World Language
Communications
Benchmark
1.
Greet and respond to
greetings.
Course
Examples
Students will:
1. learn simple greetings and use them at the beginning
and end of each class.
Students in Latin I begin and end each class with Latin
greetings.
Latin II
Students will:
1. read and use Latin greetings as used by soldiers in
the Roman army.
Students in Latin II translate stories about the Roman
infantry that include greetings and their responses.
Latin III
Students will:
1. read letters and plays written by Roman authors,
recognize and translate the different types of
greetings.
Students in Latin III read the letters of Cicero to his best
friend Atticus. They learn to recognize the salutations and
valedictions used in letters.
Students will:
1. read Roman poetry, recognize and translate
greetings.
Students in Latin IV-V translate Catullus 31 in which he
addresses his homeland Sirmio and Ovid’s “Tristia” in
which he addresses Augustus and asks for permission to
return from exile.
Latin I
Students will:
1. introduce themselves to other students in Latin and
to ask another student his/her name.
Students in Latin I introduce themselves to the class and
respond to simple questions.
Latin II
Students will:
1. read Latin stories and recognize and translate
introductions.
Students in Latin II briefly interview other students in
Latin. Common questions involve favorite hobbies,
classes and teachers. Students then explain the likes and
dislikes of the person that has been interviewed in Latin to
the entire class.
Latin III
Students will:
1. read authentic Latin letters and plays and translate
introductions.
Students in Latin III-V read authentic Latin
literature in which characters are introduced
and described .
Latin IV – V
2. Introduce and respond to
introductions.
Objectives
Latin I
Latin IV-V
Students will:
1. read authentic Latin poetry and recognize
introductions.
Benchmark
3.
Ask and answer
questions.
Course
Examples
Students will:
1. listen to recorded Latin stories and answer
comprehension questions.
2. ask and answer questions about family members,
occupations and maps of the Roman Empire.
3. master question words - quis, quid, ubi, cur, quo
modo, nonne, num.
Students in Latin I Listen to and read a story about the
Caecilii family from Pompeii in 79 AD. They then
respond to oral Latin questions asked about this family.
Latin II
Students will:
1. read Latin stories and answer comprehension
questions.
2. master Indirect Question clauses.
Students in Latin II complete readings and exercises that
teach imperfect and pluperfect subjunctive and their use
in indirect questions.
Latin III
Students will:
1. ask and answer questions about the Commentaries of
Julius Caesar and the letters of Cicero and Pliny.
2. ask and answer questions about the ancient Roman
Forum, the city of Rome and the Roman Empire.
Students in Latin III question the strategies of Julius
Caesar in his Gallic campaign.
Students will:
1. ask and answer questions about the poems of Ovid,
Catullus, Horace and Vergil.
Students in Latin IV-V ask and answer questions in
Latin to learn the identity of a famous classical character
whose name has been taped to their back.
Latin I
Students will:
1. write a Latin letter using polite phrases, e.g. Si placet
tibi, Ago gratias tibi, ita vero, minime.
Students in Latin I write a letter to Saturn in scroll form.
The letter requests gifts for the festival of Saturnalia.
This letter is graded on creativity, noun and verb
endings and adjective agreement.
Latin II
Students will:
1. respond a Latin letter.
2. master the verbs - volo, nolo.
3. master Indirect Command clauses.
Students in Latin II respond to the letters written by
Latin I students, using the same criteria.
Latin III
Students will:
1. demonstrate reading comprehension by answering
simple Latin questions about the authentic Latin
prose passages that they have read.
Students in Latin III respond to questions about Pliny’s
letters to Trajan. In these letters Pliny requests advice on
how to govern the province of Bythinia.
Latin IV-V
Students will:
1. respond appropriately to more complex questions
about authentic Latin poetry that they have read.
Students in Latin IV-V read Virgils’ Aeneid, Book I, to
analyze Venus’ request to Jupiter and his response.
Venus reminds Jupiter that he has promised to make her
son Aeneas the founder of a new race.
Latin IV-V
4. Make and respond to
requests.
