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Latin I Pacing Guide
Excerpt from the North Carolina Standard Course of Study
Latin I is an introduction to the study of the Latin language and Greco-Roman culture. It encourages students to learn basic
functions of the language, become familiar with some elements of its culture and increase their understanding of English.
Emphasis is on the development of skills in reading and comprehension of adapted Latin texts.
Integration of other disciplines, with special emphasis on English Language Arts, is ongoing throughout the course.
Suggestions for Use of Pacing Guide
The NC SCOS goals and objectives are listed for each unit. These are goals and objectives that can be met by the various
activities and lessons in each unit.
This pacing guide allows for an articulated sequence of study beginning at the middle or high school grades.
Topics listed under “Culture” are suggestions and may be addressed at any time during the instructional year.
1
Month
Topic
Vocabulary
First
Quarter


Refer to text
Typically, one
lesson should
be covered
each week (but
shorter lists
should be
combined)
English
derivatives of
Latin words
Week ONE

Week TWO

See text
provided in
lesson (cf.
Week One)
NC SCS
Objectives
Grammar



Alphabet
Pronunciation
Syllabification
(e.g., penult,
antepenult, ultima)
 Genders of nouns
 Meaning of
“inflected
language”
 English
terminology of
case, number,
gender, declension
 Nominative case
 Predicate
Nominative (with
accompanying verb est
and sunt)
 Latin word
order


Adjective
agreement
Accusative case
(introduce
concept of
transitive verb)
Suggested
Activities
Culture




Geography of
Mediterranean
Romance
languages’
roots in Latin
Relevance of
Latin today
Roman numerals
1.01, 1.02,
1.03, 1.04,
1.05, 1.06,
2.03, 3.03,
3.04, 3.05,
4.06





 Introduce deities
(Greek and
Roman
names,
domains)
1.01, 1.03,
2.04, 3.02,
3.04, 4.07,
4.08, 4.09



2
Teacher provides, or students
bring, materials/products that
show Latin in today’s world.
Ask (orally) simple Latin
questions to introduce students to
Latin names on a map (e.g., Ubi
est Italia? Ubi est Roma?).
List several words of various
genders on board, and ask
students to categorize them
according to gender (e.g.,
numerus, aqua, oppidum, puella,
equus, bellum).
Students translate sentences and
passage(s) in book, and show
comprehension through
paraphrasing, etc.
Relate English derivatives to
Latin words.
Student will draw name of deity
and depict deity with his/her
aspects (as a daily assignment).
Student will fill in missing case
endings for nouns and adjectives
(e.g., Puella magn__ insul__
spectat).
Use highlighter or SmartBoard to
find/point out subject of a Latin
Month
Topic
Vocabulary
NC SCS
Objectives
Grammar
Suggested
Activities
Culture
sentence.
Week
THREE

In addition
to
vocabulary
in text,
define
“mood,
voice, tense,
person,
number”





 Roman family
members and
roles/home life
(e.g.,
paterfamilias)
 Begin narrative
of Trojan
War/epic cycle
Verbs, first
conjugation:
present tense,
active voice
Introduce
simple,
emphatic, and
progressive
forms
Principal parts
of verbs
Present active
infinitive
Latin word
order
1.01, 1.03,
1.05, 1.07,
2.02, 2.01,
2.06, 3.04,
4.02, 4.04,
4.05







Week FOUR


Second
declension
masculine (us nouns)
Latin
phrases and



Second
declension
masculine
Genitive case
Review
previously-



Roman
nomenclature
Roman roads and
travel
Geography of
Rome and Italy
3
1.01, 2.02,
2.03, 3.01,
3.03, 4.03,
4.06, 4.07



Chant/Sing verb endings (e.g.,
present tense endings to “Mickey
Mouse” song).
Continue translating Latin
passage(s), and act them out or
perform a puppet show.
Using constructions learned,
paraphrase passage translated;
illustrate it, too.
Tell story of Judgment of Paris.
Collaborate with art teacher, and
make masks of characters from
Trojan War.
Compare Latin verbs to English
verbs and their principal parts.
Using manipulatives of Latin
present tense verb endings and
their corresponding English
meanings, pairs of students will
order them correctly.
Draw/Color map, and find
specific cities/sites.
Identify/Label seven hills of
Rome on map of city.
Give students Latin names (or let
them choose their own); relate
Month
Topic
Vocabulary
Grammar
abbreviation
s (e.g., e
pluribus
unum, carpe
diem, i.e.,
e.g.)
Week FIVE


