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Transcript
Plumsted Township Public Schools
LATIN II
Scope and Sequence
Review of:
Present, imperfect, imperative, and infinitive verbs
First, second, and third declension nouns in the mas, fem, and neut.
Adjectives of the first and second declension
Case usage including nominative, genitive, accusative, ablative, and vocative
Prepositions used with the accusative and ablative
Irregular verbs sum and possum
Grammar:
Question Words
Conjunctions
Adverbs
i-stem nouns (mas, fem, neuter)
Irregular nouns in the present and imperfect
Volo, velle
Nolo, nolle
Eo, ire
Fero, ferre
Adjectives
First and Second Declension
Third Declension
Perfect tense
Principal parts
Irregular perfect of eo, ire
Dative case-indirect object
Adjectives as substantives
Future tense
Regular first and second conjugation
Regular third and fourth conjugation
Irregular verbs
Pluperfect tense
Future perfect tense
Fourth declension
Fifth declension
Genitive case-partitives
Adjectives
Demonstratives
Hic, haec, hoc
Ille, illa, illud
Personal pronouns
Ego
Nos
Tu
Vos
Is, ea, id
Adjectives
Possessives
Meus
Tuus
Vester
noster
Plumsted Township Public Schools
Curriculum
Culture:
Epics
Iliad-Achilles
Perseus
Muses
Horae
Graces
Gorgons
Graeae
Fates
Jason and the Argonauts
Myths and stories
Io
Europa
Aphrodite and Hephaestus
Prometheus
Ages of Man
Flood myth
Theseus and the Minotaur
Daedalus and Icarus
Underworld/Hades
Cupid and Psyche
*
Government
Laws and 12 Tables
Officials
Censor
Consul
Praetor
Aedile
Quaestor
Housing
Domus
Villa
Insula
Gladiators
Inns and Traveling
hospes
Texts:
Ecce Romani
The Romans Speak for Themselves I,II
Plumsted Township Public Schools
Curriculum
Unit Topic: Nouns-endings and gender
Topic/Essential
Question
Objectives
Core Activities
Assessment
What are the most
important concepts to be
learned during this unit?
What will students know and
be able to do?
What Activities Will help them
learn or know?
How will you know they
have learned it?
1. Third DeclensionFem/Masc i-stem.
 Essential Question:
o What are the two
rules used to
identify i-stems?
o How are those
rules applied?
o What makes an istem different
than a basic 3rd
declension noun?
TLW:
 Decline 3rd declension
i-stem nouns.
 Recognize the
genitive plural as
being –ium instead of
–um.
 translate various Latin
passages
 Derivatives
2. Third DeclensionNeuter i-stem.
 Essential Question:
o What is the rule
used to identify istems?
o How is that rule
applied?
o What makes an istem different
than a basic 3rd
declension noun?
TLW:

Decline 3rd
declension neuter istem nouns.
 Recognize neuter
endings and its
particular rules:
acc = nom and
plural = a.
 Note the similarities
and differences to
regular 3rd declension
neuter.
 translate various Latin
passages
 Derivatives
 “Eggspert”-teams use

buzzers Jeopardy style
to answer questions
 “Cochlea”-board game

*
 “Eggspert”-teams use
buzzers Jeopardy style
to answer questions
 “Cochlea”-board game






translation
presentation
open ended
quiz
game
translation
presentation
open ended
quiz
game
Technology
Literacy
What technology skills
are being introduced,
developed, mastered?
NJCCCS
(CPI’s)

website
games and
activities
 computer
drills

website
games and
activities
 computer
drills
7.1
N-M
A.2
A.3
7.1
N-M
A.2
A.3
Plumsted Township Public Schools
Curriculum
Unit Topic: Nouns-Endings and Gender

