Daily Lesson Plan Template for Languages
Teacher: Ceilidh Mapes
Subject: Latin
Class/level: Period: 2nd Block
Date: 02/04/2014
Unit: “From the Inn to
VA SOLs: LII.1, LII.2
Latin II
Rome”
Goals: include on lesson plan
Essential Questions:
1. Communication
 What can I remember about the story in Ecce Romani so far? What is
2. Culture
going on?
3. Connections
 Can I identify, form and translate verbs in the present, imperfect and
4. Comparisons
perfect tenses?
5. Communities
Mastery Objectives for the Unit:
 The student will demonstrate knowledge of basic Latin vocabulary,
inflections, and syntax.
 The student will compose simple Latin phrases and sentences.
Communicative Modes:
1.1 Interpersonal
1.2 Interpretive
1.3 Presentational
Daily lesson objectives:
 Students will be able to identify, form and translate verbs from the 1st,
2nd, 3rd and 4th declensions in the present, imperfect and perfect tenses.
Homework: Prepare vocabulary and grammar notes for chapter 22 story “From
the Inn to Rome.” We will begin reading this story next lesson.
Time:
10mins
10mins
60mins
total
(instruction
+ 10mins
at each
station +
closure
activity)
Activity:
Warm-Up:
Facite nunc activity: I will project an image of the
Capitoline She-Wolf with Romulus and Remus and
students will brainstorm a K-W-L activity.
“Last Time on Ecce Romani….”
Goal: To activate background knowledge of the story so
far in Ecce Romani. Each student will be given a card
with a part of the story written on it. The objective is for
the students to line up in the correct order, according to
the plot so far. Students will have to move around and
negotiate with each other in order to accomplish this
goal.
Verb Review Learning Stations
I.
Meam navem bellī delevisti!
The students will play “Battleship”, but with verbs. E.g.
instead of saying A1, they will have a board for a verb
and have to say “1st person singular present” and their
partner has to find the correlating verb “laboro” on their
board. If this hits a “navis” then it gets sunk.
Materials:
Goals/Modes
Image and
projector
Interpretive
Culture
Note cards with
sections of the
story printed on
them.
Interpersonal
Game boards,
screens (manila
folders),
counters
Interpretive
Developed in collaboration with W & M Foreign Language Education and WJCC World Languages
Curriculum & Instruction, School of Education, College of William & Mary
Did it
work?
II.
Alea iacta est!
Students will work in pairs to form simple sentences.
Throwing three dice, students will match the numbers on
the dice with a person, verb, and noun to form a
sentence. Students will write down their sentences.
III.
Matching games
Working as a group, students will match verb stems from
all conjugations with their endings and their translations.
IV.
Invenite omnēs!
Working individually, students will find and translate all
the verbs in the short story in chapter 21 on p.180.
Closure: In pairs, students will write one of their
sentences from activity 2 on the board. As a class, we
will examine each sentence for accuracy.
Back-Up (technology and extension activities):
Dice, handouts
Comm. –
Present.
Cards with
stems, verb
endings, and
translations
Handouts
Comm. Interpretive
Whiteboard and
markers
Comm. –
Interpretive
and Present.
Comm. Interpretive
Differentiated Instruction / Adaptations:
Students with learning difficulties will not be required to complete all the learning stations but will be
given additional time at each spot.
The activities vary between a game, pair work, group work and individual work.
Ongoing Informal Assessments:
Formal Assessments:
Warm-up activity as a pre-assessment.
I will collect in their sheets from activity 4 to assess if they
“Last Time…” activity as a formative
are able to identify and translate verbs in context.
assessment.
Circulating around room during activities.
Closure activity as a formative assessment.
Reflections (detailed reflections on this lesson):
 What went well?
The class went very well in terms of classroom management and behavior. The students were on-task and
did not need reminders to do their work.
 What didn’t go well?
The students’ output left a lot to be desired. I had planned the micro-lesson as a review activity. However,
most of the students really struggled with the different stations. Although the activities were not beyond
the requirements of the curriculum (everything they did was covered at Latin I), they did not remember as
much as I would have liked. Whilst I would not want to lower my expectations of what they should be
know and be able to do, some of the activities could be modified.
The teacher has the students sitting in a particular order, mixing good students with weaker peers. Because
of the way I asked them to count off into groups of 4, I inadvertently ended up with weaker students in one
group and the stronger students in another group. I should have taken this seating chart into consideration
when assigning groups.
 How did you get through it?
Whilst circulating I gave what help I could, and for the matching game, I had to provide a lot of extra
Developed in collaboration with W & M Foreign Language Education and WJCC World Languages
Curriculum & Instruction, School of Education, College of William & Mary
assistance. The “Battleship” game also required additional directions.
 What’s possible now?
I know all the students’ names now! I have been able to identify the weakest and strongest students in the
class. I also am getting a better feel for what I can and cannot expect them to do. I also know that they can
be trusted to work relatively independently and will behave well.
 What would you do differently?
I think there were too many flashcards for the matching game. I was afraid that they would complete this
activity too quickly, before the other groups were finished at the other stations. Therefore I over-prepared
and created too many. This could easily be improved next time by dividing each verb into separate piles
and only giving them one set at a time. Then for the better students I could mix up all the sets as a further
challenge.
To improve the “invenite omnes” independent activity, I would have a prize next time. The other activities
had some motivation either in the form of a game, competition, but the students fell down when required to
work independently. When I marked their sheets after the lesson, some had worked well, but others
clearly had not tried very hard and only wrote a couple of things.
For the “alea iacta est” activity, I would provide a sentence frame to help, as well the declension tables for
the students to refer to. I think there may have been too much going on here for their working memories.
 Who didn’t learn “it” and why? What are you going to do about it?
I think the activity helped some of the class refresh their memories about verbs, but there were some who
still struggle with identifying 1st, 2nd, 3rd person endings. I think this is because they are not familiar with
what they even are in English and I will probably have to prefer calling them I/we, you/y’all, he/they – at
least for a while.
 Remarks on student engagement and student learning
I would say there was 90% student engagement. There were a couple of students who clearly do not relish
interactive activities/pairwork and performed better on the independent activity. However, I will not allow
these students to only work independently, since it does not develop any interpersonal skills, but I will try
to make sure that they have some time to work on their own.
Developed in collaboration with W & M Foreign Language Education and WJCC World Languages
Curriculum & Instruction, School of Education, College of William & Mary