Week SIX

NC SCS
Objectives
Culture
learned
grammar
verbs of
motion (1st
and 2nd
conj.)
ad, in (with
acc.)

verbs of
giving,
showing,
telling (e.g.,
dono, do,
nuntio,
monstro)




Continue
narrating Trojan
War
(concentrating on
heroes and major
events)
1.01, 1.03,
1.07, 2.01,
2.03, 2.04,
3.02, 3.03,
3.04, 4.03
Dative of indirect 
object
Concentrate on
uses of “to” (in

acc. of place to
which, dat. of ind.
obj. and infinitive)
More place
names (with ad
plus acc.)
Begin adventures
of Aeneas, and
conclude with
founding of
1.03, 1.07,
2.03, 2.04,
3.02, 3.03,
3.04, 4.03,
4.04
Future tense of
first conjugation,
active voice
Accusative of
place to which
(with ad)
Suggested
Activities
4
genitive case to naming of a
daughter.
 Give each student index cards of
one noun in three cases (both
singular and plural). Say an
English sentence, and students
will hold up correct Latin form of
noun (e.g., We love our families –
student holds up familias card
instead of any other form of
familia).
 Compose a sentence in Latin
using future tense and acc. of
place to which. Illustrate content
of that sentence. (May be done on
overhead transparency or white
board.)
 Teacher shows authentic pictures
of Greek and Roman art (e.g.,
picture of vase or sculpture).
Teacher has captions to pictures
jumbled up. Students must match
captions to the pictures they
describe.
 Teacher writes sentence(s) to
illustrate three uses of “to.” After
modeling this, teacher gives Latin
and English sentences to
students, who will identify the
use of “to” as dative, accusative
or infinitive.
Month
Topic
Vocabulary
Week
SEVEN

Week
EIGHT
Grammar
in with abl.
(vs. with
acc.), sub
common
nouns of
locations
(e.g., casa,
via)

 noli
 vocabulary
review (from
weeks one
through seven)


NC SCS
Objectives


Culture
Ablative of place
where
Ablative of means
or instrument

Present imperative,
singular and plural
General grammar
review


Week NINE
Second
Quarter
Week ONE
 Continue
reviewing
vocabulary

various
second
conjugation
verbs
 Review (for
quarter test)
 Finish any topics
not taught yet
 Second
conjugation :
present and future
tenses, imperative
Suggested
Activities
Rome
Seven kings of
Rome
Introduce heroes
of Monarchy
(e.g., Horatius
Cocles, the
Horatii vs.
Curiatii,
Cincinnatus)
Monuments and
structures of
Rome
 Republic
5
1.07, 2.01,
2.02, 2.03,
2.04, 3.02,
3.03, 4.03
1.05, 1.06,
2.03, 2.04,
3.02, 4.03
1.03, 2.01,
2.02, 2.05,
3.03, 4.03,
4.04
 Trace travels of Aeneas on map.
 Practice sentences with various
ablative and accusative
constructions learned thus far.
 Create Latin sentences about
kings to practice uses of ablative
and vocabulary.
 Who am I? (Students stand and
offer one or two characteristics of
a king. Classmates guess which
king is being portrayed.)
 Teacher gives students
commands in Latin, and they
follow the instructions.
 Teacher shows students pictures
of monuments, etc. Relate to
monuments around the world
(e.g., Arc de Triomphe).
 Picture words: illustrate a
vocabulary word by turning the
word into a picture of its
meaning.
 Play charades with vocabulary.
 Show video clips (e.g., deities in
Clash of the Titans)


Compare and contrast first and
second conjugation verbs.
Identify conjugation of verb based
Month
Topic
Vocabulary
Grammar
NC SCS
Objectives
Suggested
Activities
Culture

Week TWO
 various first
and second
conjugation
verbs
 Review present
and future tenses
 Perfect tense
 Midas myth
 Continue with
study of Republic,
if desired
1.01, 1.03,
1.07, 2.01,
2.04, 3.01,
3.02, 4.03,
4.04


Week
THREE
Week FOUR
 de, e/ex, a/ab
 selected –r
nouns and
adjectives
(vir, puer,
ager, līber,
sacer)
 names (e.g.,
Marcus,
Brutus,
Cornelius,
Aurelia)
 review sum
and its
principal
parts
 Ablative of place
from which
 Vocative case
 -r nouns of second
declension and –r
adjectives
 Pyramus and
Thisbe myth
 Echo and
Narcissus myth
1.03, 1.05,
1.06, 1.07,
2.01, 2.04,
2.06, 3.02,
3.03, 4.03,
4.04, 4.07,
4.09, 5.01




