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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