STEP 1: Lesson Plan (Latin)
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ANTICIPATORY SET: Students well get engaged in this lesson by the drawing activity at the
beginning and will continue to be engaged during the grammar instruction by being an active part of
the learning in the individual white-board practices.
OBJECTIVE: Students will be able to write simple indirect questions in the perfect subjunctive,
following the sequence of tenses and using the new vocabulary.
PURPOSE: In order to be able to read Latin, students will have to understand the grammatical
structure of indirect questions.
INPUT: There is brief and explicit instruction on the grammar topic at first, and then the students are
engaged in the content with individual white-board practice. (See complete details below)
CHECK FOR UNDERSTANDING: There will be a quiz at the end of the week.
GUIDED PRACTICE: Individual white-board practice. (See Guided Practice below)
CLOSURE: Lesson will end with an explanation of the homework assignment and five minutes for
the students to get started.
INDEPENDENT PRACTICE: Students will have a homework assignment in which they must
translate indirect statements in Latin into proper English.
EVALUATION: Homework and quiz.
DETAILED LESSON PLAN:
Type of
Activity
Warm-up
(Will)
Time
Activity
Teacher Role
2
minutes
Word of the
day
Review
(Will)
8
minutes
Review of
yesterday’s
quiz.
Extended
Practice
(Angel)
15
minutes
Each student
draws a
picture of a
vocabulary
word on the
large sheet of
paper to be
hung on the
door.
Introduction
to indirect
questions, the
future
periphrastic
subjunctive,
and the use of
num in
indirect
questions.
Read the
word of the
day
Review
yesterday’s
quiz, going
over needed
areas of
emphasis.
Assign a
word to each
student,
facilitate the
creative
process.
Input (Will) 10
minutes
Short lecture
on the
grammatical
concepts.
Student Role
Skill Used
Rationale
Ask
questions,
learn from
mistakes.
Interpretive.
Feedback from
yesterday’s
quiz.
Draw a
representation
of the
assigned
word. Briefly
explain to
class when
completed.
Interpretive,
This will help
Presentational. students
remember the
vocabulary,
which will be
the same that is
used throughout
the lesson.
Take notes.
Interpretive.
Necessary
information.
Guided
practice
(Will)
15
minutes
Students practice
writing indirect
questions in Latin
using their white
boards.
Give
sentences to
the students
in English to
be translated
into Latin
using the
vocabulary
that the
students
illustrated.
Input (Angel) 5
minutes
Introduce the
perfect
subjunctive, the
use of
utrum…an/necne,
and the sequence
of tenses.
Short lecture
on the
grammatical
concepts.
Guided
Practice
(Angel)
15
minutes
Students practice
writing indirect
questions in the
perfect
subjunctive in
Latin using their
white boards.
Give
sentences to
the students
in English to
be translated
into Latin
using the
vocabulary
that the
students
illustrated.
Assignment
(Will)
5
minutes
Give the
homework
assignment
and go over
examples
from each
section.
Translate
sentences
into Latin.
One
student
will write
the
sentence
on the
white
board. The
whole
class will
review.
Take
notes.
Interpretive.
Guided practice
of the new
grammar.
Connection to
prior learning
by using the
illustrated
vocabulary.
Interpretive.
Translate
sentences
into Latin.
One
student
will write
the
sentence
on the
white
board. The
whole
class will
review.
Interpretive.
Scaffolded
grammatical
instruction.
This
information
builds on the
previous
concepts.
Guided practice
of the new
grammar.
Connection to
prior learning
by using the
illustrated
vocabulary.
This builds on
the previous
guided practice
– new
grammar, same
idea.
STEP 2: INCLUDE Step 1. Classroom Demands
STEP 3: INCLUDE Steps 2-7
T.J.: A student with a learning disability
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LEARNING STRENGTHS & NEEDS: T.J’s strengths lies in his ability to comprehend oral material.
In addition, he learns well from visual aids, such as semantic maps. But, he is deficient in his reading
and comprehending abilities. Because of this he has low self-esteem, which he tries to cover up by
acting out in class. He also has difficulty planning and finishing his homework.
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AREAS OF LIKELY SUCCESS: T.J. will be able to succeed if he is taught with as much oral
content as possible with the assistance of visual aids.
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POTENTIAL PROBLEMS: T.J. is likely to succeed when is not asked to read a lot of information.
His reading comprehension is his main difficulty. He also struggles with putting words together. This
lesson calls for doing some translating from English into Latin, reading to translate could be difficult
and could cause him to slow down. Translating the sentences into Latin will be another challenge. In
addition, there is a lot of grammar that is covered in this lesson. Though this is introduced orally, he
may have difficulty keeping all of the nuances of Latin grammar straight. Finally, there is a
homework assignment. T.J. struggles to do his homework on time.
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POSSIBLE ADAPTATIONS: T.J. would benefit from some grammar charts that are tailored to this
lesson because visual representations help his understanding, this would help him follow the lecture
and translate his sentences into Latin. When giving the sentences to translate into Latin, he would
benefit by having them be repeated several times orally. When giving his Latin sentences, he would
also benefit by being able to speak them rather than write them on his individual whiteboard. He may
also need additional time for his homework.
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DIFFERENTIATE INSTRUCTION: We would differentiate this lesson plan we wrote by giving
grammar charts that explain the day’s grammar lesson simply and clearly. These would be charts of
the important grammar (i.e. the subjunctive mood), as well as visual maps of indirect questions,
which would show how to form an indirect question in Latin as if were a formula (e.g. interrogative
verb + question word + verb in the subjunctive), with examples of possible words listed below each
heading. These would be distributed to all students so as not to isolate T.J. and do more harm to his
low self-esteem. When we give the English sentences to be translated into Latin, we would write
them on the board, but also repeat them several times slowly. T.J. is reluctant to be called on during
class, so would not force this at first. But, when he gets more comfortable with the material, and it is
apparent that he has a good understanding of the material, we would ask him to speak his translated
sentence. If we call on him when we know he will be successful, he will build some confidence in
him self. We would try to end the lesson five to ten minutes shorter, if possible, in order to give all of
the students more time to work on their homework. During this time we would facilitate all of the
students with their homework, but would keep an eye on T.J. in particular to make sure he has a good
start on the assignment. T.J. may need additional help after class. Because a resource room would not
likely benefit him in Latin, we would make ourselves available for 30 minutes after school. Assigning
T.J. a tutor would also be a good idea.
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EVALUATION OF PROGRESS: We would evaluate T.J.’s progress in this lesson much like we
would any other student’s: from in-class observation, completion of homework, and success on the
quiz. However, T.J. would be allowed to have the quiz read to him, because his struggles in reading
do not entirely reflect his ability to comprehend.