Plumsted Township Public Schools
PHILOSOPHY
DEPARTMENT OBJECTIVES:
The learner will be able to:
Plumsted Township Public Schools
Plumsted Township Public Schools
Mission Statement
The educational program of the New Egypt Schools shall foster high expectations, in academics and behavior, giving attention to all
students’ individual needs. Children will be provided a variety of activities and experiences that allow them to mature into lifelong
learners, who are critical thinkers, and who cooperate with others as they grow and learn in our democratic society.
Plumsted Township Board of Education
Mrs. Joanne Barlow, President
Mr. Herbert Marinari, Vice President
Mrs. Karen Amburgey,
Mr. Lawrence Downs
Mr. Anthony O’Donnell
District Administration
Dr. Robert Smith, Superintendent
Frank Gripp, Business Administrator
Elizabeth Panella, Principal New Egypt High School
John Blair, Assistant Principal New Egypt High School
Andrea Raniero, Principal New Egypt Middle School
Tom Farrell, Assistant Principal New Egypt Middle School
Jean Morgan, Principal New Egypt Elementary School
Toni Ferry, Principal New Egypt Primary School
Colleen Davidson, Director of Curriculum & Instruction
Richard Carroll, Supervisor of Athletics
*All concepts and objectives are mastery learning objectives aligned to the New Jersey State Core Content Curriculum Standards
**Professional staff will differentiate instruction to ensure students achieve the stated objectives.
2
Plumsted Township Public Schools
Curriculum
*All concepts and objectives are mastery learning objectives aligned to the New Jersey State Core Content Curriculum Standards
**Professional staff will differentiate instruction to ensure students achieve the stated objectives.
3
Plumsted Township Public Schools
Curriculum
Scope and Sequence
Review:
I.
All noun declensions
All active verbs tenses
All positive adjectives
Cases: nom, gen, dat, acc, abl, voc
Pronouns: personal
Demonstratives: Hic, haec, hoc & Ille, illa, illud
Grammar
a. Demonstratives
i. Ipse
ii. Idem
b. Relative clauses
i. Relative pronouns
c. Interrogatives
i. Interrogative pronouns
ii. Interrogative adjectives
iii. Indefinite Adjectives
d. Passive voice:
i. Ablative of agent
ii. Infinitive
iii. Present
iv. Imperfect
v. Future
vi. Perfect
vii. Pluperfect
viii. Future perfect
e. Adjectives
i. comparative
ii. superlative
iii. Ablative of comparison
f. Adverbs
i. comparative
ii. superlative
f. Dating/Calendars
g. Deponent verbs
i. all tenses
h. Numbers (1-1000)
i. ordinals
ii. cardinals
i. Locative case
j. Accusative of Time
k Ablative Absolute
l. Participles
i. Present active
ii. Perfect passive
iii. Future active and passive
*All concepts and objectives are mastery learning objectives aligned to the New Jersey State Core Content Curriculum Standards
**Professional staff will differentiate instruction to ensure students achieve the stated objectives.
4
Plumsted Township Public Schools
Curriculum
II.
Culture
a. Women in myth:
i. Their important stories, treatment, views
ii. Amazons
iii. Harpies
iv. Nymphs and Naiads –Callisto, Echo and Narcissus, et al.
v. Sirens
b. Womeni. Lives-rich and poor
ii. Children
iii. Family life
iv. Weddings
c. Pygmalion and Galatea-Love
d. The Odyssey
e. Phaeton and Helios
f. Eurydice and Orpheus
g. Bathing and the Bath-houses
h. Games/holidays
i. Ludi feriae
ii. Ludi circenses
i. Theatre-plays
i. Comedies of Plautus
ii. A Funny Thing Happened on the Way to the Forum
III.
Texts
a. Ecce Romani II
b. The Romans Speak for Themselves II
c. Pseudolus
d. The Odyssey
*All concepts and objectives are mastery learning objectives aligned to the New Jersey State Core Content Curriculum Standards
**Professional staff will differentiate instruction to ensure students achieve the stated objectives.
5
Plumsted Township Public Schools
Curriculum
Unit Topic: Verbs-Endings and Syntax
Topic/Essential
Question
What are the most important
concepts to be learned during
this unit?
1. Voice.
 Essential Question:
o
o
o
o
What is the
relationship between
the subject and
voice?
How is the passive
translated?
What is the
connection between
the passive and
ablative of agent?
How do passive
endings differ from
active endings?
Objectives
Core Activities
What will students know and be
able to do?
What Activities Will help them learn
or know?
TLW:
 Conjugate 1st-4th
conjugation verbs in the
passive voice (all
tenses).
 Know that the subject of
passive verbs receives
the action (similar to the
Direct Object) and is
often accompanied by
the ablative of agent.






2. Deponents.
 Essential Question:
o
o
What is the
relationship between
deponents and the
passive voice?
Why are deponents
misleading?
TLW:


Conjugate 1st-4th
conjugation deponent
verbs in all tenses.
Know that deponents have
passive endings but only
exist in the active voice.




translate various Latin
passages
passive rap song-break down
of lyrics
“Campo”-students take turns
being the general and soldier.
General uses tents to give
orders which the soldier
translates.
Tic-Tac-Latin: students win
squares by correctly
supplying the correct
passive.
Prowling for passives: teams
win by finding proper
passive ending.
“Fanning”-create a paper fan
with passive endings
translate Latin passages
derivatives
Create a Folk Song
Cochlea: game where
students attempt to be first to
finish while answering as
many questions right as
possible.
Assessment
How will you
know they have
learned it?




Technology
Literacy
What technology
skills are being
introduced,
developed,
mastered?
NJCCCS
(CPI’s)
recite rap
song
translation
presentation
open ended
quiz
7.1
N-H
A. 3
A.4
A. 6




folk song
presentation
translation
open-ended
test
*All concepts and objectives are mastery learning objectives aligned to the New Jersey State Core Content Curriculum Standards
**Professional staff will differentiate instruction to ensure students achieve the stated objectives.
7.1
N-H
A. 3
A.4
A. 6
6
Plumsted Township Public Schools
Curriculum
Unit Topic: Verbs-Endings and Syntax

TLW:
 Decline participles in

Why can participles
the present active,
also be considered
perfect passive and
nouns and adjectives?
future active and
What are the
passive (gerundive).
similarities between
 Use participles as verbal
third declension
adjectives as in “amans
nouns and the present
mater” (loving mother).
participles?
 Use participles as verbal
nouns as in “amans” (a
lover).
3. Participles.
 Essential Question:
o
o
translate various Latin
passages
“Pair-share-match” (find
proper endings for each
sentence with partner or
group)



Presentation
Writing
assignments
Open ended
quizzes
*All concepts and objectives are mastery learning objectives aligned to the New Jersey State Core Content Curriculum Standards
**Professional staff will differentiate instruction to ensure students achieve the stated objectives.
7.1
N-H
A. 3
A.4
A. 6
7
Plumsted Township Public Schools
Curriculum
Unit Topic: Adjectives
Topic/Essential
Question
Objectives
Core Activities
What are the most important
concepts to be learned during
this unit?
What will students know and be
able to do?
What Activities Will help them learn
or know?
1. Demonstrative.
 Essential Question:
o What are the
similarities between
all demonstratives?
o How can ipse and
idem be considered
both an adj. and a
noun?
2. Comparatives.
 Essential Question:
o What is the
connection between
a positive adj. and
comparative adj.?
o How are
comparatives
translated?
TLW:
 Correctly translate
adjectives when used as a
substantive (pronoun)
according to gender and
number.
 Note the irregular genitive
sg (-ius) and dative sg (-i)
of all demonstratives.
 Work with a partner
translating conversations in
the first/second person.
TLW:
 Form comparative
adjectives utilizing the
feminine root and the
endings –ior/-ius.
 Translate comparatives
using the key words:
more, rather, too, -er.
 translate various Latin
passages
 Derivatives
 Comp and Sup Game:
students take turns answering
a question to go to next
round. Student can return to
“home base” at any time for
help.
 Cochlea: game where
students attempt to be first to
finish while answering as
many questions right as
possible.
 “Where’s the End?” students
must match correct endings
and translations to each word
Assessment
How will you
know they have
learned it?








