Web Publication Date: 1/10/15
Marblehead High School: World Language Department
Credits:
Grades:
Revision date:
Latin 2 Curriculum
4
9-12
12/18/14
Unit: Conversation 2
Essential Questions:
•
How do I communicate in another langauge?
STANDARD
INSTRUCTIONAL STRATEGIES
Standards for Classical Language Learning, 1.2: Students use orally,
listen to, and write Latin or Greek as part of the language learning
process.
The Standards, Deconstructed (“I can do...” statements):
• Ask someone how they are (Quid agis?) or what’s new (Quid novi?)
and respond to those questions
• Ask someone if he/she likes something and say if I like something
(Placetne tibi...? Mihi placet...)
• Understand and follow classroom directions given in Latin (e.g.
Sedēte! Surgite! Aperīte librōs!)
• Ask and say what color something is (Quī color est...?)
SUMMATIVE ASSESSMENT:
SPECIAL MATERIALS:
PROFESSIONAL DEVELOPMENT NEEDS:
REFLECTION/NOTES:
•
•
•
•
Classroom conversation
Student dialogs
Included on midterm exam (end of Quarter 2)
Pictures as prompts for conversations
ASSESSMENT STRATEGIES
Formative assessment
NLE questions
Web Publication Date: 1/10/15
Marblehead High School: World Language Department
Latin 2 Curriculum
Credits:
Grades:
Revision date:
4
9-12
12/18/14
Unit: Numbers, Roman Numerals, and Dates
Essential Questions:
•
•
What different ways are there for counting?
What can I do with Latin numbers?
STANDARD
INSTRUCTIONAL STRATEGIES
ASSESSMENT STRATEGIES
Standards for Classical Language Learning, 2.1: Students
demonstrate an understanding of the perspectives of Greek or Roman
culture as revealed in the practices of the Greeks or Romans
Standards for Classical Language Learning, 4.2: Students compare
and contrast their own culture with that of the Greco-Roman world
The Standards, Deconstructed (“I can do...” statements):
• Translate and produce cardinal and ordinal numbers in Latin (1-20,
50, 100, 500, 1000)
• Convert Roman numerals to Arabic numerals and vice versa
• Ask and say how many of something there are
• Ask and say what time it is (Quōta hōra est?)
• Explain and apply the Roman customs of identifying the day of the
month with reference to the Kalends, Nones, and Ides
• Understand and idenfity different ways in which the Romans
indicated what year it was (e.g. consular year, AUC date)
SUMMATIVE ASSESSMENT:
SPECIAL MATERIALS:
PROFESSIONAL DEVELOPMENT NEEDS:
REFLECTION/NOTES:
•
•
•
•
Classroom conversation
Student dialogs
Have students give their birthdays
using the Roman dating system
Write the date each day using the
Roman dating system
Included on final exam (end of Quarter 4)
Calendar for the current year
Formative assessment
Web Publication Date: 1/10/15
Marblehead High School: World Language Department
Credits:
Grades:
Revision date:
Latin 2 Curriculum
4
9-12
12/18/14
Unit: Mythology 2
Essential Questions:
•
•
What is a myth?
What can we learn about civilizations by studying their mythology?
STANDARD
INSTRUCTIONAL STRATEGIES
Standards for Classical Language Learning, 2.1: Students
demonstrate an understanding of the perspectives of Greek or Roman
culture as revealed in the practices of the Greeks or Romans
The Standards, Deconstructed (“I can do...” statements):
• Tell about the stories and deeds of major heroes (e.g. Jason,
Odysseus, Perseus, Theseus, Daedalus)
• Tell about the stories and characteristics of famous monsters (e.g.
Minotaur, Chimera, etc.)
• Tell about the stories and characters related to the Underworld (e.g.
Cerberus, Charon, Proserpina, Styx, Pluto, etc.)
