ROSE TREE MEDIA SCHOOL DISTRICT
COURSE CURRICULUM
COURSE TITLE: Latin
GRADE LEVEL: IV
CREATION DATE: November, 2004
Essential Question, Concept or Theme: A. Communication: Reading, understanding, and demonstrating
comprehension of difficult Latin translations and primary source literature. Demonstrating knowledge of
vocabulary, advanced inflectional systems, and syntax appropriate to Latin IV curriculum. Reading and
understanding passages of Latin from the Middle Ages through the Renaissance. Composing sentences in Latin.
Analyzing selections of literature with regard to literary and rhetorical devices.
PA Standards: 1.1, 1.2
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
VOCABULARY:
Identify greetings and idiomatic Text
Vocabulary pertinent to the selections of expressions in letter writing.
Our Living Heritage Book III
literature for each author or genre:
Gillingham and Barrett/ Merril
Augustine, Petrarch, Aeneas Silvius,
Research the historical and
Publishing Company
Erasmus, Jerome et al.
social backdrop of the Medieval Student Edition
GRAMMAR:
and Renaissance eras.
Teacher’s annotated edition
Review of Latin I and II
Identify the major literary
Amsco Latin III/IV workbook
Fine points of grammar
figures of Western Europe and
Testing Program with answer
Literary devices
their works.
key
Rhetorical Devices
Create a comprehensive multiInternet resources
Irregular Verbs
media lesson plan and lesson
Verb Synopses
Future imperative
dealing with review of Latin I
Internet Resources
Defective verbs
and II syntax. Present and test
Contracted forms
the lesson.
Characteristics of Medieval Latin
Translate selections of primary
Scansion (optional)
sources from the Middle Ages
SYNTAX:
and the Renaissance Period.
Hortatory and Iussive subjunctive, ut
Discuss the wisdom and
clauses of purpose and result, noun
philosophical elements in
volitive and result clauses,
Augustine’s Confessions.
Indirect Command, and Indirect
Create a time line of the Middle
Questions, Cum temporal clauses, future Ages and Renaissance.
passive participles, Ablative of
Translate selections of Jerome’s
description, gerunds and gerundives,
Vulgate Bible and compare to
indefinite pronouns, genitive of the
modern versions.
whole, datives of purpose and reference,
Create a power-point
sequence of tenses. Use and formation of presentation of Joan Of Arc’s
deponent verbs, all subjunctive
life, and influence.
Latin IV
Page 1
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
Historical literature
Research and outside readings
Cultural reports and projects
“Latin Experiences”
-1-
November, 2004
Essential Question, Concept or Theme: A. Communication: Reading, understanding, and demonstrating
comprehension of difficult Latin translations and primary source literature. Demonstrating knowledge of
vocabulary, advanced inflectional systems, and syntax appropriate to Latin IV curriculum. Reading and
understanding passages of Latin from the Middle Ages through the Renaissance. Composing sentences in Latin.
Analyzing selections of literature with regard to literary and rhetorical devices.
PA Standards: 1.1, 1.2
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
constructions, genitive case (of
Create and present a skit in Latin
description, of the whole, subjective
in the style of Plautus.
genitive, of charge and penalty, with
Make a comparison of Petrarch’s
special verbs, and with adjectives),
letters with those of Cicero
accusative of exclamation, accusative of
(Compare the two writers).
respect, ablative of separation and of
Illustrate the influence of
origin, ablative with special verbs,
Renaissance writers on modern
ablative of accordance, locative case,
authors.
impersonal verbs and supine. The fine
Illustrate the influence of ancient
points of grammar associated with Latin
Roman authors on post-classical
III and IV translations in context The
authors.
Vulgate Latin.
TRANSLATIONS:
Selections from the Confessions of
Augustine
Selections from the Vulgate of Jerome
Tale From Gesta Romanorum
Petrarch: Selected Letters
Aeneas Silvius: The Story of Joan of Arc
Eramsmus: Colloquies
Plautus: Menaechmi (Dramatic
Adaptation)
Latin IV
Page 2
Approx. Time Allotment:
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 knowledge of vocabulary,
advanced inflectional systems, and syntax appropriate to Latin IV curriculum. Reading and understanding passages of
Latin from the Middle Ages through the Renaissance. 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 IV 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
Lesson Plans and
Presentations
Latin IV
Remediation Strategies
Page 3
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 and beyond (Shakespeare’s works
were influenced by Ovid’s writings;
Petrarch’s influence carried on to Dante)
Public speaking, theater, and cinema
(Plautus’ plays and “A Funny thing happened
to me on the way to the Forum”… the
influence of Roman play-writes).
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 projects,
-3-
November, 2004
Essential Question, Concept or Theme: A. Communication: Reading, understanding, and demonstrating
comprehension of difficult Latin translations and primary source literature. Demonstrating knowledge of vocabulary,
advanced inflectional systems, and syntax appropriate to Latin IV curriculum. Reading and understanding passages of
Latin from the Middle Ages through the Renaissance. 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 IV
Enrichment Strategies
Remediation Strategies
Page 4
Multicultural/Interdisciplinary
Connection
architecture
Science - Biology, Botany, Anatomy,
Chemistry, Pharmacology, etc.
Consumer Sciences - Cuisine, etiquette,
fashion, advertising
Physical Education – Sports, (greco-roman),
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 comprehensive knowledge of Latin in understanding a specialized vocabulary in
such fields as religion and philosophy. Demonstrating in written and spoken vocabulary a knowledge of philosophical, artistic, and musical terms associated
with Latin. Demonstrating a knowledge of Latin terminology in the social sciences and medieval history. Acquiring information about the Renaissance
world by reading Latin primary sources. Transferring a knowledge of Latin literature to an understanding of world literature. Demonstrating an extensive
knowledge of the influence of major literary figures of medieval Western Europe, and their artistic achievements, on world cultures. Recognizing plots and
themes in the literature of other cultures written in Latin. 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 through readings
of modern stories and literature the influence of Renaissance and Medieval writers. 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 medieval world.
Identifying the political conflicts in Western Europe during the Middle Ages and Renaissance. Identifying the influence Cicero on the works of medieval
writers. 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 as a universal language during the Middle Ages which in turn
influenced the writers of that time. Identifying the influence of Cicero’s life and works on the community of the medieval philosophers and writers.
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
VOCABULARY:
Vocabulary pertinent to the selections of literature
for each author or genre: Augustine, Petrarch,
Aeneas Silvius, Erasmus, Jerome 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
Characteristics of Medieval Latin
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
Identify greetings and idiomatic
expressions in letter writing.
Research the historical and social
backdrop of the Medieval and
Renaissance eras.
Identify the major literary figures of
Western Europe and their works.
Latin IV
Create a comprehensive multimedia lesson plan and lesson
dealing with review of Latin I and
II syntax. Present and test the
lesson.
Translate selections of primary
sources from the Middle Ages and
the Renaissance Period.
Discuss the wisdom and
philosophical elements in
Augustine’s Confessions.
Create a time line of the Middle
Ages and Renaissance.
Page 5
Aligned Materials/
Resources/Technology
Text
Our Living Heritage Book III
Gillingham and Barrett/
Merril Publishing Company
Student Edition
Teacher’s annotated edition
Amsco Latin III/IV workbook
Testing Program with answer
key
Internet resources
Verb Synopses
Internet Resources
Hardware
Cassette/CD player, VCR,
DVD, Comput er
-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
November, 2004
Essential Question, Concept or Theme: B. CONNECTIONS: Using a comprehensive knowledge of Latin in understanding a specialized vocabulary in
such fields as religion and philosophy. Demonstrating in written and spoken vocabulary a knowledge of philosophical, artistic, and musical terms associated
with Latin. Demonstrating a knowledge of Latin terminology in the social sciences and medieval history. Acquiring information about the Renaissance
world by reading Latin primary sources. Transferring a knowledge of Latin literature to an understanding of world literature. Demonstrating an extensive
knowledge of the influence of major literary figures of medieval Western Europe, and their artistic achievements, on world cultures. Recognizing plots and
themes in the literature of other cultures written in Latin. 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 through readings
of modern stories and literature the influence of Renaissance and Medieval writers. 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 medieval world.
Identifying the political conflicts in Western Europe during the Middle Ages and Renaissance. Identifying the influence Cicero on the works of medieval
writers. 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 as a universal language during the Middle Ages which in turn
influenced the writers of that time. Identifying the influence of Cicero’s life and works on the community of the medieval philosophers and writers.
