Level II Standard 2: Pyramid Indicator 10.2.2 CONCEPTS: What students need to know
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comprehension, language, tasks BIG IDEAS: Enduring understanding
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Knowing Latin allows one to understand great ideas in their original form. SKILLS: What students need to be able to do
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ESSENTIAL QUESTIONS: Engaging, open­ended questions leading to big ideas
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RESOURCES:
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“The Romans Speak for Themselves” I & II demonstrate (ability to translate Latin to English and vice versa) When at the height of the cold war newspaper headlines quoted Russian Premier
Nikita Khrushchev as saying to the U.S., “We will bury you,” what do you suppose he meant? ASSESSMENTS:
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Selected Response o Multiple Choice
Constructed Response o Short answers, Translation, Metaphrase
Level II Standard 3: Pyramid Indicator 10.3.3 CONCEPTS: What students need to know
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passages, intonation, pronunciation, word order BIG IDEAS: Enduring understanding
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The “way” one says something can alter its meaning.
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read (passages), demonstrate (improvement) ESSENTIAL QUESTIONS: Engaging, open­ended questions leading to big ideas
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How many ways can one intone, “Are you talking to me?”
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How might “John I like” and “I like John” differ in meaning? Word order can affect meaning RESOURCES:
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SKILLS: What students need to be able to do
Ecce Romani II text
The Romans Speak for Themselves, I & II
Ecce Romani II – audio cassettes ASSESSMENTS:
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Performance Tasks o Oral recitation o Modeled writing
Level II Standard 4: Pyramid Indicator 10.4.1 CONCEPTS: What students need to know
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family and social practices, cultures BIG IDEAS: Enduring understanding
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Social practices give us insight into social values. SKILLS: What students need to be able to do
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ESSENTIAL QUESTIONS: Engaging, open­ended questions leading to big ideas
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RESOURCES:
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Ecce Romani II – “Roman Life” units
The Romans Speak for Themselves, I & II
www.vroma.org
Classroom reference library investigate, report Why was the protective amulet “bulla” given to baby boys but not to baby girls?
Why do all daughters within a given family have the same “praenomen”? ASSESSMENTS:
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Selected Response o Multiple Choice, T/F, Matching
Constructed Response o Short answers, fill­ins
Performance Tasks o Oral/written/PowerPoint reports
Level II Standard 5: Pyramid Indicator 10.5.2 CONCEPTS: What students need to know
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family and social practices, cultures BIG IDEAS: Enduring understanding
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Social practices give us insight into social values. SKILLS: What students need to be able to do
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ESSENTIAL QUESTIONS: Engaging, open­ended questions leading to big ideas
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RESOURCES:
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Ecce Romani II – “Roman Life” units
The Romans Speak for Themselves, I & II
www.vroma.org
Classroom reference library investigate, report Why was the protective amulet “bulla” given to baby boys but not to baby girls?
Why do all daughters within a given family have the same “praenomen”? ASSESSMENTS:
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Selected Response o Multiple Choice, T/F, Matching
Constructed Response o Short answers, fill­ins
Performance Tasks o Oral/written/PowerPoint reports
Level II Standard 6: Pyramid Indicator 10.6.1 CONCEPTS: What students need to know
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digital media, authentic resources, vocabulary, reading ability, cultural awareness BIG IDEAS: Enduring understanding
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Digital media can provide access to Latin vocabulary exercises, literary excerpts, and cultural resources. RESOURCES:
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Computer/Language Lab
Online search engines (esp. Google)
Ecce Romani II ­­ www.PHSchool.com
www.quia.com
www.vroma.org
www.perseus.tufts.edu/ SKILLS: What students need to be able to do
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use (media resources), build (vocabulary), improve (reading ability), encourage (cultural awareness) ESSENTIAL QUESTIONS: Engaging, open­ended questions leading to big ideas
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What can you find via Google when you search “Ecce Romani”? ASSESSMENTS:
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Performance Tasks o PowerPoint presentations o Learning game creation (e.g., Jeopardy) o Ecce Romani online exercises o Quia online exercises
Level II Standard 7: Pyramid Indicator 10.7.1 CONCEPTS: What students need to know
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cognates, shared words, word families, vocabulary, meaning BIG IDEAS: Enduring understanding
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One can substantially increase one’s vocabulary in both English and Latin. RESOURCES:
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Ecce Romani II – “Word Study” units
Google “online dictionaries; etymology”
Instructor lecture/demonstration SKILLS: What students need to be able to do
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recognize, use, expand, guess ESSENTIAL QUESTIONS: Engaging, open­ended questions leading to big ideas
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How might a “root tree” (visualization) help one learn new vocabulary? ASSESSMENTS:
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Selected Response o Multiple Choice, T/F, Matching
Constructed Response o Short answers, fill­in
Performance Tasks o Root trees, word webs, cognate charts
Level II Standard 7: Pyramid Indicator 10.7.2 CONCEPTS: What students need to know
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language structures BIG IDEAS: Enduring understanding
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Latin syntax often follows rules different from those of English RESOURCES:
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Ecce Romani II – “Building the Meaning”
Ecce Romani II – www.PHSchool.com SKILLS: What students need to be able to do
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recognize, use ESSENTIAL QUESTIONS: Engaging, open­ended questions leading to big ideas
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In the sentence “Puella audax puerum videt,” is the girl daring or is the boy daring? ASSESSMENTS:
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Performance Tasks o Translation o Metaphrase o Venn Diagrams
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Selected Response o Pearson online exercises
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Constructed Response o Pearson online exercises
Level II Standard 7: Pyramid Indicator 10.7.5 CONCEPTS: What students need to know
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social patterns, other cultures, own culture BIG IDEAS: Enduring understanding
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SKILLS: What students need to be able to do
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ESSENTIAL QUESTIONS: Engaging, open­ended questions leading to big ideas
Social patterns vary from culture to culture. ·
RESOURCES:
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compare Ecce Romani II – “Roman Life” units
Classroom reference library
www.vroma.org
www.perseus.tufts.edu/ How much influence should parents have in choosing their child’s marriage partner? ASSESSMENTS:
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Selected Response o Multiple choice, Matching, T/F
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Constructed Response o Short answer, fill­in
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Performance Tasks o Written/oral/PowerPoint reports
Level II Standard 8: Pyramid Indicator 10.8.2 CONCEPTS: What students need to know
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influences, target language, culture, community BIG IDEAS: Enduring understanding
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The influence of Latin and/or Roman culture can be found in virtually every aspect of modern life. SKILLS: What students need to be able to do
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ESSENTIAL QUESTIONS: Engaging, open­ended questions leading to big ideas
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RESOURCES:
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Ecce Romani I – “Roman Life” units § “History” units § “Word Study” units
Classroom reference library
www.vroma.org
www.perseus.tufts.edu/ recognize, show How different would Indianapolis look without concrete?
How far can one read a newspaper, magazine, or book before encountering a Latin derivative? ASSESSMENTS:
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Performance Tasks o Written/oral/PowerPoint reports o Scavenger hunts