• Summarize and discuss some major myths told by Ovid in his
Metamorphoses (e.g. Orpheus and Eurydice, Pyramus and Thisbe,
Baucis and Philemon, Actaeon, Niobe, Callisto, Arachne and
Minerva)
SUMMATIVE ASSESSMENT:
SPECIAL MATERIALS:
PROFESSIONAL DEVELOPMENT NEEDS:
REFLECTION/NOTES:
•
•
•
•
Students teach about a myth or a
mythological topic
ASSESSMENT STRATEGIES
Formative assessment
NLE questions
Included on midterm exam (end of Quarter 2) and final exam (end of Quarter 4)
Supplementary books and materials on mythology
Web Publication Date: 1/10/15
Marblehead High School: World Language Department
Latin 2 Curriculum
Credits:
Grades:
Revision date:
4
9-12
12/18/14
Unit: Geography and the Roman World 2
Essential Questions:
•
•
Who were the Romans?
What places in the world were important to the Romans?
STANDARD
INSTRUCTIONAL STRATEGIES
MA 4.7: Demonstrate knowledge of the target culture’s geography by
naming features such as rivers, mountains, cities, and climate on maps.
The Standards, Deconstructed (“I can do...” statements):
• Important bodies of water (e.g. Adriatic, Aegean, Black Seas)
• Rivers (e.g. Rhine, Po, Nile, Rubicon)
• Important islands (e.g. Sicilia, Creta, etc.)
• Important provinces (e.g. Germania, Aegyptus, etc.)
SUMMATIVE ASSESSMENT:
SPECIAL MATERIALS:
PROFESSIONAL DEVELOPMENT NEEDS:
REFLECTION/NOTES:
•
•
•
•
Map activities
ASSESSMENT STRATEGIES
Formative assessment
NLE questions
Included on midterm exam (end of Quarter 2) and final exam (end of Quarter 4)
Maps of Italy and the Roman world
Web Publication Date: 1/10/15
Marblehead High School: World Language Department
Latin 2 Curriculum
Credits:
Grades:
Revision date:
4
9-12
12/18/14
Unit: Recreation and Entertainment
Essential Questions:
•
•
Who were the Romans?
What was life like in ancient Rome?
STANDARD
INSTRUCTIONAL STRATEGIES
ASSESSMENT STRATEGIES
Standards for Classical Language Learning, 2.1: Students
demonstrate an understanding of the perspectives of Greek or Roman
culture as revealed in the practices of the Greeks or Romans.
Standards for Classical Language Learning, 2.2: Students
demonstrate an understanding of the perspectives of Greek or Roman
culture as revealed in the products of the Greeks or Romans.
The Standards, Deconstructed (“I can do...” statements):
• Describe Roman chariot racing and the Circus Maximus
• Describe (and possibly play) common games/pastimes of Roman
children and adults
• Discuss Roman attitudes toward the Colosseum and its games, and
discuss what the Colosseum represented to Rome.
• Discuss gladiators in ancient Rome: Who were they, what types were
there, what did they do, what were their lives like?
• Describe the rooms and features of a standard Roman bath, describe
activities that Romans might enjoy at the baths, and explain how
Romans provided hot water for the baths
SUMMATIVE ASSESSMENT:
SPECIAL MATERIALS:
PROFESSIONAL DEVELOPMENT NEEDS:
REFLECTION/NOTES:
•
•
•
•
Video: “A Gladiator’s Story” (BBC)
Formative assessment
NLE questions
Web Publication Date: 1/10/15
Marblehead High School: World Language Department
Latin 2 Curriculum
Credits:
Grades:
Revision date:
4
9-12
12/18/14
Unit: Food, Meals, and Dining
Essential Questions:
•
•
Who were the Romans?
What was life like in ancient Rome?
STANDARD
INSTRUCTIONAL STRATEGIES
ASSESSMENT STRATEGIES
Standards for Classical Language Learning, 2.1: Students
demonstrate an understanding of the perspectives of Greek or Roman
culture as revealed in the practices of the Greeks or Romans.
Standards for Classical Language Learning, 2.2: Students
demonstrate an understanding of the perspectives of Greek or Roman
culture as revealed in the products of the Greeks or Romans.
The Standards, Deconstructed (“I can do...” statements):
• Identify and describe typical Roman foods
• Identify and describe typical daily meals and dining habits
• Identify and describe elements of an elegant Roman cēna
SUMMATIVE ASSESSMENT:
SPECIAL MATERIALS:
PROFESSIONAL DEVELOPMENT NEEDS:
REFLECTION/NOTES:
•
•
•
•
Plan a Roman dinner
Included on midterm exam (end of Quarter 2)
Formative assessment
NLE questions
Web Publication Date: 1/10/15
Marblehead High School: World Language Department
Credits:
Grades:
Revision date:
Latin 2 Curriculum
4
9-12
12/18/14
Unit: Roman Housing
Essential Questions:
•
•
Who were the Romans?
