SHELBY COUNTY SCHOOLS
CLASSICAL LANGUAGES
LATIN ONE ECCE ROMANI
SHELBY COUNTY SCHOOLS
CLASSICAL LANGUAGES LEVEL 1 LATIN
First Semester: ECCE ROMANI
-----------------
---------------
PERFORMANCE TARGET
How well are students expected to perform?
Novice
1
Novice
2
Novice
3
----------------
Intermediate
2
Intermediate
1
Novice 4
UNIT LEARNING TARGETS
-------------
What will students be able to do with what they know?
INTERPRETIVE
READING
I CAN …

LISTENING
I CAN …
describe the difference
between a word order
language and an
inflected language.

read connected
passages in Latin.

utilize my knowledge
of Latin word roots to
improve my
vocabulary in reading
English.
INTERPERSONAL

SPEAKING
I CAN …
respond to
questions in
Latin or English
based on a Latin
passage.
PRESENTATIONAL





WRITING
SPEAKING
I CAN …
ask and answer basic
questions in Latin.
tell time in Latin.
tell weather in Latin.


discuss similarities and
differences between Latin
and English grammar.
I CAN …
translate simple
sentences.
utilize my knowledge
of Latin word roots to
improve my
vocabulary in writing
English.
discuss why is Latin called
the mater linguae (mother
tongue).

identify how the
study of Latin
grammar can
strengthens my
English skills.

defend the
importance of
learning Latin.

analyze the impact
Roman culture has
upon modern
civilizations.
What intercultural competencies will students be able to demonstrate?
PRODUCTS





PRACTICES
locate Italy on a map of Europe.
identify major cities/geographical
markers in and around Italy.
list five Romance languages and
explain the significance of
“romance”.
describe the instruments used to
record Latin and the medium on
which it was recorded.
describe dress of a typical upperclass man, woman, and child; wrap
a toga .




identify the Roman equivalents of mother,
father, sister, brother.
describe Roman family structure and
compare/contrast it with modern day American
family structure.
describe the daily life of a typical Roman slave
and compare and contrast it with early
American slavery practices.
discuss the Roman system for names including
nomen, cognomen and praenomen.
HISTORICAL CONNECTIONS






® Shelby County Schools, Department of Curriculum and Instruction 2013
identify the three major phases of the
Roman empire: kings, republic, and
empire.
give the founding date of Rome.
describe the legend of Aeneas, his
journey after the Trojan war, his
connection to the founding of Rome,
and how we know about the legend.
relate the myth-history of the founding
of Rome, including the story of
Romulus and Remus’ birth and rise to
power.
name the seven kings of Rome in order
of their reign, list the major
accomplishment of each king’s reign,
and explain the events leading up to
the shift from kings to republic.
tell the story of Spartacus.
1 ER
---------------SEMESTER
PERFORMANCE TASKS
----------
How will students demonstrate what they can do with what they know?
READING AND INTERPRETING
PRESENTATIONAL SPEAKING
PRESENTATIONAL WRITING
You have just finished listening to a short
story in your Latin class. In talking with
one of your classmates, you tell him/her
that you found the story boring because it
contained too many short sentences.
Since you have been studying compound
and complex sentences in Latin class, you
decide to rewrite the story so that it is
more interesting.
For “Family Night” at your old middle
school, different groups are preparing
presentations of why students should
enroll in world languages. Present a short
presentation on the benefits of learning
Latin and why Latin is called mater
linguae. Be sure to show off your spoken
language skills within the presentation.
Our understanding of Roman slavery is
hampered by the fact that no literature
written by Roman slaves has survived.
After reading about Spartacus, write an
imaginary letter documenting his
attempted uprising. Your letter can be
from Spartacus himself, or from one of
his followers.
One of your friends in your English class
is having a lot of trouble passing
vocabulary quizzes. You show him how
you find the Latin roots in the English
words in your Latin class. The two of you
decide to work together on your English
vocabulary to find the Latin root words as
well as the prefixed from Latin
prepositions.
For “Family Night” at your old elementary
school, different groups are preparing
demonstrations of family relationships
from around the world. Write a script for a
short skit about Cornelia, the mother of
the Gracchi. Use at least five Latin
sentences in your script, and demonstrate
in role-play.
After studying about the city of Pompeii,
you are surprised of all the parallels
between ancient and modern cities, such
as graffiti and sports arenas. You decide
that this would be an interesting topic for
your next presentation in Latin class, so
you create a Powerpoint on the city of
Pompeii and write a script about the
similarities and differences.
You are trying to convince your friend to
enroll in Latin with you. Explain why Latin
is called mater linguae and how it can
help him or her in his/her English class.
You have just watched “Seven Brides for
Seven Brothers” on late night TV with
your mother. Since you have been
learning about Roman wedding customs
in your Latin class, you find the scene
about the “Sobbin Women” very
interesting. Explain to your mother how
Roman wedding customs and today’s
customs are similar and different.
-------------
VOCABULARY/FUNCTIONS
-------------
What will prepare students to demonstrate what they can do with what they know?
LANGUAGE CHUNKS
ESSENTIAL VOCABULARY
ORAL LATIN: e.g., Mihi nomen est, Quid est nōmen tibi? Quid agis? Salvē! Salvēte! Vale! Valete! Grātiās tibi agō; Sōl lūcet; Adsum EXPRESSIONS, MOTTOES,
ABBREVIATIONS: e.g.
Veni, Vidi, Vici, summa cum laude, i.e., A.D., e.g., etc., S.P.Q.R
Ecce Romani Chs. 1-15
® Shelby County Schools, Department of Curriculum and Instruction 2013
2 ER
-------------------
Essential Structures
------------------
Unpacked Can do statement: I CAN…































identify parts of speech in English and Latin sentences.
explain the meaning of gender, case, number, person and declension.
identify the case endings of declensions 1-3.
categorize verbs into conjugations 1-4.
distinguish between transitive and intransitive verbs.
identify and employ the endings of the nominative case, singular and plural, in Latin sentences.
connect the nominative case with the subject and predicate nominative in English.
identify and employ the endings of the accusative case, singular and plural, in Latin sentences.
connect the accusative case with the direct object in English.
recognize the infinitive in both English and Latin sentences.
form and translate present active infinitives in Latin sentences.
compose basic Latin questions using -ne, Cur?, and Quid.. facit?
form and translate the present tense active voice, all three persons, singular and plural.
identify characteristics which classify verbs into conjugations.
connect the vocative case with the noun of direct address in English.
identify and employ the endings of the ablative case, singular and plural, in Latin sentences.
connect the ablative case with the object of the preposition in English.
distinguish between prepositions that take the ablative case and the accusative case in Latin.
identify and employ the endings of the genitive case, singular and plural, in Latin sentences.
connect the genitive case with possession in English.
identify and employ the endings of the dative case, singular and plural, in Latin sentences.
connect the dative case with the indirect object in English.
describe how a noun and adjective agree in gender, number and case.
form and translate the present tense and infinitive of sum and possum.
identify and translate the complementary infinitive.
identify and employ the endings of the i-stem nouns of the third declension, singular and plural, in Latin sentence.
recognize and employ the endings of neuter nouns of the second and third declensions, singular and plural.
form and translate verbs in the imperative mood, singular and plural, including the irregular forms for duco, dico, facio, and
fero.
recognize and distinguish among ablative of means/instrument, manner, time, and accompaniment in Latin sentence.
form and translate the imperfect active tense, all three persons, singular and plural.
form and translate the imperfect active tense, all three persons, singular and plural.
® Shelby County Schools, Department of Curriculum and Instruction 2013
3 ER
SHELBY COUNTY SCHOOLS
CLASSICAL LANGUAGES LEVEL 1 LATIN
Second Semester: ECCE ROMANI
-----------------
---------------
PERFORMANCE TARGET
How well are students expected to perform?
Novice
1
Novice
2
Novice
3
----------------
Intermediate
2
Intermediate
1
Novice 4
UNIT LEARNING TARGETS
-------------
What will students be able to do with what they know?
INTERPRETIVE
READING
I CAN …



INTERPERSONAL
LISTENING
I CAN …
describe the difference
between a word order
language and an
inflected language.

PRESENTATIONAL
SPEAKING
I CAN …
respond to
questions in
Latin.


read connected
passages in Latin.

identify details in a
Latin passage.
WRITING
SPEAKING
I CAN …
ask and answer questions in
Latin
discuss similarities and
differences between Latin
and English grammar.

I CAN …
translate simple
sentences.

identify how can the
study of Latin grammar
strengthens my English
skills.

defend the importance
of learning Latin.

analyze the impact
Roman culture has upon
modern civilizations.

discuss why is Latin called
the mater linguae (mother
tongue).
Utilize my
knowledge of
Latin word roots
& derivatives to
improve my
vocabulary in
writing English.
What intercultural competencies will students be able to demonstrate?
PRODUCTS
PRACTICES
I CAN …







I CAN …
explain the mechanics of the
Roman aqueducts and its
impact upon modern water
transportation.
explain the importance of
Roman roads.
Label the rooms of a roman
house and describe function.
compare the food that I eat with
the food that the Romans ate.
explain Roman travel.
describe Roman system of
transit.
identify the major venues in
Rome.






relate the significance of the aqueduct as a
feat of Roman engineering and its impact
upon modern water transportation.
describe the mechanics of a Roman
chariot race.
describe the atmosphere of the gladiatorial
games.
compare and contrast the Roman system
of education with my own.
describe the relationship between patrons
and clients.
Identify what took places at the major
venues in Rome.
HISTORICAL CONNECTIONS
I CAN …






identify and explain the common
characteristics of a hero.
relate stories of legendary historical
and mythological characters.
describe the governmental structure
of the Early Roman Republic.
identify the major players on both
sides of the Punic Wars.
describe the significance of the First
and Second Punic wars in the
expansion of the Roman Empire.
tell the story of the Trojan Horse.
4 ER
® Shelby County Schools, Department of Curriculum and Instruction 2013
---------------SEMESTER
PERFORMANCE TASKS
----------
How will students demonstrate what they can do with what they know?
READING AND INTERPRETING
PRESENTATIONAL SPEAKING
PRESENTATIONAL WRITING
You are talking with your parents one night
at dinner about how school has changed
since the ‘olden days’ when they were
students. They start talking about how they
used to have to diagram sentences in their
English classes. After they explain to you
how to diagram sentences in English, you
realize that this could help you greatly with
complex sentences in your Latin class, so
you decide to diagram the Latin sentences.
To persuade students to enroll in Latin,
you and some classmates decide to
create an infomercial to air with the video
announcements in your school. Give an
eyewitness account in Latin of your
experience at either a gladiatorial fight or
a chariot race in Ancient Rome to show
off the cool topics you study in Latin class.
Your school is going to post motivational
quotations in the hallway each week.
Your principal has decided that each
class will be responsible for one week
during the school year. Your Latin class
has decided to use quotes derived from
Latin. Research the etymology of your
quotes so that you can show their
connection to Latin.
In your mythology class you are studying
heroes. Since you have already explored
this topic in your Latin class you select
your favorite mythological hero and write a
paper describing this hero and why they
are your favorite.
You have been assigned a presentation
in your world history class on the Roman
empire. Based on your study of Latin you
decide to give a short presentation on the
mechanics of the Roman aqueducts and
their influence on modern water
transportation.
As you have learned Latin this year, you
realize that many English words have
been derived from Latin roots. You decide
to create a “family tree” for a Latin root
word showing all of the English words that
‘stem’ from it.
To demonstrate to your classmates how
Latin is used today, you decide to
translate several of the spells from Harry
Potter movies.
-------------
While surfing the internet, you come
across a site that gives you a virtual tour
of ancient Rome. You decide to impress
your Latin teacher by creating a travel
brochure in Latin about a visit to ancient
Rome.
VOCABULARY/FUNCTIONS
-------------
What will prepare students to demonstrate what they can do with what they know?
LANGUAGE CHUNKS
ESSENTIAL VOCABULARY
ORAL LATIN: e.g., Mihi nomen est, Quid est nōmen
tibi? Quid agis? Salvē! Salvēte! Vale! Valete! Grātiās
tibi agō; Sōl lūcet; Adsum
Ecce Romani Chs. 16-27
EXPRESSIONS, MOTTOES, ABBREVIATIONS:
e.g.
Veni, Vidi, Vici, summa cum laude, i.e., A.D., e.g.,
etc., S.P.Q.R
5 ER
® Shelby County Schools, Department of Curriculum and Instruction 2013
-------------------
Essential Structures
------------------
Unpacked Can do statements: I CAN…
 form and translate the future tense, active voice, all three persons, singular and plural.
 form and translate irregular verbs in all six tenses, all three persons, singular and plural.
 form and translate the perfect tense, active voice, all three persons, singular and plural.
 form and translate the pluperfect tense, active voice, all three persons, singular and plural.
 form and translate the future perfect tense, active voice, all three persons, singular and plural.
 identify and utilize fourth and fifth declension nouns.
 recognize and translate the partitive genitive or genitive of the whole.
 recognize, translate, and decline the personal pronouns ego and tu.
 recognize, translate and decline the demonstrative and personal pronoun is, ea, id.
 recognize, translate and decline the demonstrative pronouns hic, haec, hoc and ille, illa, illud.
 recognize and employ possessive adjectives.
 recognize and employ first, second, and third person reflexive pronouns.
 identify infinitives used as subjects and complements.
 count in Latin and find English derivatives from Latin numbers.
 recognize and form substantive adjectives.
6 ER
® Shelby County Schools, Department of Curriculum and Instruction 2013