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
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 and IV translations in context. The
Vulgate Latin
TRANSLATIONS:
Selections from the Confessions of Augustine
Selections from the Vulgate of Jerome
Tale From Gesta Romanorum
Petrarch: Selected Letters
Aeneas Silvius: The Story of Joan of Arc
Eramsmus: Colloquies
Plautus: Menaechmi ( Dramatic Adaptation)
Translate selections of Jerome’s
Vulgate Bible and compare to
modern versions.
Create a power-point presentation
of Joan Of Arc’s life, and influence.
Create and present a skit in Latin in
the style of Plautus.
Make a comparison of Petrarch’s
letters with those of Cicero
(Compare the two writers).
Illustrate the influence of
Renaissance writers on modern
authors.
Illustrate the influence of ancient
Roman authors on post-classical
authors.
Latin IV
Page 6
Aligned Materials/
Resources/Technology
Approx. Time
Allotment:
Instructional Strategies
teaching
Connection of old to new
Brainstorming
Historical literature
Research and outside
readings
Cultural reports and
projects
“Latin Experiences”
-6-
November, 2004
Essential Question, Concept or Theme: : B. CONNECTIONS: Using a comprehensive knowledge of Latin in understanding a specialized
vocabulary in such fields as religion and philosophy. Demonstrating in written and spoken vocabulary a knowledge of philosophical, artistic, and musical
terms associated with Latin. Demonstrating a knowledge of Latin terminology in the social sciences and medieval history. Acquiring information about the
Renaissance world by reading Latin primary sources. Transferring a knowledge of Latin literature to an understanding of world literature. Demonstrating an
extensive knowledge of the influence of major literary figures of medieval Western Europe, and their artistic achievements, on world cultures. Recognizing
plots and themes in the literature of other cultures written in Latin. 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 through
readings of modern stories and literature the influence of Renaissance and Medieval writers. 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 medieval world.
Identifying the political conflicts in Western Europe during the Middle Ages and Renaissance. Identifying the influence Cicero on the works of medieval
writers. 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 as a universal language during the Middle Ages which in turn
influenced the writers of that time. Identifying the influence of Cicero’s life and works on the community of the medieval philosophers and writers.
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
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
Latin IV
Approx. Time
Allotment:
Enrichment Strategies
World Language Department
Initiatives
District World Language
Contest and Fete (award
program)
National Latin Exam
Junior Classical Honor
Society
Level IV Opportunities
Field trips
Music
Student designed activities
Challenge for credit
Independent study
Enhancement activities
(movies, extra readings,
cultural celebrations)
Latin Experience
activities/journal
Page 7
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
and beyond (Shakespeare’s works were
influenced by Ovid’s writings; Petrarch’s
influence carried on to Dante) Public
speaking, theater, and cinema (Plautus’ plays
and “A Funny thing happened to me on the
way to the Forum”… the influence of Roman
play-writes).
Social Studies - Culture, government, civics,
history, humanities, ethnicity and law handed
-7-
November, 2004
Essential Question, Concept or Theme: : B. CONNECTIONS: Using a comprehensive knowledge of Latin in understanding a specialized
vocabulary in such fields as religion and philosophy. Demonstrating in written and spoken vocabulary a knowledge of philosophical, artistic, and musical
terms associated with Latin. Demonstrating a knowledge of Latin terminology in the social sciences and medieval history. Acquiring information about the
Renaissance world by reading Latin primary sources. Transferring a knowledge of Latin literature to an understanding of world literature. Demonstrating an
extensive knowledge of the influence of major literary figures of medieval Western Europe, and their artistic achievements, on world cultures. Recognizing
plots and themes in the literature of other cultures written in Latin. 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 through
readings of modern stories and literature the influence of Renaissance and Medieval writers. 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 medieval world.
Identifying the political conflicts in Western Europe during the Middle Ages and Renaissance. Identifying the influence Cicero on the works of medieval
writers. 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 as a universal language during the Middle Ages which in turn
influenced the writers of that time. Identifying the influence of Cicero’s life and works on the community of the medieval philosophers and writers.
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
Remediation Strategies
Multicultural/Interdisciplinary
Connection
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 projects,
architecture
Science - Biology, Botany, Anatomy,
Chemistry, Pharmacology, etc.
Consumer Sciences - Cuisine, etiquette,
fashion, advertising
Physical Education – Sports, (greco-roman),
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.
