STANDARD: 2
GRADE LEVEL: 9
LATIN I
Pyramid
Indicator: 9.2.1
CONCEPTS: What students need to know
•
requests, commands, directions
BIG IDEAS: Enduring understanding
•
Different situations have their own key
“survival” phrases
RESOURCES:
SKILLS: What students need to be able to do
•
understand, respond
ESSENTIAL QUESTIONS: Engaging, openended questions leading to big ideas
•
•
When would you say, “Gratias tibi ago.”?
When would you say, “Licetne mihi
latrinam ire?”
ASSESSMENTS:
STANDARD: 2
GRADE LEVEL: 9
LATIN I
Pyramid
Indicator: 9.2.2
CONCEPTS: What students need to know
•
•
When would you say, “Gratias tibi ago.”?
When would you say, “Licetne mihi latrinam
ire?”
BIG IDEAS: Enduring understanding
•
Latin phonetics differ from English phonetics.
RESOURCES:
SKILLS: What students need to be able to do
•
recognize (vowels, diphthongs, consonants,
syllables, accents, and macrons)
ESSENTIAL QUESTIONS: Engaging, open-ended
questions leading to big ideas
•
How did Julius Caesar pronounce his full
name: GAIVS IVLIVS CAESAR?
ASSESSMENTS:
STANDARD: 2
GRADE LEVEL: 9
LATIN I
Pyramid
Indicator: 9.2.4
CONCEPTS: What students need to know
•
meaning in context, cognates, familiar
vocabulary
BIG IDEAS: Enduring understanding
•
English vocabulary is steeped in—and its
meanings deduced from—Latin roots
RESOURCES:
SKILLS: What students need to be able to do
•
make educated guess (about the English
meaning of a Latin word)
ESSENTIAL QUESTIONS: Engaging, open-ended
questions leading to big ideas
•
In what nocturnal activity does a
somnambulist participate?
ASSESSMENTS:
STANDARD: 3
GRADE LEVEL: 9
LATIN I
Pyramid
Indicator: 9.3.3
CONCEPTS: What students need to know
•
passages, pronunciation, intonation
BIG IDEAS: Enduring understanding
•
Both intonation and pronunciation affect
meaning.
RESOURCES:
SKILLS: What students need to be able to do
•
•
read aloud (Latin passages)
practice (proper intonation and
pronunciation)
ESSENTIAL QUESTIONS: Engaging, open-ended
questions leading to big ideas
•
How can a change in intonation (“You love
me”) and pronunciation (rap/rāp artist)?
ASSESSMENTS:
STANDARD: 4
GRADE LEVEL: 9
LATIN I
Pyramid
Indicator: 9.4.1
CONCEPTS: What students need to know
•
routine practices
BIG IDEAS: Enduring understanding
•
Domestic customs vary according to culture.
SKILLS: What students need to be able to do
•
ESSENTIAL QUESTIONS: Engaging, open-ended
questions leading to big ideas
•
•
RESOURCES:
target culture
Why is the toga the signature dress of a
Roman male citizen?
What would happen if a Roman woman
were to wear a toga?
ASSESSMENTS:
STANDARD: 4
GRADE LEVEL: 9
LATIN I
Pyramid
Indicator: 9.4.2
CONCEPTS: What students need to know
•
products, perspectives, symbols, cultures
BIG IDEAS: Enduring understanding
•
Roman institutions are a window to Roman
world perspective.
RESOURCES:
SKILLS: What students need to be able to do
•
examine (Rome’s social classes,
government, army, entertainment)
ESSENTIAL QUESTIONS: Engaging, open-ended
questions leading to big ideas
•
What might Romans’ interest in gladiatorial
combat tell us about their attitudes toward
life and death?
ASSESSMENTS:
STANDARD: 5
GRADE LEVEL: 9
LATIN I
Pyramid
Indicator: 9.5.1
CONCEPTS: What students need to know
•
objects, concepts, content area, simple terms
BIG IDEAS: Enduring understanding
•
Many aspects of modern life have their roots
in ancient Rome (culture/language).
SKILLS: What students need to be able to do
•
ESSENTIAL QUESTIONS: Engaging, open-ended
questions leading to big ideas
•
•
•
RESOURCES:
describe (specific examples of Latin/Roman
influence on modern customs)
Why does the symbol “Rx” stand for
“prescription”?
Why does the groom carry his bride over
the threshold?
Why is the birth of Christ (Christmas)
celebrated on December 25?
ASSESSMENTS:
STANDARD: 6
GRADE LEVEL: 9
LATIN I
Pyramid
Indicator: 9.6.1
CONCEPTS: What students need to know
•
digital media, resources, vocabulary
BIG IDEAS: Enduring understanding
•
Online dictionaries are a useful etymological
resource for Latin roots and derivatives.
RESOURCES:
SKILLS: What students need to be able to do
•
use (media to access etymology)
ESSENTIAL QUESTIONS: Engaging, open-ended
questions leading to big ideas
•
How are the words “vaccinate” and
“buckaroo” related?
ASSESSMENTS:
STANDARD: 7
GRADE LEVEL: 9
LATIN I
Pyramid
Indicator: 9.7.5
CONCEPTS: What students need to know
•
culture, language
BIG IDEAS: Enduring understanding
•
Culture is reflected in language.
SKILLS: What students need to be able to do
•
ESSENTIAL QUESTIONS: Engaging, open-ended
questions leading to big ideas
•
•
RESOURCES:
identify (cultural clues embedded in Latin
words and phrases)
How can one tell whether “uncle” refers to
a mother’s brother or a father’s brother?
Why are some countries called by natives
“motherland” and other countries
“fatherland”?
ASSESSMENTS:
STANDARD: 8
GRADE LEVEL: 9
LATIN I
Pyramid
Indicator: 9.8.2
CONCEPTS: What students need to know
•
influences, language, cultures, community
BIG IDEAS: Enduring understanding
•
We can enlighten others as to our debt to
ancient Rome.
RESOURCES:
SKILLS: What students need to be able to do
•
investigate, share
ESSENTIAL QUESTIONS: Engaging, open-ended
questions leading to big ideas
•
What topic would make a good poster
subject for illustrating Roman/Latin
influence on our present culture?
ASSESSMENTS: