Latin 415/615 – Methods of Teaching the Latin Language
Lesson Plan Outline
Name: Evan S
Lesson Plan # 1
1) Modality of Class (In-person/online; synchronous/asynchronous)
2) Level of Class:
Latin 1
3) Goals and Objectives of lesson:
Students will practice Latin words aloud to get a sense of a proper Latin cadence.
OBJ: After a demonstration by the teacher, going over particularly different sounds than
are used in English, students will work in pairs to read aloud a short Latin passage.
They should work to correct one another’s attempt at reading aloud.
4) What the students already know that is relevant to this lesson:
Students should already come with the knowledge of most English pronunciation.
This will be the base fo comparing and contrasting Latin pronunciation, and students
should have already read the story of the birth of Romulus and Remus in English, so the
content will not be as big of a focus.
5) Standards addressed by/incorporated into lesson (use State Frameworks):
The communication standard will be addressed in mostly a interpersonal
framework, as the information of pronunciation (and somewhat information, but
informally) will be transmitted through simple oral communication. Students will have
already learned the cultural aspect of the story, but should begin to appreciate the
intricacies of the spoken language-cadence, accent, stresses, etc. There will be heavy
emphasis on comparison, as students will see where a difference is between English
and Latin pronunciation.
6) Materials used in the lesson:
The only materials used in the lesson will be individual breakout rooms on Zoom
and a copy of the passage from Latin for the New Millenium. It should already be
marked with macrons for ease of reading.
7) Techniques used to introduce material or guide the students through the
lesson with time allotted for you each segment of the lesson:
Since this is meant to be an introductory exercise, the students will have already
seen examples of how Latin should be read aloud. Students should aim to correct one
another as best possible, but during the lesson the teacher ought to be visiting rooms
and asking if there are problem areas. Rather than directly say whether an attempt is
correct or not, the teacher should rather aim to repeat prior examples and tell the
students to compare.
8) Learning styles addressed and techniques employed:
Obviously, the learning style addressed here is a verbal auditory style. One might
consider the style of order in understanding, but given how many Latin teachers see
pronunciation as a non-lesson compared to grammar or vocabulary, it is most accurate
to discuss how the dialogue involved fits auditory learning styles. The auditory approach
comes in two notable angles- students being by communicating their thoughts and
setup in English and move onto communication (effectively) with the teacher as they
pronounce the given passage. This is likely a low-pressure environment, as students
with limited exposure to Latin will be partnered with their peers in a similar experience
range, and will have ample opportunity to ask the teacher questions. The students have
the option of this being a repetitive style lesson, as they should be free to take as many
attempts at a proper submission until they feel confident in a final attempt.
9) Accommodations for non-native English speakers, students with IEPs or 504
plans:
For students whose native language is not English, they should work one-on-one
with the teacher to provide a safe space to attempt the pronunciation. Students who
also have IEPs or 504 plans making this activity difficult can write out a transcription and
submit later as a separate part of participation, marking out in writing how the Latin
pronunciation should be read. It does not have to be IPA specific, students should just
describe notable aspects to the best of their abilities.
10) Means of assessing student learning:
The students should be assessed on their best attempts at proper Latin
pronunciation. Due to the fact that the students in this exercise are more than likely
experiencing Latin for the first time, perfect accuracy shouldn’t be expected. Rather, the
submissions, either videos or written transcriptions, should show a basic understanding
of where Latin is similar and different to English- for example, a student having difficulty
rolling their “R” consonant should not be penalized if an attempt was made, but a
student not taking the stresses of macrons into account should have their grades
changed fittingly.
11) Other Comments: