’s
Translating orally
Closure activities
Peer evaluation
Question/Answer
Pair/group activities
White board games
Homework
Vocabulary games
Notebook checks
9
PLUMSTED TOWNSHIP SCHOOL DISTRICT
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
Course Title: Latin 1
Summative Assessments:
Weekly Quizzes (open ended, translations, multiple-choice, matching)
Weekly Derivatives
Unit Test
Modifications:
Daily guided notes
Study guides
Practice quizzes
Modified summative assessments
Assigned partner/study buddy
Rubrics
Modified/Alternative projects
Suggested Learning Activities:
“Around the world” vocabulary game
“Jeopardy” (vocabulary, endings and syntax, gender, parts of speech)
Weekly translations: translations can be from the text or teacher created. Students are to keep a
record of translations in their notebooks. Students are urged to collaborate with peers. Translations
incorporate the week’s grammar lesson while also introducing 10-30 new vocabulary words each
week.
Weekly Derivatives: choose 6-12 words per week using vocabulary from the present week’s
translation. Students are required to find two derivatives per Latin word, then use one of the English
derivatives in a contextual sentence. After the teacher grades their work, students are urged to
make corrections and resubmit for grading.
“Simonus dicit (Simon says)”: Reinforces the lesson on imperative verbs.
“Preposition Match Game”: Students pair up. Each pair receives an envelope with Latin and
English prepositions. They have to find the matches then separate them in columns as being
Accusative or Ablative prepositions. They must be able to describe the type of Accusative or
Ablative (i.e. place where, manner, accompaniment).
Navis Longa (Battleship)” review game.
Curriculum Development Resources/Equipment Needed:
Textbook: Ecce Romani IA, 2005
Video projector/computer
ELMO-digital overhead projector (to be ordered in year 2015)
Latin FLASH, flash drills to practice conjugating and declining
Online resources
o www.tabney.com Practice games and activities created by Latin teachers by chapter
10
PLUMSTED TOWNSHIP SCHOOL DISTRICT
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
Course Title: Latin 1
Unit 4
Unit Summary
Students will be able to:
Conjugate regular and irregular verbs in the imperfect tense
Decline neuter nouns of the 2nd and 3rd declensions
Learn numbers 1-10, 100, 1000
Add and subtract Roman numerals 1-1000
Use adjectives to identify the gender of 3rd declension nouns
Interdisciplinary Connections/Content Area Integrations: English Language Arts, History, Mathematics
Standards: Novice-High Interpretative Mode
NJCCCS
7.1.NH.A.1
Recognize familiar words and phrases, understand the main idea, and infer
the meaning of some highly contextualized, unfamiliar spoken or written
words contained in culturally authentic materials using electronic
information sources related to targeted themes.
7.1.NH.A.2
Demonstrate comprehension of a series of oral and written directions,
commands, and requests through appropriate physical response.
7.1.NH.A.6
Identify the main idea and other significant ideas in readings from age- and
level-appropriate, culturally authentic materials.
Essential Questions:
1. Which endings typify the neuter nouns of the 2nd declension?
2. Which endings typify the neuter nouns of the 3rd declension?
3. What are the rules of the neuter gender?
4. How is the past tense (imperfect) translated?
5. How do endings in Latin help to determine the tense of the verb?
6. How do endings of Latin adjectives correlate to the 1st and 2nd declension noun endings?
7. How can the case/gender of the adjective help to identify the noun that it modifies?
8. How can the case of the adjective help identify syntax?
9. How do Roman numerals differ from the numeral used today?
10. Why is it impossible to multiple or divide with Roman numerals?
11. What is the correlation between Roman Cardinal numbers and many modern English words?
12. Why are the numbers 1-3 considered adjectives?
11
PLUMSTED TOWNSHIP SCHOOL DISTRICT
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
Course Title: Latin 1
Instructional Outcomes
The learner will:
Decline neuter nouns of the 2nd and 3rd declensions.
Recognize the similarities and differences between the masculine/feminine endings of the 2 nd/3rd
declensions and the neuter of the same declensions.
Recognize the irregular nominative endings of the 3rd declension and learn to use the glossary or a
modifying adjective to confirm the gender of the noun.
Translate correctly the present, past, and imperative of all persons and numbers.
Know that adjectives use identical endings to the 1st and 2nd declension nouns.
Modify nouns with adjectives that match in case, number, and gender (but not necessarily in ending).
Identify the gender/case of nouns with the aid of its modifying adjective.
Learn to add and subtract using the Roman numerals I,V,X,L,C,D,M.
Realize that the Romans had no concept of zero.
Note the similarities between the Roman numbers and our months, geometric shapes, the metric
system and many numeric terms.
Be able to identify similarities between English and Latin.
Deduce the meaning of never before seen vocabulary through derivatives.
