Latin II
Approved February 2011
1
Chapter 21: Principal Parts and Verb Tenses
Essential Understandings:
1. Communicate in languages other than English.
2. Gain knowledge and understanding of other cultures.
3. Connect with other disciplines and acquire information.
4. Develop insight into the nature of language of culture.
Content Standards:
[All content standards reference the Standard for Classical Language Learning (1997) as promoted by the American Classical League and aligned
with national standards for foreign language learning.]
1.1 Students read, 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.
2.1 Students demonstrate understanding of the perspectives of Greek or Roman culture as revealed in the practices of the Greeks or Romans.
2.2 Students demonstrate an understanding of the perspectives of Greek or Roman culture as revealed in the products of the Greeks or Romans.
4.1 Students recognize and use elements of the Latin or Greek language to increase knowledge of their own language.
4.2 Students compare and contrast their own culture with that of the Greco-Roman world.
Essential Questions: How do the four principal parts of Latin verbs relate to the formation of verb tenses? What does typical Roman family life teach
us about the perspectives and products of Roman culture?
Learning Goals: Students will:
Read, understand and interpret Latin passages about inns and ghosts.
Demonstrate an understanding of the perspectives of the Greeks and Romans as it relates to staying in inns and ghost stories.
Know the “dictionary information” (principal parts and meaning) of Latin verbs
Know the patterns followed by most principal parts
Know how the principal parts are used to create verb tenses
Use the third principal part to create the perfect tense
Recognize and understand the use of unit grammar and vocabulary to increase knowledge of other languages.
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Suggested Strategies
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Suggested Assessments
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Suggested Resources
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Suggested Tech Integration
Content Vocabulary
Lifelong Learning/21st Century
Skills
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Pre-reading of the text, decoding of images, analysis of principal part patterns, use of derivatives to deduce
meaning of Latin vocabulary, listen to and write Latin as part of the learning process.
Informal oral comprehension questions, observation of classroom participation, formal assessment, tombstone
activity, Pliny persuasive writing piece
Audio recordings, images of primary sources, workbook activities, The Romans Speak for Themselves, secondary
sources about ghosts, kinesthetic matching activity (Pisces)
Vocabulary exercises on line, additional textbook activities on line, internet research on Roman tombstones
Story relevant words and phrases.
Productive habits of mind
Quality work
Communicate effectively
Read critically
Collaborate and cooperate
Access and process information
Core Ethical Values
3
Chapter 22: Dative Case
Essential Understandings:
1. Communicate in languages other than English.
2. Gain knowledge and understanding of other cultures.
3. Connect with other disciplines and acquire information.
4. Develop insight into the nature of language of culture.
Content Standards:
1.1 Students read, 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.
2.1 Students demonstrate understanding of the perspectives of Greek or Roman culture as revealed in the practices of the Greeks or Romans.
2.2 Students demonstrate an understanding of the perspectives of Greek or Roman culture as revealed in the products of the Greeks or Romans.
4.1 Students recognize and use elements of the Latin or Greek language to increase knowledge of their own language.
4.2 Students compare and contrast their own culture with that of the Greco-Roman world.
Essential Questions: What are the forms and uses of the dative case? How do nouns and third declension adjectives agree? What does typical Roman
family life teach us about the perspectives and products of Roman culture?
Learning Goals: Students will:
Read, understand and interpret Latin passages that contain dative nouns used as the indirect object or with special verbs.
Read, understand and interpret Latin passages that contain adjective noun pairs of differing declensions.
Listen to and write Latin as part of the learning process while focusing on dative nouns and noun adjective pairs.
Demonstrate an understanding of the perspectives and products of Roman culture as it relates to the Via Appia and Roman tombs.
Recognize and understand the use of unit vocabulary and grammar to increase knowledge of other languages.
Recognize that nouns and adjectives must agree in case, number and gender but not necessarily declension.
4
Suggested Strategies
Suggested Assessments
Suggested Resources
Suggested Tech Integration
Content Vocabulary
Lifelong Learning/21st Century
Skills
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Pre-reading of the text, decoding of images, analyze derivatives to determine Latin meaning
Informal oral comprehension questions, observation of classroom participation, formal assessment
Audio recordings, images of primary sources, workbook activities, tactile adjective agreement activity
Vocabulary exercises on line, additional textbook activities on line
Story relevant words and phrases.
Productive habits of mind
Quality work
Read critically
Collaborate and cooperate
Core Ethical Values
5
Chapter 23: Future Tense
Essential Understandings:
1. Communicate in languages other than English.
2. Gain knowledge and understanding of other cultures.
3. Connect with other disciplines and acquire information.
4. Develop insight into the nature of language of culture.
Content Standards:
1.1 Students read, 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.
2.1 Students demonstrate understanding of the perspectives of Greek or Roman culture as revealed in the practices of the Greeks or Romans.
2.2 Students demonstrate an understanding of the perspectives of Greek or Roman culture as revealed in the products of the Greeks or Romans.
4.1 Students recognize and use elements of the Latin or Greek language to increase knowledge of their own language.
4.2 Students compare and contrast their own culture with that of the Greco-Roman world.
Essential Questions: How is the future tense formed in Latin? How do you distinguish between the present and future tenses in Latin? What does
typical Roman family life teach us about the perspectives and products of Roman culture?
Learning Goals: Students will:
Read, understand and interpret Latin passages that contain present and future tense verbs
Form verbs in the future tense for all four conjugations and recognize the importance of a vowel in distinguishing verb tense.
Listen to and write Latin as part of the learning process while focusing on determining the tense of the verb.
Demonstrate an understanding of the perspectives and products of Roman culture as it relates to water supplies.
Recognize and understand the use of unit vocabulary and grammar to increase knowledge of other languages.
6
Suggested Strategies
Suggested Assessments
Suggested Resources
Suggested Tech Integration
Content Vocabulary
Lifelong Learning/21st Century
Skills
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Pre-reading of the text, decoding of images, analyze derivatives to determine Latin meaning
Informal oral comprehension questions, observation of classroom participation, formal assessment
Audio recordings, images of primary sources, workbook activities
Vocabulary exercises on line, additional textbook activities on line
Story relevant words and phrases.
Productive habits of mind
Quality work
Read critically
Collaborate and cooperate
Core Ethical Values
7
Chapter 24: Pluperfect and Future Perfect Tenses
Essential Understandings:
1. Communicate in languages other than English.
2. Gain knowledge and understanding of other cultures.
3. Connect with other disciplines and acquire information.
4. Develop insight into the nature of language of culture.
Content Standards:
1.1 Students read, 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.
2.1 Students demonstrate understanding of the perspectives of Greek or Roman culture as revealed in the practices of the Greeks or Romans.
2.2 Students demonstrate an understanding of the perspectives of Greek or Roman culture as revealed in the products of the Greeks or Romans.
4.1 Students recognize and use elements of the Latin or Greek language to increase knowledge of their own language.
Essential Questions: How are the pluperfect and future perfect tenses formed and used? What does typical Roman family life teach us about the
perspectives and products of Roman culture?
Learning Goals: Students will:
Read, understand and interpret Latin passages that contain pluperfect and future perfect tense verbs.
Know how to form and translate the pluperfect and future perfect tenses.
Listen to and write Latin as part of the learning process while focusing on determining the tense of the verb.
Identify and describe some important buildings of ancient Rome.
Recognize and understand the use of unit vocabulary and grammar to increase knowledge of other languages.
8
Suggested Strategies
Suggested Assessments
Suggested Resources
Suggested Tech Integration
Content Vocabulary
Lifelong Learning/21st Century
Skills
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Pre-reading of the text, decoding of images, analyze derivatives to determine Latin meaning
Informal oral comprehension questions, observation of classroom participation, formal assessment
Audio recordings, images of primary sources, workbook activities
Vocabulary exercises on line, additional textbook activities on line, web quest on the topography of Rome
Story relevant words and phrases.
Productive habits of mind
Quality work
Read critically
Collaborate and cooperate
Access and process information
Core Ethical Values
9
Chapter 25: 4th and 5th Declension Nouns and the Partitive Genitive
Essential Understandings:
1. Communicate in languages other than English.
2. Gain knowledge and understanding of other cultures.
3. Connect with other disciplines and acquire information.
4. Develop insight into the nature of language of culture.
Content Standards:
1.1 Students read, 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.
2.1 Students demonstrate understanding of the perspectives of Greek or Roman culture as revealed in the practices of the Greeks or Romans.
2.2 Students demonstrate an understanding of the perspectives of Greek or Roman culture as revealed in the products of the Greeks or Romans.
4.1 Students recognize and use elements of the Latin or Greek language to increase knowledge of their own language.
Essential Questions: What is the purpose of the partitive genitive? What are the characteristics of 4th and 5th declension nouns? What does typical
Roman family life teach us about the perspectives and products of Roman culture?
Learning Goals: Students will:
Decline and recognize the endings of 4th and 5th declension nouns.
Recognize the partitive genitive is used to describe parts of a whole.
Deepen their understanding of the architectural forms of ancient Rome.
Read, understand and interpret Latin passages that contain 4th and 5th declension nouns.
Listen to and write Latin as part of the learning process while focusing on determining the declension and case of nouns.
Recognize and understand the use of unit vocabulary and grammar to increase knowledge of other languages.
10
Suggested Strategies
Suggested Assessments
Suggested Resources
Suggested Tech Integration
Content Vocabulary
Lifelong Learning/21st Century
Skills
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Pre-reading of the text, decoding of images, analyze derivatives to determine Latin meaning, storytelling
Informal oral comprehension questions, observation of classroom participation, formal assessment
Audio recordings, images of primary sources, workbook activities
Vocabulary exercises on line, additional textbook activities on line
Story relevant words and phrases.
Productive habits of mind
Quality work
Read critically
Collaborate and cooperate
Core Ethical Values
11
Chapter 26: Demonstrative Adjectives and Pronouns
Essential Understandings:
1. Communicate in languages other than English.
2. Gain knowledge and understanding of other cultures.
3. Connect with other disciplines and acquire information.
4. Develop insight into the nature of language of culture.
Content Standards:
1.1 Students read, 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.
2.1 Students demonstrate understanding of the perspectives of Greek or Roman culture as revealed in the practices of the Greeks or Romans.
2.2 Students demonstrate an understanding of the perspectives of Greek or Roman culture as revealed in the products of the Greeks or Romans.
4.1 Students recognize and use elements of the Latin or Greek language to increase knowledge of their own language.
Essential Questions: What are demonstrative adjectives and pronouns and how are they used in English and Latin? What are the forms for
demonstrative adjectives and pronouns? What does typical Roman family life teach us about the perspectives and products of Roman culture?
Learning Goals: Students will:
Read, understand and interpret Latin passages that contain demonstrative adjectives and pronouns.
Listen to and write Latin as part of the learning process while focusing on demonstrative adjectives and pronouns.
Produce the forms of demonstrative adjectives and pronouns.
Recognize that case, number and gender are used to determine what noun a demonstrative adjective modifies.
12
Suggested Strategies
Suggested Assessments
Suggested Resources
Suggested Tech Integration
Content Vocabulary
Lifelong Learning/21st Century
Skills
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Pre-reading of the text, decoding of images, analyze derivatives to determine Latin meaning, classroom discussion
Informal oral comprehension questions, observation of classroom participation, formal assessment
Audio recordings, images of primary sources, workbook activities
Vocabulary exercises on line, additional textbook activities on line
Story relevant words and phrases.
Productive habits of mind
Quality work
Read critically
Collaborate and cooperate
Core Ethical Values
13
Chapter 27: Pronouns and Possessive Adjectives
Essential Understandings:
1. Communicate in languages other than English.
2. Gain knowledge and understanding of other cultures.
3. Connect with other disciplines and acquire information.
4. Develop insight into the nature of language of culture.
5. Participate in multilingual communities at home and around the world.
Content Standards:
1.1 Students read, 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.
2.1 Students demonstrate understanding of the perspectives of Greek or Roman culture as revealed in the practices of the Greeks or Romans.
2.2 Students demonstrate an understanding of the perspectives of Greek or Roman culture as revealed in the products of the Greeks or Romans.
4.1 Students recognize and use elements of the Latin or Greek language to increase knowledge of their own language.
Essential Questions: What are the characteristics of personal pronouns especially in contrast to possessive adjectives? What does typical Roman
family life teach us about the perspectives and products of Roman culture?
Learning Goals: Students will:
Read, understand and interpret Latin passages that contain personal pronouns and possessive adjectives.
Listen to and write Latin as part of the learning process while focusing on personal pronouns and possessive adjectives.
Produce the forms of personal pronouns and possessive adjectives.
Recognize that case, number and gender are used to determine what noun a personal adjective modifies.
Describe a day at the Circus Maximus.
14
Suggested Strategies
Suggested Assessments
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Suggested Resources
Suggested Tech Integration
Content Vocabulary
Lifelong Learning/21st Century
Skills
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Pre-reading of the text, analysis of inflected endings, using derivatives to determine Latin meaning
Informal oral comprehension questions, observation of classroom participation, formal assessment, labeling of a
diagram of a Circus
Audio recordings, images of primary sources, workbook activities, Ben Hur (winner of 11 Academy Awards)
Vocabulary exercises on line, additional textbook activities on line
Story relevant words and phrases.
Productive habits of mind
Quality work
Read critically
Collaborate and cooperate
Core Ethical Values
15
Chapter 28: Relative Pronouns and Clauses
Essential Understandings:
1. Communicate in languages other than English.
2. Gain knowledge and understanding of other cultures.
3. Connect with other disciplines and acquire information.
4. Develop insight into the nature of language of culture.
Content Standards:
1.1 Students read, 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.
2.1 Students demonstrate understanding of the perspectives of Greek or Roman culture as revealed in the practices of the Greeks or Romans.
2.2 Students demonstrate an understanding of the perspectives of Greek or Roman culture as revealed in the products of the Greeks or Romans.
4.1 Students recognize and use elements of the Latin or Greek language to increase knowledge of their own language.
Essential Questions: What are relative pronouns and how are they similar and different in Latin and English? What does typical Roman family life
teach us about the perspectives and products of Roman culture?
Learning Goals: Students will:
Read, understand and interpret Latin passages that contain relative clauses.
Listen to and write Latin as part of the learning process while focusing on relative clauses.
Produce the forms of relative pronouns.
Recognize that the relative pronoun agrees with its antecedent in number and gender but with its clause with respect to case.
Recognize that fashions signify class and status and were dependent upon highly trained slaves.
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Suggested Strategies

