Topic NC SCS Objectives Week Vocabulary FIRST SEMESTER First Quarter Weeks ONE and TWO selected nouns from Latin I new 3rd declension istems Grammar 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, 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 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 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.