ROSE TREE MEDIA SCHOOL DISTRICT
COURSE CURRICULUM
COURSE TITLE: Latin
GRADE LEVEL: III
CREATION DATE: November, 2004
A. Communication: Reading, understanding, and demonstrating comprehension of
difficult Latin translations and primary source literature. Demonstrating a knowledge of vocabulary, advanced inflectional
systems, and syntax appropriate to Latin III curriculum. Reading and understanding passages of Latin from original Roman
authors of the golden and silver ages of Roman Literature. Composing sentences in Latin. Analyzing selections of literature
with regard to literary and rhetorical devices.
Essential Question, Concept or Theme:
Approx. Time Allotment:
PA Standards: 1.1, 1.2
Benchmark/Skills
Assessment
VOCABULARY: Vocabulary pertinent to
the selections of literature for each Roman
author: Pliny, Cicero, Ovid. et al.
GRAMMAR:
Review of Latin I and II
Fine points of grammar
Literary devices
Rhetorical Devices
Irregular Verbs
Future imperative
Defective verbs
Contracted forms
Poetic word order and other characteristics
of Ovid’s poetry
Scansion (optional)
Roman Calendar
SYNTAX:
Hortatory and Iussive subjunctive, ut
clauses of purpose and result, noun volitive
and result clauses.
Indirect Command, and Indirect Questions,
Cum temporal clauses, future passive
participles, Ablative of description, gerunds
and gerundives, indefinite pronouns,
genitive of the whole, datives of purpose
and reference, sequence of tenses. Use and
formation of deponent verbs, all subjunctive
constructions, genitive case (of description,
Identify greetings and
idiomatic expressions in letter
writing.
Research the government,
political figures, and literature
of ancient Rome
Identify and describe the
major monuments/areas in
ancient Rome.
Describe the elements of
Roman entertainment (games,
theater, and dining)
Identify the major literary
figures during the time of
Augustus and describe their
works.
Create a comprehensive
multi-media lesson plan and
lesson dealing with review of
Latin I and II syntax .Present
and test the lesson.
Translate selections from the
Golden and Silver Age of
Roman literature
Discuss the natural
phenomena that were
recorded by Pliny the Elder in
Pliny’s Eruption of Mount
Latin III
Page 1
Aligned Materials/
Resources/Technology
Text
Latin for Americans Third
Book (Glencoe,/McGraw-Hill,
1997)
 Student Edition
 Teacher’s annotated edition
 Amsco Latin III workbook
 Testing Program with
answer key
 Internet resources
 Verb Synopses
Hardware
Cassette/CD player, VCR,
DVD, Computer
Instructional Strategies
Oral presentations
Role Playing
Paired /cooperative learning
Oral drills
Memorization
Translation (sight and prepared)
Visual and verbal cues
Modeling
Realia
Transparency activities
Computer software activities
Games, skits, songs, puzzles
Workbook activities
Notebook/journal
Verb Synopses declension drills
Lesson plans and student teaching
Connection of old to new
Brainstorming
Historical literature
Research and outside readings
Cultural reports and projects
“Latin Experiences”
-1-
November, 2004
A. Communication: Reading, understanding, and demonstrating comprehension of
difficult Latin translations and primary source literature. Demonstrating a knowledge of vocabulary, advanced inflectional
systems, and syntax appropriate to Latin III curriculum. Reading and understanding passages of Latin from original Roman
authors of the golden and silver ages of Roman Literature. Composing sentences in Latin. Analyzing selections of literature
with regard to literary and rhetorical devices.
Essential Question, Concept or Theme:
Approx. Time Allotment:
PA Standards: 1.1, 1.2
Aligned Materials/
Resources/Technology
Benchmark/Skills
Assessment
of the whole, subjective genitive, of charge
and penalty, with special verbs, and with
adjectives), accusative of exclamation,
accusative of respect, ablative of separation
and of origin, ablative with special verbs,
ablative of accordance, locative case,
impersonal verbs and supine.
TRANSLATIONS:
Pliny’s Letters
Ovid’s Metamorphoses
Ovid’s Ars Amatoria Book III
Sallust’s The Conspiracy of Catiline
Cicero’s First Oration against Catiline (In
Catilinam and Other selections of Latin
literature from the golden and silver ages.
Vesuvius .Compare to modern
accounts of volcanic
eruptions.
Create a time line of events
leading up to the Catilinian
Conspiracy.
Read and journal Taylor
Caldwell’s novel Pillar of
Iron.
Create a power-point
presentation of Cicero’s life,
works, and influence.
Present a dramatic rendering
of one of Ovid’s stories from
his Metamorphoses.
Illustrate a scene from
Pyramus and Thisbe or
Daedalus and Icarus.
Latin III
Page 2
Instructional Strategies
-2-
November, 2004
Essential Question, Concept or Theme: A. Communication: Reading, understanding, and demonstrating comprehension
of difficult Latin translations and primary source literature. Demonstrating a knowledge of vocabulary, advanced
inflectional systems, and syntax appropriate to Latin III curriculum. Reading and understanding passages of Latin from
original Roman authors of the golden and silver ages of Roman Literature. Composing sentences in Latin. Analyzing
selections of literature with regard to literary and rhetorical devices.
Approx. Time Allotment:
PA Standards: 1.1, 1.2
Adaptations/Inclusion Techniques
Enrichment Strategies
Communicate with Special Education
personnel regarding student data
Review knowledge and skills
Emphasize cognates as learning strategies
Model pronunciation and learning
strategies
Use organizers - notebook, daily planner,
buddy system
Extend or adapt written exercises
Allow extra time for practice and
assessments
Examine patterns
Reinforce and review
Clarify expectations and goals
Explain unfamiliar concepts and
terminology
Use contextual clues
Assist in problem solving
Support with realia
Provide tutoring and peer mentoring
Employ memory techniques
Provide individual instruction
Give adequate advance notice regarding
future assignments
World Language Department
Initiates
District World Language
Contest and Fete (award
Program)
National Latin Exam
Latin Honor Society: The
National Junior Classical
League
Level III Opportunities
Field Trips
Films
Music
Student designed activities
Challenge for credit
Independent study
Enhancement activities
(movies, extra readings, cultural
celebrations)
Latin Experience
activities/journal
Tutoring and peer evaluations
Latin III
Page 3
Remediation Strategies
Multicultural/Interdisciplinary
Connection
Romance Languages - French, Spanish,
Portuguese, Romanian, Italian,
Romanche, - (derived
from Latin)
Math - Roman numerals and ordinal
numbers in Latin e.g.
Septimus/September
Geography - The Roman Empire
extended into all of Europe, Asia
Minor, and Northern Africa and each of
these areas was influenced by its
culture.
Language Arts - 60 percent of the
English Language is derived from
Latin. The study of Latin and Latin
literature has influenced many
important writers of the renaissance
period. (Shakespeare’s works were
influenced by Ovid’s writings) Public
speaking, theater, and cinema
Social Studies - Culture, government,
civics, history, humanities, ethnicity
and law handed down to us by the
Romans. Especially significant is the
life of Cicero and his works
Music - sacred music, Gregorian chant,
instruments
Art - Art history, crafts, student art
-3-
November, 2004
Essential Question, Concept or Theme: A. Communication: Reading, understanding, and demonstrating comprehension
of difficult Latin translations and primary source literature. Demonstrating a knowledge of vocabulary, advanced
inflectional systems, and syntax appropriate to Latin III curriculum. Reading and understanding passages of Latin from
original Roman authors of the golden and silver ages of Roman Literature. Composing sentences in Latin. Analyzing
selections of literature with regard to literary and rhetorical devices.
Approx. Time Allotment:
PA Standards: 1.1, 1.2
Adaptations/Inclusion Techniques
Latin III
Enrichment Strategies
Page 4
Remediation Strategies
Multicultural/Interdisciplinary
Connection
projects, architecture
Science - Biology, Botany, Anatomy,
Chemistry, Pharmacology, etc.
Consumer Sciences - Cuisine, etiquette,
fashion, advertising
Physical Education – Sports, (grecoroman), recreational activities, health
and fitness food and meals ( private
lives of the Romans)
Technology Education - student
projects and research projects utilizing
technology e.g. power point
presentations of classical themes.