Suggested Assessments
Suggested Resources
Suggested Tech Integration
Content Vocabulary
Lifelong Learning/21st Century
Skills
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Pre-reading of the text, analysis of inflected endings, using derivatives to determine Latin meaning, classroom
discussion
Informal oral comprehension questions, observation of classroom participation, formal assessment
Audio recordings, images of primary sources, workbook activities
Vocabulary exercises on line, additional textbook activities on line
Story relevant words and phrases.
Productive habits of mind
Quality work
Read critically
Collaborate and cooperate
Core Ethical Values
17
Chapter 29: Indefinite Adjectives and Interrogative Pronouns
Essential Understandings:
1. Communicate in languages other than English.
2. Gain knowledge and understanding of other cultures.
3. Connect with other disciplines and acquire information.
4. Develop insight into the nature of language of culture.
Content Standards:
1.1 Students read, 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.
2.1 Students demonstrate understanding of the perspectives of Greek or Roman culture as revealed in the practices of the Greeks or Romans.
2.2 Students demonstrate an understanding of the perspectives of Greek or Roman culture as revealed in the products of the Greeks or Romans.
3.2 Students expand their knowledge through the reading of Latin or Greek and the study of ancient culture.
4.1 Students recognize and use elements of the Latin or Greek language to increase knowledge of their own language.
4.2 Students compare and contrast their own culture with that of the Greco-Roman world.
Essential Questions: What are indefinite adjectives and interrogative pronouns and how are they used? What does typical Roman family life teach us
about the perspectives and products of Roman culture?
Learning Goals: Students will:
Form, recognize and translate indefinite adjectives and interrogative pronouns.
Recognize the agreement between adjectives and nouns and between pronouns and their antecedents.
Read, understand and interpret Latin passages that contain indefinite adjectives and interrogative pronouns.
18
Suggested Strategies

