LATIN I CURRICULUM
PAULA JORDAN /HARKER HEIGHTS HIGH SCHOOL
1st nine weeks
OBJECTIVE Learn pronunciation and alphabet
TEKS 1A, 4A
ACTIVITIES/RESOURCES: Memorize Mica Mica Parva Stella;
Latin alphabet and pronunciation charts to rhythm, compare Latin to
English alphabet and Latin to English pronunciation; breakdown Latin
words by syllable
ASSESSMENT: Recite from memory Mica Mica; write or recite Roman
alphabet with sounds; Latin spelling bee
OBJECTIVE: Classroom commands and objects
TEKS 1A, 1B, 4C
ACTIVITIES/RESOURCES: Vocabulary list of classroom commands and
objects Interactive notebook Everyday Latin commands flashcards;
work in pairs to practice commands and learn vocabulary
ASSESSMENT: Written recognition – crossword/choral response to
commands (I say English…You say Latin);Play Simon Says
OBJECTIVE: Definitions parts of speech Nouns, Adjectives, Verbs
TEKS 1A, 4C
ACTIVITIES/RESOURCES: Interactive notebooks parts of speech; circle
parts of speech in English and Latin sentences; graphic organizer with
each part of speech and Latin vocabulary
ASSESSMENT: Identify parts of speech in Latin sentences from stories.
OBJECTIVE: Introduce subjects, verbs, linking verbs and complements
(the A=B sentence)by direct teach and notes; Compare and contrast
subject/verb agreement in number in English and Latin
TEKS 1A,1C,4A
ACTIVITIES/RESOURCES: Interactive notebook guided sentence pattern
drills, 4b p.20, singular/plural nouns and adjectives 3b, 3c pp. 14-15 and
subject/ verbs agreement 3d p.15 oral and written practice.
ASSESSMENT: Write sentences changing singulars to plural and plurals
to singulars (nouns, adjectives, verbs)
OBJECTIVE: Introduce transitive and intransitive verbs and nouns with
accusative endings and sentence pattern subject-direct object-verb by
direct teach and notes
TEKS 1A, 1C,4A
ACTIVITIES/RESOURCES: Verb wall transitive and intransitive verbs;
interactive notebook guided sentence pattern drills with accusative case
S-DO-V
ASSESSMENT: Identify subjects, direct objects, transitive and
intransitive or linking verbs in Latin and English sentences. Write 4C
p.21.
OBJECTIVE: Introduce cases and declension endings 1st, 2nd, 3rd
declensions by direct teach and notes and discuss gender; compare
these to other Romance languages, English and Chinese
TEKS 1A, 4B
ACTIVITIES/RESOURCES: Interactive notebook cases and endings
notes; mnemonic Never Go Down An Alley (for case order); flashcards
for endings; pair and group practice; choral repetition; written practice
ASSESSMENT: Fill in correct declension endings singular and plural all
declensions; make a Venn diagram with three declensions comparing
the endings the declensions share
2nd nine weeks
OBJECTIVE: Introduce the infinitive and its uses as a complementary
infinitive and an infinitive with impersonals by direct teach and notes
TEKS 1A, 1C, 4A
ACTIVITIES/RESOURCES: Interactive notebook notes on identification
of infinitives and the four conjugations; drill - change verb forms to their
infinitives (ambulat…ambulare) practice – make cards with verbs that
do not stand alone using volo, nolo, paro, possum, timeo and infinitives
in English and Latin; introduce necesse est and infinitives with
sentences to fill in with infinitives
ASSESSMENT: Translate into English 5c p. 27.
OBJECTIVE: Introduce all endings of the present tense in all
conjugations and be able to conjugate all the forms and recognize
the differences in conjugations (amo,amare, habeo, habere, duco,
ducere, capio, capere, audio, audire)
TEKS 1A, 4C
ACTIVITIES/RESOURCES: Interactive notebook notes and direct teach Using verb cards and student pairs practice verbal and written
conjugations in present tense – play , I say (personal pronoun)You say
(verb form) -pick from list of infinitives – I say “we.” You say “amamus.”
conjugate all verbs 10b p.73
ASSESSMENT: Latin to English and English to Latin translation of
present tense verb forms
OBJECTIVE: Introduce the vocative case 1st, 2nd, 3rd declensions
TEKS 1A, 4C
ACTIVITIES/RESOURCES: Interactive notebook notes and direct teach;
Translate 8c p.56
ASSESSMENT: Write sentences in Latin using the vocative case singular
and plural in 1st, 2nd, 3rd declensions
OBJECTIVES: Learn prepositions and the cases that follow them and
their function in a Latin sentence
TEKS 1A, 4B, 4C
ACTIVITIES/RESOURCES: Vocabulary - prepositions and
corresponding cases (accusative and ablative); practice creating
prepositional phrases with a partner and flashcards; identify and
translate prepositional phrases in the readings; translate 9b p. 65
ASSESSMENT: Create a sequence of pictures from sentences using
prepositional phrases; Translate English to Latin 9d p.66
OBJECTIVE: Introduce the imperative (command form) all
conjugations
TEKS 1A, 4C
ACTIVITIES/RESOURCES: Interactive notebook notes and direct teach;
create infinitive verb list all conjugations – put list in imperative
singular and plural; play bingo or matching game with imperative
verb list
ASSESSMENT: Create a dialog using imperatives and perform. Write 12b
p. 91
3rd nine weeks
OBJECTIVE: Uses of genitive and ablative cases
TEKS 1A, 4B, 4C
ACTIVITIES/RESOURCES: Review case endings of genitive and ablative
1st,2nd,3rd declensions; Vocabulary pater, mater, uxor, vir, parens, frater,
soror, filius, filia, liberi. Create a family tree (real or ficticious) using all
the vocabulary. Then using the family tree create sentences using the
genitive case. Read p. 84 and write out 11e. Vocabulary question words
Ubi? Unde? Quocum? Quibuscum? Quando? Quomodo? Quo
instrumento?; Write questions for students to answer in Latin using
prepositions or the ablative case (Quando?, Quomodo?, Quo
instrumento?)