What was life like in ancient Rome?
STANDARD
INSTRUCTIONAL STRATEGIES
ASSESSMENT STRATEGIES
Standards for Classical Language Learning, 2.1: Students
demonstrate an understanding of the perspectives of Greek or Roman
culture as revealed in the practices of the Greeks or Romans.
Standards for Classical Language Learning, 2.2: Students
demonstrate an understanding of the perspectives of Greek or Roman
culture as revealed in the products of the Greeks or Romans.
The Standards, Deconstructed (“I can do...” statements):
• Identify and describe the parts of a typical Roman domus
• Describe Roman īnsulae and discuss some of the potentially good
and bad things about them
SUMMATIVE ASSESSMENT:
SPECIAL MATERIALS:
PROFESSIONAL DEVELOPMENT NEEDS:
REFLECTION/NOTES:
•
•
•
•
Create diagram or model of a
Roman house
Included on midterm exam (end of Quarter 2)
Formative assessment
NLE questions
Web Publication Date: 1/10/15
Marblehead High School: World Language Department
Latin 2 Curriculum
Credits:
Grades:
Revision date:
4
9-12
12/18/14
Unit: Education, Writing, and Literature
Essential Questions:
•
•
Who were the Romans?
What was life like in ancient Rome?
STANDARD
INSTRUCTIONAL STRATEGIES
ASSESSMENT STRATEGIES
Standards for Classical Language Learning, 2.1: Students
demonstrate an understanding of the perspectives of Greek or Roman
culture as revealed in the practices of the Greeks or Romans.
Standards for Classical Language Learning, 2.2: Students
demonstrate an understanding of the perspectives of Greek or Roman
culture as revealed in the products of the Greeks or Romans.
The Standards, Deconstructed (“I can do...” statements):
• Discuss and explain Roman practices regarding education for boys
and girls
• Describe typical Roman customs regarding writing personal letters
• Describe and explain Roman customs regarding writing, letters, and
books
• Discuss the life and contributions of the Roman poet Vergil
• Read, translate, and recite the opening seven lines of Vergil’s Aeneid
SUMMATIVE ASSESSMENT:
SPECIAL MATERIALS:
PROFESSIONAL DEVELOPMENT NEEDS:
REFLECTION/NOTES:
•
•
•
•
Create and use scrolls and tablets
Formative assessment
Read and discuss examples of
Roman letters
Included on midterm exam (end of Quarter 2) and final exam (end of Quarter 4)
Web Publication Date: 1/10/15
Marblehead High School: World Language Department
Latin 2 Curriculum
Credits:
Grades:
Revision date:
4
9-12
12/18/14
Unit: Word Study, Derivatives, and Latin Expressions
Essential Questions:
•
•
•
Why study another language?
What Latin influences can we find in English and other languages?
Where does Latin live around us?
STANDARD
INSTRUCTIONAL STRATEGIES
ASSESSMENT STRATEGIES
Standards for Classical Language Learning, 5.1: Students use their
knowledge of Latin or Greek in a multilingual world
MA 5.3: Give examples of ways in which the target language differs
from / is similar to English
MA 5.4: Give examples of borrowed and loan words
The Standards, Deconstructed (“I can do...” statements):
• Recognize and give the meanings of common Latin prefixes,
including their alternate forms
• Deduce the meaning of English words by considering their Latin
prefixes, roots, and/or suffixes
• Define the linguistic term assimilation and identify words that have
undergone assimilation
• Give the principal parts of faciō, teneō, rapiō, capiō, iaciō, claudō,
sedeō, and dō, and give the principal parts of those same verbs when
a prefix is added
• Explain the meaning and significance of Latin expressions, mottoes
and abbreviations
SUMMATIVE ASSESSMENT:
SPECIAL MATERIALS:
PROFESSIONAL DEVELOPMENT NEEDS:
REFLECTION/NOTES:
•
•
•
•
Daily sententiae (Latin sayings,
mottoes, abbreviations, etc.)