Suggested Assessments
Suggested Resources
Suggested Tech Integration
Content Vocabulary
Lifelong Learning/21st Century
Skills
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Pre-reading of the text, analysis of inflected endings, using derivatives to determine Latin meaning, classroom
discussion
Informal oral comprehension questions, observation of classroom participation, formal assessment
Audio recordings, images of primary sources, workbook activities, manipulative exercises
Vocabulary exercises on line, additional textbook activities on line, expand visual resources
Story relevant words and phrases.
Productive habits of mind
Quality work
Read critically
Collaborate and cooperate
Core Ethical Values
19
Chapter 30: Active and Passive Voice
Essential Understandings:
1. Communicate in languages other than English.
2. Gain knowledge and understanding of other cultures.
3. Connect with other disciplines and acquire information.
4. Develop insight into the nature of language of culture.
Content Standards:
1.1 Students read, 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.
2.1 Students demonstrate understanding of the perspectives of Greek or Roman culture as revealed in the practices of the Greeks or Romans.
2.2 Students demonstrate an understanding of the perspectives of Greek or Roman culture as revealed in the products of the Greeks or Romans.
4.1 Students recognize and use elements of the Latin or Greek language to increase knowledge of their own language.
Essential Questions: What are the active and passive voices and how are they used? What does typical Roman family life teach us about the
perspectives and products of Roman culture?
Learning Goals: Students will:
Form, recognize and translate the passive voice.
Distinguish the difference between the active and passive voices.
Read, translate and interpret increasingly difficult Latin texts focusing on passive voice verbs.
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Suggested Strategies
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Suggested Assessments
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Suggested Resources