TLW:
 Decline 4th

declension fem and
masc nouns.
 Recognize and learn
to identify the 4th
declension using the
genitive case.
 Identify masculine
as being the
predominant gender.
 Note the irregular
forms of the the fem.
domus.
translate various Latin
passages
Derivatives
4. Fourth
TLW:
Declension Decline 4th
Neuter.
declension neuter
nouns.
 Essential
Question:
 Recognize and learn
o Which endings
to identify the 4th
typify the neuter
declension using the
fourth
genitive case.
declension?

translate various Latin
passages
Derivatives
“ID the Declension”
5. Fifth DeclensionFem/Masc.
 Essential
Question:
o Which endings
typify the
feminine and

3. Fourth
DeclensionFem/Masc.
 Essential
Question:
o Which endings
typify the
feminine and
masculine
fourth
declension?
*
TLW:
 Decline 5th
declension nouns.
 Recognize and learn
to identify the 5th
declension using the
genitive case.







website
games and
activities
 computer
drills






translation
presentation
open ended
quiz
game
translate various Latin
passages
Derivatives
“ID the Declension”




translation
presentation
open ended
quiz
game
translation
presentation
open ended
quiz
game

website
games and
activities
 computer
drills

website
games and
activities
 computer
drills
7.1
N-M
A.2
A.3
7.1
N-M
A.2
A.3
7.1
N-M
A.2
A.3
Plumsted Township Public Schools
Curriculum
masculine fifth
declension?


Identify feminine as
being the
predominant gender.
Note masculine
terms apply to day
and time.
Unit Topic: Verbs-Endings and Syntax
Topic/Essential
Question
What are the most important
concepts to be learned
during this unit?
1. Tense.
 Essential Question:
o
How can the
endings of a verb
help to identify
the tense?
o
How do the
endings of the
future, perfect,
pluperfect, and
future perfect
differ amongst
themselves and
between
conjugations?
o
How are the four
tenses translated?
*
Objectives
Core Activities
Assessment
What will students know and
be able to do?
What Activities Will help them
learn or know?
How will you know they
have learned it?

TLW:
st th
 Conjugate 1 -4

conjugation verbs in

the perfect, future,
pluperfect, and future
perfect 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.
translate various Latin
passages
Derivatives
Make flash cards with four
principal parts
“Flash Me!” -pairs of
students work together to
list the correct verb on mini
flash boards
Mr. Abney’s activities:
online web games and
exercises
“Cochlea”-board game
Sing songs
“Around the ‘Future’
World”
“Silentium Transit”-silent
teams must help each other




Technology
Literacy
What technology
skills are being
introduced,
developed,
mastered?
NJCCCS
(CPI’s)
translation
presentation
open ended
quiz
game


Online
games and
activities
computer
drills
7.1
N-M
A.2
A.3
A.6
Plumsted Township Public Schools
Curriculum
identify future verbs
 “popsicle sticks” every
stick has a mismatched
Latin and English word in
the future. Students must
listen for their missing
Latin word in order to
announce their English
word
 “Scavenger Hunt”
Unit Topic: Verbs-Endings and Syntax0
*
Plumsted Township Public Schools
Curriculum
2. Irregulars.
 Essential Question:
o
How can an
irregular verb be
identified?
o
What causes a
verb to be
irregular?
TLW:
 Recognize and
conjugate the irregular
verbs velle, nolle, ferre,
and ire in all tenses.
 Know not to utilize the
irregular 2nd principal
part to form the root
word.

Understand the
connection between
the positive velle and
the negative nolle.








