LATIN I CURRICULUM
FOR
MAHOPAC HIGH SCHOOL
DEVELOPED BY:
LUCIANO RACCO
TERRY GIAMANCO
AUGUST 2002
LATIN LEVEL 1
MISSION STATEMENT:
1. Mahopac is a “Blue Ribbon” school and as a school of excellence it
should have ties to the classics.
2. The architecture of the most significant buildings throughout our
country, the political structure of our government, the language of
our judicial system, the arts and literature are very often a direct
reflection of ancient Rome.
3. This beginning course will build the students’ foundation on which to
auspiciously expand their knowledge of Latin by emphasizing the
four basic language skills of reading, writing, listening, and speaking.
4. This course will also introduce and/or deepen the students’
knowledge of Roman history and culture.
5. This course may be effective in improving the students’ language
skills in English and their chances of scoring better in the verbal
SAT’s section.
6. A variety of authentic language materials and sources will be used
to prepare the students to meet the expectations of this course.
7. Upon successful completion of this course, the students will earn
one full high school credit.
Curriculum Map
Latin 1
September 2002
Essential Questions:
 What do you know about Roman history?
 How was Rome founded?
 Do you know the Latin alphabet?
 Are you able to correctly pronounce words and read Latin?
Content:
 Culture, history, and geography of ancient Rome.
 Alphabet and vocabulary.
 Reading and translating passages and reading comprehension
 Parts of speech- nouns, verbs and adjectives.
Skills:
 Correct pronunciation of Latin words.
 Ability to read, understand and answer simple questions.
 Differentiate between nouns, verbs and adjectives.
 Memorization of vocabulary.
Goals:
 Students will be able to pronounce, read and understand basic Latin
words.
 Students will learn about the origins of Rome.
Assessment:
 Tests, quizzes, dictation, writing, translations.
Standards:
 Checkpoint A.
 Students will have to be able to read, and understand Latin.
 Students will be able to carry on a simple conversation in the target
language.
 Students will have to demonstrate knowledge of Roman history,
customs, and culture.
Curriculum Map
Latin 1
October 2002
Essential Questions:
 Can you use the verb to be in the third person effectively?
 Do you understand the grammar agreement between subject, verb,
and direct object?
Content:
 Read, translate, and answer questions about the passage “A Summer
Afternoon.”
 Vocabulary, agreement of subject, verb and direct objects.
 Third person of present indicative of the verb to be.
 Verb ending in the third person.
Skills:
 Continue to expand and improve pronunciation, vocabulary, reading
and understanding.
 Learn verb endings of to be in the third person singular
and plural.
Goals:
 Students will be able to further their Latin vocabulary and
understanding.
 Students will be able to understand the verb to be (3rd person) and
use it effectively.
Assessment:
 Tests, quizzes, dictation, writing, and translations.
Standards:
 Checkpoint A.
 Students must be able to read and understand Latin.
 Students will be able to carry on a simple conversation in the target
language.
 Students will demonstrate their knowledge of Roman history,
customs and culture.
Curriculum Map
Latin 1
November 2002
Essential Questions:
 Can you change nouns and adjectives to singular and
plural and visa versa?
 Can you apply the new vocabulary to a new situation and/or to a
personal situation?
Content:
 Reading a passage depicting a typical Roman family.
 Reading comprehension and answering questions.
 Vocabulary.
 Grammar-singular and plural nouns.
 A brief overview of Roman fashion.
Skills:
 Continue manipulation of vocabulary and grammar.
 Ability to engage in a simple conversation.
Goals:
 Students will be able to extrapolate vocabulary and give an oral
presentation about their own family in Latin.
 Students will be able to understand and use
effectively the singular and plural of nouns and
adjectives.
Assessment:
 Tests, quizzes, dictation, translations and oral
presentation of family life.
Standards:
 Checkpoint A.
 Students must be able to read and understand Latin.
 Students will be able to converse in the target language.
 Students will demonstrate their knowledge of Roman history,
customs and culture.