Suggested Tech Integration
Content Vocabulary
Lifelong Learning/21st Century
Skills
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Pre-reading of the text, analysis of inflected endings, giving commands in Latin, using derivatives to determine
Latin meaning, classroom discussion
Informal oral comprehension questions, observation of classroom participation, synopses, formal assessment,
derivative based Latin journal (spanning several chapters)
Audio recordings, images of primary sources, workbook activities, The Romans Speak for Themselves (primary
Latin reading), classroom library
Vocabulary exercises on line, additional textbook activities on line
Story relevant words and phrases.
Productive habits of mind
Quality work
Communicate effectively
Read critically
Collaborate and cooperate
Access and process information
Core Ethical Values
21
Chapter 31: Present Passive Infinitives and Ablative Review
Essential Understandings:
1. Communicate in languages other than English.
2. Gain knowledge and understanding of other cultures.
3. Connect with other disciplines and acquire information.
4. Develop insight into the nature of language of culture.
5. Participate in multilingual communities at home and around the world.
Content Standards:
1.1 Students read, 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.
2.1 Students demonstrate understanding of the perspectives of Greek or Roman culture as revealed in the practices of the Greeks or Romans.
2.2 Students demonstrate an understanding of the perspectives of Greek or Roman culture as revealed in the products of the Greeks or Romans.
4.1 Students recognize and use elements of the Latin or Greek language to increase knowledge of their own language.
4.2 Students compare and contrast their own culture with that of the Greco-Roman world.
Essential Questions: What are present passive infinitives and how are they used? What are the different types of ablatives and how are they used?
What does typical Roman family life teach us about the perspectives and products of Roman culture?
Learning Goals: Students will:
Identify, form and translate verbs in the present passive infinitive.
Distinguish between different uses of the ablative case.
Read, translate and interpret increasingly difficult Latin texts focusing on present passive infinitives and uses of the ablative case.
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Suggested Strategies
Suggested Assessments
Suggested Resources
Suggested Tech Integration
Content Vocabulary
Lifelong Learning/21st Century
Skills
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Pre-reading of the text, analysis of inflected endings, using derivatives to determine Latin meaning
Informal oral comprehension questions, observation of classroom participation, synopses, formal assessment
Audio recordings, images of primary sources, workbook activities
Vocabulary exercises on line, additional textbook activities on line
Story relevant words and phrases.
Productive habits of mind
Quality work
Read critically
Collaborate and cooperate
Core Ethical Values
23
Chapter 32: Perfect Passive Verbs
Essential Understandings:
1. Communicate in languages other than English.
2. Gain knowledge and understanding of other cultures.
3. Connect with other disciplines and acquire information.
4. Develop insight into the nature of language of culture.
Content Standards:
1.1 Students read, 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.
2.1 Students demonstrate understanding of the perspectives of Greek or Roman culture as revealed in the practices of the Greeks or Romans.
2.2 Students demonstrate an understanding of the perspectives of Greek or Roman culture as revealed in the products of the Greeks or Romans.
4.1 Students recognize and use elements of the Latin or Greek language to increase knowledge of their own language.
Essential Questions: What are perfect passive verbs and how are they formed and used? What does typical Roman family life teach us about the
perspectives and products of Roman culture?
Learning Goals: Students will:
Form, identify and translate perfect passive verbs.
Plan and execute a Roman feast.
Read, translate and interpret increasingly difficult Latin texts focusing on perfect passive verbs.
24
Suggested Strategies