Formative Assessments:
Teacher observation
Do now’s
Translating orally
Closure activities
Peer evaluation
Question/Answer
Pair/group activities
White board games
Homework
Vocabulary games
Notebook checks
Summative Assessments:
Weekly Quizzes (open ended, translations, multiple-choice, matching)
Weekly Derivatives
Unit Test
Modifications:
Daily guided notes
Study guides
12
PLUMSTED TOWNSHIP SCHOOL DISTRICT
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
Course Title: Latin 1
Practice quizzes
Modified summative assessments
Assigned partner/study buddy
Rubrics
Modified/Alternative projects
Suggested Learning Activities:
“Around the world” vocabulary game
“Jeopardy” (vocabulary, endings and syntax, gender, parts of speech)
Weekly translations: translations can be from the text or teacher created. Students are to keep a
record of translations in their notebooks. Students are urged to collaborate with peers. Translations
incorporate the week’s grammar lesson while also introducing 10-30 new vocabulary words each
week.
Weekly Derivatives: choose 6-12 words per week using vocabulary from the present week’s
translation. Students are required to find two derivatives per Latin word, then use one of the English
derivatives in a contextual sentence. After the teacher grades their work, students are urged to
make corrections and resubmit for grading.
“Cochlea” Teacher created board game. Students sit in groups of 3-4. One person from each group
is the “Teacher”. The “teacher” is given a list of 20 questions with answers. The students roll the dice
and advance that amount of spaces. The space number they land on is the same as the question
number they receive. (i.e. if the student lands on space #8, the “teacher” asks him question #8). If
the answer is correct, the student remains on that space. If the answer is incorrect, the student
returns to the space he was on previously. The goal is that if students pay attention to each other,
they might have already heard the answer when they land on a space. This is good as a review at
the end of a chapter or unit.
Curriculum Development Resources/Equipment Needed:
Textbook: Ecce Romani IA, 2005
Video projector/computer
ELMO-digital overhead projector (to be ordered in year 2015)
Latin FLASH, flash drills to practice conjugating and declining
Online resources
o www.tabney.com Practice games and activities created by Latin teachers by chapter
Unit 5
Unit Summary
The students will be able to:
Talk about the history of English: Old, Middle, and Modern English
Discuss the effects of Latin on English in the 1100’s, 1500’s, present
13
PLUMSTED TOWNSHIP SCHOOL DISTRICT
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
Course Title: Latin 1
Discuss the upper class villa rustica
Discuss “patria potestas” (fatherly power)
Discuss the founders of Rome
Discuss the myths and gods of the Greco-Roman world
Discuss the meaning of “Metamophosis”
Identify social status via clothing
Discuss slavery of Rome, of the Americas c. 1700-1865, and human trafficking
Discuss the formal naming process of the Roman family
Discuss the monarchy of Rome
Discuss the causes of the Trojan War
Discuss the legend of Hercules
Interdisciplinary Connections/Content Area Integrations: History, Culture, Mythology, Politics, Literature,
Sociology
Standards: Novice-Mid Interpretative and Presentational Mode; Intermediate-Low Interpretative,
Interpersonal, and Presentational Mode
NJCCCS
7.1.NM.A.1
Recognize familiar spoken or written words and phrases contained in culturally
authentic materials using electronic information sources related to targeted
themes.
7.1.NM.A.3
Recognize a few common gestures and cultural practices associated with the target
culture(s).
7.1.NM.A.4
Identify familiar people, places, and objects based on simple oral and/or written
descriptions.
7.1.NM.C.4
Present information from age- and level-appropriate, culturally authentic
materials orally or in writing.
7.1.IL.A.1
Identify the main idea and most supporting details contained in culturally authentic
materials using electronic information sources related to targeted themes.
7.1.IL.A.3
Compare and contrast the use of verbal and non-verbal etiquette (i.e., the use of
gestures, intonation, and cultural practices) in the target culture(s) and in one’s own
culture.
7.1.IL.A.6
Identify the main idea, theme, and most supporting details in readings from age- and
level-appropriate, culturally authentic materials.
7.1.IL.B.1
Use digital tools to participate in short conversations and to exchange
14
PLUMSTED TOWNSHIP SCHOOL DISTRICT
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
Course Title: Latin 1
information related to targeted themes.
7.1.IL.B.5
Engage in short conversations about personal experiences or events and/or
topics studied in other content areas.
7.1.IL.C.4
Compare and contrast age- and level-appropriate culturally authentic
materials orally and in writing.
7.1.IL.C.5
Compare and contrast cultural products and cultural practices associated
with the target culture(s) and one's own culture, orally, in writing, or
through simulation.
Essential Questions:
1. What are the purposes of myths in the ancient world?
2. What was the role of gods in the ancient world?
3. Who were the founders of Rome and why is the Trojan War relevant to the founding of Rome?
4. What is “patria potestas” and what did it give to Roman fathers?
5. How should the first Roman government be classified and how was it created?
6. What was the purpose of clothing in Rome besides modesty and warmth?
7. What was the effect of slavery on Roman society?
8. How was slavery similar and different in Rome, pre-Civil War America, and today?
9. What was the proper procedure for naming a baby in ancient Rome?
Instructional Outcomes
The learner will:
Know that myths were used by the ancients to explain nature, entertain, teach morals, and clarify the
roles of gods and man (but were not dogmatic religious beliefs).