Analyze compound verbs, breaking
them down into roots and affixes
Included on midterm exam (end of Quarter 2)
Unit: Roman History, Government, and Politics
Formative assessment
Web Publication Date: 1/10/15
Marblehead High School: World Language Department
Latin 2 Curriculum
Credits:
Grades:
Revision date:
4
9-12
12/18/14
Essential Questions:
•
•
•
•
Who were the Romans?
What was ancient Rome like?
How did government work in ancient Rome?
What did the Romans value?
STANDARD
INSTRUCTIONAL STRATEGIES
Standards for Classical Language Learning, 2.1: Students
demonstrate an understanding of the perspectives of Greek or Roman
culture as revealed in the practices of the Greeks or Romans.
Standards for Classical Language Learning, 3.1: Students reinforce
and further their knowledge of other disciplines through their study of
classical languages.
The Standards, Deconstructed (“I can do...” statements):
• Discuss the growth of Rome in size and dominance between the years Use supplementary readings
Use library for research
201-146 B.C.
• Discuss the characteristics, roles, and deeds of prominent historical
characters from Roman history (e.g. Augustus, Hannibal, Julius
Caesar, Cleopatra, Marc Antony, Spartacus)
• Identify and discuss major events of Roman history (e.g. Punic Wars,
Caesar’s conquest of Gaul)
• Describe the political factions called populares and optimates and
explain their roles in Rome during the period from 146-63 BC
• Discuss the political views, motivations, and accomplishments of
Republican leaders such as the Gracchi brothers, Gaius Marius, Sulla,
and Pompey
• Discuss the threat that pirates posed to the ancient Mediterranean and
how the Romans dealt with piracy
• Discuss key people and events from the late Republic including
Cicero, Catiline, Julius Caesar, and the First Triumvirate
• Discuss the life and accomplishments of the Roman emperor
Augustus
• Discuss the state of affiars in Roman government after Augustus as
ASSESSMENT STRATEGIES
Web Publication Date: 1/10/15
Marblehead High School: World Language Department
Latin 2 Curriculum
Credits:
Grades:
Revision date:
4
9-12
12/18/14
well as the identities, characteristics, and accomplishments of the
several emperors who followed Augustus (from Tiberius to Marcus
Aurelius).
SUMMATIVE ASSESSMENT:
SPECIAL MATERIALS:
PROFESSIONAL DEVELOPMENT NEEDS:
REFLECTION/NOTES:
•
•
•
•
Included on midterm exam (end of Quarter 2) and final exam (end of Quarter 4)
Web Publication Date: 1/10/15
Marblehead High School: World Language Department
Latin 2 Curriculum
Credits:
Grades:
Revision date:
4
9-12
12/18/14
Unit: Reading and Writinig Skills, Quarter 1
Essential Questions:
•
•
•
What is an inflected language?
What are pronouns, and why use them?
What are cases, and what are they used for?
STANDARD
INSTRUCTIONAL STRATEGIES
ASSESSMENT STRATEGIES
Standards for Classical Language Learning, 1.1: Students read,
understand, and interpret Latin or Greek.
Standards for Classical Language Learning, 1.2: Students use orally,
listen to, and write Latin or Greek as part of the language learning
process.
Standards for Classical Language Learning, 3.2: Students expand
their knowledge through the reading of Latin or Greek and the study of
ancient culture.
Standards for Classical Language Learning, 4.1: Students recognize
and use elements of the Latin or Greek language to increase knowledge
of their own language.