Suggested Assessments
Suggested Resources
Suggested Tech Integration
Content Vocabulary
Lifelong Learning/21st Century
Skills
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Pre-reading of the text, analysis of inflected endings, using derivatives to determine Latin meaning, preparing and
consuming examples of ancient cuisine.
Informal oral comprehension questions, observation of classroom participation, formal assessment
Audio recordings, images of primary sources, workbook activities, video tape on culinary history, cookbooks
Vocabulary exercises on line, additional textbook activities on line
Story relevant words and phrases.
Productive habits of mind
Quality work
Communicate effectively
Read critically
Collaborate and cooperate
Access and process information
Core Ethical Values
25
Chapter 33: Perfect Passive Participles
Essential Understandings:
1. Communicate in languages other than English.
2. Gain knowledge and understanding of other cultures.
3. Connect with other disciplines and acquire information.
4. Develop insight into the nature of language of culture.
Content Standards:
1.1 Students read, 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.
2.1 Students demonstrate understanding of the perspectives of Greek or Roman culture as revealed in the practices of the Greeks or Romans.
2.2 Students demonstrate an understanding of the perspectives of Greek or Roman culture as revealed in the products of the Greeks or Romans.
4.1 Students recognize and use elements of the Latin or Greek language to increase knowledge of their own language.
Essential Questions: What are perfect passive participles and how are the formed and used as adjectives? What does typical Roman family life teach
us about the perspectives and products of Roman culture?
Learning Goals: Students will:
Form, identify and translate perfect passive participles as adjectives.
Plan and execute a Roman feast.
Read, translate and interpret increasingly difficult Latin texts focusing on perfect passive verbs.
26
Suggested Strategies

Suggested Assessments
Suggested Resources
Suggested Tech Integration
Content Vocabulary
Lifelong Learning/21st Century
Skills
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Pre-reading of the text, analysis of inflected endings, using derivatives to determine Latin meaning, preparing and
consuming a Roman feast
Informal oral comprehension questions, observation of classroom participation, formal assessment
Audio recordings, images of primary sources, workbook activities, cookbooks
Vocabulary exercises on line, additional textbook activities on line
Story relevant words and phrases.
Productive habits of mind
Quality work
Read critically
Collaborate and cooperate
Core Ethical Values
27
Chapter 34: Comparison of Adjectives
Essential Understandings:
1. Communicate in languages other than English.
2. Gain knowledge and understanding of other cultures.
3. Connect with other disciplines and acquire information.
4. Develop insight into the nature of language of culture.
Content Standards:
1.1 Students read, 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.
2.1 Students demonstrate understanding of the perspectives of Greek or Roman culture as revealed in the practices of the Greeks or Romans.
2.2 Students demonstrate an understanding of the perspectives of Greek or Roman culture as revealed in the products of the Greeks or Romans.
4.1 Students recognize and use elements of the Latin or Greek language to increase knowledge of their own language.
Essential Questions: What is meant by ‘degree’ when discussing adjectives? How does forming different degrees of adjectives differ in Latin from
English? What does typical Roman family life teach us about the perspectives and products of Roman culture?
Learning Goals: Students will:
Form, identify and translate comparative and superlative adjectives.
Master the paradigm chart for the comparison of regular and irregular adjectives.
Read, translate and interpret increasingly difficult Latin texts focusing on adjectives.
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Suggested Strategies