 Emphasize in with
accusative vs.
ablative
 Present and perfect
tenses sum
 Roman occupation
and colonization
 Nisus and Scylla
myth
6
1.01, 1.03,
1.04, 2.03,
2.05, 3.02,
3.03, 4.09,
5.02, 5.04


on principal parts.
Have a mock election for class
consul.
Students complete charts that show
verb in same person and number,
but in different tenses (present,
future, perfect). Then, use those
verbs in Latin sentences and
illustrate them (e.g., Puella aquam
portabit/portat/portavit and draw a
picture of the sequence).
Discuss aetiological and societal
significance of Midas myth.
Relate myth to “the Midas touch.”
Continue making oral commands
and include vocative case.
In groups of three or four, students
will create a dialogue, which
classmates will summarize after
some are presented.
Relate Pyramus and Thisbe to
Romeo and Juliet. Discuss
clandestine love and find real-life
examples.
Discuss aetiology of an echo.
Relate myth to “narcissism.”
Identify Roman provinces on a
map. Use Latin names for
countries, and translate.
Compare modern-day map to
ancient map. (May also discuss
Month
Topic
Vocabulary
Grammar
NC SCS
Objectives
Suggested
Activities
Culture
 Review predicate
nominative and
adjective




7
products unique to those
provinces.)
Discuss honor and betrayal in
Nisus myth. Relate to wars of 20th
and 21st centuries.
Supply students with pictures that
show verbs of action and rest.
Have students determine whether
in with accusative or ablative is
used (e.g., Equus in aquam currit
will show a picture of a horse
running into water, but Equus in
aqua est will show a horse
standing in water).
Compare five sentences with
predicate adj./nom. to five
sentences with direct object.
Students will fill in the blanks with
the correct Latin word (e.g.,
Marcus est agricola versus Marcus
agricolam videt – note different
forms of agricola).
Divide the class in half. Students
in one half of the class will receive
a large note card with a Latin form
of sum (in present or perfect), and
the other half will receive a card
with an English translation of sum.
(N.B. If the class is larger than 24,
include prepositional phrases in
Latin with their English
Month
Topic
Vocabulary
 neuter
nouns and
adjectives (e.g.,
oppidum,
templum,
signum,
frumentum)
Week FIVE
Grammar
 Second declension,
neuter nouns (with
adjectives)
NC SCS
Objectives
Suggested
Activities
Culture
 selected myths
about various
deities (e.g., stories
from Ovid’s
Metamorphoses,
such as Baucis &
Philemon, Daphne
& Apollo,
Phaethon)
1.03, 1.06,
1.07, 2.01,
2.04, 3.01,
3.02, 3.03,
4.06, 5.02,
5.04





Week SIX

interrogatives
(num, nonne,
-ne, quis, quid,
ubi, cur)
 Future tense sum
 Infinitive as
subject and object
 Asking questions
 Apposition
 festivals
(especially
Saturnalia and
Lupercalia)
 Spartacus
1.02, 1.03,
1.05, 1.06,
2.01, 2.02,
2.04, 2.05,
3.03, 3.04,
4.07, 5.01,
5.03



8
counterparts.) Each student will
find the student with the matching
form of the verb “be.”
Identify genders of nouns based on
appearance of words. Include
words not yet learned.
Discuss/Show/Research English
derivatives based on neuter nouns.
Using nouns of all genders,
students create sentences about
deities.
Discuss theme(s) of selected
myth(s). Relate to today’s
headlines.
In groups, students will create a
poster advertising a movie about a
selected myth. They will choose
modern-day actors to represent
mythical characters. They will
include a title and a tag line (in
Latin or English).
Translate adapted Latin passage
about Spartacus. Ask students
Latin questions, which must be
answered in complete Latin
sentences.
Students are engaged in a
question-and-answer session about
Spartacus in both Latin and
English.
Relate traditions in contemporary
Month
Topic
Vocabulary
Week
SEVEN
Week
EIGHT


