Topic
NC SCS
Objectives
Week
Vocabulary
FIRST SEMESTER
First Quarter
Weeks ONE and
TWO
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


selected nouns
from Latin I
new 3rd
declension istems
Grammar



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


review 1st, 2nd, and 3rd
declensions
teach 3rd i-stems
review six cases
(excluding locative)
teach accusative of
extent and ablative of
time when
review appositive
Suggested
Activities
Culture
See below.
1.03, 1.06, 3.05, 3.06,
4.01,
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
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
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
Weeks THREE and
FOUR


selected verbs
from Latin I (with
compounds of
sum)
new verbs used in
Latin II text


review all six tenses in
active voice, indicative
mood
review verbals: present
active and passive
infinitive, perfect
passive participle,
future active participle
3.01, 4.01, 4.04, 4.05,
4.06


illustrated vocabulary: each
student illustrates an assigned
vocabulary word and presents it
to class
create word wall with students’
vocabulary illustrations
decline noun-adjective pairs
complete sentence with correct
form of Latin noun
translate sentences from English
to Latin using only one verb
tense (e.g., present or perfect) to
emphasize review of noun
usage
discuss English derivatives from
Latin nouns
use flash cards with same verb
in different tenses (e.g.,
paramus, parabamus,
parabimus, paravimus)
in groups, students create and
decorate charts of assigned verb
tense endings, which are
displayed in classroom

Weeks FIVE and SIX


Weeks SEVEN and
EIGHT

selected verbs
from Latin I
new verbs used in
Latin II text

selected
adjectives from
all three
declensions



review present
imperative
review all six tenses in
passive voice,
indicative mood
review uses of ablative
case, especially
ablative of agent
teach 1st and 2nd
declension adjectives,
positive degree
teach 3rd declension
adjectives, positive
degree

1.01, 1.02, 1.05, 1.06,
2.01, 2.02, 3.02, 3.03



1.01, 1.02, 1.05, 1.06,
4.01, 4.06
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

Week NINE
Second Quarter
Weeks ONE and
TWO


review all words
from 1st eight
weeks

vocabulary
accompanying
text with an
emphasis on verbs


review all grammar
from 1st eight weeks


review present active
and passive infinitives
teach infinitives:
perfect active and
passive, future active
1.03, 1.05, 4.03


discuss English derivatives from
Latin verbs
change active verbs to passive
read adapted Latin passage with
emphasis on passive voice
in groups, students compose and
illustrate a Latin sentence about
Roman culture with a verb in
passive voice (about 4-5 words)
on a transparency; share with
class, who will translate
complete sentence with correct
form of Latin adjective
provide students with copy of
brief Latin passage, in which
they will highlight every
adjective and draw an arrow to
noun its modifying
have students find English
derivatives from Latin
adjectives
give quarter test reviewing
topics studied this quarter
create Jeopardy game to review
students complete a chart by
supplying infinitives and
participles for selected verbs
students complete sentences
with correct form of infinitive


Weeks THREE and
FOUR

vocabulary
accompanying
text with an
emphasis on verbs
review perfect passive
and future active
participles
teach present active
participle
 teach indirect statement
 review relative pronoun
 review interrogative
pronoun/adjective

1.03, 1.05, 1.06, 4.03,
4.04, 4.05




Week FIVE

review
vocabulary
 review: verbals,
interrogative and
relative pronouns,
indirect statement
1.03, 1.05, 1.06, 3.05,
3.06, 4.03, 4.04, 4.05

or participle
play VINCO (i.e., BINGO)
game: students create their own
game cards from teacher-made
list of clues (possible
categories: forms of infinitives,
forms of participles)
begin class daily with warm-up
exercise: translate infinitive
only in each of 5 sentences with
indirect statement
give each student 5 cards –
same verb in different tenses of
infinitive; teacher reads an
English sentence, and students
hold up correct card
using interrogative
pronoun/adjective, ask Latin
questions about culture studied
previously (e.g., Quis est mater
Heraclis?)
give each student 30 small note
cards, on which they write all
forms of relative pronoun;
students mix up cards and
arrange them in correct order
find or compose passage that
highlights targeted grammar
points
Weeks SIX and
SEVEN

vocabulary
accompanying
text
demonstratives
hic and ille
demonstrative
pronoun is


Week EIGHT


idem and ipse
review
correlatives:
aut...aut, et...et,
nec...nec
non modo/
solum...sed etiam,
alii...alii,
alter...alter
review
vocabulary for
semester exam


