* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Download latin ii - Plumsted Township School District
Malay grammar wikipedia , lookup
Comparison (grammar) wikipedia , lookup
Arabic grammar wikipedia , lookup
Old Irish grammar wikipedia , lookup
Esperanto grammar wikipedia , lookup
Japanese grammar wikipedia , lookup
Kannada grammar wikipedia , lookup
Pipil grammar wikipedia , lookup
Portuguese grammar wikipedia , lookup
Romanian grammar wikipedia , lookup
Sanskrit grammar wikipedia , lookup
Turkish grammar wikipedia , lookup
Lithuanian grammar wikipedia , lookup
Scottish Gaelic grammar wikipedia , lookup
Yiddish grammar wikipedia , lookup
Spanish grammar wikipedia , lookup
Russian grammar wikipedia , lookup
Old English grammar wikipedia , lookup
French grammar wikipedia , lookup
Ukrainian grammar wikipedia , lookup
Romanian nouns wikipedia , lookup
Latin syntax wikipedia , lookup
Swedish grammar wikipedia , lookup
Icelandic grammar wikipedia , lookup
Ancient Greek grammar wikipedia , lookup
Modern Greek grammar wikipedia , lookup
Lithuanian declension wikipedia , lookup
Archaic Dutch declension wikipedia , lookup
Serbo-Croatian grammar wikipedia , lookup
Polish grammar wikipedia , lookup
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 *