Employ memory techniques
Provide individual instruction
Give adequate advance notice regarding future
assignments
Latin IV
Approx. Time
Allotment:
Page 8
-8-
November, 2004
Essential Question, Concept or Theme: C. Culture: Demonstrating a broad knowledge of the people and facts of
medieval, European history, customs, private, and political life, gained from the reading of medieval authors in Latin, and relating
that knowledge to an understanding of the influence of ancient Rome on the medieval world and literature. 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 and its influence on the medieval mind.
PA Standards:
2.1, 2.2
Benchmark/Skills
Assessment
VOCABULARY:
Vocabulary pertinent to the selections
of literature for each author or genre:
Augustine, Petrarch, Aeneas Silvius,
Erasmus, Jerome 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
Characteristics of medieval and
renaissance Latin
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
Identify greetings and idiomatic
expressions in letter writing.
Latin IV
Compare the government,
political figures, and literature
of Rome to modern times.
Show the influence of Cicero’s
works on renaissance literature
and modern law.
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 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.
Page 9
Aligned Materials/
Resources/Technology
Text Our Living Heritage Book
III Gillingham and Barrett/
Merril Publishing Company
Student Edition
Teacher’s annotated edition
Amsco Latin III/IV workbook
Testing Program with answer key
Internet resources
Verb Synopses
Internet Resources
Hardware
Cassette/CD player, VCR, DVD,
Computer
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
Historical literature
Research and outside readings
Cultural reports and projects
“Latin Experiences”
Rank Level 1 projects
Essays in English
-9-
November, 2004
Essential Question, Concept or Theme: C. Culture: Demonstrating a broad knowledge of the people and facts of
medieval, European history, customs, private, and political life, gained from the reading of medieval authors in Latin, and relating
that knowledge to an understanding of the influence of ancient Rome on the medieval world and literature. 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 and its influence on the medieval mind.
PA Standards:
2.1, 2.2
Aligned Materials/
Resources/Technology
Benchmark/Skills
Assessment
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 and
IV translations in context. The Vulgate
Latin
TRANSLATIONS:
Selections from the Confessions of
Augustine
Selections from the Vulgate of Jerome
Tale From Gesta Romanorum
Petrarch: Selected Letters
Aeneas Silvius: The Story of Joan of
Arc
Eramsmus: Colloquies
Plautus: Menaechmi ( Dramatic
Adaptation)
Create a comprehensive multimedia 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 IV
Approx. Time Allotment:
Page 10
Instructional Strategies
- 10 -
November, 2004
Essential Question, Concept or Theme: C. Culture: Demonstrating a broad knowledge of the people and facts of
medieval, European history, customs, private, and political life, gained from the reading of medieval authors in Latin, and relating
that knowledge to an understanding of the influence of ancient Rome on the medieval world and literature. 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 and its influence on the medieval mind.
PA Standards:
2.1, 2.2
Adaptations/Inclusion Techniques
Enrichment Strategies
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
World Language
Department Initiatives
District World Language
Contest and Fete (award
program)
National Latin Exam
Junior Classical Honor
Society
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
Latin IV
Approx. Time Allotment:
Page 11
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 and beyond
(Shakespeare’s works were
influenced by Ovid’s writings;
Petrarch’s influence carried on to
Dante) Public speaking, theater,
and cinema (Plautus’ plays and “A
Funny thing happened to me on the
way to the Forum”… the influence
of Roman play-writes).
Social Studies - Culture,
government, civics, history,
humanities, ethnicity and law
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November, 2004
Essential Question, Concept or Theme: C. Culture: Demonstrating a broad knowledge of the people and facts of
medieval, European history, customs, private, and political life, gained from the reading of medieval authors in Latin, and relating
that knowledge to an understanding of the influence of ancient Rome on the medieval world and literature. 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 and its influence on the medieval mind.
PA Standards:
2.1, 2.2
Adaptations/Inclusion Techniques
Latin IV
Approx. Time Allotment:
Enrichment Strategies
Page 12
Remediation Strategies
Multicultural/Interdisciplinary
Connection
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
projects, architecture
Science - Biology, Botany,
Anatomy, Chemistry,
Pharmacology, etc.
Consumer Sciences - Cuisine,
etiquette, fashion, advertising
Physical Education – Sports,
(greco-roman), 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.
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