Curriculum Map
Latin 1
December 2002
Essential Questions:
 Can you tell the difference between transitive and
intransitive verbs?
 What did a typical Roman wear?
 What is a direct object?
 Did you know that so many English words come from Latin?
Content:
 Fashions of ancient Rome.
 Reading, vocabulary and questions.
 Direct objects and their endings.
 Transitive and intransitive verbs.
 Relationship between Latin and English.
Skills:
 Continue with the expansion and usage of vocabulary, correct
application of transitive and intransitive verbs and direct objects.
Goals:
 Students will learn about Roman fashion.
 Students will expand knowledge of vocabulary.
 Students will apply the new vocabulary.
 Students will be able to add direct objects to their sentences.
 Students will learn the difference between transitive and intransitive
verbs.
 Students will be able to recognize the direct influence of Latin to the
English language.
Assessment:
 Tests, quizzes, dictations and translations.
Standards:
 Checkpoint A.
 Students will be able to read and understand Latin.
 Students will be able to carry on a simple conversation in the target
language and understand Roman culture
Curriculum Map
Latin 1
January 2003
Essential Questions:
 Can you apply the infinitive after a helping verb?
 What do you need to be prepared for the mid-term exam?
Content:
 Reading and vocabulary.
 Usage of infinitive after a helping verb.
 Cultural unit on Aeneas (myth).
 General review of previous material.
Skills:
 Correctly apply the infinitive after a helping verb.
 Recall and apply information from previous chapters.
Goals:
 Students will apply correctly the infinitive after a helping verb in
combination with new vocabulary.
 Students will prepare themselves for the mid-term exam.
Assessment:
 Tests, quizzes, dictations, translations and mid- term exam.
Standards:
 Checkpoint A.
 Students will be able to read and understand Latin
 Students will be able to carry on a simple conversation in the target
language.
 Students will demonstrate their knowledge of Roman history,
customs and culture.
Curriculum Map
Latin 1
February 2003
Essential Questions:
 Do you know how to make sentences in which nouns and adjectives
agree in gender and number?
 Would you be able to make a connection between the slaves of
ancient Rome and the slaves in US history?
Contents:
 Reading a passage depicting morning hours and the various activities
performed.
 Translation, vocabulary, and questions.
 Gender of nouns and adjectives.
 Cultural unit on the slave market in Roman life.
Skills:
 Continue with the expansion and usage of vocabulary.
 Understanding the relationship between masculine and feminine
nouns and adjectives.
Goals:
 Students will memorize new vocabulary and use these words in
sentences.
 Students will understand the difference between masculine
and feminine nouns and adjectives.
 Students will have a better understanding between the
relationship of a Roman citizen and a slave.
Assessment:
 Tests, quizzes, translations, and dictations.
Standards:
 Checkpoint A.
 Students must be able to read and understand Latin.
 Students will be able to carry on a simple conversation in the target
language, and understand Roman culture.
Curriculum Map
Latin 1
March 2003
Essential Questions:
 Can you apply the nominative and accusative cases?
 Can you make a comparison between wealthy Americans and
wealthy Romans?
 How much have you retained from the previous
chapters?
Content:
 Reading, vocabulary, continuation of nouns and adjectives.
 Introduction of 2 cases 1st, 2nd,3rd declension.
 Cultural unit –a typical Roman villa.
 Overview and review of Chapters 1-7.
Skills:
 Continue to write more complex sentences.
 Manipulate and master the nominative and accusative cases of the 1st
three declensions.
 Comparison of wealthy Romans and wealthy Americans.
Goals:
 Students will deepen the study and knowledge of nouns and
adjectives.
 Students will learn the nominative and accusative cases of the first
three declensions, and know how to use them in sentences.
 Students will learn about the wealthy Roman vacation home.
 Students will research “The Ides of March.”
Assessment:
 Tests, quizzes, dictations, reading and research.
Standards:
 Checkpoint A.
 Students will have the ability to speak, read, and understand Latin.
 Students will understand Roman culture and customs.
