Pitt County Schools
108012 Latin I
Instructional Guide
Time Frame: 1st Marking Period
SCOS GOALS AND OBJECTIVES
Influences of Latin and the
Romans on our Language &
Culture
1.1.1 1.1.2 1.2.1 1.2.3 1.2.4
3.1.1 3.1.2 1.1.3 3.2.3 3.3.1
3.3.2 3.3.3 4.1.2 4.1.3
ESSENTIAL QUESTIONS, BENCHMARKS, AND SKILLS
Can students read and understand words, phrases and
simple sentences in context?
Can students demonstrate reading comprehension of
simple Latin passages?
Can students recognize and produce the sounds of
Latin?
Can students write simple phrases and sentences in
Latin?
Can students draw conclusions and make inferences
orally and in writing?
Can students recognize Latin and Greek roots, prefixes,
suffixes, and apply these to English vocabulary?
Can students recognize Latin and Greek in specialized
vocabulary?
Can students recognize Latin and Greek influences in
Western values?
Can students recognize and comprehend allusions to
mythology in a variety of settings?
Can students recognize similarities between Latin and
Greek elements?
Can students recognize Latin influences in various
professions?
Can students recognize Greeco-Roman influences in
their own neighboring communities?
ESSENTIAL TASKS,
STRATEGIES,
PROJECTS,
CONNECTIONS
Teacher- led
discussion
RECOMMENDED
RESOURCES AND
ASSESSMENT
Ecce Romani I
(Chapters 1, 2)
Researching
Reading- alone and in
groups
D’ooge, Benjamin L.,
Super Review All You
Need to Know Latin
Reading, discussing,
questioning
Buller, Jeffrey L., The
Roman Empire from
Cradle to Graves, Using
I, Claudius in the Latin
Language or Roman
Civilization Course
I Claudius, Video Series
Cleopatra Video
Spartacus Video
Gladiator Video
Leone, Rosselle,
O Loca Tu Ibis
The neighboring
community, internet
sources, library sources
1
Uses of Nouns and Present Tense
Verbs
1.1.2 1.1.4 1.1.5 1.2.1 1.2.2 1.2.3
1.2.4 1.2.5
Can students draw conclusions and make inferences
from selections they read?
Can students read a variety of Latin passages?
Can students read Latin aloud with accurate
pronunciation, meaningful phrasing, and appropriate
inflection?
Reading silently and
orally
Contributions of Romans
1.2.3 2.1.1 2.1.2 2.1.3 2.1.4
2.2.1 2.2.2 2.2.3 2.2.4 3.2.1
3.2.2 3.2.3
Can students identify major historical and political
figures and forms of Roman government and
comprehend their significance in Roman history?
Can students recognize architectural features,
engineering products, art forms of Greeks and
Romans?
Can students identify food, clothing, and artifacts to
make inferences about life and custom?
Can students identify Greco and Roman deities, and
mythological heroes and the stories associated with
these?
Can students recognize Latin vocabulary and structures
as unique to the language?
Can students demonstrate awareness of how Romans
thought and acted?
Can students demonstrate awareness on ancient
influences on Western values?
Can students identify the physical and geographical
features of Rome, the Empire, and their role in history
and culture?
Can students identify the basic features of Roman daily
life and comprehend their significance?
Can students identify major writers and their works as
reflections of their major historical settings?
Research, projects,
student creations
Projects and student
creations
Ecce Romani I
(Chapters 3, 4)
Teacher rubrics for
readings
Ecce Romani I
(Chapters 5, 6)
Teacher – made rubrics for
creations
Internet sources, Latin
Library sources
Reading, research
Edith Hamilton’s
Mythology
Composing dialogues
between important
Romans
Composing plays
about Romans
Composing letters
Romans could have
written, maps they
could have used –
etc.
Keller, Andrew and
Stephanie Russell, Learn
to Read Latin
Materials on Roman
Products
Latin Library sources
Teacher – made tests on
Roman products
Prior, Richard E. and Joseph
Wohlbert, 501 Latin Verbs
Wheelock’s, Latin Grammar
Buller, Jeffrey L.,
The Roman Empire from
2
Cradle to Graves, Using I,
Claudius in the Latin
Language or Roman
Civilization Course
Teacher – made rubrics,
projects
Introduction to Structural
Elements
1.1.3 1.1.4 1.2.3 2.2.1 2.2.2
2.2.3 2.2.4 2.2.5
Future Tense and Imperative
Mood
1.1.5 1.1.2 1.1.3 1.1.4 1.1.5
1.2.1 1.2.2 1.2.3 3.1.1 3.1.2
3.2.1 3.2.2 3.3.1
Time Frame: 2nd Marking
Period
Extending Cultural, Family and
Community Connections
2.1.2 2.1.3 2.2.1 2.2.2 2.2.3
2.2.4 3.1.2
The Past Tenses
1.1.1 1.1.2 1.1.3 1.1.4 1.1.5
1.2.1 1.2.2 1.2.3 1.2.4 3.2.1
3.2.2 3.3.1
Historical Events and Personalities
2.1.1 2.1.3 2.1.4 2.2.1 2.2.2
2.2.4 3.2.3 4.1.3
Can students demonstrate a knowledge of vocabulary,
basic inflection systems, and syntax appropriate to
reading level?
Can students recognize examples of Greek and Roman
architecture and art forms, engineering and urban camp
design as representatives of cultures and of historical
events?
Can students recognize and use future tense and
imperative mood?
Can students recognize and use the three perfect tenses
in indicative mood active and passive voices?
Can students demonstrate increasingly complex
knowledge of events and personalities?
Demonstrations
lectures, reading
practices
Ecce Romani I
(Chapters 7, 8)
www.mythfolklore.net
Hands-on
architectural
construction
w/appropriate
accompanying
dialogue
Reading practice
Ecce Romani I
Teacher explanations (Chapters 9, 10)
Student – made
visuals and projects
Projects, research,
presentation both
hand-made and
Power Point
Reading, recitations
Ecce Romani I
(Chapters 11, 12, 13)
Projects, on-line and
hand-on research
Ecce Romani I
(Chapters 16, 17, 18)
Ecce Romani I
(Chapters 14, 15)
3
Pluperfect and Future Perfect
Tenses
1.1.1 1.1.2 1.1.3 1.1.4 1.1.5
Time Frame: 3rd Marking
Period
The Passive Voice
1.1.1 1.1.2 1.1.3 1.1.4 1.2.1
1.2.2 1.2.3 1.2.4 3.2.1. 3.3.1
Third Declension Nouns and
Adjectives
1.1.1 1.1.2 1.1.3 1.1.4 1.2.1
1.2.2 1.2.3 1.2.4 3.2.1 3.3.1
Artifacts and Archaeology
2.2.1 2.2.3 4.2.1 4.2.2
Can students use and recognize pluperfect and future
perfect tenses?
Teacher instruction,
presentations, rubrics
for presentation and
composition reading,
comparing use voices
in projects
Ecce Romani I
(Chapters 19, 20)
Can students recognize and use the passive voice,
indicative mood in a variety of venues?
Teacher instruction,
presentations, rubrics
for presentation and
composition reading,
comparing use voices
in projects
Ecce Romani I
(Chapters 21, 22 and 23)
Wheelock’s Latin
Grammar
Can students recite, read, and write third declension
nouns and adjectives?
Recitations,
Readings, and
Compositions
Ecce Romani I
(Chapters 24, 25)
Can students use knowledge of Latin and ancient
civilization in leisure activities for personal
enrichment?
Can students explore topics of interest related to the
Greco Roman world for personal enrichment?
Composing and
creating projects
about popular videos
Rubrics for evaluating
compositions and
projects using
appropriate grammar
Rubrics for evaluating
projects
Formulating
compositions,
incorporating
constructions
explained by teacher
Ecce Romani I
(Chapters 26, 27)
Ecce Romani II (maps)
4
Wrapping It up
4.1.2 4.1.3 4.2.1
Can students share, exchange, and present information
about their own language experience to others in the
school, community, and beyond?
Creating projects
based on travel, firsthand research, and
on-line research
Prior, Richard E.
Joseph Wohlberg, 501
Latin Verbs
I Claudius, Video Series
Cleopatra Video
Spartacus Video
Gladiator Video
Keller, Andrew and
Stephanie Russell, Learn
to Read Latin
Vergil, The Aeneid
Ovid, Metamorphoses
The Poems of Catullus
Cicero, Pro Caelio
Wheelock’s Latin
Grammar
Buller, Jeffrey L., The
Roman Empire from
Cradle to Graves, Using
I, Claudius in the Latin
Language or Roman
Civilization Course
5