-4-
November, 2004
Essential Question, Concept or Theme: B. CONNECTIONS: Using a knowledge of Latin in understanding a specialized vocabulary in such fields
as government and politics. Demonstrating in written and spoken vocabulary a knowledge of philosophical, legal, artistic, and musical terms associated with
Latin. Demonstrating a knowledge of Latin terminology in the social sciences and history. Acquiring information about the Roman world by reading Latin
primary sources. Transferring a knowledge of Latin literature to an understanding of world literature. Demonstrating a knowledge of the influence of GrecoRoman mythology, history, and political systems, and artistic achievements on world cultures. Recognizing plots and themes of Greco-Roman myths in the
literature of other cultures. Demonstrating knowledge of the geography of the ancient world and connecting it to the modern world. COMPARISONS:
Demonstrating a comprehensive knowledge of Latin roots, prefixes, and suffixes, mottoes, idiomatic expressions and sayings by recognizing them in English
words of Latin origin and English usage. Recognizing the Greco-Roman influence on the architecture and buildings of the modern world. Recognizing through
readings of modern stories and literature the influence of myths and literature of the ancient world. Identifying the influence of ancient authors on renaissance
and modern literature. Comparing and contrasting elements of the literature, mythology, and philosophy of the modern world with those of the ancient world.
Comparing the political scene of Cicero’s time to our own political systems and conflicts. Identifying the influence of Ovid’s Metamorphoses on Shakespeare’s
plays. COMMUNITY: Exchanging information about the study of Latin with others in the school and in the community. Recognizing the influence of Latin on
the specialized language of professional fields, and recognizing the use of Latin in the media. Identifying the influence of Cicero’s life and works and the
political intrigues of his times on modern law, government ant political systems. Recognizing from the study of the Greco-Roman culture through the translations
of primary sources that cultural diversity has been an integral part of society from ancient times. Using a knowledge of Latin in communicating within the
student and adult community of classical language learners. Using a knowledge of Latin in learning other languages. Participating in the community of classical
scholars in cultural events, contests, lectures, and scholarship.
PA Standards:
3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Benchmark/Skills
VOCABULARY:
Legal, governmental and political terms in the time of
Cicero.
Names of buildings and the important parts of the forum.
Cursus Honorum and offices.
Travel and geography (Italy and Greece, Thessaly and Asia
Minor).
Letter writing and greetings.
Vocabulary involved with the structures of Indirect
Statement, subjunctive uses and Latin II syntax.
The names of rhetorical and literary devices used by Cicero
and Ovid.
The Roman Calendar
GRAMMAR:
Review of Latin I and II
Fine points of grammar
Literary devices
Rhetorical devices
Irregular verbs
Future imperative
Defective verbs
Latin III
Aligned Materials/
Resources/Technology
Identify greetings and
Text
idiomatic expressions in letter Latin For Americans
writing.
Third Book (Glencoe,
Compare the government,
Macmillan/McGrawpolitical figures, and literature Hill, 2000)
of Rome to modern times.
Student Edition
Show the influence of
Teacher’s annotated
Cicero’s works on renaissance edition
literature and modern law.
Writing activities
Identify and describe the
workbook
major monuments/areas in
Testing Program with
ancient Rome.
answer key
Describe the elements of
Internet resources
Roman entertainment (games, Verb Synopses
theater, and dining)
Hardware
Identify the major literary
Cassette/CD player,
figures during the time of
VCR, DVD, Computer
Augustus and describe their
Assessment
Page 5
Approx.