Course Standard: Translate Latin sentences and short passages,
accurately accounting for the vocabulary, grammar, and syntax that has
been studied
The Standards, Deconstructed (“I can do...” statements):
• Decline nouns of the 4th and 5th declension in all cases
•
•
•
•
•
Use 4th and 5th declension nouns in Latin sentences
Identify, translate, and practice the partitive use of the genitive case
Decline, translate, and correctly use forms of the demonstratives hic,
haec, hoc and ille, illa, illud
Translate hic and ille both when used as pronouns and as adjectives
Supply the correct form of hic or ille to agree with a noun in a
Repetition is important: Practice
both orally and in writing
Formative assessment
Minor assessment/Chapter quiz
Repetition is important: Practice
both orally and in writing
Minor assessment/Chapter quiz
Web Publication Date: 1/10/15
Marblehead High School: World Language Department
Latin 2 Curriculum
•
•
•
•
•
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•
•
sentence
Identify special verbs that take the dative case (nocēre, cōnfīdere,
favēre, appropinquāre, occurrere, crēdere) (H)
Decline, translate, and correctly use forms of the personal pronouns
ego, tū, nōs, vōs
Decline, translate, and correctly use forms of the
personal/demonstrative pronoun is, ea, id
Decline, translate, and correctly use forms of the reflexive pronoun
suī, sibi, sē, sē
Recognize, translate, and correctly use ablative pronouns with the
suffix -cum
Identify, translate, and correctly use possessive adjectives meus, tuus,
noster, vester, suus
Understand and apply the difference in meaning between the 3rd
person possessive pronouns eius/eōrum/eārum and the reflexive
adjective suus, -a, -um
Decline the relative pronoun quī, quae, quod
•
Define the terms clause, relative clause, relative pronoun, antecedent
and identify them in English and Latin sentences
•
Explain and apply the rules about determining the case, gender, and
number of the relative pronoun
SUMMATIVE ASSESSMENT:
SPECIAL MATERIALS:
PROFESSIONAL DEVELOPMENT NEEDS:
REFLECTION/NOTES:
•
•
•
•
Credits:
Grades:
Revision date:
4
9-12
12/18/14
Formative assessment
Repetition is important: Practice
both orally and in writing
Formative assessment
Formative assessment
Formative assessment
Repetition is important: Practice
both orally and in writing
Bracket off relative clauses and
identify the relevant parts of the
sentence
Common summative exams, middle and end of Quarter 1
Formative assessment
Formative assessment
Minor assessment/Chapter quiz
Web Publication Date: 1/10/15
Marblehead High School: World Language Department
Latin 2 Curriculum
Credits:
Grades:
Revision date:
4
9-12
12/18/14
Unit: Reading and Writing Skills, Quarter 2
Essential Questions:
•
•
How does changing the form of a word affect its meaning?
Why do Latin verbs have so many different forms?
STANDARD
INSTRUCTIONAL STRATEGIES
ASSESSMENT STRATEGIES
Standards for Classical Language Learning, 1.1: Students read,
understand, and interpret Latin or Greek.
Standards for Classical Language Learning, 1.2: Students use orally,
listen to, and write Latin or Greek as part of the language learning
process.
Standards for Classical Language Learning, 3.2: Students expand
their knowledge through the reading of Latin or Greek and the study of
ancient culture.
Standards for Classical Language Learning, 4.1: Students recognize
and use elements of the Latin or Greek language to increase knowledge
of their own language.
Course Standard: Translate Latin sentences and short passages,
accurately accounting for the vocabulary, grammar, and syntax that has
been studied
The Standards, Deconstructed (“I can do...” statements):
• Identify relative pronouns and translate sentences containing them
• Identify, translate, and correctly use forms of the indefinite adjective
quīdam, quaedam, quoddam
• Identify, translate, and correctly use forms of the interrogative
pronoun Quis?, Quid?
• Identify and translate the causal conjunction quod
• Identify and translate the exclamatory adverb Quam…!
• Identify, decline, and translate the interrogative adjective quī ___?,
quae ___?, quod ___?