Suggested Assessments
Suggested Resources
Suggested Tech Integration
Content Vocabulary
Lifelong Learning/21st Century
Skills
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Pre-reading of the text, analysis of inflected endings, completing paradigm charts, using derivatives to determine
Latin meaning
Informal oral comprehension questions, observation of classroom participation, formal assessment
Audio recordings, images of primary sources, workbook activities
Vocabulary exercises on line, additional textbook activities on line
Story relevant words and phrases.
Productive habits of mind
Quality work
Read critically
Collaborate and cooperate
Core Ethical Values
29
Chapter 35: Comparisons of Adverbs
Essential Understanding(s):
1. Communicate in languages other than English.
2. Gain knowledge and understanding of other cultures.
3. Connect with other disciplines and acquire information.
4. Develop insight into the nature of language of culture.
Content Standards:
1.1 Students read, 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.
2.1 Students demonstrate understanding of the perspectives of Greek or Roman culture as revealed in the practices of the Greeks or Romans.
2.2 Students demonstrate an understanding of the perspectives of Greek or Roman culture as revealed in the products of the Greeks or Romans.
4.1 Students recognize and use elements of the Latin or Greek language to increase knowledge of their own language.
Essential Questions: What are the positive, comparative and superlative forms of Latin adverbs? What does typical Roman family life teach us about
the perspectives and products of Roman culture?
Learning Goals: Students will:
Form, identify and translate adverbs in the positive, comparative and superlative.
Make comparisons using adjectives and adverbs.
Read, translate and interpret increasingly difficult Latin texts focusing on adverbs.
30
Suggested Strategies
Suggested Assessments


Suggested Resources
Suggested Tech Integration
Content Vocabulary
Lifelong Learning/21st Century
Skills
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Pre-reading of the text, analysis of inflected endings, using derivatives to determine Latin meaning
Informal oral comprehension questions, observation of classroom participation, formal assessment, poster with
illustrated and labeled examples of comparative forms
Audio recordings, images of primary sources, workbook activities
Vocabulary exercises on line, additional textbook activities on line
Story relevant words and phrases.
Productive habits of mind
Quality work
Communicate effectively
Read critically
Collaborate and cooperate
Access and process information
Core Ethical Values
31
Chapter 36: Roman Calendar
Essential Understandings:
1. Communicate in languages other than English.
2. Gain knowledge and understanding of other cultures.
3. Connect with other disciplines and acquire information.
4. Develop insight into the nature of language of culture.
Content Standards:
1.1 Students read, 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.
2.1 Students demonstrate understanding of the perspectives of Greek or Roman culture as revealed in the practices of the Greeks or Romans.
2.2 Students demonstrate an understanding of the perspectives of Greek or Roman culture as revealed in the products of the Greeks or Romans.
4.1 Students recognize and use elements of the Latin or Greek language to increase knowledge of their own language.
Essential Questions: How is quam used? What does typical Roman family life teach us about the perspectives and products of Roman culture?
Learning Goals: Students will:
Understand the Roman dating system.
Explain the differences and similarities between the Roman and Gregorian calendars.
Distinguish the uses of quam as exclamatory, relative pronouns and in comparison.
Read, translate and interpret increasingly difficult Latin texts focusing on the use of quam.
32
Suggested Strategies
Suggested Assessments
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
Suggested Resources
Suggested Tech Integration
Lifelong Learning/21st Century
Skills
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

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Pre-reading of the text, analysis of inflected endings, using derivatives to determine Latin meaning
Informal oral comprehension questions, observation of classroom participation, formal assessment, translate a
month from a current calendar into Roman nomenclature
Audio recordings, images of primary sources, workbook activities
Vocabulary exercises on line, additional textbook activities on line
Productive habits of mind
Quality work
Read critically
Collaborate and cooperate
Core Ethical Values
33
Chapter 37: Deponents
Essential Understandings:
1. Communicate in languages other than English.
2. Gain knowledge and understanding of other cultures.
3. Connect with other disciplines and acquire information.
4. Develop insight into the nature of language of culture.
Content Standards:
1.1 Students read, 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.
2.1 Students demonstrate understanding of the perspectives of Greek or Roman culture as revealed in the practices of the Greeks or Romans.
2.2 Students demonstrate an understanding of the perspectives of Greek or Roman culture as revealed in the products of the Greeks or Romans.
4.1 Students recognize and use elements of the Latin or Greek language to increase knowledge of their own language.
Essential Questions: What are deponent verbs and how are they formed and translated? What does typical Roman family life teach us about the
perspectives and products of Roman culture?
Learning Goals: Students will:
Form, identify and translate deponent verbs.
Recognize that deponent verbs are passive in form and active in meaning.
Compare the Roman educational system with the modern American school system.
Read, translate and interpret increasingly difficult Latin texts focusing on deponent verbs.
34
Suggested Strategies

Suggested Assessments
Suggested Resources
Suggested Tech Integration
Content Vocabulary
Lifelong Learning/21st Century
Skills