Objectives
Latin I
Benchmark
5. Express likes, dislikes and
feelings
6. Express Needs
7. Express Agreement and
Disagreement
Course
Objectives
Examples
Latin I-II
Students will:
1. Appropriately use the verbs amo, volo, nolo
cupio plus the infinitive.
2. Use adjectives such as: laetus, tristis, occupatus,
felix.
3. Use adverbs such as bene, optime,
male, pessime.
4. master noun/adjective agreement in order to
express emotions.
Students in Latin I create brief Latin sentences, using
proper case and verb endings, to describe their own
personalities.
Students in Latin II briefly interview other students in
Latin. Common questions involve favorite hobbies,
classes and teachers. Students then describe the likes and
dislikes of the person who has been interviewed to the
entire class in Latin.
Latin III-V
Students will:
1. read odes, epodes and lyric poetry.
2. read and translate clauses of Purpose and Fearing
3. Formulate likes, dislikes and feelings towards
various literary texts and authors.
Students in Latin IV-V translate the poetry of Catullus to
discern the tone and mood of the poet using sounds word
order and word choice. Class time is set aside each day
for students to discuss their own opinions of the poem
and the feelings evoked by the poet.
Latin I
Students will:
1. Appropriately use constructions such as necesse
est, debeo and volo plus infinitive
2. Appropriately use si placet tibi, ago gratias tibi.
Students in Latin I read Latin stories about farm life in
Roman Britain. Rufilla, a wealthy Roman woman living
in the provinces, expresses many needs.
Latin II-V
Students will:
1. Appropriately use Passive Periphrastic and Dative
of Agent.
Latin I – II
Students in Latin III, after mastering the passive
periphrastic, read and translate a Latin story about the
requirements of public and private life in ancient Sparta.
Students will:
1. Appropriately use : ita vero, minime, paene,
semper, saepe, numquam
2.
Latin III-V
Determine if statements are true or false
Students will:
1. Appropriately use Indirect Statement.
2. Translate passages from Cicero, Pliny and
Petronius and then formulate opinions about the
validity of Roman authors’ opinions.
Students in Latin III, after reading some of Emperor
Trajan’s responses to Pliny, discuss whether they agree
or disagree with the way in which the problems of
Provincial governors were handled.
Students in Latin IV-V translate Catullus’ Carmen 49,
either an incredibly laudatory or invective poem.
Students form opinions about the tone of this poem using
word choice, word order and figures of speech to back up
their answers.
Benchmark
8.
Give and follow
directions
9. Provide and obtain
information and knowledge.
Course
Objectives
Examples
Latin I
Students will:
1. Create and execute commands for use in a
classroom situation, e.g. Ambula ad fenestram,
currite ad ianuam.
2. Use and follow negative commands.
3. Add direct and indirect object pronouns to their
commands.
Students in Latin I play a form of “Scipio Says” using
lists of commands that they have created.
Latin II
Students will:
1. Recognize and use Indirect Commands.
Students in Latin II translate passages about the life of a
Roman legionary. The daily requirements of life are
explained using indirect commands.
Latin III
Students will:
1. Read the letters of Pliny and Cicero, which give
directions to family members and friends.
Latin IV-V
Students will:
1. Read the epigrams of Martial and poetry of
Horace, which give advice for day-to-day living.
Students in Latin IV-V translate Horace’s “Carpe diem”
in which he commands his readers to share his Epicurean
philosophy of life.
Latin I
Students will
1. Learn to count from 1-20 in Latin and use Roman
numerals.
2. Recognize nominative, genitive, dative, accusative
and ablative endings for the 1st, 2nd and 3rd
declensions.
3. Recognize present, imperfect, future, perfect and
pluperfect tenses, active voice.
Students in Latin I respond to comprehension questions
based on the reading selections.
Latin II
1.
2.
Students in Latin II write synopses, active and passive,
indicative mood.
3.
4.
5.
6.
7.
Use Roman numerals from 1-1000.
Recognize the nominative, genitive, dative,
accusative and ablative of the 4th and 5th
declensions.
Recognize present, imperfect, future, perfect,
pluperfect and future perfect tenses in the active
and passive voices.
Recognize imperfect and pluperfect subjunctive in
active voice.
Compare adjectives in the positive, comparative
and superlative degrees.
Work with Temporal clauses, Conditional clauses
and clauses of Purpose and Result.
Use present, perfect and future participles.
Benchmark
10. Obtain new information
and knowledge.
Course
Objectives
Examples
Latin III
Students will:
1. Use present, perfect and future infinitives.
2. Recognize imperfect and pluperfect subjunctive in
the passive voice and present and perfect
subjunctive, in active and passive voice.
3. Read and write Ablative Absolute, Passive
Periphrastic and Ablative of Agent.
Students in Latin III translate passages from Caesar’s
Gallic Wars with an eye not only for vocabulary for
identifying verb tenses and noun cases.
Latin IV-V
Students will:
1. Recognize figures of speech, i.e. anaphora,
assonance, asyndeton, anastrophe, chiasmus,
litotes, synchesis, polysyndeton and zeugma.
2. Continue to work with previously learned
grammatical concepts and recognize them within
the poetry that is being read.
Students in Latin IV-V translate passages of poetry,
identifying the figures of speech found and their effect on
the meaning of the passage.
Latin I
Students will:
1. Sing songs in Latin, which provide an introduction
to Roman culture, numbers, case and verbal
endings.
2. Read and translate Latin stories that provide
background information on cultural topics, e.g.
gladiators, Roman comedy, eruption of Mt.
Vesuvius.
Students in Latin I and II sing teacher-developed songs
that to reinforce tense and case endings.
Latin II
Students will:
1. Read Latin passages that deal with ancient
Alexandria, and Roman Britain.
2. Locate and organize information to research
Roman culture through the use of books, journals
and the Internet. Read Latin passages that deal
with ancient Alexandria, and Roman Britain.
Students in Latin II visit the MFA to tour the collection
of Roman amphorae. They collect information with the
idea of later their own amphora.
Latin III
Students will:
Read authentic Latin passages that deal with early
Roman heroes, government during the Roman
Republic, Roman provincial government, the Roman
army, and Roman dinner parties.
Students in Latin III translate parts of the “Satyricon” to
gain a better understanding of lavish Roman dinner
parties.
Read Latin poetry from the Golden age of
Roman poetry.
Students in Latin IV-V visit Medieval Manuscripts sites
on the Internet. They collect information which will help
them create their own manuscript.
Latin IV-V
Benchmark
11. Describe, Compare,
Contrast
12. Explain, Interpret
Course
Latin I-V
Objectives
In Latin I students write short sentences of description
using the correct endings on nouns and adjectives.
In Latin II students write sentences which describe people
in the class, using the comparative and superlative forms
of adjectives.
Students in Latin III write an essay comparing the Roman
army to the Gallic army.
Students in Latin IV-V write 5 line Latin poems, using
nouns, adjectives, verbs and artwork to describe a
character from one of the readings.
Latin I
Students will:
1. Read a Latin story and interpret the motivations of a
character.
2. Explain actions on a poster or comic strip.
Students in Latin I and II interpret a character’s actions
through the cartoons that begin each chapter.
Latin II
Write Latin sentences to describe a character in a story.
Latin III
Translate the letters of Pliny and Cicero and the
Commentaries of Caesar and interpret the motives and
beliefs within each one.
1.
Latin IV-V
2.
13. Narrate
Examples
Students will:
1. Write short sentences or poems in Latin that
describe themselves or a character from a Latin
story.
2. Analyze Latin stories to compare and contrast
characters and customs.
Latin I
Translate numerous Latin poems and analyze them
for theme, mood, tone, sounds and figures of
speech.
Recognize, explain and interpret content and meter
of the authors that have been read.
Students in Latin III are read the Annales of Livy and
interpret his motives for writing these stories.
Students in Latin IV-V learn 3 meters – dactylic
hexameter, elegiac couplet and hendecasyllabic. They then
scan the lines of Ovid’s Metamporphoses to interpret the
mood that the author intended.
Students will:
1. Read aloud in Latin with proper pronunciation and
appropriate expression.
2. Act out skits in Latin.
Student in Latin I perform skits in Latin to dramatize
different scenes from the text.
Latin II-III
1.
2.
Students in Latin II sing Latin songs and read aloud Latin
passages to perfect their pronunciation.