Formative assessment
Presentation explaining formation
Web Publication Date: 1/10/15
Marblehead High School: World Language Department
Latin 2 Curriculum
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
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•
Readily distinguish between the six types of qu-words listed above
Define and explain the difference between active voice and passive
voice
Give (and recognize) the passive voice personal endings
Identify, conjugate, and translate regular verbs + ferō in the present
tense, passive voice
Identify, conjugate, and translate regular verbs + ferō in the imperfect
tense, passive voice
Identify, conjugate, and translate regular verbs + ferō in the future
tense, passive voice
Restate simple Latin sentences so that the meaning is similar but the
verb is passive voice
Give and translate the present passive infinitives of regular verbs
Change present active infinitives to passive (and vice versa)
Identify and explain the uses of the ablative learned so far: time,
means/instrument, manner, cause, price, personal agent, with
prepositions
Decline the demonstrative ipse, ipsa, ipsum
Decline the demonstrative īdem, eadem, idem
Translate both ipse and īdem appropriately in all cases
Demonstrate a mastery of all the pronouns we have studied so far:
hic, ille, ego, tū, nōs, vōs, is/ea/id, suī/sibi/sē/sē, quī, quīdam, quis,
ipse, īdem
Identify, conjugate, and translate verbs in the perfect tense, passive
voice
Identify, conjugate, and translate verbs in the pluperfect tense,
passive voice
Identify, conjugate, and translate verbs in the future perfect tense,
passive voice
Use the person, number, and gender of a perfect, pluperfect, or future
perfect passive verb as a clue to determining its subject
Write/produce perfect, pluperfect, and future perfect passive verbs in
the correct person, number, and gender according to their subject
Credits:
Grades:
Revision date:
4
9-12
12/18/14
Minor assessment/Chapter quiz
Formative assessment
Formative assessment
Formative assessment
Formative assessment
Minor assessment/Chapter quiz
Formative assessment
Formative assessment
Minor assessment/Chapter quiz
Formative assessment
Formative assessment
Formative assessment
Minor assessment/Chapter quiz
Web Publication Date: 1/10/15
Marblehead High School: World Language Department
Latin 2 Curriculum
SUMMATIVE ASSESSMENT:
SPECIAL MATERIALS:
PROFESSIONAL DEVELOPMENT NEEDS:
REFLECTION/NOTES:
•
•
•
•
•
Credits:
Grades:
Revision date:
Common summative exam, middle of Quarter 2
Common midterm exam, end of Quarter 2
4
9-12
12/18/14
Web Publication Date: 1/10/15
Marblehead High School: World Language Department
Latin 2 Curriculum
Credits:
Grades:
Revision date:
4
9-12
12/18/14
Unit: Reading and Writing Skills, Quarter 3
Essential Questions:
•
•
Why do Latin verbs have so many different forms?
How does a language describe people, places, things, and actions?
STANDARD
INSTRUCTIONAL STRATEGIES
ASSESSMENT STRATEGIES
Standards for Classical Language Learning, 1.1: Students read,
understand, and interpret Latin or Greek.
Standards for Classical Language Learning, 1.2: Students use orally,
listen to, and write Latin or Greek as part of the language learning
process.
Standards for Classical Language Learning, 3.2: Students expand
their knowledge through the reading of Latin or Greek and the study of
ancient culture.
Standards for Classical Language Learning, 4.1: Students recognize
and use elements of the Latin or Greek language to increase knowledge
of their own language.
Course Standard: Translate Latin sentences and short passages,
accurately accounting for the vocabulary, grammar, and syntax that has
been studied
The Standards, Deconstructed (“I can do...” statements):
• Identify and translate present, perfect, and future participles
• Identify and translate present, perfect, and future infinitives
• Demonstrate understanding of the difference between verbs in the
perfect passive system and perfect passive participles by translating
each kind of word appropriately
• Demonstrate understanding of the action of a participle or infinitive
relative to the action of the main verb
o Present: happening at the same time
o Perfect: already completed
Minor assessment/Chapter quiz
Web Publication Date: 1/10/15
Marblehead High School: World Language Department
Latin 2 Curriculum
•
•
•
•
•
•
•
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•
•
o Future: happening at some future point
Identify the degree of an adverb as positive, comparative, or
superlative
Correctly translate positive, comparative, and superlative adjectives
Correctly translate quam with a comparative as “than”
Correctly translate omnium with a superlative as “of all”
Isolate the stem of any adjective
Form and translate comparatives and superlatives of:
o 1st and 2nd declension adjectives
o 3rd declension adjectives
o 1st and 2nd declension adjectives that end in -er
o 3rd declension adjectives ending in -er
o the six special 3rd declension adjectives that end in -lis
o the irregular adjectives bonus, malus, magnus, parvus,
multus/multī
Use the partitive genitive with the word plūs
Decline positive degree adjectives (declensions 1-3)
Decline comparative adjectives and make them agree with nouns in
sentences
Decline superlative adjectives and make them agree with nouns in
sentences
Use both quam and the ablative case to express comparisons
Recognize, translate, and use the ablative of degree of difference
using multō and paulō
Identify Latin adverbs and the words they modify
Recognize, form, and translate:
o positive degree adverbs from 1st/2nd declension adjectives
(e.g. longus, miser)
o positive degree adverbs from 3rd declension adjectives (e.g.