Grammar
NC SCS
Objectives
Culture
Begin learning
idiomatic
expressions
with ago
 Begin third
conjugation :
present and perfect
tenses (active
voice)
 Perseus myth
In addition to
vocabulary
lessons,
continue
learning idioms:
gratias ago,
gratiam habeo,
bellum gero,
castra pono,
viam munio,
memoria teneo,
verba facio,
consilium capio
 Continue
learning/reviewing
third conjugation.
 Third –io and
fourth
conjugations :
present and perfect
tenses, imperative
mood, present
infinitive (active
voice)
 Roman house
(with review of
home life)
1.01, 1.05,
1.06, 2.05,
3.02, 3.03,
4.05, 4.07,
5.04
1.03, 1.07,
2.01, 2.02,
2.05, 3.03,
3.06, 4.07,
5.04







 Review for
midterm exam
Week NINE
Suggested
Activities



SECOND
SEMESTER

Review
vocabulary
 General grammar
review
 Eruption of
Vesuvius
9
1.01, 1.04,
1.01, 1.03,
1.05, 2.03,

festivals to Roman festivals.
Sponsor a festival for school.
Compare and contrast first, second
and third conjugations.
In groups, students will compose
an imaginary conversation in Latin
between Perseus and Medusa or
between Danae and Acrisius.
Create charts/graphic organizers to
compare and contrast verbs of all
conjugations (and irregular sum).
Complete Latin sentences with
correct forms of idioms.
On a piece of paper (or taping off
an area on floor in classroom),
identify parts of house.
Compare/Contrast Roman house to
typical American home.
Students furnish a rendering of a
floor pan of Roman house (with
pictures of authentic Roman
furniture, or student-created
pictures).
Create practice exam for students.
Review with Jeopardy game or
bingo.
Use Classroom Performance
System (CPS) to review.
Show pictures/magazine articles of
excavations at Pompeii.
Month
Topic
Vocabulary
Third Quarter 
Week ONE
Week TWO
Grammar
Concentrate on
verbs of third,
third –io and
fourth
conjugations
(e.g., pono,
mitto, capio,
facio, munio,
venio, audio)
 Future tense :
third, third –io,
fourth
conjugations
(active voice)

 Formation of
adverbs
 Ablative of
accompaniment
 Third declension
nouns, masculine
and feminine
Homo, lex,
pes, dux,
rex, miles,
salus, soror,
frater,
pater, mater
NC SCS
Objectives
Suggested
Activities
Culture
 Study of
archaeology
2.04, 2.05,
3.03, 3.04,
4.07, 5.04



 Review members
of family and their
roles (cf.. Week
Three, First
Quarter)
 Ceres and
Proserpina myth
1.01, 1.02,
1.03, 1.05,
2.01, 2.02,
2.06, 3.03,
4.07, 5.04





10
Show Forum Romanum series
newscast of eruption. Follow up
with oral questions in Latin.
Translate adapted passage about
eruption.
On a chart with four columns, list
ten verbs that belong to different
conjugations (in one column of
chart). Students will identify
conjugation of each verb in one
column in present tense only. In
next column, write an English verb
phrase, which students will
translate in the next column. Point
out differences in conjugations.
Distinguish between ablative of
means and accompaniment.
Complete sentence with correct
form of noun.
Change ten Latin adjectives to
adverbs and translate them into
English.
Show picture of a Roman family.
Students will identify mater, pater,
etc.
To review the house and family,
show pictures of family members
engaged in activities in their home.
Students must create and say a
Latin sentence that represents a
picture (e.g., Mater in hortam
Month
Topic
Vocabulary
Grammar
NC SCS
Objectives
Suggested
Activities
Culture

Week
THREE

Corpus,
tempus,
flumen,
nomen,
caput,
carmen,
vulnus
 Imperfect tense of
all conjugations
(active voice)
 Imperfect tense of
sum
 Third declension
nouns neuter
 Odyssey characters
and plot summary
1.01, 1.03,
2.03, 2.04,
2.05, 3.01,
3.03, 4.03,
4.04, 4.07,
5.04