Time
Allotment:
Instructional Strategies
Oral presentations
Role Playing
Paired /cooperative learning
Oral drills
Memorization
Translation (sight and prepared)
Visual and verbal cues
Modeling
Realia
Transparency activities
Computer software activities
Games, skits, songs, puzzles
Workbook activities
Notebook/journal
Verb Synopses, declension drills
Lesson plans and student teaching
Connection of old to new
Brainstorming
-5-
November, 2004
Essential Question, Concept or Theme: B. CONNECTIONS: Using a knowledge of Latin in understanding a specialized vocabulary in such fields
as government and politics. Demonstrating in written and spoken vocabulary a knowledge of philosophical, legal, artistic, and musical terms associated with
Latin. Demonstrating a knowledge of Latin terminology in the social sciences and history. Acquiring information about the Roman world by reading Latin
primary sources. Transferring a knowledge of Latin literature to an understanding of world literature. Demonstrating a knowledge of the influence of GrecoRoman mythology, history, and political systems, and artistic achievements on world cultures. Recognizing plots and themes of Greco-Roman myths in the
literature of other cultures. Demonstrating knowledge of the geography of the ancient world and connecting it to the modern world. COMPARISONS:
Demonstrating a comprehensive knowledge of Latin roots, prefixes, and suffixes, mottoes, idiomatic expressions and sayings by recognizing them in English
words of Latin origin and English usage. Recognizing the Greco-Roman influence on the architecture and buildings of the modern world. Recognizing through
readings of modern stories and literature the influence of myths and literature of the ancient world. Identifying the influence of ancient authors on renaissance
and modern literature. Comparing and contrasting elements of the literature, mythology, and philosophy of the modern world with those of the ancient world.
Comparing the political scene of Cicero’s time to our own political systems and conflicts. Identifying the influence of Ovid’s Metamorphoses on Shakespeare’s
plays. COMMUNITY: Exchanging information about the study of Latin with others in the school and in the community. Recognizing the influence of Latin on
the specialized language of professional fields, and recognizing the use of Latin in the media. Identifying the influence of Cicero’s life and works and the
political intrigues of his times on modern law, government ant political systems. Recognizing from the study of the Greco-Roman culture through the translations
of primary sources that cultural diversity has been an integral part of society from ancient times. Using a knowledge of Latin in communicating within the
student and adult community of classical language learners. Using a knowledge of Latin in learning other languages. Participating in the community of classical
scholars in cultural events, contests, lectures, and scholarship.
PA Standards:
3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Benchmark/Skills
Assessment
Contracted forms
Poetic word order and other characteristics of Ovid’s poetry
Scansion (optional)
SYNTAX:
Hortatory and Iussive subjunctive, ut clauses of result, noun
volitive and result clauses,
Indirect Command, and Indirect Questions. Cum Temporal
clauses, future passive participles, Ablative of description,
ad, causa and gratia with gerunds and gerundives. Indefinite
pronouns, genitive of the whole, datives of purpose and
reference. Sequence of tenses. Use and formation of
deponent verbs. All subjunctive constructions. Genitive case
(of description, of the whole, subjective genitive, of charge
and penalty, with special verbs and adjectives). Accusative
case of exclamation, of respect. Ablative case of separation
and of origin, with special verbs, of accordance. Locative
case. Impersonal verbs. Supine. The fine points of grammar
associated with Latin III translations in context.
TRANSLATIONS:
Pliny’s Letters
Ovid’s Metamorphoses
Ovid’s Ars Amatoria Book III
Salust’s The Conspiracy of Catiline
works
Create a time line of the major
events leading up to the
Catilinian conspiracy.
Identify the major literary
figures during the time
Cicero.
Present a dramatic rendering
of one of Ovid’s stories from
his Metamorphoses and
compare to Shakespeare’s
plays.
Create a comprehensive
multi-media lesson plan and
lesson dealing with a new
syntax concept from Latin II.
Present and test the lesson.
Translate a selection from
Ovid or Cicero and present to
Latin III
Page 6
Aligned Materials/
Resources/Technology
Approx.
Time
Allotment:
Instructional Strategies
Historical literature
Research and outside readings
Cultural reports and projects
“Latin Experiences”
-6-
November, 2004
Essential Question, Concept or Theme: B. CONNECTIONS: Using a knowledge of Latin in understanding a specialized vocabulary in such fields
as government and politics. Demonstrating in written and spoken vocabulary a knowledge of philosophical, legal, artistic, and musical terms associated with
Latin. Demonstrating a knowledge of Latin terminology in the social sciences and history. Acquiring information about the Roman world by reading Latin
primary sources. Transferring a knowledge of Latin literature to an understanding of world literature. Demonstrating a knowledge of the influence of GrecoRoman mythology, history, and political systems, and artistic achievements on world cultures. Recognizing plots and themes of Greco-Roman myths in the
literature of other cultures. Demonstrating knowledge of the geography of the ancient world and connecting it to the modern world. COMPARISONS:
Demonstrating a comprehensive knowledge of Latin roots, prefixes, and suffixes, mottoes, idiomatic expressions and sayings by recognizing them in English
words of Latin origin and English usage. Recognizing the Greco-Roman influence on the architecture and buildings of the modern world. Recognizing through
readings of modern stories and literature the influence of myths and literature of the ancient world. Identifying the influence of ancient authors on renaissance
and modern literature. Comparing and contrasting elements of the literature, mythology, and philosophy of the modern world with those of the ancient world.
Comparing the political scene of Cicero’s time to our own political systems and conflicts. Identifying the influence of Ovid’s Metamorphoses on Shakespeare’s
plays. COMMUNITY: Exchanging information about the study of Latin with others in the school and in the community. Recognizing the influence of Latin on
the specialized language of professional fields, and recognizing the use of Latin in the media. Identifying the influence of Cicero’s life and works and the
political intrigues of his times on modern law, government ant political systems. Recognizing from the study of the Greco-Roman culture through the translations
of primary sources that cultural diversity has been an integral part of society from ancient times. Using a knowledge of Latin in communicating within the
student and adult community of classical language learners. Using a knowledge of Latin in learning other languages. Participating in the community of classical
scholars in cultural events, contests, lectures, and scholarship.
PA Standards:
3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Benchmark/Skills
Cicero’s First Oration against Catiline (In Catilinam)
Other selections of Latin Literature from the golden and
silver ages
Latin III
Assessment
Aligned Materials/
Resources/Technology
Approx.
Time
Allotment:
Instructional Strategies
the class as an example of a
primary source.
Illustrate a scene from
Pyramus and Thisbe or
Daedalus and Icarus
Read and journal Taylor
Caldwell’s Pillar of Iron
Compare and discuss the
natural phenomena that were
recorded by Pliny the Elder in
Pliny’s eruption of Mount
Vesuvius.
Create a power point
presentation of Cicero’s life,
works, and influence
Page 7
-7-
November, 2004
Essential Question, Concept or Theme: CONNECTIONS: Using a knowledge of Latin in understanding a specialized vocabulary in such fields as
government and politics. Demonstrating in written and spoken vocabulary a knowledge of philosophical, legal, artistic, and musical terms associated with Latin.
Demonstrating a knowledge of Latin terminology in the social sciences and history. Acquiring information about the Roman world by reading Latin primary
sources. Transferring a knowledge of Latin literature to an understanding of world literature. Demonstrating a knowledge of the influence of Greco-Roman
mythology, history, and political systems, and artistic achievements on world cultures. Recognizing plots and themes of Greco-Roman myths in the literature of
other cultures. Demonstrating knowledge of the geography of the ancient world and connecting it to the modern world. COMPARISONS: Demonstrating a
comprehensive knowledge of Latin roots, prefixes, and suffixes, mottoes, idiomatic expressions and sayings by recognizing them in English words of Latin
origin and English usage. Recognizing the Greco-Roman influence on the architecture and buildings of the modern world. Recognizing through readings of
modern stories and literature the influence of myths and literature of the ancient world. Identifying the influence of ancient authors on renaissance and modern
literature. Comparing and contrasting elements of the literature, mythology, and philosophy of the modern world with those of the ancient world. Comparing the
political scene of Cicero’s time to our own political systems and conflicts. Identifying the influence of Ovid’s Metamorphoses on Shakespeare’s plays.
COMMUNITY: Exchanging information about the study of Latin with others in the school and in the community. Recognizing the influence of Latin on the
specialized language of professional fields, and recognizing the use of Latin in the media. Identifying the influence of Cicero’s life and works and the political
intrigues of his times on modern law, government ant political systems. Recognizing from the study of the Greco-Roman culture through the translations of
primary sources that cultural diversity has been an integral part of society from ancient times. Using a knowledge of Latin in communicating within the student
and adult community of classical language learners. Using a knowledge of Latin in learning other languages. Participating in the community of classical scholars
in cultural events, contests, lectures, and scholarship.