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


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
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Pre-reading of the text, analysis of inflected endings, using derivatives to determine Latin meaning, inside outside
circles
Informal oral comprehension questions, observation of classroom participation, formal assessment
Audio recordings, images of primary sources, workbook activities
Vocabulary exercises on line, additional textbook activities on line
Story relevant words and phrases.
Productive habits of mind
Quality work
Read critically
Collaborate and cooperate
Core Ethical Values
35
Chapters 38-40: Present Participles
Essential Understandings:
1. Communicate in languages other than English.
2. Gain knowledge and understanding of other cultures.
3. Connect with other disciplines and acquire information.
4. Develop insight into the nature of language of culture.
5. Participate in multilingual communities at home and around the world.
Content Standards:
1.1 Students read, 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.
2.1 Students demonstrate understanding of the perspectives of Greek or Roman culture as revealed in the practices of the Greeks or Romans.
2.2 Students demonstrate an understanding of the perspectives of Greek or Roman culture as revealed in the products of the Greeks or Romans.
4.1 Students recognize and use elements of the Latin or Greek language to increase knowledge of their own language.
Essential Questions: What are present participles and how are they used? What does the study of ancient heroes teach us about the products and
perspectives of the ancient Mediterranean world?
Learning Goals: Students will:
Form, identify and translate present participles.
Translate passages that include numbers and present participles as adjectives
Read, translate and interpret increasingly difficult Latin texts focusing on present participles.
Analyze the stories of Jason and the Argonauts.
36
Suggested Strategies

Suggested Assessments

Suggested Resources
Suggested Tech Integration
Content Vocabulary
Lifelong Learning/21st Century
Skills
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
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
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
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Pre-reading of the text, analysis of inflected endings, using derivatives to determine Latin meaning, classroom
discussion
Informal oral comprehension questions, observation of classroom participation, formal assessment, a compare and
contrast writing assignment focusing on Jason and the Argonauts
Audio recordings, images of primary sources, workbook activities, the film Jason and the Argonauts
Vocabulary exercises on line, additional textbook activities on line
Story relevant words and phrases.
Productive habits of mind
Communicate effectively
Quality work
Read critically
Collaborate and cooperate
Access and process information
Core Ethical Values
37
Chapter 41: Perfect Active Infinitives
Essential Understandings:
Communicate in languages other than English.
Gain knowledge and understanding of other cultures.
Connect with other disciplines and acquire information.
Develop insight into the nature of language of culture.
Participate in multicultural communities at home and around the world.
Content Standards:
1.1 Students read, 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.
2.1 Students demonstrate understanding of the perspectives of Greek or Roman culture as revealed in the practices of the Greeks or Romans.
2.2 Students demonstrate an understanding of the perspectives of Greek or Roman culture as revealed in the products of the Greeks or Romans.
3.2 Students expand their knowledge through the reading of Latin or Greek and the study of ancient culture.
4.1 Students recognize and use elements of the Latin or Greek language to increase knowledge of their own language.
4.2 Students compare and contrast their own culture with that of the Greco-Roman world.
5.2 Students use their knowledge of Greco-Roman culture in a world of diverse cultures.
Essential Questions: What are perfect active infinitives and how are they formed? What does the study of ancient heroes teach us about the products
and perspectives of the ancient Mediterranean world?
Learning Goals: Students will:
Form, identify and translate perfect active infinitives.
Read, translate and interpret increasingly difficult Latin texts focusing on perfect active infinitives.
Analyze the story of Perseus.
38
Suggested Strategies

Suggested Assessments

Suggested Resources
Suggested Tech Integration
Content Vocabulary
Lifelong Learning/21st Century
Skills
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
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Pre-reading of the text, analysis of inflected endings, using derivatives to determine Latin meaning, classroom
discussion
Informal oral comprehension questions, observation of classroom participation, formal assessment, compare and
contrast writing assignment focusing on Perseus
Audio recordings, images of primary sources, workbook activities, the film Clash of the Titans
Vocabulary exercises on line, additional textbook activities on line
Story relevant words and phrases.
Productive habits of mind
Communicate effectively
Quality work
Read critically
Collaborate and cooperate
Access and process information
Core Ethical Values
39
Chapter 42: Subjunctive Mood
Essential Understandings:
1. Communicate in languages other than English.
2. Gain knowledge and understanding of other cultures.
3. Connect with other disciplines and acquire information.
4. Develop insight into the nature of language of culture.
5. Participate in multicultural communities at home and around the world.
Content Standards:
1.1 Students read, 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.
2.1 Students demonstrate understanding of the perspectives of Greek or Roman culture as revealed in the practices of the Greeks or Romans.
2.2 Students demonstrate an understanding of the perspectives of Greek or Roman culture as revealed in the products of the Greeks or Romans.
4.1 Students recognize and use elements of the Latin or Greek language to increase knowledge of their own language.
Essential Questions: What is the subjunctive mood and how are the imperfect and pluperfect tenses formed? How is the subjunctive mood used in
cum clauses and indirect statements? What does typical Roman family life teach us about the perspectives and products of Roman culture?
Learning Goals: Students will:
Form, identify and translate imperfect and pluperfect subjunctive verbs.
Identify the use of cum in temporal and causal clauses.
Identify the use of the subjunctive mood in indirect questions.
Read, translate and interpret increasingly difficult Latin texts focusing on the use of subjunctive verbs.
40
Suggested Strategies

Suggested Assessments
Suggested Resources
Suggested Tech Integration
Content Vocabulary
Lifelong Learning/21st Century
Skills