fortis, fēlīx)
o positive degree adverbs from 3rd declension adjectives whose
stems end in -nt- (e.g. prūdēns)
o the positive degree adverb from facilis, -is, -e
Credits:
Grades:
Revision date:
4
9-12
12/18/14
Minor assessment/Chapter quiz
Web Publication Date: 1/10/15
Marblehead High School: World Language Department
Latin 2 Curriculum
•
Credits:
Grades:
Revision date:
4
9-12
12/18/14
o comparative adverbs
o superlative adverbs
o comparatives and superlatives of the irregular adverbs bene,
male, facile, magnopere, paulum, multum
o comparatives and superlatives of the adverbs saepe, diū, and
sērō
Correctly translate quam with a superlative adjective or adverb as “as
___ as possible”
SUMMATIVE ASSESSMENT:
SPECIAL MATERIALS:
PROFESSIONAL DEVELOPMENT NEEDS:
REFLECTION/NOTES:
•
•
•
•
Common summative exams, middle and end of Quarter 3
Minor assessment/Chapter quiz
Web Publication Date: 1/10/15
Marblehead High School: World Language Department
Latin 2 Curriculum
Credits:
Grades:
Revision date:
4
9-12
12/18/14
Unit: Reading and Writing Skills, Quarter 4
Essential Questions:
•
•
How does Latin express place and time?
What is the subjunctive?
STANDARD
INSTRUCTIONAL STRATEGIES
ASSESSMENT STRATEGIES
Standards for Classical Language Learning, 1.1: Students read,
understand, and interpret Latin or Greek.
Standards for Classical Language Learning, 1.2: Students use orally,
listen to, and write Latin or Greek as part of the language learning
process.
Standards for Classical Language Learning, 3.2: Students expand
their knowledge through the reading of Latin or Greek and the study of
ancient culture.
Standards for Classical Language Learning, 4.1: Students recognize
and use elements of the Latin or Greek language to increase knowledge
of their own language.
Course Standard: Translate Latin sentences and passages, accurately
accounting for the vocabulary, grammar, and syntax that has been studied
The Standards, Deconstructed (“I can do...” statements):
• Identify and correctly translate place expressions (accusative,
ablative, and locative) when the place is a city, town, small island, or
the words domus or rūs
• Correctly translate accusative and ablative time expressions both with
and without prepositions
• Recognize and correctly translate adverbs that indicate time, e.g.
crās, hodiē, iam, iterum, nunc, abhinc, post, ante
• Give the principal parts and meanings of the semi-deponent verbs
audeō, gaudeō, soleō
• Correctly translate semi-deponent verbs with respect to person,
Minor assessment/Chapter quiz
Web Publication Date: 1/10/15
Marblehead High School: World Language Department
Latin 2 Curriculum
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Credits:
Grades:
Revision date:
number, and tense
Identify and translate present participles
Form present participles from regular verbs, deponent verbs, and the
verb eō, īre
Decline present participles and make them agree with nouns
Isolate participles/participial phrases in sentences and identify what
nouns they modify
Recognize when present participles are used as substantives and
translate accordingly
Recognize, form, and translate the perfect active infinitive of regular
verbs
Recognize and translate sentences with the construction dīcitur +
infinitive
Identify and translate imperfect and pluperfect subjunctives
Form and conjugate verbs in the imperfect and pluperfect subjunctive
Identify and translate cum circumstantial and cum causal clauses
Identify and translate indirect questions
SUMMATIVE ASSESSMENT:
SPECIAL MATERIALS:
PROFESSIONAL DEVELOPMENT NEEDS:
REFLECTION/NOTES:
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Common summative exam, middle of Quarter 4
Common final exam, end of Quarter 4
4
9-12
12/18/14
Minor assessment/Chapter quiz
Formative assessment
Formative assessment
Formative assessment
Minor assessment/Chapter quiz