Lesson Outline for General Education
Vallery R. Smith
Field Supervisor
November 15, 2015
Lesson Part
9-10
Mentor Teacher
Activity description/Teacher does
Students do
Formal/Inform Have students pull out a piece of paper and write 1 or 2 things Students will get out a piece of
al
they know about Latin. This will be turned in.
paper and write down 1 or 2
things they know about Latin
Assessment of
and then turn in.
Prior Learning
or
Preassessment
(Sequence start)
Title
Steps to Reading a Latin Text: Day 1 Hearing Latin and Speaking Latin
Standard
Standard 1: Communication in a Classical Language
1.1 Students, understand, and interpret Latin or Greek
1.2 Students use orally, listen to, and write Latin or Greek as part of the Language learning
process.
Central Focus
(CF)
Reading Latin for comprehension.
Academic
Language
Grouping words together, recognizing specific endings, comprehending the Latin Text
I will instruct students on the pronunciation of the text and
Students will recognize the Latin
vocabulary, how to read the text in steps. Text is from chapter 1 text, pronounce the text as
in Ecce Romani I.
whole correctly, group Latin
words, and be able to
1. Reading the text out loud
summarize what is going on in
2. Grouping words together
the text.
3. Reading with a partner/group taking turns for each
Learning Target
sentence.
4. Reading and translation of each sentence in a group.
(LT)
Vocabulary from this chapter
Ecce! Look, puella a/the girl, nomine name/called, quae who,
habitat he/she lives, etiam also, villa country house, villa rustica
country house and farm, ubi where, aestate in summer, laeta
happy, quod because, iam now, sub abore under the tree, sedet
he/she sits, et and, legit he/she reads, altera a second, vicina
neighboring, dum while, scribit he/she writes.
How to pronounce the words and the reading as a whole.
Instruction (e.g. Explain to students the importance of reading Latin out loud.
inquiry,
Then point out the vocabulary used in the reading and can be
preview,
used by students as a tool during their readings.
review, etc.)
Break students up into pairs to do step 1 and 2 together.
I will be walking around the room listening to students for
Informal correct pronunciation and logical grouping. I will make
Assessment corrections when needed.
Students will expect me to
assess their progress, giving
correction to mispronunciation
and wrongful grouping.
Break students up into groups of 5 or 6 to practice Steps 3 and
4. After they finish going through these steps have them work
on the Responde Latine in their groups.
Students will learn the steps 3
and 4 for reading Latin. Students
will then form groups and work
on these steps within the
groups. One student will record
the translation. After this they
will work on the Responde
Latine questions orally.
Go from group to group, looking over their translations for
correct Latin to English translation and for correct
Informal
pronunciation. Bring attention to a problem area and ask
Assessment
guiding questions so students can work their way through the
problem.
Students will expect me to come
to each group and check their
translation progress asking
guiding questions and to correct
mispronunciation.
Practice
Activity
or
After the students finish practicing steps 1 and 2 and getting
more familiar with the text module steps 3 and 4.
Students will take notes and ask
any questions they have about
the Latin language in general.
Support
Practice
Activity
or
Support
Bring the class together after the groups have finished the
Responde Latine. Go over the reading as a class and discuss any
areas of difficulties as well questions that arose from the
reading in general. Give students the singular feminine endings
and warn them about the next class periods quiz.
Students will hand in their
translations as an exit card. And
write down the singular
feminine endings, a- ā
Closure At the bottom of their translations I will have students rank how
Assessment of they did on the translation, 1-5. 1 being poorly and 5 being that
Student Voice they are understanding more than half of the reading
4. Supporting Science Development through Language
a. Language function: What verb appears in your learning target that represents the language function?
Recognize: observing specific letters, repetition of endings and words. Pronunciation: letters and words
in Latin.
b. Language demand: What learning activities or products will student write, speak, or do to represent
the language demand and an opportunity to practice the language function?
Students will be reading a Latin text and writing down what they observe as well as what they
comprehend from the reading.
c. Additional language demand: How will students practice content vocabulary words shown in the
learning targets? By orally and visually representing the reading they are covering on their own, with
partners and in groups. Also memorizing the vocabulary used on their own time.
d. What learning activities enable students to practice using symbols or abstract representations of
information (syntax), if these are part of the lesson? Students will be pinpointing specific words and
endings. Using additional exercises from the textbook to further cement the nouns and verbs from the
reading. As well as the vocabulary geared for that reading.
e. How is discussion (discourse) structured in activities? Students work through the reading in groups
after I model how to read the text. We then come together and discuss what they noticed in the readings
and whatever they had questions about.
f. What other writing or speaking activities enable students to practice vocabulary and the verb shown in
the learning target?
Students will also be learning specific endings for the nouns and verbs and be quizzed.