Realize that the ancient gods were feared, not loved, and every day for humans was seen as a test by
the gods.
Be familiar with the stories of Saturn and Uranus, the creation of the Gods, Persephone and Pluto,
Hercules, and The Judgement of Paris (The Trojan War).
Be able to discuss stories from Ovid’s Metamorphoses: Apollo and Daphne, Callisto, Minerva and
Arachne, Diana and Acteaon, and Echo.
Know that fathers had the power of life and death over their families which included spouses, married
and unmarried children and slaves.
Be able to discuss the lives and responsibilities of upper class Roman families and slaves while living in
the country.
Know the cause of the Trojan War and that the results of that war led to the founding of Rome.
Be familiar with the start of the Roman monarchy and the names and reputation of the seven kings.
Be able to identify the differences between a Roman male’s praenomen (first name), nomen (clan
name), and cognomen (nickname).
15
PLUMSTED TOWNSHIP SCHOOL DISTRICT
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
Course Title: Latin 1
Be able to ascertain the nomen (clan name) and the marital status of any Roman woman via the
formal naming process.
Be able to identify all pieces of typical Roman clothing and what it means socially and professionally
to wear such articles of clothing (i.e. citizenship, marriage status, age, profession).
Understand the importance of slavery in the success and downfall of the Roman Republic.
Know that slavery was a shameful status, not racial, and was often used as a punishment the way jail
is used today (i.e. debt, AWOL, rebellion, disobedience to father, cowardice).
Formative Assessments:
Teacher observation
Do now’s
Closure activities
Peer evaluation
Question/Answer
Pair/group activities
White board games
Homework
Notebook checks
Summative Assessments:
Take home projects
Oral presentations
Computer projects
Weekly quizzes (open ended, translations, multiple-choice, matching)
Unit test
Modifications:
Daily guided notes
Study guides
Modified summative assessments
Assigned partner/study buddy
Rubrics
Modified/Alternative projects
Suggested Learning Activities:
“Jeopardy” (vocabulary, endings and syntax, gender, parts of speech, culture)
“Cochlea” Teacher created board game. Students sit in groups of 3-4. One person from each group
is the “Teacher”. The “teacher” is given a list of 20 questions with answers. The students roll the dice
and advance that amount of spaces. The space number they land on is the same as the question
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PLUMSTED TOWNSHIP SCHOOL DISTRICT
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
Course Title: Latin 1
number they receive. (i.e. if the student lands on space #8, the “teacher” asks him question #8). If
the answer is correct, the student remains on that space. If the answer is incorrect, the student
returns to the space he was on previously. The goal is that if students pay attention to each other,
they might have already heard the answer when they land on a space. This is good as a review at
the end of a chapter or unit.
“Carousel”. Teacher creates 8-10 stations with index cards that have vocabulary words, phrases,
gods, etc. Students pair up and take turns being the student or teacher. The “teacher” quizzes
his/her student with the cards at the station offering clues or derivatives until the “student” gets the
right answer. Each pair is allotted 2-3 minutes per station. Then they switch roles.
“Write your own myth Project”: students must write an original myth that explains something in
nature using the gods of their choosing.
God Gallery: the teacher puts posters/pictures of the main gods of the Pantheon around the room
with descriptions of each god. The students travel around the room with partners or individually
taking notes about each god.
Clothing Skit: students work in groups of 2-4 to write and act out a skit in Roman styled clothing.
The members of each group are to represent different levels of society through their clothing. Each
person should have at least three different pieces of clothing on with a total of eight pieces of
Roman clothing represented during the skit.
Watch the movie “Spartacus”. If focuses on slavery during the late Republic of Rome.
Slavery presentation: Students are to individually research the Servile Wars of Italy or can
compare and contrast slavery of Rome and slavery of the Americas. They must present their
findings via a PowerPoint to the class. The class is expected to take notes and every student must
ask a question at the conclusion of the PowerPoint. The question can be aimed at the presenter or
can be a “challenge” question. The challenge question is aimed at a student in the audience. This
causes students to be super attentive during the presentation as they want to be ready if they get
“challenged”.
King Collage: Students are to individually research one of the Seven Kings of Rome and make a
collage with pictures, poems, and blurbs and present it to the class.
Hercules presentations: Students are tasked with teaching each other the full story of Hercules.
Students may work with a partner during this project. Each pair is to choose a different aspect of the
story of Hercules (i.e. childhood, family, labors) and make a visually interesting presentation to show
the class. The class is expected to take notes and ask questions of the presenters.
Curriculum Development Resources/Equipment Needed:
Textbook: Ecce Romani IA, 2005
Video projector with computer, TV, DVD/VHS player
ELMO-digital overhead projector (to be ordered in year 2015)
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