Week NINE
SECOND
SEMESTER
Third Quarter
Week ONE

cardinal and
ordinal numbers
 finish teaching above
concepts if more time
is needed
 teach hic, ille, and is
 review personal
pronouns ego and tu
 review forms of sum
and its compounds
1.03, 1.05, 3.05, 3.06,
4.02





discuss correlatives
review for semester
exam
teach idem and ipse
3.05, 3.06




semester exam

teach comparison of
adjectives and adverbs
1.03, 1.04, 1.05, 2.04,
4.02, 4.04, 4.05
give each student 30 small note
cards, on which they write all
forms of hic on one side and ille
on the other side; students mix
up cards and arrange them in
correct order
complete sentence with correct
form of demonstrative and the
noun it modifies
give students an exam review,
which models the exam itself
review grammar in multiple
choice format with Classroom
Performance System (CPS)
in groups, students create
PowerPoint presentations on
assigned grammar topics for
exam review
 teacher shows flash cards with
Roman numeral, and students


vocabulary
accompanying
text with an
emphasis on
adjectives
quam = than





Weeks TWO and
THREE
Week FOUR


vocabulary
accompanying
text with an
emphasis on
irregular
adjectives (e.g.,
bonus, malus,
magnus, parvus,
multus, inferus,
superus) and 4th
declension nouns
(e.g., manus,
exercitus, domus,
cornu)
vocabulary
accompanying
text with an
emphasis on 5th



teach genitive of the
whole (partitive)
teach/review numbers
teach cardinals
followed by ex (e.g., 5
of the men = quinque
ex viris)
teach ablative of
comparison
teach ablative of
degree of difference
teach comparison of
irregular adjectives and
adverbs
teach 4th declension
teach locative case


1.06, 4.03, 4.06






review personal
pronouns
teach reflexive pronoun
and adjective
1.03, 1.04, 1.05, 4.03,
4.04


respond orally with the
corresponding Latin word
display 10 pictures of Roman
soldiers; students identify each
soldier with Latin ordinal
give each student a card with an
English adjective or adverb;
students will find their 2 partners
who have cards with the other
degrees; as a group, translate
word on each card into Latin and
share with class
students make flash cards
teacher emphasizes English
derivatives (e.g., optimist,
pejorative, amelioration)
students complete chart with
missing forms of Latin
adjectives and adverbs
decline noun-adjective pairs (4th
declension noun with an adj.)
translate English sentences with
reflexive pronoun and adjective
students complete a sentence by
holding up card with correct
Weeks FIVE and SIX



Weeks SEVEN and
EIGHT


declension and
reflexive pronoun
(e.g., dies, res,
spes, acies)
vocabulary
accompanying
text with an
emphasis on verbs
in all conjugations
ne
fero, ferre, tuli,
latus
vocabulary
accompanying
text with an
emphasis on verbs
in all conjugations
ne and ut


teach 5th declension
review other 4
declensions

teach present
subjunctive
teach hortatory
subjunctive
teach all 6 tenses,
active and passive, of
fero, and present
subjunctive
teach imperfect
subjunctive, active and
passive
teach purpose clause
teach present and
imperfect of sum and
its compounds
grammar review
quarter test
4.03, 4.05, 4.08
review hortatory and
purpose
teach result clause
teach perfect and past
perfect subjunctive,
active and passive



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
Week NINE

vocabulary
review


Fourth Quarter
Week ONE

vocabulary
accompanying
text with an
emphasis on verbs
in all conjugations
vocabulary
accompanying
text with an

Weeks TWO and
THREE



Latin pronoun; teacher says,
“Vir videt...” and students
choose from se, te, me, etc.


students create a greeting card
that includes at least one
hortatory subjunctive
in Latin sentences, change verbs
from imperative to hortatory

students answer “Why?/Cur?”
questions in Latin (e.g., Cur
rana trans viam transivit? Ut
ad alterum latus perveniret.)

give students a practice quarter
test
1.05, 1.06, 4.05

complete Latin sentence (e.g.,
Mea magistra linguae Latinae
est tam pulchra _________!)
1.02, 1.03, 1.05, 1.06,
2.01, 4.03

rapid fire activity: students give
correct translation of cum in 10
Latin sentences
1.05, 1.06
emphasis on verbs
in all conjugations
Weeks FOUR and
FIVE