PA Standards: 3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Adaptations/Inclusion Techniques
Communicate with Special Education
personnel regarding student data
Review prior knowledge and skills
Emphasize cognates as learning strategy
Model pronunciation and learning
strategies
Use organizers - notebook, daily planner,
buddy system
Extend or adapt written exercises
Allow extra time for practice and
assessments
Limit or modify activities, assignments,
and assessment
Examine patterns
Reinforce and review
Clarify expectations and goals
Explain unfamiliar concepts and
terminology
Latin III
Enrichment Strategies
World Language Department
Initiatives
District World Language
Contest and Fete (award
program)
National Latin Exam
National Junior Classical
league
Level III Opportunities
Field trips
Music
Student designed activities
Challenge for credit
Independent study
Enhancement activities
(movies, extra readings,
cultural celebrations)
Latin Experience
activities/journal
Page 8
Remediation Strategies
Approx.
Time
Allotment:
Multicultural/Interdisciplinary
Connection
Romance Languages- French, Spanish,
Portuguese, Romanian, Italian,
Romanche, (derived from Latin)
Math-Roman numerals and ordinal
numbers in Latin e.g.
Septimus/September
Geography- The Roman Empire
extended into all of Europe, Asia
Minor, and Northern Africa and each
of these areas was influenced by its
culture.
Language Arts- 60 percent of the
English Language is derived from Latin
The study of Latin and Latin literature
has influenced many important writers
of the renaissance period.
(Shakespeare’s works were influenced
by Ovid’s writings)
Public speaking, theater, and cinema
-8-
November, 2004
Essential Question, Concept or Theme: CONNECTIONS: Using a knowledge of Latin in understanding a specialized vocabulary in such fields as
government and politics. Demonstrating in written and spoken vocabulary a knowledge of philosophical, legal, artistic, and musical terms associated with Latin.
Demonstrating a knowledge of Latin terminology in the social sciences and history. Acquiring information about the Roman world by reading Latin primary
sources. Transferring a knowledge of Latin literature to an understanding of world literature. Demonstrating a knowledge of the influence of Greco-Roman
mythology, history, and political systems, and artistic achievements on world cultures. Recognizing plots and themes of Greco-Roman myths in the literature of
other cultures. Demonstrating knowledge of the geography of the ancient world and connecting it to the modern world. COMPARISONS: Demonstrating a
comprehensive knowledge of Latin roots, prefixes, and suffixes, mottoes, idiomatic expressions and sayings by recognizing them in English words of Latin
origin and English usage. Recognizing the Greco-Roman influence on the architecture and buildings of the modern world. Recognizing through readings of
modern stories and literature the influence of myths and literature of the ancient world. Identifying the influence of ancient authors on renaissance and modern
literature. Comparing and contrasting elements of the literature, mythology, and philosophy of the modern world with those of the ancient world. Comparing the
political scene of Cicero’s time to our own political systems and conflicts. Identifying the influence of Ovid’s Metamorphoses on Shakespeare’s plays.
COMMUNITY: Exchanging information about the study of Latin with others in the school and in the community. Recognizing the influence of Latin on the
specialized language of professional fields, and recognizing the use of Latin in the media. Identifying the influence of Cicero’s life and works and the political
intrigues of his times on modern law, government ant political systems. Recognizing from the study of the Greco-Roman culture through the translations of
primary sources that cultural diversity has been an integral part of society from ancient times. Using a knowledge of Latin in communicating within the student
and adult community of classical language learners. Using a knowledge of Latin in learning other languages. Participating in the community of classical scholars
in cultural events, contests, lectures, and scholarship.
PA Standards: 3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Adaptations/Inclusion Techniques
Enrichment Strategies
Use contextual clues
Assist in problem solving
Support with realia
Provide tutoring and peer mentoring
Employ memory techniques
Provide individual instruction
Give adequate advance notice regarding
future assignments
Latin III
Remediation Strategies
Approx.
Time
Allotment:
Multicultural/Interdisciplinary
Connection
Social Studies- Culture, government,
civics, history, humanities, ethnicity
Music- sacred music, Gregorian chant,
instruments
Art- Art history, crafts, student art
projects, architecture
Science- Biology, Botany, Anatomy,
Chemistry, Pharmacology, etc.