Week FOUR
Week FIVE

a/ab as “by”
 Et…et,
aut…aut,
neque…neque
 Passive voice of
conjugations :
present, imperfect,
and future tenses
 Ablative of agent
 Continue passive
voice
 Correlative
 Continue and
conclude
discussing
Odysseus and his
adventures
 Introduce Vergil
1.01, 2.03,
2.04, 3.03,
4.03
 clothing
1.03, 1.04,
1.05, 1.07,
2.02, 3.03,
11




movet would be matched with a
picture of a mother walking into a
garden).
Explain aetiological significance
of Ceres myth.
Show video clips of Ulysses and/or
Odyssey. (Students typically learn
about Odysseus in English I, so
they will probably have a strong
foundation.)
Translate adapted passage about
Odyssey.
Compare and contrast imperfect
and perfect tenses. Compare Latin
tenses to English tenses.
Write synopsis of verb in active
voice: present, imperfect, future
and perfect tenses. Include Latin
and English.
Students draw/create a symbol to
display, and classmates identify a
character from Odyssey that that
symbol represents (e.g., a student
cuts out a trident, and classmates
guess Poseidon).
Students compare and contrast
both Latin and English forms in
active and passive voices.
Students make tunic, stola, etc., as
a project. Have a fashion show.
Students wear Roman garb to all
Month
Topic
Vocabulary
(nec…nec)
Grammar
NC SCS
Objectives
Suggested
Activities
Culture
conjunctions
4.04, 5.01,
5.04


Week SIX
 selected
vocabulary
from textbook
 Adjectives used as
nouns (e.g., multa,
mala)
 Pluperfect and
Future Perfect,
active voice
 Review Vergil’s
life.
 Study characters
and plot summary
of Aeneid
1.03, 1.07,
3.02, 4.04,
5.04



12
classes for a day. They will
enlighten students in other classes
about a few aspects of Roman
culture.
Create a chart of a Latin verb in
active voice and include English
translations (present, future, and
imperfect tenses only). Students
will make each verb passive in
Latin and English to see the
relationship to their active
counterparts.
Allow students to earn a denarius
or as for correct answers (perhaps
over a couple of days). After they
earn enough money, open a mock
clothing store and allow them to
buy garments. They must,
however, request them in Latin.
Compare and contrast the journeys
and characteristics of Odysseus
and Aeneas.
Give each student three cards: O
(for Odysseus), A (for Aeneas),
and B (for both). Say a Latin
sentence and ask students to hold
up the appropriate card (e.g.,
students would raise the “A” card
when they heard Filius Veneris
est).
Relate heroic qualities of ancient
Month
Topic
Vocabulary
Grammar
NC SCS
Objectives
Suggested
Activities
Culture

Week
SEVEN


Ego and tu
Optional: is,
ea, id in
nominative
only
 Personal pronouns
 Continue study of
Aeneid
1.03, 1.07,
3.02, 4.04,
5.04



Week
EIGHT
 selected
vocabulary
from textbook
 Perfect passive
participle
 Future active
participle
 Perfect system,
passive voice
 Theseus and the
Minotaur myth
 Daedalus and
Icarus myth
1.03, 1.07,
3.02, 4.04,
5.04




13
world to modern times.
Translate adapted passage about
one of Aeneas’ adventures.
Give students a list of verbs, and
ask them to supply specific
pronouns to complete a Latin
sentence. Then, translate.
In groups of four, compose a
rudimentary soap opera in Latin
about Dido and Aeneas. Students
must use a personal pronoun in
five different cases throughout the
episode. (N.B. Students should be
realistic about their sentences and
keep them relatively short.)
Play Win, Lose, or Draw with
characters in the Aeneid.
Students supply missing participial
form to Latin sentences.
Discuss ancient inventions and
how they have
influenced/impacted our world.
Using only passive verbs, give
students Latin sentences about the
Theseus and Daedalus myths. If a
statement is true (verum), a student
will raise a green card (or stand
up); if a statement is false (falsum),
a student will raise a red card (or
remain seated).
Compare/Contrast heroic journeys
Month
Topic
Vocabulary
Week NINE
 Review
vocabulary
Week ONE
 selected
vocabulary
from
textbook
Week TWO

Fourth
Quarter
Week
THREE

types of
gladiators
(e.g.,
Retiarius,
Thrax, etc.)
same as
Week 3
Grammar
 Review for quarter
test
 Review perfect
passive system
 General grammar
review, with
emphasis on
passive voice
 Present passive
infinitive
 General grammar
review
 Continue grammar
review
NC SCS
Objectives
Suggested
Activities
Culture
 Review Aeneid and
myths from third
quarter



 Niobe myth
 Arachne myth
 Further study of
Latin phrases and
words in English.
1.01, 1.02,
1.03, 2.04,
3.02, 4.06,
5.02
 Gladiators
 Review slavery
1.01, 1.03,
2.01, 2.02,
2.03, 2.04,
3.02, 3.03,
3.04, 4.03,
4.04, 4.06,
4.07, 5.02