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
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Pre-reading of the text, analysis of inflected endings, using derivatives to determine Latin meaning, classroom
discussion, synopses
Informal oral comprehension questions, observation of classroom participation, formal assessment
Audio recordings, images of primary sources, workbook activities
Vocabulary exercises on line, additional textbook activities on line
Story relevant words and phrases.
Productive habits of mind
Quality work
Read critically
Collaborate and cooperate
Core Ethical Values
41
Chapter 43: Passive Imperfect and Pluperfect Subjunctive Verbs
Essential Understandings:
1. Communicate in languages other than English.
2. Gain knowledge and understanding of other cultures.
3. Connect with other disciplines and acquire information.
4. Develop insight into the nature of language of culture.
Content Standards:
1.1 Students read, 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.
2.1 Students demonstrate understanding of the perspectives of Greek or Roman culture as revealed in the practices of the Greeks or Romans.
2.2 Students demonstrate an understanding of the perspectives of Greek or Roman culture as revealed in the products of the Greeks or Romans.
4.1 Students recognize and use elements of the Latin or Greek language to increase knowledge of their own language.
Essential Questions: How are the passive imperfect and pluperfect subjunctive tenses formed and translated? How do cum clauses and indirect
questions utilize passive subjunctives? What does typical Roman family life teach us about the perspectives and products of Roman culture?
Learning Goals: Students will:
Form, identify and translate passive imperfect and pluperfect subjunctive verbs.
Recognize cum clauses and indirect statements that use passive subjunctive verbs.
Read, translate and interpret increasingly difficult Latin texts focusing on subjunctive verbs and clauses.
42
Suggested Strategies
Suggested Assessments
Suggested Resources
Suggested Tech Integration
Content Vocabulary
Lifelong Learning/21st Century
Skills






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

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Pre-reading of the text, decoding of images, synopses, use of derivatives to deduce meaning of Latin vocabulary
Informal oral comprehension questions, observation of classroom participation, formal assessment
Audio recordings, images of primary sources, workbook activities
Vocabulary exercises on line, additional textbook activities on line
Story relevant words and phrases.
Productive habits of mind
Quality work
Read critically
Collaborate and cooperate
Core Ethical Values
43
Chapter 44: Perfect Passive Participles and Ablative Absolutes
Essential Understandings:
1. Communicate in languages other than English.
2. Gain knowledge and understanding of other cultures.
3. Connect with other disciplines and acquire information.
4. Develop insight into the nature of language of culture.
Content Standards:
1.1 Students read, 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.
2.1 Students demonstrate understanding of the perspectives of Greek or Roman culture as revealed in the practices of the Greeks or Romans.
2.2 Students demonstrate an understanding of the perspectives of Greek or Roman culture as revealed in the products of the Greeks or Romans.
4.1 Students recognize and use elements of the Latin or Greek language to increase knowledge of their own language.
Essential Questions: What are ablative absolutes and how do they employ perfect passive participles? What does typical Roman family life teach us
about the perspectives and products of Roman culture?
Learning Goals: Students will:
Form, identify and translate perfect passive participles in ablative absolutes.
Recognize the variety of possible translations for ablative absolutes.
Read, translate and interpret increasingly difficult Latin texts focusing on ablative absolutes.
44
Suggested Strategies
Suggested Assessments


Suggested Resources
Suggested Tech Integration
Content Vocabulary
Lifelong Learning/21st Century
Skills










Pre-reading of the text, decoding of images, analyze derivatives to determine Latin meaning, synopses
Informal oral comprehension questions, observation of classroom participation, formal assessment, summative
culture project (spans several chapters)
Audio recordings, images of primary sources, workbook activities
Vocabulary exercises on line, additional textbook activities on line
Story relevant words and phrases.
Productive habits of mind
Quality work
Communicate effectively
Read critically
Collaborate and cooperate
Access and process information
Core Ethical Values
45
Chapter 45: Future Active Participles
Essential Understandings:
1. Communicate in languages other than English.
2. Gain knowledge and understanding of other cultures.
3. Connect with other disciplines and acquire information.
4. Develop insight into the nature of language of culture.
Content Standard(s):
1.1 Students read, 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.
2.1 Students demonstrate understanding of the perspectives of Greek or Roman culture as revealed in the practices of the Greeks or Romans.
2.2 Students demonstrate an understanding of the perspectives of Greek or Roman culture as revealed in the products of the Greeks or Romans.
4.1 Students recognize and use elements of the Latin or Greek language to increase knowledge of their own language.
Essential Questions: What are future active participles and how are they used? How did Shakespeare utilize stories from ancient mythology?
What does typical Roman family life teach us about the perspectives and products of Roman culture?
Learning Goals: Students will:
Form, identify and translate future active participles.
Read an adapted ancient text and make connections to Shakespeare.
Read, translate and interpret increasingly difficult Latin texts focusing on future active participles.
46
Suggested Strategies
Suggested Assessments
Suggested Resources
Suggested Tech Integration
Content Vocabulary
Lifelong Learning/21st Century
Skills











Pre-reading of the text, decoding of images, analyze derivatives to determine Latin meaning
Informal oral comprehension questions, observation of classroom participation, formal assessment
Audio recordings, images of primary sources, workbook activities
Vocabulary exercises on line, additional textbook activities on line
Story relevant words and phrases.
Productive habits of mind
Quality work
Read critically
Collaborate and cooperate
Access and process information
Core Ethical Values
47