Consumer Sciences- Cuisine, etiquette,
fashion, advertising
Physical Education- Sports (grecoroman), recreational activities, health
and fitness
Technology Education- student projects
and research projects utilizing
technology
Page 9
-9-
November, 2004
Essential Question, Concept or Theme: C. Culture: Demonstrating a broad knowledge of the people and facts of Roman
history, customs, private, and political life, gained from the reading of Latin authors, and relating that knowledge to an
understanding of Roman perspectives and culture. Demonstrating knowledge of an author, a genre, and/or literary period
gained from authentic materials and un-adapted texts in Latin and applying that knowledge to an understanding of Roman
culture.
PA Standards:
2.1, 2.2
Benchmark/Skills
VOCABULARY:
Legal, governmental, and political terms in
the time of Cicero.
Names, buildings and the important parts of
the Forum.
Cursus Honorum and political offices
Travel and geography (Italy and Greece,
Thessaly, and Asia Minor)
Letter writing and greetings
Vocabulary involved with Indirect Statement,
subjunctive constructions and Latin II
grammar.
The names of literary and rhetorical devices
used by Cicero and Ovid.
The Roman Calendar
GRAMMAR:
Review of Latin I and II
Fine points of grammar
Literary devices
Rhetorical devices
Irregular verbs
Future imperative
Defective verbs
Contracted forms
Poetic word order and other characteristics of
Ovid’s poetry
Scansion (optional)
SYNTAX:
Latin III
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Identify greetings and
Text
idiomatic expressions in letter Latin For Americans Third Book
writing.
(Glencoe, Macmillan/McGrawHill, 2000)
Compare the government,
Student Edition
political figures, and literature Teacher’s annotated edition
of Rome to modern times.
Writing activities workbook
Testing Program with answer
Show the influence of
key
Cicero’s works on renaissance Internet resources
literature and modern law.
Verb Synopses
Identify and describe the
Hardware
major monuments/areas in
Cassette/CD player
ancient Rome.
.
VCR
Describe the elements of
DVD
Roman entertainment (games, Computer
theater, and dining)
Identify the major literary
figures during the time of
Augustus and describe their
works
Create a time line of the major
events leading up to the
Catilinian conspiracy.
Identify the major literary
figures during the time
Cicero.
Present a dramatic rendering
Assessment
Page 10
- 10 -
Instructional Strategies
Oral presentations
Role Playing
Paired /cooperative learning
Oral drills
Memorization
Translation (sight and prepared)
Visual and verbal cues
Modeling
Realia
Transparency activities
Computer software activities
Games, skits, songs, puzzles
Workbook activities
Notebook/journal
Verb Synopses declension drills
Lesson plans and student
teaching
Connection of old to new
Brainstorming
Historical literature
Research and outside readings
Cultural reports and projects
“Latin Experiences”
Rank Level 1 projects
Essays in English
November, 2004
Essential Question, Concept or Theme: C. Culture: Demonstrating a broad knowledge of the people and facts of Roman
history, customs, private, and political life, gained from the reading of Latin authors, and relating that knowledge to an
understanding of Roman perspectives and culture. Demonstrating knowledge of an author, a genre, and/or literary period
gained from authentic materials and un-adapted texts in Latin and applying that knowledge to an understanding of Roman
culture.
PA Standards:
2.1, 2.2
Benchmark/Skills
Assessment
Hortatory and Iussive subjunctive, ut clauses
of result, noun volitive and result clauses,
Indirect Command, and Indirect Questions.
Cum Temporal clauses, future passive
participles, Ablative of description, ad, causa
and gratia with gerunds and gerundives.
Indefinite pronouns, genitive of the whole,
datives of purpose and reference. Sequence of
tenses. Use and formation of deponent verbs.
All subjunctive constructions. Genitive case
(of description, of the whole, subjective
genitive, of charge and penalty, with special
verbs and adjectives). Accusative case of
exclamation, of respect. Ablative case of
separation and of origin, with special verbs, of
accordance. Locative case. Impersonal verbs.
Supine. The fine points of grammar associated
with Latin III translations in context.
TRANSLATIONS:
Pliny’s Letters
Ovid’s Metamorphoses
Ovid’s Ars Amatoria Book III
Salust’s The Conspiracy of Catiline
Cicero’s First Oration against Catiline (In
Catilinam)
Other selections of Latin Literature from the
golden and silver ages
of one of Ovid’s stories from
his Metamorphoses and
compare to Shakespeare’s
plays.