1.01, 1.03,
2.01, 2.02,
2.03, 2.04,
3.02, 3.03,
3.04, 4.03,

 Finish Spartacus
14



of Aeneas, Odysseus and Theseus.
Relate to modern fictional heroes.
In groups of four, students create a
PowerPoint review of a grammar
topic (assigned by teacher).
Students will create sentences
about an epic or myth to provide
examples of grammatical
construction in context.
Give students a practice test.
Translate passage about Niobe.
Then, answer questions about the
passage.
Discuss hubris. Find examples in
today’s society.
Show Spartacus after introducing
gladiators, slavery, and revolt of
73 – 71 BC
Create-a-Gladiator: Give students
basic outline drawing of a
gladiator. Provide stickers of
equipment, protective gear, etc.
Students add stickers and color
them. Then, they identify the type
of gladiator that they created.
Compare/contrast modern athletics
and ancient games.
Teacher modifies previously
translated Spartacus passage.
First, re-translate passage from
Month
Topic
Vocabulary
NC SCS
Objectives
Grammar
Suggested
Activities
Culture
4.04, 4.06,
4.07, 5.02

Week FOUR

qui, quae,
quod
 Relative pronoun
 Roman education
1.03, 1.05,
2.02, 3.03,
3.05, 4.06,
5.01, 5.04



Week FIVE

quis et qui
 Interrogative
pronoun
 Interrogative
adjective
 Ablative of manner
 Hunting Myths :
Calydonian Boar,
Atalanta, Actaeon
1.04, 1.05,
1.07, 2.02,
2.04, 3.02,
3.05, 4.03,
4.07



Week SIX
 numbers:
cardinals (unusdecem)
and ordinals
 review perfect
passive & future
active participles

Lovers’
Myths: Orpheus
and Eurydice,
Callisto,
15
1.04, 1.05,
1.07, 2.02,
2.04, 3.02,
3.05, 4.03,

Week Six, Second Quarter. Then,
translate modified passage. Note
changes. Comment on progression
of language.
On a map, find points of interest
related to Spartacus’ revolt.
With a partner, arrange in order 30
index cards with forms of qui.
Teach-a-Teen: In public area,
create a “then and now” bulletin
board or display case with
educational tools, schooling, etc.
Use highlighters and/or colored
pencils to emphasize relative
pronoun and its antecedent in Latin
sentences.
Give students ten Latin sentences
with interrogative pronouns and
adjectives. Ask them to identify
each interrogative as a pronoun or
an adjective.
Using manipulatives, students will
arrange scrambled interrogative
pronoun cards in order.
Ask students Latin questions about
this week’s myths (e.g., Quis
Meleagrum interfecit?)
In groups of four, students will
create board games to review
myths, relative pronoun and/or
interrogative pronoun and
Month
Topic
Vocabulary
Grammar
(primus-decimus)
NC SCS
Objectives
Suggested
Activities
Culture
Pygmalion
4.07, 5.04




Week
SEVEN

possum
 if time, ablative
absolute
 if time, compounds
of sum, e.g possum
 Review myths
from 4th quarter
1.01, 1.03,
3.02,




Week
EIGHT

16
adjective.
Students will learn cardinals with
song Unus, duo, tres Romani, etc.
(to tune of “Ten Little Indians”).
Students will solve word problems
(e.g., Marcus tres libros sed Anna
quattuor libros habet. Quot libri
sunt?)
Pictures of art reflecting myths are
posted on a wall. Teacher
commands students, “Monstrate
tertiam picturam,” and a student
will point to the 3rd picture. Then,
the teacher may ask, “Quis/Quid
est?” and student will identify the
subject of the picture.
Relate myths to today’s society
(e.g., compare Pygmalion myth to
movies such as “My Fair Lady”
and “She’s All That”).
Translate adapted Latin passage
about a myth. After translating,
students will identify selected
underlined nouns in passage
according to case, number and use.
Exam review
Give students practice exam.
In groups of four, students create
PowerPoint presentations to
review grammar.
Students review myths and/or
Month
Topic
Vocabulary
Grammar
NC SCS
Objectives
Suggested
Activities
Culture
epics by modernizing them.

Week NINE
Exam week
N.B. It is recommended that teachers and students participate in events sponsored by the Junior Classical League.
It is also highly recommended that students take the National Latin Exam, National Mythology Exam, and/or SAT II. (5.01,
5.03)
17