Curriculum Map
Latin 1
April 2003
Essential Questions:
 Can you conjugate and use correctly the present tense of regular and
to be verbs?
 Are there any similarities or differences between ancient Roman
times and our society of today?
Content:
 Reading of typical morning habits and chores of servants.
 Vocabulary and reading comprehension.
 Introduction of singular and plural form of regular present tense
verbs.
 Present tense of the verb to be in its’ entirety.
 Nouns and adjectives continuation in the first three declensions.
 Word study of the influence of Latin in the English language.
 Cultural unit of a typical patriarchal family in ancient Roman times.
Skills:
 Correct usage of present tense regular verbs and to be.
 Writing a dialogue in Latin.
 Comparison of ancient Roman family structure to our modern
family structure.
Goals:
 Students will be able to use regular present tense verbs in all its’
forms, including the verb to be.
 Students will reenact and recite dialogues in Latin.
 Students will understand the importance of Latin in the English
language.
 Students will learn about the structure of a Roman family.
Assessment:
 Tests, quizzes, dictations, and translations.
Standards:
 Checkpoint A.
 Students will be able to read and understand Latin.
 Students will be able to carry on conversations in the target
language.
 Students will demonstrate their knowledge of Roman history,
customs, and culture.
Curriculum Map
Latin 1
May 2003
Essential Questions:
 Can you correctly use the present and imperative tenses?
 Do you understand the relationship between the Romans and their
gods?
Content:
 Reading, vocabulary, translations, dictations
 Usage of the accusative and ablative cases.
 Relationship of prepositions between the accusative and ablative
cases.
 Mythology of gods and goddesses.
 Relationship between accusative and the infinitive.
 Conjugation of present indicative of all ending verbs.
 Imperative tense in affirmative and negative forms.
 Cultural unit of slaves and their lives.
Skills:
 Correct usage of accusative and ablative cases.
 Correct usage of present tense and imperative regular verbs.
 Sharpen listening skills through dictations.
Goals:
 Students will learn to conjugate verbs in the present and imperative
tenses.
 Students will learn the relationship of prepositions to the
ablative and accusative cases.
 Students will learn about Roman gods and goddesses.
 Students will learn more about slaves.
Assessment:
 Tests, quizzes, translations and dictations.
Standards:
 Checkpoint A.
 Students will be able to read and understand Latin.
 Students will be able to carry on a simple conversation in the target
language.
 Students will demonstrate their knowledge of Roman history,
customs and culture.
Curriculum Map
Latin 1
June 2003
Essential Questions:
 What is the origin of the months of the year?
 What do I need to do to succeed in the final exam?
 What is my assessment of my performance in Latin this year?
Content:
 Relationship between gods and the months of the year.
 Passage on a runaway slave.
 Vocabulary and translations.
 Completion of genitive and dative cases(to complete all
cases of the first three declensions).
 Cultural unit on Roman names.
 Mythology- the founding of Rome.
 Review for the Latin final.
Skills:
 Using the three declensions in all cases.
 Comparison of ancient Roman runaway slaves and the slaves in US
history.
Goals:
 Students will review and prepare for final exam.
 Students will recall and apply all cases of the first three declensions.
 Students will research the meaning of their own names.
 Students will read and discover the mythological founding of
Rome.
Assessment:
 Quizzes, test, dictation, translations and final exam.
Standards:
 Checkpoint A.
 Students will be able to read and understand Latin.
 Students will be able to carry on a simple conversation in the target
language.
 Students will have to demonstrate their knowledge
of Roman history, customs and culture.
Evaluation/Assessments
Students will be assessed throughout the year in the four language
skills: listening, speaking, reading and writing. These skills will be
evaluated by various methods such as:
*oral presentation
*tests and quizzes
*journal entries (oral & written)
*projects
*cooperative learning activities
*essays
*analysis of reading passages (oral & written)
Integration with Technology
Technology is an integral component of the curriculum which will
provide students with access to internet exploration. Some activities
may include:
*searching websites for journal/newspaper articles
*identifying key areas within assigned topics
*utilizing the internet for assistance in completion of research projects.