Create a comprehensive
multi-media lesson plan and
lesson dealing with a new
syntax concept from Latin II.
Present and test the
lesson.
Translate a selection from
Ovid or Cicero and present to
the class as an example of a
primary source.
Illustrate a scene from
Pyramus and Thisbe or
Daedalus and Icarus
Read and journal Taylor
Caldwell’s Pillar of Iron
Compare and discuss the
natural phenomena that were
recorded by Pliny the Elder in
Pliny’s eruption of Mount
Vesuvius.
Create a power point
presentation of Cicero’s life,
works, and influence
Latin III
Approx. Time Allotment:
Page 11
Aligned Materials/
Resources/Technology
Instructional Strategies
- 11 -
November, 2004
Essential Question, Concept or Theme: C. Culture: Demonstrating a broad knowledge of the people and facts of Roman
history, customs, private, and political life, gained from the reading of Latin authors, and relating that knowledge to an
understanding of Roman perspectives and culture. Demonstrating knowledge of an author, a genre, and/or literary period
gained from authentic materials and un-adapted texts in Latin and applying that knowledge to an understanding of Roman
culture.
PA Standards:
2.1, 2.2
Adaptations/Inclusion Techniques
Communicate with Special Education
personnel regarding student data
Review prior knowledge and skills
Emphasize cognates as learning strategy
Model pronunciation and learning
strategies
Use organizers - notebook, daily planner,
buddy system
Extend or adapt written exercises
Allow extra time for practice and
assessments
Limit or modify activities, assignments,
and assessments
Examine patterns
Reinforce and review
Clarify expectations and goals
Explain unfamiliar concepts and
terminology
Use contextual clues
Assist in problem solving
Support with realia
Color code or highlight
Provide tutoring and peer mentoring
Employ memory techniques
Provide individual instruction
Give adequate advance notice regarding
future assignments
Latin III
Approx. Time Allotment:
Enrichment Strategies
World Language Department
Initiatives
District World Language
Contest and Fete (award
program)
National Latin Exam
National Junior Classical
League
Level III Opportunities
Field trips
Music
Student designed activities
Challenge for credit
Independent study
Enhancement activities
(movies, extra readings, cultural
celebrations)
Latin Experience
activities/journal
Page 12
Remediation Strategies
Multicultural/Interdisciplinary
Connection
Romance Languages- French,
Spanish, Portuguese, Romanian,
Italian, Romanche,- (derived
from Latin)
Math- Roman numerals and ordinal
numbers in Latin e.g.
Septimus/September
Geography- The Roman Empire
extended into all of Europe, Asia
Minor, and Northern Africa
and each of these areas was
influenced by its culture.
Language Arts- 60 percent of the
English Language is derived from
Latin
The study of Latin and Latin
literature has influenced many
important writers of
the renaissance period.(
Shakespeare’s works were influenced
by Ovid’s writings)
Public speaking, theater, and cinema
Social Studies- Culture, government,
civics, history, humanities, ethnicity
Music- sacred music, Gregorian
chant, instruments
Art- Art history, crafts, student art
projects, architecture
- 12 -
November, 2004
Essential Question, Concept or Theme: C. Culture: Demonstrating a broad knowledge of the people and facts of Roman
history, customs, private, and political life, gained from the reading of Latin authors, and relating that knowledge to an
understanding of Roman perspectives and culture. Demonstrating knowledge of an author, a genre, and/or literary period
gained from authentic materials and un-adapted texts in Latin and applying that knowledge to an understanding of Roman
culture.
PA Standards:
2.1, 2.2
Adaptations/Inclusion Techniques
Latin III
Approx. Time Allotment:
Enrichment Strategies
Page 13
Remediation Strategies
Multicultural/Interdisciplinary
Connection
Science- Biology, Botany, Anatomy,
Chemistry, Pharmacology, etc.
Consumer Sciences- Cuisine,
etiquette, fashion, advertising
Physical Education- Sports (grecoroman), recreational activities, health
and fitness
Technology Education- student
projects and research projects
utilizing technology
- 13 -
November, 2004