*
translate various Latin
passages
Derivatives
“Flash Me!”-pairs of
students work together to
list the correct verb on
mini flash boards
Mr. Abney’s activities:
website games
“Blockbuster”-game where
groups try to earn points by
answering teacher’s
questions while also trying
to earn 4 squares in a row
like Bingo.
“Board Race”-teams try to
be the first to list the
correct forms on the board
“Eggspert”-teams use
buzzers Jeopardy style to
answer questions
“Scavenger Hunt”




translation
presentation
open ended
quiz
game

website
games and
activities
 computer
drills
7.1
N-M
A.2
A.3
A.6
Plumsted Township Public Schools
Curriculum
Unit Topic: Adjectives
Topic/Essential
Question
Objectives
Core Activities
Assessment
What are the most important
concepts to be learned during
this unit?
What will students know
and be able to do?
What Activities Will help them
learn or know?
How will you know they
have learned it?
1. Endings-3rd
Declension
Masc/Fem.
 Essential Question:
o How do the
endings of 3rd
declension
adjectives correlate
to the 3rd
declension noun
endings?
o How do they
differ?
o What makes a 3rd
declension adj.
quite different than
a 2-1-2 adjective?
TLW:
 Learn that
adjectives of the
3rd declension
have nearly
identical endings
to nouns of the 3rd
declension,
excepting the
following:
 the ablative sing.
=i
 and the genitive
pl. = ium
 translate various Latin
passages
 Derivatives
 “Circum Mundus”-pairs
travel to stations around
the room declining nounadj pairs
Unit Topic: Adjectives
*




Technology
Literacy
What technology skills
are being introduced,
developed, mastered?
NJCCCS
(CPI’s)
translation
presentation
open ended
quiz
game
 “Cochlea”-board game

website
games and
activities
 computer
drills
7.1
N-M
A.2
A.3
A.4
A.6
Plumsted Township Public Schools
Curriculum
2. Endings-3rd
Declension Neuter.
 Essential Question:
o How do the
endings of 3rd
declension
adjectives correlate
to the 3rd
declension noun
endings?
o How do they
correlate to 3rd
declension i-stem
neuter nouns?
TLW:
 Learn that neuter
adjectives of the 3rd
declension have
identical endings to
i-stem nouns of the
3rd declension
(which is very
different from
regular nouns).
 translate various Latin
passages
 “Circum Mundus”-pairs
travel to stations around
the room declining nounadj pairs
3. Root-Termination of
3rd Declension
 Essential Question:
o What does it mean
to have a
termination of one,
two, or three
endings?
o How is the root
formed?
TLW:
 Find the root of
said adjectives by
using the second
form over, which is
either the genitive
or the feminine
singular.
 Know that one
termination is
identical for all
genders.
 Know that two
terminations are
identical for mas
and fem.
 Know that each
gender has its own
ending in a three
termination adj.
 translate various Latin
passages
 Derivatives
 “Circum Mundus”-pairs
travel to stations around
the room declining nounadj pairs
*




translation
presentation
open ended
quiz
game

website
games and
activities
 computer
drills
 “Cochlea”-board game
 “Cochlea”-board game




7.1
N-M
A.2
A.3
A.4
A.6
translation
presentation
open ended
quiz
game

website
games and
activities
 computer
drills
7.1
N-M
A.2
A.3
Plumsted Township Public Schools
Curriculum
Unit Topic: Adjectives
4. Gender,Number,Case TLW:
 Be aware that 1st
 Essential Question:
and 2nd t declension
o How can an
nouns may take 3rd
adjective be used in
declension adj (and
the place of a
vice versa), and
noun?
consequently
o Why is it not
recognize that the
important for an
noun and adj will
adjective to match
have different
a noun in ending?
endings.



translate various Latin
passages
“Circum Mundus”-pairs
travel to stations around
the room declining
noun-adj pairs




translation
presentation
open ended quiz
game

website
games and
activities
 computer
drills
“Cochlea”-board game
7.1
N-M
A.2
A.3

5. Demonstrative.
 Essential Question:
o What is the
difference between
hic and ille?
o How can hic and
ille be considered
both an adj and a
noun?
*
Correctly translate
adjectives when
used as a
substantive
according to gender
and number.
TLW:
 Correctly translate
adjectives when
used as a
substantive
(pronoun)
according to gender
and number.
 Understand the
spatial difference
between hic (this)
and ille (that).

translate various Latin
passages




translation
presentation
open ended quiz
game

website
games and
activities
 computer
drills
7.1
N-M
A.2
A.3
Plumsted Township Public Schools
Curriculum
TLW:
6. Possessive.
 Utilize the
 Essential Question:
adjective in place
o What is the
of the pronoun
correlation between
when conveying
a possessive
ownership or
pronoun and a
describing.
possessive adj?
 Understand that
o Why does the
adjectives match
subject’s gender
the modified noun
not parallel the
in case, number,
possessive adj ?
and gender, thus
 translate various Latin
passages




translation
presentation
open ended
quiz
game
7.1
N-M
A.2
A.3
A.6
the subject’s
gender has no
relevance
Unit Topic: Cases-Noun Syntax
Technology
Literacy
Topic/Essential
Question
What are the most important
concepts to be learned
during this unit?
1. Dative
 Essential Question:
o What is the
difference
between the direct
object and
indirect object?
o Which “trigger”
verbs are
*
Objectives
Core Activities
Assessment
What will students know and
be able to do?
What Activities Will help them
learn or know?
How will you know they
have learned it?
TLW:



Learn to correlate the
use of the dative with
verbs give, show,
entrust, and tell.
Translate the dative as
“to/for”.
Learn that the indirect
object is not affected by
the verb as the direct
 translate various Latin
passages
 Derivatives
 “Datives around the Room”
students travel to various
stations with a partner
identifying datives




translation
presentation
open ended
quiz
game
What
technology
skills are being
introduced,
developed,
mastered?
NJCCCS
(CPI’s)
7.1
N-M
A.2
A.6
Plumsted Township Public Schools
Curriculum
associated with
the dative?
2. Genitive
 Essential Question:
o What does it
mean to be a part
of a whole?

object is.
Understand the
difference between “to”
of motion and “to” of
indirect object.
TLW:


Use the genitive to
indicate the whole of
which something is a
part, aka the “partitive”.
Compare the various
forms of this usage with
numbers, quantitative
terms, and some adj.
 translate various Latin
passages
 Derivatives




translation
presentation
open ended
quiz
game
7.1
N-M
A.2
A.3
Unit Topic: Cases-Noun Syntax
3. Ablative
 Essential Question:
o Why are
prepositions
necessary in some
languages and not
others?
*
TLW:
 Identify the Ablative
of Cause.
 Learn to use
placement and context
clues to identify
certain prepositional
phrases in which Latin
does not necessary use
a preposition.
 translate various Latin
passages
 Derivatives




translation
presentation
open ended
quiz
game
7.1
N-M
A.2
A.3
Plumsted Township Public Schools
Curriculum
Unit Topic: Pronouns
Topic/Essential
Question
What are the most
important concepts to be
learned during this unit?
1. Case.
 Essential
Question:
o How can the
case help
determine
syntax (i.e.
subject, direct
object)?
o Why are some
cases rarely
used?
*
Objectives
Core Activities
Assessment
What will students know and
be able to do?
What Activities Will help them
learn or know?
How will you know they
have learned it?
TLW:
 Decline all personal
pronouns in the first,
second and third
person singular and
plural
 Know to use the
subject pronoun only
for emphasis as Latin
utilizes verb endings
to identify the subject.
 Utilize the possessive
adjective in place of
the genitive pronoun


translate various Latin
passages
Songs-create lyrics to
modern tunes




translation
presentation
open ended quiz
game
Technology
Literacy
What technology skills
are being introduced,
developed, mastered?

website
games and
activities
 computer
drills
NJCCCS
(CPI’s)
7.1
N-M
A.2
A.3
B.2
Plumsted Township Public Schools
Curriculum
when conveying
ownership or
describing.
2. Gender
 Essential
Question:
o Why does the
1st and 2nd
person not have
a gender?
TLW:
 Know that the
pronouns I, we, and
you only convey
number and not
gender.
 Decline third person
pronouns in the mas,
fem, neuter, in the
singular and plural.
 translate various Latin
passages
TLW:
 translate various Latin
passages
 Songs-create lyrics to
modern tunes




translation
presentation
open ended
quiz
game
7.1
N-M
A.2
A.3
B.2
Unit Topic: Pronouns
3. Number
 Essential
Question:
o How can the
number help
determine
syntax (i.e.
subject, direct
object)?
o Why is “you”
*


Learn that subject
pronouns are the
same person as the
verb ending.
Recognize and
understand that a
different pronoun is
necessary in Latin
when speaking to
 Songs-create lyrics to
modern tunes




translation
presentation
open ended
quiz
game
7.1
N-M
A.2
A.3
B.2
Plumsted Township Public Schools
Curriculum
singular and
plural
ambiguous in
English but not 
Latin?
o Why is nos only
plural?
o Why is ego only 
singular?
“you” one person vs
speaking to “you”
more than one.
Know that ego
reflects the first
person singular
(“I”).
Know that nos
reflects the first
person plural
(“we”).
Unit Topic: Other parts of speech
Topic/Essential
Question
What are the most important
concepts to be learned
during this unit?
*
Technology
Literacy
Objectives
Core Activities
Assessment
What will students know and
be able to do?
What Activities Will help them
learn or know?
How will you know they
have learned it?
What
technology
skills are being
introduced,
developed,
mastered?
NJCCCS
(CPI’s)
Plumsted Township Public Schools
Curriculum
1. Asking questions
 Essential Question:
o What is the correct
way to form a
yes/no question?
o How does a
sentence begin
when expecting an
affirmative
response? A
negative response?
2. Adverbs
 Essential Question:
o How is an adverb
formed in English?
o What is the purpose
of an adverb?
o How is a Latin
adverb formed?
3. Conjunctions
 Essential Question:
o What is the
function of
conjunctions in
languages?
TLW:
 Identify the enclitic –ne
as 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.
 “Word Scramble”-move
words around to create
proper sentences.
 “What is a Question” match questions and
question words to their
proper translations
 “Eggspert”-teams use
TLW:
 Know that an adverb
modifies the verb.
 Know that English
adverbs are often formed
by adding –ly to an
adjective, and that Latin
adverbs are formed by
adding –e to an adjective
stem.
TLW:
 Use conjunctions to
connect two words,
sentences, or thoughts.
 Translate correctly the
conjunctions sed, et,
atque, -que, neque.





translation
presentation
open ended
quiz
game
7.1
N-M
A.2
A.3
B.2
B.3
buzzers Jeopardy style to
answer questions





translate various Latin
passages
“Word Scramble”-move
words around to create
proper sentences.
“Eggspert”-teams use
buzzers Jeopardy style to
answer questions

translate various Latin
passages
“Word Scramble”-move
words around to create
proper sentences.
“Eggspert”-teams use
buzzers Jeopardy style to
answer questions







translation
presentation
game
open ended quiz
7.1
N-M
A.2
A.3
translation
presentation
game
open ended quiz
7.1
N-M
A.2
A.3
B.3
Unit Topic: Roman Culture
Topic/Essential
Question
What are the most important
concepts to be learned during
this unit?
*
Objectives
Core Activities
What will students know and be
able to do?
What Activities Will help them
learn or know?
Assessment
How will you
know they have
learned it?
Technology
Literacy
What technology
skills are being
introduced,
developed,
NJCCCS
(CPI’s)
Plumsted Township Public Schools
Curriculum
mastered?
1. Everyday life

Essential Question:
Which government
came after the
Roman monarchy?
o How does the US
government shadow
the Romans?
o How are Roman
laws similar and
different to
American Laws?
o
o
o
o
How are Roman
houses very different
from modern day
houses?
How does the
housing of the city
differ from that of
the country?
What comparisons
can be made
between Roman
afterlife and death
beliefs and today’s
Western beliefs?
TLW:
 Know and understand the
differences between a
monarchy and a republic
and all that entails
concerning: the leader,
laws, government
officials.
 Understand the great
impact the Roman
Republic had on The
United States history,
laws, branches of
government, and what
this could mean for out
future.
 Identify a domus, insula,
and villa and the types of
people who lived there.



o
*
What purpose did
gladiators serve?