Week SIX


Weeks SEVEN and
EIGHT

vocabulary
accompanying
text with an
emphasis on verbs
in all conjugations
review
interrogatives
(e.g., cur,
quomodo, quis,
quid, ubi)
eo
deponent verbs of
all 4 conjugations
(e.g., miror,
polliceor, loquor,
gradior, orior)
review
vocabulary

teach cum clause with
subjunctive
(circumstantial,
concessive, causal)
 teach cum clause with
indicative (temporal)
 teach indirect question
 teach sequence of tenses
 teach aliquis and quidam
1.02, 1.03, 1.05, l.06

students write captions or
conversation balloons of
Romans in daily activities with
cum clause

change Latin direct questions to
indirect questions (e.g., Quid
facis? Rogavit quid ____.)
in pairs, students have 8 cards
with 1 verb in all subjunctive
tenses, active and passive;
teacher displays an Engilsh
sentence, and students hold up
correct form of Latin verb

 teach deponent verbs
 teach eo, ire
1.05, 3.05, 3.06, 4.04
 teach gerunds
 teach future passive
participles (gerundives)
 teach dative of agent
1.02, 1.03, 1.05, 1.06,
2.01

change forms of puto to
arbitror; change forms of
timeo to vereor
 give pairs of students 10
cards with 1 deponent verb in
various forms and 10 cards
with corresponding English
translations; students must
match the Latin verb with its
English translation
 translate subjunctive
purpose clauses 2 ways
using gerund/gerundive
 display a problematic
 review for exam

Week NINE
 final exam

picture, and instruct
students to compose 5 Latin
sentences that explain tasks
that “must” be done (e.g., a
picture of a Roman soldier,
whose hair must be
combed, sword must be
washed, etc.)
students repeat the above
activity and supply dative
of agent (e.g., Gladius
militi lavandus est.)
give students practice exam
Culture
NC SCOS Objectives: 2.01, 2.02, 2.04, 2.05, 2.06, 3.02, 3.03, 3.04, 3.05, 3.06, 4.07, 4.08, 4.09, 5.01, 5.02, 5.03, 5.04
The topics below may be addressed at any time during the year to enhance instruction.
1. Latin phrases in English today (e.g., post mortem, per diem, status quo, exempli gratia, id est)
2. Life of Herakles including 12 labors
 Dispel misconceptions of Hollywood’s version of Herakles (e.g., Disney animated version)
 Translate adapted passages about Herakles.
 Students illustrate assigned labor and/or events in Herakles’ life.
 Teacher creates Latin sentences about Herakles’ life and gives each student a different sentence. Students must order themselves chronologically according to
events. After entire class is in the correct order, students will reach their sentences aloud.
3. Cupid and Psyche
 Students are given tasks simulating Psyche’s tasks (e.g., sort grains into individual piles).
 Students create an English poem about Cupid and Psyche (a minimum of 20 lines). A rubric for grading can be found in the NC Junior Classical League Handbook.
4. Roman religion and holidays
5. Roman government: offices in Republic, comitium, curia, laws
6. Emphasize 1st century BC
7. Age of Augustus
8. Influential Roman women: Hortensia, Cornelia, Livia Drusilla, Lucretia, et al.
9. Warfare and famous generals: War with Pyrrhus, Battle of Lake Regillus, Punic Wars (with emphasis on second war), Coriolanus, Cincinnatus, Gaius Marius, Sulla
10. Roman food and meals
11. Geography: identify sites around the Mediterranean
12. Greek history: Pericles, Demosthenes, Leonidas, Myron, Socrates, et al.
N.B. It is recommended that teachers and students participate in events sponsored by the Junior Classical League.
It is also highly recommended that students take the National Latin Exam, National Mythology Exam, and/or SAT II. (5.01, 5.03)
Latin II Pacing Guide
Excerpt from the North Carolina Standard Course of Study
Students enrolled in Latin II have either successfully completed the level I course.
This course continues the study of the latin language and Greco-Roman culture. Students learn increasingly complex functions of the language, become
familiar with an eincreasing number of elements of the culture, and increase their understanding of English. Emphasis is placed on the development of
skills in reading and comprehension of adapted Latin texts.
Integration of other disciplines, with special emphasis on English Language Arts, is ongoing throughout the course.
Suggestions for Use of Pacing Guide
The NC SCOS goals and objectives are listed for each unit. These are goals and objectives that can be met by the various activities and lessons in each
unit.
This pacing guide allows for an articulated sequence of study beginning at the middle or high school grades.