Technology
Literacy
What technology
skills are being
introduced,
developed,
mastered?
NJCCCS
(CPI’s)
Oral recital
of all forms.
Class
presentation.
Open ended
quiz
translation
7.1
N-H
A. 3
A.4
A. 6
Open ended
quiz
Translation
Presentation
Game
*All concepts and objectives are mastery learning objectives aligned to the New Jersey State Core Content Curriculum Standards
**Professional staff will differentiate instruction to ensure students achieve the stated objectives.
7.1
N-H
A. 3
A.4
8
Plumsted Township Public Schools
Curriculum
Unit Topic: Adjectives
3. Superlatives.
 Essential Question:
o What is the
connection between
a comparative and
superlative adj.?
o How are
superlatives
translated?
TLW:
 Form superlative
adjectives utilizing the
endings –issimus; -rimus;
-limus
 Translate superlative
using the key words: most,
very, -est.





4. Interrogatives.
 Essential Question:
o What is the
difference between
an interrogative adj.
and pronoun?
o How are interrog.
adjectives similar to
relative pronouns?
TLW:
 Decline interrogative
adjectives in the exact
same manner as relative
pronouns.
 Use interrogative
adjectives as modifiers to
nouns.
 Use interrogative
adjectives when asking a
question.

translate various Latin
passages
derivatives
Comp and Sup Game:
students take turns
answering a question to go
to next round. Student can
return to “home base” at
any time for help.
Cochlea: game where
students attempt to be first
to finish while answering as
many questions right as
possible.
“Where’s the End?”
students must match correct
endings and translations to
each word
 Open ended
quiz
 Translation
 Presentation
 Game
translate various Latin
passages
 Open ended
quiz
 presentation
7.1
N-H
A. 3
A.4
*All concepts and objectives are mastery learning objectives aligned to the New Jersey State Core Content Curriculum Standards
**Professional staff will differentiate instruction to ensure students achieve the stated objectives.
7.1
N-H
A. 2
A. 3
A.4
A. 6
9
Plumsted Township Public Schools
Curriculum
Unit Topic: Cases-Noun Syntax
Topic/Essential
Question
Objectives
Core Activities
What are the most important
concepts to be learned during
this unit?
What will students know and be
able to do?
What Activities Will help them learn
or know?
1. Ablative.
 Essential Question:
o Why does ablative
of agent only exist
in the passive?
o How is ablative of
comparison similar
to ‘quam’ with
comparisons?
o Why does ablative
absolute have so
many meanings?
TLW:
 Use the ablative of agent
only in conjunction with
passive verbs.
 Use the ablative of
comparison in the place
of “quam” when utilizing
the poetic style
 Realize that the use of
participles in the ablative
case are only loosely
connected to the rest of
the sentence, hence the
meaning can change with
the main clause.

2. Locative.
 Essential Question:
o How is the locative
similar to abl. place
where?
TLW:
 Use both the locative
and the ablative to
indicate “place where”.



Assessment
How will you
know they have
learned it?
translate various Latin
passages
Cochlea: game where
students attempt to be first
to finish while answering as
many questions right as
possible.
Comp and Sup Game:
students take turns
answering a question to go
to next round. Student can
return to “home base” at
any time for help.



translate various Latin
passages


Technology
Literacy
What technology
skills are being
introduced,
developed,
mastered?
NJCCCS
(CPI’s)
translation
presentation
open ended
quiz
 Com/Sup
game
7.1
N-H
A. 3
A.4
A. 6
Presentation
Writing
assignments
*All concepts and objectives are mastery learning objectives aligned to the New Jersey State Core Content Curriculum Standards
**Professional staff will differentiate instruction to ensure students achieve the stated objectives.
7.1
N-H
A. 3
A.4
10
Plumsted Township Public Schools
Curriculum
Unit Topic: Cases-Noun Syntax
3. Accusative.
 Essential Question:
o How is acc of time
different than abl of
time?
o How is accusative
of time and space
formed?
TLW:
 Use the accusative of
time to indicate duration
(time gone by).
 Use the accusative to
correctly label the
distance or space
between items.

translate various Latin
passages


Presentation
Writing
assignments
*All concepts and objectives are mastery learning objectives aligned to the New Jersey State Core Content Curriculum Standards
**Professional staff will differentiate instruction to ensure students achieve the stated objectives.
7.1
N-H
A. 3
A.4
A. 6
11
Plumsted Township Public Schools
Curriculum
Unit Topic: Pronouns
Topic/Essential
Question
Objectives
Core Activities
Assessment
What are the most important
concepts to be learned during
this unit?
What will students know and be
able to do?
What Activities Will help them
learn or know?
How will you know
they have learned it?
1. Relative.
 Essential Question:
o What is the
connection
between the
pronoun and the
antecedent?
o What is the
difference between
the subordinate
and main clause?
o How does the verb
of the sub clause
affect the
pronoun?

TLW:
 Understand that relative
clauses contain relative 
pronouns and are
always seen as
subordinate.
 Know that the case of
the pronoun is
contingent on its
position in the
subordinate clause.
 Decline relative
pronouns in masculine,
feminine, and neuter.
2. Interrogative.
 Essential Question:
o What is the
difference between
an interrogative
adj. and pronoun?
o How are interrog.
pronouns similar
to relative
pronouns?
TLW:
 Decline plural
interrogative pronouns in
the exact same manner as
relative pronouns.
 Use interrogative
pronouns in the place of
nouns.
 Use interrogative
pronouns when asking a
question.
learn “Relative pronoun
rap song” –analyze lyrics
translate various Latin
passages



Technology
Literacy
What technology
skills are being
introduced,
developed,
mastered?
NJCCCS
(CPI’s)
sing song
quiz
presenta-tion
Powerpoint
presentations
 translate various Latin
passages


7.1
N-H
A. 2
A. 3
A.4
A. 6
quiz
presenta-tion
Powerpoint
presentations
*All concepts and objectives are mastery learning objectives aligned to the New Jersey State Core Content Curriculum Standards
**Professional staff will differentiate instruction to ensure students achieve the stated objectives.
7.1
N-H
A. 2
A. 3
A.4
12
Plumsted Township Public Schools
Curriculum
Unit Topic: Adverbs
Topic/Essential
Question
Objectives
Core Activities
What are the most important
concepts to be learned during
this unit?
What will students know and be
able to do?
What Activities Will help them learn
or know?
1. Positive.
 Essential Question:
o How is a Latin
adverb formed for
the first and second
declension?
o How is an adverb
formed for the third
declension?
o How is an adverb
different than an
adjective?
TLW:
 Know that an adverb
modifies the verb of the
sentence.
 Form positive adverbs by
adding –e to the stem of
first and second
declension adjectives.
 Form positive adverbs by
adding –iter (or –er) to the
stem of third declension
adjectives.
 translate various Latin
passages
 Comp and Sup Game: student
takes turns answering a
question to go to next round.
Student can return to “home
base” at any time for help.
 Cochlea: game where
students attempt to be first to
finish while answering as
many questions right as
possible.
 “Where’s the End?” students
must match correct endings
and translations to each word
Assessment
How will you
know they have
learned it?
Technology
Literacy
What technology
skills are being
introduced,
developed,
mastered?
NJCCCS
(CPI’s)
 Open ended
quiz
 Translation
 Presentation
 Game
*All concepts and objectives are mastery learning objectives aligned to the New Jersey State Core Content Curriculum Standards
**Professional staff will differentiate instruction to ensure students achieve the stated objectives.
7.1
N-H
A. 3
A.4
A. 6
13
Plumsted Township Public Schools
Curriculum
2. Comparative.
 Essential Question:
o What is the
connection between
a comparative adv.
and adjective?
o How are
comparatives
translated?
 translate various Latin
passages
 Comp and Sup Game: student
takes turns answering a
question to go to next round.
Student can return to “home
base” at any time for help.
 Cochlea: game where
students attempt to be first to
finish while answering as
TLW:
 Form comparative adverbs
utilizing the neuter
comparative adjective and
the endings -ius.
 Translate comparatives
using the key words:
more, rather, too, -er.
 Open ended
quiz
 Translation
 Presentation
 Game
7.1
N-H
A. 2
A. 3
A.4
Unit Topic: Adverbs

TLW:

3. Superlative.

Form
superlative
adverbs
 Essential Question:

utilizing the endings –
o What is the
issime; -rime; -lime
connection between

Translate superlatives
a superlative adverb
using the key words: most,
and adjective?
very, -est.
o How are
superlatives

translated?