Know that all souls were
believed to go to Hades/
Underworld.
Know that the
Underworld was split into
three sections.
Know common funereal
traditions.
Know why early
gladiators fought to the










Group discussion of laws
and government: purpose
of, creation, government
styles
Create a fictional country
and government with
appropriate laws based on
the Roman laws and
government
“The ‘Official’ Matching
Game”-students match
descriptions and symbols
to the appropriate Roman
Republic official
“Punic War” documentary
Create a poster describing
all aspects of a Roman:
domus, insula, villa
“Scavenger Hunt”
Research gladiators
Mock gladiator fights
Research paper on Flood
myths in culture or
Afterlife beliefs of ancient
and modern world





7.2
N-M
A.1
A.4
Translation
Games
Presentations
Open ended
quiz/test
Projects
N-H
A.1
I-L.
C.2

Online
resources
(project
research)
 Identification
of useful
sources
 Keyboarding
N-M
A.4
C. 2
P-A
B.3
translate Latin passages
from “Traveling to an Inn”
N-M
A.3
Plumsted Township Public Schools
Curriculum
o
o
Why were gladiators
so popular?
Why were ancient
inns so unattractive?
2. Myths and Stories
 Essential Question:
o Why were/are myths
useful to society?


TLW:


o
o
How does an Epic
differ from a myth?
How is a hero
created?



o
o
*
death at funerals.
Know that citizens
sometimes chose to
become slaves in arena.
Know the meaning of the
term “hospes” and why
wealthy Romans rarely
stayed in public
establishments.
Why is the number
three so important?

Why are flood myths
so prevalent?

Understand that ancient
stories were used to teach
morals, explain nature,
and to entertain.
Be familiar with the
stories of: Io and Argos,
Europa, Venus and
Vulcan, Prometheus,
Minotaur, Daedalus and
Icarus, Cupid and Pysche.
Understand that epics are
based on a realistic place
or occurrence in history,
and revolve around a
main hero.
Be familiar with the
heroes: Achilles (Iliad),
Perseus, Jason and the
Argonauts, and Theseus.
Be familiar with common
hero elements.
Be familiar with:
Gorgons, Fates, Graeae,
Muses, Horae, Graces.
Understand the common
theme of water as a
A.4
C.3








Contrast and compare
Achilles, Jason, and
Perseus.
Write an original epic
with all requisite hero
elements.
Create a “Flippy Fact”
poster with descriptions of
main Trojan War
characters.
Create an “interpretive”
design of Achilles shield.
Write a “What if…”
version of the Iliad. (Ex.
If Achilles never joined
the war…If Hector wasn’t
killed…)
“Eggspert”-teams use
buzzers Jeopardy style to
answer questions
Watch “Troy: Behind the
Scenes” a documentary.
“Match the Sisters”partners must help each
other to match the trio of
sisters with the symbols






Epic story
Poster
Games
Open ended
test/quizzes
Presentation
Projects
7.2
N-H
A.3

Online
resources
(project
research)
 Identification
of useful
sources
 Keyboarding
I-L
A.1
A.3
B.2
C.2
P-A
A.3
Plumsted Township Public Schools
Curriculum
purifier and cleansing
that represent their
agent that arises again
domain and/or powers
and again throughout
 “Clash of the Titans” film
history.
 Compare myth of Perseus
to film “Clash of the
Titans”
 “Baseball”-students create
questions which they
pitch to each other to
score points for their team
 “Cochlea”-board game
*