Students in Latin III create a Latin fairy tale containing 6
newly assigned vocabulary words.
Latin IV-V
Students will:
1. Read poetry aloud with attention to such features as
metrical structure, meaningful phrase grouping and
appropriate voice inflection.
Students recount the events of a reading or video.
Read aloud with more accurate pronunciation and
meaningful phrase grouping.
Students in Latin IV-V read passages of Ovid’s
Metamorphoses using the correct meter and intonation.
Benchmark
14. Solve Problems
15. Read and Discuss Authentic
Literature
Course
Objectives
Examples
Latin I-II
Students will:
1. Appropriately use Roman numerals.
2. Group Latin words together to form a
correct sentence.
3. Solve Latin crossword and word puzzles.
When using a dictionary, use context and logic
to choose among possible word or phrase
translations.
Students in Latin I solve math problems using Roman
numerals/Latin numbers.
Students in Latin II solve word problems that involve the
characters in the readings.
How did the Romans engineer and construct catapults that
not only had distance but also accuracy?
Latin III-V
Suggest possible solutions to a socio-cultural
problem, an interpersonal conflict or a political
clash.
Students in Latin III construct mini-catapults that fire
marshmallows. These catapults are judged for authenticity,
distance and accuracy.
Students in Latin IV-V discuss the civil war preceding the
reign of Augustus and the ways in which interpersonal
problems were handled.
Latin I-II
Students will:
1. Memorize and discuss Latin Sententiae used
in English.
2. Read and translate Latin tomb inscriptions.
3. Translate short, highly glossed Latin poems.
In Latin I and II students are responsible for 120 Latin
phrases used in English and are expected to use these
phrases in their own sentences.
Latin III
Read authentic Latin prose passages that deal
with early Roman heroes, government during
the Roman Republic, Roman provincial
government, the Roman army, and Roman
dinner parties. The Roman authors Livy, Pliny,
Julius Caesar, Cicero, Tacitus and Petronius are
all read.
In Latin III students translate Tacitus’ account of the fire
in Rome during the age of Nero and draw personal
conclusions about whether or not Nero was to blame.
Read selections from the poetry of Catullus,
Horace, Martial, Ovid and Vergil.
Students in Latin IV-V translate Catullus’ Carmen 85 “Odi
et Amo.” They discuss the word choice, word order,
sounds and tone. It is then compared to Smokey
Robinson’s “You’ve really got a hold on me,” set to that
music and sung by the class. The class then strolls to the
song as they sing it.
Latin IV-V
Culture
Benchmark
16. Identify Cultural and Linguistic
Characteristics
17. Compare and Contrast Cultural and
Linguistic Characteristics, Identifying
similarities and differences.
Course
Objectives
Examples
Latin I
Students will:
1. Analyze Latin readings to discover ancient
cultures and attitudes in Pompeii and
Roman Britain.
2. Read Latin fables to compare ancient
morals to those of today.
In Latin I students are constantly encouraged to identify
Latin root words used in English words and to draw
conclusions about the meanings of words due to these
roots.
Latin II
Students will:
1. Analyze Latin readings to discover cultures
and attitudes in ancient Alexandria and
Rome.
2. Watch films to identify and describe
cultural characteristics e.g. occupational and
gender roles.
Students in Latin II read and translate several chapters
about the multicultural society of ancient Alexandria.
Comparisons are made to the turmoil that still exists in that
part of the world today.
Latin III
Students will:
1. Analyze Latin readings to discover ancient
cultures and attitudes in the times of Cicero,
Caesar, Pliny, Tacitus and Petronius.
Students in Latin III translate the histories of Livy which
personify the Roman virtue of Pietas. Students compare
Pietas to the attitudes of today’s American society.
Latin IV-V
Students will:
1. Read poetry by Horace, Ovid and Catullus,
that identifies the acceptable behaviors of
the day.
Students in Latin IV-V translate “the City Mouse and the
Country Mouse” by Horace and compare the life of a farm
worker to that of a wealthy citizen.
Latin I
Students will:
1. Analyze campaigning, elections and
political systems of the Romans and of their
own society.
2. Compare ancient and modern school,
theater, sports, houses and families.
3. Discuss the cultural diversity of the Roman
Empire.
