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.