ASSESSMENT: Create a dialog using questions and answers with
prepositions or the ablative case.
OBJECTIVE: Verbs – Imperfect past all conjugations
TEKS 1A, 4B, 4C
ACTIVITIES/RESOURCES: Interactive notebook notes and direct teach
imperfect endings all conjugations; Use “Old Macdonald Had a Farm”
song to teach the vowel changes before the endings of the imperfect
past (TE p.106); Using the verbs in the story Chap 14 make a list of
verbs in the present and imperfect tenses and translate them; Play I say
“(present tense)” You say”(imperfect tense)”; Create a list of verbs for
students to make questions and answers to in the imperfect tense
ASSESSMENT: Write out 14c and 14d p. 107
OBJECTIVE: Learn present and imperfect past conjugations of irregular
verbs Esse and Posse
TEKS 1A, 4B, 4C
ACTIVITIES/RESOURCES: Students recall forms of Esse and Posse that
have been introduced in previous stories – based on previously
introduced forms students will brainstorm what the remaining tense
endings may be; discuss student suggestions and present the endings in
direct teach in interactive notebook notes; compare Esse and Posse to
English verb to be and to be able to; create flashcards to learn the forms;
students practice with the cards for memorization.
ASSESSMENT: Write 14e and 14f p. 108; write a reflection in the
interactive notebook comparing and contrasting regular and irregular
verbs
OBJECTIVE: Learn the declensions of neuter nouns in 2nd and 3rd
declension
TEKS 1A, 4B
ACTIVITIES/RESOURCES: Interactive notebook notes and direct teach
to clarify the multiple uses of the endings –um and –a and chart of
neuter endings in 2nd and 3rd declensions; make and practice with
flashcards nouns with neuter case endings; play Bingo
ASSESSMENT: Students create a Venn Diagram of neuter nouns; Using
the list of nouns in 2nd and 3rd declension p. 115 students create
sentences; write a reflection in the interactive notebook comparing and
contrasting neuter nouns to masculine and feminine nouns in 1st, 2nd,
and 3rd declensions
OBJECTIVE: Declension of numbers unus, duo and tres
TEKS 1A, 4B, 4C
ACTIVITIES/RESOURCES: In interactive notebook students create chart
for declension of unus, duo and tres p. 116; make flashcards of the
declensions and practice with lists of nouns in different cases; from
ancillary materials learn and practice other numbers and Roman
numerals
ASSESSMENT: Write out 15c p. 117
4th nine weeks
OBJECTIVE: Agreement of adjectives and nouns in 1st,2nd and 3rd
declensions
TEKS 1A, 4B
ACTIVITIES/RESOURCES: Direct teach and notes in interactive
notebook; make chart of adjective declensions in 1st and 2nd declensions;
match a feminine, masculine and neuter noun with an adjective and
question students about the agreement (gender-number-case); write a
list of nouns from 1st, 2nd and 3rd declensions in different cases and agree
different adjectives; Using sentences p.122 (TE edition) students explain
noun/adjective agreement
ASSESSMENT: Write out 16c.
OBJECTIVE: Learn present and imperfect past conjugations of irregular
verbs, Velle, Nolle, Ferre and Ire>
ACTIVITIES/RESOURCES: Students recall forms of Velle, Nolle, Ferre
and Ire that have been introduced in previous stories – based on
previously introduced forms students will brainstorm what the
remaining tense endings may be; discuss student suggestions and
present the endings in direct teach in interactive notebook notes;
compare and contrast Velle, Nolle, Ferre and Ire to their English verbs;
create flashcards to learn the forms; students practice with the cards for
memorization.
ASSESSMENT: Write out 17d p129
OBJECTIVE: Adjectives 3rd declension and agreement
TEKS 1A, 4B
ACTIVITIES/RESOURCES: Discuss previously learned adjective
agreement for 1st and 2nd declension adjectives and endings; using
direct teach and interactive notebook notes create charts of endings for
3rd declension adjectives and compare to 3rd declension nouns (all
genders) then compare to 1st and 2nd declension adjectives; practice
agreeing nouns and adjectives from different declensions all genders –
all cases – use flash cards, mix and match, bingo; display sentences (TE
p.139) and discuss agreement word by word
ASSESSMENT: Write out 18b p.140
OBJECTIVE: Introduce Perfect past tense all conjugations
TEKS 1A, 4B
ACTIVITIES/RESOURCES: Discuss the difference between the present
imperfect and perfect past(completed action versus ongoing past action
and current action); have students identify verb endings in chap 18
story; use interactive notebook notes and direct teach to create an
endings chart for the perfect past note the confusion with the –it ending
could be present in 3rd and 4th conjugations; mnemonic for the perfect
past stem markers –v, -s, -u, -x – Very Soon You Will Exit; write out 19b
p. 151
ASSESSMENT: Translate passage 19c p. 152
OBJECTIVE: Introduce four principal parts of the verb
TEKS 1A, 4B
ACTIVITIES/RESOURCES: Define what each principal part of the verb
does and give examples for each conjugation – note any similarities of
differences – discuss. Make a poster with the job description of each
principal part of the verb; Using the verb list for chaps 1-10 list all the
principal parts of the verbs.
ASSESSMENT: Write out all four principal parts of the verbs chaps 1-10