4. Learn to recognize root words in English
taken from Latin.
5. Compare the use of the 5 cases in Latin to
those of the 3 cases in English.
6. Decline English pronouns and conjugate
English verbs and compare the structure of
the language with Latin.
7. Identify the principal Roman gods and
heroes by their names, deeds and spheres of
influence.
Students in Latin I role-play a mock election from ancient
Pompeii, using campaign managers, placards and graffiti.
They then compare ancient and modern elections.
Benchmark
17. (con’t)
Course
Examples
Students will:
1. Compare ancient and modern medicine,
military, and heroes.
2. Discuss Roman artifacts such as strigil,
fibula to understand customs of bathing or
dress among the ancients.
3. Compare the religious cults of ancient times
to religions today.
4. Connect the art of ancient glassblowing to
the economy of ancient Alexandria.
Students in Latin II study Roman baths in great detail.
Through books, posters and the Internet students become
aware of the similarities and differences.
Latin III
Students will:
1. Identify the architectural features of Greek
and Roman buildings still in use today.
2. Compare the armies of Sparta, Hannibal and
Caesar to those of today.
3. Compare the speeches of Cicero to those of
present day orators.
4. Contrast the lavish Roman dinner parties to
those of today.
5. Compare the role of women in ancient and
modern times.
Students will:
1. Identify the main characters in the Trojan
War and their influences on our literature, art
and music.
2. Read Homer’s Iliad in English and compare
it to Vergil’s Aeneid after translating it from
Latin.
Students in Latin III translate sections of Petronius’
Satyricon. After reading this description of a Roman
dinner party, students compare Roman dinners to those of
today and then sponsor their own dinner party using
information from Petronius.
Latin I
Students will:
1. Demonstrate appropriate behaviors when
taken on field trips to museums and
competitions.
2. Use the phrases mea culpa, ignosce mihi,
si placet tibi, ago gratias tibi in class
when necessary.
Students in Latin I translate passages about Roman
banquets and then host their own banquet.
Latin II
Learn appropriate behavior when reading stories
about Roman schools or a day at the races.
Students in Latin II memorize passages of “Horatius at the
Bridge” and perform these lines in a dignified manner for
other classes.
Latin IV-V
18.React appropriately in a social
situation.
Objectives
Latin II
Students in Latin IV-V study the Trojan War in depth
through readings of the Aeneid and the Iliad. The roles of
ancient and modern heroes are contrasted.
Benchmark
18. (con’t)
Course
Objectives
Examples
Latin III
Students will:
1. Learn appropriate behavior when translating
passages about a Roman wedding or the
Roman army.
Students in Latin III re-enact a Roman wedding. This
includes a marriage contract and sequence of events. There
will be a bride, groom, and mother of the bride, maid of
honor and priest. The rest of the class comprises the
wedding guests and cooks for the banquet.
Latin IV-V
Students will:
1. Learn appropriate behavior when translating
passages about a Roman funeral.
Students in Latin IV-V act out a Roman funeral after
reading several descriptions of funerals.
Connecting
Benchmark
19. Examine and analyze cultural
contributions of diverse groups
Course
Objectives
Examples
Latin I
Students will:
1. Read Latin stories, listen to classical Latin
music and then discuss the differences
and/or common roots to English stories and
music.
Students in Latin I read Latin passages about the
contributions of the ancient Romans to government,
theater, medicine and architecture.
Latin II
Students will:
1. Trace the influence of Roman social and
political institutions on the societies of
Britain and Alexandria.
2. Examine the cultural contributions of
Egypt, and Rome on today’s society.
Students in Latin II study amphorae from the Greeks and
Romans. A visit to the MFA in Boston rounds out the
study. Students then form and design a Greek pot using
their own ideas of themes and design.
Latin III
Students will:
1. Examine the cultural contributions of
Greece on today’s society.
2. Create an art project based on an artifact or
custom from ancient cultures, explaining its
history and uses.
Students in Latin III study the development of Greek
sculpture and its influence on the Renaissance.
1.
Students in Latin IV-V recognize the classical allusions
written by authors such as Shakespeare, Tennyson and
Chaucer.
Latin IV-V
2.