many questions right as
possible.
“Where’s the End?” students
must match correct endings
and translations to each word
translate various Latin
passages
Comp and Sup Game:
students take turns answering
a question to go to next
round. Student can return to
“home base” at any time for
help.
Cochlea: game where
students attempt to be first to
finish while answering as
many questions right as
possible.
“Where’s the End?” students
must match correct endings
and translations to each word




Open ended
quiz
Translation
Presentation
Game
*All concepts and objectives are mastery learning objectives aligned to the New Jersey State Core Content Curriculum Standards
**Professional staff will differentiate instruction to ensure students achieve the stated objectives.
7.1
N-H
A. 3
A.4
14
Plumsted Township Public Schools
Curriculum
Unit Topic: Other parts of speech
Topic/Essential
Question
What are the most important
concepts to be learned during
this unit?
1. Dating system.
 Essential Question:
o How is each day of
the month
connected to the
Kalends, Nones, or
Ides?
o Why is it important
to be familiar with
the acc. and abl. of
time?
Objectives
Core Activities
What will students know and be
able to do?
What Activities Will help them learn
or know?
TLW:
 Know that the Romans
based their month on the
phases of the moon, thus
all other days are based
around the Kalends (1st),
the Nones (5th), and the
Ides (13th).
 Convert Roman dates to
modern dates and vice
versa.



translate various Latin
passages
Use Roman and American
calendars to compare and
convert dates.
Cochlea: game where
students attempt to be first to
finish while answering as
many questions right as
possible.
Assessment
How will you
know they have
learned it?



Presentation
12 month
calendar of
American
holidays
Open ended
test
Technology
Literacy
What technology
skills are being
introduced,
developed,
mastered?
NJCCCS
(CPI’s)
Charts and
graphs skills
*All concepts and objectives are mastery learning objectives aligned to the New Jersey State Core Content Curriculum Standards
**Professional staff will differentiate instruction to ensure students achieve the stated objectives.
7.1
N-H
A. 2
A. 3
A.4
A. 6
15
Plumsted Township Public Schools
Curriculum
TLW:
2. Numbers.
 Know that ordinals
 Essential Question:
describe nouns thus must
o Why are ordinal
match in case, number,
numbers considered
and gender.
adjectives?
o In what way are
Roman cardinal
numbers so
pervasive in
modern language?





Derivative lists: students
work in pairs and list all
modern words based on
Latin numbers.
Presentation
Open ended
quiz
7.1
N-H
A. 3
A.4
A. 5
A. 6
translate various Latin
passages
“Around the World” card
games
Unit Topic: Roman Culture
Topic/Essential
Question
What are the most important
concepts to be learned during
this unit?
1. Everyday life
 Essential Question:
o How is the life of
the modern woman
different from that
of the ancient
Roman woman?
o How did life differ
for women of
different social
classes?
o How did Roman
women make a
Objectives
Core Activities
What will students know and be
able to do?
What Activities Will help them
learn or know?
Assessment
What technology
skills are being
introduced,
developed,
mastered?
How will you
know they have
learned it?

TLW:
Technology
Literacy
“Baseball”
game
Research
paper
PowerPoint
presentation
NJCCCS
(CPI’s)

Research
skills

utilizing
online

databases

 Online
 Feminae

resources

Game
(project
 Open ended
research)
test
 Identification
of useful
sources

 Keyboarding
*All concepts and objectives are mastery learning objectives aligned to the New Jersey State Core Content Curriculum Standards
**Professional staff will differentiate instruction to ensure students achieve the stated objectives.

Know and understand
the differences between
the poor, middle class,
and elite class of
women.
Identify good and bad
qualities of various
women according to
Roman standards.

Read and discuss in
groups the lives of
women.
Create questions about
women
“Baseball”-students ‘pitch
questions to the ‘batter’.
After four correct
questions the team earns a
‘run’.
Research a famous
woman in history
7.2
N-H
A.1
A.4
C.1
C.3
I-L
16
Plumsted Township Public Schools
Curriculum

difference in
Roman society?

o How are Roman
weddings similar
and different from
modern weddings?

Understand the lasting
affect of Roman
wedding traditions on
today’s modern society.



translate various Latin
passages

teams compare weddings
and marriage of Rome and

USA
Powerpoint
Wedding
skit
Wedding
contracts
Feminae
Game
Open
ended test
A.1
B. 2
P-A
B.3
Unit Topic: Roman Culture
7.2
o Why is Roman
bathing found to be
distasteful in
modern society?
o Why were the
baths so important
to Roman culture?



o Why do we have
holidays?
o Why did the
Romans have so
many holidays?


Know that bathing was
a communal affair, and
was an important part
of every Roman’s day.
Know that the bath
houses were known for
their libraries, shows,
athletics, and beauty.
Know that all Romans,
including women, had
access to the baths.
Know that many
modern secular and
non-secular holidays
are based on Roman
festivals.
Know that the Romans
reserved as many as


Research layout of
famous bath houses in
Rome and Pompeii
 Presentation
 Open ended
quiz
Research Roman
holidays for each
month.
 Poster

Research
skills
utilizing
online
databases
 Online
resources
(project
research)
 Identification
of useful
sources
 Keyboarding
 Powerpoint
*All concepts and objectives are mastery learning objectives aligned to the New Jersey State Core Content Curriculum Standards
**Professional staff will differentiate instruction to ensure students achieve the stated objectives.
N-H
A.1
A.4
C.2
N-H
A.1
C.1
17
o What are the most
common aspects of
a Roman comedy?
o What makes
something funny?
o Does humor
change over the
generations?


Plumsted Township Public Schools
Curriculum
177 days a year for
 translate various Latin
festivals.
 Play and
passages
movie
Know that all Roman

Read
and
act
out
the
comedies consisted of
anaylsis
play “Pseudolus” by
core characters.
 Open ended
Plautus.
quiz
Know that all Roman

Students view the film
comedies utilized
“A Funny thing
various tools: slapstick,
Happened on the Way to
word play, mistaken
the Forum” and compare
identity, running gag,
to the original comedy.
and comic stratagems.
 Visit a theatre to see a
N-H
A.3
A.4
B.2
C.1
live comedy when
available/possible.
Unit Topic: Roman Culture
2. Myths and Stories
 Essential Question:
o What is the
common theme
among stories
about mythological
females?
o What makes the
perfect mate
(spouse)?
TLW:
 Know that the ancient
world feared powerful
women and that
strength was equated
with danger for men.
 Know goodness was
equated with beauty,
evil was equated with
ugliness.
 Be familiar with the
story of Pygmalion and
Galatea.
o What makes

Odysseus a hero?
o How do we learn
from our struggles?
Be familiar with the
story of Odysseus.

Research a mythological
nymph and create a visual
aid.






Read love stories aloud.
Create a collage or statue
with signs/symbols that
represent the ideal spouse
and marriage.
Discussion and
summarization of the
Odyssey, the hero, and his
exploits.
Create a modern day
vacation brochure based on

Powerpoint
presentation
Feminae
Game
Open ended
test
Presentation

Research
skills
utilizing
online
databases
 Online
resources
(project
research)
 Identification
of useful
sources
 Keyboarding
 Powerpoint
7.2
N-H
A.3
I-L
Travel
A.3
Brochure
B.2
 The

Odyssey
*All concepts and objectives are mastery learning objectives aligned to the New Jersey State Core Content Curriculum Standards 18
**Professional staff will differentiate instruction to ensure students achieve the stated objectives.

Plumsted Township Public Schools
Curriculum

o Why should we
follow the
rules/laws?
o Why do people
often break the
rules/laws?

o
Which Latin phrases
are still used in the
medical and legal
fields today?




3. Legitima/Medica
Verba
 Essential Question:
Be familiar with the
stories of: Phaeton and
Helios, Eurydice and
Orpheus.
Know and understand

legal and medical terms
commonly used in the
modern day (ex.habeas
corpus, non compos
mentis, subpoena, bis in
die, stat.)
Odysseus’ adventures.
Students view “Odyssey” the
movie.
Cochlea: game where
students attempt to be first to
finish while answering as
many questions right as
possible.
Students read stories aloud.
Discuss consequences of
breaking rules of: parent,
state, gods. (modern and
historical)
Mock trial
Game

Presentation


Presentation
Quiz
*All concepts and objectives are mastery learning objectives aligned to the New Jersey State Core Content Curriculum Standards
**Professional staff will differentiate instruction to ensure students achieve the stated objectives.
P-A
A.3
N-H
B.2
P-A
B.3
19