Translate the love poetry of Catullus, Ovid
and Horace and examine its influence on the
art, music and literature of Western
civilization.
Translate Vergil’s AENEID and analyze its
Greek roots and its influence on the arts.
Participating
Benchmark
20. Use a world language to connect with
other disciplines such as Arts, English
Language Arts, Health, Mathematics,
Science and Technology, Social
Studies
Course
Objectives
Examples
Latin I
Students will:
1. Label maps of the ancient world in Latin and
English and trace Roman trade routes.
2. Compare Latin root words to root words in
French and Spanish.
3. Complete math problems using Roman
numerals.
4. Contrast the popularity of Roman comedy to
the Greek tragedies read in English classes.
5. Compare concepts of Roman slavery to
American slavery.
6. Sing Latin songs
7. Visit a local art museum to view the classical
collection.
Students in Latin I label a map of Europe first with
provinces of the Roman Empire and then with current
place names.
Latin II
Students will:
1. Identify parts of the human skeleton that have
Latin names.
2. Visit the MFA to view the collection of Greek
and Roman amphora.
3. Create their own amphora.
4. Study the Roman history of Britain and
Alexandria.
5. Learn legal Latin phrases.
Students in Latin II label the bones of a human skeleton
with the correct Latin name and then research the reason
why these particular names were given.
Latin III
Students will:
1. Write a Latin fable.
2. Translate stories describing heroic events from
ancient Athens and Sparta.
3. Translate stories covering the history of Rome
from Romulus to Nero.
4. View slides of Greek sculpture.
5. Visit the MFA to see authentic Greek
sculpture.
6. Listen to portions of Orff’s Carmina Burana.
Students in Latin III translate many passages from Livy
and Tacitus which describe the history of the Roman
Republic and Empire.
Benchmark
Course
Latin IV-V
Objectives
Students will:
1. Listen to portions of Orff’s Carmina Catulli.
2.
3.
4.
5.
6.
7.
8.
9.
21. Participate in community activities
View slides of art works that portray the Trojan War.
After reading the poetry of Catullus and Martial,
compare and contrast how people spent their leisure
time in ancient cultures and how they spend it today.
Recognize classical language roots in scientific terms.
Develop an understanding of musical terms based on
Latin roots.
After reading 45 poems of Catullus, write an analytical
paper about his style, beliefs or characters.
Make a sketch that personifies a passage.
Write an English poem that parallels a Latin epigram or
poem.
Analyze the events of the Trojan War and its effect on
people involved
Latin I
Students will:
1. Recognize product names, which were influenced by
Latin and Greek.
Latin II
Students will:
1. Research Latin mottoes from colleges, states and
organizations and create posters, which display the
mottoes and their meanings.
2. Present plays for other classes or parents.
Latin III
Students will:
1. Enter essay contests sponsored by Classical
Association of New England.
2. Create valentines and manuscripts based on Roman
love poetry and display them on bulletin boards.
Latin IV-V
Students will:
1. Attend lectures provided by Classics professors from
Boston-area colleges.
2. Enter state and national contests requiring knowledge
of the language and culture of the Romans.
Examples
Students in Latin IV-V research medieval
illuminated manuscripts on the Internet. The art
teacher gives a 45 minute calligraphy lesson.
Students then create their own manuscript
using the words of a Catullus poem.
Students in all levels of Latin are encouraged to
attend field trips that have involved plays with
a classical theme, concerts of classical music
and lectures by professors of classics
Benchmark
22. Identify and describe careers where
knowing more than one language is
useful
Course
Throughout
each
level
Objectives
Students will continue their study of:
1. Root words and their influence upon the fields
of medicine, law and science.
2. The classical themes found in literature,
music, art and architecture.
3. Latin as the basis for English and the further
study of the romance languages.
4. Interact with community members who are
involved in a variety of careers to understand
how they have used their study of classical
languages.
Examples
Almost yearly trips to the classical collections of the
Worcester Art Museum and the MFA in Boston provide
the knowledge that a combination of Classics and Art
History is a sine qua non for a museum curator.
Latin provides a sound basis for the life-long learner
who wants to pursue fields that are grounded in this
language, i.e.medicine, law, literature and architecture.